A Strong Partner for Sustainable Development

Module
in
General Education 1o
Course Code

The Life & Works of Rizal

Course Title

College of Arts and Sciences

Bachelor of Science in Social Work
 MODULE NO.1

THE STUDY OF JOSE RIZAL COURSE

A.Y2020
1st Semester, A.Y. 2021-2022
- 2021

Marilyn C. Miraflores
Assistant Professor I

Emmalyn T. Venturillo
Instructor III
Adapted by:
Piel Grace
Kc Joy O. Fortin
B. Mande
Instructor I
WPU-QSF-ACAD-82A Rev. 00 (09.15.20)
 INSTRUCTION TO THE USER

This module will provide you an educational experience while

independently accomplishing the task at your own pace or time. It also aims to
ensure that learning is unhampered by the health crisis brought about by the
COVID-19 pandemic and other challenges. It covers the topics about the life
and works of Jose Rizal.

Reminders in using this module:

1. Keep this material neat and intact.

2. Answer the pre-test first to measure what you know and what to be
learned about the topics discussed in this module.
3. Accomplish the activities and exercises as aids and reinforcement for a
better understanding of the lessons.
4. Answer the post-test to evaluate your learning.
5. Do not take pictures in any parts of this module nor post it to social
media platforms.
6. Value this module for your own learning by heartily and honestly
answering and doing the exercises and activities. Time and efforts were
spent in the preparation of this module in order for learning to continue
despite the pandemic.

Hi! I’m Blue Bee, your WPU Mascot.

Welcome to Western Philippines University!

Shape your dreams with quality learning experience.

STAY SAFE AND HEALTHY!

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 TABLE OF CONTENTS

Contents Page

Title Page i

Table of Contents ii

Instruction to the User iii

Introduction iv

CHAPTER I

Title of the Chapter: The Study of Dr. Jose Rizal Course

Overview 2

Learning Outcomes 2

Pre - test 2

Lesson 1 Republic Act No. 1425 or The Rizal Law

A . Learning Outcomes 4

B . Time Allotment 4

C . Discussion 5

D . Activities/Exercises 10

E . Evaluation/Post - test 11

Lesson 2 Rizal as a Hero

A . Learning Outcomes 13

B . Time Allotment 13

C . Discussion 14

D . Activities/Exercises 17

E . Evaluation/Post - test 18

References 19

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 CATALOGUE OF THE COURSE

Course Number: General Education (GE 11A)

Course Title: The Life and Works of Rizal

Course Description: As mandated by Republic Act No. 1425 , this

course covers the life and works of the country’s national hero, Jose Rizal.
Among the topics covered are Rizal’s biography and his writings,
particularly the novels Noli Me Tangereand El Filibusterismo, some
of the essays, and various correspondences.

Pre - requisite: None

Course Credit: 3-0-3

Contact Hours: 3 hrs/week for 18 weeks or 54 hrs. in a semester

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Introduction
This module will walk you through Dr. Jose P. Rizal’s life, works and writings which has
been mandated by Republic Act No. 1425 or the Rizal Law. Particularly, this course
intends to discuss Jose Rizal’s life within the context of the 19 th century Philippines and
relate it to the present time.

As a student of this course, you will learn about the family, childhood, early
education, higher education, and life abroad of Rizal. Near the end of the course, you
will also understand the experiences of Rizal during his exile, trial, and before his final
hours.

Generally, this course will acquaint you to the life of Rizal from birth to his
martyrdom. It will also allow you to make analyses of his life’s impact and contribution
on the socio - political situation of the Philippines then and the present time. Moreover,
this course will attempt to trace the hero’s ideals, concept of education, good
government, and nationalism as embodied in his writings, particularly the Noli Me
Tangere and El Filibusterismo.

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The Study of Jose Rizal Course

Overview
Module one (1) is the conceptual framework of the Rizal Course. It covers the
Republic Act No. 1425 or the Rizal Law, particularly its social context and importance.
It will explain the provisions of the Rizal Law and why it was established.

In addition, this module will also explain the definition and qualities of a “hero”
and why it is important for nations to have heroes.

Most importantly, this part of the course will attempt to establish a solid
understanding of Dr. Jose Rizal’s life and contribution in his time and today.

Learning Outcomes:
At the end of the chapter, you can:

1. explain the social context and importance of Rizal Law (R.A. No. 1425);

2. critically assess the effectiveness of the Rizal Course; and

3. identify the qualities of a hero

Pre – Test

Test I TRUE OR FALSE

Write the word IBARRA , if the statement is correct and write the word DAMASO, if
the statement is incorrect. Write the letter of your answer in the space provided before
each number. This is not a graded test .

_____1. Rizal Law required the reading of the Noli Me Tangere and El Filibusterismo.

_____2. There are three major national celebrations with Rizal in the Philippines.

_____3. Claro M. Recto was the author of the original bill.

_____4. President Fidel V. Ramos issued Executive Order No.75 entitled, “Creating

the National Heroes Committee under the Office of the President.”

____ 5. According to Dr. Teodoro A. Agoncillo, “heroes are those who have a
concept of nation and thereafter aspire and struggle for the nation’s freedom”

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Test – II MULTIPLE CHOICE

Read each statement carefully and choose the right word/s that complete/s the
statement. Write the letter of your answer in the space provided before each number.
This is not a graded test.

____1. The Rizal Law is limited to study the _____.

a. Rizal and his Life and works

b. Rizal and other Filipino heroes

c. Rizal’s good work

d. Rizal and development of Filipino nationalism

_____2. The Republic Act was signed by the President on _____.

a. December 30, 1996 c. June 12, 1956

b. July 4, 1950 d. August 21, 1989

_____3. The following are the criteria recommended by the panel of the Philippine

Commission in choosing the National hero, except

a. He should be a Filipino and peace-loving person.

b. He has high ideals and love of country.

c. He should be a general and soldier of the country

d. He died for the country as martyr.

_____4. The agency who set criteria for recognizing heroes in the Philippines is __

a. NHA b. NHCP c. PNH d. CCP

______5. The reason why the Rizal Law was drafted because,

a. to foster nationalism and civic duty

b. to make Rizal the national hero of the Phil.

c. to weaken the church

d. to sideline other Filipino heroes

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Lesson 1: Republic Act No. 1425 or The Rizal Law

A. Learning Outcomes:

At the end of the Lesson, you can:

1. explain the history of the Rizal Law and its important provisions, and

2. relate the issues of Rizal Bill to Present day in the Philippines.

B. Time Allotment: 3 hours

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C. Discussion

Now, let us begin our discussion about The Republic Act No. 1425 or the Rizal
Law.” The Law has three main goals.

Three (3) Main Goals

DEDICATION 1. To rededicate the lives of youth to the ideals of freedom and

nationalism, for which our heroes lived and died.

2. To pay tribute to our national hero for devoting his life and
works in shaping the Filipino character.

3. To gain an inspiring source of patriotism through the study

of Rizal’s life, works, and writings.

After learning the three main goals of the law, let us now read and study its main
provisions.

REPUBLIC ACT NO. 1425

House Bill No. 5561

Senate Bill No. 438

An act to include in the curricula of all public and private schools,

colleges and universities the courses on the life, works and writings of Jose
Rizal, particularly his novels Noli Me Tangere and El Filibusterismo,
authorizing the printing and distribution thereof, and for other purposes.

WHEREAS, today, more than any other period of our history, there is a need for a re-
dedication to the ideals of freedom and nationalism for which our heroes lived and
died;

WHEREAS, it is meet that in honoring them, particularly the national hero and
patriot, Jose Rizal, we remember with special fondness and devotion their lives and
works that have shaped the national character;

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WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with
which the minds of the youth, especially during their formative and decisive years in
school, should be suffused;

WHEREAS, all educational institutions are under the supervision of, and subject to
regulation by the State, and all schools are enjoined to develop moral character,
personal discipline, civic conscience and to teach the duties of citizenship; Now,
therefore,

SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his
novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all
schools, colleges and universities, public or private: Provided, That in the collegiate
courses, the original or unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their English translation shall be used as basic texts.

The Board of National Education is hereby authorized and directed to adopt forthwith
measures to implement and carry out the provisions of this Section, including the
writing and printing of appropriate primers, readers and textbooks. The Board shall,
within sixty (60) days from the effectivity of this Act, promulgate rules and regulations,
including those of a disciplinary nature, to carry out and enforce the provisions of this

act. The Board shall promulgate rules and regulations providing for the exemption of
students for reasons of religious belief stated in a sworn written statement, from the
requirement of the provision contained in the second part of the first paragraph of this
section; but not from taking the course provided for in the first part of said paragraph.
Said rules and regulations shall take effect thirty (30) days after their publication in the
Official Gazette.

SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in

their libraries an adequate number of copies of the original and unexpurgated editions
of the Noli Me Tangereand 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

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schools, colleges and universities. The Board of National Education shall determine the
adequacy of the number of books, depending upon the enrollment of the school, college
or university.

SECTION 3. The Board of National Education shall cause the translation of the Noli
Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English,
Tagalog and the principal Philippine dialects; cause them to be printed in cheap,
popular editions; and cause them to be distributed, free of charge, to persons desiring
to read them, through the Purok organizations and Barrio Councils throughout the
country.

SECTION 4. Nothing in this Act shall be construed as amendment or repealing

section nine hundred twenty-seven of the Administrative Code, prohibiting the
discussion of religious doctrines by public school teachers and other person engaged in
any public school.

SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be

appropriated out of any fund not otherwise appropriated in the National Treasury to
carry out the purposes of this Act.

SECTION 6. This Act shall take effect upon its approval.

Approved: June 12, 1956

Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.

Rizal Bill Timeline

• April 3, 1956 - Senate Bill No. 438 was supported by all but three of the
members of the Upper House and seemed, to all appearances, a non-
controversial measure
• April 17, 1956- Senator Jose P. Laurel, as a Chairman of the Committee on
Education, began his sponsorship of the measure. This was to mark the start of
the long drawn debate that would divide the nation for 3 tense week.
• April 19, 1956- The conflict reached the House of Representative, when
Congressman Jacob Z. Gonzales introduced House bill No. 5561, which was an
identical copy of Senate bill No. 438
• April 23, 1956- Senator Laurel was supported by a prestigious college an ardent
nationalist, the formidable Senator Claro M. Recto.

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• May 2, 1956- The Committee on Education gave a report recommending

approval without amendment, the discussion, also revolved on the
constitutionality and the property of the measure. This battle in the state drew
more public attention
• May 9, 1956- The debate started and the controversy took a new though not
quite unexpected from the stirred new hope for a final resolution of the issue.
This came about when Senator Laurel, sensing the futility of further strife on the
matter, rose to propose in his own name, an amendment by substitution.
• May 12, 1956- The substitute bill on the same day was amended and
unanimously approved on the second reading.
• In 1956, Senator Claro M. Recto filed a measure, which becomes the original
Rizal bill, recognizing the need to instill heroism among the youth at the time
when the country was experiencing social turmoil.

RIZAL LAWS

R.A. No. 1425 – An act to include in the curricula of all public and private Schools,
Colleges and Universities the courses on the life, works, and writings of JOSE RIZAL,
particularly his novels NOLI ME TANGERE and EL FILIBUSTERISMO, authorizing
the printing and distribution

R.A. No. 229 - An act to prohibit cockfighting, horse racing and jai-alai on the
thirtieth day of December of each year and to create a committee to take charge of the
proper celebration of Rizal day in every municipality and chartered city, and for other
purposes.

Memorandum Order No. 247 – Directing the Secretary of Education, Culture and
Sports and the Chairman of the Commission on Higher Education to fully implement
Republic Act No. 1425.

CHED Memorandum No. 3, s. 1995 - Enforcing strict compliance to memorandum

Order No. 247.

EFFECTS OF THE RIZAL LAW

Positive:

According to Hernan Abaya (1984), the nationalist reawakening began on the

UP campus, sparked by the teaching of Rizal’s life and his writings made compulsory by
the Noli - Fili law, co- authored by Recto and Laurel. This is a statement from a person
who was able to witness the condition of the country before and after the Rizal law was
implemented. He saw the change and the positive effect of the law to our country back
then.

The youth was made aware of the contributions and the principled life of Jose
Rizal who was an emblem of substantial nationalism and unconditional love for the

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country. He embodies brilliance coupled with humility and prestige that goes along
with service. This Republic Act has pushed for Rizal to be a role model for the youth of
this country.

Through this Republic Act the essence of freedom and independence was
emphasized to the youth. Also, it has been implied through this act that national
identity is a very important legacy that our heroes have achieved through sacrificing
their own lives. They have passed it on to us, and it is our role to nurture and
protect it.

EFFECTS OF THE RIZAL LAW

Negative:

The R. A. No. 1425 just caused havoc within educational institutions. Take the
case of UP a couple of years after this law’s implementation. The UP Student Catholic
Action and numerous publications and students were pushed to go against their
President, Dr. Singco, because they feel that the University is starting to become
godless. It has just caused a mass confusion between faith and nationalism.
The faith of the people is being compromised. This law is endangering the
Christian growth of the students who are still in their formative years. This can drive
the youth to question the credibility of the church and its teachings and traditions.

EVALUATION OF THE RIZAL LAW

The Rizal Bill was indeed able to in still a sense of Filipino nationalism. In his
books, Rizal promoted a sense of unity and banding together for one’s country. Rizal
was able to achieve a lot alone. What more an entire country? People Power I is a prime
example of such unity, with thousands upon thousands of Filipinos uniting against a
10 tyrants to overthrow him. Nowadays, this nationalism is dwindling. The youth of
today does not see the importance of keeping one’s national identity. With the onset of
globalization, people, more importantly, the youth, tend to assimilate other cultures.
Colonial mentality at present is worse than ever.

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D. Activities/Exercises

Name: ____________________ Score: _____

Professor: _________________ Date: _____
Course & Year: ______________

Activity1. Facebook Campaign

1. After reading R.A. No. 1425, what provisions will you add to make it more
relevant to the youth like you?

2. Compose a Facebook post (100 characters only) to explain your answer.

3. Take a screen shot of your Facebook post and submit to your instructor.

CRITERIA

Points 10 7 5 3

Quality of
Writing
Piece was Piece was Piece had little Piece had
written in an written in an style or voice no style or
extra interesting voice
ordinary style style and voice
and voice

Very Somewhat Gives some Gives no

informative informative new new
and well and organized information informatio
organized but poorly n and very
organized poorly
organized

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E. Post-Test
Test – I Modified True or False

Replace the underlined word to make the sentence correct, otherwise write TRUE.
Write the letter of your answer in the space provided before each number. This is a
graded test.

_____1. Rizal Law required the reading of the Kartilya and El Filibusterismo.

_____2. There are three major national celebrations with Rizal in the Philippines.

_____3. Claro M. Recto was the author of the original bill.

_____4. President Fidel V. Ramos issued Executive Order No.75 entitled, “Creating

the National Heroes Committee under the Office of the President.”

____ 5. According to Dr.Teodoro A. Agoncillo, “heroes are those who have a

“concept of nation and thereafter aspire and struggle for the nation’s
freedom.”

Test – II Multiple Choice

Read each statement carefully and then choose the right word/s that describes the
statement. Write the letter of your answer in a space provided before each number.
This is a graded test.

_____ 1. The Rizal Law is limited to study the _____.

a. Rizal and his Life and works

b. Rizal and other Filipino heroes

c. Rizal’s good work

d. Rizal and development of Filipino nationalism

____ 2. The Republic Act was signed by the President on _____.

a. December 30, 1996 c. June 12, 1956

b. July 4, 1950 d. August 21, 1989

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_____3. The following are the criteria recommended by the panel of the Philippine

Commission in choosing the National hero, except

a. He should be a Filipino and peace-loving person.

b. He has high ideals and love of country.

c. He should be a general and soldier of the country

d. He died for the country as martyr.

_____4. The agency who set criteria for recognizing heroes in the Philippines is __

a. NHA b. NHCP c. PNH d. CCP

_____5. The reason why the Rizal Law was created because, ________.

a. to foster nationalism and civic duty

b. to make Rizal the national hero of the Phil.
c. to weaken the church
d. to sideline other Filipino heroes

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Lesson 2. RIZAL AS A HERO

A. Learning Outcomes:
At the end of the chapter, you can:

1. discuss the definition and qualities of a hero;

2. examine the importance of having heroes in a nation;

3. analyze the criteria set by the nation in recognizing and choosing heroes;

4. discuss why Rizal was chosen and declared as the national hero.

B. Time Allotment: 1.5 hours

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C. Discussion

A Hero is Born
“I was born in Calamba , Laguna on the 19th of June 1861 between eleven and

twelve o’clock at night, a few days before the full of the moon.”

~Jose Rizal

Fast Facts

Name: Jose Protasio Rizal Mercado y Alonso Realonda

Birth Date: June 19, 1861

Place of Birth: Calamba, Laguna

Nickname(s): “Pepe”, “Jose”

Organizations: La Solidaridad, La Liga Filipina

Famous Works: Noli Me Tangere and

El Filibusterismo (Novels)

Parents: Francisco Mercado & Teodora Alonzo

Siblings: Saturnina Rizal (eldest); Paciano Rizal (2nd); Narcisa Rizal (3rd); Olympia
Rizal (4th); Lucia Rizal (5th); Maria Rizal (6th); Concepcion Rizal (8th); Josefa Rizal
(9th); Trinidad Rizal (10th); Soledad Rizal (youngest).

Date of Death: December 30, 1896 (Manila, Philippines)

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DEFINITION OF A HERO

The National Historical Institute laid down the definition of a hero. In 1965 its
predecessor office, the National Heroes Commission released a criteria on the
definition of a national hero. It was approved by the committee headed by Director
Carlos Quirino of the National Library. According to the definition, a hero was:

“an admirable leader towering over his peers, who serves a noble cause,
possessing exceptional talent, distinguished valor and/or hold enterprise, exercising a
determinative influence over the spiritual life of his people in a particular remarkable
event”.

Another definition of a hero that was drafted by Onofre D. Corpuz and adopted by the
other historians:

“heroes are those who have a concept of nation and therafter aspire and
struggle for the nation’s freedom (Corpuz, 1993)”

“heroes are those who define and contribute to a system of life and freedom and
order for a nation. Freedom without order will only lead to anarchy (Corpuz, 1993)”

In the 1995 National Heroes Committee meeting, Dr. Serafin Quiason defined a hero
as:

“an event-making man who helps create the fork in the historical time that he
faces. Heroes in a democracy should be great figures in the pantheon of thought, the
men of ideas, and social vision of scientific and artistic power (Quiason, 1995)”

WHY NATIONS HAVE THEIR HEROES (de Viana, 2012)

 Because they have become a source of inspiration and public worship

 having heroes is important in the history of every country
 they demonstrate the best of what a person can becn above their own and
they worked for general good
 persons who were humble and did not seek rewards for heroism
 studying what makes a hero is important
 to avoid trap blind adoration
 to put them in the proper historical perspective and to give value to the
public worship accorded to them
 to properly owe our debt of gratitude to them and appreciate their role in
the building of the nation-state

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THE HUMANITY OF HEROES

• heroes are made and no one was born a hero, ordinary human beings who faced
challenges with an extra ordinary response

• a product of his/her time

• a product of his/her environment which includes his/her society, his/her

surrounding and the conditions happening at his/her time

• responded to the call of the times and his/her response had a decisive effect

• demonstrated the best of what a person can be

• placed the welfare of the people of their country above their own and work for
the general good

• developed and manifested strong conviction which aimed to save his/her

country from severe challenges

• never self-seeking or seeks reward

• preferred humility and anonymity

THE CRITERIA OF A HERO (de Viana, 2012)

 the achievements
 the acclamation of the people
 Passage of Time (by the National Historical Commission of the Philippines)
 the passage of fifty years before a person is finally confirmed as a hero
 if the person is still being admired after the passage of that period and his
ideas are still invoked and appreciated, then that person has passed the
test of time and is considered as a true hero

CHARACTERISTICS OF A PERSON TO BE EXAMINED BEFORE HE

COULD BE CONSIDERED A HERO (National Heroes Commission)
 the extent of the person’s sacrifices for the welfare of the country
 motive and methods employed in the attainment of the ideal (i.e. welfare of the
country). In the attainment of that ideal, did the person concerned sacrificed
purely and exclusively for the welfare of the country or was there any selfish or
ulterior motive in the making such sacrifices? Were the methods employed in
the attainment of the ideal morally valid?
 the moral character of the person. Did he do anything immoral to taint his
personal character? If there was any immorality, did it affect his work, his
society or the ideal?
 the influence of the person to his age or epoch and the succeeding eras

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D. Activities/Exercises

CRITERION

Points 10 7 5 3

Piece was Piece was Piece had Piece had no

written in an written in an little style or style or voice
Quality extra interesting style voice
of ordinary and voice
Writing style and Gives some Gives no new
voice Somewhat new information
informative and information and very
Very organized but poorly poorly
informative organized organized
and well
organized

Activity 2. Short - Answer Test

Name: ____________________ Score: _____

Professor: _________________ Date: _____
Course & Year: ______________

What Makes A Hero Today?

Compose one hundred (100) words to explain your answer and submit to your
instructor.

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E. Evaluation/Post – Test
I. MODIFIED TRUE-FALSE. Write TRUE on the space provided, if the statement is
correct. If it is not, write FALSE and the correct word/phrase on the space at the end of
the statement.

_____ 1. Jose Rizal is one of the national heroes of the Philippines.

_____ 2. The inclusion of the study of Rizal's life, works and writings in the college
curriculum is based on the Republic Act No. 1925.

_____ 3. According to the Filipino historians, the criteria of a national hero include
his/her achievements, the acclamation of people and the passage of time.

_____ 4. Jose Rizal was born on December 30, 1896.

_____ 5. Jose Rizal had ten siblings and he was the youngest among the male children.

II. SHORT – ANSWER TEST

If you were to set criteria for heroes in the current Philippine society, what
would it be? Explain in 100 words.

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References

Constantino, R. (1982). The making of a Filipino: A story of Philippine colonial

politics. QC: R. Constantino, 244-247

Crudo, E.R.P. et al. (2019). The life, works, and writings of Jose Rizal. Manila: Rex
Bookstore.

De Viana, A. V. (2012). Jose Rizal in our times: A guide to the better understanding of
the Philippines’ foremost national hero. Mandaluyong City: Books Atbo.
Publishing Corp.

De Viana, A.V., Cabrera, H.M.F., Samala, E.P., de Vera, M.M. & Atutubo, J.C. (2018).
Jose Rizal: social reformer and patriot a study of his life and times. Quezon
City: Rex Bookstore, Inc.

Effects of the Rizal law. (n.d.). Wordpress. Retrieved from

https://teamcrisostomo.wordpress.com/effects-of-the-rizal-law/

Jose Rizal. (2020). Biography. Retrieved from https://www.biography.com/political-

figure/jos%C3%A9-rizal

Mallorca, H. (2017). Fast Facts: What makes a Filipino historical figure a national
hero. Retrieved from https://www.rappler.com/newsbreak/iq/fast-facts-
filipino-national-hero-criteria-heroes-day-philippines

Quan, J. (2014). Rizal 13. Retrieved from

https://www.scribd.com/doc/207374038/Rizal-1-3

Pangilinan, M. C. (2015). Dr. Jose Rizal life, works and writings. Manila. Mindshapers
Co., Inc.

Quan, J. (2014). Rizal 13. Retrieved from

https://www.scribd.com/doc/207374038/Rizal-1-3

Republic Act No. 1425. (1956). Official Gazette. Retrieved from

https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/

Republic Act No. 1425. (2015). Multi Language Documents. Retrieved from
https://vdocuments.site/republic-act-no-566f37fab572a.html

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WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 Vision 2020
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WPU commits to develop quality human resource and green
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WPU-QSF-ACAD-82A Rev. 00 (09.15.20)