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Summary

This module consist of different lesson designed to introduce to students the real Rizal, the ordinary and extraordinary individual, the human person immortalized in our memory. This module will surely help the teachers to facilitate lesson and activities in Life and Works of Jose Rizal. Students wi...

Description

MODULE 1 This module consist of different lesson designed to introduce to students the real Rizal, the ordinary and extraordinary individual, the human person immortalized in our memory. This module will surely help the teachers to facilitate lesson and activities in Life and Works of Jose Rizal. Students will work, step by step, and also answers questions and activities guided by each lessons as they progress through the different lessons presented. It is an alternative approach designed to invite critical thinking among the students so that the students can come up with an intelligent opinion. Everything in the list represents something students will do to help them learn new information or new skills.

LESSON 1

THE STUDY OF RIZAL IN HISTORICAL AND CRITICAL APPROACH

Introduction/Overview Lesson I shall focus on the introduction and passing of Rizal Law (R.A 1425) that gave rise to the implementation of the Rizal Course. Students also learn to understand Rizal as a modern man who conquered his inferiorities. Rizal became a hero because he responded to the challenge of conquering himself and he succeeded. In the end, he was finally able to accept a great responsibility to gave his ownlife for his own contry. From a weak, frail child, Jose Rizal rose to become one of the tallest men in history.

Intended Learning Outcome 1. Explain the rationale of the Rizal Law. 2. Discuss the historical context of the Rizal Law. 3. Relate the passage of Rizal Law to nation-building, patriotism and nationalism.

A

PRELIMINARY ACTIVITY

Take some time to examine your current beliefs and practices by answering the following questions using K-W-L strategy. Complete this activity before the start of the lesson. The K-W-L strategy stands for what I Know, what I Want to learn, and what I did Learn. By activating students' background knowledge, it improves comprehension of expository text. Procedure/Steps: A. "Know" Step:

1. Initiate discussion with the students about what they already know about the topic. 2. Start by using a brainstorm procedure. Ask the students to provide information about where and how they learned the information. 3. Help them organize the brainstormed ideas into general categories. B. "Want to Learn" Step: 1. Discuss with the students what they want to learn from the topic. 2. Ask them to write down the specific questions in which they are more interested. C. "What I Learned" Step: 1. Ask the students to write down what they learned after the discussion. 2. Ask them to check the questions they had generated in the "Want to Learn" Step.

What I

What I Want

Know

to Know

What I Learned

B

WHAT’S NEW/LECTURE

The Patriotic Objectives of Rizal Law Usually, during the first day of the course, the professor asks the "well-overused questions'

1. Why study Rizal? 2. What is the importance of studying Rizal? 3. Why is Rizal one of the minor subjects taken up in college? 4. Why is Rizal included in the course outline? 5. What relevance does Rizal have in college education? The answer to such questions can be summed up in two points: 1. First and foremost, because it is mandated by

law.

2. Secondly, because of the lessons contained within the course itself. WHY STUDY RIZAL: BECAUSE IT IS MANDATED BY LAW The teaching of Jose Rizal’s life, works, and writings is mandated by Republic Act 1425, otherwise known as the Rizal Law. Senator Jose P. Laurel, the person who sponsored the said law, said that since Rizal was the founder of Philippine nationalism and has contributed much to the current standing of this nation, it is only right that the youth as well as all the people in the country know about and learn to imbibe the great ideals for which he died. The Rizal Law, enacted in 1956, seeks to accomplish the following goals:

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.

WHY STUDY RIZAL: BECAUSE OF THE LESSONS CONTAINED WITHIN THE COURSE Aside from those mentioned above, there are other reasons for teaching the Rizal course in Philippine schools:

1. To recognize the importance of Rizal’s ideals and teachings in relation to present conditions and situations in the society. 2. To encourage the application of such ideals in current social and personal problems and issues. 3. To develop an appreciation and deeper understanding of all that Rizal fought and died for. 4. To foster the development of the Filipino youth in all aspects of citizenship.

Give instances that will show how you can manifest your love for your country?

Rizal: Human and Hero  Reverence without understanding is for deities, not flesh and blood heroes like Rizal. Hero-worship must be both historical-critical.” (Ocampo: 1969)  We must view Rizal as an evolving personality within an evolving historical period.  Rizal was capable of unraveling the myths that were woven by the oppressors of his time, but he would have been at a loss to see through the more sophisticated myths and recognize the subtle techniques of present-day colonialist, given the state of his knowledge and experience at that time.  Many of his social criticisms are still valid today because certain aspect of our life is still carry-over of the feudal and colonial society of his time.

 To be able to appreciate a hero for that matter, we must be able to learn more about him – not merely his acts but the thoughts behind his acts, his reasons, the situation he found himself in as well as his motivations.  “If Rizal is treated like God, he becomes unattainable and his accomplishments inhuman.” (Cristobal, 2004)

State the best sacrifice that you have done or can do for your family. _

Rizal: An example of Sacrifice  Our national hero was a man of peace with a vision.  Rizal suffered as much as his countrymen.  He was the spark that gave birth to Philippine pride for one’s country and people.  Yet all he wanted for his people was that they educate themselves so that they could stand as free men and face the world with head held high.

“Whatever our condition might be then, let us love our country always and let us wish nothing but her welfare. Thus we shall labor in conformity with the purpose of humanity dictated by God which is the harmony and universal peace of His creations” Letter of Rizal to Dr. Ferdinand Blumentritt

Rizal Ideas: A Reply to the Challenges of our Millennium “Rizal ideas are responses in the challenges of the new millennium” - Ambassador Edmundo Libid-

Jose Rizal is indeed pre-eminent among the national heroes of the Philippines, and is thus revered by the Filipino nation primarily because of his virtues of character which exemplify honesty, personal integrity, patriotism and civic responsibility. willingness to sacrifice for the cause of his native land, high sense of justice and family solidarity, and the other loftiest standard of truth with which he pursued the nobility of his cause to found and foster Filipino Nationhood. Rizal's pre-eminence is derived from the very fact that he validated all his social and civic virtues,embodied in his noblest aspirations for his country and people, by consciously and clear-headedly accepting the ultimate sacrifice of death in the tragic field of Bagumbayan now called as the Luneta on December 30,1896. Rizal the man stands among those few that are companion to no particular epoch or continent, who belong to the world, and whose lives have a universal message. His field of action lay in the strife of politics and power, but these were not to his inclination. He shouldered his political burden solely in the cause of duty, a circumstance rendering him one of those figures rare in human affairs, a revolutionary without hatred, and a leader without worldly ambition. Where his true inclination lay is finely demonstrated in his life by the fact tat his works in science, history, and literature, and his profession as an ophthalmic surgeon, share a single, identical aim- to shed illumination and give sight to the blind. Rizal's Virtues of Character 

Honesty



Personal Integrity



Patriotism



Civic Responsibility



Willingness to Sacrifice



High Sense of Justice



Family Solidarity Our reply to these questions will take a measure of our confidence and faith in the goals and

guidance set in the heroism and civic sacrifice of Rizal, the values distilled in the calm

example of his virtues and in the very ideals and aspirations that he nurtured for his people, for which he demonstrated his full commitment with his death. In this millennium, it is not outlandish to predict those basic values of human honor and dignity, the same aspirations for freedom and independence of peoples everywhere, the same natural desire for mutual respect, material well-being. In brief, the very values and virtues embodied in the spirit of RIZALISM will form the core humanity’s aspirations despite adjustments that must be accommodated by the new reality of evolved technology and scientific advances far superior than the knowledge in the previous millennium.

Rizal: A Modern Day According to Nick Joaquin, Rizal was greatly aggrieved by his physique. When Rizal was young, he was always teased by his sisters because of his frail body and often described as a very tiny child with a disproportionately big head that he carried even in his adulthood. When the young Rizal was in the early stages of adolescence, he strove to erase his punny image. He became interested in body-building and athletics but his feelings of inferiority had made an indelible mark on his soul. Rizal was forever haunted by a sense of inadequacy which explains his inability to sustain relationships with women and great dread for responsibility. Rizal's inferiority complexes were not without positive side, however. It is his feelings of inn adequacy that made him dynamic and he continually looked for ways to be better than others. Jose Rizal's dynamism was what made him a jack of many talents, and a master of many trades. What he lackeed in physique he compensated by excelling iin many fields such as science,art,literature,among many others. Because of his insecurities, Rizal strove to overcome himself and rise above the others. Rizal's determination to excel in as many fields as possible was to show the world that he was capable, that he was as tall as the next man. He proved that he was very much taller by rising above himself. Source: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology

of Legacies and Controversies). C & E Publishing, Inc.

Give three reasons why Rizal is considered a modern-day hero.

C

EXERCISES AND OTHER LEARNING ACTIVITIES

This activity is essential during online discussion

Reflection: Opening question will be posted by the teacher.

Think of a recent novel/story that

you’ve read. Guide Question: How did you learn from the story? Apply this experience to Rizal’s sacrifices. How would you say Rizal’s sacrifices impart patriotism? Define me: characterized the youth of today in terms of the following.

1. Morality 2. Love of Education 3. Hobbies and recreations 4. Social and Political responsibilities

D

ANALYSIS

Students will write down on the last column what they learned from the topic. This activity will completed during class discussion

What I

What I Want

Know

to Know

E

What I Learned

EVALUATION /ASSESSMENT

Writing Exercise: Brief essay commenting on the views of different sectors on the promulgation of RA 1425, considering the academic, social, religious and political context of the Philippines during the 1950s. Complete this activity at the end of the lesson. COMPARISON-CONTRAST ESSAY RUBRIC

Category

4

3

2

1

Purpose & Supporting Details

The paper compares and contrasts items clearly. The paper points to specific examples to illustrate the comparison. The paper includes only the

The paper compares and contrasts items clearly, but the supporting information is general. The paper includes only the information

The paper compares and contrasts items clearly, but the supporting information is incomplete. The paper may include information that

The paper compares or contrasts, but does not include both. There is no supporting information or support is incomplete.

information relevant to the comparison.

relevant to the comparison.

is not relevant to the comparison.

Organization & Structure

The paper breaks the information into wholeto-whole, similarities to-differences, or pointby-point structure. It follows a consistent order when discussing the comparison.

The paper breaks the information into wholeto-whole, similarities to-differences, or pointby-point structure but does not follow a consistent order when discussing the comparison.

The paper breaks the information into wholeto-whole, similarities to-differences, or pointby-point structure, but some information is in the wrong section. Some details are not in a logical or expected order, and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Transitions

The paper moves smoothly from one idea to the next. The paper uses comparison and contrast transition words to show relationships between ideas. The paper uses a variety of sentence structures and transitions.

The paper moves from one idea to the next, but there is little variety. The paper uses comparison and contrast transition words to show relationships between ideas.

Some transitions work well; but connections between other ideas are fuzzy

The transitions between ideas are unclear or nonexistent

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that

Writer makes 1-2 errors in grammar or spelling that

Writer makes 3-4 errors in grammar or spelling that

Writer makes more than 4 errors in grammar or

distracts the reader from the content.

distract the reader from the content.

distract the reader from the content.

spelling that distracts the reader from the content.

READ-WRITE-THINK http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_rubric.pdf F

REFERENCES

Required Reading: Republic Act 1425 Lecture: Promulgation of the Rizal Law Reading assignment; the "Rizal Law" (RA 1425) Available online, http://www.gov.ph/1956/06/12/republic-act-no-1425/ Supplemental Readings:

Laurel, Jose B. Jr. 1960. The trials of the Rizal Bill. Historical Bulletin 4(2): 130–39. Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of a Filipino: A story of Philippine colonial politics, 244–47. Quezon City: The Author. Schumacher, John. 2011. The Rizal Bill of 1956: Horacio de la Costa and the bishops. Philippine Studies 59(4): 529–53. Claudio, Eric G.,. Et.al., Life and Works of Rizal . Panday Lahi Publishing House Inc., 2018

Other References

Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of a Filipino: A story of Philippine colonial politics, 244–47. Quezon City: The Author. De Viana, Augusto V., et.al., Jose Rizal: Social Reformer and Patriot. Study of His Life and Times Philippine Copyright 2018 by Rex Book Store, Inc. Fadul, Jose A. A Workbook for a Course in Rizal Third Edition. Published in 2016 by C&E Publishing, INC. Francisco, Virlyn Jaime. (2015). Jose P. Rizal: A College Textbook on Jose Rizal’s Life and Writings. Mindshapers, Co. Inc.. Manila

Palado, Darwin R., et al., Readings in Philippine History. Panday-Lahi Publishing House, Inc., 2018. Pasigui, Ronnie E. and Cabalu, Danilo H. J. Rizal the Man and The Hero C&E Publishing, Inc. 2006 Zaide, G. and S. Zaide, Jose Rizal Centennial Edition. 2000....