HIS 007: The Life and Works of Rizal Module #4 PDF

HIS 007: The Life and Works of Rizal Module #4 Name: _________________________________________________________________...

HIS 007: The Life and Works of Rizal Module #4 Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ Lesson title: Rizal's Higher Education and Life Abroad: Materials: Rizal's Education in Manila (1872-1882) Pen and Paper, Whiteboard Marker Learning Targets: References: At the end of the module, students will be able to: Porras, Cecilie Sharon T., & et al., The 1. Compare the educational system that Rizal Life and Works of Rizal (2022), LoriMar encountered during his formal education at Ateneo and Publishing Inc. UST Zaide, Gregorio F. (1992). Jose Rizal: 2. Analyze the strengths and weaknesses of the Spanish Life, Works and Writings colonial education system that Rizal experienced in Manila A. CONNECT Rizal Recruits, Ready for the Next Chapter! Recall our last expedition where we uncovered the profound influence of Dr. Rizal's family, childhood, and early education. We saw how these experiences shaped his worldview and even hinted at his future path. A.1 Lesson Preview/Review (10 minutes) Activity 1. Following our exploration of Rizal's early years, let's analyze the key factors that shaped his upbringing and how they impacted his development. Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.  HIS 007: The Life and Works of Rizal Module #4 Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ Today's Mission: Let's broaden our horizons! We'll embark on a journey through "Rizal's Education in Manila (1872-1882)." This specific period of his higher education holds significant clues. Why is this important? Understanding his academic pursuits and life abroad will shed light on his intellectual development and the seeds of his reformist ideas. Take a moment to review the learning targets listed above. These will be your compass as we navigate this crucial phase of Rizal's life. B. COACH B.1 Content Notes (30 minutes) Directions: In this lesson, you are going to learn about “Rizal's Higher Education and Life Abroad: Rizal's Education in Manila (1872-1882)”. It will give you insight on how Rizal pursued his formal education in the Philippines and how it pushed him to study abroad. To assist us in understanding what we’ll read, we will use the comprehension strategy of defining and describing. Jose Rizal's Entrance and Early Years at the Ateneo The Ateneo Municipal, established in 1865, was known for its excellent Jesuit education. Young Jose Rizal, using his second surname due to family concerns, initially faced challenges enrolling due to late registration and his age. However, with the help of Manuel Burgos, he gained admission. Rizal's teachers were a diverse group. Father Jose Bech served as his first instructor, but it was Francisco de Paula Sanchez who truly inspired him. Sanchez encouraged Rizal's academic pursuits and love for writing, unlike Father Jose Vilaclara who discouraged his literary endeavors. Despite this criticism, Rizal's passion for literature remained strong, and he continued writing in secret. The Jesuit System and Academic Competition The Jesuit system at Ateneo offered a well-rounded education, emphasizing: Discipline and Religion: Strict rules and religious instruction aimed to shape students' character. Physical and Intellectual Development: Physical culture, humanities, and scientific studies were all part of the curriculum, with even vocational courses available. Qualified Faculty: Renowned professors further enhanced the college's reputation. A unique system divided classes into competing "empires" (Roman and Carthaginian). Students earned ranks like "Emperor" based on academic performance. This competitive environment fueled Rizal's drive to excel. Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.  HIS 007: The Life and Works of Rizal Module #4 Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ Continued Success and Graduation While Rizal's academic performance dipped slightly in his third year, his focus returned in his fourth year when he became a resident student. With continued guidance from Father Sanchez, Rizal thrived. His final year was his most impressive, earning him five medals, top marks in all subjects, and graduation with highest honors. He became a source of immense pride for Ateneo. Rizal's Puppy Love with Segunda Katigbak Segunda Katigbak, a wealthy young woman from Lipa, met Jose Rizal at his grandmother's house in Manila when she was 14 and he was 16. A friendship blossomed, fueled by Rizal's infatuation. He wrote poems and sketched her, but their connection remained innocent. Rizal was aware that Segunda was already promised to marry another man, Manuel Luz. His shyness and young age prevented him from pursuing a deeper relationship. Ultimately, Segunda married Manuel Luz, leaving Rizal with a bittersweet memory of his first love. Rizal's Journey at the University of Santo Tomas At nearly 16 years old, Jose Rizal enrolled in the University of Santo Tomas (UST) in April 1877. Initially unsure of his career path, he opted for Philosophy and Letters, partly due to his father's preference. He sought guidance from his former Ateneo Rector, Father Pablo Ramon, but delays in communication meant he completed his first year in subjects like Cosmology, Metaphysics, and Philosophy History. A turning point came in his second year (1878-1879). Driven by the desire to cure his mother's failing eyesight, Rizal switched to medicine. This decision was further solidified by Father Ramon's belated response, recommending the field. Notably, Rizal also pursued a vocational course in surveying (perito agrimensor) concurrently with his medical studies, showcasing his multifaceted academic interests. Rizal's Romantic Encounters at UST While his academic pursuits at UST were significant, Jose Rizal's time there also involved explorations of love: A Brief Encounter: Shortly after his heartbreak with Segunda Katigbak, Rizal courted a young woman in Calamba simply referred to as "Miss L" in his memoirs. Details are scarce, but their connection fizzled out after a few visits. Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.  HIS 007: The Life and Works of Rizal Module #4 Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ Love Letters in Disguise: During his sophomore year at UST, Rizal boarded at a house next door to the Valenzuelas. He developed a fondness for Leonor Valenzuela, the family's daughter. He impressed her with magic tricks and wrote her love letters using invisible ink, a testament to his scientific knowledge. This relationship, however, didn't progress towards marriage unlike his earlier attempt with Segunda. A Devoted Cousin: The most significant romance during Rizal's UST years was with Leonor Rivera, his cousin from Camiling. They met in 1879 while he resided at a boarding house run by his relatives. Their connection blossomed into a deep love, with Leonor signing her letters as "Taimis" to maintain secrecy. This relationship continued even after Rizal left for Europe, sustained by their heartfelt letters. However, their future together became a casualty of Rizal's growing nationalistic aspirations. He ultimately felt marrying Leonor would endanger her, leading to a painful separation. A Turning Point: Brutality and Recognition Rizal's experience at the University of Santo Tomas (UST) was a mix of personal growth, academic success, and disillusionment. Victim of Injustice: During his first summer break from UST, Rizal faced an act of brutality. A Spanish officer, offended by a simple oversight, attacked him. Rizal sought justice but due to racial prejudice, his complaint was dismissed. This incident fueled his awareness of the unequal treatment Filipinos faced under Spanish rule. Literary Recognition: Despite the personal setback, Rizal found solace and recognition in his writing. He won a literary contest with his poem "A La Juventud Filipina" (To the Filipino Youth), a call to his countrymen to embrace their potential and break free from limitations. His allegorical play "El Consejo de los Dioses" (The Council of the Gods) also won him critical acclaim. These achievements marked him as a rising literary voice and a champion of Filipino identity. Rizal's Education at the University of Santo Tomas (UST) While at UST, Rizal encountered a contrasting educational experience compared to his time at Ateneo. Here's a breakdown of his academic journey: Curriculum: UST offered a traditional curriculum focused on memorization and recitation. Unlike the Jesuit emphasis on questioning and independent thinking at Ateneo, critical analysis wasn't encouraged here. Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.  HIS 007: The Life and Works of Rizal Module #4 Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ Faculty: Rizal's dissatisfaction stemmed partly from the Dominican professors' attitudes. He felt they were less engaging and even hostile towards him. Racial Bias: Rizal, along with other Filipino students, faced racial discrimination. This contributed to a sense of alienation and frustration. Academic Performance: Despite these challenges, Rizal remained a good student, particularly in medicine. However, his achievements weren't as outstanding as at Ateneo, where he consistently excelled. A Decision to Move On: Despite respectable academic performance, particularly in medicine, Rizal's dissatisfaction with UST grew. He made the bold decision to continue his studies in Europe, fueled by a desire for intellectual growth and a covert mission to gain knowledge that could aid his people's struggle for freedom. His family and friends secretly supported this life-changing move. 1. Review and identify the words and sentences you underlined in each subtopic. Next, write these underlined words and sentences in the appropriate box below. You may choose to write only the most important ideas. Take your time doing this. Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.  HIS 007: The Life and Works of Rizal Module #4 Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ Strategy Review: What was the title of the text we read? ______________________ What reading comprehension strategy did we use? ____________________ What are the two steps in using this strategy? _____________________ How many definitions and descriptions were in the text? ___________________ B.2 Skill Building Activity: Comparative Matrix (30 minutes) Direction: Using the comparative matrix, analyze the key differences between Rizal's educational experiences at Ateneo and UST. Education System Ateneo UST Curriculum Teaching Methods Students’ learning Students’ treatment Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.  HIS 007: The Life and Works of Rizal Module #4 Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ C. CHECK C.1 Check for Understanding (10 minutes) 1. In the box below, describe Jose Rizal’s experience as a student in Manila and how it has influenced his learning. D. LESSON WRAP UP D.1 Summary Jose Rizal's educational journey unfolded in two distinct chapters: Ateneo de Manila and the University of Santo Tomas (UST). At the Ateneo, the young Rizal blossomed under the Jesuit system. Discipline, religion, and a well-rounded curriculum nurtured his intellect. He excelled academically, consistently topping his class and earning the respect of professors like Father Sanchez, who recognized his literary talent. A unique "empire" system fostered healthy competition, further motivating Rizal. Despite early heartbreak with "Miss L," his time at Ateneo wasn't devoid of romantic encounters, including a brief connection with Leonor Valenzuela. UST presented a contrasting environment. The Dominican-run institution favored rote learning and discouraged critical thinking, leading to clashes with professors. While Rizal remained a dedicated student, particularly excelling in medicine, his academic recognition wasn't as prominent as at Ateneo. However, this period wasn't solely about academics. Rizal's nationalistic consciousness grew as he witnessed racial discrimination. He found solace in writing, producing works like "A La Juventud Filipina" that challenged the status quo. His most significant relationship blossomed with Leonor Rivera, but his growing commitment to his nation's cause ultimately led to a painful separation. By the end of his time at UST, Rizal craved a more stimulating Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.  HIS 007: The Life and Works of Rizal Module #4 Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ environment. Dissatisfied with the teaching methods and yearning to broaden his knowledge for his country's sake, he made the life-changing decision to pursue his studies in Europe. His experiences at both Ateneo and UST, with their academic triumphs, personal growth, and awakening of nationalistic ideals, shaped him into the man who would become a Philippine hero. D.2 Thinking about Learning (10 minutes) As part of the learning tracker, we prepared some questions to reflect on, please carefully read the question below and give your honest answer. What felt confusing about what you learned today? Did you have challenges in today’s learning? How did you overcome those challenges? D.3 Glossary of Terms 1. Allegorical play: A play that uses symbolism to convey ideas or concepts in a hidden way. (e.g., Rizal's play "El Consejo de los Dioses" might use gods to represent real-world figures.) 2. Brutal attack: A violent assault experienced by Rizal from a Spanish officer. (This incident fueled his awareness of social injustice.) 3. Covert mission: A secret purpose Rizal had for going to Europe, possibly to gain knowledge to help his country. (His family and friends secretly supported this hidden objective.) 4. Disillusionment: A feeling of disappointment Rizal developed towards the educational experience and treatment he received at UST. (This dissatisfaction contrasted with his positive time at Ateneo.) 5. Dominicans: The Catholic religious order that managed UST during Rizal's enrollment. (Their teaching style and attitudes differed from the Jesuits at Ateneo.) 6. Empires: A unique system at Ateneo where students competed in academic performance as part of "empires" like Roman and Carthaginian. (This competitive environment motivated Rizal to excel.) 7. Invisible ink: A special ink used by Rizal in his love letters to Leonor Valenzuela that could only be read with a specific treatment. (This method ensured secrecy.) Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.  HIS 007: The Life and Works of Rizal Module #4 Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ 8. Jesuits: The Catholic religious order that established and ran Ateneo, known for their focus on a well-rounded education, including questioning and independent thinking. (This approach fostered Rizal's intellectual growth in his early years.) 9. Memoirs: A written account of one's life experiences, which might contain details about Rizal's early romances like Segunda Katigbak. 10. Perito agrimensor: A Spanish term for a land surveyor, a vocational course Rizal pursued alongside his medical studies at UST. (This demonstrates his diverse academic interests.) 11. Racial prejudice: Discrimination based on race that Rizal and other Filipino students faced at UST from Dominican professors and possibly other students. (This prejudice contributed to his sense of alienation.) 12. Resident student: A student living in the dormitory at Ateneo, which Rizal became in his fourth year. (This change might have provided a more focused environment for his studies.) 13. Second surname: Due to family concerns, Rizal used Mercado, his mother's surname, while studying at Ateneo instead of his paternal surname Rizal. Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.