Republic of the Philippines

OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION

THE LIFE AND WORKS OF RIZAL Preliminaries

Course Title : The Life and Works of Jose

Rizal No. of Units : 3 units
Course Description:
As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, Jose Rizal. Among
the topics covered are Rizal’s biography and his writings, particularly the novels Noli Me Tangere and E/ Filibusterismo, some
of his essays, and various correspondences.

Learning Outcomes
At the end of the course, students should be able to:

1. Discuss Jose Rizal’s life within the context of 19”-century Philippines

2. Analyze Rizal’s various works, particularly the novels Noli me Tangere and El Filibusterismo
3. Organize Rizal’s ideas into various themes
4. Demonstrate a critical reading of primary sources
5. Interpret the values that can be derived from studying Rizal’s life and works
6. Display an appreciation for education and love of country

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Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester
Course Outline
1. Introduction to the course: Republic Act 1425
2. 19th century Philippines as Rizal’s context
3. Rizal’s Life: Family, Childhood and Early Education
4. Rizal’s Life: Higher Education and Life Abroad
5. Rizal’s Life: Exile, Trial, and Death
6. Annotation of Antonio Morga’s Sucesos de las Islas Filipinas
7. Noli Me Tangere
8. El Filibusterismo
9. The Philippines: A Century Hence (Other possible topics: Letter to the Women of Malolos/The Indolence of the
Filipinos)
10. Jose Rizal and Philippine Nationalism — 8ayani and Kabayanihan
11. Jose Rizal and Philippine Nationalism - National Symbol

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THE LIFE AND WORKS OF RIZAL Learning Plan
Learning Outcome Topic Methodology
Explain the history Introduction to the Lecture: Historical
of the Rizal course background and context of
Law and its RA 1425; Why study the
important Republic Act life and works of Rizal?
provisions 1425
Class Activity 1: Read
Critically assess the the “Rizal Law” CRA
effectiveness of the 1425)
Rizal Course
Class Activity 2:
Think-Group-Share:
Opening question will be
posted by instructor: Think
of a recent novel/story that
you’ve read. How did you
learn from that story?
Apply this experience to
Rizal’s writings. How would
reading Rizal’s novels
impart patriotism?).
Reflect individually then
discuss as a group.
Present results of group
discussions in class.
Resources Assessment
Text of the RA 1425 Writing exercise:
http://www.gov.ph/1956/06/1 Compare and contrast
2/republic-act-no-1425/ the views of those in
favor and against
RA Constantino, Renato. The 1425,
considering the Making of a Filipino. A Story
context of the
1950s; of Philippine Colonial Would similar
Politics. QC: R. Constantino, arguments still have
1982, pp. 244-247. force today?
Jose B. Laurel Jr. “The OR
Trials of the Rizal Bill,”
Historical Bulletin vol. 4, no. Reflect on your
2 (1960): 130-139. secondary education:
Did your school
comply Schumacher, John. “The with RA 1425?
How Rizal Bill of 1956: Horacio effective is the
Rizal law de la Costa and thein instilling patriotism
Bishops,” Philippine Studies among secondary
59 no. 4 (2011): 529-553. school students?
Caroline S. Hau,
“Introduction” in Necessary
Fictions: Philippine
Literature and the Nation,
1946-1980. Quezon City:
Page 1 of
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Ateneo de Manila University

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 Press, 2000, pp. 1-14.
Appraise the link The Philippines in Lecture: Brief summary of Nelson, Gloria Luz. ‘Mga Pop ouiz:
between the the nineteenth Spanish colonization of the Pananaw hinggil sa Graphic organizer/ table
individual and century as Rizal’s Philippines as a background ugnayan ng talambuhay at mapping the changes in
society context lipunan,” in Diestro, D, et the nineteenth-century
• Economic: Lecture: The nineteenth al. Si General Paciano Philippines,
Analyze the various end of the century as a century of Rizal sa Kasaysayang categorizing social,
social, political, galleon trade, change Pilipino. Los Banos: UPLB political, economic,
economic, and opening of Sentro ng Wikang Filipino, cultural changes
cultural changes the Suez Class activity: Film viewing of 2006.
that occurred in the Canal, °Ganito Kami Noon, Paano Reflection paper about
nineteenth century opening of Kayo Ngayon?" C. Wright Mills. “The the film
ports to world Promise,” The Guide Questions:
Understand Jose trade, rise of Sociological Imagination. • Describe the
Rizal in the the export Oxford: Oxford University nineteenth-century
context of his crop Press, 1959. Philippines as
times economy, and http://legacy.IcIark.edu/-gol represented in the
monopolies dman/socimagination.html film
• Social: • Based on your reading
education, rise P. Sztompka. “Great and class discussion,
of the Individuals as Agencies of what can you say
Chinese Change” in The Sociology about the film’s
mestizo, rise of Social Change. Wiley, representation of the
of the 1993. nineteenth century?
inquilino • What is the main
• Political: John Schumacher. “Rizal in question that the
Liberalism, the Context of the 19ᵗh film seeks to
impact of the Century Philippines” in answer? What is
Bourbon The Making of a Nation: your own reflection
reforms, Cadiz Essays on Nineteenth- based on the film
constitution Century Filipino and your
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 Nationalism. understanding?
Subtopic: seeing Quezon City: ADMU Press,
1991.

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 the life of an
individual in Film: “Ganito Kami Noon,
society and Paano Kayo Ngayon?”
society in the directed by Eddie Romero
life of an (1976)
individual
Analyze Rizal’s Rizal's Life: Lecture: Rizal’s Family, Coates, Austin. Rizal.’ Students will write a
family, childhood, Family, Childhood Childhood, and Early Filipino short biographical
and early education and Early Education Nationalist and Martyr. essay that compare the
Education Hong Kong: Oxford student's earJy
Evaluate the people Class activity: Read Rizal’s University Pres Quezon childhood with Rizal’s
and events and “Memoirs of a Student in City: Malaya Books, 1969; own
their influence on Manila,” Chapter 1 or Filipino translation bt Nilo
Rizal’s early life S. Ocampo. Rizal.
Class activity: Create a Makabayan at Martir. Quezor
timeline of Rizal’s Childhood City: University of the
and Early Education Philippines Press, 2007.

Rizal, Jose. “Memoirs of a

Student in Manila,”
Appendix Section of
Gregorio Zaide’s Jose Rizal:
Life, Works and Writings
Explain the Rizal’s Life: Lecture: Rizal’s education at Schumacher, John. The Written document
principle of Higher Education the Ateneo Municipal and Propaganda Movement, analysis worksheet
assimilation and Life Abroad at the University of Santo 1880-1885: The Creation
advocated by the Tomas; Rizal’s life abroad of a Filipino
Propaganda Consciousness, The
Movement Class activity: Read Making of a Revolution.
Jose Rizal’s Brindis Quezon City: Ateneo de
Appraise Rizal’s speech Manila University Press,
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relationship with 1997.
Class activity: Read first

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other issue of La Solidaridad and
Propagandists analyze the aims stated
therein; answer written
Analyze Rizal’s document analysis worksheet
growth as a
Propagandist and
disavowal of
assimilation
Analyze the factors Rizal's Life: Exile, Lecture: Rizal's last years
that led to Rizal's Trial, and Death covering his exile, trial,
execution and death
Analyze the effects Class activity: Read the
of Rizal’s execution Constitution of La Liga
on Spanish colonial Filipina and fill out a table
rule and the (graphic organizer) with the
Philippine aims of La Liga Filipina in
Revolution one column and examples
of how these aims could be
attained in another column
Class activity: Read Rizal’s
last letters to family
members and Blumentritt
Class activity: Read
Teodora Alonzo's letter to
Governor General Polavieja
and write a similar letter
persuading him to spare
Rizal’s life
Coates, Austin. Rizal.’ Graphic organizer for
Filipino Nationalist and activity on La
Martyr. Hong Kong: Oxford Liga Filipina
University Press, Quezon
City: Malaya Books, 1969.
Ileto, Reynaldo. “Rizal and Reflection paper about
the Underside of Philippine the film
History" In Filipinos and Guide Questions:
their Revolution: Event, • Describe the life
Discourse, and of Jose Rizal as
Historiography. Quezon represented in
City: Ateneo de Manila the film.
University Press, 1998, pp • Based on your
29-78. reading and class
discussion, what can
Teodora Alonzo’s petition you say about the
to Camilo Polavieja, Manila, film’s representation
28 December 1896. of Jose Rizal?
• What is the main
question that the
film seeks to
answer?
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Film viewing:
Option 1: Jose Rizal,
GMA Films, directed by
Marilou Diaz Abaya
Option 2: Rizal sa
Dapitan, directed by
Tikoy Aguiluz
First Long Examination
Analyze Rizal's Annotation of Lecture on Rizal's view of
ideas on how to Antonio Morga's Philippine History and
rewrite Philippine Sucesos de las Historiography
history is/as Filipinas
Class activity: Read
Compare and introduction and last chapter /s/as Filipinas (Manila:
contrast Rizal and of Rizal's Annotation of
Morga's different Antonio Morga's Sucesos de
views about /as is/as Filipinas
Filipinos and Class activity: Read “A
Philippine culture Legacy of the Propaganda:
The Tripartite View of
Philippine History” by Zeus
Salazar
Class activity: Make a
table comparing and
contrasting Rizal and
Morga's views on Filipino
culture
What is your own
reflection based on
the film and your
understanding.
Blumentritt, Ferdinand. Group discussion and
Prologue to Jose Rizal, oral presentation on
Annotated Copy of Antonio Rizal’s historiography
de Morga's Sucesos de
las
National Centennial
Commission, 1962)
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/v
iewFile/662/663
Salazar, Zeus. “A Legacy
of the Propaganda: The
Tripartite View of
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Philippine

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History" in Atoy Navarro
and
Flordeliza Lagbao-Bolante,
eds. Mga Babasahin sa
Agham Panlipunang
Pilipino:
Sikolohiyang Pilipino,
Pilipinolohiya, at Pantayong
Pananaw. QC: C&E
Publishing, 2007.
http://www.bagongkasaysay
an.org/downloadable/zeus
005.pdf

Rizal, Jose. Historical

events of the Philippines
Islands by Dr. Antonio de
Morga, published in Mexico
in 1609, recently brought
fo light and annotated by
Jose Rizal, preceded by a
prologue by Dr. Ferdinand
Blumentritt.
Manila: Jose Rizal National
Centennial
Commission, 1962

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Rizal
Appraise important Noli Me Tangere Lecture on Rizal’s Constantino, Renato. “Our
characters in the representation of the task: to make Rizal
novel and what conditions and problems of obsolete” in This Week,
they represent Philippine society in the Manila Chronicle (14 June
nineteenth century through 1959)
Examine the the Noli Me Tangere

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Rizal
present Philippine
situation through Class activity 1: Present a
the examples skit showcasing a theme
mentioned in the
presented in the Noli
Noli
(some examples:
comparison of women in
the nineteenth century
and in the present; social
change; colonization;
church ministers; social
hierarchy; patriotism; social
reform)
Class Activity 2: Write
an essay with the aim
of answering the
following:
(a) What is freedom? (b)
How is the lack of freedom
portrayed in the novel? (c)
How is the situation in the
novel different from today?
Class Activity 3: Divide
class into groups and have
each group draw the family
tree of Crisostomo Ibarra.
Have each group present
in class and discuss: (1)
What were the changes
from one generation to the
next, and
Daroy, Petronilo. Rizal
contrary essays. Quezon
City: Guro Books, 1968
Almario. Virgilio. Si Rizal.
Nobelista. Quezon City:
University of the Philippines
Press, 2008
Rizal, Jose. /\/o/i tvle
Tangere. Trans. Virgilio
Almario or Soledad Maximo
Locsin
Anderson, Benedict. Why
Counting Counts: A Study
of forms of Consciousness
and Problems o/'Language
in Noli Me Tangere and El
Filibusterismo. Quezon City:
Ateneo de Manila University
Press, 2008
Caroline S. Hau,
“Introduction” in Necessary
Fictions: Philippine
Literature and the Nation,
19401980. Quezon City:
Ateneo de Manila University
Press, 2000
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(2) What do these changes
suggest about the Creoles
in

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the Philippines?

Class Activity 4: Write an

essay with the aim of
addressing the questions:
(a) What are the anti-
modern aspects of colonial
society portrayed in Noli me
tangere?
(b) Why can modernity be
considered as the central
problem of Rizal’s novel?
(For reference, see
Introduction in Caroline
Hau
2000)

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Compare and El Filibusterismo Lecture on the background
contrast the of the publication of the El
characters, plot, Filibusterismo
and theme of
the Noli and the Lecture on the major
El Fili themes, plot, characters,
and ideas in the novel
Value the role of
the youth in the Class activity: Read the
development and dedication to Gomburza
future of society
Class activity: Group
Discussion on the differences
between the /\/oli and El
Filibusterismo
Daroy, Petronilo. Rizal
contrary essays. Quezon
City: Guro Books, 1968
Almario. Virgilio. Si Rizal:
Nobelista. QC: UP Press,
2008
Anderson, Benedict. Why
Counting Counts. A Study
of Forms of
Consciousness and
Problems of Language in
Noli Me Tangere and El
Filibusterismo. Quezon City:
Ateneo de Manila
University Press, 2008
Graphic organizer:
Compare and contrast,
and show continuities
and/or changes in
Rizal’s ideas expressed
in the /\/o/i and Fili
Reflection paper about
select chapters
discussing the role of
youth in society (e.g.,
Ch. 24, Ch. 39)
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