RIZLWO1 Introduction PDF

UNIT 1: Factors that Contributed to Rizal’s Becoming a Great Man and a Hero At the end of the unit, you should be able to: 1. Gain insights about Rizal by reading R.A.1425 2. Distinguish the concept of hero and martyr 3. Differentiate a hero from a martyr and give specific examp...

UNIT 1: Factors that Contributed to Rizal’s Becoming a Great Man and a Hero At the end of the unit, you should be able to: 1. Gain insights about Rizal by reading R.A.1425 2. Distinguish the concept of hero and martyr 3. Differentiate a hero from a martyr and give specific examples of each. 4. Evaluate the heroism and martydom of Jose Rizal 5. Give example of new heroes 6. Know Jose Rizal by heart through his biography Lesson 1: REPUBLIC ACT NO. 1425 AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL. PARTICULARLYHIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO. AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF AND FOR OTHER PURPOSES.  WHEREAS, today, more than any 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; WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character; WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused; WHEREAS, all educational institutions are under the supervisions 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. Now, therefore,  SECTION 1: Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private. Provided that in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English translation shall be used as basic texts. The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry out the provisions of this Section, including the writing and printing of appropriate primers, readers, and textbooks. The Board shall, within sixty(60)days from the effectivity of this Act, promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the provisions of this Act. The Board shall promulgate rules and regulations providing for the exemption of students for reasons of religious belief stated in a sworn written statement, from the requirement of the provision contained in the second part of the first paragraph of this section, but not from taking the course provided for in the first part of said paragraph. Said rules and taking the course provided for us in the first part of said paragraph.  Said rules and regulations shall take effect thirty(30) days after their publication in the official Gazette SECTION 2: It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies of the original and unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works and biography. The said unexpurgated editions of the Noli Me Tangere and Filibusterismo or their translations in English as well as other writings of Rizal, shall be included in the list of approved books for required reading in all public or private schools, colleges and universities. The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment of the school, college or universities SECTION 3: 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,  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 Barrio Councils throughout the country SECTION 4: Nothing in this Act shall be construed as amendment repealing section nine hundred twenty-seven of the Administrative Code. Prohibiting the discussion of religious doctrines by public schools teachers and other person engaged in any public school. SECTION 5:The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not otherwise appropriated in the National Treasury to carry out the purposes of this Act. SECTION 6: This Act shall take effect upon its approval. LESSON 2: Importance of Studying Rizal It is very important that students understand the rationale behind having to take up a Rizal course in college  For high school students, the Noli Me Tangere and the El Filibusterismo are injected into the Filipino subject as part of the overall curriculum. In tertiary education, however, Rizal is a subject required of any course, in any college or university in the Philippines. But why did the Philippine government implement the teaching of Rizal? Here are some answers to those questions It is a Mandate of Law The teaching of Jose Rizal’s life, works, and writings is mandated by Republic Act No. 1425, otherwise known as the Rizal Law. Former representative of Batangas Congressman Claro M. Recto together with Senator Jose P. Laurel who said that since Rizal was the founder of Philippine nationalism and has contributed much to the current standing of this nation, it is only right that the youth as well as the people in the country know about and learn to absorb the great ideals for which he died. The Rizal Law, despite the strong opposition from a contingent of Catholic groups enacted in 1956, seeks to accomplish the following goals:  1. To incite the lives of youth to the ideals of freedom and nationalism, for which our heroes lived and died. 2. Because the contributions he gave to our country is priceless we need to pay tribute to our national hero for devoting his life and works in shaping the Filipino character. 3. To gain an inspiring source of patriotism through the study of Rizal’s life, works and writings. It is beneficial to all of us Filipinos Aside from those mentioned above, there are other reasons for teaching the Rizal course in Philippine school. 1. To recognize the importance of Rizal’s ideals and teachings in relation to present conditions and situations in the society 2. To encourage the application of such ideals in current social and personal problems and issues.  3. To develop an appreciation and deeper understanding of all that Rizal fought and died for. 4. To foster the development of the Filipino youth in all aspects of citizenship. 5. By studying Rizal and his works he will serve as a worthwhile model and inspiration to every Filipino. 6. And finally it helps us understand better ourselves as Filipinos Definition of a Hero/Martyr A hero is a” prominent or central personage taking an admirable action or event.” Also, he is a “ person of distinguished valor or enterprise in danger or fortitude in suffering.”Finally he is “a man honored after death by public worship because of exceptional service to mankind.” A martyr is a person who willingly suffers death rather than renounces his religion. He is a person who is put to death or endures great suffering on behalf of any belief, principle or cause, and he is a person who undergoes severe or constant suffering.  Hero versus Martyr 1. To start with, there is a significant difference between the kind of story that is told about heroes and the kind of story that is told about martyrs. The hero always makes a decisive intervention at a moment when things are looking like they could go badly wrong. The hero steps up and makes everything right. In other words, the hero is always the center of the story. By contrast, the martyr is not necessarily a crucial character. The martyr may be almost invisible, easily missed, quickly forgotten. The hero’s story is always about the hero. The martyr is always at the periphery of a story that is really about God. 2. The hero’s story is always told to celebrate the virtues of the hero. The hero’s strength, wisdom, or great timing such as the qualities on which the hero’s decisive intervention rests. By contrast the martyr may well not have any great qualities.  The martyr may not be strong, brave clever, or opportunistic. But the martyr is faithful. The story of the hero is told to rejoice in valor. the story of the martyr is told to celebrate faith 3. Whereas the icon of heroism is the soldier, the icon of sanctity is the martyr. The soldier faces death in battle; the martyr faces death by not going to battle. The soldier’s heroism is its own reward. … The martyr’s sanctity makes no sense unless rewarded by God. 4. It is the hero’s decisive intervention that makes the story came out right. Without the hero all would be lost. So if the hero makes a mistake, if it hero bungles or exposes a serious flaw- it is a disaster, a catastrophe…. By contrast, the martyr expects to fail. If the saint’s failures are honest ones, they merely highlight the wonder of God’s great victory. If the martyr’s failures are less admirable ones, they open up the cycle of repentance, forgiveness, reconciliation, and restoration. 5. Finally, the hero stands alone against the world. The story of the hero shows how he or she stands out from the community by the excellence of his or her virtue, the decisiveness of his or her intervention or their simple right to have his or her story told.  The story of God tells how He expects a response from his disciples that they cannot give on their own ; they depend not only on Him but on one another for resources that can sustain faithful lives, and they discover that their dependence on one another is not a handicap but its central to their witness. Why is Rizal the Greatest Filipino Hero? I die without seeing the Day dawning on my country…. You who will see it, greet it…and forget not those who fell during the night… - Jose Rizal Dr. Jose Rizal Mercado y Alonzo or simply Rizal (1861-1896) is unquestionably the greatest hero and martyr of our nation. The day of his birth and the day of his execution are fittingly commemorated by all classes of our people throughout the length and breadth of this country and even by Filipinos and their friends abroad. His name is byword in every Filipino home while his picture adorns the postage stamp and paper money of widest circulation.  No other Filipino hero can surpass Rizal in number of monuments erected in his honor; in the number of towns, barrios, and streets named after him; in the number of educational institutions, societies, and trade name that bear his name; in the number of persons, both Filipinos and foreigners, who were named “Rizal” or “Rizalina” because of their parent’s admiration for the Great Malayan; and in the number of laws, Executive Orders and Proclamations of the Chief Executive and bulletin memoranda, and circulars of both public and private schools. Who are the Filipino writer and thinker whose teachings and noble thoughts have been frequently invoked and quoted by authors and public speakers on almost all occasions? None but Rizal, and so this is why he is the greatest hero. He was a towering figure in the Propaganda Campaign that covered the period from 1882 to 1896. he is a great Filipino writer having written the very controversial novels Noli Me Tangere and El Filibusterismo and these contributed tremendously to the formation of Filipino nationality.  He was admired most for the sacrifices he made and setting aside his personal interests in order to think and act for his country. He received high praises for his novels and this were from Antonio Maria Regidor and Prof. Ferdinand Blumentritt and considered the book superior because he exposed to the world the suffering of Filipinos from the hands of the Spaniards. To the bigoted Spaniards in Spain and in the Philippines. Rizal was the most intelligent, most courageous, and most dangerous enemy of the reactionaries and the tyrants; therefore, he should be shot publicly in order to serve as an example and a warning to those of his kind. This was the reason why Rizal, after a brief mock trial was sentenced to death and made to face the firing squad at Bagumbayan Field. Both Filipinos and foreigners acclaim Rizal as the foremost leader of his people prior to his execution. He shouldn’t have died early on for his name embodies the most pure and unblemished emblem of a people’s aspirations.. Even before the outbreak of the Revolution against Spain in 1896, many instances can be cited to prove that his countrymen here and abroad recognized Rizal’s leadership. In the early part of 1889, he was unanimously elected by the Filipinos in Barcelona and Madrid as honorary president of the La Solidaridad. He was the founder and moving spirit in the organization of the La Liga Filipina in Manila on July 3, 1892. History tells us that the revolutionary society known as the Katipunan likewise acknowledged Rizal’s leadership and greatness by making him its Honorary President and using his family name Rizal as the password for the third-degree members. Even Supremo Andres Bonifacio himself recognized the leadership of Rizal when he and other Katipunan chiefs sent Dr. Pio Valenzuela to Dapitan in Northern Mindanao to get the great hero’s opinion on their plan to rise in arms against the Spanish rule.  A year after Rizal’s execution. General Emilio Aguinaldo and the other revolutionary chiefs exiled to Hong Kong held a commemorative there on December 29, 1897 on the first anniversary of their hero’s execution and martyrdom. Then December 20, 1898 at the revolutionary capital at Malolos , President Aguinaldo issued the first official proclamation making December 30 of that year as “Rizal Day” Not only is Rizal THE MOST PROMINENT MAN OF HIS OWN PEOPLE BUT THE GREATEST MAN OF THE MALAYAN RACE HAS PRODUCED. His memory will never perish in his fatherland, and and future generations of Spaniards will yet to learn to utter his name with respect and reverence. Who made Rizal the foremost hero of the Philippines? The answer is no single person or groups of persons was responsible for making the Greatest Malayan the Number One Hero of his people, Rizal himself, his own people, and the foreigners all together contributed to make him the greatest hero and martyr of his people. No amount of adulations and canonizations by both Filipinos and foreigners could convert Rizal into a great hero if he did not possess in himself what Palma calls “excellent qualities and merits”.  Jose Rizal Hymn By the shore of fair Laguna Bay Down beside the Mt Makiling gay There Rizal was born on June 19 He whose love for the rights was deep and keen Rizal oh hail! To thee we sing With glorious hearts we sing to thee Your noble deeds we all acclaim JOSE RIZAL our patriot’s name  Unit 1: Assessment Task Activity 1 Name: Date Section Philippine Unsung Heroes Number Unsung Hero Birth Place Legacies to the 1 - 10 Philippine Independence Activity 2 Look for an article about an example of modern day hero. How are these modern day heroes be useful in influencing our current political , social, spiritual and personal situation? Refer to the rubrics in your syllabus for the assessment grades Submit the activity within 24 hours of posting.  Criteria Scor Focus Content Organizati Style e on Conventio ns 5 Sharp and Substantial Sophisticated Precise; Evident control of distinct specific and or arrangement of illustrate and grammar, controlling illustrative content with plentiful variety spellingand usage point about content evident or subtle of words used of sentence the topic transitions formation 4 Apparent Sufficient Functional Sufficient Sufficient control point made content with arrangement with variety of of grammar, with adequate logical control words used spelling and sufficient elaboration usage of control sentence formation 3 Minimal Superficial Minimal control of Minimal variety Minimal control of point given points arrangement of words used grammar, spelling elaborated and usage of sentence formation Prepared by: Evangelina Lapid- Navarro Course Professor