Rizal 101 - Module 2 - 2024-2025 PDF

Document Number HCDC-VAA-WI-05.01 HOLY CROSS OF DAVAO COLLEGE Revision Number Sta. Ana Ave...

Document Number HCDC-VAA-WI-05.01 HOLY CROSS OF DAVAO COLLEGE Revision Number Sta. Ana Avenue corner C. De Guzman Street 00 Barangay 14-B, Davao City Philippines Effectivity Date October 3, 2023 Course Pack in Life and Works of Rizal (Rizal 101) This is a property of Holy Cross of Davao College. No part of this course pack may be reproduced or photocopied without a written consent from authorized school administrators. HCDC-VAA-WI-05.01  TABLE OF CONTENTS Page Course Information 1 Module Overview 4 Lessons 1 Rizal's Pen and the Power of Law: The Rizal Law and its Impact on Filipino Identity 2 Stirrings of Change: The Philippines on the Eve of Rizal's Birth (1801-1861) 3 The Prodigy of Calamba: Young Rizal's Intellectual Blossoming (1861-1871) A Glimpse of Injustice: The GOMBURZA Execution and the Spark of Nationalism 4 in Young Rizal (1871-1872) 5 From Boy to Scholar: Rizal's Transformation at Ateneo de Manila (1872-1877) A Doctor's Heart, a Reformer's Mind: Rizal's Awakening as a Propagandist at the 6 University of Santo Tomas (1877-1882) 7 Exile by Choice: Rizal's European Odyssey for Reform (1882-1885) From Student to Scribe: The Birth of Noli Me Tangere and Rizal’s Homecoming 8 (1885-1888) Reforging the Struggle: Rizal's Second Trip to Europe and the Resurgence of 9 Propaganda Movement (1888-1889) From Annotations to Agitation: Rizal's Annotation to Morga’s Work and La 10 Solidaridad Essays in Dialogue (1889-1891) More Than a Book: El Filibusterismo's Publication and the Birth of a Filipino 11 Symbol (1891) Exile or Opportunity? Rizal's Second Homecoming and the Exile in Dapitan (1892 - 12 1896) 13 The Last Stand: Rizal's Trial and the Dawning of the Philippine Revolution (1896) Echoes of Sacrifice: Rizal's Martyrdom and its Enduring Legacy in Philippine 14 Society HCDC-VAA-WI-05.01  COURSE INFORMATION Course Writer/s: Jayson B. De Los Santos/Roland John Delos Santos Course Code: RIZAL 101 Units: 3 Units Course Prerequisites: N/A Number of Hours: 3 hours Course Description: As mandated by Republic 1425, this course covers the life and works of the country’s national hero, Jose Rizal. Among the topics covered are Rizal’s biography and his writings, particularly the novels Noli Me Tangere and El Filibusterismo, some of his essays, and various correspondences. Course Outline: I Rizal's Pen and the Power of Law: The Rizal Law and its Impact on Filipino Identity II Stirrings of Change: The Philippines on the Eve of Rizal's Birth (1801-1861) III The Prodigy of Calamba: Young Rizal's Intellectual Blossoming (1861-1871) A Glimpse of Injustice: The GOMBURZA Execution and the Spark of Nationalism in IV Young Rizal (1871-1872) V From Boy to Scholar: Rizal's Transformation at Ateneo de Manila (1872-1877) A Doctor's Heart, a Reformer's Mind: Rizal's Awakening as a Propagandist at the VI University of Santo Tomas (1877-1882) VII Exile by Choice: Rizal's European Odyssey for Reform (1882-1885) From Student to Scribe: The Birth of Noli Me Tangere and Rizal’s Homecoming (1885- VIII 1888) Reforging the Struggle: Rizal's Second Trip to Europe and the Resurgence of IX Propaganda Movement (1888-1889) From Annotations to Agitation: Rizal's Annotation to Morga’s Work and La Solidaridad X Essays in Dialogue (1889-1891) More Than a Book: El Filibusterismo's Publication and the Birth of a Filipino Symbol XI (1891) XII Exile or Opportunity? Rizal's Second Homecoming and the Exile in Dapitan (1892-1896) XIII The Last Stand: Rizal's Trial and the Dawning of the Philippine Revolution (1896) XIV Echoes of Sacrifice: Rizal's Martyrdom and its Enduring Legacy in Philippine Society Page 1 of 23 HCDC-VAA-WI-05.01 Course Intended Learning Outcomes (Course Objectives): At the end of the course, students shall be able to: a. Cognitive 1. Discuss Jose Rizal’s life within the context of 19th-century Philippines. 2. Analyze Rizal’s various works, particularly the novels Noli Me Tangere and El Filibusterismo. 3. Organize Rizal’s ideas into various themes. b. Psychomotor 1. Demonstrate a critical reading of primary sources. c. Affective 1. Interpret the values that can be derived from studying Rizal’s life and works. 2. Display an appreciation for education and love of country. Course Output 1) Oral/Written Reports 2) Quizzes 3) Exams 4) Coursepack activities 5) Reflection, Learning, and Critique Paper Grading System: Midterm Grade Quizzes, Recitation, Journal, Assignment etc. 50% Prelim Exam 25% Midterm Exam 25% 100% Tentative Final Grade Quizzes, Recitation, Assignment etc. 50% Semi Final Exam 25% Final Exam 25% 100% Final Grade = Midterm Grade + Tentative Final Grade 2 2 Page 2 of 23 HCDC-VAA-WI-05.01 Guidelines: 1. Students can have the option to take up this course online or offline. 2. Online and offline students are given the Google classroom code upon enrollment. 3. Online classes are synchronous and asynchronous. 4. Synchronous classes are held one hour per week through Google Meet. The rest of the week is allotted for asynchronous instruction. 5. Those who opted for offline instruction must enroll in the Google classroom to meet their instructor and get more specific instructions. 6. Offline students are required to take the major examinations online together with the online students as scheduled. 7. Offline students are required to submit their activities/outputs one week before the major examinations. Page 3 of 23 HCDC-VAA-WI-05.01  Module Overview Module Specific Learning Outcomes Lessons Timeframe Analyze the historical context and socio- Rizal's Pen and the political landscape of the Philippines Power of Law: The Rizal Law and its from the early 19th century to the mid- Impact on Filipino 20th century, including the factors Identity contributing to Spanish colonial Stirrings of Change: instability and the events leading to the The Philippines on enactment of the Rizal Law. the Eve of Rizal's Compare and contrast the different Birth (1801-1861) social classes and power structures in The Prodigy of 1 Philippine society during the Spanish Calamba: Young Prelim colonial period, examining their roles in Rizal's Intellectual shaping the country's political and Blossoming (1861- cultural landscape. 1871) Evaluate the impact of key historical A Glimpse of events and movements on Filipino Injustice: The GOMBURZA identity and nationalism, including the Execution and the Secularization Movement, the Cavite Spark of Nationalism Mutiny, and the implementation of the in Young Rizal (1871- Rizal Law. 1872) Critically examine the educational journey of José Rizal, from Ateneo to UST and abroad, evaluating how various From Boy to Scholar: academic environments, experiences of Rizal's discrimination, and financial challenges Transformation at shaped his intellectual growth and Ateneo de Manila reformist ideals. (1872-1877) Assess the significance of Rizal's A Doctor's Heart, a academic achievements, early literary Reformer's Mind: works, and multidisciplinary studies in Rizal's Awakening as 2 Midterm fostering his critical view of society and a Propagandist at equipping him with the necessary skills the University of to advocate for change in the Santo Tomas (1877- Philippines. 1882) Construct a comprehensive argument Exile by Choice: Rizal's European that connects Rizal's educational Odyssey for Reform experiences, involvement in student (1882-1885) communities, and exposure to diverse cultures to the development of his nationalist ideologies and his eventual Page 4 of 23 HCDC-VAA-WI-05.01  role as a key figure in the Philippine reform movement. From Student to Scribe: The Birth of Noli Me Tangere and Rizal’s Homecoming (1885-1888) Analyze the interconnections between Reforging the Rizal's personal experiences, his literary Struggle: Rizal's works, and the broader socio-political Second Trip to context of the Philippines during the Europe and the Spanish colonial period. Resurgence of Evaluate the evolution of Rizal's political Propaganda and social ideology through a Movement (1888- 3 comprehensive analysis of his life 1889) Semi-Final experiences, literary works, and From Annotations to historical context. Agitation: Rizal's Create an original piece of work (e.g., a Annotation to speech, narrative) that demonstrates a Morga’s Work and La Solidaridad Essays deep understanding of Rizal's vision for in Dialogue (1889- the Philippines and its relevance to both 1891) historical and contemporary contexts. More Than a Book: El Filibusterismo's Publication and the Birth of a Filipino Symbol (1891) Examine the political and social factors that influenced Rizal's life, work, and legacy, including the changing political Exile or climate in the Philippines, the Opportunity? Rizal's establishment of La Liga Filipina, and the Second Spanish government's actions towards Homecoming and Rizal. the Exile in Dapitan Assess the historical significance and (1892-1896) contemporary relevance of Rizal's The Last Stand: Rizal's Trial and the 4 contributions, including his work in Final Dawning of the Dapitan, his trial, and his final moments, Philippine in shaping Philippine national identity Revolution (1896) and addressing ongoing social issues. Echoes of Sacrifice: Develop a comprehensive presentation Rizal's Martyrdom (e.g., speech, editorial) that synthesizes and its Enduring Rizal's life, ideas, and legacy, while Legacy in Philippine articulating a vision for applying his Society principles to contemporary Philippine society and future aspirations. Page 5 of 23 HCDC-VAA-WI-05.01  MODULE 2: The Making of a Hero: Rizal's Transformation from Student to Propagandist (1872-1885) Page 6 of 23 HCDC-VAA-WI-05.01  Module Number & Title MODULE 2: The Making of a Hero: Rizal's Transformation from Student to Propagandist (1872-1885) Module Objectives/Outcomes At the end of the first module, you will be able to: 1. Critically examine the educational journey of José Rizal, from Ateneo to UST and abroad, evaluating how various academic environments, experiences of discrimination, and financial challenges shaped his intellectual growth and reformist ideals. 2. Assess the significance of Rizal's academic achievements, early literary works, and multidisciplinary studies in fostering his critical view of society and equipping him with the necessary skills to advocate for change in the Philippines. 3. Construct a comprehensive argument that connects Rizal's educational experiences, involvement in student communities, and exposure to diverse cultures to the development of his nationalist ideologies and his eventual role as a key figure in the Philippine reform movement. Lessons in the Module Lessons: 1. From Boy to Scholar: Rizal's Transformation at Ateneo de Manila (1872-1877) 2. A Doctor's Heart, a Reformer's Mind: Rizal's Awakening as a Propagandist at the University of Santo Tomas (1877-1882) 3. Exile by Choice: Rizal's European Odyssey for Reform (1882-1885) Page 7 of 23 HCDC-VAA-WI-05.01  Module 2 – The Making of a Hero: Rizal's Transformation from Student to Propagandist (1872-1885) Lesson 5 - From Boy to Scholar: Rizal's Transformation at Ateneo de Manila (1872-1877) Specific Learning Outcomes: At the end of the lesson, you will be able to: 1. explain the reasons why Rizal's family chose Ateneo as his educational institution; 2. analyze how the Jesuit educational system might have influenced Rizal's academic development and personal values; and 3. evaluate the significance of Rizal's academic achievements and early literary works (e.g., poems, plays) written during his Ateneo years, on the development of Rizal’s critical view on society. Let’s Learn! For the family of Rizal, education is very important for them. The parents of Rizal put so much value on education which was highly displayed by their support to their children’s education even having private tutors that were quite expensive to avail in the past. Rizal was a brilliant child who needed to have a formal education so that he could reap the benefits of his intelligence. In this lesson, we will now unearth why Rizal entered Ateneo and how the Jesuit education molded Rizal to become what he is known today. Activity STUDENT LIFE. All of us gained knowledge through enrolling in educational institutions. What significant lessons did you learn from each level you have gone through (elementary, junior high school, and senior high school)? How will these lessons help you in your college journey? Share it with the class. Page 8 of 23 HCDC-VAA-WI-05.01  Analysis After the activity, try to answer the following questions to understand the topic we will discuss today. Process Questions: 1. Why do you think it is essential for us to be educated? 2. If you were given a chance to pick between diploma or diskarte, what will you pick? Why? Abstraction Rizal enters in Ateneo Francisco Mercado, the father of Rizal, wanted to enroll Jose in the Dominican-run Colegio de San Juan de Letran. Yet, the experience of Jose and Paciano when Jose took the entrance exam was not good which pushed Francisco to have second thoughts. This was caused due to their anti-government sentiments which they were branded against. Francisco and Paciano decided to enroll Jose in a school that was known to have liberal views like theirs. Jose enrolled in the Bachiller en Artes (equivalent to a secondary high school degree) in Ateneo Municipal. The Spanish Jesuits ran Ateneo Municipal (formerly, Escuela Pia) where Jose was enrolled. The school was located inside the walled city of Intramuros, which at that time, was the center o f Spanish power in Asia. The school was known to be an all-boys school in which the Jesuit education system was known to empower native people and develop their critical and independent thinking which contributed to the behavior of Jose in his later years. Student Life of Rizal In Ateneo, the students were divided into two factions which they needed to compete for supremacy all throughout the year. The Roman Empire consisted of internos (boarders) and the Carthaginian Empire consisted of externos (non-boarders). Each group has its ranks in which the best student will be given the rank “emperor”. Jose began at the bottom of the hierarchy in the Carthaginian Empire since he was a newcomer and only knows little Spanish. Yet, after a month, he progressed rapidly which allowed him to climb the ranks in his group and eventually made him the emperor of the Carthaginian Empire. To improve his Spanish, Rizal took private lessons at Santa Isabel College during the noon recess, while other students were playing. He paid three pesos for those extra classes, but it was money well spent. In his stay at Ateneo from 1872 to 1877, he was graded “excellent” in all of his subjects. That is why, he became the pride of the Jesuits and graduated in his Bachelor of Arts with highest honors. Scholastic and Artistic Works Page 9 of 23 HCDC-VAA-WI-05.01  Jose was fond of reading in his teenage years. He particularly liked the novel which became his first favorite novel entitled “The Count of Monte Cristo” by Alexander Dumas. He does not only read fiction but also non-fiction like “Universal History” by Cesar Cantu. He even persuaded his father to buy him the whole set, which was very costly at that time. He also took part in some extra-curricular activities like the Marian Congregation in which he became an active member and later the secretary. He was a member of the school Academy of Spanish Literature and the Academy of Natural Sciences in which only gifted Ateneans in literature and sciences could qualify for membership. He also devoted his spare time to developing his literary talent like writing drama and beautiful poems, studying painting and sculpture, and taking up physical exercises like gym and fencing which improved Jose’s frail body. He wrote several poems such as Mi Primera (My First Inspiration), Un Recuerdo a Mi Pueblo (To My Hometown), Alianza Intima Entre la Religion y la Buena Educacion (Intimate Alliance Between Religion and Good Education), Por la Educacion Recibe Lustre la Patria (Through Education Our Country is Enlightened), El Cautiverio, y el Triumfo: Batalla de Lucena y Prison de Boabdil (The Captivity and the Triumph: Battle of Lucena and the Imprisonment of Boabdil), and Un Dialogo Alusivo a la Despedida de los Colegiales (A Farewell Dialogue of the Students). The poems feature themes such as history, literature, religion, education, childhood memories, war, etc. It displays the literary prowess of Jose encompassing different themes that he can remember. Here are the grades of Rizal when he was at Ateneo Municipal and later on became Ateneo de Manila: Jose Rizal’s Scholastic Records from 1872-1877 1872-1873 Arithmetic Sobresaliente Latin I Sobresaliente Spanish I Sobresaliente Greek I Sobresaliente 1873-1874 Latin II Sobresaliente Spanish II Sobresaliente Greek II Sobresaliente Universal Geography Sobresaliente 1874-1875 Latin III Sobresaliente Spanish III Sobresaliente Greek III Sobresaliente Universal History Sobresaliente History of Spain and the Philippines Sobresaliente Arithmetic and Algebra Sobresaliente 1875-1876 Rhetoric and Poetry Sobresaliente French I Sobresaliente Geometry and Trigonometry Sobresaliente 1876-1877 Philosophy I Sobresaliente Mineralogy and Chemistry Sobresaliente Philosophy II Sobresaliente Page 10 of 23 HCDC-VAA-WI-05.01  Physics Sobresaliente Botany and Zoology Sobresaliente Application Claim, Evidence, Reasoning. Answer the following question based on the topic we discussed above using the CER table below. Question 1: Given the Jesuit educational system’s emphasis on critical thinking and independence, how effective was it in shaping Rizal into a nationalist and reformer? Claim: A statement that answers the Ans. question. It will usually be one sentence in length only. The claim does not include any explanation, reasoning, or evidence. So, it should not include any transition words such as “because.” Evidence: Data used to support the Ans. claim. It should contain lines/sentences that can be found verbatim in the given material. Reasoning: Explanation of “why and Ans. how” the evidence supports the claim. It should include an explanation of the underlying concept that produced the evidence or data. It should contain two or more sentences explaining the connection between the claim and the evidence presented. Question 2: Assess the impact of Rizal's extra-curricular activities, such as membership in literary and scientific societies, on his overall intellectual growth. Were these activities essential to his formation as a well-rounded individual? Claim: A statement that answers the Ans. question. It will usually be one sentence in length only. The claim does not include any explanation, reasoning, or evidence. So, it should not include any transition words such as “because.” Evidence: Data used to support the Ans. claim. It should contain lines/sentences Page 11 of 23 HCDC-VAA-WI-05.01  that can be found verbatim in the given material. Reasoning: Explanation of “why and Ans. how” the evidence supports the claim. It should include an explanation of the underlying concept that produced the evidence or data. It should contain two or more sentences explaining the connection between the claim and the evidence presented. References Zaide, G. & Zaide, S. (2014). Jose Rizal Life, Works, and Writings of a Genius, Writer, Scientist, and National Hero. Anvil Publishing, Inc. Zaide, G. & Zaide, S. (2018). Jose Rizal Life, Works and Writings (3rd ed.). New Day Publishers. Page 12 of 23 HCDC-VAA-WI-05.01  Module 2 – The Making of a Hero: Rizal's Transformation from Student to Propagandist (1872-1885) Lesson 6 - A Doctor's Heart, a Reformer's Mind: Rizal's Awakening as a Propagandist at the University of Santo Tomas (1877-1882) Specific Learning Outcomes: At the end of the lesson, you will be able to: 1. explain the reasons why Rizal chose to pursue his studies at UST after Ateneo; 2. analyze the potential effects of racial discrimination on Rizal's personal development and his growing ideas of reform; and 3. discuss the academic achievements of Rizal and the challenges he faced in his academic life at UST. Let’s Learn! When Jose graduated and got his Bachiller en Artes degree at Ateneo Municipal, his mother Teodora already opposed the idea of Jose going to Manila again to study for higher education. Only the privileged and few rich youths can go to higher education during that time. Teodora was not worried about the expenses that they would incur in Jose’s education but he was worried that Jose might have an altercation with the Spaniards if he will “know” more. In this lesson, we will learn more about the student life of Rizal at Universidad de Santo Tomas, the oldest u niversity in Asia. Activity #WEMATTER. Recall any experiences recently that you feel discriminated against. How did you deal with it? Share it with the class. Page 13 of 23 HCDC-VAA-WI-05.01  Analysis After the activity, try to answer the following questions to understand the topic we will discuss today. Process Questions: 1. How does it feel to be discriminated against? 2. Do you think discrimination can be eliminated in our society? Explain. Abstraction Rizal enters in UST Teodora’s opposition to enrolling Jose in the Universidad de Santo Tomas is a valid reaction for a mother who was threatened by the life of his son. Despite the opposition of Teodora, Francisco, and Paciano still decided to enroll Jose at Universidad de Santo Tomas at the risk of wading into dangerous political waters. Jose was only 15 years old when he entered the university taking up Philosophy and Letters, which he chose because his father liked it and he was still uncertain about what career to pursue. During his first year at UST, he also took a vocational course at Ateneo Municipal. Jose still excelled in this vocational course earning him the title of perito agrimensor (expert surveyor). Though a Thomasian already during that time, he still frequently visited Ateneo because of his beautiful experience there when he was still earning his degree. After a year, under the advice of Fr. Pablo Ramon (rector of Ateneo), he shifted from Philosophy and Letters to Medicine. Another reason why Jose wanted to take Medicine is due to his mother’s failing eyesight. He wanted to cure his mother for that reason. Experiences of Abuse and Racial Discrimination Jose was not exempted from the racial discrimination against the Filipinos during their time. He even experienced his first personal taste of Spanish brutality. During his summer vacation in 1878, he passed by another man while walking at night in the street of Calamba. Not noticing the person due to the darkness, he did not salute, as he was supposed to do, nor say a courteous “Buenas noche!”. The man turned out to be a Spanish lieutenant of the Guardia Civil. The lieutenant might have mistaken Jose as a bandit in the dark which is why he brutally slashed the back of Jose using his sword. Fortunately, the wound was not fatal, only painful. He reported the incident to General Primo de Rivera, the liberal governor-general during that time. Yet, it was not taken action because he was a Filipino and the abusive lieutenant was Page 14 of 23 HCDC-VAA-WI-05.01 a Spaniard. In UST, Jose also experienced racial discrimination in his classes. Due to the brilliance of the Filipino students, they often surpassed the Spaniards to the point that the Spaniards insulted the Filipinos and called them “Indio, tsonggo!”. It often resulted in street brawls which Jose also was involved in. He founded Compañerismo (Comradeship), a secret student society where he was the chief. Academic Achievements and Challenges In UST, Jose did not get excellent grades unlike in Ateneo where he excelled in all of his subjects. Yet, his brilliance still was shown in several literary works he wrote that were award - winning such as A la Juventud Filipina (To the Filipino Youth), El Consejo de los Dioses (The Council of the gods), Abd-el-Azis Mahoma, Junto al Pasig (Beside the Pasig), A Filipinos, and Al M.R.P. Pablo Ramon. During his stay at UST, he can see the different treatment of the Dominican friars to the Filipinos though they were not totally hostile to him. Jose did not like the method of instruction that the friars did. His experience in UST was also his inspiration in one of the chapters of El Filibusterismo (Chapter 13) where he narrated that the friars teach science subjects without laboratory experiments, the microscope and other lab apparatus were not used, and was just displayed in the cabinet to be seen by the visitors. Here are the grades of Rizal when he was at Universidad de Santo Tomas: Jose Rizal’s Scholastic Records from 1877-1882 1877-1878 (Philosophy and Letters) Cosmology and Metaphysics Excellent Theodicy Excellent History of Philosophy Excellent st 1878-1879 (Medicine) – 1 Year Physics Fair Chemistry Excellent Natural History Good Anatomy I Good Dissection I Good nd 1879-1880 (Medicine) – 2 Year Anatomy II Good Dissection II Good Physiology Good Private Hygiene Good Public Hygiene Good rd 1880-1881 (Medicine) – 3 Year General Pathology Fair Therapeutics Excellent Surgery Good th 1881-1882 (Medicine) – 4 Year Medical Pathology Very Good Surgical Pathology Very Good Page 15 of 23 HCDC-VAA-WI-05.01  Obstetrics Very Good Application FACES OF DISCRIMINATION. The class will be divided into 6 groups. Each group will create a poster with a hashtag that will sum up what they learned about the lesson using clean bond paper and art materials. The groups will assign one representative to explain their poster in 1 minute. References Zaide, G. & Zaide, S. (2014). Jose Rizal Life, Works, and Writings of a Genius, Writer, Scientist, and National Hero. Anvil Publishing, Inc. Zaide, G. & Zaide, S. (2018). Jose Rizal Life, Works and Writings (3rd ed.). New Day Publishers. Page 16 of 23 HCDC-VAA-WI-05.01  Module 2 – The Making of a Hero: Rizal's Transformation from Student to Propagandist (1872-1885) Lesson 7 - Exile by Choice: Rizal's European Odyssey for Reform (1882-1885) Specific Learning Outcomes: At the end of the lesson, you will be able to: 1. explain the significance of Rizal's decision to study abroad in the context of his reformist ideals; 2. analyze how Rizal's involvement in the Filipino student community in Madrid might have contributed to his developing sense of nationalism; 3. explain the reasons behind Rizal's financial struggles and how they affected his studies and well-being; and 4. analyze how Rizal's mastery of various disciplines might have equipped him with the knowledge and skills necessary to advocate for change. Let’s Learn! Jose’s experience at Universidad de Santo Tomas contributed to the awakening of his nationalist thoughts. This made him eager to respond to the call of nationalism and defend the rights of the Filipinos who were oppressed by the Spaniards for more than three centuries. It was the time also that he experienced the negative effects of Spanish dominance against his family and fellow Filipinos. In this lesson, we will explore the reasons why Jose Rizal chose to stop his medical studies at UST and continue abroad, particularly in Spain. Activity SACRIFICE I WILL MAKE. Every day, there are things we sacrifice. We sacrifice our sleep just to finish our homework. We sacrifice our relationships to be able to do better in our classes. We sacrifice the time we spend on our gadgets to be able to study more. These are several sacrifices that we are willing to make for the sake of choosing the other. Now, for you, what are you willing to sacrifice for the country? Share it with the class. Page 17 of 23 HCDC-VAA-WI-05.01  Analysis After the activity, try to answer the following questions to understand the topic we will discuss today. Process Questions: 1. What do you think are the reasons for our national heroes like Jose Rizal to sacrifice so much for the country? 2. Do we need to sacrifice for our country? Explain. Abstraction Decision to Study Abroad Paciano believes that Jose can better study abroad, particularly in Spain where the conditions are more liberal than in the Philippines. Jose did not inform his parents about his plans to study abroad because he knew that his parents would oppose it. Paciano assured Jose that the family could afford to send Jose to Spain. However, Jose and Paciano knew that it was not the only reason why they decided to send Jose to Spain. The Rizal brothers refrained from declaring that Jose’s mission was to free his country because it was dangerous to speak of independence. They believed that the Philippines should be liberated from the grip of bad governance. When his parents knew that Jose departed through the letter sent by Jose shortly after his departure, his father was found depressed and weeping at night. His mother did not know Jose will be leaving because she would not have allowed him to go. His father was only relieved and came back to his usual self when Paciano told him everything about the plans. It was the first time that Jose went abroad. Like our OFWs, he experienced the reasons why people go abroad for the reasons of injustice, lack of opportunities, and bad governance. Student Life in Madrid Jose arrived in Spain, particularly in Barcelona where he stayed. He wrote his nationalistic essay entitled “Amor Patrio” in this city which was his first article in Spain. He mailed it to his friend and was later published in Diariong Tagalog under his pen name Laong Laan. In this essay, he urged his compatriots to love their homeland which at that time, such a statement was considered disloyal to Spain. Jose was advised by Paciano to finish his medical studies in Madrid to which Jose heeded the advice of his older brother and left Barcelona in the fall of 1882 and established himself in Page 18 of 23 HCDC-VAA-WI-05.01 Madrid, the capital of Spain. Jose enrolled in Universidad Central de Madrid in two courses – Medicine and Philosophy and Letters. Jose continued his love for learning by studying painting and sculpture at the Academy of Fine Arts of San Fernando, taking French, German, and English lessons under private instructors, and practicing fencing and shooting in the Hall of Arms of Sanz y Carbonell. Jose lived frugally in the city not spending his money on gambling, wine, and women except for investing a few pesetas for a lottery ticket. In Spain, he came into contact with prominent Spanish liberal and republican Spaniards, mostly Masons. Jose was impressed by the way they freely criticized the government policies and even the friars who cannot be criticized in the Philippines. Due to this amazement of the ideas of Masonry, he joined the Masonic lodge called Acacia in Madrid. He joined the Masonry because he wanted to employ the aid of the Freemasons in his fight against the friars in the Philippines. Later he transferred to Lodge Solidaridad where he became a Master Mason. As a Mason, he played a lukewarm role in Freemasonry unlike Del Pilar, Lopez Jaena, and Ponce who were very active in Masonic affairs. Financial Worries and Problems Back in Calamba, the Rizal family encountered a very bad situation in their livelihood. The Hacienda de Calamba, where the family of Rizal has been an inquilino, faced drought and locust problems in their rice and sugarcane harvests. Additionally, they faced an increase in rentals of their lands by the Dominicans. Due to the problems in Calamba, Jose’s monthly allowances were late or worse, did not arrive causing him so much suffering in Madrid. Paciano even was forced to sell his younger brother’s donkey in order to send money to Madrid. Jose even experienced a lot worse during this time. On June 24, 1884, because he was broke, he was unable to have breakfast that day. With an empty stomach, he attended his class at the university, participated in the contest in the Greek language, and won the gold medal. He only ate in the evening for he was a guest speaker at a banquet held in honor of Juan Luna and Felix Resurreccion Hidalgo. Issue on Equal Rights and Scholastic Achievements at Universidad Central de Madrid Back in the Universidad Central de Madrid, Jose was involved in a bloody riot because of the excommunication of Dr. Miguel Morayta due to his address during the opening ceremonies of the academic year in November 1884 in which he proclaimed “the freedom of science and the teacher”. It resulted in offending the Catholic bishops of Spain. Angered by the bigotry of Catholic bishops, a lot of students from different departments rose in violent demonstrations including Jose. Many university professors supported the student rioters. They fought the government forces which resulted in bloody fights. Jose was conferred with a degree of Licentiate in Medicine by the university in June 21, 1884. The next academic year, he studied and passed all subjects leading to the degree of Doctor of Medicine. However, due to non-payment of corresponding fees and not presenting his thesis required for graduation, he was not awarded his doctor’s diploma. On the other hand, he was Page 19 of 23 HCDC-VAA-WI-05.01 also awarded the degree of Licentiate in Philosophy and Letters on his birthday in 1885. Here is the scholastic record of Jose at the Universidad Central de Madrid for both of his degrees: Jose Rizal’s Scholastic Records from 1882-1885 (Continuation of Medicine) 1882-1883 Medical Clinic I Good Surgical Clinic I Good Obstetrical Clinic Fair Legal Medicine Excellent 1883-1884 Medical Clinic II Good Surgical Clinic II Very Good Licentiate in Medicine awarded with the rating “Fair” 1884-1885 (Doctorate in Medicine) History of Medical Science Fair Surgical Analysis Good Normal Histology Excellent Jose Rizal’s Scholastic Records from 1882-1885 (Philosophy and Letters) 1882-1883 Universal History I Very Good General Literature Excellent Spanish Language Excellent with a scholarship Arabic Language Excellent with a scholarship 1883-1884 Universal History I Very Good General Literature Excellent 1884-1885 Universal History I Excellent Greek and Latin Literature Excellent with prize Greek I Excellent with prize Passed and awarded Licentiate degree with a grade of Excellent Application GALLERY WALK. The class will be divided into 6 groups. Each group will be assigned a topic to discuss about Jose Rizal's student life. The group will set up their stations around the classroom. The group will now visit each station alternately for about 3 minutes each station until they reach Page 20 of 23 HCDC-VAA-WI-05.01 their group’s station again. After the gallery walk, the instructor will ask some questions regarding the presentation of each group. Put your template in a ½ manila paper. GROUP NUMBER ASSIGNED TOPIC One Rizal as a student of Ateneo Two Struggles of Rizal in Ateneo Three Rizal as a student of UST Four Struggles of Rizal in UST Five Rizal as a student of Universidad Central de Madrid Six Struggles of Rizal in Universidad Central de Madrid References Zaide, G. & Zaide, S. (2014). Jose Rizal Life, Works, and Writings of a Genius, Writer, Scientist, and National Hero. Anvil Publishing, Inc. Zaide, G. & Zaide, S. (2018). Jose Rizal Life, Works and Writings (3rd ed.). New Day Publishers. Summary The module outlines the formative years of Jose Rizal, from his early education at Ateneo Municipal to his experiences at the University of Santo Tomas and subsequent studies abroad in Spain. Rizal's intellectual growth is evident in his academic achievements, literary pursuits, and involvement in extracurricular activities. His time in Ateneo fostered a love for learning and a competitive spirit, while UST exposed him to the harsh realities of Spanish colonial rule and ignited a sense of nationalism. The decision to study in Spain was driven by a desire for a more liberal education and a growing awareness of the Philippines' plight. Rizal's experiences abroad, marked by financial hardship and political unrest, solidified his commitment to reform and eventually, revolution. Throughout his journey, Rizal's character is shaped by a combination of intellectual brilliance, personal adversity, and a deep-rooted love for his country Prepared by: Reviewed by: Approved by: JAYSON B. DE LOS SANTOS, LPT, MAEd ____________________________ TERESA P. FABIANIA, DRDev, PhD Instructor Institutional Document Information Controller Vice President for Academic Affairs Page 21 of 23 HCDC-VAA-WI-05.01