Reference No: KLL-FO-ACAD-000 | Effectivity Date: August 3, 2020 | Revisions No.

: 00

VISION MISSION
A center of human development committedto the pursuit of wisdom, truth, Establish and maintain anacademic environment promoting the pursuit of
justice, pride, dignity, and local/global competitiveness via a quality but excellence and the total development of its students as human beings,
affordable education for all qualified clients. with fear of God and love of country and fellowmen.

GOALS
Kolehiyo ng Lungsod ng Lipa aims to:
1. foster the spiritual, intellectual, social, moral, and creative life of its client via affordable but quality tertiary education;
2. provide the clients with reach and substantial, relevant, wide range of academic disciplines, expose them to varied curricular and co-curricular
experiences which nurture and enhance their personal dedications and commitments to social, moral, cultural, and economic transformations.
3. work with the government and the community and the pursuit of achieving national developmental goals; and
4. develop deserving and qualified clients with different skills of life existence and prepare them for local and global competitiveness

MODULE
FIRST Semester, AY 2020-2021

I. COURSE CODE/TITLE : Rizal/ Life and Works of Rizal

II. SUBJECT MATTER

SUBJECT MATTER Time-Frame

1. Introduction to the Study of RIzal’s Life, Works, and Writings
1.1 Rizal Law and the teaching of Rizal Course
1.2 Rizal. A True Filipino Hero
1.3 Rizal. Pioneer of Asian National Leader September 1-30, 2020
1.4 Major Periods in the Life of Rizal
1.5 The 19th Century World of Jose Rizal

III. COURSE OUTCOME

1. Describe and analyze the life, works, and writings of our national hero and some issues on the
heroism of Rizal.
2. Analyze the characteristics and reasons why Rizal was considered as our national hero.
3. Describe Rizal’s ideals and situation during his era and apply to current situation his ideals and
sense of nationalism.
4. Differentiate each major periods in the life of Rizal.
5. Write a short biography of a modern day Rizal.

IV. ENGAGEMENT
DIRECTIONS: Read and analyze the following text.
Introduction to the Study of Rizal’s Life, Works, and Writings

• The need to understand the rationale in studying any subject area is imperative for learners to
appreciate it.
• Rizal Law and the Teaching of Rizal Course
• Republic Act 1425, otherwise known as Rizal Law mandates the teaching of the life, works,
and writings of Rizal in all schools in the country.

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 • Jose P. Laurel – the primary sponsor of the said law, who was the founder of Filipino
nationality and the architect of the Filipino nation.
• Laurel believed that by reading and studying Rizal’s life, teachings and writings, Filipino
youth will be able to gain incorruptible confidence, direction, courage and determination to
move forward in our people’s journey towards abundant life.
• From the policy statement of the Rizal Law enacted in 1956, it seeks the following objectives:
• To rededicate the lives of the youth to the ideals of freedom and nationalism, for which our
heroes lived and died;
• To pay tribute to our national hero for devoting his life and works in shaping the Filipino
character;
• To gain an inspiring source of patriotism thru the study of Rizal’s life, works, and writings,
• The goals of teaching Rizal course in higher education are as follows:
• To recognize the relevance of Rizal’s ideals, thoughts, teachings, and life values to present
conditions in the community;
• To apply Rizal’s ideas in the solution of day-to-day situations and problems in
contemporary life;
• To develop an understanding and appreciation of the qualities, behavior and characters of
Rizal; and
• To foster the development of moral character, personal discipline, citizenship and
vocational efficiency among the Filipino youth.

Rizal a True Filipino Hero

• In many countries in the world, the leader is almost always chosen. In the Philippines our national
hero, Jose Rizal was not a man of war but a man of peace. Among the country’s national heroes,
Jose Rizal stands out.
• Contrary to the belief of many Filipinos, Rizal was not an American-sponsored hero. There were
factors which contributed to Rizal’s acceptability as the official hero of the Philippines. These
factors were the following;
• Rizal was already dead at the time the Americans began their aggression in the Philippines
• No embarrassing anti-American quotations could ever be attributed to Rizal.
• Rizal’s dramatic martyrdom had already made him the symbol of Spanish oppression
• In reality, it is the Filipinos themselves who chose Rizal as national hero as seen in tributes during
his lifetime immediately after his death, and the Katipuneros considered him as the honorary
leader of the Katipunan.
• Rizal’s name was one of the passwords of the secret society which swore to fight for the country’s
freedom
• Two years after the death of General Emilio Aguinaldo, he issued a decree on December 20, 1898
ordering that December 30, is the anniversary of Rizal’s execution at Bagumbayan. Until this day,
the Philippine Commission set aside December 30 as a day of onservance by virtue of Act No.
345.
• The early admiration for Rizal is manifested in the erection of the first monument in his honor. On
Dec. 30, 1898, a simple monument was erected in Daet Camarines Norte which bores the words
“A Jose Rizal” (To Jose Rizal), as well as “Noli me Tangere” and “El Filibusterismo”.

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• The monument in Luneta was built in 1911 as authorized by Act No. 243 of the Philippine
Commission.
• In making Rizal as our Filipino national hero, a number of conclusions can be drawn (Guerrero,
1998).
• Since the Filipinos love peace, they have chosen to magnify a man of peace above the
men of war.
• Because Filipinos are lovers of freedom and justice, they have given their worship to a man
who gave up all comforts and pleasures of peace for their sake.
• Filipinos prize virtue more than victory, and sacrifice above success.
• Despite the controversy on Rizal’s heroism, it cannot be denied that he gave form to the aspiration
of the Filipino people, thereby giving rise to our people’s nationalist struggle.

Rizal, Pioneer Asian Nationalist Leader

• Rizal was born in the decade when other nationalist leaders of Asia were born; Mohandas Gandhi;
Rabindaranath Tagore, and Sun Yat-Sen. At the time that Gandhi was a schoolboy and Sun Yat-
Sen was a student, Rizal was already articulating lucidly in his speeches, articles and letters his
views of a completely different relationship between Asia and Europe that the Asians must be
regarded by the Europeans as equals.
• Rizal was the first exponent of Asian nationalism since he was the source if inspiration for the
outbreak of the Philippine Revolution.
• Rizal was even called by Fisher (1962) as Pioneer Exponent of Liberal Democracy in Asia, his
ideals include the following:
• The worth and dignity of the individual
• The inviolability of human rights
• The innate equality of all men and races
• The necessity for constitutional government
• Due process of law
• Popular sovereignty as the basis of all political authority
• Faith in human reason and enlightenment
• The rights of masses to public education and;
• Belief in social progress through freedom.
• Rizal was the first Asian leader to assert the aforementioned ideas and principles be established in
Asia for the benefit of the Asians.

Major Periods in the Life of Rizal

• There are four major periods in the life of Rizal:

• First Period (1861-1872). This was the period when the young Rizal learned how to read,
write, and listened to stories that trigerred imaginative and critical thinking. It was the period
when the following virtues were developed in him; industriousness instead of idleness,
creativeness instead of unproductiveness, rationality instead of blind acceptance, and
dignity instead of servility.

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 • Second Period (1872-1882). This was the first turning point in the life of Rizal. He was 11
years and was enrolled at Ateneo Municipal. It was the period when Fathers Gomez,
Burgos and Zamora were unjustly executed by the Spanish government. The martyrdom of
these three priests awakened Rizal spirit and led him to avenge the victims of injusctices
and cruelties of the Spanish colonizers.
• Significant development in his life happened during this period;
• Strengthening of his religious foundation;
• Cultivation of the drive toward excellence;
• Conception of the Philippines as his fatherland;
• Envisioning the Philippines receiving light thru education; and
• Perception of the intimate alliance between religion and education.

• Third Period (1882-1892). The year 1882 was the second turning point in the life of Rizal.
It was at this time Rizal decided to leave the Philippines to escape persecution. He went to
Europe and everywhere he went, Rizal was always an observer and observer and student,
learning everything he saw, read, and heard. He urged the Filipino colony in Spain to prove
that Filipinos can compete with Europeans in intellect and talent. Thru his membership in
exclusive societies of scholars and scientists in Europe where he presented monographs
and was greatly appreciated, Rizal provided his compatriots an example.
• During this period Rizal took part in the Propaganda Movement based in Europe.
Through his articles, essays, and novels, he sought to make truthful disclosures of
the political, social, and economic conditions in the Philippines.

• Fourth Period (1892 – 1896). The year 1892 was considered the last turning point in the
life of our national hero, before his martyrdom on December 30, 1896. Rizal was exiled in
Dapitan where he demonstrated what an individual can do and accomplish within a short
period of time. It was here where he detached his connection with politics and devoted
more of his time in practical service and usefulness to the community.

The 19th Century World of Jose Rizal

• Growth and Development of Nationalism
• Nationalism is a sense of loyalty or psychological attachment members of a nation share,
based on a common language, history, culture, and desire for independence. It is a feeling
that drives a people together as a nation. It is love of country expressed in devotion to
advocacy of national interest and independence.
• The growth of nationalism can be attributed in to two major revolutions of the earlier
century: the American Revolution of 1776; and the French Revolution of 1789. Both
revolutions gave birth to the idea that individual’s loyalty has to be to his nation not to the
king. The American Revolution gave birth to the United States of America. On the other
hand, the French Revolution led to overthrowing of the absolute rule of the Bourbon
Dynasty and the abolition of feudal system.

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 • The ideology of the French Revolution – Liberty, Fraternity, and Equality, had influenced
subject peoples to cast off the yoke of colonialism by means of armed uprising. Owing to
the nationalistic spirit, Italy became a united kingdom under King Victor Emmanuel II after
the Italians under Gulseppe Garibaldi drove out the Austrians.
• Nationalism is one of the radical ideas in the years after 1815, which influenced the modern
world tremendously. There are three points that stand out in this complex ideology, first
nationalism has evolved from a real or imagined cultural unity, manifesting itself in a
common language, history, and territory. Second, nationalists have usually sought to turn
this cultural unity into political reality so that the territory of each people coincide with its
state boundaries. Third, nationalists believed that every nation has the right to exist in
freedom and develop its character and spirit.
• While nationalism can foster national unity, progress and independence, it also has its
negative side. The idea of national superiority and national mission can lead to aggressive
crusades and counter-crusades. Nationalism can also stress differences among peoples.
• The development of nationalism in the Philippines however was very slow. Loyalty to the
nation began only after the unjust execution of Fathers Gomez, Burgos, and Zamora
(GOMBURZA) on February 17, 1872.
• Rise and gradual Spread of Liberalism and Democracy
• The rise and spread of liberalism and democracy was actually a consequence of the growth
and development of nationalism. The principal ideas of liberalism, liberty, and equality were
first realized successfully in the American Revolution and then achieved in part in the
French Revolution. This political and social philosophy challenged conservatism in the
European continent. Liberalism demanded representative government as opposed to
autocratic monarchy, equality before the law as opposed to legally separate classes. The
idea of liberty also meant specific individual freedoms; freedom of the press, freedom of
assembly, and freedom from arbitrary arrest.
• Democracy was a way of life in many European countries, it was established thru the
following means: promulgation of laws that advance democracy, undertaking of reforms
thru legislation, abolition of slavery, adoption of liberal constitution, providing the citizens
the opportunity to propose laws, adoptions of manhood suffrage, and granting of political
economic and social rights to the people.
• Democracy was non-existent in the Philippines in the 19 th century. The Philippines was
denied representation in the Spanish Cortes since 1833. The ecclesiastical and civil
authorities then were not inclined to grant basic human rights to the Filipinos, as it will be
detrimental to Spain’s colonial administration in the Philippines. They believed that if
Filipinos will enjoy basic rights of freedom, they would be motivated to work for
independence and topple down the Regime.
• Industrial Revolution

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 • One of the most crucial developments in the 19 th century was the Industrial Revolution. It
refers to the transformation of manufacturing brought about by the invention and use of
machines.
• This development started in England and later on spread into Belgium, France, Germany
and even the United States.
• The invention of machines and their use in manufacturing brought significant changes in
people’s lives. Some of the positive effects include;
• The rise of factory systems;
• Mass production of essential and non-essential goods
• Greater urbanization of society
• Beginnings of specialization or division of labor;
• Invention of labor-saving devices
• The beginnings of industrial capitalism;
• Fostering of liberalism and nationalism; and
• Encouragement of people’s mobility
On the other hand, there were also negative effects of Industrial Revolution;
• Widening of the gap between the rich and the poor;
• Unending economic warfare between labor and capital;
• Pollution and other environmental problems;
• Beginning of child and women labor; and
• Intensification of imperialistic rivalry between and among industrialized countries.
• The Advances of Science
• The rapid expansion of scientific knowledge profoundly influenced Western thought in the
19th century. Breakthrough in industrial technology enormously stimulated basic scientific
inquiry. The result was an explosive scientific discoveries from 1830’s onward. These
theoretical discoveries were increasingly transformed into material improvements for the
population. The translation of better scientific knowledge into practical benefits was evident
in biology, medical sciences, physics, and chemistry.
• The triumph of science and technology had at least three significant consequences. First,
everyday experience and innumerable scientists impressed the importance of science on
the mind of ordinary citizens. Second, as science became more prominent in popular
thinking, the philosophical implications of science spread to broad sections of the
population. Technical advances led the people to develop optimistic faith in man’s

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 capability to achieve progress. Third, the methods of science acquired unrivaled prestige
after 1850. For many, the union of careful experiment and abstract theory was the only
route to truth and objective reality.
• The effect of the scientific revolution spilled to the challenging of traditional beliefs in
religion and politics. A belief emerged that the Church is not the sole source of knowledge
but everyone can be capable of achieving knowledge and challenging the old established
belief as long as this could be scientifically explained, replicated and validated.
• The Resurgence of Western Imperialism
• In the 19th century, the industrializing West entered the third and most dynamic phase of its
centuries-old expansion into non-Western lands. In doing so, these Western nations
profitably subordinated those lands to their economic interests, sent forth millions of
immigrants, and political influence in Asia and vast political empires in Africa. The reasons
for this culminating surge were many, but the economic thrust of robust industrial
capitalism, an ever-growing lead in technology, and the competitive pressures of European
nationalism were particularly important.
• Western expansion had far-reaching consequences. For the first time in human history, the
worlds became in many ways a single unit. Moreover, European expansion diffused the
ideas and techniques of a highly developed civilization. Yet the West relied on force to
conquer and rule, and treated non-Western peoples as racial inferiors. Thus non-Western
elites, armed with Western doctrines, gradually responded to Western challenge. They
launched a national anti-imperialist struggle for dignity, genuine independence, and
modernization. Colonized peoples, therefore, started to assert their right to self-
determination or the right to choose the kind of government under which they would live.

• Optimism and Confidence in Progress

• Optimism or faith in society and man’s ability to progress was brought about by the
advancement of science, the coming of steam-powered industry, and the spread of
liberalism and socialism. The optimism of the century was summed by Marquis de
Condorcet in his work, Sketch for Historical Picture of the Progress of the Human Mind. He
saw that “the strongest reasons for believing that nature have set no limit to the realization
of our hopes” and foresaw “the abolition of inequality within nations, and the true perfection
of any power that might wish to halt it and will never be reversed.”
• Optimism and confidence in progress can be gleaned from achievements of men in the
19th century. Notable among these were the following:
• Extension of human rights to many people,
• Promotion of higher education for men and women,
• Education for nationalism in schools,

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 • Investment in science to serve mankind,
• Improvement of public health thru the establishments of numerous hospitals, and
• Emergence of realistic literature, depicting the life of the time.

V. ACTIVITIES

A. Identify and explain the following: Output must be written in a yellow paper or in MS Word with
font style Times New Roman, margins 1.5”’ left, the rest is 1’”. Write your complete name on the
left side, year and section on the right corner. Title must be centered and the body must be
justified, use only bold letters to the title and major topics. Do not write anything on this module.
Activity can be found in the assignment section.
B. Essay. Activity can be found in the assignment section.
VI. OUTPUT (RESULT)

1. Submit your output in hard copy or soft copy on or before September 30, 2020 @
frondajr.larry@yahoo.com. You may also hand in your output to the assignment section in our
Google Classroom.

VII. EVALUATION

The Biography will be evaluated using the following criteria:

Originality …………………………………………………..15 pts

Organization ……………………………………………… 10 pts
Timeliness ………………………………………………… 10 pts
Sense of Patriotism ……………………………………… 15 pts
Total ----------------------------------------------------- 50 pts

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Prepared by:

LARRY F. FRONDA JR, LPT

Instructor I

Checked by:

Department Module Editing Committee

Approved by:

BIBIANA JOCELYN D. CUASAY, Ph.D.

Module Editing Chair

AQUILINO D. ARELLANO, Ph.D., Ed.D.

Vice President for Academic Affairs and Research

Noted by:

MARIO CARMELO A. PESA, CPA

College Administrator

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