UNIVERSITY OF SANTO TOMAS

Faculty of Arts and Letters

Department of History
COURSE PLAN on Life and Works of Rizal

A. Course Information

Course Title: THE LIFE AND WORKS OF RIZAL

Course Abbreviation: LIWORIZ
Number of Units: Three (3) Units
Course Pre-/Co-Requisites: NONE
Course Description: This course covers the life, works, and writings of the national hero of the country, Jose Protacio Mercado Rizal y Realonda, and his role to the
development of the nationalist thought in the Philippines. The discussion will focus first on the contextualization of the events occurred at the
time of Rizal (19th Century) and in the places he went which he gained influences, strengthen his thoughts, ideas, and philosophy. Also, in the
final part, it focuses on his works and writings, particularly his two famous novels, the Noli Me Tangere (The Social Cancer) and El
Filibusterismo (Reign of Greed) and let the students come up with the analysis, synthesis, and significance of his works in the Filipino society.
Course Hours per Week: Three (3) hours per week
Course Placement: General Education
Guiding Textbook:
Academic Year: 2019-2020
Term: Second
Department: Department of History
Consultation Schedule: Fri-Sat, 10:00-11:30 Commerce Faculty Room, St. Raymund’s Building

B. Signatories

Course Facilitator: Asst. Prof. Janet C. Atutubo, Ph.D

Department Chair: Assoc. Prof. Archie Resos, Ph.D.
Dean: Prof. Marilu Madrunio, Ph.D.
C. Goals and Objectives
ThoGA
Faculty of Arts and Letters
Graduate Attributes
COMPETENCE COMMITMENT COMPASSION
1. Engages progressively in
CRITICAL THINKERS
rational discourse towards
solving theoretical and
CREATIVE &
practical problems
THOMASIAN CORE VALUES
1. Exhibits work ethic and
leadership skills grounded in
humane virtues.
SERVANT LEADERS
2. Demonstrates awareness
and understanding of
relevant social issues and
responds pro-actively to
local and global concerns.
3. Embodies the highest
standards of integrity in both
personal behavior and
professional decorum.
Department of History
Intended Learning Outcomes
It is expected that the Thomasian
students of History will be able to:
1. Demonstrate critical thinking
skills and historical awareness
2. Evaluate the impact in present of
historical events.
Program Intended
Learning Outcomes
(Bachelor of Arts in History)
It is expected that the student will be
able to:
● Demonstrate of critical thinking
and reasoning skills.
● Understanding the importance of
historical agents that affects the
life of every mankind
● Construct constant involvement to
the course of events in history
which at the end, become the
groundwork of understanding,
analyses, criticism and syntheses
that affect the present
circumstances of every
nation/society.
Course Intended
Learning Outcomes
It is expected that after the course,
students will be able to:
1. Contextualize the life, thoughts,
and ideas of Rizal and his legacy in
the Philippines and to the world
during the 19th century.
2. Understand the critical part played
by Rizal in the growth and
development of Filipino nationalism
3. Identify the significant events in the
life of Rizal that created greater
impacts in shaping the world.
4. Explain the complexities in the past
that affects the political, economic
and social development of the present
time in connection to Rizal’s
contribution in the country.
 4. Exhibits work ethic and
COLLABORATOR
COMMUNICATOR
leadership skills grounded in
EFFECTIVE
humane virtues.
5. Articulates ideas and
&
positions inspired by truth
and guided by faith and
reason.
1. Demonstrates knowledge
in the Humanities, Social
Sciences and other related
disciplines and applies such
knowledge in various
LIFELONG LEARNERS
academic researches and
creative endeavors.
2. Engages progressively in
rational discourse towards
solving theoretical and
practical problems.
3. Demonstrates awareness
and understanding of
relevant social issues and
responds pro-actively to
local and global concerns.
D. Course Organization/Teaching & Learning Matrix
Weeks/Hours Content Outline
I. Introduction
a. Rizal Law
b. Rizal Law and other
Literatures
Week 1-3
c. The World and the
Philippines during 19th
Century
c1. Economic
3. Contribute to the development of
historical study and research
4. Readiness in the professional
world and involvement of other
professionals and disciplines
Intended Learning Outcomes
(ILO)
1. Explain the history of the Rizal
Law and its provisions;
2. Critically assess the
effectiveness of the Rizal Course;
3. Contextualize Rizal’s place in
the 19th century, and the
● Integrate the significance and
techniques of historical research.
● Involve historiography and
scholarly investigation of historical
facts in research
● Produce a scholarly historical
research that involves reflection
of the significant events from the
past.
● Inspired expression of lessons
learned and cultured as
preparation for other
professionals.
Learning Activities Assessment Tasks
Lecture/Discussion Thought Paper
Research Assignment Reflection Paper
4. Write a reflection/discussion/term
paper on specific topics about Rizal.
5. Be exposed to the discipline of
research and theories in writing a
good historical study about Rizal and
his works.
6. Display academic freedom and
excellence through the efficient and
effective completion of the course
requirements.
7. Show passion and dedication to the
learned concepts to achieve
excellence in their chosen profession.
8. Imbibe professionalism and
excellence in their chosen field.
References
Text of the RA 1425
http://www.gov.ph/1956/06/12/repu
blic-act-no-1425/
Laurel, Jose B. Jr. 1960. The trials
of the Rizal Bill. Historical Bulletin
4(2): 130–39.
c2. Social influences of World developments
c3. Political on him;
4. Analyze the various economic,
social, political, and cultural
changes in the Philippines during
the time of Rizal;
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.
Hau, Caroline S. 2000.
Introduction. In Necessary fictions:
Philippine
literature and the nation, 1946–
1980, 1–14. Quezon City: Ateneo
de Manila
University Press.
Nelson, Gloria Luz. “Mga Pananaw
hinggil sa ugnayan ng talambuhay
at lipunan,” in Diestro, D. et al. Si
Heneral Paciano Rizal sa
Kasaysayang Pilipino. Los Banos:
UPLB Sentro ng Wikang Filipino,
2006.
C. Wright Mills. “The Promise.”
The Sociological Imagination.
Oxford: Oxford University Press,
1959. http://legacy.iclark.edu/-
goldman/socimagination.html
P. Sztompka. “Great Individuals as
Agencies of Change” in The
Sociology of Social Change. Wiley,
1993.

II. The Life of Rizal 5. Emphasize the significant part
a. The Rizal Clan of Rizal’s life specially his ideas;
b. Childhood and Early
Education 6. Evaluate the people and
c. Higher Education and events and their influence on
Sojourns Rizal’s early life;
d. Exile, Trial, and Death
7. Explain the principle of
assimilation advocated by the
Propaganda Movement;
8. Analyze Rizal’s growth as a
Propagandist and disavowal of
assimilation;
9. Analyze the factors that led to
Week 4-5 Rizal’s execution;
10. Analyze the effects of Rizal’s
execution on Spanish colonial
rule and the Philippine
Revolution;
Schumacher, John. “Rizal in the
Context of the 19th Century
Philippines” in The Making of a
Nation: Essays on Nineteenth-
Century Filipino Nationalism.
Quezon City: ADMU Press, 1991.
Lecture/Discussion Graded Coates, Austin. Rizal: Filipino
Library Research Recitation/Presentation Nationalist and Martyr. Hong Kong:
Small Group discussion Quizzes Oxford University Press. Quezon
Reporting Critique Paper City: Malaya Books, 1969; or
Filipino translation by Nilo S.
Ocampo. Rizal: Makabayan at
Martir. Quezon City: University of
the Philippine Press, 2007.
Rizal, Jose. “Memoirs of a Student
in Manila,” Appendix Section of
Gregorio Zaide’s Jose Rizal: Life,
Works, and Writings.
Schumacher, John. The
Propaganda Movement, 1880-
1885: The Creation of a Filipino
Consciousness, The Making of a
Revolution. Quezon City: Ateneo
de Manila University Press, 1997.
Ileto, Reynaldo. “Rizal and the
Underside of Philippine History” In
Filipinos and their Revolution:
Event, Discourse, and
Historiography. Quezon City:
Ateneo de Manila University Press,
1998, pp.29-78.
Teodora Alonzo’s petition to
Camilo Polivieja, Manila, 28
December 1896.
 III. Rizal and Nationalism
a. Creating an Imagined
Community
b. Popular Nationalism
c. Historical and Social
Context
d. The Chinese Connection
e. Agrarian Relations and the
Friar Lands
f. Interclergy Conflicts and the
Cavite Mutiny
Week 6-9
11. Assess what characterizes a
nation;
12. Define the term “nationalism;”
13. Evaluate how Rizal’s works
contribute to Philippine
nationalism;
14. Assess Rizal in terms of
popular nationalism;
15. Understand Rizal in the
context of his generation;
16. Discriminate the historical
conditions that led to the
emergence of Chinese mestizos
as an important element of
Philippine society;
17. Consider the implications of
Chinese ascendance in the
Filipino society;
18. Survey the history of agrarian
relations and friar lands during
the Spanish colonial period;
19. Explain why the Hacienda de
Calamba became a site of
agitation in the late nineteenth
century;
20. Relate how the conflicts
negate on Philippine history in
general and on Rizal’s politics in
particular;
Lecture/Discussion Reaction/Reflection Paper Anderson, Benedict. 1991.
Document Analysis Reflective Journal Introduction. In Imagined
Group Discussion communities: Reflections on
Debate, Round Table the origins and spread of
Discussion or Symposium 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.
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
21. Evaluate the conflicts their revolution: Event, discourse,
between the secular and regular and historiography, 29–78.
clergy; 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.

Schumacher, John N. 2009. The

Philippine background. In The
Propaganda
Movement, 1880-1895, 1-18.
Quezon City: Ateneo de Manila
University
Press.

Schumacher, John N. 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.

Schumacher, John N. 1998. The

Economy Transformed. In
Kasaysayan Series Vol. 4: Life in
the Colony, 27-42. Hong Kong:
Asia Publishing Company Limited.

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.

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.

Week 9 PRELIMINARY EXAMINATION
IV. Rizal and his Works and
Writings
a. Annotation of Antonio
Morga’s Sucesos de las
Islas Filipinas
b. La Solidaridad
c. Noli Me Tangere
d. El Filibusterismo
Week 10-14 e. Other Novels
f. Rizal’s Politico-Historical
Essays
g. Rizal’s Changing Phases
through his Poetry
22. Compare and contrast Rizal’s
view of Filipino and its culture
from Morga’s;
23. Describe important characters
in the novel and their
representations;
24. Examine the present
Philippine society through the
lens of Noli Me Tangere;
25. Analyze the difference of Noli
Me Tangere from El
Filibusterismo;
Lecture/Discussion
Library and Archival Research
Document Analysis
Group Discussion
Film showing
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 Manifiesto: The authentic
text and its genuine
author. Philippine Studies 54(2):
153–304. [Read pages 151–52,
268–92]
TERM PAPER
PROPOSAL
Group and Oral Blumentritt, Ferdinand. Prologue to
Presentation Jose Rizal, Annotated Copy of
Thought Piece Antonio de Morga’s Sucesos de
Reflection Paper las Islas Filipinas (Manila: National
Discussion/Synthesis Centennial Commission, 1962)
Paper
Ocampo, Ambeth. “Rizal’s Morga
and views of Philippine History” in
Philippine Studies vol 46 no. 2
(1998).
http://www.philippinestudies.net/ojs
/index.php/ps/article/viewFile/662/6
63
Salazar, Zeus. “A Legacy of the
Propaganda: The Tripartite View of
Philippine History” in Atoy Navarro
26. Value the role of the youth in
the development and future of
society;
27. Assess Rizal’s other works
and writings;
28. Demonstrate value of
understanding the importance of
the past;
and Flordeliza Lagbao-Bolante,
eds. Mga Babasahin sa Agham
Panlipunang Pilipino: Sikolohiyang
Pilipino, Pilipinolohiya, at
Pantayong Pananaw. QC: C&E
Publishing, 2007.
http://www.bagongkasaysayan.org/
downloadable/zeus_005.pdf
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.
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.

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]

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.

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.

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.

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.
 V. Rizal’s view of the Future
and the Creation of the
Filipino Nation
a. Rizal’s view in the future of
the Philippines
b. The Importance of
Biography to National
History
c. Rizal and other National
Heroes
d. Rizal and the Filipinos
today
Weeks 15-17
28. Discuss Rizal’s view of the
future;
29. Assess Rizal’s concept of the
Filipino nation;
30. Relate Rizal’s life to the history
of the nation;
31. Describe the characteristics of
a hero;
32. Differentiate Rizal to other
national heroes of the country.
Lecture/Discussion
Document Analysis
Library and Archival Research
Discussion/Synthesis Salazar, Zeus. 2007. A Legacy of
Paper the Propaganda: The Tripartite
Reflective Journal 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/philippin
escentu00riza/
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.
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.
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/site
s/seap.einaudi.cornell.edu/
files/1999f_2.pdf.

Week 18 FINAL EXAMINATION FINAL TERM PAPER

E. Course Policies

1. Class attendance is to be observed. Inevitable absence must be supported by official excuse letter, medical certificate, etc. A student who incurred absence/s is expected
to be responsible for any missed class requirements.
2. An incurred 10 hours of absences is equivalent to a grade of FA (Failure due to Absences).
3. Active and respectful class participation is highly encouraged.
4. All students are expected to comply to collaborative online group requirements and deadlines set by the teacher.
5. Students are encouraged to consult with their teacher on class matters.
6. Intellectual and academic honesty is expected from every student. Make it a practice to acknowledge all sources/references used in your research paper. (Use Chicago
Manual of Style for citations).
F. Course Requirements and Computation of Grades

Preliminary Period: 50% Final Period: 50%

Class Standing - 30% Class Standing - 30%
 Recitation  Recitation
 Assignments/Activities  Assignments/Activities
 (Educational Trip optional)  (Educational Trip optional)

Papers - 40% Papers - 40%

 Discussion Paper/Reflection Paper/Synthesis and  Discussion Paper/Reflection Paper/Synthesis and
Suggested Projects Suggested Projects

Major Exam - 30% Major Exam - 30%

TOTAL- 100% TOTAL- 100%

Preliminary Grade (50%) + Final Grade (50%) = Final Grade at the end of the Term

OFFICIAL FORMAT FOR PAPERS: Letter sized, 1 inch on all sides, Calibri/TNR/Arial, 12 points, submitted online.
Generic Format for the first two lines of First page:
Name: Section:
Student No.: Date:

For Reflection Paper/Thought Piece: 1.5 spacing, 1000 words maximum

For Discussion/Synthesis Papers: 1.5 line spacing, 2500 words maximum
For Term Papers: 1.5 spacing, 10000 words maximum

PREPARED BY:

Asst. Prof. Janet C. Atutubo

Course Facilitator