Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Region V
POLANGUI COMMUNITY COLLEGE
Polangui, Albay

Course Code: GE 09
Course Title: The Life and Works of Rizal
Course Type: GEC
Course Credits: 3 units
Duration: Second Semester 2020-2021
Instructor: ROCHELLE M. BACONG, LPT
Contact Information: [email protected]/ 0935-474-0232

Module 1
The Rizal Law (Republic Act 1425)

I. Learning Outcomes
At the end of this module, the students are expected to:

1. Identify the basic facts about Republic Act 1425

2. Explain the history of the Rizal Law and its important provisions
3. Determine the value of studying Jose Rizal in the 21 st century

II. Introduction
This module introduces Republic Act 1425, otherwise known as the Rizal Law. It discusses nationalism and
situates Jose Rizal in the context of 19 th-Century Philippines. The Rizal Law (Republic Act 1425), the Study of Rizal
and Literature highlights the importance of studying Jose Rizal in the 21 st century and why RA 1425 is considered a
landmark legislation. It highlights the history of how the bill became law, particularly what necessitated its
proponents to propose the bill. It likewise presents issues behind the deliberation and approval of the law focusing
on the arguments made by both the proponents and opponents of the law. The lesson also discusses why R.A.
1425 is a landmark legislation that paved the way for the study of Rizal through literature in an attempt to
decolonize Philippine culture.

III. Eliciting Concepts/Vocabularies

Give the meaning of the following words:

a. Law
b. Bill
c. Proponent
d. Nationalism

IV. Learning Content

Republic Act 1425 (The Rizal Law)

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  On June 12, 1956, Philippine Independence Day, the Republic Act 1425 (R.A. 1425) also known as the Rizal Law
was passed. It is 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, particularly his novels Noli Me Tangere and El Filibusterismo.
Authorizing the printing and distribution thereof, and for other purposes”
RIZAL LAW – BRIEF HISTORY

 Senator Claro M. Recto was the main proponent of the Rizal Bill.
 Catholic Church claimed that it would violate freedom of conscience and religion
 Catholic Bishops Conference of the Philippines (CBCP)-”Such bill is a violation of 1939 Canon Law which prohibit
books that attacks the Catholic Doctrine and practices”
 It was approved on May 12, 1956
 The bill specified that only college (university) students would have the option of reading unexpurgated versions of
clerically-contested reading material such as Noli Me Tangere and El Filibusterismo.
 The bill was enacted on June 12, 1956 – Independence Day.
REPUBLIC ACT 1425 (THE RIZAL LAW) Full Text
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, PARTICULARLY HIS 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 need for a re-dedication to the ideals of
freedom and nationalism for which heroes lived and died;
WHEREAS, it is meet that in honouring 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 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;
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 regulations shall take effect thirty (30) days after their
publication in the Official Gazette.

ROCHELLE M. BACONG, LPT Page 2

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 El 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 university.
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; 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 or repealing section nine hundred twenty-seven of the
Administrative Code, prohibiting the discussion of religious doctrines by public school 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.

Approved: June 12, 1956

Published in the Official Gazette, Vol. 52, No. 6, p. 297 in June 1956
Why Study Rizal?
In the 21st century, the challenge for students is to understand the purpose of studying Rizal. Scholars and academicians re
one in saying that mandated course on Rizal is as helpful as any other course that teaches values that a student may carry
for the rest of his or her life.
Studying Rizal in the 21st century helps students make sense of the present by looking back at the past. For
instance, Rizal’s illustration of 19 th century Philippines in his works may aid today’s generation in recognizing the ills of
present day Philippines.
With the students exposed to many foreign influences, studying Rizal may remind and urge them to understand the
real essence of being a Filipino. Significant historical figures like Rizal help the younger generation navigate Philippine
history and understand why being aware of social issues are important in formation of one’s national identity.
And finally, Rizal, then and now, is a worthy role model and a constant inspiration to all Filipinos. In every aspect of
his being, Rizal is worthy to emulate especially in the ideals he held as a nationalist. He was not only intelligent; he was also
humane, creative and innovative.

V. Learning Experiential Activities

Lesson/s Synchronous Asynchronous

Quizziz: Take the online quiz at Individual Activity 1: Crossword puzzle: Unlocking of
The Rizal Law pretest: difficulties
(Republic Act
1425) https://quizizz.com/join/quiz/
5f5496c56dcc86001cd6e3cb/start 7 8 6

ROCHELLE M. BACONG, LPT Page 3

 3
2
Watch the YouTube video about 2
Rizal Law 1 5
4
Links:
https://www.youtube.com/watch? 1
v=03G1UmDVLKs
5
https://www.youtube.com/watch? 3
v=kgezfI8_w7Y
4 9
Answer the following questions after
watching the videos:

1. As a student, do you agree to

study and incorporate “The Life and
Works of Rizal” course to the school
curriculum? Explain your answer. Clues: (Down)

2. What insights did you get from 1.The Philippine National Hero
the videos? 2.The real surname of Jose Rizal
3.The famous novel that Jose Rizal published in Berlin
3. Why do we need to study the life 4.Jose Rizal’s inspiration for the character of Maria Clara
and works of Rizal? 5.The course that Rizal took to cure his mother’s eye
6.Jose Rizal’s prison cell in Manila
1. 7.__________ Bracken is the wife of Rizal.
Google Meeting 8. The name of Rizal’s pet dog.
9.Ibarra’s mysterious friend and ally in the novel Noli Me
 Discussion of the topic: Tangere
Rizal Law (RA 1425)
Across:
Google Draw:
1. Rizal was also an __________, an eye specialist.
 Using Google Draw, make a
2. Rizal changed his surname from _______________.
graphic organizer (e.g.,
3. He chose to be an ophthalmologist to _______ his mother’s
timeline, chart, etc.)
failing eyesight
highlighting the different
4. The school where Jose Rizal graduated when he was 16
issues raised for and
years old
against RA 1425 specially
5. The place where Rizal was deported and imprisoned
focusing on the statements
of the proponents of and
Activity 2:
opponents to the bill.
Instructions: Please answer the following questions:
Google Jamboard:
 On how the bill became a law and is this implemented
Answer the following questions:
in the current situation and governance applied.
 On how the bill became a  What was the reason on opposing the law that Jose
Rizal created wherein all the people will benefit on the
ROCHELLE M. BACONG, LPT Page 4
 law and is this implemented said law?
in the current situation and  What are the advantages and disadvantages of Rizal
governance applied. Law?

 What was the reason on Activity 3:

opposing the law that Jose
Rizal created wherein all A. The Rizal Law
the people will benefit on
the said law? Instruction:

 What are the advantages Make a graphic organizer (e.g., timeline,

and disadvantages of Rizal chart, etc.) and discuss the different issues raised for
Law? and against RA 1425 specially focusing on the
statements of the proponents of and opponents to the
bill.

Assessment:

I. Rizal Bill vs. RH Bill

Instructions:

In recent years, the Catholic Church opposed the legalization of divorce, restoration of death penalty, and
the controversial RH Bill which has passed into law in 2012. Such opposition of the Church was also seen in the
case of the Rizal Bill in the 1950s. Write a one-page REFLECTION PAPER comparing and contrasting the Catholic
Church’s objection to the Rizal Law and the RH Bill by recalling the events that took place during the legislative
debates.

Reflection Writing Rubric

Excellent Very Good Good Poor

Criteria 4 points 3 points 2 points 1 point

Response demonstrates Response demonstrates a Response Response demonstrates

an in-depth reflection on, general reflection on, and demonstrates a a lack of reflection on,
and personalization of, personalization of, the minimal reflection on, or personalization of,
the theories, concepts, theories, concepts, and/or and personalization of, the theories, concepts,
and/or strategies strategies presented in the the theories, concepts, and/or strategies
Depth of presented in the course course materials to date. and/or strategies presented in the course
Reflection materials to date. Viewpoints and presented in the materials to date.
Viewpoints and interpretations are course materials to Viewpoints and
interpretations are supported. Appropriate date. Viewpoints and interpretations are
insightful and well examples are provided, as interpretations are missing, inappropriate,
supported. Clear, applicable. unsupported or and/or unsupported.
detailed examples are supported with flawed Examples, when
provided, as applicable. arguments. Examples, applicable, are not
when applicable, are provided.
not provided or are
irrelevant to the

ROCHELLE M. BACONG, LPT Page 5

 assignment.
Response includes all Response includes all Response is missing Response excludes
components and meets components and meets all some components essential components
or exceeds all requirements indicated in and/or does not fully and/or does not address
requirements indicated the instructions. Each meet the requirements the requirements
in the instructions. Each question or part of the indicated in the indicated in the
Required question or part of the assignment is addressed. instructions. Some instructions. Many parts
Components assignment is All attachments and/or questions or parts of of the assignment are
addressed thoroughly. additional documents are the assignment are not addressed minimally,
All attachments and/or included, as required. addressed. Some inadequately, and/or not
additional documents attachments and at all.
are included, as additional documents,
required. if required, are missing
or unsuitable for the
purpose of the
assignment.
Writing is clear, concise, Writing is mostly clear, Writing is unclear Writing is unclear and
and well organized with concise, and well and/or disorganized. disorganized. Thoughts
Structure excellent organized with good Thoughts are not ramble and make little
sentence/paragraph sentence/paragraph expressed in a logical sense. There are
construction. Thoughts construction. Thoughts are manner. There are numerous spelling,
are expressed in a expressed in a coherent more than five grammar, or syntax
coherent and logical and logical manner. There spelling, grammar, or errors throughout the
manner. There are no are no more than five syntax errors per page response.
more than three spelling, spelling, grammar, or of writing.
grammar, or syntax syntax errors per page of
errors per page of writing.
writing.
Response shows strong Response shows evidence Response shows little Response shows no
evidence of synthesis of of synthesis of ideas evidence of synthesis evidence of synthesis of
ideas presented and presented and insights of ideas presented and ideas presented and
insights gained gained throughout the insights gained insights gained
Evidence and
throughout the entire entire course. The throughout the entire throughout the entire
Practice
course. The implications implications of these course. Few course. No implications
of these insights for the insights for the implications of these for the respondent's
respondent's overall respondent's overall insights for the overall teaching practice
teaching practice are teaching practice are respondent's overall are presented, as
thoroughly detailed, as presented, as applicable. teaching practice are applicable.
applicable. presented, as
applicable.

II. Essay: Write an essay explaining the history of Rizal Bill together with your opinion on its importance to you as a
student.

Rubric for Essay:

Criteria 5 4 3 2 1
Introduction: The introduction is inviting, states a clear thesis

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 statement, and previews the structure of the paper. There is
one clear, well-focused thesis statement
Supporting details: Relevant, telling, quality details give the
reader important information that goes beyond the obvious or
predictable
Organization: ideas flow together smoothly and form coherent
arguments
Grammar and Spelling: no errors in grammar or spelling that
distract the reader from the content

References:

 Constantino, R. (19690. The Rizal Law and the Catholic hierarchy. In The Making of a Filipino: A story of Philippine
colonial politics (pp. 244-47). Quezon City, Philippines: Malaya Books
 Hau, C. (2000). Introduction. In Necessary fictions: Philippine literature and the nation, 1946-1980 (pp. 1-14).
Quezon City, Philippines: Ateneo de Manila University Press
 Laurel, J. (1960). The trials of the Rizal Bill. Historical Bulletin, 4 (2), 130-39
 Schumacher, J. (2011). The Rizal Bill of 1956: Horacio de la Costa and the bishops. Philippine Studies 59 (4), 529-
53
 Mojares, R. (2013). Isabelo’s archive. Mandaluyong City, Philippines: Anvil Publishing
 Republic of the Philippines. (1956). Republic Act 1425. Retrieved from http://www.gov.ph/ 1956/06/12/republic-act-
no-1425

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