Course Outline

1. The Rizal Law, Literature, and Society

The Rizal Law

Readings:

a. Republic Act 1425

b. Laurel, Jose B. Jr. 1960. The Trials of theRizal Bill. Historical Bulletin 4(2):130–39.
c. 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

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.

The Rizal Law and Philippine 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.

Mojares, Resil. 2013. Jose Rizal and the Invention of a Nationa 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 ThoughtPaper 1:

20% Clarity in the discussionof the characteristics of literature

20% Application of these characteristics to a discussion of merits of the Rizal Law
20% Clarity in the discussionof the hazards of translation

10% 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
 2. Rizal’s Social Origins and Historical Context

Rizal Without the Overcoat

Readings:

Schumacher, John N. 2009. The Philippine Background. In The Propaganda Movement, 1880-1895, 1-18. 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

3. Rizal and the Theory of Nationalism

The Nation as Imagined Community

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. Creole Pioneers. 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.

Group class activity:

Draw a concept map illustrating the main concepts from the readings. Present in class.

Rizal and Popular Nationalism

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.

Ascendance of Chinese Mestizos

Readings:

Wickberg, Edgar. 1964. The Chinese Mestizo in Philippine History. Journal of Southeast Asian History 5(1): 62–100
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 ethnic-racial 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
illustrate your answer. Present it in class.

Agrarian Relations and the Friar Lands

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.

Group class activity:

Each group will formulate 3 questions about the readings. Every group will be given an opportunity to answer the
questions. .

Intraclergy Conflicts and the Cavite Mutiny

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. 2011.The Cavite Mutiny: Toward A Definitive History. Philippine Studies 59(1): 55–81.

Group Class Activity:

Each group will formulate 3 questions about the readings. Every group will be given an opportunity to answer the
questions.

Learning Rizal Beyond the Classroom (no class meeting)

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 ofthe overall argument or thesis
10% Strength ofthe overall argument or thesis

4. Rizal in Europe, the Propaganda Movement, and Noli me Tangere

The Propaganda Movement and La Solidaridad

Readings:

Schumacher, John. 1997. Early Filipino Student Activitiesin 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.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, 19–39. Also read page 236. Quezon
City: Ateneo de Manila University Press.

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.

Noli me Tangere

Readings

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.

5. Rizal’s Changing View on Spanish Rule and El Filibusterismo

Indolence and Spanish Colonial Rule

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.

Rizal’s Abandonment of Assimilation

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. Rizal’s Break with Del Pilar. In The Propaganda Movement: 1880–1895; The Creators of a
Filipino Consciousness, The Makers of the Revolution, 245-260. Also read page 236. Quezon City: Ateneo de Manila
University Press.

El Filibusterismo

Readings

Rizal, José. 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 a
Filipino Consciousness, The Makers of the Revolution, 245-260. Also read page 236. Quezon City: Ateneo de Manila
University Press.

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.

6. Rizal’s View of the Future and the Filipino Nation

Rizal’s View of the Future and the Filipino Nation

Readings

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