1. Course Syllabus
COURSE CODE : RIZAL
COURSE TITLE : LIFE AND WORKS OF RIZAL
COURSE CREDIT : 3 UNITS
COURSE DESCRIPTION:
A study of the life, works and writings of Dr. Jose P. Rizal, the national hero and martyr, as
they relate to the socio-political situation of the Philippines during his time and its
implication to our present time. It traces the hero’s life, ideals, concept of education, good
government, and nationalism as embodied in his writings, particularly the Noli Me Tangere
and El Filibusterismo.
COURSE OBJECTIVES:
At the end of the semester, the students will be able to:
1. Learn and understand the life of Dr. Jose P. Rizal from his birth to his martyrdom.
2. Analyze the impact of Rizal’s life in relation to his contribution on the socio-political situation of
the Philippines then and the present time.
3. Critically understand Rizal’s heroism and realize the significance of his ideas in the present time
4. Interpret the selected poem, essays and novels and its impact to socio-political situation during
the past and present time.
José Rizal
Novelist
José Protacio Rizal Mercado y Alonso Realonda was a Filipino nationalist, novelist, poet,
ophthalmologist, journalist, and revolutionary. He is widely considered as one of the greatest
heroes of the Philippines. Wikipedia
Born: June 19, 1861, Calamba, Laguna
Died: December 30, 1896, Rizal Park, Manila
Education: Ruprecht Karl University of Heidelberg, more
Artwork: The Triumph of Science over Death, more
Siblings: Paciano Rizal, Saturnina Hidalgo, Josefa Mercado, more
Movies: El Filibusterismo, Touch Me Not,Sisa
PAGES
O noli-fili/rizal bill: one of the most controversial bills in phil history
O about
O effects of the rizal law
O evaluation of the rizal law
O rizal law

2. O what is the rizal law?
WHAT IS THE RIZAL LAW?
The Rizal Law, also known as RA 1425, mandates the study of Rizal’s life and works, as
shown in section 1. This Republic Act calls for an increased sense of nationalism from the
Filipinos during a time of a dwindling Filipino identity. According to the judicial system, a
republic act is a law that has already been passed and implemented. In contrast to this, a bill
is merely a proposed law, in other words it may or may not be passed by the Congress.
The Republic Act was signed by the President on June 12, 1956. From the notes preceding
the body of the document, one may infer that the bill was originally proposed in the Legislative
arm of the Philippine Republic, in the Senate and House of Representatives. According to the
Official Gazette, the law was made effective thirty days after its implementation. The mere
fact that the Act was passed on the date of our independence seeks to stir up a greater sense
of fervor in the Filipino, to believe in their own country and national identity—who we are as a
nation. It was this time when the Philippines was heavily dependent on the American
government for support and guidance. Also, based on the fact that Jose Rizal is honored by
the Philippines as the Philippine national hero, it is but appropriate that the document written
to commemorate his accomplishments is written here, in the land of his birth.
It is Senator Claro M. Recto who authored the Rizal Bill. While Senator Jose P. Laurel, Sr.,
who was then the Chairman of the Committee on Education, sponsored the bill in the Senate.
Both of them were known for their great sense of nationalism. This nationalism served as the
foundation to come up with this republic act, to set our country free from the hands of others
and stand up on our own—exactly the ideals and values that Rizal strove to fight for. It was
written for the Filipino people, specifically the Filipino youth, who may have lost their sense of
nationalism. The writers endeavored to rekindle a lost spark in each Filipino’s belief in their
country. A republic act as drastic as the Rizal Law, which requires the study of Rizal’s life and
works—something that does not need to be required in the first place—can only be born out
of the fact that Rizal and his works were not given a high priority in the educational system of
the country prior to the release of this act. It is clear that the government had to make drastic
changes to resolve the issue. This is evident in section 3 of the act, legalizing all forms of
translations for Rizal’s works, as well as section 2, obligating all schools, colleges and
universities to keep an adequate number of copies of Rizal’s works. This makes them more
accessible to a greater audience.
It is hard to make out any form of emotion from any legal document; however, the choice of
words is still able to convey a fiery passion. To highlight this, they also use words or concepts
that can easily relate to the common Filipino man. Such passion is vital, as the audience is
presumably of dwindling nationalism. In this regard, the writer attempts to show the audience
the identity they have slowly been losing, and show them how they can undo this.
There are important points that the author cited in this republic act that is worth noticing. First,
―Whereas, today, more than 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.‖ This document
was written in the year 1956 during Magsasyay’s regime when the country was still recovering

3. from the Japanese occupation and still very dependent on US governance. Ideals of freedom
and nationalism were very essential during those times since the Philippines was still
struggling for independence, and the country was still gradually developing its national identity
and integrity. During those times havoc also existed within the Filipinos since there were
numerous uprisings against the Philippine government. Moreover, even though this document
was written decades ago, it is still striking because this clause is very timely for this present
generation when our culture is being overpowered by foreign influence and Filipino diaspora
is widespread.
Another important point from RA 1425 is ―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.‖
It is very important to use our educational institutions to instill these values to the children who
are at their prime years of growing and learning. During one’s educational years especially
the college level is when individuals formulate their priorities and career tracks in life, and it is
essential that institutions make students realize that the country should be a part of their
priorities and serving one’s country is an innate and inborn duty for all. Also, embedding a
profound and authentic moral character and a strong sense of personal discipline in the youth
would yield proficient, genuine, and selfless Filipinos of the future who would turn the
Philippines from an impoverished country to a globally competitive nation.
Lastly, ―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 the Barrio Councils throughout the country.‖ To provide a specific way to
carry out this act is very helpful. It makes the goal very SMART – specific, measurable,
attainable, realistic and time-bound. It is also important that the effects of this act would be
experienced by all students even those who are financially troubled. It is commendable that in
the context of this act, the poor is well represented and that it is attainable regardless of
ethnicity, social stature, and language barriers.
This document was obviously written during a time when patriotism and nationalism was lost
and needed, and a time when people were inspired by the initiative of the authors of this act.
It was during this time when the Philippines and its’ citizens relied on the United States for
guidance, support and welfare. It was written in order to seek aide from the same brilliant
mind that drove the Filipinos of the past to fight for freedom from colonists entails another
need for another meaningful revolution in spite of the absence of invaders; the country may
have needed a slow-paced revolution driven by patriotism against dormancy, apathy and
futility.

4. Activity #2 Essay
The Rizal Law and Its Significance Today
Today, nationalism seems to be an alienated word to Filipinos. It is not often heard nor spoken by people and many w
part of the world that they live in. In reality, nationalism is a huge part of being a Filipino. It compels people to their
would become of any nation and unity will never be accomplished. Since most Filipinos are unaware about nationalism
the youth to indulge themselves with Rizal’s famous novels, Noli Me Tangere and El Filibusterismo, which clearly
readers. This bill was soon revised and made into a law which is known today as, Republic Act 1425.
Republic Act 1425 is an act, written by Senator Jose P. Laurel, that was comprised version of House Bill no. 5561
approved on June 12, 1965 and was meant for the general public for them to gain knowledge about the newly passed b
follows. First is to include all of Rizal’s works and writings especially his novels, “Noli Me Tangere” and “El Filibust
public and private schools, colleges, and university courses. Second, all schools, colleges and universities are obliga
copies of Rizal’s two novels and his other literacy pieces. Lastly, the National Board of Education is assigned to transl
Tagalog and other principal Philippine dialects. A fine of three hundred pesos is issued if the act was violated.
The bill that was used as basis in order to create this act was written by Claro M. Recto and was called the Noli-Fi
bill required only Rizal’s novels, “Noli Me Tangere” and “El Filibusterismo”, to be made compulsory for private, coll
must be original and unexpurgated and the Department of Education will be responsible for the implementation of this
the study of other Filipino heroes. Violators are still going to be punished but instead of a fine like in RA 1425, the hea
be dismissed or disqualified.
The proponents were then given several readings related to the RA 1425 and the Noli-Fili Bill to be examined and a
levels of historical criticism in order to identify of the documents were primary or secondary sources. They looked into
each source. Second, they started extracting data from each source and they were able to conduct a document analysis w
of an audience. Lastly, the proponents created a historical essay using the documents that were given to them.
As the proponents analysed the documents, they were able to uncover how the bill came to be. The Republic Act No. 14
No. 438 that was filed on April 3, 1956 by the Committee on Education. An identical copy called the House Bill No. 5
1956 in the House of Representatives. The RA No. 1425 went through several trials, from being assailed as an attempt to
a substitute bill so that the act can pass with its sole objective having Rizal’s written works be read by Filipinos in unexp
After the bill was issued, the Church wrote a pastoral letter saying that if the bill was passed, unity can never be form
became a huge controversy for both sides argued regarding the passage of the bill. People who were in favour of this b
Laurel while those people against it were Mariano Cuenco, Francisco Rodrigo and Decoroso Rosales.
Claro M. Recto claimed that without Rizal’s works, there would not be a Filipino bishop today. His novels showed
freedom and social order. Rizal’s aim was to encourage Filipino nationalism and his means of doing it was writing the a
Also, Senator Laurel stated that Rizal’s novels contain strengths and weakness, virtues and vices of Filipinos and by
can learn more about these traits and prepare themselves for what is about to happen.
On the opposition, Rodrigo, Cueno and Rosales claimed that unity will never be established and it would only result
bill was filed not because of Rizal’s sake but for the sake of political expediency and that it would lead to a huge comm
Church. The opposition described it as “an instrument of vengeance” against the Catholic community. According to R

5. Philippines’ national hero because of his works. He became a hero because of the suffering he endured and thus, he imp
his novels.
Apart from what was mentioned above, the opposition also commented that people who will read the novel were sai
novel implies the cruelty of the church and it contained errors of the church doctrine. The novel reveals a false idea of
the reader.The arguments of the two sides are both understandable but Claro Recto’s claims were more believable.
created to attack religion or the church for that matter. Its soul purpose was to open the eyes of the Filipino about their
to have no relation to the present.
After knowing that Rizal’s works and writings showed nationalism among Filipinos, the proponents ponder about ot
be used to encourage today’s youth. One is the Philippine national anthem. The youth should be taught not just to
understand and appreciate the beauty of the Philippines. Another is to have the museums and exhibitions of Filipino
nationalism. They would be able to understand the history of Filipino culture and how the country turned out to be wh
Filipino history books, Filipino myths and legends and fables can also be considered a possible way of showing natio
give the opportunity to visualize the past and create an image of Filipino pride.
Indeed Rizal’s work showed Filipino nationalism and the proponents believed that it is still considered significan
especially his novels showed a part of history that people can reflect back into. It has once changed society in the past a
could still have a similar impact now because Filipino traits and culture were evidently seen in those works. It is a symb
serve as guidance for the Filipino youth.
The primary purpose of Jose Rizal’s works, namely the Noli Me Tangere and the El Filibusterismo, was to arouse
Filipinos will not forget who they are and that they have their own identity as a nation. When Claro M. Recto wrote th
mostly came from the Church became obstacles to the passing of the bill. Their main argument was that the works o
arousing nationalism, but rather it was an attack to the Church and to the Catholic faith. It will only weaken unity amon
lost. Although both sides have made their own points, Recto’s argument prevailed as it was said to be more belie
Philippines passes through their school life without ever having a glimpse of Rizal’s famous works. Whether we admit i
his life has somehow become a catalyst of Filipino nationalism within our hearts.
KASPIL1-MP by Midori Spark � 2011
Course Syllabus
COURSE CODE : RIZAL
COURSE TITLE : LIFE AND WORKS OF RIZAL
COURSE CREDIT : 3 UNITS
COURSE DESCRIPTION:
A study of the life, works and writings of Dr. Jose P. Rizal, the national hero and martyr, as they relate to
the socio-political situation of the Philippines during his time and its implication to our present time. It
traces the hero’s life, ideals, concept of education, good government, and nationalism as embodied in his
writings, particularly the Noli Me Tangere and El Filibusterismo.
COURSE OBJECTIVES:
At the end of the semester, the students will be able to:
5. Learn and understand the life of Dr. Jose P. Rizal from his birth to his martyrdom.

6. 6. Analyze the impact of Rizal’s life in relation to his contribution on the socio-political situation of the
Philippines then and the present time.
7. Critically understand Rizal’s heroism and realize the significance of his ideas in the present time
8. Interpret the selected poem, essays and novels and its impact to socio-political situation during the past and
present time.
COURSE OUTLINE:
1. R.A. 1425: The Rizal Law
2. Background on the socio-political situation of the Philippines during Rizal’s times.
3. Rizal – a biographical sketch
4. Childhood memories in Calamba.
5. Educational background of Rizal.
6. Rizal’s travels.
7. A hero exiled in Dapitan.
8. Struggles, trial and execution of Rizal.
9. Novels “Noli Me Tangere” and “El Filibusterismo”.
10. The Ideals and Philosophies of Rizal
11. Comments/Issues on the Heroism of Rizal.
12. Criteria in the making of Rizal as a national hero
COURSE METHODOLOGY:
Descriptive and analytical approaches thru:
1. Quizzes
2. Discussion and lectures
3. Reporting (Individual)
4. Film showing with reviews and reactions
COURSE REQUIREMENTS:
1. Quizzes (5%)
 There will be a short quiz at the beginning of each class based on the agreed readings or after the discussion.
2. Class Participation (10%)
 Students are expected to participate during class discussions or submit assigned tasks as the case may require
it.
3. Report (15%)
 Specific topic will be given to each student for their individual report. Prepare your report. No one is allowed
to read his/her report in the class directly from the book.
4. Reflection papers (30%)
 Two reflection papers (3 pages) will be required based on:

7.  Paper # 1 – “Jose Rizal: A national hero.” (What can I learn and imitate?) (due on Mid-Term)
 Paper # 2 – “What can I contribute for the transformation of the Philippines?” (due on Finals)
 Beware of plagiarism. Make a reflection paper using your own words. Don’t copy and paste from anyone. 5
points deduction per day of late.
5. Exams (40%)
 Two major exams (Mid-Term and Finals) will be given to assess what the students have learned.
6. Attendance
 4 absences (automatic failure according to CHED rules), 15 minutes late (1 tardy), 3 tardies equals one
absence and 45 minutes late is considered absent.
Grading System:
Quizzes 5%
Class Participation 10%
Report 15%
Reflection Papers 30%
Exams 40%
——————–
Total 100%
==============
REFERENCES:
Zulueta, Francisco M. (2004). Rizal: Life, works and ideals. National Bookstore.
Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Controversies). C & E Publishing, Inc.
Zaide, Gregorio F. and Sonia M. Zaide (1997). Jose Rizal: Life, Works, and Writings of a Genius, Writer,
Scientist and National Hero.All Nations Publishing Co. Inc.

8. Course Outline / Syllabus
Course Title: RIZAL
Date Revised: April 15, 2008
Prepared by: Eden Joy Paran
COURSE OUTLINE
1. Course Code : SocScie2
2. Course Title : : RIZAL (Rizal’s Works and the Writings of other Filipino Heroes)
3. Pre-requisite : none
5. Credit/ Class Schedule : 3 units/54 hours
6. Course Description
1. A critical analysis of Jose Rizal’s life and ideas as reflected in his biography, his novels Noli Me Tangere
and El Filibusterismo and in his other writings composed of essays and poems to provide the students a value
based reference for reacting to certain ideas and behavior.
PROGRAM OBJECTIVES
1. To instill in the students human values and cultural refinement through the humanities and social
sciences.
2. To inculcate high ethical standards in the students through its integration in the learning activities.
3. To have critical studies and discussions why Rizal is made the national hero of the Philippines.
TOPICS:
1. A Hero is Born
2. Childhood Days in Calamba
3. School Days in Binan
4. Triumphs in the Ateneo
5. At the UST
6. In Spain
7. Paris to Berlin
8. Noli Me Tangere
9. Elias and Salome
10. Rizal’s Tour of Europe with with Viola
11. Back to Calamba
12. HK, Macao and Japan
13. Rizal in Japan
14. Rizal in America
15. Life and Works in London
16. In Gay Paris
17. Rizal in Brussles
18. In Madrid
19. El Filibusterismo
20. In Hong Kong
21. Exile in Dapitan
22. The Trial of Rizal
23. Martyrdom at Bagumbayan

9. Textbook and References:
1. Rizal’s Life, Works and Writings (The Centennial Edition) by: Gregorio F. Zaide
and Sonia M. Zaide Quezon City, 1988. All Nations Publishing Co.
2. Coates, Austin. Rizal: First Filipino Nationalist and Martyr, Quezon City, UP Press 1999.
3. Constantino, Renato. Veneration Without Understanding. Quezon City, UP Press Inc., 2001.
4. Dela Cruz, W. & Zulueta, M. Rizal: Buhay at Kaisipan. Manila, NBS Publications 2002.
5. Ocampo, Ambeth. Rizal Without the Overcoat (New Edition). Pasig City, anvil Publishing House 2002.
6. Odullo-de Guzman, Maria. Noli Me Tangere and El Filibusterismo. Manila, NBS Publications 1998.
7. Palma, Rafael. Rizal: The Pride of the Malay Race. Manila, Saint Anthony Company 2000.
8.Romero, M.C. & Sta Roman, J. Rizal & the Development of Filipino Consciousness (Third Edition). Manila,
JMC Press Inc., 2001.
Course Evaluation:
1. Quizzes : 30 %
2. Exams : 40 %
3. Class Standing : 20 %
- recitation
- attendance
- behavior
4. Final Grade
- 40 % previous grade
- 60 % current grade
Jose Rizal
Jose Rizal Biography, Life, and Works
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