University of Mindanao

Tagum College

Department of Arts and Sciences Education

Social Sciences Discipline

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: GE6 - RIZAL’S LIFE AND WORKS

Name of Teacher: Carlo Jay Seno,MPA / Nolinon V. Neri,MA

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE.
THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE
OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.

EXPECT REVISIONS OF THE MANUAL.

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Table of Contents
Pages
Part 1. Course Outline and Policies .................................................. 1
Part 2. Instruction Delivery …………………………………………………
CC’s Voice ……………………………………………………………... 7
Course Outcomes ……………………………………………………….. 7
Big Picture A: Unit Learning Outcomes …………………………..... 8
Big Picture in Focus:ULOa ……………………………………………. 8
Metalanguage ………………………………………………………….. 8
Essential Knowledge ……………………………………………………. 8
Self Help ………………………………………………………………... 10
Let’s Check …………………………………………………………….. 11
Let’s Analyze ……………………………………………………………. 12
In a Nutshell ……………………………………………………………… 13
Q and A list ……………………………………………………………..... 14
Keywords Index ……………………………………………………….... 15
Big Picture In focus:ULOb ……………………………………………… 15
Metalanguage ………………………………………………………….... 15
Essential Knowledge …………………………………………………... 15
Self Help ………………………………………………………………… 22
Let’s Check …………………………………………………………….. 23
Let’s Analyze …………………………………………………………… 24
In a Nutshell ……………………………………………………………. 25
Q and A list …………………………………………………………….. 26
Keyword Index ………………………………………………………… 26
Big Picture In Focus:ULOc…………………………………………… 26
Metalanguage ………………………………………………………..... 26
Essential Knowledge ………………………………………………..... 27
Self Help ……………………………………………………………….. 29
Let’s Check ………………………………………………………….... 29
Let’s Analyze ………………………………………………………….. 31
In a Nutshell ……………………………………………………………. 32
Q and A List ……………………………………………………………. 33
Keyword Index ……………………………………………………….... 33
Big Picture in Focus:ULOd …………………………………………... 33
Metalanguage ……………………………………………………….... 33
Essential Knowledge ……………………………………………….... 34
Self Help …………………………………………………………….... 36
Let’s Check …………………………………………………………... 36
Let’s Analyze ………………………………………………………… 37
In a Nutshell …………………………………………………………. 38
Q and A list …………………………………………………………… 39
Keyword Index ……………………………………………………….. 39
Big Picture B: Unit Learning Outcomes …………………………… 39
Big Picture In Focus:ULOa ………………………………………… 40
Metalanguage ……………………………………………………….. 40
Essential Language ………………………………………………... 40
Self Help ……………………………………………………………... 43
Let’s Check ………………………………………………………….. 43
Let’s Analyze ……………………………………………………….... 44

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

In a Nutshell ………………………………………………………….. 45
Q and A List …………………………………………………………. 46
Keyword Index ……………………………………………………… 46
Big Picture In Focus:ULOb…………………………………………. 46
Metalanguage………………………………………………...………. 46
Essential Knowledge …………………………………...…………… 47
Self Help ………………………………………………………...……. 49
Let’s Check …………………………………………………...……… 49
Let’s Analyze …………………………………………………...……. 50
In a Nutshell …………………………………………………...…….. 51
Q and A list …………………………………………………………... 52
Keyword Index ………………………………………....…………… 52
Big Picture In Focus:ULOc ……………………………………….… 52
Metalanguage ……………………………………………………….. 52
Essential Language………………………………………………….. 52
Self Help ……………………………………………………………… 55
Let’s Check ……………………………………………………..……. 55
Let’s Analyze ..…………………………………………………......... 56
In a Nutshell ………………………………………………………...… 58
Q and A List …………………………………………………………... 59
Keyword Index ………………………………………………….......... 59
Big Picture C: Unit Learning Outcomes …………………………… 59
Big Picture in Focus:ULOa…………………………………….......... 60
Metalanguage ………………………………………………………… 60
Essential Knowledge ………………………………………………… 60
Self Help ……………………………………………………………… 63
Let’s Check …………………………………………………………... 63
Let’s Analyze …………………………………………………………. 64
In a Nutshell …………………………………………………………. 64
Q and A list ………………………………………………………….. 65
Keyword Index ………………………………………………………. 66
Big Picture in Focus:ULOb ………………………………………… 66
Metalanguage ……………………………………………………….. 66
Essential Knowledge ………………………………………………. 66
Self Help …………………………………………………………….. 67
Let’s Check …………………………………………………………. 67
Let’s Analyze ……………………………………………………….. 68
In a Nutshell ………………………………………………………... 69
Q and A list …………………………………………………………. 70
Keyword Index ……………………………………………………... 70
Big Picture In Focus: ULOc……………………………………….. 71
Metalanguage ……………………………………………………… 71
Essential Knowledge ……………………………………………… 71
Self Help ……………………………………………………………. 71
Let’s Check ……………………………………………………….... 76
Let’s Analyze ……………………………………………………..... 79
In a Nutshell ………………………………………………………... 81
Q and A list …………………………………………………………. 81
Keyword Index ……………………………………………………... 82
Big Picture In Focus:ULOd ……………………………………….. 82

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Metalanguage ……………………………………………………… 82
Essential Knowledge …………………………………………….... 82
Self Help ……………………………………………………………. 85
Let’s Check ………………………………………………………… 85
Let’s Analyze ………………………………………………………. 86
In a Nutshell …………………………………………………….….. 88
Q and A list ……………………………………………………….... 89
Keyword Index …………………………………………………….. 89
Big Picture D :Unit Learning Outcomes ………………………. 89
Big Picture in Focus:ULOa……………………………………… 90
Metalanguage …………………………………………………… 90
Essential Knowledge …………………………………………… 90
Self Help …………………………………………………………. 98
Let’s Check ……………………………………………………… 98
Let’s Analyze ……………………………………………………. 100
In a Nutshell …………………………………………………….. 103
Q and A list ……………………………………………………... 104
Keyword Index ………………………………………………….. 104
Big Picture in Focus:ULOb …………………………………… 104
Metalanguage ………………………………………………….. 104
Essential Knowledge ………………………………………...… 104
Self Help ………………………………………………...……… 106
Let’s Check …………………………………………………….. 107
Let’s Analyze …………………………………………………... 108
In a Nutshell ……………………………………………………. 108
Q and A List ……………………………………………………. 109
Keyword Index …………………………………………………. 109

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Course Outline: GE6 – RIZAL’S LIFE AND WORKS

Course Coordinator: Carlo Jay Seno,MPA / Nolinon V. Neri,MA

Email: [email protected] / [email protected]
Student Consultation: By appointment
Mobile: 0945-1065181 / 0995-2209712
Phone: (084)-655-9607 / (084)-655-9591
Effectivity Date: August 2020
Mode of Delivery: Online Blended Delivery
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
Course Outline Policy

Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54 including the face to face or
virtual sessions. The face to face sessions shall include
the summative assessment tasks (exams) since this
course is crucial in the licensure examination for
teachers.
Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th,
7th and 9th week of the term. The assessment paper
shall be attached with a cover page indicating the title of
the assessment task (if the task is performance), the
name of the course coordinator, date of submission and
name of the student. The document should be emailed
to the course coordinator. It is also expected that you
already paid your tuition and other fees before the
submission of the assessment task.
If the assessment task is done in real time through the
features in the Quipper Learning Management System,
the schedule shall be arranged ahead of time by the
course coordinator.
Since this course is included in the licensure
examination for teachers, you will be required to take
the Multiple-Choice Question exam inside the
University. This should be scheduled ahead of time by
your course coordinator.
This is non-negotiable for all licensure-based programs.

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Turnitin Submission (if To ensure honesty and authenticity, all assessment

necessary) tasks are required to be submitted through Turnitin with
a maximum similarity index of 30% allowed. This means
that if your paper goes beyond 30%, the students will
either opt to redo her/his paper or explain in writing
addressed to the course coordinator the reasons for the
similarity. In addition, if the paper has reached more
than 30% similarity index, the student may be called for
a disciplinary action in accordance with the University’s
OPM on Intellectual and Academic Honesty.

Please note that academic dishonesty such as cheating

and commissioning other students or people to complete
the task for you have severe punishments (reprimand,
warning, expulsion).

Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part day that the assessment item is late.

However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidences.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or
via Quipper portal.
For group assessment tasks, the course coordinator will
require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.

Assignment Resubmission You should request in writing addressed to the course

coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.
illness, accidents financial constraints.
Re-marking of Assessment Papers You should request in writing addressed to the program
and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the
request.

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will come
from the dean of the college.

Grading System All culled from Quipper sessions and traditional contact
course
discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%

All culled from on-campus/onsite sessions (TBA):

Final exam – 40%

Submission of the final grades shall follow the usual

University system and procedures.

Preferred Referencing Style Depends on the discipline; if uncertain or inadequate,

use the general practice of the APA 6th Edition.

Student Communication All communication formats: chat, submission of

assessment tasks, requests etc. shall be through the
portal and other university recognized platforms.
You can also meet the course coordinator in person
through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,
please contact the course coordinator or program head.

Contact Details of the Dean Gina Fe G. Israel, EdD

Email: [email protected]
Phone: 0909 994 2314
Contact Details of the Program Maria Carolina L. Nuńeza, MAIC
Head Email: [email protected]
Phone: 0999-742-1670
Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program coordinator
may provide alternative assessment tasks or extension
of the deadline of submission of assessment tasks.
However, the alternative assessment tasks should still
be in the service of achieving the desired course
learning outcomes.
Online Tutorial Registration You are required to enroll in a specific tutorial time for
this course via the www.cte.edu.ph portal. Please note
that there is a deadline for enrollment to the tutorial.
Library Contact Clarissa R. Donayre,MSLS
Email: [email protected]
Phone: 0927-395-1639

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Course Information – see/download course syllabus in the Quipper LMS

CC’s Voice: Hello everyone! Welcome to this course GE6: Rizal’s Life and Works. I
know that you are more than interested in learning the principles that
will help you resolve personal dilemmas and problems. Or in fact, we
can ask, where does learning about Rizal fit in? Quoting from a great
historian in the person of Maribel Q. Galindo: “A dead person cannot
do anything about the life of the living, but the thoughts, ideals
dreams, principles and their convictions that they left might be very
influential to people’s life as a basis of getting strength in their day to
day existence. And that is where the relevance of the Rizal subject
comes in.

CO We will discuss the impact of Dr. Jose Rizal’s life and works to the social
and political condition of the country and to the development of Filipino
nationalism. More importantly, we will analyze Rizal’s various literary
works, particularly his two great novels: Noli Me Tangere and El
Filibusterismo as well as interpret the values that lead to the
appreciation for education and love of country that can be derived from
studying Rizal’s life and works.

Let us begin!

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Big Picture A

Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to:
a. Elucidate the history of Rizal law and its essential provisions;
b. Examine Rizal’s family, childhood, early education, people, events and their
influence on Rizal’s life;
c. Explain the social and political structures and the challenges of the Philippines in
the 19th century; and
d. Rationalize the relationship between Rizal and the theory of nationalism and
differentiate nation from nationalism

Big Picture in Focus: ULOa. Elucidate the history of Rizal law and
its essential provisions.

Metalanguage
In this section, the most essential terms relevant to the study of the history of the
Rizal law and to demonstrate ULOa will be defined that you can refer to whenever
you encounter these terms as we go through the study of curriculum.

1. Republic Act 1425 – known as the Rizal Law and was enacted on June 12,
1956. This act obliged all public and private schools, colleges and universities
nationwide to educate students about Rizal’s views which were greatly
depicted in his famous writings.

2. Sen. Claro M. Recto – main proponent of the Rizal Bill.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to fully
understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

resources that are available in the university’s library e.g. ebrary,

search.proquest.com etc.

 Rizal’s utmost firmness toward the abuses of the Spaniards and the role
played by the Catholic Church to promote such misconduct during those times
as what is portrayed in his novels, Noli Me Tangere and El Filibusterismo,
were condemned by numerous Catholic Church. Rizal Law was viewed as an
act of degradation to the Catholic beliefs and the church strongly opposed the
printing and distribution of Rizal work’s because they would corrupt the
Catholic faith of the new generation.

KNOWN OPPOSITIONS OF THE RIZAL LAW

Fr. Jesus Cavanna

Archbishop Rufino Santos of Manila
Rendered a message in a symposium
where he claimed that Rizal's works in He believed that Catholic students would be
view of the past injustices would corrupt affected if the mandatory reading of
the present setup of Catholic churches in uncensored writings of Rizal would prevail.
the country.

Domocao Alonto
Mariano Jesus Cuenco A Senator of Sulu who bluntly exposed his
He argued that Rizal directly attacked opposition to Filipinos who viewed Rizal as
the practices, beliefs and creeds of the their national hero, and dispised his writings.
Church. His views were not limited to He viewed Rizal as a saint worshipped by
the abuses of the friars but it was a total many so that his writings became a Bible of
disbelief of the Bible and the Catholic Indonesian in quest of their independence.
faith.

Due to oppositions of the Catholic Church, the Chairman of the Committee of

Education catered to the views of the Catholic Church and made adjustments to
compromise the opposition and the approbation of the supporters of the said bill.

On May 12, 1956, the compromised statements of the bill stated that only college

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

(university) students would have the option of reading unexpurgated versions of

clerically contested reading materials, such as Noli Me Tangere and El
Filibusterismo, was approved unanimously.

SALIENT POINTS OF THE PROVISIONS OF THE RIZAL LAW

1. 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.
2. 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.
3. 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.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:
*https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/
*Maghuyop, B. R. ,Gallardo,T.M.E., Cruz, G.S., Babac,V.R., & Gallinero,W.B.
(2018). The Life and Works of Jose Rizal.

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Let’s Check

Activity 1. Now that you know the most essential information about the Rizal Law, answer
the following questions. Inside the box, choose the best answer and write it on the space
provided before the number.

June 12, 1956 Roman Catholic Church Fr. Jesus Cavanna

Domocao Alonto Mariano Jesus Cuenco May 12, 1956

Sen.Claro M. Recto RA 1425 Archbishop Rufino Santos

Noli Me Tangere Antonio Morga The Board of National Education

________________1. It mandates the inclusion of Rizal’s life and writings in the

curriculum of educational institutions.
________________2. This institution led the opposition of the Rizal Law.
________________3. It is one of Rizal’s novels which exposed the abuses of the
Spanish friars during his days.
________________4. It is the date of enactment of the Rizal Law.
________________5. The date in which the bill emphasized that only college
students would have the option of reading unexpurgated
versions of contested reading materials.
________________6. He viewed Rizal as a saint worshipped by many so that his
writings became a Bible of Indonesian in quest of their
independence.
________________7. He claimed that Rizal's works in view of the past injustices
would corrupt the present setup of Catholic churches in the
country.
________________8. They 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.
________________9. He believed that Catholic students would be affected if the
mandatory reading of uncensored writings of Rizal would
prevail.
________________10. He is a senator and is the main proponent of the Rizal bill.

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Let’s Analyze

Activity 1. Based on what you have learned, elucidate the following questions:
(Your answers will be graded on the basis of the rubric provided.)

1. Is R.A. 1425 considered a victory for the Catholic Church? Why or why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Rizal’s life, works, and writings particularly his novels, Noli Me Tangere and El
Filibusterismo, shall be included in the curricula of all schools, colleges, and
universities, public or private, as long as they are original or unexpurgated editions
of these novels. Explain this.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. If the Rizal Bill had not existed before and it was proposed today, would there be
objections to it? Why or why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

_________________________________________________________________________

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

In a Nutshell
Activity 1. The Life and Works of Rizal is a subject mandated by RA 1425 to be
part of the curriculum in college (university) students. Using a Spider Web Diagram,
write the salient points on the importance of studying the aforementioned subject.

Importance
of studying
the Life and
Works of Dr.
Jose Rizal

Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

4.

5.

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

KEYWORDS INDEX
Archbishop Rufino
RA 1425 Fr. Jesus Cavanna
Santos
Sen. Claro M. Recto Domocao Alonto Mariano Jesus Cuenco

Big Picture in Focus: ULOb. Examine Rizal’s family, childhood,

early education, people, events and their influence on Rizal’s life.

Metalanguage

In this section, the most essential terms relevant to the study of the biography of
Rizal and to adapt ULOb are operationally defined to establish a common frame of
refence as to how the texts work in your chosen field or career. You will encounter
these terms as we go through the study of this course. Please refer to these
definitions in case you will encounter difficulty in understanding specific terms.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to fully
understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

From Jose’s own account of his boyhood, he was brought up in

circumstances that even in the Philippines of our present generation would be
considered privileged. Both his matrilineal and patrilineal sides, his forebears had
been people of substance and influence above the average of their times.
1. Jose Rizal’s Parents

Francisco Mercado - Rizal’s father, a prosperous landowner, sugar and rice

planter, of Chinese-Filipino descent. He was born on April 18, 1818 in Binan.

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

He was a well-educated farmer who studied Latin and Philosophy at Colegio

de San Jose in Manila.
Teodora Alonso- one of the most-highly educated woman in the
Philippines, an Ilocano-Tagalog-Chinese-Spanish descent possibly even
having Japanese blood. She studied in Colegio de Santa Rosa, a gifted
woman with insights into literature, arts, music and other forms of Filipino
culture.

2. Jose Rizal’s Siblings

Francisco Mercado and Teodora Alonso altogether have eleven children with
Jose Rizal as the seventh child.
2.1 Saturnina - eldest, married to Manuel Hidalgo and published Pascual H.
Poblete’s Tagalog translation of Noli.
2.2 Paciano - was the only brother of Jose Rizal. After the execution of his
brother, he joined in the Philippine Revolution where he rose up to the ranks of a
General.
2.3 Narcisa - was the one who found the unmarked grave of her brother, Jose
in the abandoned Old Paco Cemetery.

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

2.4 Olimpia - married Silvestre Ubaldo and together they had three children.
Her pet name was Ypia.
2.5 Lucia - She married Mariano Herbosa and had five children together. In
1889 Mariano died of cholera and was denied a Christian burial because he was a
brother- in- law of Jose Rizal.
2.6 Maria – Her nickname was Biang and she married Daniel Faustino Cruz
from Biñan, Laguna. She was a known recipient of many old letters of Jose Rizal
during his lifetime.
2.7 Concepcion – Rizal’s first sorrow; Her pet name was Concha and she did
not live very long as she died at the age of three in 1865.
2.8 Josefa - was unmarried who lived together with sister Trinidad until death.
Josefa was said to have suffered from epilepsy. She was called Panggoy by the
family.
2.9 Trinidad - the one who received an alcohol lamp from brother Jose, in
which he secretly hid the "Last Farewell" better known as "Mi Ultimos Adios," a
poem Rizal wrote on December 29, 1896.
2.10 Soledad - youngest of the Rizal siblings. She married Pantaleon
Quintero of Calamba and together they had five children.
3. Jose Rizal’s three uncles (Maternal side)
3.1 Jose –teacher, who looked after his regular lessons
3.2 Uncle Manuel – developed the physique of the young Jose
3.3 Uncle Gregorio – taught him the value of rapidity in work, to think for
himself and the love of books
4. Early Childhood and Education
Jose had a few recollections of his childhood, which suggests that it was a
happy memory.
He owned a pony also a big black dog named Usman. He also loved to play
with the doves in his neighborhood. He learned about the myths and legends in
Laguna after sleeping. Rizal was also good in hand tricks.
He also had the soul of an artist, yearning for an expression. Before he was
five years old, he began to draw with pencil and to model in clay and wax. At the
age of eight, Jose wrote a poem titled “To my fellow children” which revealed Jose’s
dedication to his mother tongue.

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

His mother was his first teacher who taught him the alphabet, prayer and
rosary. Later on, he had a private tutor, a former classmate named Leon Monroy
who lodged with the family and gave the boy lessons in reading, writing and Latin.
When he was nine, he was sent to the boy’s school in Binan under the
supervision of Master Justiniano Cruz, he acquired knowledge in the traditional
manner and under a liberal application of a rod.
5. Ateneo Years
The Jesuitical system of instruction was considered more advanced than that
of other colleges in that epoch. It established vocational courses in agriculture,
commerce, and mechanics as a religious institute.
The first professor Jose had was Fr. Jose Bech, whom he describes as a man
of high stature; lean body, bent forward; quick gait; ascetic physiognomy, severe and
inspired; small, sunken eyes; sharp Grecian nose; thin lips forming an arch with its
sides directed toward the chin."
As a newcomer, Jose was at first put at the tail of the class, but he was soon
promoted and kept on being promoted in which at the end of the term, he obtained
marks of excellence in all the subjects and in the examinations.
The second year, Jose had the same professor as in the previous year. At
the end of the term he obtained a medal, and upon returning to his town, he again
visited his mother in jail alone. This was three months before her release.
The rejoicing that her release produced in his spirit had much influence on the result
of his studies in the third year, for he began to win prizes in the quarterly
examinations.
In the fourth year of his course he had Fr. Francisco Sanchez as professor.
Jose describes him as a model of rectitude, a solicitude, and love for the student,
and his studied mathematics, rhetoric, and Greek, and he must have progressed
much, for at the end of the year he-obtained five medals, which pleased him
immensely because with them I could repay my father somewhat for his sacrifices.
Jose’s last year in Ateneo became more fruitful. He excelled in all subjects
and gained recognition as the most brilliant Atenean of his time and the “Pride of
Jesuits”. In March 1877, he received the degree of Bachelor of Arts with the highest
honors.
After graduation at sixteen years old Jose Rizal experienced his first romance
with a very attractive girl named Segunda Katigbak. She was a college student at La
17
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Concordia College where his sister Olimpia was also studying. A close friend of his
sister, so he was able to know her more intimately during his weekly visits to his
sister. It was a love at first sight for the two and apparently, they had shown their
love for each other. Unfortunately, Segunda was already engaged to marry her
townmate, Manuel Luz. He returned to Calamba nursing a frustrated heart.
6. UST Years
His second, third, and fourth years in UST were in Medicine and Philosophy
and Letters and were combined with outside studies in painting, sculpture, and
interest in two societies established by the Jesuits, the Academy of the Spanish
Literature of which he was president, and the Academy of Physical Sciences in
which he held the position of Secretary. His grades in the medical course were only
“fair and good” compared with the excellent grades he got in all his subject in
Ateneo.
 Why the poor performance?
1. The Dominican professors were hostile to him.
2. Filipino students suffered discrimination.
3. The method of instruction at UST was obsolete and repressive.
Despite Rizal’s hectic schedule he still found a time for love. In 1879, he lived
in a boarding house in Intramuros where he met a frail, pretty young lady named
Leonor Rivera, who was the daughter of his landlord uncle Anton Rivera. She is a
student of La Concordia College where his youngest sister was studying then. To
keep their intimate relationship secret, Leonor used “Taimis” as her pen name.
7. LITERARY WORKS
7.1 A La Juventud Filipina (To the Filipino Youth) – was written when Jose
Rizal was 18 when he joined a competition held by the Liceo Artistico Literario where
he won the special prize for “Indians and mestizos”. The poem was an open avowal
of nationalism that evoked the ideas of freedom and independence for one nation
and one people.
7.2 Consejo de los Dioses (Council of Gods) – In a contest in honor of the
Cervantes allowed Spaniards, mestizos, and Indians to enter the same competition.
The first prize for prose was awarded to Rizal. The said prose also presented a
discussion among the Olympian gods and goddesses as to who the greatest poet
was – Homer, Virgil or Cervantes.

18
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

7.3 Junta al Pasig (Beside the Pasig) – This work was a zarzuela. It was
staged by the Ateneans in 1880 on the annual feast of the Immaculate Concepcion.
7. 4 A Filipina – a sonnet which urges the Filipino artists to glorify the
Philippines.
After finishing fourth year in UST, He decided to continue his studies in Spain.
He felt that he could no longer endure the rampant bigotry, discrimination, and
hostility prevailing in UST. He informed his brother Paciano, his two sisters Saturnina
and Lucia, together with his uncle Antonio Rivera and some of his close friends
about his plan. They agreed to keep the decision secret from his parents.
 Three reasons that caused him to have a strong desire to finish his
medical course:
1. The biased and hostile treatment of the Dominican professors
against him
2. His disgust at the antiquated method of instruction in the university
during that time; and
3. The racial discrimination that the Dominican professors had against
the Filipinos.
8. Education in Europe
On May 15,1882 he embarked for Singapore on the steamer “Salvadora”.
From Singapore he journeyed by French mail-boat through the Suez Canal to
Marseilles and to Barcelona. From Barcelona he quickly went to Madrid and
continued his double course in Philosophy and Letters and in Medicine.
In 1884, he received the degree of Licentiate in Medicine and the following
year, the degree in Philosophy and Letters. Meantime, he wants to perfect himself in
his profession so that he might become more useful and take up his work among the
others.
8.1 Dr. Louis Wecker – Rizal’s mentor in ophthalmology in Paris
8.2 Otto Becker - Rizal’s mentor in ophthalmology in Berlin
9. The Homecoming and His Travels
When he arrived in the Philippines, his first operation relieved the blindness of
his mother.
Shortly after his arrival Governor-General Terrero summoned Rizal by
telegraph to Malacanang from Calamba. The interview was all about his book,
Noli Me Tangere. Fearful that Rizal might be molested by some persons, he gave
19
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

him a bodyguard named Jose Taviel de Andrade whom later on became Rizal’s
friend.
In the beginning of 1888, the Governor-General advised him to leave the country.
On February 28, 1888 from Manila he went to Hong Kong. He was favorably
impressed by the methods of education in the British colony and with the spirit of
patriotism developed there.
His journey continued to Japan, there he was hospitably entertained in a Spanish
minister’s home. He made a considerable investigation into the condition of the
various Japanese classes and learned their language.
From Yokohama, he sailed to San Francisco, United States of America. In New
York, he embarked on the City of Rome, then the finest steamer in the world.
Rizal reached England and for a short time he lived with Dr. Antonio Maria
Regidor, an exile of 1872 who was formerly an official in the Philippines.
He then departed for Paris and lived in the house of Juan Luna had now he made
his home.
In Belgium, he continued writing El Filibusterismo which he started when he was
in Calamba in 1887 and finally completed the book on March 29, 1891 in Biarritz,
France.
Jose Rizal went to Hong Kong and from there he asked permission from his
parents and the new governor-general, Despujol, to return to the islands. For the
meantime, he also practiced his profession there.
Rizal arrived in Manila together with his sister, Lucia.
9. Dapitan Deportation
The Decree of Deportation was immediately published on July 7, 1892 at
Gaceta de Manila. It came as a result of his possession of the leaflets he brought
with him upon his arrival.
On July 4, 1892 at around 10’oclock he left Fort Santiago and boarded the
ferryboat “Cebu” bound to Dapitan at around 1:00 early in the morning.
On July 17, 1892, the ferryboat arrived at Dapitan and Rizal was met by
Ricardo Carnicero.
In Dapitan, he was given considerable liberty where he had his medical
practice, bought a farm, and planted crops and carried a school for 14 boys.
A few months after, there came a patient from Hong Kong named Taufer, an
American engineer, blind, and drawn to Dapitan. He had with him his adopted
20
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

daughter, Josephine Bracken. Rizal fell in love with Josephine and afterward
decided to marry but was not permitted by the Bishop of Cebu.
10. Rizal and Katipunan
Katipunan aims the overthrowing by force of the Spanish power and
establishing the Philippine nation, free and independent.
The name of Rizal was used as an honorary president.
Knowing that Rizal was deported, Bonifacio sent Pio Valuenzuela to Dapitan
to lay before him the pans for the revolution and to ask for help. However
Bonifacio’s plan was rejected by Rizal because the Filipinos were not yet ready.
Bonifacio, after hearing Valenzuela’s report was determined to push through
his plans without the help of Rizal.
11. Rizal’s Last Trip Abroad
Rizal offered his services to go to Cuba as a volunteer surgeon there. He was
then transferred to Manila on board a cruiser “Espana” awaiting the sailing of the
mail steamer for Spain, the Katipunan revolt broke out.
On September 3, 1896, Rizal left for Barcelona on board the “Isla de Panay”.
The ship docked at Barcelona harbor on October 6, 1896.
On November 3, 1896, the SS Colon reached Manila and Rizal was brought
directly to Fort Santiago under heavy guard.
12. Preliminary Investigation
On November 20, the preliminary investigation began where he was made to
classify persons.
He was questioned on several items, among them his participation in various
political activities, his associations with certain people, and his knowledge of
certain circumstances.
They questioned him on his membership in the Masonic lodges, on Dr.
Valenzuela’s visit to Dapitan, on his appointment as honorary president of the
Katipunan, on the use of his picture to adorn the secret session room of the
Katipuneros, and on the testimonies of apprehended katipuneros.
13. The Trial
The charge was that Jose Rizal Mercado was the principal organizer and the
soul of insurrection in the Philippines, a founder of societies, newspapers and
books devoted to favoring and making public rebellious and seditious ideas.

21
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

For the defense, Taviel de Andrade appealed to the fairness of the judges
who should not be carried away by prejudice and insurrection.
He argued that a person could not be for organizing the La Liga because its
aim was to unite the people for the promotion of commerce, industry, agriculture,
and the arts.
To further convince the court of his innocence about the rebellion, he argued
that if he had known about the date and time of the outbreak of the revolution, he
would have taken the necessary precautions to avoid arrest.
On December 29, 1896, Rizal was formally notified of the court’s verdict which
is death. He was to be shot at sunrise the next day.
14. His Last Few Days and The Execution
A day before his execution, it was a busy day for him. He met his family,
newspapermen, his defense counsel, priests, mostly Jesuits. In the afternoon,
his mother came, accompanied by Maria, Trinidad, Narcisa, his niece Angelica
and little Mauricio.
To his sisters, nephew, and niece, he gave them gifts. He gave Trinidad a
little alcohol burner with the poem My Last Farewell in it.
On the first hour of December 30, 1896, Fr. Balaguer said he confessed
again, and Rizal requested a mass.
Dressed in black from head to foot, he walked out of his cell to the execution
square where it was composed of a firing squad of Filipinos who were members
of the regular army.
The army doctor, Dr. Felipe Ruiz Castillo, felt his pulse and found it normal
and steady.
Just before the order to fire was given, he requested that he be shot in front
for he was not a traitor. His second request, that his head be spared was granted.
The order rang out and a volley of shot was fired. As the bullets pierced him,
he tried to turn right about and fell.
The martyr’s body was placed in an unmarked grave in Paco Cemetery.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:
* Maghuyop B. R., Gallardo,T.M.E., Cruz, G.S.,Babac,V.R., & Gallinero,W.B.
(2018). The life and works of Jose Rizal. Mutya Publishing House,Inc.

22
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Let’s Check
Activity 1. It seems that you are knowledgeable enough about the life of Jose Rizal.
Now, answer the following questions and encircle the letter of your answer.
1. She was the youngest among the Mercado siblings.
A. Soledad
B. Josefa
C. Trinidad
D. Saturnina

2. Who among the following whose death brought grief to the family and it was also
Jose Rizal’s first sorrow?
A. Concepcion
B. Trinidad
C. Olympia
D. Lucia

3. The following are the earliest childhood memories of Rizal, EXCEPT:

A. Watching birds from his garden
B. Stories related by his Aya about fairies, tikbalang, etc.
C. Climbing trees and pick its fruit on top
D. His mother gathers all children and pray the rosary

4. Who was against Rizal pursuing higher education for fear that if he knows enough
the Spaniards will cut off his head?
A. Saturnina
B. Mother
C. Narcisa
D. Father

5. Rizal’s most admired professor in Ateneo.

A. Fr. Francisco Sanchez
B. Fr. Jose Bech
C. Fr. Pablo Ramon
D. Fr. Rufino Balaguer

6. He is Rizal’s personal bodyguard during his 6th month stay in Calamba.

A. Luis Taviel de Andrade
B. Jose Taviel de Andrade
C. Ricardo Carnicero
D. Emilio Terrero

7. Who is Rizal’s maternal uncle who influenced him in reading books?

A. Gregorio
B. Manuel

23
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

C. Jose Alberto
D. Juan Antonio

8. The lady from Batangas who was considered Rizal’s first infatuation.
A. Segunda Katigbak
B. Leonor Rivera
C. Leonor Valenzuela
D. Suzanne Jacoby

9. Why did Rizal study abroad?

A. He was disgusted with the antiquated educational system in the Philippines.
B. He was disgusted with the biased and hostile treatment of the Dominican
professors.
C. He was disgusted by the racial discrimination against Filipino students in the
Dominica-run universities.
D. All of the above

10. A field of medicine Rizal specialized in due to failing eyesight of his mother.
A. Ophthalmology
B. Internal medicine
C. Surgery
D. Orthopedics

Let’s Analyze
Activity 1. Answer the following questions on the spaces provided below.
1. How was Dr. Rizal’s personality developed in relation to his own childhood and
adolescent experiences?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. If given the chance that you were Jose Rizal, would you still choose the peaceful
campaign in attaining our country’s independence or would you settle for a bloody
revolution? Why or Why not?

______________________________________________________________
______________________________________________________________
____________________________________________________________

24
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

In a Nutshell
Activity 1. Write an open letter to Dr. Jose Rizal. This may be a letter expressing
gratitude and appraising the talents he possessed and his efforts and sacrifices to
help our country gain its liberty.

25
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

4.

5.

KEYWORDS INDEX
A La Juventud Filipina Otto Becker Teodora Alonso
Dr. Louis Wecker Francisco Mercado Uncle Manuel
Concepcion Paciano Consejo de los Dioses

Big Picture in Focus: ULOc. Explain the social and political

structures and the challenges of the Philippines in the 19th century.

Metalanguage
In this section, the most essential terms relevant to the study of the socio—political
and economic condition of the Philippines and to demonstrate ULOc will be defined
that you can refer to whenever you encounter these terms as we go through the
study of curriculum.

1. Peninsulares – full-blooded Spaniards born in Spain

2. Insulares/Criollos – full-blooded Spaniards born in the Philippines
3. Mestizos- person of mixed Chinese and Austronesian descent
4. Indios – full-blooded Austronesian who were degraded and enslaved by the
society

26
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to fully
understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

1. Political System in the 19th Century Philippines

1.1 King of Spain – Rules the colonies through a governor-general.

1.2 Spanish Governor-General- highest official in the Philippines relays the

decrees and statutes given by the King to the colonies.

1.3 Alcaldia and Corregimiento – these are provinces. Alcaldia are pacified areas

controlled by the alcades. Corregimiento are unpacified areas and is headed by a

Corregidor.

1.4 Ayuntamiento – this refers to the city government. The city council or the
cabildo was composed of alcalde (mayor), regodores (counciors), alguacil mayor
(chief constable) and the escribano (secretary).

1.5 Pueblo – municipality/town – headed by a gobernadorcillo.

1.6 Barangay/Barrio – the smallest unit; headed by a cabeza de barangay.

27
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

2. Sources of Abuse in the Administrative Business

a. The distance of the colony, the inadequate administrative supervision, and the
overlapping of powers and privileges of the officials
b. Indulto para comerciar – goods produced by natives were bought for a very
low price and sold back to them expensively.
c. The alcalde who was also the provincial judge controlled a court loaded with
biases in favour of the mischievous deeds of the Spaniards.
d. Collected money from other natives was not used to improve a certain
province they ran, but it was gained for the self-betterment of the officials.

3. The Educational System

a. Training was done formally through the Parochial schools and established
such as the colegios, beatenios, and seminaries.
b. Teaching was done through dictation and memorization, techniques such as
moro-moro and cenakulo.
c. The media of instruction used were Spanish with indigenous language and
the Doctrina Christiana.
d. EDUCATIONAL DECREE OF 1863 – introduced a system of public education
that opened opportunities to Filipinos for higher learning. It asked for
government supervision in public schools as well as a training school for
teachers.

4. Challenges of the 19th Century

4.1 The Challenge of Industrialization
It widened the gap between the rich and the poor, creating a
division based on the status quo in Europe.
Numerous philosophers inflicted their views on the increasing
injustice in society.
Exploitation of workers was visible and competition a ong
capitalists prevailed.

4.2 The Altered Position of the Catholic Church

The church became an opponent of the republican state

28
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Anti-clericalism – a movement which was determined to break

the Church’s tie in political and state matters.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:
* Maghuyop ,B. R. ,Gallardo,T.M.E., Cruz, G.S., Babac,V.R., & Gallinero,W.B.
(2018). The Life and Works of Jose Rizal. Mutya Publishing House,Inc.

Let’s Check

Activity 1. Encircle the letter of the correct answer.

1. The social structure of colonial Philippines was not:

A. feudalistic
B. A pyramidal structure
C. A master-slave relationship
D. A system that provided equal opportunity.

2. The political system of colonial Philippines was:

A. Democratic
B. A centralized machinery
C. Represented by elected officials from Spain
D. Beholden to the people and the leaders could be recalled.

3. The role of the Catholic friars in the Spanish-era Philippines:

A. Political authority was placed in the hands of the priest.
B. The friars were used by the government as instruments of control
C. One of the most important reasons for colonizing countries was to spread
Christianity
D. All of the above.

4. Which of the following did not describe the judicial system of colonial Philippines?
A. The highest judicial body was called the Royal Audiencia

29
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

B. The Royal Audiencia was tasked to write laws for the country.
C. The laws in the Philippines came from various sources.
D. The Philippines was fully represented in the Spanish Cortes.

5. Describe the administrative system of the Philippines during the Spanish era.
A. Principal officials underwent a long vetting process.
B. Principal officials needed consent to appoint lower-ranked officers.
C. High-ranking officers were subject to many restrictions and were frequently
moved from one assignment to the next.
D. Appointed officials enforced proportional contribution from the people to raise
money for Spain.

6. Which of the following statements best described the relationship between the
friars and the government officials in the Philippines during the Spanish period?
A. Church officials share extensive powers with civil authorities.
B. The tenure of higher officials at times was subjected to the will of the friars.
C. There was no separation between church and state when it came to governance.
D. All of the above

7. The educational system during the Spanish colonization of the Philippines:

A. Was not unsystematic.
B. Did not largely involve memorizing books.
C. Was not criticized because of its overemphasis on religious matters.
D. Did not allow Filipinos students to attend school until the later decades of the
Spanish rule.

8. Why was the Educational Decree of 1863 a milestone in the history of education in
the Philippines under Spain?
A. Teacher training schools were established.
B. Primary schools for boys and primary schools for girls in major towns were
opened.
C. The Spanish government realized the need to supervise the educational system
in the Philippines.
D. All of the above
30
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

9. Along with the other students in Europe, Jose Rizal opted to:
A. Pushed for open trade in the Philippines to help improve the economic condition
of the Filipinos.
B. Called on the Spanish government to enact labor laws to protect the Filipino
working class.
C. Were attracted to democratic and nationalistic ideals and the adoption of a
constitution that guaranteed natural and civil rights.
D. Planned to revolt against the oppressive Spanish regime once they returned
home.

10. Which of the statements is not true about the industrial advances in Europe?
A. The proletariat realized their strength as their number increased.
B. They brought about the emergence of a new social class that was largely illiterate
and without any property.
C. The industrial developments in Europe during the 19th century made the lives of
the working class, also called the proletariat, more comfortable.
D. The working class began to demand better labor practices from their employers,
such as better pay, better working conditions, fixed work hours, universal education
and old-age pension.
Let’s Analyze

1. Did the industrialization bring economic progress to the local inhabitants of the
island?

___________________________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Among the challenges during the Spanish period what do you think are the
challenges that still Filipino face up to the present? Cite examples.

___________________________________________________________________
___________________________________________________________________

31
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

___________________________________________________________________
___________________________________________________________________

______________________________________________________________
3. If you were present during the 19th century what reforms would you seek that
would address the political structure and the challenges in the 19 th century
Philippines?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

In a Nutshell
Activity 1. After discussing the political structure and the challenges that the
Filipinos faced in the 19th century, now, answer the following using bullet statements.
Minimum of three (3) bullet statements each item.

1. The Philippines’ social structure during the Spanish time

 _____________________________________________________________
 _____________________________________________________________
 _____________________________________________________________

2. Discuss the political system adopted by the Philippines during the Spanish era.
 _____________________________________________________________
 _____________________________________________________________
 _____________________________________________________________

3. The educational system of the Philippines was limited to wealthy students.

 _____________________________________________________________
 _____________________________________________________________
 _____________________________________________________________

32
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

4.

5.

KEYWORDS INDEX
Educational Decree of 1863 Alcaldia Barrio
Industrialization Anti-clericalism Ayuntamiento

Big Picture in Focus: ULOd. Rationalize the relationship between

Rizal and the theory of nationalism and differentiate nation from
nationalism.

Metalanguage
In this section, the most essential terms relevant to the study of Rizal and the Theory
of nationalism and to demonstrate ULOd will be defined that you can refer to
whenever you encounter these terms as we go through the study of curriculum.
1. Ilustrado – the Filipino educated class during the Spanish colonial period.
2. Cortes – a house constituting the national legislative body.
3.Idealist – a person guided by ideals; someone that places ideals before practical
considerations.
4. Realist – A person who has a firm grip on reality and can see things for what they
are, not what they are told are.

33
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to
fully understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

1. Rizal and the Theory of Nationalism

Rizal was one of the elites who demanded changes in the Philippine
government during the Spanish colonization. Together with other ilustrados, Rizal
voiced out the inclusion of Filipinos as representatives in the Spanish Cortes. He
also fought for equality with the Spaniards; he wanted that he and his fellow
ilustrados acquire the same education and wealth as the Spanish students and
families in the Philippines.

The dilemma that Rizal faced was depicted in his two famous novels, the Noli
Me Tangere and El Filibusterismo. The portrayals of Rizal in the different characters
depicted how his mind struggled on whether to fight for revolution or reform. But his
initial concept of thinking dominated his mind, as he believed in an orderly and
peaceful environment wherein he did not want to see bloodshed nor people hurt.

He was very idealistic; he wanted to set the Filipinos free from their hardships
from the hands of the Spaniards, yet he did not want to separate from Spain too, so
he failed to see what the true demand of the native was: to totally break free from the
colonizers.

1.1 Nation – A large body of people united by common descent, history,

culture, or language inhabiting a particular country or territory.

1.2 Nationalism – It is a state of mind which inspires supreme loyalty toward

one’s own country. Nationalistic feelings, reinforced by ties such as a common
language, history and cultural traditions, set the people of one nation apart from
those of another.

34
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

2.2.1. Passive Nationalism – It is often called “defensive” and represents

sentiments, which are often latent but cherished by people with an awareness
of a common bond centered on a geographic entity perceived as a
motherland.

2.2.1 Active Nationalism – Often called “militant” and it is used in reaction to

a threat against, as in the case of the colonized people who used it to achieve
unity and independence in defiance of the colonizing country.

2. Filipino Values, Beliefs and Practices

2.1 Common Traits – Common traits of Filipinos are difficult to depict the
existence of numerous races, practices, and beliefs. All that can be done is to
pick out some traits common to the average Filipinos and separate those that
are obviously foreign.
2.2 Hospitality – naturally felt and seen in every household whenever visitors
come or even strangers pass by.
2.3 Close family ties – Filipinos always view that blood is thicker than water.
The family comes first, creating a close relationship among the members.
2.4 Respect for elders – Using “po” and “opo” when the young address older
persons. It is showing parents power over their children, such as consulting
them on important matters and not talking back.

2.5 Fatalistic – best symbolized in the phrase “bahala na. A Filipino nature
caused by their reliance on fate.

2.6 Loyalty – faithfulness and trustworthiness to a close companion or friend.

2.7 Jealousy – Filipinos are territorial. What is meant for him is only for him.

2.8 Pakikisama – Filipinos are able to fit in with other people and set aside
their selfish wants. They have an inherent sense of camaraderie and has a
trait of accepting the differences among people.

35
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Self-Help: You can also refer to the sources below to help you
further understand the lesson:
Maghuyop ,B. R. ,Gallardo,T.M.E., Cruz, G.S., Babac,V.R., &Gallinero,W.B.
(2018). The Life and Works of Jose Rizal. Mutya Publishing House,Inc

Let’s Check

Activity 1. We Filipinos possess unique traits that made us stand out among all
people in the world. In this part, answer the following items by finding the pair of the
Filipino trait Cloud to each description written bellow. Write your answers on the
space provided.

Fatalistic Loyalty Regionalistic

Respect of
Elders

Loyalty Jealousy Pakikisama Nationalism

Religiosity Close family Hospitality

ties

__________________1. A Feeling of belongingness that uplifts the spirit of oneness

to fellow countrymen and, looking up to a common goal for
the nation’s development.

__________________2. The intensive signification of camaraderie or a split of

comradeship, the main elements of which are unselfishness
and good faith.

__________________3. This is a feeling that is an extension of the closeness of

family ties. The person known to someone, no matter how

36
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

bad, is better than the one unknown to someone, no matter

how good.

__________________4. This is a value of fidelity either to a superior or to a duty, to

love or to anybody.

__________________5. This is a belief that all things are subject to fate. This is
symbolized in the phrase “bahala na”.

__________________6. A Filipino trait that makes Filipino parents exercise almost

absolute power over the children.

__________________7. This refers to an ordinary Filipino family that consists of the

grandparents, the parents, and the children. Everything
revolves around it.

__________________8. This refers to painful apprehension of rivalship directly

affecting one’s happiness.

__________________9. This is an act or practice of attending to and entertaining

strangers or guests without reward, or with kind and
generous liberality.

__________________10. This means a distinguishing or marked feature, peculiarity,

such as a “trait of character”.

Let’s Analyze

Activity 1. In your own words, answer the following questions.

1. In what way did Jose Rizal show nationalism as a Filipino?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. As a student how can you show and embody nationalism?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

37
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

3. Is Jose Rizal a realist? Or an idealist? Support your answer.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. How do you see yourself? Are you a realist or an idealist? Explain your answer.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

In a Nutshell
Activity 1. After defining what is nation and nationalism, it is your turn to
differentiate and state their similarities using a Venn Diagram.

NATION NATIONIONALISM

38
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

4.

5.

KEYWORDS INDEX
Idealist Realist Ilustrado
Cortes Nationalism Loyalty
Pakikisama Fatalistic Nation

Big Picture B

Week 4-5: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to

a. Explain the important role of Filipino-Chinese imestizos in nation building and the
implication of Cavite Mutiny and GomBurZa Execution to the Filipinos;
b. Analyze how the Propaganda Movement inspired nationalism;
c. Describe why the Spanish catholic priests were successful in converting our
ancestors;

39
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Big Picture in Focus: ULOa. Explain the important role of Filipino-

Chinese mestizos in nation building and the implication of Cavite
Mutiny and GomBurZa Execution to the Filipinos.

Metalanguage
In this section, the most essential terms relevant to the study of Rizal’s social origin
and to demonstrate ULOa will be defined that you can refer to whenever you
encounter these terms as we go through the study of curriculum.

1. Filipino - Chinese mestizos – They were the Filipino middle class and
played a vital role in the agitation for reforms, in the revolution, and in the
formation of Filipino nationality.
2. Regular priests – Spanish friars
3. Secular priest – Filipino priests (ex. Fr. Gomez, Fr. Burgos, Fr. Zamora)

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to fully
understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

1. Rizal’s Chinese Ancestry

1.1 Domingo Lam-co – a native of Chinchew district. He was baptized in the Parian
church of San Gabriel on a Sunday in June of 1967. Lam-co took the name
Domingo, the Spanish for Sunday, in honor of the day.

1.2 Inez de la Rosa – the wife of Domingo Lam-co. She and his husband together
have two children. Josepha Didnio, lived only for five days. They also have another
child, Francisco Mercado.

40
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

1.3 Francisco Mercado – married on May 26, 1771 to Bernarda Monicha, a

Chinese mestiza of the neighboring hacienda of San Pedro Tunasan. He was an
alcalde in 1783 and he lived till 1801. They have two children, Juan and Clemente.
Mrs. Francisco survived by a number of years and nursed his grandson named
Francisco, the father of Jose Rizal.

1.4 Francisco Mercado (father of Jose Rizal) – became a tenant of the estate. He
married Teodora Alonzo, a native of Manila, who for several years had been residing
with her mother in Calamba.

1.5 Teodora Alonzo – Her mother and father are of Chinese ancestry. All the
branches of her family were much richer than the relatives of her husband. There
were numerous lawyers, priests and were influential in the country. She was
baptized in Santa Cruz, Manila on November 18, 1827. She was given an
exceptionally good fundamental education by her gifted mother and completed her
training at Sta. Rosa College, Manila.

2. The Chinese Mestizo

Early in 15th century, Chinese mestizos were already established in the

region, particularly in Luzon. The Chinese had been involved in the economic and
social affairs of the Philippines.

Direct contact between China and the Philippines emerged at least during the
Sung Period. Chinese merchants carried on a rich trade between Manila and the
China coast and distributed the imports from China to Central Luzon and to the
north of Manila. They established themselves as provisionaries of food, retail
traders and artisans. Binondo was founded as a Chinese town in 1594.

During the 17th century, it was intended to be a settlement for Catholic

Chinese and their mestizo descendants. In terms of economic position, they
became stronger than ever. They are well on the way to monopolizing trading
with only the provincial governors as their competitors. Made the Cebu wealthy
and was noted that the mestizo’s strength in engaging in economic activities
made the Philippines known to some other parts of the world.

41
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

3. Cavite Mutiny

The death of the three beloved priests marked a turning point in the history of
Filipino nationalism, a catalyst that brought together the liberal reformist elements
in the society with the growing self-awareness of a people into a movement that
before long would be directed at independent nationhood.

The ideals and aspirations of the Filipino priests had taken root in the course
of the dispute over the rights of Filipino secular priests to the parishes. The
campaign was still carried on within the framework of the long-standing dispute in
the Philippine church between regular and secular priest.

The resistance of the native Filipino priests was under the leadership of Fr.
Pedro Pelaez, seconded by Fr. Mariano Gomez. With the tragic death of the
former, the latter was being passed on the leadership until his execution in 1872
which signalled the failure of the Filipino priests to obtain their rights.

Fr. Burgos, on the other hand, challenged openly the religious sector by
writing articles in the Madrid newspaper La Discusion. La Discusion was a frankly
republican and anti-clerical newspaper and appeared to have been the vehicles
for a series of attacks on the continued existence of the friars in the Philippines.

The anticlerical activities of the Filipino clergy were supported by the Filipino
liberals in Madrid.

With the change of government in Spain, a new governor-general, Rafael

Izquerdo had been sent to the Philippines to replaced Carlos Ma. De la Torre, the
most loved governor-general of the Filipinos. Izquerdo is in no way influenced by
liberalism unlike De la Torre.

The outbreak (Cavite Mutiny) that took place on January 20, 1872 aims to put
to death all Spaniards and to proclaim a provisional government under Fr.
Burgos, to prepare the way for a more permanent government. The principal
organizers in Cavite itself were Sgt. Lamadrid and Francisco Zaldua who were
executed together with the GomBurZa and were in contact with the junta headed
by Burgos, Pardo de Tavera, Regidor and some other lawyers and priests.

42
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Self-Help: You can also refer to the sources below to help you
further understand the lesson:

*Maghuyop, B. R ,Gallardo,T.M.E., Cruz, G.S., Babac, V.R., & Gallinero,W.B.

(2018). The Life and Works of Jose Rizal.

Let’s Check

Activity 1. Give the correct answer of the following items. Write your answer on the
blank provided before the number.

________________1. GomBurZa was sentenced to death by means of_______.

________________2. The place where the three priests were executed.

________________3. The Filipino soldier who led the mutiny in 1872.

________________4. The Chinese mestiza Domingo Lamco married.

________________5. The year Binondo was founded as a Chinese town.

Activity 2. Encircle the letter that best represent your answer.

1. They were the Filipino middle class in 19th century.

A. Indios
B. Malays
C. Chinese
D. Chinese mestizos

2. She was baptized in Sta. Cruz and received her exceptional education in Sta.
Rosa College, Manila.
A. Bernarda Monicha
B. Ines de la Rosa
C. Regina Ochoa
D. Teodora Alonzo

43
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

3. The priest known as “cura indigena”

A. Fr. Pelaez
B. Fr. Zamora
C. Fr. Gomes
D. Fr. Burgos

4. GomBurZa stands for?

A. Fr. Goma, Fr. Burtista, F. Zaldua
B. Fr. Gomez, Fr. Burgos, Fr. Zamora
C. Fr. Gomez, Burtista, Zamora
D. Fr. Goma, Burgos, Zamor

5. When did the Cavite Munity took place?

A. January 19, 1872
B. January 20, 1872
C. January 21, 1872
D. January 22, 1872

Let’s Analyze

Activity 1. Answer the following questions.

1. How did the Filipino-Chinese mestizos contributed in nation building during the
19th century?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

44
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

2. What are the effects of the execution of the GomBurZa to the Filipinos and in the
rise of nationalism?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Why was it improbable for Fr. Burgos to have been implicated with the Cavite
Mutiny?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

In a Nutshell
Activity 1. Draw a family tree tracing Rizal’s Chinese ancestry.

45
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

4.

5.

KEYWORDS INDEX
Filipino-Chinese
Cavite Mutiny Secular Priest
Mestizo
Dominggo Lam-co Inez de La Rosa GomBurZa

Big Picture in Focus: ULOb. Analyze how the Propaganda

Movement inspired nationalism.

Metalanguage
In this section, the most essential terms relevant to the study of Rizal in Europe and
to demonstrate ULOb will be defined that you can refer to whenever you encounter
these terms as we go through the study of curriculum.

1. Propaganda Movement – a peaceful campaign called for reforms in the

political, social and economic set-up of the countrywhich began in 1872 and
ended in 1892.
2. La Solidaridad – the official newspaper of the Propaganda movement
established by Filipino expatriates in Barcelona with Graciano Lopez Jaena as
its first editor.

46
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to fully
understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

1. Student Activities in Spain

A huge portion of Europe was illiterate in 1880s, education was poor,
and its quality was very low. Primary and secondary schools were stuck in
their old and ineffective ways of teaching. Churches back then made efforts
to exclude irreligious teachings from schools. They also held tantamount
amount of power and were influential, leaving Spanish universities stagnant
and old style.

Progress had only begun at the end of the 1880s wherein there was a
renewal of Spain’s university life. By this time, Filipino students began to
arrive in Spain and were able to acquire deeper knowledge about the
Spanish ways. Being able to know Spain, Filipino students were able to
understand the dealings of Spain’s laws and policies in the Philippines. They
were able to interact more than they were in the Philippines.

2. Luna and Hidalgos’s Achievement in Europe

Juan Luna and Felix Resurreccion Hidalgo rose to fame in the year
1884. The two painters won at the Exposicion de Bellas Artes in Madrid.
Juan Luna’s Spolarium received a gold medal of the first class while Felix
Resurreccion Hidalgo won a medal of the second class for his Vigenes
Cristianas Expuestas al Populacho or Christian Virgin to the Populace.

A liberal newspaper, El Imparcial, covered their masterpieces which

showed the various forces at work in the Filipino movement. Such attracted
the attention of people in Madrid.

47
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

3. Aims of the Propaganda Movement

a. Restoration of the Philippine representation in the Spanish Cortes
b. Equality between Spaniards and Filipinos before the law.
c. Creation of a public school system independent of the friars.
d. Abolition of the polo (forced labor) and vandal (forced sale of local
products to the government)
e. Equal opportunity for Filipinos and Spanish to enter government
service.
f. Recognition of the Philippines as a province of Spain.
g. Secularization of the Philippine parishes
h. Recognition of human rights of the Filipinos (speech, press, assembly)

4. Success of The Propaganda Movement

a. The propagandists served as the voice of the many voiceless Filipinos
who
b. suffered from the cruelty of Spaniards.
c. They expressed their extreme emotions felt by the abused Filipinos,
and such was done by putting experiences into words.
d. They used their skills and talents to promote the rights that Filipinos
should have, which were long deprived from them by the colonizers.
e. The movement had also touched men and women to rise up and carry
firearms to defend themselves from countless abuses.

5. Causes of the Failure of the Propaganda Movement

a. Spain’s internal problems left them without ears to listen to the
propagandist platforms and request published in La Solidaridad.
a. The Parishes blocked all outbreaks of the reformists through the
Philippine newspaper owned by the friars, La Politica de Espana en
Filipinas.
b. The existence of disunity, quarrels on who should lead and their
conflicting ideas.
c. Unavailability of funds limited the movement of the propaganda
activities in Europe.

48
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

6. Aims Of La Solidaridad
a. To work peacefully for political and social reforms
b. To portray the deplorable conditions of the Philippines and for Spain to
remedy them
c. To oppose the evil forces of reaction and medievalism
d. To advocate liberal ideas and progress
e. To champion the legitimate aspirations of the Filipino people to life,
democracy and happiness.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:
*Maghuyop, B. R. ,Gallardo,T.M.E., Cruz, G.S., Babac, V.R., & Gallinero,W.B.
(2018). The Life and Works of Jose Rizal.

Let’s Check

Activity 1. Based on what you have learned, answer the following. Write True if the
statement is correct and False if the statement is incorrect. Write your answer on the
space provided before the number.

______________1. One known member of the Propaganda Movement was Andres

Bonifacio.

______________2. Juan Luna and his painting, Spolarium won a gold medal of the
first class in Madrid.

______________3. The GomBurZa Execution signaled the beginning of the

propaganda movement.

______________4. The Propaganda is a subversive movement.

______________5. One reason why the Propaganda failed was the existence of
disunity, quarrels on who should lead and their conflicting ideas.

______________6. The Propaganda was campaigning for peaceful reforms through

a revolution.

49
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

______________7. Christian Virgin to the Populace is a painting by Felix

Resurreccion Hidalgo.
______________8. La Solidaridad was the official organ of the Propaganda.

______________9. The Filipino Propagandists campaigns for unequal opportunity

for Filipinos and Spanish to enter government service.

______________10. The Propaganda did not work for the overthrow of the Spanish
colonial government.

Let’s Analyze

Activity 1. Answer the following questions below.

1. How did the propaganda movement set the fire of nationalism?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Why did all the early revolts of the Filipinos against the Spaniards fail?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

50
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

3. If you were present during the Spanish era, in what way can you contribute to the
propaganda movement and help awaken the spirit of nationalism of our fellow
Filipinos?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

In a Nutshell

Activity 1. Based on your interpretation, draw an object that would best describe the
Propaganda movement and how it inspired nationalism. Provide a short description
in a minimum of three (3) sentences and maximum of five (sentences).

51
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

4.

5.

KEYWORDS INDEX
Propaganda Movement La Solidaridad Juan Luna
Felix Resureccion Exposicion de Bellas Artes Spoliarium
Christian Virgin to the Populace

Big Picture in Focus: ULOc. Describe why the Spanish catholic

priests were successful in converting our ancestors.

Metalanguage
In this section, the most essential terms relevant to the study of Rizal’s search for
origin and to demonstrate ULOc will be defined that you can refer to whenever you
encounter these terms as we go through the study of curriculum.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to fully
understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other

52
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

resources that are available in the university’s library e.g. ebrary,

search.proquest.com etc.

1. The Pacto De Sangre

The Pacto De Sangre which is known as “blood compact” happened in Bohol
in 1565 involving Sikatuna and Legaspi. Historical texts had appeared in the last
decade of the 20th century gave the Blood Compact more than a passing mention.
The following authors define blood compact as the following:
On the front page of the Philippine Daily Inquirer by Ambeth Ocampo in 1999,
he explained the Blood Compact as a “treaty of peace” done so that Spaniards can
land on Bohol.
Furthermore, Gregorio Zaide (1958,39) in his book, History of the Filipino
People he wrote that “At Limasawa, he (Legazpi) was well received by Bankaw, king
of the island – Sikatuna and Sigala.” Also in his book entitled In the Pageant of
Philippine History on 1979 he gave a longer detailed account, detailing the
background of Legazpi and Urdaneta, describing the voyage, and explaining the
context of the Blood Compact.
In addition, Fr. Jose Arcilla, S.J in his book Rizal and the Emergence of the
Philippine Nation, he discussed that blood compact became florid in the books,
which provided the context of Legaspi’s expedition and the circumstances that led to
the meeting with Sikatuna, culminating in the performing of the Pacto de Sangre.
In 2003, Virgilio Almario wrote the book titled Pacto de Sangre: Spanish
Legacy in Filipinas wherein Pacto de Sangre has been describe as a symbol of the
cultural transfusion which transpired after Sikatuna drank the wine mixed with
Legaspi’s blood, Sikatuna wedded Filipinos to Spanish culture and civilization
wherein the Spanish blood now runs through the veins of many Filipinos and has
become part of the Filipino genetic stock.
Marcelo H. Del Pilar also added that the event of the blood compact in Bohol
in 1565 as the key event that commenced the process of Spanish colonization of the
country instead of viewing the event as a localized event. He interpreted the blood
oath as the pivotal event that established a lasting friendship between Spain and
Philippines.

53
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Andres Bonifacio construed the Pacto de Sangre as illegitimate, which

invalidated the whole of Spanish colonialism and justified the revolution. Lastly,
Bernadeth Abrera interpreted that the Katipunan as a revival of the Sandugo. In her
point of view, the partaking of the blood was bypassed because the primary
relationship that was being established in the rite was with Inang Bayan and
everyone shared the same blood, and all, therefore, were siblings.
2. The Ideology of Submission
During the Spanish colonization, Filipino practices are prohibited, and Spanish
practices are therefore more encouraged by the missionaries. Such as cremations
were forbidden by the Catholic Church as they were against the belief that the dead
would be resurrected by the second coming of Christ, which requires the body to be
intact. Filipinos are encouraged to celebrate Catholic holidays and observe religious
days of obligation.
Spain’s influence was evident through the establishment of the Catholic
Churches. Churches were often the center of cities, with regard to both city layout
and society. The dead were buried both inside and directly adjacent to the outside of
the churches. Filipinos with enough money and influence were allowed burials within
the church beneath the floors, walls and pillars.
3. The Enkantos: Conquista Espiritual
3.1 Conquistae spiritual – means that the imperial conquest was spiritual
invasion, a massive intrusion of Hispanic spirit beings into the islands.
3.2 Engkantos – a being of both sexes and varying ages and of fair
complexion, golden-haired, blue-eyed; they had clean-cut features and
perfectly chiselled faces. They were seen singly or as families, but hardly
as communities. The engkanto belief was mirrored on the friars because
of their extremely small number. Despite their small number, they had to
be obeyed.
3.3 Friars – despite the teachings of clerical celibacy, they left Spanish
mestizo offsprings. They were the firt to infringe the rules they
themselves laid down.
3.4 The Golden Age of Catholicism – the golden age of the friar’s mission
in the Philippines wherein disruptions of everyday life immediately
provoked religious responses; floods or prolonged droughts, invasion of

54
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

locusts, frosts, food shortages, epidemics, all evoked a cycle of

processions and prayers.
4. How did the friar power make the indio submit to Catholicism?
They projected the image of shamans whose magical ensemble included in
the Catholic sacraments.
Missionaries extolled baptism as a most effective remedy for leprosy. It was
also employed in reviving a comatose man. According to Jesuit Pedro Chirino’s
account, many were cured of the serious illness after receiving the Holy Sacraments.
Friars’ paraphernalia were transformed into potent objects. Catholic icons,
medallions, rosaries, scapulars, the cross, and water blessed by the priests.
Holy water became known as a medicine and such as what happened in
Bohol where those who drank were spared from death in an epidemic that caused
pains in the head and stomach.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:
Maghuyop, B. R. ,Gallardo,T.M.E., Cruz, G.S., Babac,V.R., & Gallinero,W.B.
(2018). The Life and Works of Jose Rizal.

Let’s Check

Activity 1. Find the missing words in the puzzle.

H O L Y W A T E R N T
K N T C A P M O C O A
H C R U H C O S S I E
D J B A P T I S M G H
O Y Z A L I C H A I T
O S U N R E X A P L O
L V S P A I N N K E Y
B W F R I A R S L R K

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Let’s Analyze

Activity 1. Encircle the letter that best represents your answer.

1. According to this Filipino historian, Pacto de Sangre, a resulting compact between

Sikatuna and Legazpi, could be seen not only as the first bond of friendship between
the Philippines and Spain but also the first international treaty between the
Philippines and a foreign country.

A. Teodoro Agoncillo
B. Ambeth Ocampo
C. Renato Constantino
D. Fr. Jose Arcilla

2. He interpreted that blood oath as the pivotal event that established a lasting
friendship between Spain and the Philippines.
A. Jose Rizal
B. Juan Luna
C. Marcelo H. del Pilar
D. Gregorio del Pilar

3. According to the historian, Katipunan is considered a revival of Sandugo.

A. Paul Zafarella
B. Floro Quibuyen
C. Virgilio Almario
D. Bernadette Abrera
4. The friar’s mission in the Philippines was called as meaning that the imperial
conquest was spiritual invasion, a massive intrusion of Hispanic spirit beings into the
islands.
A. Conquista espritual
B. Conquista cross
C. Conquista espanyola
D. Conquista espiritista

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

5. They were described as being of both sexes and varying ages and of fair
complexion, golden-haired, blue-eyed.
A. Dwende
B. Engkantos
C. Cafre
D. Sirena

6. Caster of spells is also known as

A. Saludadores
B. Diwata
C. Maligno
D. Ensalmadores

7. It was in the book that gave a longer account, detailing the backgrounds of
Legaspi and Urdaneta, describing the voyage, and explaining the context of the
Blood Compact.

A. History of the Filipino People

B. An Introduction to Filipino History
C. Pageant of Philippine History
D. Rizal and the Emergence of Philippine Nation

8. Pacto de Sangre had been described as a symbol of the cultural transfusion which
transpired after Sikatuna drank the wine mixed with Legaspi’s blood.

A. Pacto de Sangre: Spanish Legacy in Filipinas

B. An Introduction to Filipino History
C. Philippine History
D. Pageant of Philippine History

9. It became known as medicine, such as what happened in Bohol where those who
used it were spared from death in an epidemic that caused pains in the head and
stomach.

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

A. Medallions
B. Holy Water
C. Anting anting
D. Rosaries

10. Cabecera means

A. City
B. Town
C. Municipality
D. Province

In a Nutshell
Activity 1. Answer the following questions below.

1. Why were the Spanish catholic priests successful in converting our ancestors?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. If you were present during that time, would you accept Catholicism just like what
our ancestors did? Why or why not?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

58
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

4.

5.

KEYWORDS INDEX
Spiritual Concquest Engkanto Holy Water
Pacto de Sangre Friars Sikatuna
The Golden Age of
Miguel de Legaspo Sigala
Catholicism

Big Picture C
Week 6-7: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to:

a. Differentiate Rizal’s and Morga’s views about the Filipinos and their culture;
b. Discuss the reasons that Rizal gave why Filipinos were predisposed to laziness;
c. Evaluate the important characters of Noli Me Tangere and what they represent;
and

d. Explain the socio-political situation of colonial Philippines that Rizal conveyed in El

Filibusterismo;

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Big Picture in Focus: ULOa. Differentiate Rizal’s and Morga’s views

about the Filipinos and their culture.

Metalanguage
In this section, the most essential terms relevant to the study of the annotation of
Morga’s book and to demonstrate ULOd will be defined that you can refer to
whenever you encounter these terms as we go through the study of curriculum.

1. Sucesos de las Islas Filipinas

Written by Dr. Antonio Morga. It contained a description of the series of
events from 1493-1603. It included the proper history of the Philippine islands
from 1565. It included the country’s political, social and economic system. It
opened the imagination of the reader about the things that the Philippines
encountered.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to fully
understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

1. Reasons why Jose Rizal decided to annotate and reprint Sucesos de

las Islas Filipinas
a. It was grounded partially on documentary research, intense
surveillance and Morga’s personal experience and involvement.
b. The original book was rare

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

c. Morga was a layman and not a religious chronicler and was

more sympathetic to the indios.
d. Morga was not only an eyewitness but also a major actor
himself.

a. Significance of Rizal’s Annotations

a. It created a sense of national consciousness or identity among
Filipinos.
b. It awakened the passive natives about their rights and real setup
in their homeland.
c. It inflicted an indio’s viewpoint on the history of the Philippines.

2. Antonio Morga and Jose Rizal’s Annotation

Jose Rizal lamented that he was born and bred without knowing about our
pre-colonial past. As a result, he felt that he had neither voice nor authority to talk on
what he did not know. When in Europe, he read and annotated Morga’s Sucesos de
las Islas Filipinas. His annotations were very straightforward which corrected the
original book. The following are the annotations of Morga and Rizal:

a. Morga said that cotton was grown extensively in practically all the islands
which the natives sold as thread and woven fabrics to Chinese and
foreign merchants. They also spun thread from banana leaves;

Rizal clarified, he must have meant sinamay, woven from abaca thread that
comes from the trunk, not the leaves.

b. Morga was obviously fascinated with the social organization of the natives; he
described origins, differences, privileges of social classes, upward and
downward mobility, inheritance of possessions and titles.

Rizal emphasized that native women, unlike their Europeans, never lost their
noble titles. In marriage, it was the groom who gave the bride’s parents a
dowry because they were losing a precious daughter.

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

b. Morga was critical of the system of government, which he said, barely existed
because there was no powerful figure that ruled over myriad communities,
most of them coastal, each with its own set of leaders.

Rizal argued that it was better that way; why should the communities be
beholden to one ruler who didn’t even live among them and was not familiar
with their needs and problems? How could he have solved disputes, give
justice, implement policies, if he didn’t even live in the community?

c. One of the most laborious footnotes was about the literacy of pre-colonial
Filipinos. Morga said that natives of all the islands had their own form of
writing with characters that looked like Greek or Arabic.

Sadly enough, Rizal said, that was no longer true. Although the colonial
government claimed, in word and deed, that it was instructing the Filipinos, in
truth, it was fomenting ignorance by putting the friars in charge of
education. The pre-colonial Filipino writing is dead and was no longer used.

d. Morga's statement that there was not a province or town of the Filipinos that
resisted conversion or did not want it may have been true of the civilized
natives.
A method of conversion given by the same writer was a trip to the mountains
by two Friars who had a numerous escort of Pampangans. The escort's
leader was Don Agustin Sonson who had a reputation for daring and carried
fire and sword into the country, killing many, including the chief, Kabadi.
e. Morga's remark that the Filipinos like fish better when it is commencing to turn
bad is another of those prejudices which Spaniards like all other nations,
have.
In matters of food, each is nauseated with what he is unaccustomed to or
doesn't know is eatable. The Filipinos' favorite fish dish is the bagoong and
whoever has tried to eat it knows that it is not considered improved when
tainted. It neither is, nor ought to be, decayed.
f. Still the Spaniards say that the Filipinos have contributed nothing to Mother
Spain, and that it is the islands which owe everything.
Rizal commented that it may be so, but what about the enormous sum of gold
which was taken from the islands in the early years of Spanish rule, of the

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

tributes collected, of the nine million dollars yearly collected to pay the
military, expenses of the employees, diplomatic agents, corporations and the
like and with salaries paid out of the Philippine treasury. Yet all of this is as
nothing in comparison with so many captives gone, such a great number of
soldiers killed in expeditions, islands depopulated, their inhabitants sold as
slaves by the Spaniards themselves, the death of industry, the demoralization
of the Filipinos, and so forth.
g. When Morga says that the lands were "entrusted" (given as encomiendas) to
those who had "pacified" them, he means "divided up among".
The word "entrust," like "pacify," later came to have a sort of ironical
signification. To entrust a province was then as if it were said that it was
turned over to sack, abandoned to the cruelty and covetousness of the
encomiendero, to judge from the way these gentry misbehaved.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:
*Maghuyop, B. R. ,Gallardo,T.M.E., Cruz, G.S., Babac,V.R., & Gallinero,W.B.
(2018). The Life and Works of Jose Rizal.

Let’s Check

Activity 1. These jumbled words are in connection with Rizal’s and Morga’s
annotations, arrange and decode them. Write your answer on the space provided
below.

1. PPSENILHIIP _______________________

2. AOINNOT AMRGO _______________________

3. OKOB _______________________

4. ENXEPCRIEE _______________________

5. TSEEVN _______________________

6. NNOSNTTAI _______________________

7. OESJ LIZRA _______________________

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

8. CCAUNOT _______________________

9. YHTSROI _______________________

10. IIDON _______________________

Let’s Analyze

Activity 1. Using a Venn Diagram write down the similarities and differences of Jose
Rizal’sand Antonio Morga’s annotation.

In a Nutshell
Activity 1. Answer the following questions below.

1. What is the significance of the book of Antonio Morga to the Filipinos?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

64
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What made the book Sucesos de las Islas Filipinas possibly the best account of
Spanish colonialism in the Philippines at that time?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What value could be found in Jose Rizal’s effort of annotating Sucesos de las
Islas Filipinas?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

65
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

4.

5.

KEYWORDS INDEX
Sucesos de las Islas Filipinas Antonio de Morga
Indio Annotation

Big Picture in Focus: ULOb. Discuss the reasons that Rizal gave
why Filipinos were predisposed to laziness.

Metalanguage
In this section, the most essential terms relevant to the study Rizal’s changing views
and to demonstrate ULOb will be defined that you can refer to whenever you
encounter these terms as we go through the study of curriculum.

1. The Indolence of the Filipinos – a study of the causes of the people’s not
working hard during the Spanish regime. It is an essay by Dr. Jose Rizal
published in La Solidaridad in Madrid in 1890 which deals with the socio-
political matters or setup of the Filipinos in defense of the accusation that the
Indios or Malays were indolent or lazy people.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to fully
understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

1. Factors that caused indolence

66
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

a. Climate – A whole day of labor in Spain was equivalent to an hour of

labor in the Philippines in terms of climate.
b. Abuses, discrimination, passive governance
c. Corruption, red tape
d. Baseless dogma of the church
e. Wrong illustration from Spaniards

2. Reasons of the decrease in economic engagement of the natives

a. Establishment of the Galleon Trade – ended trade among Asian

and Middle East nations and boosted monopolization of businesses.
b. Forced Labor – molded Filipinos to become mere slaves of the
Spaniards by not allowing them to conduct their own businesses.
c. Lack of Government Protection Against Pirates – no support was
provided thus, pirates attacked trades and businesses leaving the
Filipinos defenseless and face bankruptcy.
d. Twisted Educational System – educational system was full of
racism
e. Spaniard’s Wrong Idea Toward Work - Spaniards became a living
example of going to work late and leaving early without
accomplishing anything relevant to their task.
f. Rampant gambling – cockfighting during fiestas; increased
corruption
g. Wrong religious belief – friars manipulated the natives by claiming
that heaven was easier to enter when one was poor, thus,
discouraging them from working hard enough.
h. Extremely high taxes – it discouraged Filipinos to do trading,
business and agriculture and kept the poor native even poorer.
i.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:
*Maghuyop, B. R. ,Gallardo,T.M.E., Cruz, G.S., Babac,V.R., & Gallinero,W.B.
(2018). The Life and Works of Jose Rizal.

67
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Let’s Check

Activity 1. In the situation cited below, list down at least two characteristics of
Filipinos that will DISPROVE that Filipinos are by nature indolent

1. In times of natural calamities

A._________________________________________________________________
___________________________________________________________________

B._________________________________________________________________
___________________________________________________________________

2. In times of death of a neighbor

A._________________________________________________________________
___________________________________________________________________

B._________________________________________________________________
___________________________________________________________________

3. When crossing the street with an elderly

A._________________________________________________________________
___________________________________________________________________

B._________________________________________________________________
___________________________________________________________________

4. When somebody is sick at home or in the office

A._________________________________________________________________
___________________________________________________________________

B._________________________________________________________________
___________________________________________________________________
5. When somebody calls for an emergency
A._________________________________________________________________
___________________________________________________________________
B._________________________________________________________________
___________________________________________________________________
6. When someone is working

68
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

A._________________________________________________________________
___________________________________________________________________
B._________________________________________________________________
___________________________________________________________________

7. When someone is studying

A._________________________________________________________________
___________________________________________________________________

B._________________________________________________________________
___________________________________________________________________

8. When somebody wants to achieve something (dreams, goals, etc.)

A._________________________________________________________________
___________________________________________________________________

B._________________________________________________________________
___________________________________________________________________

9. When somebody has visitors at home

A._________________________________________________________________
___________________________________________________________________

B._________________________________________________________________
___________________________________________________________________

10. When someone has to learn something (lessons, skill, etc)

A._________________________________________________________________
___________________________________________________________________

B._________________________________________________________________
___________________________________________________________________

Let’s Analyze

Activity 1. Answer the following questions.

1. What do you think are the major reasons why Filipinos are predisposed to
laziness?

69
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Rizal contradicted the allegations that Filipinos were indolent. Based on Rizal’s
writings, how would you defend the allegation that Filipinos in these modern times
are still indolent?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. In his essay, Rizal admits that prior to the Spanish conquest, the inhabitants of the
Philippine islands were sometimes indolent. Why?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

In a Nutshell

Activity 1. Find the missing words in the puzzle.

I T I D N A B M T S T
K N J F A R M E R I A
T Z D L A B O R A M E
L J W O R K D C D R H
O Y Z A L L C H E O T
V S U N E E X A P F O
E V S P A I N N K E K
R W F L T O H T L R K

70
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

4.

5.

KEYWORDS INDEX
Indolence Climate Force labor
Gambling Galleon trade High Taxes

Big Picture in Focus: ULOc. Evaluate the important characters of

Noli Me Tangere and what they represent.

Metalanguage
In this section, the most essential terms relevant to the study of the novel, Noli Me
Tangere and to demonstrate ULOa will be defined that you can refer to whenever
you encounter these terms as we go through the study of curriculum.
1. Noli Me Tangere – one of the greatest novels in the Philippines wherein Dr.
Jose Rizal presented the conditions and problems of the Philippine society in
the 19th century. This made the Filipinos in Rizal’s days aware of the social
problems and its causes.

71
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to fully
understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

1. Synopsis of Noli Me Tangere

The story begins with a reception given by Capitan Tiago at his house. The
reception is given in honor of Crisostomo Ibarra, a young and rich Filipino who had
just returned after seven years of study in Europe. He was the son of Don Rafael
Ibarra, and a fiancé of beautiful Maria Clara, daughter of Capitan Tiago.

Among the guests during the reception were Padre Damaso, a fat Franciscan
friar who had been parish priest for 20 years of San Diego; Padre Sybila, a young
Dominican parish priest of Binondo; Don Tiburcio de Espadaña, a bogus Spanish
physician, lame, and husband of Doña Victorina; and several ladies.

Upon his arrival, it produced a favorable impression among the guests, except
Padre Damaso, who has rude to him. He introduced himself to the ladies and during
the dinner the conversation centered on Ibarra’s studies and travels abroad. Padre
Damaso was in bad mood and tried to discredit Ibarra’s remarks.

After dinner, Ibarra left. On the way, the kind Lieutenant Guevara told him the
sad story of his father’s death in San Diego. Don Rafael, his father, was a rich and
brave man. He defended a helpless boy from the brutality of an illiterate Spanish tax
collector, pushing the latter and accidentally killing him. Don Rafael was thrown in
prison, where he died unhappily. He was buried in consecrated ground, but his
enemies, accusing him being a heretic, had his body removed from the cemetery.
Ibarra thanked the kind Spanish lieutenant and vowed to find out the truth about his
father’s death.

The following morning, he visited Maria Clara, his childhood sweetheart. After
the romantic reunion with Maria Clara, Ibarra went to visit his father’s grave. It was

72
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

All Saint’s Day. At the cemetery, the grave digger told Ibarra that the corpse of Don
Rafael was removed by order of the parish priest to be, buried in the Chinese
cemetery; but the corpse was heavy and it was a dark and rainy night so he simply
threw the corpse into the lake.

Ibarra was angered and left the cemetery. On the way, he met Padre Salvi,
Franciscan parish priest of San Diego. Ibarra pounced on the priest, demanding
redress for desecrating his father’s mortal remains. Padre told him that he had
nothing to do with it, for he was not the parish priest at the time of Don Rafael’s
death. It was Padre Damaso, who was responsible for it. Convinced for Padre Salvi’s
innocence, Ibarra went away.

In his town Ibarra met several interesting people, such as the wise old man,
Tasio the philosopher, whose ideas were too advanced for his times so that the
people, who could not understand him. The progressive school teacher complained
to Ibarra that the children were losing interest to their studies because of the lack
proper school house and the discouraging attitude of the parish friar.

A most tragic story in the novel is the tale of Sisa, who was formerly a rich girl
but became poor because she married a gambler. She became crazy because she
lost her two boys, Basilio and Crispin. These boys were sacristans in the church,
working for a small wage to support their poor mother. Crispin the younger of the two
brothers was accused by the brutal sacristan mayor of stealing the money of the
priest. He was tortured in the convent and died. Basilio, with his brother’s dying cries
ringing in his ears, escaped. When the two boys did not return home, Sisa looked for
them everywhere and, in her great sorrow, she became insane.

Capitan Tiago, Maria Clara, and Aunt Isabel (Capitan Tiago’s cousin who took
care of Maria Clara, after his mother’s death) arrived in San Diego. Ibarra and his
friends had picnic at the lake. An incident of the picnic was the saving of Elias’ life
by Ibarra. Elias bravely grappled with a crocodile which was caught in the fish coral.
But the crocodile struggled furiously so that Elias could not subdue it. Ibarra jumped
into the water and killed the crocodile, thereby saving Elias.

The meal is over, Ibarra and Capitan Basilio played chess, while Maria Clara
and her friends played the “Wheel of Chance”. Shortly, a sergent and four soldiers of

73
 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

the Guardia Civil suddenly arrived, looking for Elias, who was hunted for assaulting
Padre Damaso and throwing the alferez into a mud hole. Fortunately Elias had
disappeared, and the Guardia Civil went away empty-handed. During the picnic also,
Ibarra received a telegram from the Spanish authorities notifying him the approval of
his donation of a schoolhouse for the children of San Diego.

The next day Ibarra visited old Tasio to consult him on his project about the
schoolhouse. Meanwhile San Diego was merrily preparing for its annual fiesta, in
honor of its patron saint San Diego de Alcala, whose feast day is the 11 th of
November.

In the morning of the fiesta there was a high mass in the church, officiated by
Padre Salvi. Padre Damaso gave the long sermon. Elias quietly moved to Ibarra,
who was kneeling and praying by Maria Clara’s side, and warned him to be careful
during the ceremony of the laying of the cornerstone of the schoolhouse because
there was a plot to kill him.

Elias suspected that the yellowish man, who built the derrick, was a paid
stooge of Ibarra’s enemies. True to his suspicion, later in the day, when Ibarra, in the
presence of a big crowd, went down into the trench to cement the cornerstone, the
derrick collapsed. Elias, quick as a flash, pushed him aside, thereby saving his life.
The yellowish man was the one crushed to death by the shattered derrick.

After the fiesta, Maria Clara became ill. She was treated by the quack Spanish
physician, Tiburcio de Espadaña, whose wife, a vain and vulgar native woman. This
woman had hallucinations of being a superior Castillan, and, although a native
herself, she looked down on her own people as inferior beings. She introduced to
Capitan Tiago’s young Spaniards, Don Alfonso Linares de Espadaña, a penniless
and jobless, fortune hunter who came to the Philippines in search of a rich Filipino
heiress. Both Doña Victorina and Padre Damaso sponsored his wooing of Maria
Clara.

The story of Elias like that of Sisa, was a tale of tragedy. He related it to
Ibarra. Some 60 years ago, his grandfather, who was then a young bookkeeper in a
Spanish commercial firm in Manila, was wrongly accused of burning the firm’s
warehouse. He was flogged in public and was left in the street, crippled and almost

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

died. His wife was pregnant, beg for alms and became a prostitute in order to
support her sick husband and their son. After giving birth to her second son and the
death of her husband, she fled, with her sons to the mountains.

Elias was educated in the Jesuit College in Manila, while his sister studied in
La Concordia College. They lived happily, until one day, owing to certain dispute
over money matters, a distant relative exposed their shameful birth. They were
disgraced. An old male servant, whom they used to abuse, was forced to testify in
court and the truth came out that he was their real father.

Elias, learning of Ibarra’s arrest, burned all the papers that might incriminate
his friend and set Ibarra’s house on fire. Then he went to prison and helped Ibarra
escape. He and Ibarra jumped into a banca loaded with sacate (grass). Ibarra
stopped at the house of Capitan Tiago to say goodbye to Maria Clara. In the tearful
last scene between the two lovers, Ibarra forgave Maria Clara for giving up his letter
to her to the Spanish authorities who utilized them as evidence against him. On her
part, Maria Clara revealed that those letters were exchanged with a letter from her
late mother, Pia Alba which Padre Salvi gave her. From his letter, she learned that
her real father was Padre Damaso.

After bidding Maria Clara farewell, Ibarra returned to the banca. He and Elias
paddled up the Pasig River toward Laguna de Bay. A police boat, with the Guardia
Civil on board, pursued them as their banca reached the lake. Elias told Ibarra to
hide under the zacate. As the police boat was overtaking the banca, Elias jumped
into the water and swam swiftly toward the shore. In this way, he diverted the
attention of the soldiers on his person, thereby giving Ibarra a chance to escape. The
soldier fired at the swimming Elias, who was hit and sank. The water turned red
because of his blood. The soldiers, thinking that they had killed the fleeing Ibarra
returned to Manila. Thus, Ibarra was able to escape.

Elias seriously wounded, reached the shore and staggered into the forest. He
met a boy, Basilio, who was weeping over his mother’s dead body. He told Basilio to
make a pyre on which their bodies (his and Sisa) were to be burned to ashes. It was
Christmas eve, and the moon gleamed softly in the sky. Basilio prepared the funeral
pyre. As life’s breath slowly left his body, Elias looked toward the east and

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Mabini Street, Tagum City
Telefax: (084) 655-9591

murmured: “I die without seeing the dawn brighten over my native land.” You, who
have it to see, welcome it! And forget not those who have fallen during the night.

Maria Clara, out of her loyalty to the memory of Ibarra, the man she truly
loved, entered the Santa Clara nunnery. Padre Salvi left the parish of San Diego and
became a chaplain of the nunnery. Padre Damaso was transferred to a remote
province, but the next morning he was found dead in his bedroom. Capitan Tiago
became an opium addict and a human wreck. Doña Victorina, still henpecking poor
Don Tiburcio, had taken to wearing eyeglasses because of weakening eyesight.
Linares, who failed to win Maria Clara’s affection, died of dysentery.

The alferez, who successfully repulsed the abortive attack on the barracks,
was promoted major. He returned to Spain, leaving behind his shabby mistress,
Doña Consolacion. The novel ends with Maria Clara, an unhappy nun in Santa Clara
nunnery – forever lost to the world.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:
* Maghuyop, B. R. ,Gallardo,T.M.E., Cruz, G.S., Babac,V.R., & Gallinero,W.B.
(2018). The Life and Works of Jose Rizal.

Let’s Check

Activity 1. Encircle the letter of the correct answer.

1. Which of the following statements does not describe how the Noli Me Tangere was
received in the Philippines?

A. The book became a best-selling novel upon its release.

B. The book was sought after by the Filipinos in Manila but only a few copies were
available.

C. The Augustinian and Dominican friars condemned the book and later had its
circulation in the Philippines prohibited.

D. It gave voice to the Filipinos who suffered from the abuses of the colonizers and
awakened in them the desire to stand their rights.
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 Department of Arts and Social Sciences Education
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Mabini Street, Tagum City
Telefax: (084) 655-9591

2. Which of the statements below does not describe the Noli Me Tangere?

A. Rizal’s novel also exposed the ills that Filipinos did to fellow Filipinos.
B. Rizal’s novel called for Filipinos to recover their self-confidence and assert
themselves as equals to the Spaniards.
C. Rizal’s novel accepted that some aspects of foreign cultures could be absorbed to
enhance native traditions.
D. Rizal’s novel was written in Spanish but the Philippine edition was translated in
Tagalog.

3. In Noli Me Tangere, this character accidentally killed a Spanish tax collector while
defending a helpless boy the Spaniard was abusing. He died while in prison, but his
body was dug up from the cemetery where he was buried and got thrown in the river.

A. Capitan Tiago
B. Don Rafael Ibarra
C. Don Tiburcio de Espadaña
D. Señor Guevara

4. In Noli Me Tangere, this character at the beginning of the story was described as
rich with highly placed friends in the government and in the Catholic Church.
However, his end was tragic as he became an opium addict and a human wreck.

A. Capitan Tiago
B. Don Rafael Ibarra
C. Don Tiburcio de Espadaña
D. Señor Guevara

5. In Noli Me Tangere, this character’s story is tragic. She came from a rich family
but married a gambler who wasted all her money. One of her sons was killed by their
sacristan mayor and her other son went missing. She eventually lost her mind.

A. Victorina
B. Consolacion
C. Sisa
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D. Isabel

6. How did the love story of Maria Clara and Crisostomo Ibarra end?

A. They were not allowed to marry because of political and religious differences.
B. Maria Clara and Crisostomo Ibarra eloped, but they got caught. Ibarra was
imprisoned while Maria Clara entered the convent.
C. When Ibarra became a fugitive, Maria Clara was betrothed to someone else.
D. When Ibarra became a fugitive, the heartbroken Maria Clara became a monastic
nun.

7. In Noli Me Tangere, which of the scenarios below show how some Filipinos
identified more with their Spanish colonizers than with their fellow native Filipinos?
A. The grave-digger told Crisostomo Ibarra that the parish priest ordered to have the
remains of Don Rafael removed and transferred to the Chinese cemetery. However,
the grave-digger said the body was heavy, so he threw it in the river instead.
B. Doña Victorina added another “de” to her husband’s surname to make her appear
more Spanish and wished to be called “Doctora Doña Victorina de los Reyes de
Espadaña”
C. The sacristan mayor accused and eventually killed Crispin, a Filipino sacristan, for
allegedly stealing money from the parish priest.
D. Maria Clara was forced to break up with Crisostomo Ibarra because he was an
indio and Maria Clara was betrothed to a Spanish mestizo.

8. This character was hunted for assaulting Padre Damaso and for throwing the
alferez into a mudhole. He also saved Crisostomo Ibarra’s life.
A. Elias
B. Linares
C. Guevara
D. Basilio

9. This character experienced tragedy at a very young age.

A. Elias
B. Linares
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C. Guevara
D. Basilio

10. This character represents the power and cruelty of the friars during the Spanish
colonization of the Philippines.
A. The sacristan mayor
B. Padre Damaso
C. Padre Sibyla
D. Padre Filipo

Let’s Analyze

Activity 1. Let us get to know more about the characters. Images of the characters
of the novel, Noli Me Tangere are presented below. Write their characteristics based
on the novel and what type of person do they represent.

CRISOSTOMO IBARRA

1.

MARIA CLARA
2.

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3.
PADRE DAMASO

4. DONA VICTORINA

5.

SISA

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 Department of Arts and Social Sciences Education
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In a nutshell

Activity 1. Based on the synopsis that you have read, answer the following
questions below.

1. More than an attack on the Spanish regime, what message did the Noli Me
Tangere give to the Filipino people?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Why did the Noli Me Tangere catch the interest of both the Filipinos and the
Spanish colonizers, most especially the Spanish priests?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

4.

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 Department of Arts and Social Sciences Education
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Telefax: (084) 655-9591

5.

KEYWORDS INDEX
Noli me tangere Sisa Simeon
Maria Clara Padre Damaso Kapitan Tiago
Crisostomo Ibarra Dona Victorina Don Tiburcio

Big Picture in Focus: ULOd. Explain the socio-political situation of

colonial Philippines that Rizal conveyed in El Filibusterismo.

Metalanguage
In this section, the most essential terms relevant to the study of the novel, El
Filibusterismo and to demonstrate ULOb will be defined that you can refer to
whenever you encounter these terms as we go through the study of curriculum.

1. El Filibusterismo – a sequel of Noli Me Tangere and was radically different

from the first book. This novel calls for change and reform and presented an
indication that a revolution was needed for reform to happen. There was a
change in the personality of the characters; where you can feel bitterness,
hatred and antipathy.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to fully
understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

1. Synopsis of El Filibusterismo

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Telefax: (084) 655-9591

The protagonist of El Filibusterismo is a jeweler named Simoun. He is the

new identity of Crisostomo Ibarra who, in the prequel Noli, escaped from pursuing
soldiers. It is revealed that Crisostomo dug up his buried treasure and fled to Cuba,
becoming richer and befriending Spanish officials. After many years, the newly
fashioned Simoun returns to the Philippines, where he is able to freely move around.
He is a powerful figure not only because of his wealth but also because he is a good
friend and adviser of the governor general.

Outwardly, Simoun is a friend of Spain; however, in secret, he is plotting a

terrible revenge against the Spanish authorities. His two obsessions are to rescue
his paramour Maria Clara from the nunnery of Santa Clara and to foment a
Philippine revolution against Spain.

The story of El Filibusterismo begins on board a steamer ship sailing up the

Pasig river from Manila to Laguna de Bay. Among the passengers are
Simoun; Doña Victorina, a pro-Spanish native woman who is going to Laguna in
search of her henpecked husband, Tiburcio de Espadaña, who has deserted
her; Paulita Gomez, her beautiful niece; Ben-Zayb (anagram of Ibañez), a Spanish
journalist who writes silly articles about the Filipinos; Padre Sibyla, vice-rector of the
University of Santo Tomas; Padre Camorra, the parish priest of the town of
Tiani; Don Custodio, a pro-Spanish Filipino holding a position in the
government; Padre Salvi, thin Franciscan friar and former cura of San Diego; Padre
Irene, a kind friar who was a friend of the Filipino students; Padre Florentino, a
retired scholarly and patriotic Filipino priest; Isagani, a poet-nephew of Padre
Florentino and a lover of Paulita; and Basilio, son of Sisa and promising medical
student, whose medical education is financed by his patron, Capitan Tiago.

A man of wealth and mystery, Simoun is a very close friend and confidante of
the Spanish governor general. Because of his great influence in Malacañang, he was
called the “Brown Cardinal” or the “Black Eminence”. By using his wealth and
political influence, he encourages corruption in the government, promotes the
oppression of the masses, and hastens the moral degradation of the country so that
the people may become desperate and fight. He smuggles arms into the country with
the help of a rich Chinese merchant, Quiroga, who aspires to be Chinese consul of
Manila. His first attempt to begin the armed uprising did not materialize because at

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Telefax: (084) 655-9591

the last hour he hears the sad news that Maria Clara died in the nunnery. In his
agonizing moment of bereavement, he did not give the signal for the outbreak of
hostilities.

After a long time of illness brought about by the bitter loss of Maria Clara,
Simoun perfects his plan to overthrow the government. On the occasion of the
wedding of Paulita Gomez and Juanito Pelaez, he gives a wedding gift to them a
beautiful lamp. Only he and his confidential associates, Basilio (Sisa’s son who
joined his revolutionary cause), know that when the wick of his lamp burns lower the
nitroglycerine, hidden in its secret compartment, will explode, destroying the house
where the wedding feast is going to be held killing all the guests, including the
governor general, the friars, and the government officials. Simultaneously, all the
government buildings in Manila will be blown by Simoun’s followers.

As the wedding feast begins, the poet Isagani, who has been rejected by
Paulita because of his liberal ideas, is standing outside the house, sorrowfully
watching the merriment inside. Basilio, his friend, warns him to go away because the
lightened lamp will soon explode. Upon hearing the horrible secret of the lamp,
Isagani realizes that his beloved Paulita is in grave danger. To save her life, he
rushes into the house, seizes the lightened lamp, and hurls it into the river, where it
explodes.

The revolutionary plot is thus discovered. Simoun is cornered by the soldiers,

but he escapes. Mortally wounded, and carrying his treasure chest, he seeks refuge
in the home of Padre Florentino by the sea.

The Spanish authorities, however, learns of his presence in the house of

Padre Florentino. Lieutenant Perez of the Guardia Civil informs the priest by letter
that he will come at eight o’clock that night to arrest Simoun.

Simoun eludes arrest by taking poison. As he is dying, he confesses to Padre

Florentino, revealing his true identity, his dastardly plan to use his wealth to avenge
himself, and his sinister aim to destroy his friends and enemies.

The confession of the dying Simoun is long and painful. It is already night
when Padre Florentino, wiping the sweat from his wrinkled brow, rises and begins to
meditate. He consoles the dying man saying: “God will forgive you Señor Simoun.

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 Department of Arts and Social Sciences Education
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Telefax: (084) 655-9591

He knows that we are fallible. He has seen that you have suffered, and in ordaining
that the chastisement for your faults should come as death from the very ones you
have instigated to crime, we can see His infinite mercy. He has frustrated your plans
one by one, the best conceived, first by the death of Maria Clara, then by a lack of
preparation, then in some mysterious way. Let us bow to His will and render Him
thanks!”

Watching Simoun die peacefully with a clear conscience and at peace with
God, Padre Florentino falls upon his knees and prays for the dead jeweler. The
priest then takes the treasure chest and throws it into the sea.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:
*Maghuyop, B. R. ,Gallardo,T.M.E., Cruz, G.S., Babac,V.R., & Gallinero,W.B.
(2018). The Life and Works of Jose Rizal.

Let’s Check
Activity 1. The following blanks have a designated number which
corresponds as to what number is the letter in the alphabet. Decode the
following and make a sentence out of the word in connection with the novel, El
Filibusterismo.
1. _ _ _ _ _ _ _ _ _
18 5 2 5 12 12 9 15 14
______________________________________________________________

2. _ _ _ _ _ _ _ _ _ _
6 9 12 9 2 21 19 20 5 18
______________________________________________________________

3. _ _ _ _ _
6 18 9 1 18
______________________________________________________________

4. _ _ _ _
12 1 13 16
________________________________________________________

5. _ _ _ _ _ _ _

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23 5 4 4 9 14 7
_____________________________________________________________

6. _ _ _ _ _ _ _ _ _ _
3 15 14 6 5 9 19 9 15 14
______________________________________________________________
7. _ _ _ _ _ _
19 9 13 15 21 14
______________________________________________________________
8. _ _ _ _ _ _ _ _ _ _
7 15 22 5 18 14 13 5 14 20
___________________________________________________________

9. _ _ _ _ _ _
3 8 21 18 3 8
___________________________________________________________

10. _ _ _ _ _ _ _
18 5 22 5 14 7 5
__________________________________________________________
Let’s Analyze
Activity 1. Let us get to know more about the characters. Images of the characters
of the novel, El Filibusterismo are presented below. Write their characteristics based
on the novel and what type of person do they represent.

SIMOUN
1.

2. CABESANG TALES

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3.

PADRE FLORENTINO

4.
PADRE SALVI

BASILIO
5.

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ISAGANI
6.

In a Nutshell

Activity 1. Answer the following questions given.

1. Would you chose “Reform through revolution” or “Reform through violent means”?
Defend your answer.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What insights into the socio-political situation of colonial Philippines did Rizal
convey in EL Filibusterismo?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 Department of Arts and Social Sciences Education
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Mabini Street, Tagum City
Telefax: (084) 655-9591

___________________________________________________________________
___________________________________________________________________

3. If given the chance that you are Simoun, would you do the same? If not, how do
you plan to revenge on something that hurt you in the past?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

4.

5.

KEYWORDS INDEX
El Filibusterismo Isagani Padre Salvi
Basilio Cabesang Tala Simoun
Padre Florentino Lieutenant Perez Don Custodio

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BIG PICTURE D
Week 8-9: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to
a. Assess Jose Rizal’s literary works; and
b. Rationalize Jose Rizal and the subject’s relevance to the 21 st century Filipino
youth.

Big Picture in Focus: ULOa. Assess Jose Rizal’s literary works.

Metalanguage
In this section, the most essential terms relevant to the study of Jose Rizal’s literary
works and to demonstrate ULOa will be defined that you can refer to whenever you
encounter these terms as we go through the study of curriculum.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to fully
understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g.
ebrary,search.proquest.come

1. My First Inspiration – the first poem Jose Rizal wrote during his schooling stint in
Ateneo. This poem was written in honor of his mother’s birthday.

2. They Asked Me For Verses – a poem he wrote upon the request of the members
of Circulo Hispano-Filipino and he declaimed it during New Year’s Eve.

3. To the Flowers of Heidelberg – a poem which expresses admiration of the light

blue spring flower “forget-me-not”. This flower made him think of flowers in Calamba.
This poem also expresses prayer for the well-being of his native land.

4. Hymn to Labor – this poem is in response to the request of his friends from Lipa,
Batangas. They wanted a hymn to commemorate the elevation of Lipa from a town
to a city in January 1888. Dedicated to the industrious folks of Lipa, Batangas.

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5. The Song of the Traveler – written due to his delight upon receiving the news
that he is granted to travel to Europe and then Cuba to volunteer.

6. Mi Ultimo Adios - a poem written by Rizal before his execution on December 30,
1896.

7. The Song of Maria Clara – this was included in Noli Me Tangere a piece sang by
Maria Clara in the novel.

To My Fellow Children The same as any mother loves to

feed her young.
Whenever people of a country truly
love Tagalog and the Latin language are
The language which by heav'n they the same
were taught to use And English and Castilian and the
That country also surely liberty angels' tongue;
pursue And God, whose watchful care o'er
As does the bird which soars to freer all is flung,
space above. Has given us His blessing in the
speech we call,
For language is the final judge and
Our mother tongue, like all the
referee
highest tht we know
Upon the people in the land where it
Had alphabet and letters of its very
holds sway;
own;
In truth our human race resembles
But these were lost -- by furious
in this way
waves were overthrown
The other living beings born in
Like bancas in the stormy sea, long
liberty.
years ago.

Whoever knows not how to love his

My First Inspiration
native tongue
Is worse than any best or evil Why do the scented flowers
smelling fish. In fragrant fray
To make our language richer ought Rizal each other’s flowers
to be our wish This festive day?

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Why is sweet melody bruited With thy mighty hand,

In the sylvan dale Swifter than the wind's violation,
Harmony sweet and fluted Raise the eager mind to higher station.
Like the nightingale?
Come down with pleasing light
Of art and science to the fight,
Why do the birds sing so
O youth, and there untie
In the gender grass
The chains that heavy lie,
Fitting from bough to bough
Your spirit free to blight.
With the winds that pass?
See how in flaming zone
Amid the shadows thrown,
And why the crystal spring
The Spaniard'a holy hand
Run among the flowers
A crown's resplendent band
While lullaby zephyr’s sing
Proffers to this Indian land.
Like its crystal showers?

Thou, who now wouldst rise

I see the dawn in the East
On wings of rich emprise,
With beauty endowed.
Seeking from Olympian skies
Why goes she to a feast
Songs of sweetest strain,
In a carmine cloud?
Softer than ambrosial rain;
Thou, whose voice divine
Sweet mother, they celebrate
Rivals Philomel's refrain
You natal day
And with varied line
The rose with her scent innate,
Through the night benign
The bird with his lay.
Frees mortality from pain;

To The Filipino Youth Thou, who by sharp strife

Hold high the brow serene, Wakest thy mind to life ;
O youth, where now you stand; And the memory bright
Let the bright sheen Of thy genius' light
Of your grace be seen, Makest immortal in its strength ;
Fair hope of my fatherland!
And thou, in accents clear
Come now, thou genius grand, Of Phoebus, to Apelles dear ;
And bring down inspiration; Or by the brush's magic art

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Takest from nature's store a part, canticles of love in his native tongue;
To fig it on the simple canvas' length ; that in the morning when the sun first
traces
Go forth, and then the sacred fire
the topmost peak of Koenigssthul in
Of thy genius to the laurel may aspire ;
gold
To spread around the fame,
and with a mild warmth raises
And in victory acclaim,
to life again the valley, the glade, the
Through wider spheres the human
forest,
name.
he hails that sun, still in its dawning,
that in his country in full zenith blazes.
Day, O happy day,
And tell of that day
Fair Filipinas, for thy land!
when he collected you along the way
So bless the Power to-day
among the ruins of a feudal castle,
That places in thy way
on the banks of the Neckar, or in a
This favor and this fortune grand!
forest nook.
To the Flowers of Heidelberg Recount the words he said
as, with great care,
Go to my country, go, O foreign
between the pages of a worn-out book
flowers,
he pressed the flexible petals that he
sown by the traveler along the road,
took.
and under that blue heaven
that watches over my loved ones,
Carry, carry, O flowers,
recount the devotion
my love to my loved ones,
the pilgrim nurses for his native sod!
peace to my country and its fecund
Go and say say that when dawn
loam,
opened your chalices for the first time
faith to its men and virtue to its
beside the icy Neckar,
women,
you saw him silent beside you,
health to the gracious beings
thinking of her constant vernal clime.
that dwell within the sacred paternal
Say that when dawn
home.
which steals your aroma
was whispering playful love songs to
When you reach that shore,
your young
deposit the kiss I gave you
sweet petals, he, too, murmured
on the wings of the wind above
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that with the wind it may rove Without a mother, home, or love’s
and I may kiss all that I worship, honor caress.
and love! The Song of The Traveller

Like to a leaf that is fallen and withered,

But O you will arrive there, flowers,
Tossed by the tempest from pole unto
and you will keep perhaps your vivid
pole ;
hues;
hus roams the pilgrim abroad without
but far from your native heroic earth
purpose,
to which you owe your life and worth,
Roams without love, without country or
your fragrances you will lose!
soul.
For fragrance is a spirit that never can
forsake Following anxiously treacherous
and never forgets the sky that saw its fortune,
birth. Fortune which e 'en as he grasps at it
flees ;
The Song of Maria Clara
Vain though the hopes that his

Sweet are the hours in one’s native yearning is seeking,

land, Yet does the pilgrim embark on the

Where all is dear the sunbeams bless; seas !

Life giving breezes sweep the strand,

Ever impelled by the invisible power,
And death is soften’d by love’s cares.
Destined to roam from the East to the
West ;
Warm kisses play on mother’s lips,
Oft he remembers the faces of loved
On her fond, tender breast awakening;
ones,
When around her neck the soft arm
Dreams of the day when he, too, was
slips,
at rest.
And bright eyes smile, all love
partaking. Chance may assign him a tomb on the
desert,
Sweet is death for one’s native land, Grant him a final asylum of peace ;
Where all is dear the sun beams bless; Soon by the world and his country
Death is the breeze that sweeps the forgotten,
strand,

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God rest his soul when his wanderings Loud laughs the world at the sorrows
cease ! of man.

Often the sorrowing pilgrim is envied, My Last Farewell

Circling the globe like a sea-gull
Farewell, dear Fatherland, clime of the
above ;
sun caress'd
Little, ah, little they know what a void
Pearl of the Orient seas, our Eden lost!,
Saddens his soul by the absence of
Gladly now I go to give thee this faded
love.
life's best,

Home may the pilgrim return in the And were it brighter, fresher, or more

future, blest

Back to his loved ones his footsteps he Still would I give it thee, nor count the

bends ; cost.

Naught wìll he find but the snow and On the field of battle, 'mid the frenzy of
the ruins, fight,
Ashes of love and the tomb of his Others have given their lives, without
friends, doubt or heed;
The place matters not-cypress or
Pilgrim, begone ! Nor return more
laurel or lily white,
hereafter,
Scaffold or open plain, combat or
Stranger thou art in the land of thy
martyrdom's plight,
birth ;
T is ever the same, to serve our home
Others may sing of their love while
and country's need.
rejoicing,
Thou once again must roam o'er the I die just when I see the dawn break,
earth. Through the gloom of night, to herald
the day;
Pilgrim, begone ! Nor return more And if color is lacking my blood thou
hereafter, shalt take,
Dry are the tears that a while for thee Pour'd out at need for thy dear sake
ran ; To dye with its crimson the waking ray.
Pilgrim, begone ! And forget thine
My dreams, when life first opened to
affliction,
me,

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

My dreams, when the hopes of youth And if on my cross a bird should be

beat high, seen,
Were to see thy lov'd face, O gem of Let it trill there its hymn of peace to my
the Orient sea ashes.
From gloom and grief, from care and
Let the sun draw the vapors up to the
sorrow free;
sky,
No blush on thy brow, no tear in thine
And heavenward in purity bear my
eye.
tardy protest
Dream of my life, my living and burning Let some kind soul o 'er my untimely
desire, fate sigh,
All hail ! cries the soul that is now to And in the still evening a prayer be
take flight; lifted on high
All hail ! And sweet it is for thee to From thee, 0 my country, that in God I
expire ; may rest.
To die for thy sake, that thou mayst
Dream of my life, my living and burning
aspire;
desire,
And sleep in thy bosom eternity's long
All hail ! cries the soul that is now to
night.
take flight;
If over my grave some day thou seest All hail ! And sweet it is for thee to
grow, expire;
In the grassy sod, a humble flower, To die for thy sake, that thou mayst
Draw it to thy lips and kiss my soul so, aspire;
While I may feel on my brow in the And sleep in thy bosom eternity's long
cold tomb below night.
The touch of thy tenderness, thy
Pray for all those that hapless have
breath's warm power.
died,
Let the moon beam over me soft and For all who have suffered the
serene, unmeasur'd pain;
Let the dawn shed over me its radiant For our mothers that bitterly their woes
flashes, have cried,
Let the wind with sad lament over me For widows and orphans, for captives
keen ; by torture tried

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

And then for thyself that redemption oppressor bends,

thou mayst gain. Where faith can never kill, and God
reigns e'er on high!
And when the dark night wraps the
graveyard around Farewell to you all, from my soul torn
With only the dead in their vigil to see away,
Break not my repose or the mystery Friends of my childhood in the home
profound dispossessed !
And perchance thou mayst hear a sad Give thanks that I rest from the
hymn resound wearisome day !
'T is I, O my country, raising a song Farewell to thee, too, sweet friend that
unto thee. lightened my way;

And even my grave is remembered no Beloved creatures all, farewell! In

more death there is rest!
Unmark'd by never a cross nor a stone
Let the plow sweep through it, the
spade turn it o'er
That my ashes may carpet earthly floor,
Before into nothingness at last they
are blown.

Then will oblivion bring to me no care

As over thy vales and plains I sweep;
Throbbing and cleansed in thy space
and air
With color and light, with song and
lament I fare,
Ever repeating the faith that I keep.

My Fatherland ador'd, that sadness to

my sorrow lends
Beloved Filipinas, hear now my last
good-by! I give thee all: parents and
kindred and friends
For I go where no slave before the

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Self-Help: You can also refer to the sources below to help you
further understand the lesson:
*Maghuyop, B. R. ,Gallardo,T.M.E., Cruz, G.S., Babac,V.R., & Gallinero,W.B.
(2018). The Life and Works of Jose Rizal.

Let’s Check
Activity 1. Based on the poem presented, answer the following items below.

1. This poem was written during his exile.

A. The Song of Maria Clara
B. My Last Farewell
C. Hymn to Labor
D. The Song of the Traveler

2. The original title of Mi Ultimo Adios

A. Mi Ultimo Independencia
B. Mi Ultimo Espanya
C. Mi Ultimo Familia
D. Mi Ultimo Pensamiento

3. To whom did Jose Rizal dedicate the poem entitled “Hymn to Labor”?
A. To the farmers of Dapitan
B. To the industrious people of Lipa
C. To the workers of the friar estate
D. Both A and C are correct

4. In Spanish version, this is “Mi Primera Inspiracion” that was believed to have been
written by Dr. Jose Rizal before he turned 14 years of age; it was dedicated to his
mother on her birthday. The poetic verses show his eternal love for his mother.
A. To the Filipino Youth
B. My First Inspiration
C. My Last Farewell
D. The Song of Maria Clara

5. The poem which was written by Dr. Jose Rizal when he was in Heidelberg in
which he admired the light blue spring flower “forget-me-not”. His poem also
expresses prayer for the well-being of Rizal’s native land.
A. They Ask Me for Verses
B. To the Flowers in Heidelberg

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

C. The Song of Maria Clara

D. Mi Ultimo Adios

6. This poem forms part of Dr. Jose Rizal’s infamous novel, Noli Me Tangere, as one
of the characters, Maria Clara.
A. The Song of Maria Clara
B. They Asked Me for Verses
C. To the Filipino Youth
D. Un Recuerdo A Mi Pueblo

7. This poem was written by Dr. Jose Rizal while he was a member of the Circulo
Hispano Filipino. This is a sad poem.
A. The Song of Maria Clara
B. They Asked Me for Verses
C. To the Filipino Youth
D. Un Recuerdo A Mi Pueblo

8. A poem of Rizal, which was written when he was 8 years old. The poem is about
the love of one’s native language.
A. Mi Ultimo Adios
B. To My Fellow Children
C. To the Filipino Youth
D. They Ask Me For Verses

9. A poem written by Rizal before leaving Calamba which stressed the importance
of man’s labor and industry.
A. Himno Al Trabajo
B. Mi Piden Versos
C. Mi Primera Inspiracion
D. To the Women of Malolos

10. The poem was written by Dr. Jose Rizal when he remembered his memories in
his hometown, Calamba, Laguna.
A. To the Filipino Youth
B. Un Recuerdo A Mi Pueblo
C. Hymn to Labor
D. Kundiman

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

Let’s Analyze

Activity 1. Based on your understanding, answer the following questions given.

1. What was Rizal’s message in the poem “To My Fellow

Children”?

2. What was Rizal’s message in the poem, “My First

Inspiration”?

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

3. What was Rizal’s message to the youth on his poem, “To The
Filipino Youth”?

4. What is your interpretation of Rizal’s poem, “To the Flowers

of Heidelberg”?

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 Department of Arts and Social Sciences Education
Social Science Discipline
Mabini Street, Tagum City
Telefax: (084) 655-9591

5. Discuss the poem, “The Song of the Traveller”. What emotion

did Rizal communicate in each stanza?

6. Discuss what the poem “The Song of Maria Clara” was about.

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
In a nutshell

Activity 1. Among the poems of Jose Rizal, which one do you like the most and cite
the specific stanza that affects you the most.

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

4.

5.

KEYWORDS INDEX
Mi Ultimo Adios To flowers of Heidelberg Hymn to labor
The song of Maria
My first inspiration They ask me for verses
Clara

Big Picture in Focus: ULOb. Rationalize Jose Rizal and the

subject’s relevance to the 21st century Filipino youth.

Metalanguage
In this section, the most essential terms relevant to the study of Jose Rizal and the
subject’s relevance to the 21st century Filipino youth to demonstrate ULOd will be
defined that you can refer to whenever you encounter these terms as we go through
the study of curriculum.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes), you need to fully
understand the following essential knowledge that will be laid down in the

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

DR. JOSE RIZAL, THE SYMBOL OF IDEAL LEADERSHIP TODAY

Preciosa S. Soliven

1. Jose Rizal, the national hero of the Philippines

No Filipino could be compared with Dr. Jose Rizal. He was one of a kind, from
1896 to present his ideals were alive in the hearts of Filipinos. His life was a pedestal
of education; he had put a huge amount of importance to education. Rizal was
number one in education and in distinction. It is only right that he be called
“Pambansang bayani ng sambayanang Pilipino.” He is well thought-out as one of the
most educated heroes in Philippine History who used his educational attainment to
uplift Filipinos.
2. Jose Rizal, Una Perla Del Ombre (Pearl of a Man)
Rizal was well-equipped with immeasurable intellect. He showcased that the
Filipino race was able to give birth to individuals gifted with the highest qualities. He
surpassed all students at Ateneo de Manila, and graduated summa cum laude. He
was an indio, who, from his first year until he finished, where all 100 percent. He
showcased great skills even until he studied at Universidad de Santo Tomas. Rizal
was considered “Una Perla del Ombre” or “Pearl of a Man” because of his undying
passion toward education.
3. The true meaning of valor
The life of Jose Rizal was his best poem, better than “Mi Ultimo Adios”. He
died with dignity and worth, he had accomplished a lot despite his short-lived life.
Also, he put value on nationalism, not on selfish ways.
4. Poverty is also the basis of terrorism
Poverty promotes oppression by the rich. During Rizal’s time, the oppression
came from the political structure. Now, we have a constitutional and liberal
democracy, but we still have poverty because of economic mishandling. This poverty
will produce oppression, injustice, and a great amount of unhappiness. Thus, Rizal’s

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
dream has not yet materialized. Not until those who sit in the government position
are more like Rizal in the accomplishment of their promises to the people and the
eradication of corruption.
5. The youth is the hope of the Fatherland
Jose Rizal has always believed that the Filipino youth is the hope of the
Philippines. He means that as youth, we ought to equip ourselves with adequate
knowledge and study well once given the privilege to do so. Filipino youths are the
future of the Philippines since they will soon take over the reins of government in the
country. Hence, it is vital that the youth knows how to value knowledge and
education to prepare for the future of the nation as a whole.
6. Sambayanang FIlipino
Nationalism is an idea best put into practice by our national hero, Jose Rizal.
It pertains to the worth one gives to his nation. It means practicing collaboration and
unity with fellow countrymen before oneself. Such was taught to us by Jose Rizal.
We are one nation and as one we must move as one towards the future.

Self-Help: You can also refer to the sources below to help you
further understand the lesson:
*Maghuyop, B. R. ,Gallardo,T.M.E., Cruz, G.S., Babac,V.R., & Gallinero,W.B.
(2018). The Life and Works of Jose Rizal.

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
Let’s Check

Activity 1. Now that you know all about Dr. Jose Rizal; his life and works, describe
him using a Spider Web Diagram provided below.

Dr. Jose
Rizal

Let’s Analyze

Activity 1. Answer the following questions.

1. How are the life and works of Rizal relevant to you as a person?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________________________

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
2. Why should Filipino youth consider Rizal as a hero and worth emulating?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________

3. How can we make the subject Rizal relevant to the youth of the 21st century?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________

In a Nutshell
Activity 1. Write True if the statement is correct and False if the statement is
incorrect in the space provided.

__________1. Dr. Jose Rizal was called “Perla del Ombre” because of his
extraordinary achievements and finest character.

__________2. Monuments in honor of Dr. Jose Rizal were only erected in the
Philippines.

__________3. Dr. Jose Rizal was one of the most highly educated heroes of the
Philippine history.

__________4. Dr. Jose Rizal has mastered 10 languages.

__________5. Rizal’s “Mi Ultimo Adios” (My Last Farewell) is the most-translated
Filipino poem.

__________6. Dr. Jose Rizal, as our national hero, exposed the good things and
works of the Spanish colonial government during his time.

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
__________7. Rizal’s poems were dedicated to the Filipino youth, not only to the
youth of his time but to all Filipino youth of the past, present and
future.

__________8. Rizal had been involved with numerous women, but he finally married
Leonor Rivera.

__________9. Rizal was bright and intelligent, and this was the reason he was killed
by the Spaniards.

__________10. Rizal managed to ignite the fire for nationalism through his two
novels: Noli Me Tangere and El Filibusterismo.

Questions & Answer List: In this part, you are encouraged to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.

Do you have any question or clarification?

Questions/Issues Answers
1.

2.

3.

4.

5.

KEYWORDS INDEX
Una Perla Del Ombre Valor National Hero
Poverty Terrorism Youth

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
COURSE SCHEDULES

This section calendars all the activities and exercises, including readings and
lectures, as well as the time for making assignments and doing other requirements,
in a programmed schedule, by days and weeks, to help you in SDL pacing,
regardless of the mode of delivery (OBD or DED). Note: reading assignments can
be calendared for 3 days or for a week with performance tasks (essay or
reflection paper).

WHERE TO
ACTIVITY Week DATE
SUBMIT
Online Orientation of the
August 17, 2020 Virtual Meeting
Subject
Syllabus Discussion August 18, 2020 Virtual Meeting
Big Picture A: Discussion
on Salient Points of the August 19, 2020 Virtual Meeting
first ULO Week 1
Big Picture A: Let’s Check
August 20, 2020 Quipper
Activities
Big Picture A: Let’s
Analyze Activities August 21, 2020 Quipper

Big Picture A: In a
August 24, 2020 Quipper
Nutshell Activities
Big Picture B: Discussion
on Salient Points of the August 25, 2020 Virtual Meeting
second ULO
Big Picture B: Let’s Check
and Let’s Analyze Week 2 August 26, 2020 Quipper
Activities
Big Picture B: In a
August 27, 2020 Quipper
Nutshell Activities
Big Picture C/D:
Discussion on Salient August 28, 2020 Virtual Meeting
Points of the third ULO
Big Picture C/D:
Discussion on Salient August 31, 2020 Virtual Meeting
Points of the third ULO
Big Picture C: All September, 1,
Quipper
Activities 2020
Big Picture D: In a Week 3 September 2,
Quipper
Nutshell Activities 2020
September 3,
Summarization and Recap Virtual Meeting
2020
September 4,
1st Exam 2020
Quipper
Big Picture A: Discussion September 7,
Week 4 Virtual Meeting
on Salient Points of the 2020

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
first ULO
Big Picture A: Let’s Check September 8,
Quipper
Activities 2020
Big Picture A: Analyze September 9,
Quipper
Activities 2020
Big Picture A: In a September 10,
Quipper
Nutshell Activities 2020
Big Picture B/C:
September 11,
Discussion on Salient Virtual Meeting
2020
Points of the first ULO
Big Picture B/C:
September 14,
Discussion on Salient Virtual Meeting
2020
Points of the first ULO
Big Picture B: All September 15,
Week 5 Quipper
Activities 2020
Big Picture C: All September 16,
Quipper
Activities 2020
Summarization and Recap September 17,
Virtual Meeting
2020
September 18,
2nd Exam 2020
Quipper
Big Picture A/B:
September 21,
Discussion on Salient Virtual Meeting
2020
Points of the first ULO
Big Picture A/B:
September 22,
Discussion on Salient Virtual Meeting
2020
Points of the first ULO
Big Picture A: All Week 6 September 23,
Quipper
Activities 2020
Big Picture B: All September 24,
Quipper
Activities 2020
Big Picture B/D:
September 25,
Discussion on Salient Virtual Meeting
2020
Points of the first ULO
Big Picture B/D:
September 28,
Discussion on Salient Virtual Meeting
2020
Points of the first ULO
Big Picture A: All September 29,
Quipper
activities Week 7 2020
Big Picture B: All September 30,
Quipper
activities 2020
Summarization and Recap October 1, 2020 Virtual Meeting
rd
3 Exam October 2, 2020 Quipper
Big Picture A: Discussion
on Salient Points of the October 5, 2020 Virtual meeting
Week 8
first ULO
Big Picture A: Let’s Check October 6, 2020 Quipper

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
Activities
Big Picture A: Analyze
October 7, 2020 Quipper
Activities
Big Picture A: In a
October 8, 2020 Virtual Meeting
Nutshell Activities
Big Picture B: Discussion
on Salient Points of the October 9, 2020 Quipper
first ULO
Big Picture B: Let’s Check
October 12, 2020 Virtual Meeting
Activities
Big Picture B: Analyze
October 13, 2020 Quipper
Activities
Big Picture B: In a Week 9
Nutshell Activities October 14, 2020 Quipper

October 15, 2020

Finals October 16, 2020
Quipper

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
Online Code of Conduct

(1) All teachers/Course Facilitators and students are expected to abide by an honor
code of conduct, and thus everyone and all are exhorted to exercise self-
management and self-regulation.

(2) Faculty members are guided by utmost professional conduct as learning

facilitators in holding OBD and DED conduct. Any breach and violation shall be dealt
with properly under existing guidelines, specifically on social media conduct (OPM
21.15) and personnel discipline (OPM 21.11).

(3) All students are likewise guided by professional conduct as learners in attending
OBD or DED courses. Any breach and violation shall be dealt with properly under
existing guidelines, specifically in Section 7 (Student Discipline) in the Student
Handbook.

(4) Professional conduct refers to the embodiment and exercise of the University’s
Core Values, specifically in the adherence to intellectual honesty and integrity;
academic excellence by giving due diligence in virtual class participation in all
lectures and activities, as well as fidelity in doing and submitting performance tasks
and assignments; personal discipline in complying with all deadlines; and
observance of data privacy.

(5) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.

(6) All borrowed materials uploaded by the teachers/Course Facilitators shall be

properly acknowledged and cited; the teachers/Course Facilitators shall be
professionally and personally responsible for all the materials uploaded in the online
classes or published in SIM/SDL manuals.

(7) Teachers/Course Facilitators shall devote time to handle OBD or DED courses
and shall honestly exercise due assessment of student performance.

(8) Teachers/Course Facilitators shall never engage in quarrels with students online.
While contentions intellectual discussions are allowed, the teachers/Course
Facilitators shall take the higher ground in facilitating and moderating these
discussions. Foul, lewd, vulgar and discriminatory languages are absolutely
prohibited.

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
(9) Students shall independently and honestly take examinations and do
assignments, unless collaboration is clearly required or permitted. Students shall not
resort to
dishonesty to improve the result of their assessments (e.g. examinations,
assignments).

(10) Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to others
to further academic fraudulence online.

(11) By handling OBD or DED courses, teachers/Course Facilitators agree and abide
by all the provisions of the Online Code of Conduct, as well as all the requirements
and protocols in handling online courses.

(12) By enrolling in OBD or DED courses, students agree and abide by all the
provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.

Monitoring of OBD and DED

 The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be
responsible in monitoring the conduct of their respective DED classes through the
LMS. The LMS monitoring protocols shall be followed, i.e. monitoring of the
conduct of Teacher Activities (Views and Posts) with generated utilization graphs
and data. Individual faculty PDF utilization reports shall be generated and
consolidated by program and by department.
 The Academic Affairs and Academic Planning & Services shall monitor the
conduct of LMS sessions. The Academic Vice Presidents and the Deans shall
collaborate to conduct virtual CETA by randomly joining LMS classes to check
and review online the status and interaction of the faculty and the students.
 For DED, the Deans and Program Heads shall come up with monitoring
instruments, taking into consideration how the programs go about the conduct of
DED classes. Consolidated reports shall be submitted to Academic Affairs for
endorsement to the Chief Operating Officer.

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 DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Social Science Discipline
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116

Course prepared by:

Nolinon V. Neri, MA
Course Facilitator/Faculty

CARLO JAY G. SENO, MPA

Course Facilitator/Faculty

Course reviewed by:

MARIA CAROLINA L NUÑEZA, MAIC

Social Science Discipline Head

Approved by:

GINA FE G. ISRAEL, EdD

Dean of College

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