Republic of the Philippines

Laguna State Polytechnic University

ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

LSPU Self-Paced Learning Module (SLM)

Course PI 100 - The Life and Works of Rizal
Sem/AY First Semester/ 2021-2022
Module No. 4.1
Lesson Title THE PHILIPPINES; A CENTURY HENCE
Week
1
Duration
Date February 7-11, 2022
Description “The Philippines a Century Hence” is an essay written by Philippine national hero Jose Rizal
of the to forecast the future of the country within a hundred years. Rizal felt that it was time to
remind Spain that the circumstances that ushered in the French Revolution could have a telling
Lesson effect for her in the Philippines.

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning ● Assess the Rizal’s writing.
Outcomes ● Appraise the value of understanding the Past.
Targets/ At the end of the lesson, students should be able to:
Objectives ● Identify the other possible topics
● Interpret views and opinions about bayani and kabayanihan in the context
● Create arguments based on evidence

Student Learning Strategies

Online Activities A. Online Discussion via Google Meet
(Synchronous/ The link will be available in our Google Classroom and sent in our FB
Messenger group chat.
Asynchronous)
B. Those in asynchronous, learning, module is available and will be
attached in the Google Classroom.
Offline Activities
(e-Learning/Self- A Philippine Century Hece
Paced)

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Rizal’s essay titled “The Philippines a Century Hence” presents

compelling arguments on what the state of the country will be like in the
future. However, in order to be forward-looking, one must, at first be able to
look back at the country’s past. In Rizal’s words, “In order to read the destiny of
a people, it is necessary to open the book of its past.”
The first part of the Rizal’s essay does this by illustrating that with the
arrival of the Spaniards, the Filipinos were forced to accept and subject
themselves to a new and foreign culture. Time passed while Spaniards
attempted to subjugate the Filipinos completely, but Rizal argues that the
continued oppression only resulted in the gradual awakening of the Filipinos.
By the nineteenth century, economic conditions had become better in the
Philippines and Rizal recognizes this. However, beyond the material prosperity,
he points out that the Filipinos remain brutalized and oppressed. Since
advancement or progress is clearly inevitable, Rizal poses the question on
whether the Philippines will remain a colony of Spain despite all the changes.
To this question, his answer is straightforward. He states that the
Philippines will remain a colony of Spain if the mother country implements
reforms such as freedom of the press and representation in the Cortes. Rizal
also concedes that if Spain does not grant these reforms, the Filipino will likely
become independent after a violent and bloody revolution.
The final part of Rizal’s work presents another interesting point of
discussion since he attempts to look into the future of the country. He argues
that if the Philippines becomes free in the future, this independence will be
short-lived since the United States of America will probably acquire and
colonize the country as one of their own territories.
In the end, Rizal makes a strong assertion that it is imperative for Spain to
grant the Filipinos reform, for as he eloquently states, “It is better to keep pace
with the desire of a people than to give way before them; the former begets
sympathy and love, the latter contempt and anger.”

Summary and Analysis

“The Philippines a Century Hence” is an essay written by Philippine national

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

hero Jose Rizal to forecast the future of the country within a hundred years. 
Rizal felt that it was time to remind Spain that the circumstances that ushered
in the French Revolution could have a telling effect for her in the Philippines.

This essay, published in La Solidaridad starts by analyzing the various causes of

the miseries suffered by the Filipino people:
1. Spain’s implementation of her military policies – because of such laws,
the Philippine population decreased dramatically.  Poverty became more
rampant than ever, and farmlands were left to wither.  The family as a unit of
society was neglected, and overall, every aspect of the life of the Filipino was
retarded.
2. Deterioration and disappearance of Filipino indigenous culture – when
Spain came with the sword and the cross, it began the gradual destruction of
the native Philippine culture.  Because of this, the Filipinos started losing
confidence in their past and their heritage, became doubtful of their present
lifestyle, and eventually lost hope in the future and the preservation of their
race.
3. Passivity and submissiveness to the Spanish colonizers – one of the
most powerful forces that influenced a culture of silence among the natives
were the Spanish friars.  Because of the use of force, the Filipinos learned to
submit themselves to the will of the foreigners.

The question then arises as to what had awakened the hearts and opened the
minds of the Filipino people with regards to their plight.  Eventually, the
natives realized that such oppression in their society by foreign colonizers
must no longer be tolerated. 

One question Rizal raises in this essay is whether or not Spain can indeed
prevent the progress of the Philippines:

1. Keeping the people uneducated and ignorant had failed.  National

consciousness had still awakened, and great Filipino minds still emerged from
the rubble.
2. Keeping he people impoverished also came to no avail.  On the contrary,
living a life of eternal destitution had allowed the Filipinos to act on the desire
for a change in their way of life.  They began to explore other horizons through
which they could move towards progress.
3. Exterminating the people as an alternative to hindering progress did not
work either.  The Filipino race was able to survive amidst wars and famine, and
became even more numerous after such catastrophes.  To wipe out the nation
altogether would require the sacrifice of thousands of Spanish soldiers, and this
is something Spain would not allow.

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Spain, therefore, had no means to stop the progress of the country.  What she
needs to do is to change her colonial policies so that they are in keeping with
the needs of the Philippine society and to the rising nationalism of the people.

What Rizal had envisioned in his essay came true.  In 1898, the Americans
wrestled with Spain to win the Philippines, and eventually took over the
country.  Theirs was a reign of democracy and liberty.  Five decades after
Rizal’s death, the Philippines gained her long-awaited independence.  This was
in fulfillment of what he had written in his essay: “History does not record in its
annals any lasting domination by one people over another, of different races, of
diverse usages and customs, of opposite and divergent ideas. One of the two
had to yield and succumb.

Performance Task

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Engaging Activities
Individual Task: ESSAY

● Please provide another sheet for your answer

● Based on your point of view, what will happen in the Philippines 100
years from now?
● Explain your answer not exceeded to 200 words (1-2 paragraphs)
● For the 1st paragraph, it could be including your visualize photo of the
Philippines that time.
● For the 2nd paragraph, it could be including your conclusions.

Understanding Directed Assess

Rubric

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Criteria 5 4 3 2 Points

Student barely
Student explained Student did not
Student tried to
CONTENT well but did not complete the
explained to complete the
give maximum activity
the best way of activity
effort
ability

Some of the Many of the All of the

ORGANIZATI The sentences
sentences or sentences or sentences or
ON used is stuck on
didn’t stock to the didn’t stock to didn’t stock to
the topic
topic the topic. the topic

Total Score:

Adopted from: https://www.coursehero.com/file/41388589/EDRD-430-COOPER-Lesson-Plan-Rubricdocx/

Learning Resources

Galicia, R., Solmerano, E., and Palecia, Marjueve M.,( 2018) The Life and Works of Rizal (1st
Edition) Sampaloc, Manila, Philippines: Fastbooks Inc.

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Zaide, G., and Zaide, S.,(2008). Life and Works of Rizal (2nd Edition) Quezon City, Philippines: All-
Nations Publishing Co., Inc.

Constantino, R. (1982). The Making of a Filipino: A Story of Philippine Colonial Politics. QC: R.
Constantino, 1982, pp. 244-247

Balbin, A. Jr., Distor, M., Pinas, G. and Zamoranos, C., (2018). Engaging Jose Rizal, Quezon City
Philippines: Nieme Publishing House Co. LTD

Hau, C.S. (1980). “Introduction” in Necessary Fiction: Philippine Literature and the Nation, 1946-
1980. Quezon City: Ateneo de Manila University Press, 2000, pp. 1-14

LSPU Self-Paced Learning Module (SLM)

Course PI 100 - The Life and Works of Rizal
Sem/AY First Semester/ 2021-2022
Module No. 4.2
Lesson Title JOSE RIZAL AND THE PHILIPPINE NATIONALISM BAYANI AND
KABAYANIHAN
Week
1
Duration
Date February 14-18,2022
Description Understanding what it means to become a hero and awakening the mind and perspective of
of the Filipino towards Nationalism
Lesson

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning ● Appraise the difference between hero and Bayani
Outcomes
Targets/ At the end of the lesson, students should be able to:
Objectives ● Identify the meaning of Bayani ,hero and nationalism
● Understand Jose Rizal in the Context of his times
● Compare and differentiate Hero and Bayani

Student Learning Strategies

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Online Activities
(Synchronous/ A. Online Discussion via Google Meet
Asynchronous) The link will be available in our Google Classroom and sent in our FB
Messenger group chat.
B. Those in asynchronous learning, module is available and will be attached in
the Google Classroom.

Offline Activities JOSE RIZAL AND THE PHILIPPINE NATIONALISM BAYANI AND
(e-Learning/Self- KABAYANIHAN
Paced)

INTRODUCTION

BAYANI AT KABAYANIHAN
The word “Bayani” or hero in Filipino is someone who saves somebody’s lives.
However, this word carries a deeper context wherein only those people who are
willing to suffer and sacrifice themselves for the good of the country are worthy
enough to be called as such. Being called a hero requires a greater act of bravery.
Dr. Jose P. Rizal was a man of intellectual power and artistic talent whom Filipinos
honor as their national hero (Szczepanski, 2019). Rizal is not only admired for
possessing intellectual brilliance but also for taking a stand and resisting the
Spanish colonial government. While his death sparked a revolution to overthrow the
tyranny, Rizal will always be remembered for his compassion towards the Filipino
people and the country. Another remarkable hero that we all know is Andres
Bonifacio. The Kataas- taasang, Kagalang-galangang Katipunan ng mga Anak ng
Bayan or KKK played a huge role in the revolt of the Filipinos against the
Spaniards. In the center of that revolution was its founder, Supremo Andres
Bonifacio. Furthermore, according to Vallejo Jr., (2010), Filipinos also remember
General Antonio Luna as a brilliant, brave soldier and tactician of the second phase
of the Revolution and the proverbial hothead but never as the excellent scientist. He

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

has no epitaph but perhaps his words before leaving exile in Europe for Manila are
apt: “I will fight and offer my life, my small knowledge and science for the
liberation of the Motherland.”
What does it take to be a hero? The heroism in real life does not require someone to
sacrifice his or her life to be called a bayani. The people that we set up as heroes are
people that generally go above and beyond in terms of the call of duty, they do
things that are extraordinary. The act of heroism is debatable to some people
however, for any hero, it's enough just knowing they helped someone else. That's
what makes them a true hero.
DR. JOSE P. RIZAL
José Protasio Rizal Mercado Y Alonso Realonda was born on June 19, 1861 to
Francisco Mercado and Teodora Alonzo in the town of Calamba in the province of
Laguna. He had nine sisters and one brother. At the early age of three, the future
political leader had already learned the English alphabet. And, by the age of five, he
could already read and write (Valdeavilla, 2018).
Rizal had been very vocal against the Spanish government, but in a peaceful and
progressive manner. For him, “the pen was mightier than the sword.” And through
his writings, he exposed the corruption and wrongdoings of government officials as
well as the Spanish friars. While in Barcelona, Rizal contributed essays, poems,
allegories, and editorials to the Spanish newspaper, La Solidaridad. Most of his
writings, both in his essays and editorials, centered on individual rights and
freedom, specifically for the Filipino people. As part of his reforms, he even called
for the inclusion of the Philippines to become a province of Spain. But, among his
best works, two novels stood out from the rest – Noli Me Tángere (Touch Me Not)
and El Filibusterismo ( The Reign of the Greed). In both novels, Rizal harshly
criticized the Spanish colonial rule in the country and exposed the ills of Philippine
society at the time. And because he wrote about the injustices and brutalities of the
Spaniards in the country, the authorities banned Filipinos from reading the
controversial books. Yet they were not able to ban it completely.
Days before his execution, Rizal bid farewell to his motherland and countrymen
through one of his final letters, entitled Mi último adiós or My Last Farewell. Dr.
José Rizal was executed on the morning of December 30, 1896, in what was then
called Bagumbayan (now referred to as Luneta). Upon hearing the command to
shoot him, he faced the squad and uttered in his final breath: “ Consummatum
est” (It is finished). According to historical accounts, only one bullet ended the life
of the Filipino martyr and hero.
The Americans decided for him being a national hero at their time in the country. It
is said that the Americans, Civil Governor William Howard Taft, chose Jose Rizal
to be the national hero as a strategy. Rizal didn't want bloody revolution in his time.
So they wanted him to be a "good example" to the Filipinos so that the people will
not revolt against the Americans. Rizal became a National Hero because he passed

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

the criteria by being a National Hero during the American period.

Adding that, Rizal passed the Criteria for National Heroes:
He later bought, with Carnicero and another Spaniard residing in Dipolog, a lottery
ticket. This was to prove fortuitous. Rizal’s lottery ticket won second prize—20,000
pesos— which was awarded on September 21, 1892, and promptly divided among
themselves by the three men. From his share of 6,200 pesos, Rizal gave 2,000 pesos
to his father and 200 pesos to pay his debt to his friend Basa in Hong Kong.
With what remained of his lottery earnings, Rizal was able to move to Talisay, a
coastal barrio off the Dapitan poblacion named after the talisay, a large deciduous
tree that is usually found along Philippine seashores. Rizal bought a 16-hectare
piece of land. But, as he noted in his February 8, 1893 letter to his brother-in-law
Manuel Hidalgo, there were no talisay trees in Talisay, so Rizal thought of naming
his place Balunò or Baunò, after the large trees that actually grew there. The first
thing he did was to clear the land “to sow rice and corn”. Then he built a house, a
clinic and a school for local boyswho he described as mostly “poor and intelligent.”
On March 7, 1893, he wrote to Hidalgo saying:
“My house will be finished either tomorrow or after tomorrow. It is very pretty for
its price (40 pesos) and it turned out better than what I wanted. My lot cannot be
better and I am improving it every day... I’m sure that if you come, you will be
pleased with my property. I have plenty of land to accommodate at least five
families with houses and orchards.”
SOCIAL ENTREPRENEURSHIP
In addition to being Dapitan’s unofficial or non-governmental public health
provider, Rizal engaged in what we now call “ social entrepreneurship ”, perhaps
the first Filipino, if not the first Asian, to do so. Social entrepreneurship is
innovative business activity aimed principally at benefiting and transforming the
community in which it is undertaken (with most of the profit reinvested back into
the community).
Rizal formed Dapitan’s first farmers’ cooperative, the Sociedad de Agricultores
Dapitanos (SAD), where capital was to be provided by “socios industriales”
(industrial partners) and “socios accionistas” (shareholders). As stated in the
Estatutos de la Sociedad de Agricultores Dapitanos, 1 Enero 1895, the SAD aimed
to “improve/promote agricultural products, obtain better profits for them, provide
capital for the purchase of these goods, and help to the extent possible the
harvesters and laborers by means of a store (co-op) where articles of basic necessity
are sold at moderate prices”. Rizal also
engaged in a joint-venture with a certain Carreon (a Spanish businessman) for the
construction and operation of a lime-burner (for making building mortar), whereby
Rizal would provide capital and Carreon would mobilize and supervise labor whose
wages were to be paid by Rizal; these advances would be deducted from the sale
proceeds of lime, the profit thereof to be equally divided between Rizal and

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Carreon.
COMMUNITY DEVELOPMENT
In his four years in Dapitan, Rizal played multiple roles: doctor, social worker,
farmer, social entrepreneur, public works engineer, town planner, school founder,
teacher and scientist. He worked with the people as a civic volunteer, for he was
unwaged and without an official title. Whatever earnings he made from his social
entrepreneurship and from his wealthy patients went to the upkeep of his household,
school and hospital. He took to his tasks with vigor and vitality—mindful that they
were all part of his pledge to do everything he could for Dapitan. Rizal’s four years
there are unparalled in the history of the Philippines, if not Southeast Asia.
The model community that Rizal built in Talisay has since been made into a stale
museum of replicas of his house, school and clinic, sitting like fossilized relics on
manicured lawns for the benefit of the uncomprehending tourist. This shrine, which
is overseen by the National Historical Commission (formerly the National
Historical Institute) but managed by the local government, comprises 10 hectares of
Rizal’s original 16-hectare property in Talisay. The other six hectares were gifted
by Rizal to his pupil and valet Jose Acopiado in 1896, when he set off for Manila
enroute to Cuba. The Acopiado heirs now occupy some three hectares; the rest have
been taken over by squatters, among them a Rizalista cult. The beach is littered with
the plastic detritus of modern living.
Many of Rizal’s community projects must have been carried out through a system
of cooperative labor that we now call batarisan. We could likewise imagine that the
many recipients of Rizal’s services as a medical doctor, a secondary school teacher,
a community worker, and organizer/manager of his farm cooperative ‘paid’ or
reciprocated by lending their labor-time to his community projects. Thus, even with
minimal financial resources, the projects were realized by sheer community spirit.

Performance Task
ACTIVITY: COMPARISON; PAST/PRESENT
To compare is to tell how two or more things are alike. Learners must create comparisons
between BAYANI and KABAYANIHAN
Direction:
● Provide another sheet for your answer
● You are going to compare the Differences between BAYANI and KABAYANIHAN
● Write your findings, observations, and Analysis in an essay format.

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

BAYANI KABAYANIHAN

Similarities/differences

Conclusion

Understanding Directed Assessment

Rubric to be used in grading your work:
Criteria/ Points 5 4 3 2 1
The student
The student The student almost The student
The content are passed the
compared the compared the presented the
CONTENT compared but task,
complete and complete task, and given task without
(5) showed incorrect nonetheless,
right content of give some effort in his/her
information. presented no
the given task. incorrect content work.
interest on
on given task.
assignment
The student
The student
The student organized his/her
The student The student work didn’t
ORGANIZATION prepared his/her answer nearly
arranged his/her didn’t organized organized
(5) answer almost perfect, however,
answer perfectly well his/her output
perfect the task is slightly
at all
messy
Total Score (10)

Adopted from: https://www.coursehero.com/file/41388589/EDRD-430-COOPER-Lesson-Plan-Rubricdocx/

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Learning Resources
Agoncillo, T. A. (1990). History of the Filipino People. 8th Ed. Quezon City: Garotech Publishing
Maguigad, R. B, et al. (2000). Rizal: The First Filipino. Manila: Libro Enterprises
Zaide, S. M. (1994). The Philippines: A Unique Nation. Quezon City: All Nations Publishing Co.

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL