UNIT-FIVE GEED-10013-LIFE-AND- Works-OF- Rizal-1 PDF

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINESCollege of Social Sciences and Development DEPARTMENT OF HISTORYINSTRUCTIONAL MATERIALS FORGEED 10013: Life and Works of RizalPREPARED BY:GUIEB, ELISOR C. JR.MARAYAN, EULA JEAN L.AGUSTIN, MA. RHODORA O.CABANILLA, NARCISO L.CONCILLADO, ALJON I.MENDEZ, JEFFERSO...

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES College of Social Sciences and Development DEPARTMENT OF HISTORY

INSTRUCTIONAL MATERIALS FOR GEED 10013: Life and Works of Rizal

PREPARED BY:

GUIEB, ELISOR C. JR. MARAYAN, EULA JEAN L. AGUSTIN, MA. RHODORA O. CABANILLA, NARCISO L. CONCILLADO, ALJON I. MENDEZ, JEFFERSON R. PERMEJO, JEROME P. PASCUAL, MC DONALD DOMINGO M. PINGUL, ARVIN LLOYD B. TAN, RYAN UBALDO, ABEL A. VILLAR, PAULO BENEDICTO C.

COURSE OVERVIEW GEED 10013: LIFE AND WORKS OF RIZAL

As mandated by Republic Act 1425, this course covers the lives and works of our heroes who lived and died for the ideals of freedom and nationalism. A major focus of discussion would be Jose Rizal’s life, works, and ideas particularly his Noli me Tangere and El Filibusterismo, and his political essays. This course seeks to develop a sense of moral character, personal discipline, civic consciousness, and duties of citizenship in the Filipino youth. Due to the challenges of the COVID-19 Crisis, faculty members of the Department of History of the Polytechnic University of the Philippines have been tasked with developing modules to be disseminated to students who do not have a stable internet connection and/or lack the necessary tools to facilitate online learning. Using this modular approach, the faculty member designated to teach this course will provide the reading materials that students need to examine, understand, and evaluate. As discussions were already limited, questions were asked at the end of each lesson to guide the students to learning. This module is divided into five (5) units with a total of twelve (12) lessons. It uses a different set of reference materials as compared to what was indicated in the course syllabus. The reason for this is that the course instructor considered the difficulty that the students could encounter in accessing these materials online and in public libraries. For Unit 1, it will give a better understanding of the RA 1425 and explain the major issues surrounding the bill and its passage into law, and reflect on the impact and relevance of its legislation throughout history. In Unit 2, the students will have the opportunity to distinguish the importance of concept such as Nation, Heroes, and Nationalism by studying the lives and ideas of selected Filipino heroes. On Unit 3, it will expound on the following economic, political, and social events of the 19th century: opening of the Suez Canal, opening of ports to world trade, rise of the export crop economy and monopolies, rise of the Chinese mestizo and the Inquilinos, liberalism, the Cadiz Constitution, and the history of friar estates in the Philippines. While Unit 4, it focuses on the family background of Jose Rizal, his life and experiences as a young boy and as a student. And lastly, Unit 5 shall examine the major writings of Rizal as a contributing factor in the process of transforming him from a propagandist to a radical. As the previous unit dealt with his life story, this unit will cover the ideals and principles of Rizal as extracted from his writings.

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TABLE OF CONTENTS GEED 10013: LIFE AND WORKS OF RIZAL

Course Overview………………………………………………………………………………………

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Table of Contents……………………………………………………………………………………..

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Course Outcomes…………………………………………………………………………………….

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Instructional Materials.………………………………………………………………………………

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Unit 1:

UNDERSTANDING THE RIZAL LAW

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Republic Act 1425 Mc Donald Domingo M. Pascual……………………………..……

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NATION, HEROES AND NATIONALISM

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Philippine Nationalism: Heroes and their Ideas Jefferson R. Mendez…………..…...

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THE NINETEENTH CENTURY PHILIPPINES

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The Philippine’s Economic, Social and Political conditions during the Spanish Colonization until the 19th century as Rizal’s context Elisor C. Guieb, Jr……..…….

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The Case of Hacienda de Calamba: In Focus Paulo Benedicto C. Villar……...……

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Mid-term Assessment .....................................................................................................................

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Unit 4:

FAMILY, EDUCATION AND MATRYDOM OF RIZAL

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The Family, Education and Travels of Rizal Abel A. Ubaldo……………………...…. Exile in Dapitan, Trial and Execution Paulo Benedicto C. Villar…………………...… Jose Rizal in the La Solidaridad and his views on the Revolution Paulo Benedicto C Villar………………………………………………………………….

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WORKS AND WRITINGS OF RIZAL

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Unit 2:

Unit 3:

Unit 5:

Annotation of Antonio de Morga's Sucesos de las Islas Filipinas Arvin Lloyd B. Pingul……………………………………………………………………… Noli Me Tangere and El Filibusterismo Eula Jean L. Marayan…………………....… The Indolence of the Filipinos (Sobre La Indolencia de los Filipinos) Aljon I. Concillado……………………………………………………………………….. Philippines a Century Hence (Filipinas dentro de cienaños) Aljon I. Concillado……………………………………………………………………….. Liham sa Mga Kababaihan ng Malolos Ma. Rhodora O. Agustin…….……………. Final Assessment.................................................................................................................. Grading System…………………………………………………………………………………….. References……………………………………………………………………………………………

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67 70 79 83 88 91 92 93

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COURSE OUTCOMES GEED 10013: LIFE AND WORKS OF RIZAL

At the end of the course, students should be able to: 1. Discuss Jose Rizal’s life within the context of the 19th century Philippines in relation to international events. 2. Understand the context that produced Rizal and other nationalists. 3. Analyze Rizal’s various works, particularly the novels Noli me Tangere and El Filibusterismo. 4. Organize Rizal’s ideas into various themes. 5. Demonstrate a critical reading of primary sources from various personages relevant to the formation of nationalism. 6.

Interpret the values that can be derived from studying Rizal and other nationalists’ life and works.

7. Display an appreciation for education and love of country.

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INSTRUCTIONAL MATERIALS GEED 10013: LIFE AND WORKS OF RIZAL

Note: Please do not write anything unnecessary on these instructional materials. Use a clean sheet of bond paper in answering your activity/assessment either in a type-written or handwritten format (please see the appendices for the sample template). When doing a hand-written work, make sure that your penmanship is legible. You have to return these instructional materials to the university upon completion of all the lessons, reading materials and assigned tasks. The deadline of submission is on the third week of February 2021 or a week before the end of the semester via the service courier provided by the university. Intellectual Property: Please note the compilers do not claim credit for all the information included in these learning materials. Original author/s of the data used in this material is properly cited and a portion is specifically allotted for the references. If there is information or original author/s that is not cited or missed information in the reference sections please inform the authors to update the material as well as the accuracy of the data. Data Privacy: Under the Republic Act 10173 or Data Privacy Act of 2012 this Instructional Materials is not for sale and the authors do not allow reproduction aside to be used by the Polytechnic University of the Philippines for the modular learning system. Any duplication of the material without the permission of the compilers shall be penalized under the data privacy act.

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Unit Five THE WORKS AND NOVELS OF JOSE RIZAL Overview This unit examines the major writings of Rizal as a contributing factor in the process of transforming him from a propagandist to a radical. As the previous unit dealt with his life story, this unit will cover the ideals and principles of Rizal as extracted from his writings. The selected writings have also been chosen on the basis of the themes it manifests. Therefore, the discussion of the writings is not based on a chronological order, but rather a thematic one. In addition, this kind of presentation aims to enable learners to distinguish Rizal’s writings from one another and to also extract Rizal’s convictions in his writings through a critical examination of his works. The first of these writings is Rizal’s monumental annotation of Antonio Morga’s Sucesos de las Islas Filipinas. The aim of the discussion on this important work is to frame Rizal’s foundation for the retrieval of Philippine history in a manner that shifts away from the usual colonialist-point-of-view. In this lesson, the learners will encounter the stereotypes of the Spaniards against Filipinos that Rizal rejected and reclaimed an appropriate follow-up the discussion on Rizal’s perpetual masterpieces Noli me Tangere and El Filibusterismo. Here, the continuity of paradise- paradise-lost-paradise framework of Rizal, recovered, manifest it as these novels indiscreetly show the negative effects of colonization in the Filipino society. While his annotation on the Sucesos provided a story of deterioration in the society as Spain began to advance its colonial pursuits, Noli and El Fili continued to showcase of the consequences of colonization as it was rooted in the Filipino society. This succession is sustained by the following discussion on two of Rizal’s notable contributions to La Solidaridad; The Indolence of the Filipino and Philippines, a century hence. Rizal’s shift of tone from asking for recognition from Spain to bluntly accusing Spain of the ills of the archipelago dominates his The Indolence of the Filipino. Here, Rizal underscored colonialism as the reason why the Filipino society is deteriorating in terms of its values and principles. Meanwhile, he has shown his predictive self in Philippines a century hence for this part highlights his forecasts for the Philippines in a century. Lastly, this unit will end with another unique piece from Rizal, To the Women of Malolos. Here, Rizal has shown his support for equal opportunities for both genders, a rare act for men like him, considering his milieu. Altogether, this unit will not only dive into Rizal’s works, but also dig into his thoughts and convictions.

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LESSON 8 Annotation of Antonio de Morga's Sucesos de las Islas Filipinas Learning Objectives At the end of this lesson the student should be able to: ฀ ฀ ฀

Differentiate the bipartite and tripartite view of Philippine history; Explain the differences of the views of Antonio de Morga ang Jose Rizal in culture and history; and Analyze the culture present in the work of Antonio Morga that has connection inthe present culture in the Philippines.

Course Materials Since the Spaniards insists that there is no civilization in the Philippines when they arrived, and they continue to say that there are only two periods in the history of the Philippines which called as bipartite view, many propagandists were eager to study the history and culture of the Philippines. In the case of Rizal, it was clear for him that the Philippines had its civilization before the arrival of the Spaniards, one of the evidences of this is the contextualization the classical work of Antonio de Morga entitled Sucesos de las Islas Filipinas. The Sucesos de las Islas Filipinas by Antonio de Morga consists of eight chapters. In this study, we will focus only on the chapter eight which centers on the cultures and beliefs of the Filipinos written by Morga when the Spaniards came to the Philippines. ฀ Chapter 8 – “Mga Salaysay tungkol sa Sangkapuluang Pilipinas at sa mga katutubong mamamayan, unang panahon, mga pag-uugali at pamahalaan, maging sa panahon ng mga anito hanggang masakop ng mga Kastila at iba’t iba pang mga bagay.” Nasa Mga pangyayari sa sangkapuluang Pilipinas / by Antonio de Morga, inilathala sa Mehiko noong taong 1609 at inihayag sa madla at binigyan ng paliwanag ni Jose Rizal, at sinundan ng pasimulang salita ni Ferdinand Blumentritt. The work of Morga was annotated by Jose Rizal which is considered an important work that deals with the Philippines at the advent of Spanish colonization. Chapter Summary In the chapter eight of this book, Morga discusses the beliefs and culture of Filipinos. Most of Morga’s explanations in his work are based on personal opinions; so much of what he says about Filipinos is opposed by Rizal in his annotation. Morga explained what he saw about the Filipinos' belief in the Anitos, an example of which is what he wrote about how crocodiles are worshiped. Moreover, Morga discussed one by one the characteristics, life, and culture of the people in Luzon and Visayas, and even in some parts of Mindanao. He recorded the livelihood, women's and men's clothing, hobbies, food, weapons, writing style, social status, marriage, adoption, adultery, inheritance, trade, law, etc., these concepts and characteristics was his observation during his stay in the Philippines. The content of Rizal's annotation in this chapter is the contextualization of a culture or event, or the correction of a foreign point of view. Some of these are the daily bathing of Filipinos, since the Philippines is a tropical country, Filipinos often clean their bodies particularly in rivers, and Rizal says this is normal with Filipinos. Another thing

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Morga says is that the Filipinos eat rotten food, which Rizal contextualize that it is not rotten but a preserved food, such as buro and bagoong. This is how Morga explains the culture of the Filipinos which can be seen throughout the chapter 8. Also, to give context to the annotation, you can read some of the articles written on the topic under discussion. ฀

Rizal’s Morga and Views of Philippine History by Ambeth Ocampohttp://philippinestudies.net/ojs/index.php/ps/article/view/662/663

Article Summary Ocampo began to discuss the article by giving examples of what Morga said and Rizal's annotations about Filipino food, from which it was explained that in this opinion Rizal had a response to the writings of the Spaniards not as a novel form but an academic response in historical writing. This work of Rizal is not much noticed because it focuses more on its two novels Noli Me Tangere and El Filibusterismo, but like Noli and Fili, it is also forbidden to spread this copy in the Philippines during Rizal’s time and you can see an attempt by Rizal to write Filipino history. Rizal asked his friend Blumentritt to make a history of the Philippines, but he replied that the Filipinos should write it, and when Rizal went to the Library in London he began to read the primary sources about the Philippines in early Spanish conquest, and it copied Morga's Sucesos to annotate. Ocampo explains Morga's biography and the content of Morga's book. Rizal said Ocampo chose Morga's Sucesos because its discussion was more objective than other chronicler, particularly the missionary friars. Rizal clarified concepts such as the issue of Filipino writing before the arrival of the Spaniards and used various sources to clarify the concepts found within Morga’s work. This is a way to assert to the Spaniards that the Filipinos had a culture even before it came. It is also explained that Isabelo de los Reyes' exchange of criticism with Rizal for his method of writing is more dependent on nationalism compared to the scholarly basis. Ultimately, Ocampo points out that this writing by Rizal is more focused from an internal perspective. In terms of bipartite view and tripartite view in history, Zeus Salazar's work in 1983 was a classic work published in Cologne, Germany. •

A Legacy of the Propaganda: Tripartite View of Philippine History by Zeus Salazar https://bangkanixiao.files.wordpress.com/2012/10/zeus-salazar-tripartite-view-of-philhistory.pdf

Article Summary This article by Salazar is a classic work on the historical thought of the Propagandists and Salazar says it is one of the legacies of their time. Salazar explained the idea of the Spanish bipartite in history with two periods, the period of darkness and the period of light. During the dark period, he said, the period before the arrival of the Spaniards was dark because the Filipinos did not have a civilization which they called paganism or false religion, as well as the culture that the Spaniards viewed as barbaric. When they arrived, it was said that there was enlightenment because the people were translated to Christians and they would be taught their culture. The tripartite view of the propagandists is an ideological response, said Salazar, which shatters foreign ideas about Filipinos. In this idea, propagandists have been emphasized for three periods, particularly by Marcelo H. Del Pilar, Graciano Lopez-Jaena, and Jose Rizal. Their idea of history is not written in one publication but in their various writings on Filipino history.

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Their ideas are divided into Pre-colonial, colonial, and post-colonial period of the Philippines. The summary of what Rizal, Jaena and Del Pilar say is below. Rizal was a very important part of Filipino history, not only because of his heroism, but also his contribution in building the nation. Also, it is also important to note his ideas on the issue of identity which is a very important factor in linking the Filipino Culture as archipelago and as Malayan in its deeper sense. Its annotation in Morga's work is a key for us to recognize our history which is a very important contribution of Rizal in writing Filipino history.

Assessment Instruction: Discuss the following items thoroughly. Write the question before each answer. Each answer should contain at least three (3) paragraphs of not less than four (4) sentences each. You may write your answers in Filipino. Do not forget to write your full name in the upper left corner of the paper and your course, year and section below it while the name of your professors should be indicated in the upper right. 1. Create a Table of Antonio De Morga and Jose Rizal's Perspectives on Filipino culture, compare the two based on internal and external perspectives. 2. At the end of the table, give an overall analysis of the differences between the twoin Filipino culture. Note: Please do not write anything unnecessary on this instructional material. Use a clean sheet of bond paper in answering your activity/assessment task either in a type-written or hand-written format (please see the appendices for the sample template). When doing a hand-written work, make sure that your penmanship is legible.

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LESSON 9 Noli me Tangere and El Filibusterismo Learning Objectives: ฀ ฀ ฀ ฀

After successful completion of this module, you should be able to: Appraise important characters in the novel and what they represent Examine the present Philippine situation through the examples mentioned in the Noli Value the role of the youth in the development and future of society

Course Materials: Noli me Tangere and El Filibusterismo are literary pieces from Rizal that are historical and political in nature. Rizal's ideals and views about the social, political and economic state of the country were reflected on his works. The novels discussed the state of religion, the clergy, authority and government; he exposed the abuses and irregularities that have been brought by the friars and the Spanish colonizers. The novel was intended to educate, empower the youth and examine the problems and conditions of the Philippine society. On his Annotation of Morga’s Sucesos de las Islas Filipinas or Events in the Philippine Islands, he presented the past of the country and proved the existence of a civilization before the Spanish colonization. In his Noli Me Tangere, Rizal opened a conversation and identified the probl...