Philippine Normal University

The National Center for Teacher Education

COLLEGE OF TEACHER DEVELOPMENT

OBE COURSE SYLLABUS

PNU Vision-Mission PNU shall become internationally recognized and nationally responsive teacher education university. As the
established producer of knowledge workers in the field of education, it shall be the primary source of high-
quality teachers and education managers that can directly inspire and shape the quality of Filipino students
and graduates in the country and the world.

PNU is dedicated to nurturing innovative teachers and education leaders.

PNU Quality Policy As the National Center for Teacher Education, the Philippine Normal University commits to provide leadership
in teacher education and nurture innovative teachers and education leaders imbued with values of truth,
excellence, and service. We commit to the continual growth of the University through compliance with
international Quality Standards and statutory and regulatory requirements. We shall achieve this through our
core functions of instruction, research, extension, and production.
CTD Goals The College of Teacher Development promotes the University’s mission of nurturing innovative teachers and
educational leaders. It is committed to:
1. Providing the best teacher preparation and development training to produce teachers who are
strong in content, grounded in the discipline and possess the technological and pedagogical
knowledge to effectively teach and lead in the on-going educational reforms at all levels of
education;
2. Promoting quality instruction by ensuring a strong philosophical and conceptual foundations for the
teacher education curriculum programs to develop graduates with the following qualities: humane
and ethical educated person, reflective and responsive specialist, critical and creative technology
expert and transformative educator;
3. Advancing research in education by providing opportunities to students and faculty members of the
College to conduct research to produce and construct knowledge about teaching- learning, reflect
and make meaningful connections between theory and practice, solve problems and locate
opportunities for strategic actions; and
4. Promoting a culture of sharing by extending scholarship and expertise to other educational
institutions and agencies and establishing partnerships with communities and organizations involved
in education.
Course Number GED-SS 02
Course Title Rizal’s Life and Works
Course Prerequisite None
Course Description A study on the life, works, and writings of Dr. Jose Rizal, the Philippine National Hero, and his novels,
Noli me Tangere and El Filibusterismo, as mandated through RA 1425. The course also examines the
lives of other Filipino heroes and heroines, which exposes students to a variety of heroic biographical
models thus enriching the discourse on nationalism and patriotism.
Program Specialization As a mandated general education course, at its end, students are expected to:
Outcomes  Foster critical, analytical, and creative thinking;
 Acquire self-assuredness in knowing and being Filipino;
 Acquire ability to reflect on moral norms/ imperatives as they affect individuals and society;
 Work effectively in a group.
EGTE Outcomes Nationalism and service to the nation; environmental stewardship

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COURSE CONTENT
Session Course Learning
No./Duration Outcomes
1 Articulate the significance
and paradoxes of Rizal’s
contributions to Filipino
nationalism.
2 Hagiography of
3 Articulate the significance
and paradoxes of Rizal’s
contributions to Filipino
nationalism.
4 Rizal and Popular
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2
Content Instructional Delivery Design
(preferably with
Face-to-Face Flexible Learning Assessment
focusing/essential
Activities Activities
questions)
I. THE RIZAL LAW, Group Reporting Preparation of Corresponding Test
LITERATURE AND and Class Student-Initiated Items in MT Exam
SOCIETY: Discussion. Multiple Choice
The Rizal Law. Questions Group Thought Paper
Considering the 1.
context of the Group Thought
1950s, what issues Paper 1. In view
and interests were of the issues at
at stake in the stake in the
debate over the passage of RA
Rizal Bill that later 1425 (The Rizal
was crafted into the Law), is the
Rizal law? Do these teaching of
issues remain Rizal’s life as
pertinent to the hagiography
present? consistent with
the law?
Instructor’s Preparation of Corresponding Test
Rizal: Presentation criticism of Student-Initiated Items in MT Exam
students’ outputs. Multiple Choice
The Rizal Law and Questions
Philippine Group Reporting
Literature and and Class
Society. What is the Discussion.
relationship between
Literature and
Society? How does
one learn
“patriotism” and
“nationalism” from
literature?
II. RIZAL AND THE Group Reporting Preparation of Corresponding Test
THEORY OF and Class Student-Initiated Items in MT Exam
NATIONALISM: Discussion. Multiple Choice
The Nation as an Questions
Imagined
Community. What
is a nation and why
is it “imagined”?
What is
Nationalism? How
does Rizal and his
works relate to
Philippine
Nationalism?
Group Reporting Preparation of Corresponding Test
Nationalism. and Class Student-Initiated Items in MT Exam
What is meant for Discussion. Multiple Choice
Rizal to be Questions
contextualized? How
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Content Instructional Delivery Design

Session Course Learning (preferably with
Face-to-Face Flexible Learning Assessment
No./Duration Outcomes focusing/essential
Activities Activities
questions)
does your view of
Rizal compare with
the “underside”?
5 Explain the context of III. RIZAL’S SOCIAL Group Reporting Preparation of Corresponding Test
Rizal’s various works, ORIGINS AND and Class Student-Initiated Items in MT Exam
particularly his Noli and Fili, HISTORICAL Discussion. Multiple Choice
annotations to Morga’s CONTEXT: Questions Presentation of Group
work, his two political/ Ascendance of According to Work on Ethnic-Racial
historical novels and other Chinese Mestizos. Anderson and Categories.
works. What were the Wickberg, what
historical conditions were the ethnic-
that led to the racial categories
emergence of used during the
Chinese Mestizos as Spanish colonial
an important period? Using
element of your respective
Philippine society? groupings,
What were the illustrate the
implications of their relations between
ascendance? these social
categories thru a
game, skit,
drawing, or
PowerPoint
presentation.
6 Spanish Colonial Instructor’s Preparation of Corresponding Test
Ethnic Categories: criticism of Student-Initiated Items in MT Exam
A Presentation students’ outputs. Multiple Choice
Questions
Agrarian Relations Group Reporting
and the Friar and Class
Lands. What is the Discussion.
broader history of
the friar lands? Why Discussion Q:
did the Hacienda de Given the social
Calamba become a tensions between
site of agitation in Chinese Mestizos
the late nineteenth and Indios, why
century? were Indios willing
to become the
Kasama of
Mestizo
Inquilinos?
7 Intra-clergy Group Reporting Preparation of Corresponding Test
Conflicts and the and Class Student-Initiated Items in MT Exam
Cavite Mutiny. Discussion. Multiple Choice
What conflicts Questions
marred relations
between the secular
and regular clergy?
Why did the conflicts
within the Catholic
Church impinge

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Content Instructional Delivery Design

Session Course Learning (preferably with
Face-to-Face Flexible Learning Assessment
No./Duration Outcomes focusing/essential
Activities Activities
questions)
upon Philippine
history in general
and on Rizal’s
politics in particular?
8 MIDTERM EXAM
9 Analyze Rizal’s various IV. RIZAL IN Group Reporting Preparation of Corresponding Test
works, particularly those EUROPE, THE and Class Student-Initiated Items in Final Exam
mentioned above. PROPAGANDA Discussion. Multiple Choice
MOVEMENT AND Questions Timeline of the
NOLI ME Propaganda
TANGERE: Submit in tabular Movement
The Propaganda format the
Movement. What Timeline of the
was the Propaganda Propaganda
Movement and what Movement
did it stand for? showing Rizal’s
What was Rizal’s participation in it
involvement in it? until his
breakaway from
del Pilar. Your
table must
include the
columns: Date
(Column 1),
Activities (Col.
2), and
Significance
(Col. 3)
10 Timeline of the Instructor’s
Propaganda criticism of the
Movement: A students’ outputs.
Presentation
11 Noli me Tangere Group Reporting Preparation of Corresponding Test
(1/2). What was the and Class Student-Initiated Items in Final Exam
context in which Discussion. Multiple Choice
Rizal writes Noli me Questions Answers to
Tangere? What Discussion Q1: Discussion Q’s (by
literary strategies did What lesson in group)
Rizal use in writing literary criticism
this novel? What do we learn from
does this novel Rizal’s reply to
indicate about Barrantes?
national Discussion Q2:
consciousness? Compare and
contrast the views
of Schumacher
and Anderson.
Why is it important
to consider these
differing views?
12 Noli me Tangere Group Reporting Preparation of Corresponding Test
(2/2). Why is the and Class Student-Initiated Items in Final Exam
“hero” of Noli me Discussion. Multiple Choice

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Content Instructional Delivery Design

Session Course Learning (preferably with
Face-to-Face Flexible Learning Assessment
No./Duration Outcomes focusing/essential
Activities Activities
questions)
Tangere a Creole? Questions Answers to
What further literary Discussion Q1: Discussion Q’s (by
strategies did Rizal What anti-modern Draw the family group)
employ in writing aspects of trees of Ibarra
this novel? In what colonial society and Elias side- Submission of family
ways did Noli me are presented in by-side. In bullet trees of Ibarra and
Tangere contribute Noli me Tangere? points, describe Elias.
to the formation of Discussion Q2: the key
Filipino national What can be characters. Then
consciousness? considered as the answer these
central problem of questions: (a)
Noli me Tangere? what does the
novel say about
Creoles in the
Philippines? (b)
What does the
novel say about
the relationship
between Creoles
and Indios?
13 Group Thought Submission of Group
Paper 2. In your Thought Paper 2.
respective
groups, discuss
the question and
the write up (to
be presented on
___) on the topic:
“Considering the
different
analytical
perspectives on
the Noli me
Tangere, what
are the
implications for
the teaching of
the novel?” The
paper must be
between 1,000
words and not
more than 1,500
words. Individual
group members
are required to
submit a Peer
Evaluation Form
in a sealed
envelope
together with the
submission of
the group paper.

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Content Instructional Delivery Design

Session Course Learning (preferably with
Face-to-Face Flexible Learning Assessment
No./Duration Outcomes focusing/essential
Activities Activities
questions)
14 Pedagogical Instructor’s
Issues in Teaching criticism of the
the Noli: students’ outputs.
Presentation of the
two separate family
trees of Ibarra and
Elias, respectively.
15 Pacto de Sangre. Group Reporting Preparation of Corresponding Test
Why were we and Class Student-Initiated Items in Final Exam
conquered? Why did Discussion. Multiple Choice
Spain succeed in Questions
colonizing these
islands? How did
Ilustrados explain
the fact of
conquest?
16 Explain the context of V. THE MORGA Group Reporting Preparation of Corresponding Test
Rizal’s various works, AND RIZAL’S and Class Student-Initiated Items in Final Exam
particularly his Noli and Fili, SEARCH FOR Discussion. Multiple Choice
Annotations to Morga’s ORIGINS: Questions Individual Thought
work, his two political/ Rizal’s Morga and Paper
historical novels and other Ilustrado views of Individual
works. the Pre-Colonial Thought Paper. Quiz
past. How did Rizal Prepare a table
portray the pre- showing your
colonial past, and analysis in terms
why did he of incorrectness/
represent it that inaccuracy of
way? Morga’s account
and Rizal’s
annotation with
the following
columns: Topic
(Column 1),
Page No. (Col.
2), Morga’s
Account (Col. 3),
Rizal’s
Annotation (Col.
4), Discussion
(Col. 5).
17 Explain the context of VI. RIZAL’S Group Reporting Preparation of Corresponding Test
Rizal’s various works, CHANGING VIEW and Class Individual Essay Items in Final Exam
particularly his Noli and Fili, ON SPANISH RULE Discussion.
Annotations to Morga’s AND EL
work, his two political/ FILIBUSTERISMO:
historical novels and other Indolence and
works. Spanish Colonial
Rule. What structure
of Philippine history
did Rizal present in
this essay? What
does he say about

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Content Instructional Delivery Design

Session Course Learning (preferably with
Face-to-Face Flexible Learning Assessment
No./Duration Outcomes focusing/essential
Activities Activities
questions)
the cause of and
solution of
indolence? In what
ways is this essay
different from or
similar to his other
works?
18 Rizal’s Group Reporting Preparation of Corresponding Test
Abandonment of and Class Student-Initiated Items in Final Exam
Assimilation. What Discussion. Multiple Choice
was the campaign Questions
for assimilation and
why did Rizal
abandon it? What
were the
implications of
Rizal’s
abandonment of the
campaign for
assimilation?
19 Rizal’s annotations Instructor’s
of Morga: criticism of the
Presentation and students’ outputs
discussion of
Individual Thought
Paper.
20 Five group Instructor’s
presentations of criticism of the
Group Thought students’ outputs
Paper 2.
21 El Filibusterismo Group Reporting Preparation of Corresponding Test
(1/2). What was the and Class Student-Initiated Items in Final Exam
context in which Discussion. Multiple Choice
Rizal wrote El Questions
Filibusterismo?
What literary
strategies did Rizal
use in writing this
novel?
22 El Filibusterismo Group Reporting Preparation of Corresponding Test
(2/2). (1) What is and Class Student-Initiated Items in Final Exam
distinctive about El Discussion. Multiple Choice
Filibusterismo Questions Submission of Group
compared with Noli Thought Paper 3.
me Tangere? (2) Group Thought
How did this novel Paper 3. In your
contribute to respective
national groups, discuss
consciousness and the question and
the revolution? then write a
paper between
not less than
1,000 words and

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Content Instructional Delivery Design

Session Course Learning (preferably with
Face-to-Face Flexible Learning Assessment
No./Duration Outcomes focusing/essential
Activities Activities
questions)
not more than
1,500 words 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 be
submitted on
___. Individual
group members
are required to
submit a Peer
Evaluation Form
in a sealed
envelope
together with the
submission of
Group Thought
Paper 3.
23 FINAL EXAM
24 Pedagogical Instructor’s
issues in Teaching criticism of
the Fili: students’ outputs.
presentation by
groups and
discussion of Group
Thought Paper 3.
25 Articulate the significance VII. RIZAL, THE Group Reporting
and paradoxes of Rizal’s NATION, AND and Class
contributions to Filipino WORLD HISTORY Discussion.
nationalism. AT THE FIN-DE-
SIECLE (at the End
of the 19th Century):
Rizal in Dapitan
and Cultural
Minorities. How did
the Ilustrados like
Rizal conceive of the
nation vis-à-vis
ethnic minorities?
How did Dapitan

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Content Instructional Delivery Design

Session Course Learning (preferably with
Face-to-Face Flexible Learning Assessment
No./Duration Outcomes focusing/essential
Activities Activities
questions)
change Rizal’s view
about the razas
primitivas?
Rizal, the Group Reporting
Philippines and and Class
World History. How Discussion.
do we view Rizal’s
execution, and
therefore the
Philippines, in the
context of world
history?
Rizal: Biography Group Reporting
and National and Class
History. How do we Discussion
understand the
relationship between
one person’s life
and the life of the
nation?
VIII. INTEGRATION Presentation of Instructor’s
 The preservation Final Integrating criticism of
of the dignity of Projects (per students’ output.
women thru group). Are there
Rizal’s love life opportunities for
 The Telltale Signs integrating Gender
of the gay Rizal and Development
 The Rizalistas of (GAD), Global
Mt. Banahaw Citizenship
immortalizing Education (GCED),
Rizal as modern Education for
day Jesus Christ Sustainable
 Valuing the Development (ESD),
environment by other heroes/
portraying Rizal heroines and local
as biologist and heroes?
agriculturist in
Dapitan
 Underscoring
poverty as a
source of suffering
in Rizal’s time
 Other heroes and
heroines
 Negros heroes
and heroines

Course I. THE RIZAL LAW, LITERATURE AND SOCIETY*

References THE RIZAL LAW (I)
 Republic of the Philippines. 1956. RA 1425. Available online thru
http://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/

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 Laurel, Jose B. Jr. 1960. The Trials of the Rizal Bill. Historical Bulletin (2): pp. 130-139.
 Constantino, Renato. 1969. The Rizal Law and the Catholic Hierarchy. In The Making of a Filipino: A
Story of Philippine Colonial Politics, pp. 244-247.
 Schumacher, John. 2011. The Rizal Bill of 1956: Horacio de la Costa and the Bishops. Philippine
Studies. 59 (4): 529-553.
THE RIZAL LAW AND THE PHILIPPINE LITERATURE AND SOCIETY (II)
 Hau, Caroline S. 2000. Introduction (to the book). In Philippine Literature and the Nation, 1946-1980,
pp. 1-14. Quezon City: Ateneo de Manila University Press.
 Mojares, Resil. 2013. Jose Rizal Law and the Invention of a national literature. In Isabelo’s archive,
213-221. Mandaluyong City: Anvil.
 Anderson, Benedict. 2004. Hard to Imagine. In Specter of Comparison: Nationalism, Southeast Asia,
and the world. Pp. 235-247 only. Quezon City: Ateneo de Manila University Press.
II. RIZAL AND THE THEORY OF NATIONALISM
THE NATION AS AN IMAGINED COMMUNITY (III)
 Anderson, Benedict. 1991. Introduction. In Imagined Communities: Reflections on the origins and
spread of nationalism, pp. 1-7 only. Pasig City: Anvil, 2003 Philippine edition.
 Anderson, Benedict. 1991. Cultural Roots. In Imagined Communities, pp. 9-36 only.
 Anderson, Benedict. 1991. Creole pioneers. In Imagined Communities, pp. 47-65 only.
RIZAL AND POPULAR NATIONALISM (IV)
 Ileto, Reynaldo Carmen, 1998. Bernardo Carpio: Awit and revolution. In Filipinos and their revolution:
Events, discourse and historiography. Pp. 2-9 only. Quezon City: Ateneo de Manila University Press.
 Ileto, Reynaldo Carmen, 1998. Rizal and the underside of Philippine history. In Filipinos and their
revolution: Events, discourse and historiography. Pp. 29-78 only. Quezon City: Ateneo de Manila
University Press.
III. RIZAL’S SOCIAL ORIGINS AND HISTORICAL CONTEXT
ASCENDANCE OF CHINESE MESTIZOS (V)**
 Wickberg, Edgar. 1964. The Chinese mestizos in Philippine history. Journal of Southeast Asian History
5(1): 62-100.
 Wickberg, Edgar. 1964. The Philippine Chinese before 1850. In The Chinese in Philippine life, 1850-
1898, pp. 25-36. Quezon City: Ateneo de Manila University Press.
AGRARIAN RELATIONS AND THE FRIAR LANDS (VI)
 Jose Rizal. 1889. La verdad para todos/ the truth for everybody. In La Solidaridad, Vol. 1: 1889, trans.
Guadalupe Fores-Ganzon, 168-177. Pasig City: Fundacion 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, 131-153.
Quezon City: Ateneo de Manila University Press.
 Aguilar, Filomeno Jr. 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.
 Aguilar, Filomeno Jr.. 2017. Colonial sugar production in the Spanish Philippines: Calamba and
Negros Compared. Journal of Southeast Asian Studies 48(2): 237-261.
INTRA-CLERGY CONFLICTS AND THE CAVITE MUTINY (VII)**
 Blanco, Roberto. 2010. Pedro Pelaez, leader of the Filipino clergy. Philippine Studies 58 (12): 3-43.
Read pp. 19-26, 31-32 only.
 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.
 Schumacher, John. 2011. The Cavite Mutiny: toward a definitive history. Philippine Studies 59(1): 55-
81.
 Schumacher, John. 2006. The Burgos Manifesto: The authentic text and its genuine author. Philippine
Studies 54(2): 153-304. Read only pp. 153-155, 168-209.
IV. RIZAL IN EUROPE, THE PROPAGANDA MOVEMENT, AND NOLI ME TANGERE (VIII)**
 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, pp. 19-
39. Also read page 236. Quezon City: Ateneo de Manila University Press. Ch2
 Rizal, Jose. 2011. Rizal’s homage to Luna and Hidalgo (the Brindis). Presidential Museum and Library,
Republic of the Philippines. Online, http://malacanang.gov.ph/4071-jose-rizals-homage-to-luna-and-
hidalgo/.

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 Schumacher, John. 1997. Journalism and politics, 1883-1886. In The Propaganda movement: 1880-
1895; the creators of the Filipino consciousness, the makers of the revolution, pp. 40-58. Quezon City:
Ateneo de Manila University Press. Ch3
 Schumacher, John. 1997. The new Filipino newspaper in Barcelona, 1888-1889. In The Propaganda
movement: 1880-1895; the creators of the Filipino consciousness, the makers of the revolution, pp.
128-46. Quezon City: Ateneo de Manila University Press. Ch7
 Schumacher, John. 1997. Del Pilar as delegate of “The Propaganda” in Barcelona, 1883-1886. In The
Propaganda movement: 1880-1895; the creators of the Filipino consciousness, the makers of the
revolution, pp. 147-70. Quezon City: Ateneo de Manila University Press. Ch8
NOLI ME TANGERE (1/2) (IX)
 Rizal, Jose. 1996. Noli me Tangere, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark.
 Rizal,Jose. 1890. Al Excmo. Señor Don Vicente Barrantes/ To His Excellency Mr. Vicente Barrantes.
In La Solidaridad, vol. 2, 1890, trans. Guadalupe Fores-Ganzon, 62-71. Pasig City: Fundacion
Santiago.
 Schumacher, John. 1997. The “Noli me Tangere,” 1887. In The Propaganda movement: 1880-1895;
the creators of the Filipino consciousness, the makers of the revolution, pp. 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.
NOLI ME TANGERE (2/2) (X)
 Rizal, Jose. 1996. Noli me Tangere, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. Read
chaps. 23-64 and Epilogue.
 Joaquin, Nick. 2005. Why was Rizal’s hero a creole? In A question of heroes, pp. 65-76. Mandaluyong
City: Anvil.
 Hau, Caroline, 2000. The fiction of a knowable community. In Necessary fictions: Philippine literature
and the nation, 1946-1980, pp. 48-93. Quezon City: Ateneo de Manila University Press.
PACTO DE SANGRE/ BLOOD COMPACT (XI)
 Aguilar, Filomeno Jr. 2010. The Pacto de Sangre in the late nineteenth-century nationalist emplotment
of Philippine history. Philippine Studies 58(1-2): 79-109.
 Aguilar, Filomeno Jr. 1998. Cockfights and engkantos: Gambling on submission and resistance. In
Clash of spirits: The history of power and sugar planter hegemony on a Visayan island, 32-62. Quezon
City: Ateneo de Manila University Press.
V. THE MORGA AND RIZAL’S SEARCH FOR ORIGINS
RIZAL’S MORGA AND ILUSTRADO VIEWS OF THE PRECONQUEST PAST (XII)**
 Rizal, Jose. 1961 [1890]. Sucesos de las Islas Filipinas por el Doctor Antonio de Morga obra publicada
en Mejico el año de 1609 nuevamente sacada a luz anotada (events of the Philippine Islands by Dr.
Antonio de Morga, published in Mexico in 1609 recently brought to light and annotated). Manila: Jose
Rizal National Centennial Commission. Read “To the Filipinos” (p vii), Blumentritt’s Prologue, and
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 the Filipino consciousness, the makers of the
revolution, pp. 212-235. Quezon City: Ateneo de Manila University Press.
 Aguilar, Filomeno Jr. 2005. Tracing origins: Ilustrado national and racial science of migration waves.
Journal of Asian Studies 64(3): 605-37. Read only pp. 605-620.
VI. RIZAL’S CHANGING VIEW ON SPANISH RULE AND EL FILIBUSTERISMO
INDOLENCE AND SPANISH COLONIAL RULE (XIII)
 Rizal, Jose, 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:
Fundacion Santiago.
 Rizal, Jose, 1889. Los agricultores Filipinos/ The Filipino farmers. In La Solidaridad, vol. 1: 1889, trans.
Guadalupe Fores-Ganzon, 42-47. Pasig City: Fundacion Santiago.
 Aguilar, Filomeno Jr. 2006. Romancing tropicality: Ilustrado views of the climate in the nineteenth
century. Philippine Studies: Historical and Ethnographic Viewpoints 64(3-4): 417-54. Focus on pp. 417-
28 and 435-47.
RIZAL’S ABANDONMENT OF ASSIMILATION (XIV)
 Schumacher, John. 1997. Renewed activity in Madrid. In The Propaganda movement: 1880-1895; the

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creators of the Filipino consciousness, the makers of the revolution, pp. 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 the Filipino consciousness, the makers of the
revolution, pp. 235-244. Quezon City: Ateneo de Manila University Press.
 Schumacher, John. 1997. Rizal’s break with Del Pilar. In The Propaganda movement: 1880-1895; the
creators of the Filipino consciousness, the makers of the revolution, pp. 245-260. Quezon City: Ateneo
de Manila University Press.
EL FILIBUSTERISMO (1/2) (XV)
 Rizal, Jose. 1996. El Filibusterismo, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. 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 the Filipino consciousness, the makers of the revolution, pp. 245-280. 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.
EL FILIBUSTERISMO (2/2) (XVI)
 Rizal, Jose. 1996. El Filibusterismo, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. Read
Chaps. 20-39.
 Anderson, Benedict. 2006. In the world-shadow of Bismarck and Nobel. In Under three flags:
Anarchism and the anti-colonial imagination, pp. 108-122. Pasig City: Anvil.
 Recto, Claro M. 1968. Rizal the Realist and Bonifacio the Idealist. In Rizal: Contrary essays, ed.
Petronilo Bn. Daroy and Dolores Feria, 57-78. Quezon City: Guro Books.
 Aguilar, Filomeno. 2011 Filibustero, Rizal, and the Manilamen of the nineteenth century. Philippine
Studies 59(4): 429-69.
VII. RIZAL, THE NATION, AND WORLD HISTORY AT THE FIN-DE-SIECLE (at the end of the 19th century)
RIZAL IN DAPITAN AND CULTURAL MINORITIES (XVII)
 Rizal, Jose. 1961. Rizal to Blumentritt, Dapitan, 15 February 1893. The Rizal-Blumentritt
Correspondence. Manila: Jose Rizal National Centennial Commission.
 Scott, William Henry. 1982. The creation of a cultural minority. In Cracks in the parchment curtain and
other essays in Philippine history, 28-41. Quezon City: New Day.
 Aguilar, Filomeno Jr. 2005. Tracing Origins: Ilustrado nationalism and the racial science of migration
waves. Journal of Asian Studies 64(3): pp. 605-37. Focus on pp. 620-632.
RIZAL, THE PHILIPPINES AND WORLD HISTORY (XVIII)
 Anderson, Benedict. 2006. Trials of a novelist. In Under three flags: Anarchism and the anti-colonial
imagination, 147-167. Pasig City: Anvil.
 Anderson, Benedict. 2006. Montjuich. In Under three flags: Anarchism and the anti-colonial
imagination, 169-207. Pasig City: Anvil. Focus on footnote 63, p. 193.
RIZAL: BIOGRAPHY AND NATIONAL HISTORY (XIX)
 National Commission on Culture and the Arts. 2015. Selection and proclamation of national heroes
and laws honoring Filipino historical figures. (1995). Available online.
 Joaquin, Nick. 2005. Anatomy of the anti-hero. In A question of heroes, pp. 50-64. Mandaluyong City:
Anvil.
 Anderson, Benedict. 2004. The first Filipino. In Spectre of comparisons: Nationalism, Southeast Asia,
and the world, pp. 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, pp. 137-52.
 Lahiri, Smitha. 1999. Writer, hero, myth, and spirit: The changing image of Jose Rizal. SEAP Bulletin.
Fall Bulletin. Southeast Asia Program, Cornell University. Available online,
http://www.seasite.niu.edu/tagalog/modules/modules/philippinereligions/article_rizal.htm

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Performance Course Performance Indicator Evidence of Performance Performance Standard

Indicator and
Evidence of Very Outstanding: 97%-100%
Performance Student-Initiated Multiple Choice For the Audio-Visual Report:
Outstanding: 94%-96%
Questions  Clarity of discussion and visual
aid (40%) Very Satisfactory: 90%-93%
Midterm Exam and Final Exam  Relevance of instructional
materials (20%) Moderate Satisfactory: 87%-
Individual/ Group Thought Paper  Efficiency of managing time 89%
(20%) Satisfactory: 83%-86%
Integrating Group Project  Interest of the audience is
captured (20%) Fair: 80%-82%
Needs Improvement: 75%-79%
For the Individual Essay, Individual
Thought Paper and Group Thought Failed: 74% and below
Paper:
 The response directly answers
the question (60%)
 The answer is clear and concise
(20%)
 Completeness is evident in the
output (20%)
Course Class Participation - 10%
Requirements Midterm Exam and Final Exam - 30%
FLA - 30%
Group Report - 30%
100%
Course 1. Students are required to observe proper decorum in class at all times, such as maintaining silence
Policies during class, seeking permission to step out of the room during class hours, etc.
2. Students are to wear complete uniform as prescribed by the University. Students in violation will be
penalized.
3. Mobile phones, laptops, tablets, and other electronic gadgets must be turned off while in class.
4. Any student who decides to withdraw from the subject (within the prescribed period) must submit a
copy of the accomplished Withdrawal Form to the Instructor to be marked Authorized Withdrawal
“AW”. Failure to do so will result to the student to receive a failing grade.
5. Anyone caught cheating (in any form) will automatically get a failing grade for the output.
6. Only black or blue ballpens are allowed during quizzes and in any exam.
7. Reports will be in PowerPoint presentation with time limit of 60 minutes (around 60 slides).
8. As coping up with readings is an important element for success in this subject, attendance will be
based if you present a copy of the readings for the session and that if you have read them. If you have
not satisfied one of these, then you are considered absent even if you are inside the class. Attendance
will be checked in every meeting. The Class Secretary is tasked to close the door when the Instructor
has finished checking the attendance. Any student who arrives after the door closed is considered late.
Three (3) counts of tardiness will be counted as 1 absent mark. If a student is absent beyond the
prescribed allowable absences (20% of the total class hours), he/ she will get a failing grade unless a
duly accomplished Withdrawal Form is presented to be entitled a mark “AW” (Authorized Withdrawal).
9. The Instructor will only accept submission of requirement provided the preceding outputs were already
submitted. Submissions of papers must follow these general requirements: A4/ short size bond paper,
no cover page, double sided printing, no folder, spacing in between lines is 1½, remember to write your
name.
Consultation
Period MTThF 2:00 PM-4:00 PM

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 14

Prepared by: Approved by:

MOSES D. PARIAL DR. ALBERTO A. RICO
Name of Faculty OIC, Office of the Assoc. Dean for Faculty of Teacher
Development

Date: ______________________ DESIREE B. CACERES, EdD.

Dean

* - To be discussed by the Instructor.

** - Ideally, to be reported by 2-4 reporters.

(Note: Topics II-XVI are topics up for reporting.)

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 15

Mode A – 2 readings

Example: Reading 1, which is the first listed in the syllabus

Reading 2, which is the second listed in the syllabus

Set A – to use the first reading, 80 questions, composed of Groups: 1,3,5,7,9,11,13,15,17,19

Set B – to use the second reading, 80 questions, composed of Groups: 2,4,6,8,10,12,14,16,18

Mode B – 3 readings

Set A – use first reading, 55 questions, composed of Groups: 1,4,7,10,13,16,19

Set B – use second reading, 55 questions, composed of Groups: 2,5,8,11,14,17,

Set C – use third reading, 55 questions, composed of Groups: 3,6,9,12,15,18

Mode C – 4 readings

Set A – use first reading, 40 questions, composed of Groups: 1,5,9,13,17

Set B – use second reading, 40 questions, composed of Groups: 2,6,10,14,18

Set C – use third reading, 40 questions, composed of Groups: 3,7,11,15,19

Set D – use fourth reading, 40 questions, composed of Groups: 4,8,12,16

Mode D – 5 readings

Set A – use first reading, 35 questions, composed of Groups: 1,6,11,16,

Set B – use second reading, 35 questions, composed of Groups: 2,7,12,17

Set C – use third reading, 35 questions, composed of Groups: 3,8,13,18

Set D – use fourth reading, 35 questions, composed of Groups: 4,9,14,19

Set E – use fifth reading, 35 questions, composed of Groups: 5,10,15

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 16

OV1-1

ACURIZA graceacuriza@gmail.com
ALON sakarimlanliwanag@gmail.com
ALPAJORA maracruz021@gmail.com
ARCILLAS jasonarcillas820@gmail.com
ARIBATO aribatorg7@gmail.com
ARROYO miaarroyo35@gmail.com
ATISORA jjatisora08252000@gmail.com
BICERA ejbicera@gmail.com
SHIEN cabahugshienmarc@yahoo.com
ROMEO castillanoromeo1@gmail.com
CENIA rickrickcenia@gmail.com
CUALBAR catherinecualbar@gmail.com
DELA TORRE drenante61@gmail.com
DEMAYO jarrenpdemayo@gmail.com
DEQUINA edadequina@gmail.com
DESCALSO descalsovincent1@gmail.com
DIAZ reinajoydiaz9@gmail.com
GASPER joygasper19@gmail.com
HOFELINA hofelinacarljustin@gmail.com
MAGO tintinmago020801@gmail.com
MAHINAY Raejean.mahinay@gmail.com
MATA Cgmata8989@gmail.com
ORTEGA Leahmae.ortega@gmail.com
PANAGUITON espanaguiton@yahoo.com
PONCE ptblfp@gmail.com
REGODOS regodoslaicagrace99@gmail.com
REYES clareyes0226@gmail.com
SOLOMON keanasolomon7@gmail.com
TERENCIO thekneestee@gmail.com
TUMABIENE leslietumabiene99@gmail.com
VERANO gverano116@gmail.com
VILLA villamarizO@gmail.com
VILLAESTER villaester@gmail.com
VILLAPANA carvicarv15@gmail.com
VILLARINO
GERONGA geronga_steffi@yahoo.com

OV1-3

AGHON lancedashiel@yahoo.com
AGNES marjagnes@gmail.com
AMELIN dreaamelin@gmail.com
ANDAYA andayaj854@gmail.com
ANDRADA fritzieandrada@gmail.com
BAGAFORO niquebagaforo01@gmail.com
BARRIENTOS
BATAIN jessamae19batain@gmail.com
BATICTIC lynantonettebatictic@gmail.com
BESONIA besoniajerb@gmail.com
CALAUNAN souljaravelo@gmail.com
DANGARAN majestyseang@gmail.com
DELA BENTE esmallacindygrace@gmail.com
DELA CRUZ ninamaeerasmo@gmail.com
DELA TORRE ivydelatorre06@gmail.com
ERASMO dia07@gmail.com

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 17

ESMALLA loveforshort@gmail.com
FORTUNADO ajsabellanocalaunan@gmail.com
GABRIEL arvinkaks24@gmail.com
JARAVELO lecitamae@gmail.com
KAKILALA joannapauu12@gmail.com
LECITA rickylobatonjr15@gmail.com
LOBATON, JOANNA lorejodianna@gmail.com
LOBATON, RICKY JR lykamaningo16@gmail.com
LOREJO akireonelom@gmail.com
MANINGO ruffamaenares13@gmail.com
MOLENO ellezejanne@yahoo.com
NARES palmaresnicole4301@gmail.com
ONG paulajoypasco@gmail.com
PALMARES rubinosdannamarie@gmail.com
PASCO jasonsomberogwapo6@gmail.com
RUBINOS troberossheila@gmail.com
SOMBERO freggieultado@gmail.com
TROBEROS fortunadofrelyn@gmail.com
ULTADO apriljoydelacruz875@gmail.com

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Revision: 000