THE LIFE AND WORKS OF JOSE RIZAL
Rhodalyn C. Wani-Obias
Palma Hall Pavilion 2, Room 2114, University of the Philippines Diliman
rcwaniobias@up.edu.ph
CLASS SCHEDULE
M-F
10:00-11:30 AM, 1:00-2:30 PM
Sat-Sun
9:00 AM – 12:00 PM
COURSE DESCRIPTION
As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, José
Rizal. Among the topics covered are Rizal’s biography and his writings, particularly the novels Noli me
tangere and El filibusterismo, some of his essays, and various correspondences.
EXPECTED LEARNING OUTCOMES
In terms of content, by the end of this course participants will be able to:
1. Explain the circumstances of José Rizal’s life in the context of the nineteenth century
2. Explain the context of Rizal’s various works, particularly his novels Noli me tangere and El
filibusterismo, his annotations of Chapter 8 of Morga, his essay on Sobre la indolencia de los filipinos,
and other works
3. Analyze Rizal’s various works, particularly those mentioned above
4. Articulate the significance and paradoxes of Rizal’s contributions to Filipino nationalism
In terms of skills, by the end of this course participants will be able to:
1. Demonstrate the ability to appreciate literary works creatively
2. Demonstrate the ability to read primary sources critically
3. Communicate meaningfully and convincingly a particular interpretation of the past
4. Produce a creative work that conveys the significance of Rizal for the current generation
In terms of values, by the end of this course participants will be able to:
1. Recognize the value of differing narratives and interpretations of Rizal’s life and works
2. Appreciate the importance of reaching a personal opinion based on study and discussion
3. Evaluate one’s specific location in history and personal relationship to nation building
4. Work cooperatively with others
COURSE OUTLINE SUMMARY
To meet the expected learning outcomes, this course is organized into eight interrelated parts:
1. The Rizal Law, Literature, and Society
2. Rizal and the Theory of Nationalism
3. Rizal’s Social Origins and Historical Context
4. Rizal in Europe, the Propaganda Movement, and Noli me tangere
5. The Morga and Rizal’s Search for Origins
6. Rizal’s Changing View on Spanish Rule and El Filibusterismo
7. Rizal’s View of the Future and the Filipino Nation
8. Integration
A detailed course outline is provided from page 3 onwards.
COURSE REQUIREMENTS
Class presentations
Class activities and participation
Group thought papers (3)
20%
10%
30%
Individual thought paper (1)
Long tests (2)
10%
30%
TOTAL: 100%
Groupings
Participants will form themselves into groups. There will be a total of eight (8) groups, although the number
of group members will depend on the final number of participants. The groups will become the basis for
group papers and class presentation.
Class Presentations
Class meetings are highly interactive. Participants are expected to attend class having read the required
materials.
Each group will lead one class discussion by reporting on the required readings. The presentation of the
group will take 20-30 minutes. In making the presentation, please note that (1) the group must identify and
explain at least five to ten keywords or key terms that capture the main points of the readings; and (2) the
group must reflect on issues raised by the readings, and contrast what they have learned from the readings
with whatever prior knowledge they had. The group is expected to be creative in making the presentation.
The group report will account for 20 percent of the final grade.
Long Tests
There is no final exam in this course, but there will be two long tests during the training period, as indicated
in the detailed course schedule. Each long test is worth 15 percent, totaling 30 percent of the final grade.
There is no making up for failure to take a test. Only when there is a properly documented and valid reason
for an absence will a make-up test be given.
Thought Papers
Three (3) group thought papers and one (1) individual thought paper must be submitted in the course of the
training period. The group paper is each worth 10 percent, while the individual paper is also worth 10
percent, for a total of 40 percent of the final grade.
The specific instructions and deadlines are contained in the detailed course schedule. For a general guide,
see
“Writing
a
Thought
Paper:
The
Ten-Step
Process”
by
John
Grant,
online
homepages.wmich.edu/~rberkhof/studyaids/Writing%20a%20Thought%20Paper.doc.
Grading System
Trasmutation of grades are as follows:
%
96-100
91-95
86-90
81-85
76-80
71-75
66-70
61-65
60
58-59
57 below
Grade
1.0
1.25
1.5
1.75
2.0
2.25
2.5
2.75
3
4
5
Classroom Policies
Attendance in class meetings is very important. Lateness by more than 10 minutes after the class has
2
started, or leaving the class 30 minutes or earlier before its official end, will be considered an absence. A
maximum of 10 hours of absence during the training period is allowed. Please note that absence from class,
for whatever reason, results in a corresponding score of zero in any activity the participant shall miss.
Mobile phones and digital devices must be kept in silent mode; as a rule, the sending of sms or text
messages is not allowed during class hours. Laptops, tablets, and similar devices must be used only for class
purposes. Participants found using these devices for purposes other than note taking will be barred from
using them.
A class beadle will be appointed to help maintain order in the classroom, ensure classroom facilities are in
good working condition, and perform other tasks expected of beadles.
DETAILED COURSE OUTLINE
I. The Rizal Law, Literature, and Society
1A. (Jan 4, AM)
Introduction
1B. (Jan 4, PM)
No class meeting to give time for reading
2A. (Jan 5, AM)
The Rizal Law
Learning outcomes:
(1) Determine the issues and interests at stake in the debate over the Rizal Bill
(2) Relate the issues to present-day Philippines
Readings:
Republic of the Philippines. 1956. Republic Act 1425. Available online,
http://www.gov.ph/ 1956/06/12/republic-act-no-1425/.
Laurel, Jose B. Jr. 1960. The trials of the Rizal Bill. Historical Bulletin 4(2): 130–39.
Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making
of a Filipino: A story of Philippine colonial politics, 244–47. Quezon City: The
Author.
Schumacher, John. 2011. The Rizal Bill of 1956: Horacio de la Costa and the bishops.
Philippine Studies 59(4): 529–53.
Group class activity:
Answer a worksheet with the following questions: (1) Considering the
context of the 1950s, what issues and interests were at stake in the debate over the
Rizal Bill? (2) Do these issues remain pertinent in the present day? Present answers
in class.
2B. (Jan 5, PM)
The Rizal Law and Philippine Literature (no formal class meeting)
Learning Outcomes:
(1) Explain the relationship between literature and society
(2) Evaluate how one learns “patriotism” and “nationalism” from literature
Readings:
Hau, Caroline S. 2000. Introduction. In Necessary fictions: Philippine
literature and the nation, 1946–1980, 1–14. Quezon City: Ateneo de Manila
University Press.
3
Mojares, Resil. 2013. Jose Rizal and the invention of a national
literature. In Isabelo’s archive, 213–21. Mandaluyong City: Anvil.
Anderson, Benedict. 2004. Hard to imagine. In Spectre of comparisons: Nationalism,
Southeast Asia, and the world, 235–47 only. Quezon City: Ateneo de Manila
University Press.
Group Thought Paper 1:
In your respective groups, discuss the question and then write a paper on
the topic: “Given the characteristics of literature and the hazards of translation, is
Republic Act 1425 realistic? Why or why not?” Answer this question from your
perspective as teachers. The paper must not be less than 1,000 words and not be
more than 1,500 words.
Rubrics for Thought Paper 1:
20%
Clarity in the discussion of the characteristics of literature
20%
Application of these characteristics to a discussion of merits of the Rizal Law
20%
Clarity in the discussion of the hazards of translation
15%
Application of these hazards to a discussion of the merits of the Rizal Law
20%
Strength of overall argument or thesis
10%
Quality of writing and composition
II. Rizal and the Theory of Nationalism
3A. (Jan 6, AM)
The Nation as Imagined Community
Learning Outcomes:
(1) Assess what characterizes a nation
(2) Define what nationalism is
(3) Express how Rizal and his works contribute to Philippine nationalism
Readings:
Anderson, Benedict. 1991. Introduction. In Imagined communities: Reflections on
the origins and spread of nationalism, 1–7. Revised ed. London and New
York: Verso. Pasig City: Anvil, 2003 PH edition.
Anderson, Benedict. 1991. Cultural roots. In Imagined communities: Reflections on
the origins and spread of nationalism, 9–36. Revised ed. London and New
York: Verso. Pasig City: Anvil, 2003 PH edition.
Anderson, Benedict. 1991. Creole pioneers. In Imagined communities: Reflections on
the origins and spread of nationalism, 47–65. Revised ed. London and New
York: Verso. Pasig City: Anvil, 2003 PH edition.
Group class activity:
Draw a concept map illustrating the main concepts from the readings.
Present in class.
3B. (Jan 6, PM)
Rizal and Popular Nationalism
Learning outcomes:
(1) Evaluate Rizal in terms of popular nationalism
(2) Compare and contrast official view from the popular view of Rizal
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Readings:
Ileto, Reynaldo. 1998. Bernardo Carpio: Awit and revolution. In Filipinos and their
revolution: Event, discourse, and historiography, 2–9 only. Quezon City:
Ateneo de Manila University Press.
Ileto, Reynaldo. 1998. Rizal and the underside of Philippine history. In Filipinos and
their revolution: Event, discourse, and historiography, 29–78. Quezon City:
Ateneo de Manila University Press.
Foronda, Marcelino A. Jr. 2009. Cults honoring Rizal. In Historical Bulletin 50th
Anniversary Issue, 46-79. Manila: National Historical Institute.
Group class activity:
Create a venn diagram showing the characteristics that are similar and
different from the official view and popular views of Rizal. Present in class.
III. Rizal’s Social Origins and Historical Context
4AB. (Jan 7, AM)
Rizal Without the Overcoat
Learning outcomes:
(1) Understand Rizal in the context of his times
(2) Analyze the various social, political, economic, and cultural changes that
occurred in the nineteenth century
Readings:
Schumacher, John N. 2009. The Philippine background. In The Propaganda
Movement, 1880-1895, 1-18. Quezon City: Ateneo de Manila University
Press.
__________. 2008. Rizal in the context of the nineteenth-century. In The Making of
a Nation, 16-34. Quezon City: Ateneo de Manila University Press.
Diokno, Maria Serena I. 1998. The End of the Galleon Trade. In Kasaysayan Series
Vol. 4: Life in the Colony, 7-25. Hong Kong: Asia Publishing Company Limited.
__________. 1998. The Economy Transformed. In Kasaysayan Series Vol. 4: Life in
the Colony, 27-42. Hong Kong: Asia Publishing Company Limited.
Individual class activity:
KWHLAQ chart
5AB. (Jan 8, AM)
Ascendance of Chinese Mestizos
Learning outcomes:
(1) Discriminate the historical conditions that led to the emergence of Chinese
mestizos as an important element of Philippine society
(2) Consider the implications of their ascendance
Readings:
Wickberg, Edgar. 1964. The Chinese mestizo in Philippine history. Journal of
Southeast Asian History 5(1): 62–100.
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Wickberg, Edgar. 2000. The Philippine Chinese before 1850. In The Chinese in
Philippine life, 1850–1898, 25–36. Quezon City: Ateneo de Manila University
Press.
Group class activity:
According to Anderson (2004) and Wickberg (1964), what were the ethnicracial categories used during the Spanish colonial period? How do you think these
categories affected everyday life of the Filipinos? Fill up a graphic organizer to
ilustrate your answer. Present in class.
6A. (Jan 9, AM)
Agrarian Relations and the Friar Lands
Learning outcomes:
(1) Survey the history of agrarian relations and friar lands during the Spanish
colonial period
(2) Critique why the indios were willing to become the kasama of mestizo inquilinos
(3) Explain why the Hacienda de Calamba became a site of agitation in the late
nineteenth century
Readings:
José Rizal. 1889. La verdad para todos / The truth for everybody. In La Solidaridad,
vol. 1: 1889, trans. Guadalupe Fores-Ganzon, 168–77. Pasig City: Fundación
Santiago.
Roth, Dennis M. 1982. Church lands in the agrarian history of the Tagalog region. In
Philippine social history: Global trade and local transformations, ed. Alfred
W. McCoy and Ed. de Jesus, 131–53. Quezon City: Ateneo de Manila
University Press.
Aguilar, Filomeno. 1998. Elusive peasant, weak state: Sharecropping and the
changing meaning of debt. In Clash of spirits: The history of power and sugar
planter hegemony on a Visayan island, 63–77 only. Quezon City: Ateneo de
Manila University Press.
Group class activity:
Read Rizal’s letter on Calamba incident. Answer worksheet on analyzing a
primary source. Present in class.
6B. (Jan 9, PM)
Intraclergy Conflicts and the Cavite Mutiny
Learning outcomes:
(1) Evaluate the conflicts that marred relations between the secular and regular
clergy
(2) Relate how these conflicts impinge on Philippine history in general and on Rizal’s
politics in particular
Readings:
Blanco, Roberto. 2010. Pedro Peláez, leader of the Filipino clergy. Philippine Studies
58(1–2): 3–43. [Read pages 19–26, 31–32]
Schumacher, John. 1999. Historical introduction. In Father Jose Burgos: A
documentary history with Spanish documents and their translations, 1–32.
Quezon City: Ateneo de Manila University Press.
6
Schumacher, John. 2011. The Cavite Mutiny: Toward a definitive history. Philippine
Studies 59(1): 55–81.
Schumacher, John. 2006. The Burgos Manifiesto: The authentic text and its genuine
author. Philippine Studies 54(2): 153–304. [Read pages 151–52, 268–92]
Group class activity:
Each group will formulate 3 questions about the readings. Every group will
be given an opportunity to answer the questions.
7A. (Jan 10, AM)
(Tentative) Fieldtrip to the Rizal Museum in Fort Santiago, Manila
7B. (Jan 10, PM)
(Tentative) Fieldtrip to the Rizal Shrine, Calamba
8A. (Jan 11, AM)
FIRST LONG TEST
8B. (Jan 11, PM)
Learning Rizal Beyond the Classroom (no formal class meeting)
Learning outcomes:
(1) Analyze the importance of museums in educating individuals
(2) Criticize what is showcased in a museum
Group Thought Paper 2:
In your respective groups, discuss the question and then write a paper on
the topic: “If visiting a museum involves an educational experience, is there an
educational value in the way a museum is labeled and presented? Why or why not?”
In discussing this question, among other issues you may want to think about what
are not said or presented in a museum. The paper must not be less than 1,000
words and not be more than 1,500 words.
Rubrics for Thought Paper 2:
30%
Discussion of knowledge gained from the museum visits
40%
Analysis of how museums are labeled and presented
20%
Strength of the overall argument or thesis
10%
Strength of the overall argument or thesis
IV. Rizal in Europe, the Propaganda Movement, and Noli me tangere
9A. (Jan 12, AM)
The Propaganda Movement and La Solidaridad
Learning outcomes:
(1) Evaluate what the propaganda movement is and what it stood for
(2) Distinguish Rizal’s involvement in the movement
Readings:
Schumacher, John. 1997. Early Filipino student activities in Spain, 1880–1882. In The
propaganda movement: 1880–1895; The creators of a Filipino
consciousness, the makers of the revolution, 19–39. Also read page 236.
Quezon City: Ateneo de Manila University Press.
Schumacher, John. 1997. Journalism and politics, 1883–1886. In The propaganda
movement: 1880–1895; The creators of a Filipino consciousness, the makers
of the revolution, 40–58. Quezon City: Ateneo de Manila University Press.
7
Schumacher, John. 1997. The new Filipino newspaper in Barcelona, 1888–1889. In
The propaganda movement: 1880–1895; The creators of a Filipino
consciousness, the makers of the revolution, 128–46. Quezon City: Ateneo
de Manila University Press.
Thomas, Megan. 2006. Isabelo de los Reyes and the Philippine Contemporaries of La
Solidaridad. Philippine Studies 54(3): 381–411.
Group class activity:
Read: The Staff. 1889. Our aims. In La Solidaridad, vol. 1: 1889, trans.
Guadalupe Fores-Ganzon, 3, 5. Pasig City: Fundación Santiago. Answer worksheet on
analyzing primary sources. Present answers in class.
9B. (Jan 12, PM)
Noli me tángere, 1
Learning outcomes :
(1) Describe the context in which Rizal wrote Noli me tangere
(2) Evaluate how Noli me tangere contributed to the formation of Filipino national
consciousness
Rizal, José. 1996. Noli me tangere, trans. Ma. Soledad Lacson-Locsin. Makati:
Bookmark. [Read Dedication and Chaps. 1–32]
Schumacher, John. 1997. The “Noli me tángere,” 1887. In The propaganda
movement: 1880–1895; The creators of a Filipino consciousness, the makers
of the revolution, 83–104. Quezon City: Ateneo de Manila University Press.
Anderson, Benedict. 2008. Why counting counts: A study of forms of consciousness
and problems of language in Noli me tangere and El filibusterismo, pp. 1–37.
Quezon City: Ateneo de Manila University Press.
Class activity:
Group 1 presentation and class discussion
10A. (Jan 13, AM) Noli me tángere, 2
Learning outcomes :
(1) Appraise the hero of Noli me tangere
(2) Evaluate how Noli me tangere contributed to the formation of Filipino national
consciousness
Readings :
Rizal, José. 1996. Noli me tangere, trans. Ma. Soledad Lacson-Locsin. Makati:
Bookmark. [Read Chaps. 23–64 and Epilogue]
Joaquin, Nick. 2005. Why was the Rizal hero a creole? In A question of heroes, 65–
76. Mandaluyong City: Anvil.
Hau, Caroline. 2000. The fiction of a knowable community. In Necessary fictions:
Philippine literature and the nation, 1946–1980, 48–93. Quezon City: Ateneo
de Manila University Press.
Class activity:
Group 2 presentation and class discussion
8
V. The Morga and Rizal’s Search for Origins
10B. (Jan 13, PM)
Rizal’s Morga and Ilustrado Views of the Preconquest Past, 1
Learning outcomes:
(1) Summarize how Rizal portrayed the precolonial past
(2) Analyze the reasons for his portrayal
Rizal, José. 1961 [1890]. Sucesos de las Islas Filipinas por el Doctor Antonio de
Morga, obra publicada en Méjico el año de 1609 nuevamente sacada a luz y
anotada (Events of the Philippine Islands by Dr. Antonio de Morga, published
in Mexico in 1609 recently brought to light and annotated). Manila: José
Rizal National Centennial Commission; ENGLISH VERSION: [Read “To the
Filipinos” (p. vii), Blumentritt’s Prologue, Rizal’s annotations in Chapter 8]
Schumacher, John. 1997. The Filipino past and education for the future, 1887–1891.
In The propaganda movement: 1880–1895; The creators of a Filipino
consciousness, the makers of the revolution, 212–35. Quezon City: Ateneo
de Manila University Press.
Aguilar, Filomeno. 2005. Tracing origins: Ilustrado nationalism and the racial science
of migration waves. Journal of Asian Studies 64(3): 605–37. [Focus on pp.
605–20 only]
For further reading:
Ocampo, Ambeth. 1998. Rizal’s Morga and views of Philippine history. Philippine
Studies 46(2): 184–214.
Class activity:
Group 3 presentation and class discussion
11AB (Jan 14, AM) Ilustrado Views of the Preconquest Past, 2 (no formal class meeting)
12AB (Jan 15, AM) Learning outcomes:
(1) Provide a survey of Rizal’s view of the Preconquest Past
(2) Assess Rizal’s view in light of current studies
Individual Thought Paper:
Write a paper based on the instructions below. The paper must not exceed 1,500
words. (Due date: January 16, 10 AM)
1. Read through the annotations that Rizal made on Morga’s Chapter 8 from the
start of the chapter until page 295 in the English version.
2. Based on his annotations, explain Rizal’s views of the preconquest past. Discuss
the overall image of the past that Rizal wanted to convey in his notes.
3. Assess Rizal’s views of the preconquest past in light of the current state of
historical studies. Explain whether or not his views were valid. You may consult
any of the following works:
Junker, Laura Lee. 2000. Raiding, trading, and feasting: The political
economy of Philippine chiefdoms. Quezon City: Ateneo de Manila
University.
Scott, William Henry. 1994. Barangay: Sixteenth-century Philippine culture
and society. Quezon City: Ateneo de Manila University Press.
Wolters, O. W. 1999. History, culture, and region in Southeast Asian
perspectives, 15–40. Rev. ed. Ithaca, NY: Southeast Asia Program,
9
Cornell University.
4. Conclude with your overall assessment of Rizal’s annotations.
Rubrics for individual thought paper:
40%
Explanation and overall assessment of Rizal’s view of the preconquest past
30%
Assessment of Rizal's views in light of current studies
20%
Strength of the overall argument or thesis
10%
Quality of writing and composition
VI. Rizal’s Changing View on Spanish Rule and El Filibusterismo
13A. (Jan 16, AM) Indolence and Spanish Colonial Rule
Learning outcomes:
(1) Outline the structure of Philippine history as presented by Rizal in his essay “On
the indolence of Filipinos”
(2) Defend Rizal’s view on what are the causes and solutions to indolence
(3) Judge how this essay differs from Rizal’s other works
Readings:
Rizal, José. 1890. Sobre la indolencia de los Filipinos (On the indolence of Filipinos).
In La Solidaridad, vol. 2: 1890, trans. Guadalupe Fores-Ganzon, 322–27,
340–45, 362–69, 388–401, 416–21. Pasig City: Fundación Santiago.
Rizal, José. 1889. Los agricultores filipinos / The Filipino farmers. In La Solidaridad,
vol. 1: 1889, trans. Guadalupe Fores-Ganzon, 42–47. Pasig City: Fundación
Santiago.
De Dios, Emmanuel. 2011. Indolence, incentives, and institutions. The Philippine
Review of Economics 48 (2): 41-78.
Aguilar, Filomeno. 2016. Romancing tropicality: Ilustrado views of the climate in the
nineteenth century. Philippine Studies: Historical and Ethnographic
Viewpoints 64 (3–4): 417–54. [Focus on pages 417–28 and 435–47]
Class activity:
Group 4 presentation and class discussion
13B. (Jan 16, PM)
Rizal’s Abandonment of Assimilation
Learning outcomes:
(1) Discuss the campaign for assimilation
(2) Explain why Rizal decided to abandon this campaign
(3) Determine the implications of Rizal’s abandonment to the campaign
Readings:
Schumacher, John. 1997. Renewed activity in Madrid. In The propaganda
movement: 1880–1895; The creators of a Filipino consciousness, the makers
of the revolution, 182–211. Quezon City: Ateneo de Manila University Press.
Schumacher, John. 1997. The Filipino past and education for the future, 1887–1891.
In The propaganda movement: 1880–1895; The creators of a Filipino
consciousness, the makers of the revolution, 235–44. Quezon City: Ateneo
de Manila University Press.
10
Schumacher, John. 1997. Rizal’s break with del Pilar. In The propaganda movement:
1880–1895; The creators of a Filipino consciousness, the makers of the
revolution, 245–60. Quezon City: Ateneo de Manila University Press.
Class activity:
Group 5 presentation and class discussion
14A. (Jan 17, AM) El filibusterismo, 1
Learning outcomes:
(1) Understand the context in which Rizal wrote El filibusterismo
(2) Distinguish the literary strategies Rizal used in the writing of this novel
Readings:
Rizal, José. 1996. El filibusterismo, trans. Ma. Soledad Lacson-Locsin. Makati:
Bookmark. PQ8897.R5 F43l 1996 [Read “To the Filipino People and their
Government,” “To the Memory of the Priests,” and Chaps. 1–19]
Schumacher, John. 1997. Rizal’s break with del Pilar. In The propaganda movement:
1880–1895; The creators of a Filipino consciousness, the makers of the
revolution, 260–80. Quezon City: Ateneo de Manila University Press.
Anderson, Benedict. 2008. Why counting counts: A study of forms of consciousness
and problems of language in Noli me tangere and El filibusterismo, pp. 38–
87. Quezon City: Ateneo de Manila University Press.
Class activity:
Group 6 presentation and class discussion
14B. (Jan 17, PM)
El filibusterismo, 2
Learning outcomes:
(1) Compare and contrast El filbusterismo with Noli me tangere
(2) Appraise how El filibusterismo contributed to national consciousness and the
revolution
Readings:
Rizal, José. 1996. El filibusterismo, trans. Ma. Soledad Lacson-Locsin. Makati:
Bookmark. [Read Chaps. 20–39]
Anderson, Benedict. 2006. In the world-shadow of Bismark and Nobel. In Under
three flags: Anarchism and the anti-colonial imagination, 108–22. Pasig City:
Anvil.
Recto, Claro M. 1968. Rizal and Bonifacio. In Rizal: Contrary essays, ed. Petronilo Bn.
Daroy and Dolores Feria, 57–77. Quezon City: Guro Books.
Aguilar, Filomeno. 2011. Filibustero, Rizal, and the Manilamen of the nineteenth
century. Philippine Studies 59(4): 429–69.
Class activity:
Group 7 presentation and class discussion
15A. (Jan 18, AM) SECOND LONG TEST
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15B. (Jan 18, PM)
Teaching El filibusterismo (no formal class meeting)
Learning outcomes:
(1) Identify the analytical perspectives on El filibusterismo
(2) Examine the implication of these perspectives on the teaching of this novel
Group Thought Paper 3:
In your respective groups, discuss the question and then write a paper on
the topic: “Considering the analytical perspectives on El filibusterismo, what are the
implications for the teaching of this novel?” The paper must have a clear argument
or thesis statement, and must be written in a coherent manner. The paper must not
be less than 1,000 words and not exceed 1,500 words.
Rubrics for Thought Paper 3:
40%
Synthesis of the different analytical perspectives on the novel
30%
Identification of pedagogical implications
20%
Strength of the overall argument or thesis
10%
Quality of writing and composition (10%)
VII. Rizal’s View of the Future and the Creation of the Filipino Nation
16A. (Jan 19, AM) Rizal’s View of the Future and the Filipino Nation
Learning outcome:
(1) Discuss Rizal’s view of the future
(2) Assess Rizal’s concept of the Filipino nation
Readings:
Salazar, Zeus. 2007. A Legacy of the Propaganda: The Tripartite View of Philippine
History. Online access, http://www.bagongkasaysayan.org/
downloadable/zeus_005.pdf
Rizal, Jose. The Philippines a Century Hence. Translated by Austin Craig. Online
access: https://archive.org/stream/philippinescentu00riza/
philippinescentu00riza_djvu.txt
Quibuyen, Floro. 2011. Rizal’s Legacy for the 21st Century: Progressive Education,
Social Entrepreneurship and Community Development in Dapitan. Social
Science Diliman (7): 2, 1-29.
Class activity:
Group 8 presentation and class discussion
16B. (Jan 19, PM)
Rizal: Biography and National History
Learning outcomes:
(1) Relate Rizal’s life to the life of the nation
(2) Assess what characterizes a hero
Readings:
National Commission for Culture and the Arts (NCCA). 2015. Selection and
proclamation of national heroes and laws honoring Filipino historical figures
(1995). Online, http://ncca.gov.ph/about-culture-and-arts/culture-profile/
selection-and-proclamation-of-national-heroes-and-laws-honoring-filipinohistorical-figures.
12
Joaquin, Nick. 2005. Anatomy of the anti-hero. In A question of heroes, 50–64.
Mandaluyong City: Anvil.
Anderson, Benedict. 2004. The first Filipino. In Spectre of comparisons: Nationalism,
Southeast Asia, and the world, 227–34. Quezon City: Ateneo de Manila
University Press.
Constantino, Renato. 1966. Our task: To make Rizal obsolete. In The Filipinos in the
Philippines and other essays, 137–52.
Lahiri, Smitha. 1999. Writer, hero, myth, and spirit: The changing image of José Rizal.
SEAP Bulletin. Fall bulletin. Southeast Asia Program, Cornell University.
Online, http://seap.einaudi.cornell.edu/sites/seap.einaudi.cornell.edu/
files/1999f_2.pdf.
Group class activity:
Develop own classification system for heroes, justifying the reasons for
selecting such criteria and recommending which historical figures may or may not
fall under the classification of heroes
VIII. Integration
17A (Jan 20, AM)
17B (Jan 20, PM)
Closing activity in class
(Tentative) Closing ceremony
(This syllabus is based both on CHED 2015 version and on CHED 2016 version used in October 2016 training.)
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