LESSON_1-RIZAL_LAW-2.pptx

MASINING NA PAGPAPAHAYAG
G. MARKGIL H. MENGUITA, LPT
RIZAL’S LIFE AND WORKS
1
FIL MP
SAINT VINCENT COLLEGE OF CABUYAO
S.Y. 2020-2021 2ND SEMESTER
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LESSON 1
UNDERSTANDING THE RIZAL LAW
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WHO IS
RIZAL?
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• Rizal’s Life and Works aims to bring every student
closer to our own history by means of digging more
about our National Hero. It is our hope that we
continuously adapt changes in our education, our
understanding of Rizal continue to evolve as well,
making an appreciation if our hero’s life and works
fitting to Filipinos of various generations.
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RIZAL LAW
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• The Rizal Law, also known as RA 1425, mandates the
study of Rizal’s life and works, as shown in section 1.
This Republic Act calls for an increased sense of
nationalism from the Filipinos during a time of a
dwindling Filipino identity. According to the judicial
system, a republic act is a law that has already been
passed and implemented. In contrast to this, a bill is
merely a proposed law, in other words it may or may
not be passed by the Congress.
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THE CONTEXT OF RIZAL BILL
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How a Bill Becomes a Law:
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• The Legislative Process The Senate and the House of
Representatives follow the same legislative procedure.
Legislative proposals emanate from a number of sources.
They may be authored by the members of the Senate or
House as part of their advocacies and agenda; produced
through the lobbying from various sectors, or initiated by
the executive branch of the government with the
President's legislative agenda. Once a legislative proposal,
like a bill, is ready, it will go through the steps lustrated in
the right
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STEP 1
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Bill is filed in the senate Office of the Secretary. It is given
number and calendared for the first reading.
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STEP 2
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First Reading. The bill’s title, number, and author(s) are read
on the floor. Afterwards, it is referred to the appropriate
committee.
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STEP 3
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Committee Hearings. The bill is discussed within the
committee and a period of consultations is held. The
committee can approve (approve without revision, approve
with amendments or recommend substitution or consolidation
with similar bills) or reject. After the committee submits the
committee report, the bill is calendared for second reading.
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STEP 4
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Second Reading. The bill is read and discussed on the floor.
The author delivers a sponsorship speech. The members of
the Senate ,may engage in discussions regarding the bill and
a period of debates will pursue. Amendments may be
suggested to the bill.
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STEP 5
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Voting on Second Reading. The Senators vote on whether to
approve or reject the bill. If approved, the bill is calendared
for third reading.
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STEP 6
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Voting on Third Reading. Copies of the final versions of the
bill are distributed to the members of the senate who will vote
for its, approval or rejection.
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STEP 7
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Consolidation Of the Version from the House.
The similar steps above are followed by the House of
Representatives in coming up with the approved bill. If there
are differences between the Senate and House versions, a
bicameral conference committee is also called to reconcile
the two. After this, both chambers and approved the
consolidated versions.
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STEP 8
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Transmittal of the Final Version to Malacañan. The bill is then
submitted to the President for signing. The President cant
either sign the bill in law or veto and return it to Congress.
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FROM RIZAL BILL TO RIZAL LAW
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• April 3, 1956-It was filled as SENATE BILL NO. 438 by the Senate Committee on
Education
• April 17, 1956- The bill was sponsored by the Senate Committee on Education Chair
Jose P. Laurel. He also began delivering speeches for the proposed legislation.
• Center of talk because of opposition against it passage. (Debate started on April 23,
1956)
• Claro M. Recto-Main author of the bill
• May 2, 1956- The House of Committee on Education approved the bill without
amendments. In addition, the debate commence on May 9, 1956.
• The major point of debates was whether the compulsory reading of the text Noli Me
Tangere at El Filibusterismo appropriate in the bill.
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FROM RIZAL BILL TO RIZAL LAW
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• Senator Jose P. Laurel propose amendments to the bill on May 9, 1956. He removed
the compulsory reading of Rizal’s Novel and added Rizal’s other works as the content.
But he remained adamant in his stand that the novel should be read by the students.
• May 14, 1956, similar amendments were adopted to the House version.
• At that time where the bill was not prioritized by the Congress as well the President
since the House of Representatives was about adjourn.
• May 17, 1956-The Senate and House versions were approved.
• The approved version were then transmitted to Malacañan and on June 12, 1956,
President Magsaysay signed the bill into law which become the Republic Act No. 1425
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CLARO M. RECTO
(February 8, 1890-October 2, 1960)
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• The main sponsor and defender of the Rizal Bill
• He was born in Tiaong, Tayabas (Quezon) on February
8, 1890.
• He move to Manila and completed his AB degree at
Ateneo and was awarded “maxima cum laude” in 1909.
• In 1914, he finished his law degree from the University
of Santo Tomas. He was also admitted to the bar exam
that same year.
• On October 2, 1960, he died of a heart attack in Italy.
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THE RIZAL LAW
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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 FILI BUSTERISMO, AUTHORIZING THE PRINTING AND
DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES
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THE RIZAL LAW
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WHEREAS, today, more than any other period of our history, there is a need for re-
dedication to the deals 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
work that shaped the national character;
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THE RIZAL LAW
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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.
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THE RIZAL LAW
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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.
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THE RIZAL LAW
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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
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THE RIZAL LAW
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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.
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SUMMARY
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The Rizal Law could be considered a landmark legislation in the postwar
Philippines. During this period, the Philippines was trying to get up on its feet
from a devastating war and aiming towards nation-building. As the government
sought ways to unite the people, legislators like Claro M. Recto drew inspiration
from the lives of the heroes of the revolution against Spain. In this frame, the
teaching of the life and works of José Rizal, particularly the reading of his novels
Noli Me TAngere and El Filibusterismo, was proposed to be mandated to all
private and public educational institutions. The proposed legislation, however,
met opposition particularly from the Catholic Church. After much debate, the
proposed bill was eventually signed into law and became Republic Act No. 1425
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ACTIVITY 1
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EXPLAIN YOUR THOUGHTS
Direction: Read the following excepts from the statements of the
legislators who supported and opposed the passage of the Rizal
Law in 1956. Then answer the questions that follows. See my
timeline, Write your answer/s on the comment BOX.
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SHORT QUIZ VIA NEO LMS
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ACTIVITY 1
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“ Noli Me Tangere and El Filibusterismo must be read by all
Filipinos.They must be taken to heart, for in their pages we see
ourselves as in a mirror, our defects as well as our strength, our
virtues as well as our vices. Only then would we become
conscious as a people and so learn to prepare ourselves for
painful sacrifices that ultimately lead to self-reliance, self-respect,
and freedom.” -Senator Jose P. Laurel
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ACTIVITY 1
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“ Rizal did not pretend to teach religion when he wrote those
books. He aimed at inculcating civic consciousness in the
Filipinos, national dignity, personal pride, and patriotism and if
references were made by him in the course of his narration to
certain religious practices in the Philippines in those days, and to
the conduct and behavior of erring ministers of the church, it was
because he portrayed faithfully the general situation in the
Philippines as it then existed." -Senator Claro M. Recto
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ACTIVITY 1
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" A vast majority of our people are, at the same time, Catholic and
Filipino citizens. As such, they have two great loves: their country
and their faith. These two loves are not conflicting loves. They are
harmonious affections, like the love for his father and for his
mother. This is the basis of my stand. Let us not create a conflict
between nationalism and religion, between the government and
the church." -Senator Francisco " Soc" Rodrigo
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ANSWER THE FOLLOWING QUESTIONS
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1. What was the major argument raised by Senator Francisco
“Soc” Rodrigo against the passage of Rizal Bill?
2. What was the major argument raised by Senator Jose P.
Laurel and Claro M. Recto in support of the passage of the
Rizal Bill?
3. Are there points of convergence between the supporters and
opposers of the Rizal Bill based on these statements?
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USE THIS FORMAT
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NAME: LAST NAME, FIRST NAME
ANSWER:
1.
2.
3.
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ASSIGNMENT
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PLEASE READ LESSON 2 AND 3 IN YOUR MODULE.
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LESSON_1-RIZAL_LAW-2.pptx

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LESSON_1-RIZAL_LAW-2.pptx