Welcome to

RIZAL 101
PREMIDTERM PERIOD

INSTRUCTOR: Ms. Mikayla R. Antolijao

 SEATPLAN
By class number (before
attendance and during
assessments only)
 DAILY ROUTINE
CLASS BEADLE [by class number from CN 1
• Prayer
• Setting up projector/ tv
Attendance: Will be checked twice
 RULES
1) 3 Lates = 1 Absence; 10 Absences = DROPPED
2) No cellphones during assessments (quizzes and exams) only
3) Any blanks on the headers of assessments will incur minus
points

4) PPTS and other relevant files of the class will be uploaded in

Canvas.
 RULES
5) Deadlines must strictly be observed at all times. There will be
penalties for late submission of assignments and/or projects.
6) There is NO NEED to ask for permission if you need to go to
the restroom.
7) For those who will take quizzes and major exams late, your
score will be as follows:
PASSING SCORE Score equivalent to 3.0
FAILING SCORE Retained (Score is as is)
 PRELIMS TOPIC OUTLINE
CHAPTER 1:
Republic Act 1425

CHAPTER 2:
The Philippines in the 19th Century as Rizal’s Context: Economic,
Social, Political

CHAPTER 3:
Rizal’s Life: The Family, Childhood, and Early Education
 PREMIDTERM PERIOD
SUBMISSIONS, REQUIREMENTS, AND GRADING SYSTEM

CLASS STANDING 70% MAJOR EXAM 30%

40% 3 Short Quizzes (20 points) Pre-midterm

Exam
30% 2 Assignments (60 points)
1 Project

30% Recitation (over the highest recitation score of the class)

Attendance (over the number of school days during the pre-midterm)
 Perfect Score: 20
SCORE EQUIVALENT SCORE EQUIVALENT
20 1.0 10 3.4
19 1.0 9 3.4
18 1.5 8 3.5
17 2.0 7 3.6
16 2.5 6 3.6
15 3.0 5 3.7
14 3.1 4 3.8
13 3.2 3 3.8
12 3.2 2 3.9
11 3.3 1 4.0
0 4.0
 Perfect Score: 60
SCORE EQUIVALENT SCORE EQUIVALENT SCORE EQUIVALENT SCORE EQUIVALENT
60 1.0 44 3.1 28 3.4 12 3.8
59 1.0 43 3.1 27 3.4 11 3.8
58 1.0 42 3.1 26 3.5 10 3.8
57 1.0 41 3.1 25 3.5 9 3.8
56 1.2 40 3.2 24 3.5 8 3.9
55 1.4 39 3.2 23 3.5 7 3.9
54 1.5 38 3.2 22 3.6 6 3.9
53 1.7 37 3.2 21 3.6 5 3.9
52 1.9 36 3.2 20 3.6 4 4.0
51 2.0 35 3.3 19 3.6 3 4.0
50 2.2 34 3.3 18 3.6 2 4.0
49 2.4 33 3.3 17 3.7 1 4.0
48 2.5 32 3.3 16 3.7 0 4.0
47 2.7 31 3.4 15 3.7
46 2.9 30 3.4 14 3.7
45 3.0 29 3.4 13 3.8
GROUP ACTIVITY
“In the Shadow of
Rizal’s Greatness”
• Draw Rizal’s portrait in
the center of your paper
• List all phrases/ words
that comes into mind
when you think of José
Rizal (could be a quality ,
an event or a symbol)
• Write it around the
portrait
• Present it to the class
Filipinos are well- known
throughout the world
with our sense of
nationalism.
RIZAL LAW
(R.A 1425)
“states that all public and private
schools, colleges, and universities in
the country must include in their
curricula, courses or subject about the
life, works and, writings of Dr. Jose
Rizal, particularly the novels, Noli Me
Tangere and El Filibusterismo”
RIZAL LAW
(R.A 1425)
• Promulgated on June 12, 1956
• The Noli Me Tangere and El Filibusterismo
are excellent inspiring sources of
nationalism and patriotism in which
Filipino youths should also recognize and
put into practice.
• Is a way of teaching the youths to be a good
Filipino citizen
 PURPOSE
of R.A 1425
• Promote nationalism
• Instill moral values
• Enhance historical awareness
• Encourage critical thinking
KAHIBAW BA MO?
• The bill passed through a series of debates and
deliberations
• There were controversies because the catholic
church was not in favor of it
• The authors of the bill Claro M. Recto and
Jose P. Laurel were able to defend the bill and
able to convince the members of the congress.
 To strengthen the implementation of
the Rizal Law, the following are issued:
[Link] Order No. 247
• Directing the Secretary of Education, Culture and Sports
and the Chairman of the Commission on Higher
Education to fully implement Republic Act No. 1425

2. CHED Memorandum, No. 3, s. 1995

• Enforcing strict compliance to
Memorandum Order No. 247
WHY DO WE NEED TO STUDY RIZAL?
• Rizal used his pen instead of a
sword to inspire change,
proving that education and
ideas are powerful weapons.
• His works help us understand
and address the following:
corruption, poverty, and
inequality, abuse of power
WHY DO WE NEED TO STUDY RIZAL?
• Helps us appreciate our
history, culture, and
identity as Filipinos.
• Learning about him
encourages young
people to be
responsible and active
citizens.
 “If we forget the past,
we risk repeating its
mistakes. Studying Rizal
isn’t just about history,
it’s about shaping a
better future for the
Philippines”
 Project 1
"Rizal Law Rambulan: Senators Edition ”
Who threw the biggest punches in the fight over RA 1425? Let’s find out!

OBJECTIVE
Students will research and create a one-page illustrated profile
or infographic on a senator who either supported or opposed
Republic Act 1425 (Rizal Law) in 1956. The output should
visually present key arguments, historical significance, and a
modern comparison.
 Project 1
"Rizal Law Rambulan: Senators Edition ”
Who threw the biggest punches in the fight over RA 1425? Let’s find out!

SUBMISSION FORMAT
Medium: Hand-drawn or digital (short bondpaper)
Layout: Structured into four sections (Title, Senator Profile,
Arguments, Modern Connection)
Design Elements: Can include illustrations, colors, fonts, but
must remain readable and organized.
 CONTENT GUIDELINES
Each student chooses one senator (either in favor of or against RA 1425)
1️⃣ Title Section (Top Center)
•Big, bold title: "RA 1425: The Senators Who Fought For and Against It"
•Subtitle: Indicate whether the senator was FOR or AGAINST the Rizal Law.

2️⃣ Senator Profile (Top Left or Top Right, ¼ of the page)

•Senator’s Name (in bold or decorative font).
•Photo or hand-drawn illustration of the senator.
•Brief background (3-4 bullet points):
• Position in government (e.g., "Senator of the Philippines, 1956").
• Political affiliations or stance on education.
• Key role in the RA 1425 debate.
3️⃣ Key Arguments (Middle Section, ½ of the page)

•For Pro-RA 1425 Senators (e.g., Claro M. Recto, Jose P. Laurel):

Rizal’s works should be mandatory in schools to instill nationalism.
It is essential for historical awareness and critical thinking.
Opponents were wrongly fearing religious conflict.

•For Anti-RA 1425 Senators (e.g., Mariano Cuenco, Francisco Rodrigo,

Decoroso Rosales):
Rizal’s works were anti-Catholic and could lead to a loss of faith.
Catholic schools should have the freedom to choose what they teach.
The law could provoke conflicts in a highly religious country.
•Requirement:
• Use bullet points or speech bubbles to summarize the senator’s
stance.
• Include a quote from the senator (if available).

4️⃣ Modern Connection (Bottom Section, ¼ of the page)

•Short paragraph or visual comparison:
• “If this debate happened today, how would social media react?”
• Should reading Rizal’s works still be required in school? Why or why not?
 Project 1
DEADLINE: February 28 (Thursday)
19 Century Philippines as Rizal’s Context:
Social, Political and Economic
 You have time
travelled to the 19th
century. You have
brought with you the
power of the modern
world- social media.

You will create a social

media feed that
includes important
social, political and
economic events in
the 19th century.