COLLEGE OF ARTS AND SCIENCES

UNIVERSITY OF THE PHILIPPINES LOS BANOS

Proposal for the Institution of a GE Course

Under the Social Sciences and Philosophy Domain

THE LIFE AND WORKS OF JOSE RIZAL

I. Identifying and Descriptive Information

A. Course Number PHILIPPINE INSTITUTIONS 10

B. Descriptive Title: The Life and Works of Jose Rizal

C. Course Description: Significance of the life and writings of Rizal in

the life of the Filipino People

D. Prerequisite: None

E. Semesters Offered First and Second Semesters, Summer

F. Credit: 3 units

G. Number of Hours: 1.5 hours lecture and 1.5 hours recitation/discussion

II. Rationale

In line with the commemoration of the 150 th birth anniversary of Dr. Jose
Rizal, it is a propitious occasion to integrate his life and works in the General
Education Program of the University. He remains as the foremost exemplar of
patriotism, intellectual prowess and self-cultivation. The UP Oblation is an
enfleshment of certain parts of his poem Mi Ultimo Adios. [ elaborate on UP
Oblation's meaning and how this is reflected in Mi Ultimo Adios?] From the
nineteenth century, his writings molded to a great extent how we construct
ourselves as a people. Rizal, in an almost single-handed way, articulated the
new story for the Filipinos that departed from the repressive narrative of the
unjust and powerful forces of his time. Therefore, students of the University who
are fresh from their exposure to Noli Me Tangere and El Filibusterismo in the
 secondary level of education are given an early encounter with the meaning and
relevance of Rizal both as an inspiration and source of critical thought,
nationalist perspective and humanistic approach to social issues and problems.

It is recognized that there is state sponsorship in the projection of his heroism

through Republic Act 1425 (The Rizal Law). However, his significance depends
on how we comprehend and operationalize the texts he advanced during his
lifetime. Rizal gave importance to the role of the young as the prime movers of
change and renewal in the country. He envisioned a national organization, the
La Liga Filipina whose aim was to transform the people into a responsible and
proactive citizenry. Rizal believed in the inherent strength of the Filipinos based
on the freedom we enjoyed prior to colonial rule. He proposed the rejuvenation
of the land and its people, the restoration of the Philippines to its previous
condition in which harmony prevailed. Rizal referred to the country as the Lost
Eden. As a national symbol, he is present in us through images, representations
and actual writings. It is a beneficial activity to once more read him in the
confines of the University which espouses liberal education and social obligation
to serve the people. In the end, the validity of Rizal as Iskolar ng Bayan at Para
sa Bayan will be imparted to the minds of the fair hope of the country--- the
students of the University of the Philippines.

[sir, did we give enough justification to institute it as a GE course. In the

rationale, we also need to explain current reality and how will it be different
when we institute PI as GE course; we also need to explain how the proposal will
enrich the liberal arts education experiences of UP students- fr. what to include
in template for a rgep course proposal]

III. RGEP Framework and the Proposed Course: The Life and Works of Jose Rizal

RGEP Framework Components Items through which RGEP components are

addressed
A. Program Objectives
1. To Broaden Intellectual and Rizal excelled in intellectual and cultural
Cultural Horizons pursuits which the students can emulate(,)
[.] [H]he fused arts and sciences to
understand the situation of the country
within a global perspective(,)[.] [H]he
engaged in historical, literary and scientific
studies of various social and natural
phenomena within and outside of the
Philippines
2. To Foster a Commitment to The quest for national sovereignty was
Nationalism Balanced with anchored by Rizal on the basic principles of
 Internationalism human rights as embodied collectively in
the forward march of history towards
freedom and emancipation of everyone(,)[.]
Rizal formulated the notion that for freedom
to flourish, it should not be in isolation but a
common feature of humankind[.]

3. To Enhance Awareness of various Medical science and cultural studies were

Ways of Knowing articulated by Rizal in finding ways and
means how a diagnosis of the social malady
prevailing in the country can be
foregrounded and thus a basis for
recuperation can be part of the choices of
individual Filipinos[.]

B. Methods of Inquiry
Interpretative and Aesthetic Modes Through intertextuality, new combinations,
readings and descriptions can emerge in the
light of the dialogue between Rizal and his
publics as mediated by the faculty-in-
charge[.]

C. Skill Competency
1.Oral and Written Communication [With] [t](T)he writing of papers, written
exercises and actual meeting with the texts
that Rizal himself produced, students are
given the opportunity to experience the
power of language, translation and the act of
representing aspects of the past in a
persons life(,)[.] [F](f)urthermore in several
ways, like class presentations and group
projects the competency of the students is
enhanced [.]
2. Independent and Critical Thinking Rizal fostered the freedom of the mind and
the ability to weave a particular
truth/narrative in response to prevailing
practices and structures(,)[.] [S](s)tudents
are encouraged to think on their own and
prove to each other the validity of
conclusions and opinions based on research-
based evidences[.]

IV. Linking Content and Process

The course introduces the students to the wealth of Rizaliana materials, both
primary and secondary and even into visual and contemporary art(s)forms like
monuments, installations and museums. There is a virtual industry on the life
and writings of Jose Rizal. Amidst all of these, the faculty should inspire the
 students that that they can be like Rizal who participated in the social and
political processes through what University Professor Emeritus Gemino Abad
referred to as the crucial infinitives in life which are to read, to think, to write.
The process or the delivery mode becomes important to the success of the
course as part of the general education program. In broad terms, it is facilitated
through a learner-centered approach in which the lecturer gives the broad
outline of a particular topic and then the students with their recitation faculty
interact in a dialogical manner through concept mapping, debates, writing of
essays, critiquing of films and other historical sources and reading of actual
works of Jose Rizal. As an additional teaching strategy, educational trips are
useful inasmuch as UP Los Banos is in the circumference where Rizal spent his
formative years and place of martyrdom. Descendants of the national hero and
highly acclaimed scholars will be invited in various fora and symposia as
resource persons to provide the necessary diversity of opinion regarding Rizal
and on how to apply his ideas and concepts in real life situations.

A. Faculty Mentoring Plan

The faculty members who are tasked to teach the course will be
holding periodic in-house conversations and workshops. Notable scholars can
be brought to UP Los Banos to share with the faculty their recent research
undertakings. The lecturer and the recitation faculty should coordinate and
synchronize their schedules prior to the semester of teaching.

B. Feedback Instruments from Students

There should be a diagnostic exam at the start of the semester to

acquaint the faculty on the level of knowledge of the students. This is also
meant to check the degree of retention of the students in terms of what they
have acquired when they studied the novels of Rizal in high school. At the
end of the semester, a similar testing will be conducted to determine the
effectiveness of the course. The formulation of the questionnaires is
necessarily an interdisciplinary matter. The faculty teaching the course
should coordinate with those in Psychology, Sociology and Statistics.

V. Course Outline

a. Course Goal [Did we tie up the course goals with the RGEP Objectives,
mode of inquiry and competencies?- from Template for a RGEP course
proposal]
 The student should be able to locate intersections between two lives,
that of Rizal and the nation, thus his biography is only a subset of Philippine
history, the course therefore is only a means to an end and not an end in
itself, the greater end is the instilling of nationalism and sense of heroism(,)[.]
[T](t)he life of Jose Rizal becomes an entry point for the student to critically
understand the formation of identity of the Filipinos.

b. Specific Objectives:

At the end of the course, the students are expected to be able to:

1. Identify the highlights of Rizals biography,

2. Summarize the major writings of Rizal,

3. Contextualize Rizals life within the 19th century Philippines,

4. Differentiate Rizal the person from Rizal the hero,

5. Evaluate the importance of Rizals contribution to nation-building,

and

6. Asses the significance of symbols in strengthening national solidarity

and sense of community.

c. Course Topics No. of

Hrs.

I. Heroism and Nationalism in the Philippine Setting

3

A. Bayani as term and concept from Northern Philippines to Southern

Philippines

B. Review of Philippine Epics

C. Republic Act 1425

D. Definition of a Hero by the National Heroes Commission

II. A Review of The Nineteenth Century Philippines: 1801 to 1900

3

III. The Study of Rizal as an Individual

12

a. Early years from 1861 to 1886: poems, plays, diaries and

autobiography
 b. The publication of Noli Me Ta[n]gere in 1887 (A Tagalog-based,
regional novel)

c. The Calamba Land Problem, 1888 and beyond

d. Historical research on pre-colonial past, annotations of Sucesos

delas Islas Filipinas in 1889

e. The publication of El Filibusterismo in 1891 (A Filipino-based,

national novel)

f. Homecoming and the establishment of La Liga Filipina as platform

for national formation in 1892

g. Dapitan as place of practice for the transformation of the

community from 1892-1896

h. Trial, Execution and Martyrdom

IV. The Study of Rizal as a Knowledge Producer

18

(Review and Citation of Rizals Writings following the four headings that are
listed below; the sources are his Novels, Essays, Letters, Poems, Short
Stories, Translations, Folklore, Manifestos, Constitution and By-laws and
Autobiography)

a. Philippine Studies

b. Social Change

c. Morality and Ethics

d. Gender and Development

V. The Study of Rizal as a National Symbol 9

a. Rizal as the honorary president of the Katipunan

b. December 30 as national holiday as proclaimed by President Emilio

Aguinaldo in 1898

c. The first monument in Daet, Camarines Norte in 1899

d. Selected writings on the relevance of Rizal: Recto, Agoncillo, Sison,

Constantino, Covar, Ileto and Quibuyen
 VI. Integration: The Rewriting of Rizals The Philippines A Century Hence,
2011-2111 3

d. Course Requirements

[we should make sure that requirements tie up with the course goals]

Requirements Percentage
Long Examinations 40

Students are required to take two long

examinations. These examinations will follow
multiple choice and matching type formats, a short
essay will also be integrated in the questionnaire, a
portion of the exam is modified true or false,
wherein basic propositions are laid down and the
student is made to develop an appropriate
conclusion.

Quizzes 20

After every major topic/discussion, the recitation

faculty will administer a quiz to highlight important
facts. Short essay-type quiz may also be required to
better assess students understanding of concepts
discussed in class.
Autobiography 10

Students will write an autobiography, incorporating

concepts and ideas taken from Rizals life and
works.
Essay about the Future 10

Inspired by Rizals essay published in La Solidaridad

in 1889-1890 entitled The Philippines: A Century
Hence, the students will compose an essay
explaining their vision of the countrys future.
Presentation 7.5

This is a group activity, using various forms of

media, the students will present their understanding
of certain episodes/chapters in the heros
life/novels.
Synthesis Papers 7.5

The students own significations are highlighted,

various ideas, strands and concepts coming from
the course maybe combined with what they have
 learned from other sources and from real life
situations.
Fieldtrip/Project 5

The fieldtrip is intended to provide the students the

opportunity to relate with the actual locations and
objects associated with Jose Rizal and Philippine
history. It will provide the students the opportunity
to interrogate the definitions of heroism and
nationalism in the context of the life and works of
Jose Rizal. This can be replaced by a special project,
for example, book review, article review or
submission of audio-visual materials made by the
student on the various images the society has
developed for Rizal.

100

e. References

Agoncillo, Teodoro. Revolt of the Masses:The Story of Bonifacio and the Katipunan.
Quezon City: University of the Philippines, 1956.
_______________. History of the Filipino People. Malaya Books, 1990
Alaras, Consolacion. Pamathalaan: Ang Pagbubukas sa Tipan ng Mahal na Ina.
Quezon City: Bahay-Saliksikan ng Kasaysayan, 1988.
Almario, Virgilio. Panitikan ng Rebolusyong 1896: Isang Paglingon at Katipunan ng
mga Akda nina Bonifacio at Jacinto. Quezon City: University of the
Philippines Press, 1993.
_____________. Si Rizal: Nobelista (Pagbasa sa Noli at Fili Bilang Nobela). Quezon City:
The University of the Philippines Press, 2008.
Anderson, Benedict. Imagined Communities: Reflections on the Origin and Spread
of Nationalism. Pasig City: Anvil Publishing, 2003.
_________________. The Spectre of Comparisons: Nationalism, Southeast Asia and the
World. New York: Verso, 2002.
_________________. Under Three Flags: Anarchism and the Anti-Colonial Imagination.
Pasig City: Anvil Publishing Inc., 2006.
Arcilla, Jose. Rizal and the Emergence of the Philippine Nation. Quezon City: Ateneo
University Press, 2001.
Bonoan, Raul. Rizal-Pastells Correspondence. Quezon City: Ateneo de Manila
University Press, 1994.
Coates, Austin. Rizal - Filipino Nationalist and Patriot. Manila: Solidaridad Publishng
House, 1968
Constantino, Renato. The Philippines: A Past Revisited. Manila: The Author, 1975.
Daroy, Petronilo and Dolores Feria (eds.). Rizal: Contrary Essays. Quezon City: Guro
Books, 1968.
David, Randolf. Nation, Self and Citizenship: An Invitation to Philippine Sociology.
Quezon City: Sociology, College of Social
Sciences and Philosophy, University of the Philipppines, 2002.
dela Costa, Horacio (ed., trans. and anno.) The Trial of Rizal: W.E. Retanas
Transcription of the Official Spanish Documents. Quezon City: Ateneo de
Manila University Press, 1961.
Eugenio, Damiana(comp. and ed.) The Epics. Quezon City: University of the
Philippines Press, 2001.
Fast, Jonathan and Jim Richardson. Roots of Dependency. Quezon City: Foundation
for Nationalist Studies, 1979.
Galam, Roderick G. The Promise of the Nation: Gender, History, and Nationalism in
Contemporary Ilokano Literature. Quezon City: Ateneo de Manila University
Press, 2008.
Guerrero, Leon Ma. The First Filipino. Manila: National Historical Institute, 1963.
Hau, Caroline. Necessary Fictions: Philippine Literature and the Nation,1946-1980.
Quezon City: Ateneo de Manila University Press, 2000.
____________. On the Subject of the Nation: Filipino Writings from the Margins 1981
to 2004. Quezon City: Ateneo de Manila University Press, 2004.
Hessel, Eugene. The Religious Thought of Jose Rizal. Quezon City: New Day, 1983.
Ikehata, Setsuho. Jose Rizal: The Development of the National View of History and
National Consciousness of the Philippines. The Developing Economies. 6,
no. 2 (June 1968): 176-192.
Ileto, Reynaldo. Pasyon and Revolution: Popular Movements in the Philippines, 1840-
1910. Quezon City: Ateneo de Manila University Press, 1979.
____________. Filipino and Their Revolution: Event, Discourse, and Historiography.
Quezon City: Ateneo de Manila University Press, 1998.
Joaquin, Nick. A Question of Heroes. Pasig City: Anvil Publishing, Inc., 2005.
Jose Rizal National Centennial Commision. The Rizal-Blumentritt Correspondence,
Vol. 1. Manila: National Historical Institute, 1992.
Lumbera, Bienvenido (ed.) Paano Magbasa ng Panitikang Filipino: Mga Babasahing
Pangkolehiyo. Quezon City: University of the Philippine Press, 2000.
Majul, Cesar. The Political and Constitutional Ideas of the Philippine Revolution.
Quezon City: University of the Philippines Press, 1967.
McCoy, Alfred (ed.).Lives at the Margins: Biography of Filipinos Obscure, Ordinary,
and Heroic. Quezon City: Ateneo de Manila University Press, 2000.
Menez, Herminia. Explorations in Philippine Folklore. Quezon City: Ateneo de Manila
University, 1997.
Melendrez - Cruz, Patricia and Apolonio Chua (eds.) Himalay: Kalipunan ng mga Pag-
aaral kay Jose Rizal. Manila : Sentrong Pangkultura ng Pilipinas, 1991.
Mojares, Resil. Waitingfor Mariang Makiling: Essays in Philippine Cultural History.
Quezon City: Ateneo de Manila University Press, 2002.
Nolasco, Ricardo.Ang Pinagmulan ng Salitang Bayani. Diliman Review. 45, 2-3
(1997): 15-18.
Ocampo, Ambeth. Rizal Without the Overcoat. Pasig City: Anvil Publishing inc., 1990.
__________. Makamisa: The Search for Rizals Third Novel. Pasig City: Anvil
Publishing, Inc., 1992.
Ocampo, Nilo. May Gawa na Kaming Natapus Dini: Si Rizal at ang Wikang Tagalog.
Quezon City: Office of the Vice Chancellor for Research and
Development, University of the Philippines, Diliman, 2002.
Quibuyen, Floro C. Rizal and Filipino Nationalism: Critical Issues. Philippine
Studies. 50, no. 2 (2002): 193-229.

_____________. A Nation Aborted - Rizal, American Hegemony, and Philippine

Nationalism. Quezon City: Ateneo de Manila University Press, 2008.

Quirino, Carlos. The Great Malayan. Manila: Tahanan Books, 1997.

Radaic, Ante. Rizal. Jose Rizal: Romantico, Realista: Isang Pagsusuring

Pampanitikan ng Noli Me Tangere atEl Filibusterimo. Isinalin ni Trinidad O.
Regala. Pinamatgunutan ni Apolonia B. Chua. Quezon City: University of the
Philippine Press, 1999.

Rafael, Vicente. Contracting Colonialism: Translation and Christian Conversion in

Tagalog Society under Early Spanish Rule. Quezon City: Ateneo de Manila
University Press, 1988.
____________.The Promise of the Foreign: Nationalism and the Techniques of
Translation in the Spanish. Pasig City: Anvil Publishing Inc., 2006.
Rajaretnam, M. (ed.) Jose Rizal and the Asian Renaissance. Kuala Lumpur and
Manila: Institut Kajian Dasar and Solidaridad Pubishing House, 1996.
Reyes, Raquel. Love, Passion and Patriotism: Sexuality and the Philippine
Propaganda Movement, 1882-1892. Quezon City: Ateneo de Manila University
Press, 2009.
Rizal, Jose. Rizals Prose. Manila: National Historical Institute, 1962.
__________. Political and Historical Writings. Manila: Natioal Historical Institute, 1964.
__________. Noli Me Tangere (trans. by SL Locsin)Manila: Bookmark, 1996.
__________. El Filibusterismo (trans. by SL Locsin) Manila: Bookmark, 1996.
Salazar, Zeus. Ang Bayani Bilang Sakripisyo: Pag-aanyo ng Pagkabayani sa Agos ng
Kasaysayang Pilipino." Mimeographed typescript.1994.
San Juan, E. "The Discourse of the Other: A Reading of Rizal's Novels." In Toward a
People's Literature. Quezon City: University of the Philippines Press,
1984.
__________. Rizal in Our Time. Pasig City: Anvil Publishing Inc., 1997.
Schumacher, John N., SJ. Rizal and Filipino Nationalism: A New Approach.
Philippine Studies. 48, no. 4 (2002): 549-71.

Stompka, Piotr. Great Individuals as Agents of Change. In The Sociology of Social

Change. Massachusetts, USA: Blackwell, 1993.

Zaide, Gregorio and Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat,
Manunulat, Siyentipiko, at Pambansang Bayani. Quezon City: All Nations
Publishing, 1984.

VI. Analytical Information

A. Instructional Model

Types of Preferred Staff Required No. of No. of Credits

Session Class size Hrs./week
Lecture- 160 (lecture) 5 (additional) 1.5 (lecture) 3
Discussion (400 [30-35 1.5
to have at (recitation)
least 5-6 recit
sections]
(recitation)

B. Special or Additional Resources and Personnel Requirements

1. Lecture hall/Classroom: one new Lecture hall for the

Department of Social Sciences
2. Equipment: LCD Projector
LCD Screen
Computer
Lapel microphone
Microphones with stand

3. Library and other learning resources:

The following films are available for purchase:

Bayaning Third World
Gintong Pamana
Jose Rizal (GMA 7)
Rizal sa Dapitan
I Witness Documentaries

4. Personnel
From the Department of Social Sciences, College of Arts and Sciences:

Boncocan, Rhina A. M Philippine Studies

Boro-Magbanua, Ma. Reina MA Women and Development
Brillo, Bing Baltazar MA Political Science
Castro, April Hope T. MA Asian Studies
Comandante, Bonifacio Jr. PhD Cosmic Anthropology
Costelo, Ross BA History
Diestro, Dwight David A. M Philippine Studies
Ferrer, Amelia S. MA History
Ligero, Jeffrey James BA History
Lopez, Charlene Joy BA Political Science-History
Mata, Roberto C. MA Philippine Studies
Santos, Antonio L. PhD Philippine Studies

C. Relation to Other Courses

1. Offered by CAS
a. Courses replaced by this course: None
 b. Prerequisite Course: None
c. Course for which this course is a prerequisite: None
d. Course Containing the same content: HIST 1 10%

2. Offered by other units

a. Course replaced by this course: None
b. Prerequisite course: None
c. Course from which this course is a prerequisite: None
d. Course containing the same content: None

D. Size and Source of Enrollment

1. Legislated course/mandatory (R.A. 1425)
2. Anticipated enrollment in the first and second year offering: 2,500
to 3,500 per year

E. Estimated Funds Required by Addition of this Course

1. Salaries: GE multiplier
2. Supplies and Materials: Php 100, 000.00
3. Equipment: Php 100,000.00
4. New Lecture hall Php 2,000,000.00 [tanong lang po,
feasible ba ito?]

Course Syllabus

Course Number PI10 Professor ____________

Course title The Life and Works of Jose Rizal

Course Credits 3 units Phone number

5362440

Telefax 5362440

Class Schedule E-mail

Office address CAS Annex 1,

DSS, CAS

Course description Significance of the life and writings of Rizal in the life of
the Filipino People

Course Goals The student should be able to locate intersections between two
lives, that of Rizal and the nation, thus his biography is only a
subset of Philippine history(,)[.] [T](t)he course therefore is only
a means to an end and not an end in itself, the greater end is
the instilling of nationalism and sense of heroism(,) [T](t)he life
of Jose Rizal becomes an entry point for the student to critically
understand the formation of identity of the Filipinos.

Course Course Objective Topic and/or activity Reference and/or

Schedul requirement
e
Week 1 Leveling of Topics Course Syllabus
expectations and
familiarization Bayani as term and concept Salazar, 1994
among the from Northern Philippines to
members of the Southern Philippines Nolasco, 1997
class including
the lecturer, Review of Philippine Epics
recitation
instructors, Republic Act 1425
student assistants
and the Definition of a Hero by the
enrollees. National Heroes Commission

Mapping of Activities
requirements,
procedures, rules, Debate: Si Rizal ay bayani ng
regulations and Bayan
decorum.

Leadership qualities in Epics

Week 2 Contextualize Topic Quiz 1
Rizals life within
the 19th century Nineteenth Century Fast and Richardson,
Philippines Philippines 1979

Activities Abinales and

Amoroso, 2005
Analyzing 19th Century
photographs

Chronology drill
Week 3 Topic Zaide and Zaide,
1984
Evolution of Consciousness
Coates, 1968
Biography, Self Creation and
Nation-building Guerrero, 1963

Activities

Writing of Autobiography

Group Presentation on about a

section of his biography or
characters of his novels

Week 4 Identify the Topics Zaide and Zaide,

highlights of 1984
Rizals biography Early years from 1861 to
1886: poems, plays, diaries Coates, 1968
and autobiography
Guerrero, 1963
The publication of Noli Me
Tagere in 1887
(A Tagalog-based novel)

Activity

Poetry Reading/Poetry
Reading

Mini-Quiz Bee/ Battle of the

Brains/ Jeopardy/ about a
section of Rizals life
Week 5 Differentiate Rizal Topics Zaide and Zaide,
the person from 1984
Rizal the hero The Calamba Land Problem,
 1888 and beyond Coates, 1968

Historical research on pre- Guerrero, 1963

colonial past, annotations of
Sucesos delas Islas Filipinas in
1889

The publication of El
Filibusterismo in 1891 (A
Filipino-based novel)

Activities

Listing of the facts of the

Case: People of Calamba
versus the Dominican Order

The Year I Was Born Project

Week 6 Homecoming and the Fieldtrip: Laguna and

establishment of La Liga Manila
Filipina as platform for
national formation in 1892 Zaide and Zaide,
1984
Dapitan as place of practice
for the transformation of the Coates, 1968
community from 1892-1896
Guerrero, 1963
Trial, Execution and
Martyrdom

Activities

Comparison between the La

Liga Filipina

Map Making: Locating Rizals

Travels in the Philippines and
Overseas

Week 7 Summarize the Topic Noli Me Tangere

major writings of El Filibusterismo
Rizal Philippine Studies
Rizal-Blumentritt
Activities Corespondence,
1992
Annotated bibliography
Anderson, 2002. The
Spectre of
Comparison.
 Anderson, 2008.
Under Three Flags.
Week 8 Topic Noli Me Tangere
El Filibusterismo
Philippine Studies
Rizal-Blumentritt
Activity Corespondence,
1992
Intertextuality Exercise
Hau, 2000.
Necessary Fictions.
Week 9 Topic Chaptes 7 and 39 (El
Social Change Filibusterismo)

Activities Quibuyen,
2008.Rizal Concept
Debates: of a Nation

Reform versus Revolution

Ibarra versus Elias

Rizals December 15, 1896

manifesto
Week Topic Bonoan, 1994
10
Morality and Ethics Hessel, 1983

Activities Ocampo, 2002.

Mga Karampatan ng
Rizals-Pastells Tao
Correspondence
The Lord Gazes at
The Indolence of the Filipinos the Philippine
Islands
Annotation of Antonio de
Morgas Sucesos de las islas The Religiosity of
Filipinas the Filipinos

Week Differentiate Rizal Topics Agoncillo, 1956

12 the person from
Rizal the hero Rizal as the honorary
president of the Katipunan

December 30 as national
Asses the holiday as proclaimed by
significance of President Emilio Aguinaldo in
 symbols in 1898
strengthening
national solidarity The first monument in Daet,
and sense of Camarines Norte in 1899
community

Activity

Re-interpreting statues,
monuments and images of
Jose Rizal in the Philippines
and abroad

Week Topics Quibuyen, 2008

13 (relevant chapters)
Selected writings on the
relevance of Rizal: Recto, Daroy, 1968
Agoncillo, Sison, Constantino,
Covar, Ileto and Quibuyen Melendres-Cruz,
1991
Activity (relevant chapters)

Tabular presentation of
different perspectives of
authors
Week Topics Quibuyen, 2008
14 (relevant chapters)
Selected writings on the
relevance of Rizal: Recto, Daroy, 1968
Agoncillo, Sison, Constantino,
Covar, Ileto and Quibuyen Melendres-Cruz,
1991
Activity (relevant chapters)

Debate on Rizals contribution

to nation-building

Week Topics Quibuyen, 2008

15 (relevant chapters)
Selected writings on the
relevance of Rizal: Recto, Daroy, 1968
Agoncillo, Sison, Constantino,
Covar, Ileto and Quibuyen Melendres-Cruz,
1991
Activity (relevant chapters)

Debate on Rizals contribution

to nation-building

Week Topic Ikehata, 1968

16
The Rewriting of Rizals The
Philippines A Century Hence,
2011-2111

Activity

Mini Play/Skit Presentation:

Rizal Back to the Future

Teaching Strategies

The course will use lecture-recitation mode facilitated through a learner-

centered approach. Educational trips are also useful in as much as UP Los Banos is
in the circumference where Rizal spent his formative years and place of
martyrdom. Descendants of the national hero and highly acclaimed scholars will be
invited in various fora and symposia as resource persons to provide the necessary
diversity of opinion regarding Rizal and on how to apply his ideas and concepts in
real life situations.

Class Activities

A variety of teaching methods will be employed. The lecturer gives the broad
outline of a particular topic and then the students with their recitation faculty
interact in a dialogical manner through concept mapping, debates, writing of
essays, critiquing of films and other historical sources and reading of actual works of
Jose Rizal. Through these activities, the students hopefully will realize their role in
the project of nation-building.

Evaluation

Requirements Percentage
Long Examinations 40

Students are required to take two long

examinations. These examinations will follow
multiple choice and matching type formats, a short
essay will also be integrated in the questionnaire, a
portion of the exam is modified true or false,
wherein basic propositions are laid down and the
student is made to develop an appropriate
conclusion.

Quizzes 20

After every major topic/discussion, the recitation

 faculty will administer a quiz to highlight important
facts. Short essay-type quiz may also be required to
better assess students understanding of concepts
discussed in class.
Autobiography 10

Students will write an autobiography, incorporating

concepts and ideas taken from Rizals life and
works.
Essay about the Future 10

Inspired by Rizals essay published in La Solidaridad

in 1889-1890 entitled The Philippines: A Century
Hence, the students will compose an essay
explaining their vision of the countrys future.
Presentation 7.5

This is a group activity, using various forms of

media, the students will present their understanding
of certain episodes/chapters in the heros
life/novels.
Synthesis Papers 7.5

The students own significations are highlighted,

various ideas, strands and concepts coming from
the course maybe combined with what they have
learned from other sources and from real life
situations.
Fieldtrip/Project 5

The fieldtrip is intended to provide the students the

opportunity to relate with the actual locations and
objects associated with Jose Rizal and Philippine
history. It will provide the students the opportunity
to interrogate the definitions of heroism and
nationalism in the context of the life and works of
Jose Rizal. This can be replaced by a special project,
for example, book review, article review or
submission of audio-visual materials made by the
student on the various images the society has
developed for Rizal.

100

Basis for Grading (Rubrics)

Cooperative Learning Activity Rubric (adopted from SOSC 4)

Exceptional Admirable Acceptabl Amateur Points

e
Content Highly Highly Moderatel Moderately 5
accurate accurate y accurate accurate
and basic basic basic
complete information informatio information
basic with one n with two with several
information; point or three (more than
updated missing; points three) points
information updated missing; missing; did
presented; information; did not not
diligently diligently update/ad update/add
researched researched d new new
facts (10) facts (8) informatio information;
n; fairly
moderatel researched
y facts (4)
researche
d facts (6)
Exceptional Admirable Acceptabl Amateur Points
e
Inter-Group Students Students Some Little if not 6
Relations reflect show degree of brief
intimate moderately interaction interaction,
and high high degree , exchange of
degree of of awareness discussion ideas and
awareness of others , and alternatives.
of others views and exchange Some
views and opinions; of students
opinions, good opinions show
which interaction; are disinterest or
facilitates discussions observed distracted
smooth are focused (3) (1)
interaction on the task
and (4)
exchange of
ideas in
their
discussions;
discussions
are focused
on task (5)
Teamwork All students Three-fourths Half of the Only one or 7
actively of the students two persons
participated students actively actively
(5) actively participate participated
participated d (3) (1)
(4)
Creativity Presentatio Presentation Two or Presentation 7
and n materials, materials are three materials are
Resourcefuln impeccable, and carefully items are either
ess complete, chosen, missing in inappropriate
well- creatively the for the topic
prepared, designed and presentati or
creatively- appropriate on incomplete;
designed to the topic materials; very little
and (and its costumes, sign of
appropriate characteristic props are creativity
to the topic s) but one appropriat and
(and its item is e to the resourcefulne
characters) missing (4) topic ss in
(5) though presentation
they are (1)
less
creatively
designed
and
presented
(3)
Total 25

1.00 = 96100 pts 1.50 = 8690 pts 2.00 = 7680 pts 2.50 = 6670 pts
3.00= 51-60 pts
1.25 = 91-95 pts 1.75 = 81-85 pts 2.25 = 71-75 pts 2.75 = 61-65 pts
5.00= 50 & below

Criteria Points

1 2 3 4

Student
Student
Audience cannot Audience has presents
presents
understand difficulty information in
information in
presentation following logical,
Organization logical ____
because there is presentation interesting
sequence
no sequence of because student sequence
which audience
information. jumps around. which audience
can follow.
can follow.

Content Student does not Student is Student is at Student ____

Knowledge have grasp of uncomfortable ease with demonstrates
information; with information content, but full knowledge
student cannot and is able to fails to (more than
answer questions answer only elaborate. required)with
about subject. rudimentary explanations
 and
questions.
elaboration.

Student
Student used
occasionally
Visuals related visuals to
Student used no used visuals
Visuals to text and reinforce ____
visuals. that rarely
presentation. screen text and
support text and
presentation.
presentation.

Student's Presentation
Presentation
presentation had has no more Presentation
had three
four or more than two has no
misspellings
Mechanics spelling errors misspellings misspellings or ____
and/or
and/or and/or grammatical
grammatical
grammatical grammatical errors.
errors.
errors. errors.

Student
Student mumbles,
incorrectly Student's voice
incorrectly Student used a
pronounces is clear.
pronounces terms, clear voice and
terms. Audience Student
Delivery and speaks too correct, precise ____
members have pronounces
quietly for students pronunciation
difficulty most words
in the back of class of terms.
hearing correctly.
to hear.
presentation.

Total ____

Rubric for Synthesis Paper

Category

Excellent Satisfactory Requires further

effort

Information Information Information

clearly relates clearly has little or
to the main relates to the nothing to do
topic. main topic. with the main
Quality of Content is topic or simply
informatio thoughtful and restates the
n relevant to the main concept.
topic
discussed.
 Professional Professional Professional
vocabulary vocabulary vocabulary
and writing and writing and writing
style are used style are style are
consistently used occasionally
throughout frequently used.
Language the paper. throughout
the paper.
Sources used Relied Did not cite
are up to date. mostly on sources.
Literature the sources
used provides cited by the
Reference fresh instructor.
s interpretation
regarding the
topic.
Used sources
not given by
the instructor.
Total
Possible
Points 21-30 points 11-20 points 1-10 points