Rizal

INTRODUCTION
Rizal is one of the most famous persons in the history of the Philippines and his being
a national hero is indeed unquestionable and undeniable. His sacrifice for the love of
country is something admirable and beyond compare. He is a man of great talents and
a man whose principle and courage cannot even be shattered by death.
This module has been made not just as a means of learning and understanding Dr.
Jose Rizal’s life and works but also as a means to inspire young people that having this
course subject in college is indeed a must for the youth of today and of the next
generations to come.
This module will enable students to further understand and appreciate the
significance of studying the life and works of Rizal in order for the Filipino youth to realize
and appreciate the value of heroism, patriotism, nationalism and the love for country.
Above all, it is hoped and wished that this module will be of great contribution to
instill in them the values that Rizal’s life could teach them and instill in them that fire
burning that “The Youth is the Hope of the Nation”.
I
ACKNOWLEDGMENT
My sincerest thanks first of all to my dear Alma Mater, Holy Cross College, for giving
me this wonderful opportunity to create this module as a means of providing the quality
of education for the learners. I have high hopes that this would not only be a means of
learning for the students but an instrument for them to believe and experience that
learning is fun and that Holy Cross College is indeed “A School with the Heart.”
My gratitude also goes to none other than our very hardworking HCC president, Atty.
Dennis C. Pangan, who is doing all his best for the school and the students.
Thank you also to the College of Arts, Sciences, and Education (CASED), for making
me feel I belong to the College Department. Same goes to our Vice-President for
Academic Affairs and Dean of CASED, Dr. Leticia D. Flores, for the guidance she has
given in the creation of this module. Thank you to my siblings at heart, the Generalists,
Ma’am Arlene Marie M. Ocampo, Ma’am Hengelyn P. Patawaran and Sir Paul Justine R.
Ceneta, for they are the reasons why I always have faith in myself. I found another family
in you.
My sincerest thanks as well to Rex Bookstore Publications with the combined efforts of
the authors of the Jose Rizal: Social Reformer and Patriot, A Study of His Life and Times
book, Mr. Augusto V. De Viana, Ms. Helena Ma. F. Cabrera, Ms. Emelita P. Samala, Ms.
Myrna M. De Vera, and Ms. Janet C. Atutubo. The utilization of the said book has been of
big help and guide for me in making this module. Thank you also to the authors of the
sites and linkages that were of great help in the creation of this module.
To my students, who have been always the reasons why I continue to be in this
profession, thank you for making me touch your lives the way you do to mine. Hope this
would be of great help in your course as you go along with your studies. This is for you.
My love and deepest gratitude also to my family most especially to my husband,

Jeffrey M. Mallari, who also had sleepless nights and supporting me all the way. To my
kids, Josrie Raiven, Joserei Cedrick and Jhemielle Renesmee, who have been my
greatest inspiration in creating this and in giving my best in everything that I do. Same
goes out to my mom and stepfather who never failed to believe in me.
Most importantly, to our loving and Almighty Creator, thank you for all the blessings
and guidance that I will be forever thankful for.
Hope this module would be a fun-learning means to the learners as I put my heart and
soul in doing this.
All glory to God Almighty!
ROSEMARIE B. TAPIA, LPT

Instructor/Module Designer
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TABLE OF CONTENTS
1. INTRODUCTION…………………………………………………………………..………...I
2. ACKNOWLEDGMENT…………………………………………………………………..…II
3. TABLE OF CONTENTS……………………………………………………………………..III
4. LIFE AND WORKS OF RIZAL LESSONS………………………………………………….1-65
PART 1. LIFE AND WORKS OF RIZAL
Introduction: Rizal in the Eyes of the Filipinos…………………………………………………1-6
Lesson 1: The Conditions of Europe, America, and Spain………………………………….7-8
Lesson 2: Conditions in the Philippines in the 19th Century…………………………………9-11
Lesson 3: The Religious Front: Secularization………………………………………………….12-14
Lesson 4: The Rizal Law……………………………………………………………………………15-17
Lesson 5: Life of Rizal………………………………………………………………………………18-32
Lesson 6: Works of Rizal……………………………………………………………………………33-37
PART 2. PRESENT REALITIES
Rizal in the Eyes of the Filipino Youth…………………………………………………………..38
Heroes Be Like………………………………………………………………………………………39-40
Is Dr. Jose Rizal a Fully Functioning Person…………………………………………………….41-42
Being an Ideal Filipino Citizen……………………………………………………………………43
Developing a Positive Self-Concept……………………………………………………………44
Catching Positive Values………………………………………………………………………….45
Focusing on Important Rizalian Traits and Virtues……………………………………………46
Serving Others, A Social Responsibility…………………………………………………………47-48
Positive Versus Negative Love of Self…………………………………………………………..49
Are You Proactive or Reactive?..........................................................................................50
Creativity: The Key to Productivity and Progress…………………………………………….51
Time Management………………………………………………………………………………..52
Developing Fairness or Justice………………………………………………………………….53
Self-Discipline: A Call of Our Times……………………………………………………………..54
Faith in God and the Faith of Nation………………………………………………………….55
Love of Country: A Must for Progress………………………………………………………….56
Synergy……………………………………………………………………………………………...57
Win-Win Attitude…………………………………………………………………………………..58
Leadership: A Must for Nation-Building……………………………………………………….59
Having a Mission and Vision in Life…………………………………………………………….60
REFERENCES………………………………………………………………………………………62-64
Life and Works of Rizal
RIZAL IN THE EYES OF THE FILIPINOS
OBJECTIVES:
At the end of the lesson, the students will be able to:
1. remember the important events in the life of Rizal;

2. analyze Rizal’s works;
3. discuss the importance of studying the life of Jose Rizal as Filipinos.
Who would not have known the name Jose Rizal? Why is his name popular in the
Philippines? Why are there so many streets and buildings named after his name?
For Filipinos, their answers may be different depending on what they know and with
what they believe. For others, he was a martyr who died for the freedom of the Filipinos
against the oppression and Spanish colonization. He was also tagged as “Tagalog Christ”
or “Kristong Tagalog” for some sectors believed him as a saint or messiah who freed the
Filipinos from oppression of the Spanish government. A lot of Filipinos also know him as a
man of many talents – a polyglot, doctor, novelist, teacher, sculptor, anthropologist, and
so much more.
Despite of others who admired him, Rizal had also his share of detractors. Some writers
saw him as a wanderlust, an unpredictable person, someone who is hungry for power
and others see him as an agitator, questioning his motives. Even his name is one of the
passwords of one of the ranks of the Katipunan.
Furthermore, it was the unjust execution of the GOMBURZA priests – Fathers Mariano
Gomez, Jose Burgos, and Jacinto Zamora that paved the way for Rizal to write his great
novels of Noli Me Tangere and El Filibusterismo.
Image of Dr. Jose Rizal from Wordpress
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ACTIVITY 1 THINK IT OVER
Read the following questions and answer them the best that you can.
1. What is your definition of a “hero”?
2. What is your understanding about Noli Me Tangere and El Filibusterismo?
3. In your own opinion, are heroes born or made? Justify your answer.
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HEROES ARE MADE OR BORN?
Undoubtedly, heroes are also humans just like anybody else. They are products of their
time, community, environment, and of the conditions prevalent during their time. Heroes
are made because they responded to the urge that they must be. It is their own initiative
and their own guts that they faced all the challenges and all the sacrifices that they had
to undergo in order for them to do what they can for the common good of their
countrymen.
Some writers may even question the frailties of a certain hero and even doubt a hero’s
achievements, but bottom line is that one can learn from a hero’s life and it will serve as
an inspiration to young people.
THE CRITERIA OF BEING A HERO
How is it to be a hero? Who declares that a certain individual is a hero? How did Jose
Rizal become a national hero? His being a national hero could be evident enough
through the monuments erected at designated places and even in streets, avenues, or
buildings named after him. No wonder that long after his death, his heroism becomes
stronger. Rizal’s status as a national hero was not proclaimed by law but was made by
the acclamation of the Filipino people.
The National Historical Institute or NHI which is presently the National Historical
Commission of the Philippines, as the country’s agency regarding historical matters,
prescribes the passage of 50 years before confirming an individual as a hero. If after such
time, this person is still admired and appreciated with his ideals and ideas, then, he or she
is considered a hero. According to NHI, in 1965, the National Heroes Commission,
released a set of criteria on the definition of a national hero which was approved by the
head of the committee of the National Library, Director Carlos Quirino. Their definition of
a hero is “an admirable leader towering over his peers, who is serving a noble cause,
possessing exceptional talent, distinguished valor and/or hold enterprise, exercising a
determinative influence over the spiritual life of his people in a particular remarkable
event.” The criteria also stated that “the hero must, during extreme stress and difficulties,
project himself by his own fortitude, by his own sacrifices to be the inspiration of his
countrymen in leading them to their rightful destiny. He must exhibit self-denial and
abandon his personal interests to place those of his country before any other, and whose
deeds and acts are proudly emulated by a grateful people that, after his death, render
him singular tribute, honor him with public worship, and acknowledge his meritorious
services to mankind by spontaneous national recognition.”
The National Heroes Commission came out with the following characteristics of a
person needed to be examined before he or she can be considered a hero.
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1. Motives and methods employed in the attainment of the ideal (e.g. welfare of the
country).
2. The moral character of the person.
3. The influence of the person to his age or epoch and the succeeding eras.
The considerations for heroism are very stringent and the person being studied as a hero
would be scrutinized. In the year 1993, more definitions of a hero were added then in
preparation for the commemoration of the centennial of the declaration of the Philippine
Independence. During the time, then-President Fidel V. Ramos issued Executive Order
No. 75, which paved the way for the creation of the National Heroes Committee which
aims “to study, evaluate, and explicitly recommend Filipino national personages as
national heroes in due recognition to their sterling character and remarkable
achievements for the country”. There was a round table discussion for the criteria for
national heroes which was held on June 3, 1993, attended by historians namely, Onofre
D. Corpuz, Carmen Guerrero-Nakpil, Dr. Samuel K. Tan, Dr. Marcelino Foronda, Dr. Alfredo
Lagmay, Dr. Bernardita R. Churchill, Dr. Serafin D. Quiason, and Professors Ambeth R.
Ocampo and Minerva Gonzales. The body adapted the definition of a hero drafted by
Dr. Corpuz which stated that “Heroes are those who have a concept of nation and
thereafter aspire and struggle for freedom.” He also emphasized that Bonifacio’s
revolution for freedom was a success. Nationalism is also an important element in
considering heroism. The person must be guided by the conviction of national identity to
consider a national hero. He or she must be willing to sacrifice for the nation’s benefit
such as Jose Rizal, Andres Bonifacio, Graciano Lopez Jaena, and Marcelo del Pilar,
among others.
The National Heroes Committee held another meeting of historians on November 15,
1995 wherein they agreed to adapt a set of criteria stating that “a hero is part of the
people’s expression.” It takes time for a person’s contribution to history to be recognized
and the younger generations will play part in the role of such hero.
The Philippines has set four days to honor its heroes – Rizal Day which is every 30th of
December commemorating Rizal’s death; Bonifacio day which is celebrated every 30th
of November 30 in honor of Andres Bonifacio, the founder of Kataastaasan, Kagalang-
galang na Katipunan ng mga Anak ng Bayan (KKK ANB) which launched the the
Philippine Revolution of 1896; National Heroes’ Day which is celebrated very last Sunday
of August that honors all the heroes of the Philippines including those who are unknown;
and lastly Ninoy Aquino Day which is commemorated every 21st of August which is the
anniversary of Ninoy’s assassination at the former Manila International Airport, which is
now known as Ninoy Aquino International Airport. It is the role of the government and
other authorities to continue to keep the memory of these heroes alive.
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PROJECT:
On a 1/8 illustration board, draw your ideas about Rizal and make it as creative
and meaningful as possible. This will be graded using a rubric and the teacher will
give further instructions with the date of submission.
Image from: Pinterest
One incident which triggered Rizal to write his novels, Noli Me Tangere and El
Filibusterismo was when the three Filipino secular priests namely Fathers Mariano Gomez,
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Jose Burgos, and Jacinto Zamora (also known as GOMBURZA) were executed. The three
priests were implicated in the Cavite Mutiny of January 20, 1872.
ASSIGNMENT:
Make a research about the GOMBURZA priests. Know about their biography and cite
their contributions or great doings for the country. This shall be put in short bond paper
and will be passed as per teacher’s instruction.
Image from: GOMBURZA Trivia 101
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LESSON 1: THE CONDITIONS OF EUROPE, AMERICA, AND SPAIN
OBJECTIVES:
1. state the difference of the concept of liberal ideas compared to conservative

ideas;
2. identify the countries that tried to change their political and social situations; and
3. discuss the changes that happened in these countries during Rizal’s time.
ACTIVITY 2
LET’S REMINISCE
Through the aid of the internet, search for historical events which happened
in the Philippines during the 19th century. Enumerate at least 10 of the
significant happenings during those times. From your list, state the three most
interesting trends that you gathered.
RIZAL’s CENTURY: THE 19th CENTURY
The appeal for change about equality, liberty, sovereignty and freedom
since the earlier times has always been part of history. These have been the
issues in Europe during those times making the 19th century a century of
change. The French Revolution in 1789 resulted in the toppling of the
monarchy of King Louis XVI. There was a revolution in Europe from 1848 wherein
people in Austria and France sought for responsible governments. At the time
of Rizal’s birth in 1861, Tsar Alexander II emancipated Russian serfs. That same
year, the Italians under Giuseppe Garibaldi threw out the Austrians and took
over the papal lands. While in the United States, then-President Abraham
Lincoln emancipated the black slaves but also triggered the American Civil
War which lasted from 1861 to 1865. Later also, France overthrew monarchists
and established a republic. On the other hand, most of Spain’s colonies like
those in South and Central America have won their independence from Spain
through revolution. One of the remaining colonies of Spain was the Philippines.
Spain was part of France’s alliance against Great Britain during Napoleon’s
time. Time came when this alliance faltered and Napoleon invaded Spain
in1808 and made his brother, Joseph as king. This was also the time that the
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Spaniards resisted the French and the Spanish patriots declared allegiance to
their crown prince Ferdinand wherein they gathered in the city of Cadiz –
where they crafted a constitution. The Constitution of Cadiz had a feature of
allowing for the colonies to be represented in the Spanish parliament called
the Cortes. This Cortes should have been the way for the Filipinos to be given
equal rights with the Spaniards. Representation in this body was one of the
reforms demanded by Rizal. Until there were twists and turns of events that
happened because of war and unruly governance until the Philippines in 1833,
the Cortes had a secret session wherein they have decided that the Philippines
should not be accorded representation.
On the other hand, there were renewed efforts of European penetration

with the rise of Great Britain and France and the weakening of Spain and
Portugal. China was then gained by the British in Hong Kong and China was
forced to open five ports to its foreign traders wherein China was defeated at
the Opium War of 1839-1842. The Great Britain was also able to take over
Kowloon. Furthermore, Japan was forced open in 1854 by the Americans
under Commodore Matthew Perry but unlike the Chinese, the Japanese were
able to parry western requests to make Yokohama a treaty port. Even India
was also a crown colony for Great Britain in 1858 which followed the
suppression of the Sepoy Mutiny in 1857. On the other hand, after three
Burmese wars, Burma was also colonized by Great Britain. While near the
Philippines, Indochina became a protectorate of France, following the
suppression of Annam and Cochin-China kingdoms. The Filipino troops from
Manila played a role in the conquest of Indochina for France, After which,
Malaysia became a protectorate and colony of Great Britain the Dutch of
Netherlands conquered Indonesia.
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LESSON 2: CONDITIONS IN THE PHILIPPINES IN THE 19TH CENTURY
OBJECTIVES:
1. analyze the political and social changes that occurred in Europe in the 19th
century;
2. discuss how the changes that happened in Europe affected the colony in Asia.
The liberal stirrings from Europe reached even the Philippines. There were leading
citizens in Ilocos named Kailanes who did not believe that the Cadiz Constitution was
really abolished by King Ferdinand and ended up in revolt and these Kailanes were
defeated by troops from other provinces? There was also a mutiny in 1826 of Mexican
soldiers led by Lt. Andres Novales. The mutineers tried to rally the Filipinos for support
and promised fight for the Philippines’ independence but ended up being executed.
These rebels complained of discrimination and unfair treatment from peninsular
officials following the independence of Mexico from Spain.
Apolinario de la Cruz refused to disband his religious organizations, the Cofradia de

San Jose. He aspired to be a priest but was refused by the Spaniards because of his
race that paved the way for him to being the founder of the Cofradia which became
popular among ordinary people and was seen as threat by the Catholic Church. De
la Cruz was further executed and the Cofradia was suppressed. This resulted for the
members of the Tayabas Regiment of the Spanish army, who turned out to be
province-mates of De la Cruz, mutinied and even almost took over Manila if it weren’t
only of the arrival of native reinforcements which should have been the defeat of the
Spanish colonizers. The last series of revolts were in 1841-1842.
During the time, the Philippines was disunited because of the lack of national
identity. The lack of unity of the Filipinos was the opportunity for the Spaniards to divide
and rule the country. The Spaniards born in Spain but working in the Philippines were
called peninsulares while the insulares were the Spaniards born in the Philippines. They
were only few consisting of the governor-general, some officials and priests, and even
the head of the local police. The colonial order was maintained by the native officials.
The local officials were the gobernadorcillos, councilmen, and the Principalia. Only
the sergeants at the time were Spaniards. Despite the minimal number of the
Spaniards, they were able to maintain the loyalty of the native officials through giving
them material rewards and privileges separating them from the general population.
The gobernadorcillos were given the titles of capitan municipal, teniente, and
cabeza. Their titles were not paid much but gave them positions in the native society
that is why they were called principales or leading citizens. They were even exempted
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in paying taxes and community labor. The former officials are even eligible for re-
election and reinstatement of their positions, making the Philippines ruled by the
Spaniards for 300 years.
By the 19th century, there were profound changes and had effects to the
Philippines. The Philippines was forbidden to trade with other countries due to the
monopolistic policy of Spain, but the colonial officials ignored this instruction and still
traded with other nations. It was in the year 1834 that Manila was opened to world
trade followed by other ports in the colony such as Iloilo, Cebu, Sual, Pangasinan, and
Zamboanga. The demand for Philippine products like coffee, sugar, tobacco, abaca,
dyestuff, and rice made economic opportunities in international markets for the
families mostly for the mestizos consisting of the Chinese and Spanish families. These
families inter-married the natives who were farmers and became traders. In the long
run, they became richer and became part of the middle-class families and got the
privileges of sending their children to colleges and universities for their college
education. Later, these children were able to obtain higher education degrees and
made them thought that they were equal with the Spaniards. Furthermore, they
became concerned with issues of equality including secularization. It was also the
time of Rizal’s youth that equality was the common plea of the Filipinos making this
hunger for equality as Rizal’s lifelong quest.
Image from: Slideshare.net
PROJECT:
On a 1/8 illustration board, draw about Rizal’s ideals and create your own
philosophy in life in relation with his. Make it creative and inspirational as
possible. This would be graded through rubric.
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ACTIVITY 3 LET’s THINK ABOUT IT
Read and analyze again about the Conditions of the Philippines in the 19th
Century. List down the changes that happened in the Philippines and put them
at the right category in the columns below.
POLITICAL ASPECT SOCIO-CULTURAL ECONOMIC ASPECT

ASPECT
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LESSON 3: THE RELIGIOUS FRONT: SECULARIZATION
OBJECTIVES:
1. define and understand the meaning of secularization in its relation to the situation
in the Philippines in the 19th century;
2. explain the definition of secularization; and
3. differentiate a regular priest from a secular priest.
ACTIVITY 4
SEARCH AND THINK
With the aid of the internet, search for the meaning of the following words
listed below and explain briefly how you understood each word. Write your
answers in the boxes provided below.
1. secularization
2. seculars
3. secular priest
4. regular priest
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Secularization of the Philippine Church involving the Catholic clergy in the

Philippines has been a persisting issue besides the need to secure political and
social reforms. The Council of Trent of the Vatican made the division of the regular
and secular priests in the 16th century. During the start of the colonization of the
Spaniards in the Philippines, the regular priests belonging to different religious
orders task was to establish and administer the country’s parishes. In the
Philippines, they were the Augustinians, Recollects, Franciscans, Jesuits, and
Dominicans who were originally missionaries who came to the Philippines. The
secular priests, composing of Filipino priests, were demanded by the seculars to
implement the royal and papal orders. Unfortunately, the implementation turned
out to be a failure for the said priests were deemed unready to head the parishes.
In 1767, the expulsion of the Jesuits made opportunities for seculars to occupy
vacated parishes. In 1858, the Jesuits were allowed to return to the parishes held
by the seculars once the secular priest holding the post died. In the end, there
was a reverse secularization of the churches wherein the parishes held by the
seculars were reverted to the regulars. This issue of secularization became a race
issue between the Spanish regulars and the Filipino seculars. Filipino priests like
Fathers Pedro Pablo Pelaez, Jacinto Zamora, Mariano Gomez, and Jose Burgos
were in the forefront of this struggle though they championed the cause of equal
rights with the Spaniards and the reduction of the Church’s influence in politics.
The leaders of the Filipino secular clergy were also the suspects who fought for the
secularization of the Philippine Catholic Church. The King of Spain and the Pope
were the ones who gave the instructions for the secularization of the country’s
parishes but such was resisted by the orders of the friars who contended that the
Filipino seculars were not ready to take over. At the time of the administration of
the liberal Governor-General Carlos Ma. de la Torre, Filipino liberals and seculars
were free to say their grievances until the regime of Governor-General Izquierdo’s
regime which suppressed such right. On the other hand, the Filipinos struggled to
defend their gains and the several identified rebels were arrested. Among them
were Jose Ma. Basa, Antonio Ma. Regidor, Balbino Mauricio, Joaquin Pardo de
Tavera, and Filipino secular priests such as Pedro Dandan and Toribio H. del Pilar
– the brother of propagandist, Marcelo H. del Pilar.
On the other hand, a false witness named Francisco Zaldua, pinpointed

Fathers Gomez, Burgos, and Zamora to lead a government that would overthrow
the Spanish regime and that would install Father Burgos as the future leader of the
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Philippines. There were protests and insufficient evidence, but still the three priests
were garroted at Bagumbayan on February 17, 1872. Even the identified
sympathizers of the secularization issue were put into trial, found guilty, and were
deported to Guam in the Marianas and were never allowed to return if Spain rules
the Philippines.
The Spanish clergymen performed an important role as spreaders of Christian

faith and as representatives of the colonial government. They helped in
establishing parishes and in the evangelization in several towns. The Spanish
religious officials functioned as the eyes and ears of the colonial government
besides holding positions in the government. They were also the ones who
controlled education as educational institutions were controlled by the religious
orders. With the local level, parish priests were endorsed as candidates for political
positions while in the national level, religious officials acted as advisers to the
governor-general. This deemed further for religious officials to have more power
than officials such as the governor-general.
ACTIVITY 5 KNOW YOUR THOUGHTS
Read the following questions and answer them comprehensively in the boxes
provided below.
1. What is the “secularization issue” all about?
2. Differentiate a secular priest from a regular priest.
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LESSON 4: THE RIZAL LAW
OBJECTIVES:
1. identify the groups opposing on the issue of the Rizal law;

2. analyze the interests and contention points of the contending groups;
3. synthesize parallels to the present time.
THE STORY OF THE RIZAL LAW
The need to instill heroism among the youth during the time the Philippines was
struggling of social turmoil paved the way for Senator Claro M. Recto to file for the Rizal
Bill in 1956. This was the time when the country was being ravaged by the Hukbalahap
insurgency. The American influence at that time was so strong in the country’s economy
and even in political policies. Furthermore, the Philippines became part of the global
network to contain the spread of communism with the conclusion of the mutual defense
agreement with the United States in 1951 and its joining Southeast Asia Treaty
Organization (SEATO). Later, in 1956, the free entry of the American products in the
Philippines was made sure because of the Laurel-Langley Agreement.
This was the period that Recto thought of his bill which calls for the return of patriotism
among the Filipino people. Under the Rizal Bill, the college and university students will be
obliged to study the life and works of Jose Rizal. The bill’s issuance was not welcomed
most especially with the Catholic Church for under it, college students will be forced to
read Rizal’s works like the Noli Me Tangere and El Filibusterismo wherein they contain anti-
Church passages. There were Catholic organizations like the Accion Catolico, formerly
headed by Senator “Soc” Rodrigo who opposed of the bill and a lot of priests even
foreign ones actively participated in the hearings of the Senate.
It was a month-long stand-off until a compromise bill was filed and authored by Senator
Jose Laurel and was based on the proposals of Senators Roseller Lim and Emmanuel
Pelaez. Until on June 12, 1956, Republic Act. No. 1425, better known as Rizal Law, came
into effect but still it accommodated the objections of the Catholic Church which could
be seen on the second paragraph of Section 1, allowing students to seek exemption from
reading Rizal’s works for religious reasons. The Rizal Law is more than 50 years old now,
and it may need revisions to make it relevant.
ACTIVITY 6 LET’S HAVE A DEBATE
For online students, they will be grouped into two. One group will be pro-Rizal Law
while the other group will be against it. A scholarly debate will be conducted with the
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teacher as the moderator. For offline students, they will be asked to choose one and
justify it through an essay. Rubrics will be used for grading.
Republic Act No. 1425
House Bill No. 5561
Senate Bill No. 438
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 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 writings 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 novels
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 regulations 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
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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 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 the 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
Image from: philnews.ph
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LESSON 5: LIFE OF RIZAL
OBJECTIVES:
1. identify the important landmarks in the life of Rizal;

2. explain how these landmarks influenced his heart and mind;
3. describe Rizal as a person and get to know him better; and
4. justify why Rizal deserves to be a national hero.
How well do you know Dr. Jose Rizal? Would you believe that there are still numerous
facts that you may not be aware about him? For you to learn more about the Philippines’
national hero, click on the link below and get to know him better. There is always more
than meets the eye.
Check on the link below.
https://www.slideshare.net/Kasanralie/rizal-14742193
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ASSIGNMENT:
With the aid of the internet, research more on the different

landmarks in Jose Rizal’s life. To be written on short bond papers.
Wait for further instructions about the submission date.
PERFORMANCE TASK:
Create a 2-3-minute video about Rizal to be posted in your FB

accounts as a way of appreciation for his heroism. Make the
video creative and inspirational. The video will be graded using
rubric. The deadline for this will be further explained by the
instructor.
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LESSON 6: WORKS OF RIZAL
OBJECTIVES:
1. read the literary works of Rizal;

2. analyze each manuscript; and
3. critique the literary works.
ACTIVITY 7
POEMS TO LOVE
With the aid of the internet or books, search the following poems of Rizal.
Choose three from the following list, analyze your chosen poems and explain the
message of each poem. You will compile and submit them as instructed by the
teacher.
1. Sa Aking Mga Kabata

2. To the Filipino Youth
3. Hymn to Labor
4. To the Flowers of Heidelberg
5. Through Education Motherland Receives Light
6. The Intimate Alliance Between Religion and Good Education
7. The Song of the Traveller
8. Mi Retiro
9. Last Farewell
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Image from: pinoy stop
Jose Rizal wrote a letter to honor the young ladies of Malolos, despite the opposition
of the parish priest, requested Gov. Gen. Valeriano Weyler to give his permission about
this endeavor. He finally gave his consent to the opening of a night school for women.
It was published in Tagalog as per the request of M. H. del Pilar in February 1889.
ASSIGNMENT: REACTION PAPER
Through the internet, search for the” Letter of Rizal to the Young Women of Malolos”.
Read it comprehensively, summarize and explain through writing Rizal’s message.
Wait for further instructions of your teacher for the submission.
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Image from: Scoopnest
ACTIVITY 8
LET US KNOW YOUR THOUGHTS
Read the following questions carefully and answer them In the boxes provided
below.
1. What is the implication of Jose Rizal’s letter to the women of Malolos

regarding the female population of a country?
2. Compare the situation of education opportunities for women in the Philippines to

that of the women in Afghanistan and Kuwait during these modern times.
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Every Filipino has always been familiar with these two great books of Dr. Jose Rizal, the
Noli Me Tangere and El filibusterismo. To know about its summary and recall the stories
behind these very controversial and historical novels, click the link below.
https://www.slideshare.net/MariaDinahADimacali/noli-me-tngere-amp-el-filibusterismo-background-
plot-summary-amp-characters-english
Image from: Exhibit-Rizal-Books-Noli-Fili-
ACTIVITY 9
Review and analyze the two novels, Noli Me Tangere and El Filibusterismo. From the
summary provided, make a reaction paper wherein you compare the characters,
plot, and theme. This is to be submitted as per teacher’s further instructions.
PROJECT:
Create your own Hugot lines or memes about freedom and the role of the youth
to be posted in your Facebook accounts. Make them creative, inspirational, and
motivational. They will be graded with the usage of rubric.
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The life of Rizal is something every Filipino especially the youth must be interested
about. To be able to watch Rizal’s movie, just click the link below.
https://www.youtube.com/watch?v=4ePUUGQGeyg&t=459s
Image of the movie of Jose Rizal from: You Tube
PROJECT:
After watching Jose Rizal’s movie, make a reflection paper about his life to be
written in short bond paper. In the reflection paper, answer the questions below.
Wait for further instructions of the teacher about the submission.
1. How can you describe Jose Rizal’s life?

2. Do you think Rizal deserves to be the Philippines’ national hero? Why or
why not?
3. What good traits do you admire about him? Why?
4. How can you compare the Spanish era to the modern-day era? Explain
briefly.
5. In the modern times nowadays, who can you consider a modern-day
hero? Justify your answer.
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PART II: PRESENT REALITIES
RIZAL IN THE EYES OF THE FILIPINO YOUTH
OBJECTIVES:
At the end of the activity, the students will be able to:
1. discuss the qualities of Jose Rizal as a person and as a Filipino;

2. analyze why different persons have the same and not the same perceptions of a
certain individual; and
3. identify the qualities of Jose Rizal which are worth emulating.
Present Realities
Undoubtedly, Dr. Jose P. Rizal is popular to Filipinos as the Philippines’ national hero, a
man with numerous talents, a man gifted with a brilliant mind, a patriot, and a martyr
who died defending the rights of the Filipino people. Studies about his historical life for
students since elementary days until high school days made students think that there is
nothing more to learn about him.
Getting to know him better through different means is indeed necessary since the
youth needs both novelty and depth about his life story.
ACTIVITY 10
LET’s DO ART
Search for magazines and newspapers and with those, search for personalities that
would remind you of Dr. Jose Rizal. This would be put together creatively in a bond paper
with explanation of why you chose those personalities and what makes them remind you
about our national hero.
Image from: Facebook GMA News TV
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ACTIVITY 11
HEROES BE LIKE
OBJECTIVES:
At the end of the activity, the student will be able to:
1. explain the meaning of the terms “hero” and “personality”;

2. examine the factors which influence personality development;
3. cite specific examples of the factors which influenced the shaping of Jose
Rizal’s personality;
4. relate their own personality characteristics with their own childhood and
adolescent experiences;
5. compare their own personality with Jose Rizal’s personality; and
6. devise a plan to improve their own personality.
Present Realities:
Heroes are persons who symbolize nationalism and patriotism. They died
and sacrificed their lives defending the Philippines’ sovereignty and presently,
they serve as role models to the Filipinos especially to the youth. For the
government, one of those who they consider as heroes are the OFWs or the
overseas contract workers who work hard for their families and earn money
which they send through remittance that keeps the country competitive in the
global market. For others, heroes are those who protect and keep the
environment, preserving it for the next generations to come. There are also
ordinary people who can be considered heroes, those who do good things to
other people by helping without expecting anything in return. Nowadays,
personality is always related to a person’s physical being and his or her ability
to be pleasant in the eyes of other people. Personality is now more focused on
having glass skin, fair complexion, being beautiful physically, having good
communication skills, dressing better, putting on make-up, proper etiquette,
and the like, making people to forget that personality development is far more
beyond these things. But above all, one’s personality reflects n a person’s
attitude, behavior, and outlook in life, making one’s practices and decision-
making depend on an individual’s personality.
Read the following carefully and answer them to the best that you can.
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1. Give different definitions of a “hero”?
2. Give different definitions of the term “personality”.
3. Describe your personality and state the factors that influence and shape your
personality.
4. Do you think you still need your personality? Why or why not?
5. With Rizal’s personality, what do you admire the most about him? Why?
6. As a student, what do you think are your positive traits and contributions to your
family and to the community? Compare it with Rizal’s heroism.
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ACTIVITY 12
IS DR. JOSE RIZAL A FULLY FUNCTIONING PERSON?
OBJECTIVES:
At the end of the activity, the student should be able to:
1. identify and understand the meaning of “a fully functioning person”.

2. recognize the characteristics of a fully functioning person and a healthy
personality;
3. compare Rizal’s characteristics to that of a fully functioning person;
4. make a comparison between their own personality characteristics with that of a
fully functioning person;
5. identify if Dr. Jose Rizal had a healthy personality which made him a National Hero;
6. determine if they possess a healthy personality that will enable them to become
ideal Filipino citizens like Jose Rizal; and
7. discover the beneficial effects of having a healthy personality.
Present Realities:
Some of the usual problems in the Philippines are graft and corruption, disrespect
for people’s rights, workers’ inefficiency, drug abuse, different types of crimes, abuse
of the environment, and a lot more. This just proves that Filipinos are not fully
functioning based on how they behave and act as human beings. The most probable
factors that contribute regarding this is the psychological, social, material, cultural,
biological, and geographical influences which make them to become individuals
with unhealthy personalities. This is because a person with an unhealthy personality
tends to become someone who is self-centered, thinking and being concern only of
his or her own welfare.
Unfortunately, this is evident enough that a lot of institutions such as schools,

churches, the government and even their own families failed to develop these
people holistically may it be physically, mentally, emotionally, psychologically,
morally, and spiritually.
Social scientists and psychologists believe that a certain individual’s full

development is enhanced if he or she has a healthy and normal environment and
society, with the support of positive and sound values.
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From the chart below, write all your characteristics and write all those of Dr. Jose Rizal’s.
Compare them afterwards and see if there are similarities between you that of Rizal’s.
YOUR CHARACTERISTICS RIZAL’S CHARACTERISCTICS COMMENTS
Image from: Facebook GMA News
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ACTIVITY 13 BEING AN IDEAL FILIPINO CITIZEN
OBJECTIVES:
1. identify the primary characteristics of a healthy personality that will ensure the
development of other healthy personality characteristics;
2. explain why the chosen healthy primary personality characteristics could ensure
the development of other healthy personality characteristics;
3. state the relationship between the primary healthy personality characteristics
and the Rizal course’s objective of transforming students to become ideal Filipino
citizens who are socially concerned, productive, morally upright, patriotic, and;
4. trace the origin of the primary healthy personality characteristics.
Present Realities:
Filipinos nowadays are used to the fast-paced world brought about by

technology. They cannot live anymore without their gadgets, cell phones, computers,
television sets, and their usage of the internet that makes them very dependent on
such without thinking anymore on their own and use their own logic of reasoning.
Gone were the days that they appreciate slow, scientific method and step by step
doing of things. The Filipinos most especially the youth are easily influenced by the
information provided by the internet and media without them critically thinking
anymore especially if it concerns trending issues or if what’s “in”. Filipino citizens should
be able to identify the primary healthy personality characteristics that will “unlock”
other Filipinos’ primary healthy personality characteristics for these would enable
them to fully function as human beings. By doing so, they would become ideal Filipino
citizens who can help build a more just and a more humane Philippine society.
To Do:
With the aid of the internet, search for the song, The Greatest Love of All by
Whitney Houston and listen to it. Analyze the message of the song. From
this, trace the origin of the primary healthy personality characteristic
that will produce an ideal Filipino citizen like Dr. Jose Rizal.
State what have you realized out of the song and what can you
resolve.
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ACTIVITY 14 DEVELOPING A POSITIVE SELF-CONCEPT
OBJECTIVES:
1. explain the first steps toward the development of a positive self-concept;

2. discuss the significance of having a positive self-concept;
3. explain the relationship of positive self-concept with the characteristics of a person
with a healthy personality and ideal Filipino citizens;
4. relate Jose Rizal’s self-concept with his being an ideal Filipino; and
5. apply the lessons gained from this activity.
Present Realities
Self-esteem or self-concept is very important to an individual. This pertains to the belief

about one’s personal qualities. As stated by Moretti and Higgins (1990), “when people
live up to their personal standards (ideal selves), they experience high/positive self-
concept; when they don’t meet their own expectations, their self-concept suffers.” Harter
(1993) said that: “the foundations for the high or low self-concept appear to be laid early
in life.” This has been the reason why psychologists have focused much of their attention
on parent’s role regarding the development of self-concept. Marking influences on
children’s self-concept are things such as personal involvement, acceptance, support,
and exposure to clearly defined limits. There are effects on a man’s thinking process,
emotions, desires, goals and values. Therefore, a certain Filipino becomes an ideal Filipino
citizen depending on his having a positive or good self-concept. Among the Filipinos’ low
self-concept that hinders them in helping nation-building are colonial mentality
(preference for foreign ideas and goods), “hiya”(shyness or unexplained humility) and
“inggit”(envy for another’s good fortune).
Choose a person whom you trust and whom you are comfortable with. He /she
should be somebody you know well. Write all his strengths and weaknesses on a
piece of paper and compare this to your own strengths and weaknesses. As a
conclusion, what traits or qualities should you improve or avoid? Is he/she a
better person than you are? Justify your answer.
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ACTIVITY 15 CATCHING POSITIVE VALUES
OBJECTIVES:
1. remember experiences applicable to the formation of their values;

2. examine critically the positive and negative implications of some values that were
instilled to them by their families, communities, and the Philippine society;
3. examine carefully Rizalian values that are worth to appreciate and learn and
which are relevant in being good citizens;
4. recognize positive and negative attitudes that determine personality formation;
and
5. relate the importance of value formation to the formation of an ideal Filipino
citizen.
Present Realities
According to Weiten and Lloyd (2000), values are beliefs that people use to
evaluate the various aspects of life – religion, politics, social, and aesthetic issues. Values
are desirable, righteous, and worthy. They serve as standards wherein a person evaluates
and is being judged. Through the values that one has, he can decide if an issue is worth
arguing about. Thus, values’ ultimate function is to give humans a set of standards that
would guide him in all his efforts in satisfying his needs, and maintain these values and
furthermore, enhance their self-esteem which is also a determinant of personality
formation. It always depends on the person if what values he prefers more. Filipinos must
examine Rizalian values in the present conditions of the community and the country so
that they could use these values in giving solutions to problems of contemporary life.
TO DO:
List down all the values you have learned from your friends, family and
community. List also at least 10 Rizalian values you have learned. The teacher
would later ask you to explain how these values influence you to becoming a
good person and citizen.
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ACTIVITY 16
FOCUSING ON IMPORTANT RIZALIAN TRAITS AND VIRTUES
OBJECTIVES:
At the end of the lesson, the students must be able to:
1. identify important traits and virtues of Dr. Jose Rizal;

2. examine Jose Rizal’s traits and virtues and compared it with theirs;
3. decide if Rizal’s significant traits and virtues are worth imitating; and
4. relate the importance of Rizalian traits and virtues to the formation of an ideal
Filipino citizen, and to becoming a successful professional.
Present Realities:
For some of the youth today and other middle-aged Filipinos consider Rizalian traits and
virtues as “old-fashioned”. For them, an ideal person is someone who is described as
“macho”, “walang inuurungan”, “tunay na lalaki, and “maabilidad” like in Mystica’s
song, “Maginoo Pero Medyo Bastos”. Comparing the time of Rizal to the period
nowadays is indeed a big difference and being Rizal in a society with different standards
is hard. Being like Rizal requires brains, determination, courage to be outstanding and
different and beyond anything, having a heart like his. Filipinos must still be Rizal-like to
progress as a nation. For the Philippines to improve its third-world country status, the
problems of graft and corruption, lawlessness in some parts of the country, oppression of
the poor, human rights violation, poor quality of education, among others must be given
solutions.
TO DO:
Listed below are some of the traits and virtues of Jose Rizal. From the list,
cite particular events or occasions wherein Rizal showed or manifested them.
After which, answer the advantages of having Rizal as a model. Finally,
answer if who do you consider your hero and why.
 love for God -love for justice

 love for parents -love for education
 love for country -humility
 love for others -self-sacrifice
 love for nature/environment -idealism
 courage -nobility
 initiative -self-control
 gratitude -charity
 courtesy and politeness -creativity
 thrift -honesty
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ACTIVITY 17
SERVING OTHERS, A SOCIAL RESPONSIBILITY
OBJECTIVES:
1. realize that man is indeed a social being;

2. identify the “others” in their lives;
3. accept the reality “No man is an island”;
4. discuss Rizal’s undying desire and willingness to serve his countrymen; and
5. demonstrate love and concern for country and fellowmen by proposing daily acts
of nationalism and patriotism.
Present Realities:
Antagonism between the rich and the poor, the Christians and Muslims, the leftists
and rightists, and the like are already uncommon issues. Part of God’s plan of creation is
the love and service to other people, but these could also be the sources of pain, misery,
injustice, cruelty, and even oppression. Man’s goodness could also be contaminated
with pride, greed, envy, jealousy, ignorance, misunderstanding, and rivalry leading to
one’s refusal to be socially concerned and responsible to others. This is same to
contaminating water by means of putting poison and could be a source of death instead
of giving life. The “kanya-kanya” or “to each his own” system has influenced many
Filipinos to alienate themselves from other people.
TO DO: Read the following statements or questions comprehensively and explain them
to the best that you can.
1. Explain your understanding of “No man is an island.”
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2. How did Rizal made his share of “serving others”?
3. Who are the “others” in your life?
Image from: Twitter (astoriapalawan)
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ACTIVITY 18 POSITIVE VERSUS NEGATIVE LOVE OF SELF
OBJECTIVES:
1. identify the difference of the positivity of self-love and the negativity of loving
one’s self (selfishness);
2. explain the roadblocks to serving others;
3. identify and explain the main cause of present-day problems; and
4. relate to Rizal’s positive love of self with his desire to help his fellow Filipinos.
Present Realities:
It is saddening that the society nowadays measures success through the amount of
money that one has, the huge and modern houses, luxurious cars, the six to seven figures
that one earns in a month, the power, fame, influence – all that are earthly and
materialistic. These earthly things which are all just temporary lead to greed and originate
from negative love of self or selfishness.
Beyond everything that one has, man still is unsatisfied and discontent. Greed could
lead people to unhappiness and to being selfish to material possessions and earthly
things which clouds decision-making; making wrong become right and justifying evil as
good.
LEARNING ACTIVITY
Research for the meaning of positive love of self
and negative love of self (selfishness) in the library or
through the aid of the internet. Cite your source of
information. After which, state the root causes of the
following: graft and corruption, terrorism, and
environmental destruction and give examples for
each. This will be put on short bond papers with
explanation. Wait for the further instructions of the
teacher for the submission.
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ACTIVITY 19
ARE YOU PROACTIVE OR REACTIVE?
OBJECTIVES:
1. explain the difference between proactive behavior and reactive behavior;

2. make a self-evaluation to know if they are reactive or proactive;
3. describe Rizal as a proactive person; and
4. demonstrate proactive choices in different situations.
Present Realities
The word “victimitis” is a contagious virus that many Filipinos are infected. These are
the people with the belief that the government owes them something, failing to
recognize that their attitude is the problem. They are the people who easily react
negatively to situations and are easily offended. They are the individuals who usually
blame other people, always complain about things, get angry, say curse words, wait for
things to happen, and worse, act only if they are forced to. Reactive people usually utter
these words – “That’s not fair.”, “That’s just as I am.”, “There is nothing I can do.”, “It’s your
fault!”, “I can’t.” – giving power to someone else unwittingly.
The following are some of the recent issues. Choose at least 3 of the issues and write your
stand and reactions about such issues.
1. Corona Virus from China – China Must Be Blamed

2. ABS-CBN Must or Must Not Have Its Franchise Renewal
3. 4Ps Being a Priority of the Government
4. Online Class or Flexible Learning
5. Online Sellers Be Taxed
6. Animal Cruelty Must Be Punished
7. Mass testing for Covid 19 Vaccine
8. Leo Marcos Must Be Free
9. President Duterte’s Governance in the Philippines
10. Restoration of Death Penalty in the Philippines
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ACTIVITY 20
CREATIVITY: THE KEY TO PRODUCTIVITY AND PROGRESS
OBJECTIVES:
1. define the terms “creativity”, “productivity” and “progress”;

2. evaluate their creativity;
3. describe Rizal’s creativity as a person;
4. explain the interrelationship of productivity and creativity;
5. discuss the importance of making Rizal as a model to achieve progress.
Present Realities:
The people are the greatest assets of any country. It is just that with the Filipinos, they
are being clouded by “colonial mentality” making them blind followers of the thinking,
the fashion, the technology, and even the ways of the Western world. This paves the way
for Filipinos to lose and forget their own culture and heritage – values, creativity,
imagination, and tradition as Filipino people. If this continues, it is not surprising if the
Philippines will be outrun by other countries.
PROJECT:
Create a collage using illustration board, charcoal, crayons, seeds, colored

sand, tissue paper, egg shells, and other available materials in your house. It
should deal with the present COVID -19 pandemic and how we can survive as
a people. Create your own caption. Present it to the teacher during online class
and for those who are on offline modality, picture this artwork and send it to the
teacher with an explanation. This will be graded using a rubric.
This will be graded through the use of a rubric.
Image from: Simply Quotes (Pinterest)
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ACTIVITY 21 TIME MANAGEMENT
OBJECTIVES:
1. recall their experiences related to managing time;

2. evaluate if they are procrastinators;
3. recognize that prioritizing what must be could help them become successful in the
future either if it concerns the family, friends, and the community;
4. compare their time management with that of Jose Rizal;
5. suggest ways of counteracting mismanagement of time.
Present Realities:
As the old saying goes, “Time is gold.” meaning each second counts. A student’s
everyday routine goes on and on repeatedly. By 7:00 in the morning, they get up early,
take a bath, eat their breakfast, and prepare for school. When they are in school, they
interact with peers, some goes to the library, others go to the canteen, hang out with
friends, go to their classes, until the bells ring. They head for home. When they get home,
click on their phones, some watch television, others play games at the internet, and even
some also do household chores. There are those who are very serious with their studies
but still there are those who just take it easy. There are a lot of things to do each day that
these young Filipinos do not know what to prioritize. Some even opt to do their tasks if it is
only urgent.
TO DO:
 Make your own daily schedule from Monday to Sunday and see
how well you manage your time. This will be submitted to your
teacher for checking.
PROJECT
 Make a slam book if how you see yourself 5-10 years from now. Write
your plans yearly and put pictures. Make your work creative and
inspirational. This will be graded through the use of rubric.
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ACTIVITY 22 DEVELOPING FAIRNESS OR JUSTICE

22212
OBJECTIVES:
1. identify the differences between fair/just practices from unfair/unjust practices;

2. cite examples of prevalent unjust practices in their surrounding specially during this
time of pandemic;
3. compare present unjust practices with those observed during Dr. Jose Rizal’s time;
4. trace and explain the root cause of injustice and unfairness in Philippine society;
5. propose possible solutions to unfair and unjust practices in Philippine society; and
6. describe Jose Rizal as an epitome of justice and fairness.
Present Realities:
Justice and fairness have always been part of the demand for good governance.
This does not only apply in public or private offices but even in families. Good values such
as fairness must always start and be taught at home. And if children are not properly
taught about this, they would grow up not knowing and valuing justice and fairness.
A lot of complaints are not new anymore such as unjust labor practices, unjust price
increases, unfair taxes, and unfair justice system. This is very timely with the issue of ABS-
CBN’s Shutdown. People who rally on the streets, bringing placards do not usually
understand but they still have one aim which are fairness and justice. Although some
protests or rallies only fight for their personal motives, there are still those who believe that
justice will always be served.
TO DO: Choose at least one from the following topics and share your thoughts on the box
provided below. Afterwards, compare it to Rizal’s experience of injustice.
1. ABS-CBN Shutdown
2. Racial Discrimination
3. Juvenile Delinquency
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ACTIVITY 23
SELF-DISCIPLINE: A CALL OF OUR TIMES
OBJECTIVES:
1. define the term “self-discipline”;

2. cite examples of lack of self-discipline among Filipinos;
3. trace and explain the lack of self-discipline in the Philippines;
4. recognize that Jose Rizal is a model of self-discipline; and
5. suggest possible solutions to the Filipinos’ lack of self-discipline.
Present Realities
Self-discipline is something that is very hard for some people to apply to themselves.
This is very evident from the garbage piles seen elsewhere, polluted rivers, traffic jams,
dirty public toilets, Filipino males urinating on walls, graft and corruption, refusal of paying
taxes, and a lot to mention. All of these proving that many Filipinos lack discipline.
Lack of discipline nowadays can easily be seen through the news posted via Facebook
or Twitter and even in the news. A very good example of this is in relation to the increasing
cases of Covid-19 in the Philippines. This just shows the lack of discipline of a lot of Filipinos
which is saddening to know. Until there’s lack of discipline, it would take time for the world
to be the same as it was and to put everything back to normal.
TO DO:
Read the following carefully and answer it to the best you can. The
Covid-19 is a pandemic wherein all the people all over the globe are
unprepared and are greatly affected. The cases of it are getting
higher in the Philippines.
1. Even as a student, what can you suggest decreasing the

number of Covid-19 cases in the country which is due to lack of
discipline?
2. Give at least 3 examples of Rizal’s showing of discipline.
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ACTIVITY 24
FAITH IN GOD AND THE FATE OF NATION
OBJECTIVES:
1. differentiate the meaning of fate and faith;

2. explain how faith in God affects the development of hope and optimism among
Filipino citizens;
3. recognize that the destiny of the Philippines depends upon its citizens’ hope and
optimism;
4. conclude from available supporting evidence that Dr. Rizal had faith in God; and
5. suggest ways of counteracting feelings of hopelessness and pessimism among
Filipino citizens.
Present Realities
Each day, news all over the world even in the Philippines tell about happenings and
issues of poverty, injustice, oppression, illegal drugs, different crimes, inequality, human
rights violation, among others. These depressing issues, problems and events in the
country bring feelings of despair, depression, pessimism, and hopelessness for a lot of
Filipinos especially because of the recent Covid-19 pandemic that badly affected the
planet. This feeling must be overcome by Filipinos to keep going and so as not to lose
hope in trying ends. This calls for a reawakening of faith in God.
Below is the link of the 10 Worst Epidemics and Pandemics in History. Watch from the link
and create a 1-2 minute encouraging and restoring of faith video about Covid-19 that
will be posted in your Facebook accounts to boost the faith not only of the Filipino people
but of all the people around the globe. This would be graded by rubric.
Image from: You Tube https://www.youtube.com/watch?v=nkSY7xSc8Zw
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ACTIVITY 25 LOVE OF COUNTRY: A MUST FOR PROGRESS
OBJECTIVES:
1. state the meaning of nationalism/patriotism;

2. trace the development of Rizal’s nationalism;
3. explain why lack of patriotism hinders the Philippines’ progress;
4. explain why Filipinos must love their country; and
5. enumerate means by which they could develop young Filipinos’ patriotism.
Present Realities
Filipinos are always being blinded by foreign fads. The fondness in Korean Pop or KPop
and Samgy especially with the youth of today, the love for American food like burger
and fries, foreign fashion, the plan of going and migrating abroad for a greener pasture,
among others – indicate the Filipinos’ lack of pride in being Filipinos. Sadly, this leads to
the lack of patriotism, unconcern for the common good, graft and corruption, and the
unwillingness to serve the community without expecting any reward or exchange - leads
to lack of national progress.
Filipinos must always think of the welfare of the mother land along with its welfare and
its long-term development.
TO DO:
Make a research about patriotism and trace the influences that led to the
development of Dr. Rizal’s nationalism. Give examples of ways of developing
patriotism as well. Wait for further instructions from the teacher.
Image from: The Blue Arty
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ACTIVITY 26
SYNERGY
OBJECTIVES:
1. explain the meaning of the terms “synergy”, “diversity”, and “globalization”;

2. show proofs or evidences that Rizal practiced synergy during his lifetime;
3. explain why synergy can help bring about the Philippines’ social and economic
progress;
4. discuss the importance of differences or diversity among individuals, among
nations; and
5. propose ways how people can live as one despite unavoidable diversity or
differences.
Present Realities
Some of the negative traits of the Filipinos are “crab mentality” and “envy”. These are
attitudes and behaviors relating to pulling down successful people and not being happy
of others’ success. Instead of them showing support for others’ achievements and good
fortune, they discourage and bad mouth their fellow Filipinos. This could further lead to
alienation from others and the refusal to synergize with them. This is same with the refusal
of the Philippine government to synergize with the United States.
Filipinos must accept that more can be accomplished if there is synergy with other
nations and with the global community.
TO DO:
On a 1/8 illustration board, draw creatively about synergy and globalization in

connection with Rizal and explain the meaning of your own work at the back
of the illustration board. This shall be graded through the aid of rubric. Wait for
further instructions from your teacher.
Image from: quotes.net
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ACTIVITY 27 WIN-WIN ATTITUDE
OBJECTIVES:
1. differentiate the terms “win-win” , “lose-win”, “win-lose”, and “lose-lose”;

2. show proofs or evidences that Jose Rizal had a win-win attitude;
3. explain the positive effects f having a win-win attitude;
4. state the negative effects of lose-win, win-lose, lose-lose attitude;
5. suggest creative ways of turning lose-win situations to win-win; and
6. recognize that a win-win attitude is needed by Filipino citizens for the Philippines’
progress.
Present Realities
Some Filipinos are obsessed with winning because for them, winning is everything. It
is said that in the Philippines, no one admits of being a loser especially in local or national
elections. The defeated candidates usually insist that they have won, and that they were
only cheated by their rivals. Losing in court, games of chance, in relationships of love,
and the like could only mean bloodshed. Some of the losers even resort to seek revenge
for their desire to win at all cost.
The fact is in most games and competitions or contests, there is only one winner. But
in the game of life, there could be two or more winners if the attitude of the parties
involved are positive. Winning is the result of having a winner’s mind and a winning,
positive attitude that is combined with determination and persistence to convert losing
situations into winning ones.
Click on the link below about Win-Win Attitude and write a reaction paper about it.
Image from: You Tubehttps://www.youtube.com/watch?v=p6TQjkS24bo
58 | P a g e
ACTIVITY 28
LEADERSHIP: A MUST FOR NATION-BUILDING
OBJECTIVES:
1. identify the meaning of “leadership”;

2. accept that leadership qualities must be developed in order to become an agent
for nation-building;
3. recognize that Dr. Jose Rizal had leadership qualities that must be emulated;
4. evaluate if they have leadership qualities that could be developed; and
5. enumerate means by which they could develop their leadership potentials.
Present Realities
The Philippines is rich in stories about countless, unfinished revolutions, and numerous
rallies and protests of aiming to change leadership and governance in the country. The
leaders of each generation have struggled and sacrificed for freedom, justice, and social
inequality. Their sacrifices must not be in vain. Filipino leaders must have the wisdom,
compassion, high moral standards, inner strength, and courage to be fully free and
progressive as a nation. But to achieve this, there should be commitment and unity of the
Filipino people.
PROJECT:
Create your own philosophy about leadership on a 1/8 illustration board. Make
your work creative and inspirational. Write your thoughts at the back of the
illustration board about leadership and the leadership of Rizal. This is graded
through a rubric.
Image from: Pinterest (Quotes From Dr. Jose Rizal)
59 | P a g e
ACTIVITY 29
HAVING A MISSION AND VISION IN LIFE
OBJECTIVES:
1. identify the meaning of “mission”, “vision”, “objective”, and “goals”;

2. state their mission, vision, objective, and goals;
3. explain the importance of true fulfillment, success, and happiness in life would be
easier to achieve if they begin with the end in mind;
4. that Jose Rizal also had a personal mission and vision in life; and
5. explain the advantages of having a personal mission and vision in life to them as
individuals, as family members, and as Filipino citizens.
Present Realities
Every person needs to not just dream but to turn their dreams into realities. To be
successful in life means planning to have a clear picture and a direction of those dreams,
missions, visions, and goals in life. Whatever path one chooses will affect his or her life
forever. This means being sure of the things that are wanted to be achieved in the future.
Success always depends on the decisions that people make based on their plans and
their desire in achieving those goals in life.
PROJECT:
Create a slam book of how you see yourself 20 years from now by stating
your mission, vision, and goals in life. Make the slam book creative and
inspirational as possible. If face-to-face classes are possible by this time,
wear the costume/uniform of your chosen career while showing your
slam book and show it to the class. This will be graded using rubric.
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Image from: Rappler on Twitter
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Africa, C. (2013). GOMBURZA Trivia No. 1. Retrieved from:

http://carlrulestheuniverse.blogspot.com/2013/01/most-of-you-have-probably-seen-
famous.html
Agoncillo, T.A. & Guerrero, M. C. (1977). History of the Filipino People. 5th edition.
Alexandra, M. (2013). Rizal’s letter to the women of Malolos. Retrieved from:

https://www.slideshare.net/imsandra21/rizals-letter-to-the-women-of-malolos
Anonymous. (n.d.), ABS-CBN News. Retrieved from:

https://www.scoopnest.com/user/ABSCBNNews/681867367844982784-on-rizal-day-we-
present-to-you-some-trivia-about-the-philippines39-most-renowned-historical-figure-d
Anonymous. (n.d.).GMA News TV. Retrieved from: https://fr-fr.facebook.com/gmanewstv/posts/alam-

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r/1358520637550351/
Anonymous. (n.d.).Quotes From Dr. Jose Rizal. Retrieved from:

https://www.pinterest.ph/pin/115827021636982165/
Anonymous. (n.d.). Simply Quotes Pinterest. Retrieved from:

Anonymous. (n.d.). The Web’s Largest Resource for Famous Quotes and Sayings. Retrieved from:
https://www.quotes.net/quote/22229
Anonymous.(2014). Philippine Folklife Museum Foundation. Retrieved from:

https://philippinefolklifemuseum.org/exhibit-rizal-books-noli-fili/
Anonymous. (2016). 10 Fun Facts About Dr. Jose Rizal. Retrieved from: http://www.pinoystop.org/10-
fun-facts-about-dr-jose-rizal10/
Anonymous.(2017).AstoriaPalawan. Retrieved from:

https://twitter.com/astoriapalawan/status/876742107033083904
Anonymous.(2017).The origins of Rizal’s nickname and other trivia about the national hero’s childhood.
Retrieved from: https://twitter.com/rapplerdotcom/status/876654842516619264
Anonymous. (2018). GMA News. Retrieved from: https://www.facebook.com/gmanews/posts/alamin-

ang-ilang-trivia-tungkol-sa-ating-pambansang-bayani-na-si-dr-jose-rizal-k/10156593835176977/
Anonymous.(2019).Child Offenders is still the Children of our Future.Retrieved from:

https://thebluearty.wordpress.com/2019/01/29/children-of-our-future/
Anonymous.(2020).Issues and Interests On Rizal Law – Do These Issues Remain Today?. Retrieved from:
https://philnews.ph/2020/05/14/issues-and-interests-on-rizal-law-do-these-issues-remain-
today/
Atutubo, J.C., Cabrera, H.M. F., De Vera, M. M., De Viana, A. V., Samala, E. P., (2018) Jose Rizal: Social
Reformer and Patriot A Study of His Life and Times. Manila, Philippines: Rex Bookstore
Capino, D. G.,Gonzalez, M.A., & Pineda, F.E. (1977). Rizal: Life, Works and Writings: Their Impact on Our
National Identity. Quezon City: JMC Press
Coates, A. (1968). Rizal: Philippine Nationalist and Martyr. Hong Kong: Oxford University Press.
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Craig, A. (1913). Lineage, Life and Labors of Jose Rizal. Manila: National Historical Institute.
De la Costa, H., S.J. (1961). The Trial of Jose Rizal. Ateneo de Manila University Press.
De Ocampo, E. A. (1993). Why is Rizal the Greatest Filipino Hero? Manila: National Historical Institute.
Derbyshire, C. (1956). The Reign of Greed: A Complete Version of El Filibusterismo from the Spanish of
Rizal. Manila: Philippine Education Co., Inc.
Derbyshire, C. (1956). The Social Cancer: A Complete Version of Noli Me Tangere from the Spanish of
Rizal. Manila: Philippine Education Co., Inc.
Dhii, A.(2018). Opening of the Port to World Trade. Retrieved from:

https://www.slideshare.net/DhiiAnne/opening-of-the-port-to-world-trade-114224981
Dimacali. (2017). Noli Me Tangere and El Filibusterismo – Background, Plot Summary and List of
Characters (English).Retrieved from: https://www.slideshare.net/MariaDinahADimacali/noli-me-
tngere-amp-el-filibusterismo-background-plot-summary-amp-characters-english
Garcia, C. D. & Cruz, C. B. (2005). Rizal and the Development of Filipino Nationalism: A Textbook on the
Life, Works, and Writings of Our National Hero. Mandaluyong City: Books Atpb. Publishing Corp.
Guerrero, L. M. (1962). The First Filipino A Biography of Dr. Jose P. Rizal. Manila: Jose Rizal National
Centennial Commission.
Harter, S. (1993). Self Esteem: The Puzzle of Low Self-Regard. New York: Plenum.
Jarales, E. (2016). Death and Dying in the Letters of Jose Rizal, a Conscious Hero. Retrieved from:
https://flyeronthewall.wordpress.com/2016/04/14/death-dying-rizal/
Joaquin, N. (1977). A Question of Heroes: Essays in Criticism on Key Figures of Philippine History. Makati,
Metro Manila: Filipinas Foundation, Inc.
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1008-123.
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Philippine Islands. Manila: National Historical Institute.
Ozaeta, R. (1966). Pride of the Malay Race: A Biography of Jose Rizal. Translated from the original
Spanish of Dr. Rafael Palma. Quezon City: Ken Incorporated.
Portia. (n.d.). 70 Amazing Trivia and Facts About the Philippines (Part II).Retrieved from:
Riego, P.R. as told to Domingo Riego, Jr. (1948, December 25). “I Smuggled Rizal’s Noli into the
Philippines.” Philippine Free Press.
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Philippine Edition.
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Sibal, D.(2012). An Outline of Jose Rizal’s Life. Retrieved from: https://www.slideshare.net/DeySibal/an-

outline-of-jose-rizals-life
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Viola, M. (1961). “My Travels with Rizal.” Trans. Alejandro Roces. Manila Times, December 20, 1950 to
January 6, 1961.
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65 | P a g e

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INTRODUCTION

My love and deepest gratitude also to my family most especially to my husband,

All glory to God Almighty!

ROSEMARIE B. TAPIA, LPT

PART 1. LIFE AND WORKS OF RIZAL

Introduction: Rizal in the Eyes of the Filipinos…………………………………………………1-6

Lesson 1: The Conditions of Europe, America, and Spain………………………………….7-8

Lesson 2: Conditions in the Philippines in the 19th Century…………………………………9-11

Lesson 3: The Religious Front: Secularization………………………………………………….12-14

Lesson 4: The Rizal Law……………………………………………………………………………15-17

Lesson 5: Life of Rizal………………………………………………………………………………18-32

Lesson 6: Works of Rizal……………………………………………………………………………33-37

PART 2. PRESENT REALITIES

Rizal in the Eyes of the Filipino Youth…………………………………………………………..38

Is Dr. Jose Rizal a Fully Functioning Person…………………………………………………….41-42

Being an Ideal Filipino Citizen……………………………………………………………………43

Developing a Positive Self-Concept……………………………………………………………44

Catching Positive Values………………………………………………………………………….45

Focusing on Important Rizalian Traits and Virtues……………………………………………46

Serving Others, A Social Responsibility…………………………………………………………47-48

Positive Versus Negative Love of Self…………………………………………………………..49

Are You Proactive or Reactive?..........................................................................................50

Creativity: The Key to Productivity and Progress…………………………………………….51

Developing Fairness or Justice………………………………………………………………….53

Self-Discipline: A Call of Our Times……………………………………………………………..54

Faith in God and the Faith of Nation………………………………………………………….55

Love of Country: A Must for Progress………………………………………………………….56

Leadership: A Must for Nation-Building……………………………………………………….59

Having a Mission and Vision in Life…………………………………………………………….60

RIZAL IN THE EYES OF THE FILIPINOS

At the end of the lesson, the students will be able to:

1. remember the important events in the life of Rizal;

Image of Dr. Jose Rizal from Wordpress

ACTIVITY 1 THINK IT OVER

1. What is your definition of a “hero”?

2. What is your understanding about Noli Me Tangere and El Filibusterismo?

HEROES ARE MADE OR BORN?

THE CRITERIA OF BEING A HERO

Image from: Pinterest

Image from: GOMBURZA Trivia 101

LESSON 1: THE CONDITIONS OF EUROPE, AMERICA, AND SPAIN

At the end of the lesson, the students will be able to:

1. state the difference of the concept of liberal ideas compared to conservative

RIZAL’s CENTURY: THE 19th CENTURY

On the other hand, there were renewed efforts of European penetration

LESSON 2: CONDITIONS IN THE PHILIPPINES IN THE 19TH CENTURY

At the end of the lesson, the students will be able to:

Apolinario de la Cruz refused to disband his religious organizations, the Cofradia de

Image from: Slideshare.net

ACTIVITY 3 LET’s THINK ABOUT IT

POLITICAL ASPECT SOCIO-CULTURAL ECONOMIC ASPECT

LESSON 3: THE RELIGIOUS FRONT: SECULARIZATION

At the end of the lesson, the students will be able to:

Secularization of the Philippine Church involving the Catholic clergy in the

On the other hand, a false witness named Francisco Zaldua, pinpointed

The Spanish clergymen performed an important role as spreaders of Christian

ACTIVITY 5 KNOW YOUR THOUGHTS

1. What is the “secularization issue” all about?