Republic of the Philippines

Course Title: POLYTECHNIC UNIVERSITY

Buhay at Mga Sinulat ni Rizal (Life PHILIPPINES
and Works
OF THE of Jose Rizal)1

Course Code:
College of Social Sciences and Development
GEED 10013
Department of History
Course Credit: Three (3) units

Course Prerequisite: GEED 10033 Readings in Philippine History

Course Description: As mandated by Republic Act 1425, this course covers the lives and works of our heroes who lived and died for the ideals of freedom and nationalism which have shaped our national
character. A major focus of discussion would be Jose Rizal’s life, works, and writing particularly his novels Noli me Tangere and El Filibusterismo which serve as constant and inspiring
sources of patriotism. This course seeks to develop a sense of moral character, personal discipline, civic consciousness, and duties of citizenship of the Filipino youth.

Term: Summer, A.Y. 2018-2019

Faculty: Paulo Benedicto C. Villar, MAS

Assistant Professor
pbcvillar@pup.edu.ph | 0917-8047228
Consultation hours:
Tuesday - 1:30pm - 3:00pm @N202 / N204
Thursday - 1:30pm - 3:00pm @N202 / N204
Saturday - 1:30pm - 3:00pm @N202 / N204
*Consultations are to be scheduled via email in advanced; you may set other consultations on agreed upon time

Institutional Learning Outcomes Course Learning Outcomes

1. Creative and Critical Thinking At the end of the course, students should be
Graduates use their imaginative as well as rational thinking abilities to life situations in order to push boundaries, realize possibilities, and deepen able to:
their interdisciplinary and general understanding of the world
2. Effective Communication 1. Discuss Jose Rizal’s life within the
Graduates are proficient in the four macro skills in communication (reading, writing, listening, and speaking) and are able to use these skills in context of the 19th century Philippines in
solving problems, making decisions, and articulating thoughts when engaging with people in various circumstances. relation to international events

1
This course syllabus was adapted from various versions of CHED approved course plans, namely: ‘Life and Works of Jose Rizal Preliminaries’ developed by CHED commissioned experts to develop a sample syllabus with up-to-date and appropriate readings, materials, and resources adhering to the CHED Memo #20, series of
2013; a modified syllabus designed by Raul A. Aquino,DPA of Lyceum of the Philippines University used in the 2nd Generation CHED-GE Life and Works of Rizal Course Training 2017 which was based on the syllabus prepared by Filomeno V. Aguilar,PhD & Francis A. Gealogo,PhD both from the Ateneo de Manila University for
the 1st Generation CHED-GE Life and Works of Rizal Course Training 2016.
Page 1 of 10
 3. Strong Service Orientation 2. Understand that the context that
Graduates exemplify the potentialities of an efficient, well-rounded, and responsible professional deeply committed to service excellence. produced Rizal, produced other
4. Community Engagement nationalists
Graduates take an active role in the promotion and fulfillment of various advocacies (educational, social, and environmental) for the advancement 3. Analyze Rizal’s various works,
of community welfare particularly the novels Noli me Tangere
5. Adeptness in the Responsible Use of Technology and El Filibusterismo
Graduates demonstrate optimized use of digital learning abilities, including technical and numerical skills. 4. Organize Rizal’s ideas into various
6. Passion to Life-Long Learning themes
Graduates are enabled to perform and function in the society by taking responsibility in their quest to know more about the world through-life-long 5. Demonstrate a critical reading of primary
learning. sources from various personages
7. High Level of Leadership and Organizational Skills relevant to the formation of nationalism
Graduates are developed to become the best professionals in their respective disciplines by manifesting the appropriate skills and leadership 6. Interpret the values that can be derived
qualities. from studying Rizal and other nationalists’
8. Sense of Personal and Professional Ethics life and works
Graduates show desirable attitudes and behavior either in their personal and professional circumstances. 7. Display an appreciation for education and
9. Sense of Nationalism and Global Responsiveness love of country
Graduates’ deep sense of nationalism compliments the need to live in a global village where one’s culture and other people’s culture are respected.

Course Plan:

Week Topic Learning Methodology Resources Assessment

Outcomes
Introduction to the Explain the history Lecture ▪ Republic Act 1425 [http:www.gov.ph/1956/06/12/republic-act-no-1425/] Writing exercise or
1 course: Republic of the Rizal law and ▪ Constantino, Renato (2000). ‘The Rizal Law and the Catholic Hierarchy’. In The Making of a Reflection paper on the
Act 1425 its important Class activity Filipino: a story of Philippine colonial politics. context of the views
provisions ▪ Laurel Jr., Jose B. (1960). The Trials of the Rizal Bill of 1956. Historical Bulletin 4(2): 130- regarding the passing of
139. RA 1425
Critically assess ▪ Schumacher, John N. (2011). The Rizal Bill of 1956: Horacio de la Costa and the Bishops.
the effectiveness of Philippine Studies 59(4): 529-553.
the Rizal course ▪ National Commission for Culture and the Arts (1995). Selection and Proclamation of National
Heroes and Laws Honoring Filipino Historical Figures.
▪ Ocampo, Ambeth. (2013). ‘Many Rizals’. In Rizal Without the Overcoat.
 Renato, Constantino. (1987). Bulag na Pagdakila. Salin ni Erlinda Abad. Quezon City:
Linangan ng Kamalayang Makabansa.

The Philippine’s
2 Economic, Social,
3 and Political
4 Conditions during
the Spanish
Analyze the various Lecture: brief ▪ Fast, Jonathan and Richardson, Jim. (1987). Roots of Dependency: Political and Economic Quiz: tabulate and
social, political, summary of Revolution in the 19th Century Philippines. categorize the social,
economic, and Spanish ▪ Schumacher, John N. (2008). ‘Ch 2: Rizal in the Context of the Nineteenth Century political, economic,
cultural changes colonization of Philippines’. In the Making of a Nation: essays on nineteenth-century Filipino nationalism. cultural changes in the
[Henceforth as: ‘The Making of a Nation’]
Page 2 of 10
 Colonization until that occurred in the the Philippines ▪ . (2011). The Cavite Mutiny Toward a Definite History. Philippine Studies 59(1): 55- nineteenth century
the19th century as nineteenth century as background 81. Philippines
Rizal’s context. ▪ Wickberg, Edgar. (1964). The Chinese Mestizo in Philippine History. Journal of Southeast
Understand Jose Asian History 5(1): 62-100. Reflection paper:
Economic: end of Rizal in the context Lecture: the ▪ . (2000). ‘The Philippine Chinese before 1850’. In The Chinese in Philippine Life, Guide question:
the galleon trade, of his times changes 1750-1898. Pp.25-36
opening of the during the Describe the nineteenth
Suez Canal, nineteenth Supplementary Readings: century Philippines
opening of ports to century - Rizal, Jose. (1889). ‘La verdad para todos/Ang katotohanan para sa lahat’. Mula sa
world trade, rise of Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal:
the export crop mga akdang pampulitika at pangkasaysayan. Ikapitong tomo. [Henceforth as: ‘Mga Akdang
economy, and Pampulitika at Pangkasaysayan’]
monopolies - Blanco, Roberto. (2010). Pedro Pelaez, Leader of the Philippine clergy. Philippine Studies
58(1-2): 3-43. Read pages: 19-26, 31-32.
Social: education, - Roth, Dennis M. (1982). ‘Church Lands in the Agrarian History of Tagalog Region’. In
rise of the Chinese Philippine Social History: global trade and local transformations, Alfred W. McCoy and Ed.
mestizo, rise of the De Jesus (eds.), 131-153.
inquilino - Schumacher, John N. (1999). ‘Historical Introduction’. In Father Jose Burgos: a documentary
history with Spanish documents and their translations. Pp. 1-32.
Political: - . (2006). The Burgos Manifesto: the authentic text and its genuine author. Philippine
Liberalism, impact Studies 54(2): 153-304. Read pp. 151-152, 268-292.
of the Bourbon
reforms, Cadiz
constitution
Rizal’s family, Analyze Rizal’s Lecture on Film: Students can write a short
5 childhood, and family, childhood, Rizal’s family,  Jose Rizal: Ang Buhay ng Isang Bayani (1996). History Department of the Ateneo de Manila biographical essay in
6 early education and early education childhood, and University and the Bookmark, Inc. comparison to Rizal’s
7 early education early childhood in
8 Evaluate the ▪ Rizal, Jose. (1884). Talumpati ni Dr. Rizal sa piging na parangal sa mga pintor na Pilipino. comparison with their
people and events Film viewing: Mula sa ‘Mga Akdang Pampulitika at Pangkasaysayan’. own.
that influences “Buhay ng ▪ (1889). Los agricultores Filipino/Ang mga Magsasakang Pilipino. Mula sa ‘Mga
Rizal’s early life Isang Bayani”. Akdang Pampulitika at Pangkasaysayan’.
▪ (1890). Al Excmo. Senor Vicente Barrantes, Sobre El Noli/Liham ni Rizal kay Vicente
Rizal and the Explain the Class activity: Barrantes tungkol sa “Noli”. Mula sa ‘Mga Akdang Pampulitika at Pangkasaysayan’.
campaign for principles create a ▪ (1893) ‘Rizal to Blumentritt, Dapitan, 15 February 1893’. In The Rizal-Blumentritt
Philippine reforms advocated by the timeline of Correspondence (1961)
in Europe. Propaganda Rizal’s ▪ The Staff. (1889). ‘Our Aims’. In La Solidaridad, Vol. 1: 1889, trans. Guadalupe Fores-
Movement childhood and Gazon, 168-177.
early education

Page 3 of 10
 Evaluate Rizal’s Read the first ▪ Schumacher, John N. (1997). The Propaganda Movement, 1880-1895: the creators of a
relations with other issue of the La Filipino consciousness, the makers of revolution. [Read 19-35, 40-58, 83-104, 126-170 182-
Propagandists Solidaridad 280.]
and analyze ▪ Guerrero, Leon Ma. (1991). The First Filipino. Manila: National Historical Institute.
Analyze Rizal’s the aims stated ▪ Coates, A. (1992). Rizal: Philippine Nationalist and Martyr. Manila: Solidaridad Publishing
growth as a House
Propagandist and ▪ Almario, Virgilio. (2008). Si Rizal: Nobelista.
Rizal’s exile, trial, later separatist ▪ Ileto, Reynaldo. (1998). Rizal and the Underside of Philippine History. In Filipinos and their
and death Revolution: event, discourse, and historiography. Quezon City: Ateneo de Manila University
Analyze the factors press.
that led to Rizal’s
execution

Analyze the effects

of Rizal’s execution
on Spanish colonial
rule and the
Philippine
Revolution

9 Mid-term examination

Annotation of Analyze Rizal;s Lecture on ▪ Rizal, Jose (1890). Sucesos de las islas pilipinas por el doctor Antonio de Morga/The Events Group discussion of what
10 Antonio de Morga’s ideas on how to Rizal’s view of in the Philippine Islands by Dr. Antonio de Morga. [Read preface, to the Filipinos, prologue of was read and orally
Sucesos de las rewrite Philippine Philippine Ferdinand Blumentritt, and Ch: 8.] presentated on Rizal’s
Islas Filipinas history history and ▪ Ocampo, Ambeth. (1998). Rizal’s Morga and Views of Philippine History. Philippine Studies historiography
Historiography 46(2): 184-214.
Compare and ▪ Salazar, Zeus. (2007). ‘A Legacy of the Propaganda: the tripartite view of Philippine history.
contrast Rizal and Read “A In Navarro, Atoy and Lagbao-Bolante, Flordeliza (eds.) Mga Babasahin sa Agham
Morga’s different Legacy of the Panlipunang Pilipino: Sikolohiyang Pilipino, Pilipinolohiya, at Pantayong Pananaw.
views about Propaganda:
Filipinos and The Tripartite
Philippine culture View of
Philippine
History”

Read Rizal’s
Introduction
and Chapter 8
of his
Page 4 of 10
 annotation of
Sucessos de
las Islas
Filipinas
Noli me Tangere Appraise important Lecture on  Noli me Tangere, (translation by Virgilio Almario or Soledad Lacson-Locsin). Reflection paper on why
11 and El characters in the Rizal’s  El Filibusterismo, (translation by Virgilio Almario or Soledad Lacson-Locsin). the youth should read
12 Filibusterismo novel and what representation  Daroy, Petronilo. (1968). Rizal: contrary essays. Quezon City: Guro Books. Rizal’s novels
they represent of the  Palma, Rafael. (1928). Read Rizal’s Novels. In Chua, Apolonio B. and Melendrez-Cruz,
conditions and Patricia. (eds.) (1991). Himalay: Kalipunan ng mga Pag-aaral kay Jose Rizal. Maynila:
Examine the problems of Sentrong Pangkultura ng Pilipinas. [Henceforth as: ‘Himalay’]
present Philippine Philippine  Schumacher, John N. (2008). ‘The Noli Me Tangere as Catalyst of Revolution’. In ‘The
situation through society in the Making of a Nation’
the examples nineteenth  Constantino, Renato. (1966). Our Task: to make Rizal obsolete. In The Filipinos in the
mentioned in the century Philippines and other essays.
Noli through the
Noli
Compare and
contrast the Lecture on the
characters, plot, major themes,
and theme of the plot,
Noli and the El Fili characters,
and ideas in
Value the role of the novels
the youth in the
development and
future of society
The Indolence of Assess Rizal’s Lecture about ▪ Rizal, Jose. (1890). ‘Tungkol sa Katamaran ng mga Pilipino’. Mula sa ‘Mga Akdang
13 the Filipinos, The writings Rizal’s “The Pampulitika ar Pangkasaysayan’.
14 Philippines: A Philippines: A ▪ . (1889). ‘Ang Pilipinas sa loob ng Sandaang Taon’. Mula sa ‘Mga Akdang
15 Century Hence, Appraise the value Century Pampulitika at Pangkasaysayan’.
Letter to the of understanding Hence” ▪ . (1889). ‘Sa mga kababayang dalaga sa Malolos’. Mula sa ‘Mga akdang Pampulitika
Women of Malolos the past at Pangkasaysayan’.
Reporting of ▪ Majul, Cesar Adib. (1961). ‘On the Concept of National Community’. In ‘Himalay’.
Frame arguments selected ▪ Guillermo, Ramon G. (1997). Si Rizal at ang Kanyang Konsepto ng Kabayanihan sa kanyang
based on evidence articles Liham sa mga Kababaihan ng Malolos. Diliman Review 45(2-3): 26-29.
▪ Nakpil, Carmen G. (2002). ‘Maria Clara’. In Women Enough and Other Essays.

Supplementary Readings:
▪ Scott, William Henry. (1982). ‘The Creation of a Cultural Minority’. In Cracks in the
Parchment Curtain: and other essays in Philippine history.
Page 5 of 10
 Philippine Interpret views and ▪ Joaquin, Nick. (2005). A Question of Heroes. [Chapters on Rizal, Bonifacio, and Aguinaldo]
16 Nationalism: opinions about ▪ Del Pilar, Marcelo H. (1889). Monastic Supremacy in the Philippines. Trans. Encarnacion
17 Heroes and their heroes and their Alzona (1958).
ideas. ideas and deeds in ▪ Guerrero, Milagros. (1998). Pagtanaw sa Kasaysayan, Paghahanda sa Himagsikan: Mga
the context of Ideya ng Katipunan, 1892-1897. Kasarinlan 14(1): 37-52.
Philippine history ▪ Mabini, Apolinario M. (1903). The Philippine Revolution. Trans. Leon Ma. Guerrero. (1969).
and society ▪ Nolasco, Ricardo Ma. D. (1997). Pinagmula ng Salitang Bayani. Diliman Review 45(2-3): 14-
18.
▪ Salazar, Zeus. (2007). ‘Wika ng Himagsikan, Lenguahe ng Rebolusyon:Mga Suliranin ng
Pagpapakahulugan’. In Navarro, Atoy and Lagbao-Bolante, Flordeliza (eds.) Mga Babasahin
sa Agham Panlipunang Pilipino: Sikolohiyang Pilipino, Pilipinolohiya, at Pantayong Pananaw
▪ Recto, Claro M. ‘Nationalism’. In Constantino, Renato (ed.). (1965). Recto Reader: excerpts
from the speeches of Claro M. Recto. [Henceforth as: ‘Recto Reader’]
▪ Recto, Claro M. ‘Economic Independence’. In ‘Recto Reader’.
▪ Recto, Claro M. ‘Foreign Affairs’. In ‘Recto Reader’.
▪ Doyo, Ma. Ceres P. (2015). Macli-ing Dulag: Kalinga Chief, Defender of the Cordillera.
▪ McCoy, Alfred. (2012). ‘Ch4: Theater State of Terror’. In Torture and Impunity: The U.S.
Doctrine of Coercive Interrogation.

18 Final examination

Readings and References:

Agoncillo, Teodoro. (2008). History of the Filipino People. Quezon City: Garo Tech Books Inc.
Almario, Virgilio. (2008). Si Rizal: Nobelista. Quezon City: University of the Philippines Press.
Blanco, Roberto. (2010). Pedro Pelaez, Leader of the Philippine clergy. Philippine Studies 58(1-2): 3-43.
Chua, Apolonio B. and Melendrez-Cruz, Patricia. (1991). Himalay: Kalipunan ng mga Pag-aaral kay Jose Rizal. Maynila: Sentrong Pangkultura ng Pilipinas.
Coates, A. (1992). Rizal: Philippine Nationalist and Martyr. Manila: Solidaridad Publishing House
Constantino, Renato. (1965). Recto Reader: Excerpts from the speeches of Claro M. Recto. Manila: Recto Memorial Foundation.
. (1971). The Filipinos in the Philippines and other essays. Malaya Books
. (1987). Bulag na Pagdakila. Salin ni Erlinda Abad. Quezon City: Linangan ng Kamalayang Makabansa.
_. (2000). The Making of a Filipino: a story of Philippine colonial politics. Quezon City. Malaya Books.
. (2005). The Philippines: A Past Revisited. Manila
. (2006). The Philippines: The Continuing Past. Quezon City: The Foundation for Nationalist Studies.
Daroy, Petronilo. (1968). Rizal: contrary essays. Quezon City: Guro Books.
Del Pilar, Marcelo H. (1889). Monastic Supremacy in the Philippines. Trans. Encarnacion Alzona (1958). Manila: R.P. Garcia Publishing House.
Fast, Jonathan and Richardson, Jim. (1987). Roots of Dependency: Political and Economic Revolution in the 19th Century Philippines. Quezon City: Foundation for Nationalist Studies.
Guerrero, Leon Ma. (1991). The First Filipino. Manila: National Historical Institute.
Page 6 of 10
Guerrero, Milagros. (1998). Pagtanaw sa Kasaysayan, Paghahanda sa Himagsikan: Mga Ideya ng Katipunan, 1892-1897. Kasarinlan 14(1): 37-52.
Guillermo, Ramon G. (1997). Si Rizal at ang Kanyang Konsepto ng Kabayanihan sa kanyang Liham sa mga Kababaihan ng Malolos. Diliman Review 45(2-3): 26-29.
Gripaldo, Eden M. et al. (2005). Kasaysayan ng Filipinas at mga Institusyong Filipino. Sentro ng Wikang Filipino-UP Diliman
Ileto, Reynaldo. (1998). Filipinos and their Revolution: event, discourse, and historiography. Quezon City: Ateneo de Manila University Press.
Joaquin, Nick. (2005). A Question of Heroes. Mandaluyong City: Anvil.
Laurel Jr., Jose B. (1960). The Trials of the Rizal Bill of 1956. Historical Bulletin 4(2):130-139.
Mabini, Apolinario M. (1903). The Philippine Revolution. Trans. Leon Ma. Guererro. (1969). National Historical Commission.
Majul, Cesar Adib. (1961). ‘On the Concept of National Community’. In Chua, Apolonio B. and Melendrez-Cruz, Patricia. (eds.) (1991). Himalay: Kalipunan ng mga Pag-aaral kay Jose Rizal. Maynila: Sentrong
Pangkultura ng Pilipinas.
. (1977). “Principales, Ilustrados, Intellectuals and the Original Concept of a Filipino National Community”, Asian Studies, April – December, 1-20.
Nakpil, Carmen Guerrero. (2002). ‘Maria Clara’. In Women Enough and Other Essays. Quezon City: Ateneo de Manila University Press.
National Commission for Culture and the Arts (1995). Selection and Proclamation of National Heroes and Laws Honoring Filipino Historical Figures.
National Historical Institute. (1961). Mga Akdang Pampulitika at Pangkasaysayan.Maynila: Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal.
National Historical Institute. (1977). Reminiscences and Travels of Jose Rizal. Manila: National Historical Institute.
Nolasco, Ricardo Ma. D. (1997). Pinagmula ng Salitang Bayani. Diliman Review 45(2-3): 14-18.
Ocampo, Ambeth. (1998). Rizal’s Morga and Views of Philippine History. Philippine Studies 46(2): 184-214.
Palma, Rafael. (1928). Read Rizal’s Novels. In Chua, Apolonio B. and Melendrez-Cruz, Patricia. (eds.) (1991). Himalay: Kalipunan ng mga Pag-aaral kay Jose Rizal. Maynila: Sentrong Pangkultura ng Pilipinas.
Republic Act 1425. (1956, June 12). ‘An act to include in the curricula of all public and private schools, colleges, and universities courses on the life, works, and writings of Jose Rizal, particularly his novels Noli
me Tangere and El Filibiusterismo, Authorizing the printing and distribution thereof, and for other purposes.
Rizal, Jose. (1884). Talumpati ni Dr. Rizal sa piging na parangal sa mga pintor na Pilipino. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal: mga akdang
pampulitika at pangkasaysayan. Ikapitong tomo.
. (1889). ‘La verdad para todos/Ang katotohanan para sa lahat’. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal: mga akdang pampulitika at
pangkasaysayan. Ikapitong tomo.
. (1889). ‘Sa mga kababayang dalaga sa Malolos’. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal: mga akdang pampulitika at pangkasaysayan.
Ikapitong tomo.
(1889). Los agricultores Filipino/Ang mga Magsasakang Pilipino. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal: mga akdang pampulitika at
pangkasaysayan. Ikapitong tomo.
. (1889). ‘Ang Pilipinas sa loob ng Sandaang Taon’. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal: mga akdang pampulitika at pangkasaysayan.
Ikapitong tomo.
(1890). Al Excmo. Senor Vicente Barrantes, Sobre El Noli/Liham ni Rizal kay Vicente Barrantes tungkol sa “Noli”. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga
Sinulat ni Rizal: mga akdang pampulitika at pangkasaysayan. Ikapitong tomo.
. (1890). ‘Tungkol sa Katamaran ng mga Pilipino’. Mula sa Pambansang Komisyon ng Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal: mga akdang pampulitika at pangkasaysayan.
Ikapitong tomo.
. (1890). Sucesos de las islas pilipinas por el doctor Antonio de Morga/The Events in the Philippine Islands by Dr. Antonio de Morga (2011).Manila: National Historical Institute.
.( ) Noli me Tangere, (translation by Virgilio Almario or Soledad Lacson-Locsin).
.( ). El Filibusterismo, (translation by Virgilio Almario or Soledad Lacson-Locsin).
. La Flores del Heidelberg
. A La Juventud Filipina
. Mi Ultimo Adios
Rizal,Jose. (1961). The Rizal-Blumentiritt Correspondence. Manila: Jose Rizal National Centennial Commission.
Page 7 of 10
Roth, Dennis M. (1982). ‘Church Lands in the Agrarian History of Tagalog Region’. In Philippine Social History: global trade and local transformations, Alfred W. McCoy and Ed. De Jesus (eds.). Quezon City:
Ateneo de Manila University Press.
Salazar, Zeus. (2007). ‘A Legacy of the Propaganda: the tripartite view of Philippine history. In Navarro, Atoy and Lagbao-Bolante, Flordeliza (eds.) Mga Babasahin sa Agham Panlipunang Pilipino: Sikolohiyang
Pilipino, Pilipinolohiya, at Pantayong Pananaw. Quezon City: C&E Publishing.
. (2007). ‘WIka ng Himagsikan, Lenguahe ng Rebolusyon: Mga Suliranin ng Pagpapakahulugan sa Pagbuo ng Bansa.’ In Navarro, Atoy and Lagbao-Bolante, Flordeliza (eds.) Mga Babasahin sa Agham
Panlipunang Pilipino: Sikolohiyang Pilipino, Pilipinolohiya, at Pantayong Pananaw. Quezon City: C&E Publishing.
Schumacher, John N. (1997). The Propaganda Movement, 1880-1895: the creators of a Filipino consciousness, the makers of revolution. Quezon City: Ateneo de Manila University Press.
. (1999). Father Jose Burgos: a documentary history with Spanish documents and their translations. Quezon City: Ateneo de Manila University Press.
. (2006). The Burgos Manifesto: the authentic text and its genuine author. Philippine Studies 54(2): 153-304.
. (2008). The Making of a Nation: essays on nineteenth-century Filipino nationalism. Quezon City: Ateneo de Manila University Press.
. (2011). The Cavite Mutiny Toward a Definite History. Philippine Studies 59(1): 55-81.
. (2011). The Rizal Bill of 1956: Horacio de la Costa and the Bishops. Philippine Studies 59(4): 529-553.
Scott, William Henry. (1982). The Cracks in the Parchment Curtain: and other essays in Philippine history. Quezon City: New Day Publishers.
The Staff. (1889). ‘Our Aims’. In La Solidaridad, Vol. 1: 1889, trans. Guadalupe Fores-Gazon,
Wickberg, Edgar. (1964). The Chinese Mestizo in Philippine History. Journal of Southeast Asian History 5(1): 62-100.
. (2000). The Chinese in Philippine Life, 1750-1898. Quezon City: Ateneo de Manila University Press.

Policies and Requirements:

1. Attendance in class is a must and shall follow the University rules regarding absences and tardiness.
2. Discipline during class. Working on requirements for other classes as well as using electronic devices are prohibited during class hours.
3. It is a major requirement that students READ the topics beforehand and participate during classes.
4. Requirements:
 Quizzes 50%
There will be quizzes on the assigned readings given at the beginning of class (first 10-20 minutes). The purpose is to encourage you to do the assigned reading. No make-up quizzes will be given.
 Group Reports (1) 30%
Groups will be assigned for their reports. Must have either a power point presentation or visual aids already prepared. The basis for grading are:
Comprehensive use of the assigned reading [50%]
Delivery & Flow of the discussion [40%]
Clarity of the discussion [5%]
Ability to present the topics to their fellow classmates [5%]
 Critical Essay (3) 20%
There will be three (3) articles assigned to be read and be the basis for your critical essay. The format for the essay shall be: single spaced, one inched margins, Arial/Calibri 11, maximum of one
page. Hand written submissions are accepted. Late submissions are not accepted.
#1 ‘Bulag na Pagdakila’ ni Renato Constantino
#2 ‘On the Concept of National Community’ by Cesar Adib Majul
#3 ‘Rizal and the Revolution’ by Teodoro Agoncillo
Your essay will be graded on:
Short summary of the assigned article [50%]
Critical discussion of the contents of the summary [35%]
Page 8 of 10
 Insights about what you have read [15%]
 Simulation (optional)
 Other incentive activities (optional)
Total Points: 100%

Page 9 of 10
5. There are NO “make up requirements”. Only on certain acceptable cases based on the University Rules can ‘make up exams’ be permitted. Late submissions are not accepted.
6. Taking pictures, recordings, or asking for a copy of the lectures is strictly prohibited. Taking down notes is a process of learning.
7. PLAGIARISM and INTELLECTUAL DISHONESTY is considered a crime in this course. If caught and proven guilty, those involved shall garner a grade of 5.0 in the course (not in the specific requirements
but the subjects itself). Those involved shall also be brought to the appropriate channels for a formal investigation for possible disciplinary action.
8. All announcements, other requirements, and other pertinent information shall be posted in the agreed upon electronic site. It is the responsibility of the students to check on the site
periodically. https://www.facebook.com/groups/PUPRizalSummer2019/
9. EXCUSE LETTERS. Should be approved by the Vice President for Academic Affairs to be considered for approval by the faculty in charge.
10. Most readings are uploaded in our dropbox. The other readings not uploaded can be seen at the NALLRC and the CSSD satellite library at the 6th floor of the South Wing of the Main bldg..

Link to Readings: https://www.dropbox.com/home/PUP/HIST%201023%20Rizal%20Course

GRADE EQUIVALENTS: 95 – 100 1.0 85 – 89 1.5 75 – 79 2.0 67 – 70 2.5 60 – 62 3.0

90 – 94 1.25 80 – 84 1.75 71 – 74 2.25 63 – 66 2.75 <60 5.0

W – a ‘withrawn’ mark is given if the student voluntarily withdraws in writing from a subject at any time but not less than one (1) month before the final examination.
D – a ‘dropped’ mark is given when the faculty member drops the student from his/her roll for having exceeded the allowable number of absences or for not having attended the class
since the start of the term.

“Kaya, mga kababayan, ating idilat ang bulag na kaisipan at kusang igugol sa kagalingan ang ating lakas sa tunay at lubos na pag-asa na magtagumpay sa nilalayong kaginhawahan ng bayang
tinubuan.”
-Andres Bonifacio

“Upang maitindig natin ang bantayog ng ating lipunan, kailangang radikal nating baguhin hindi lamang ang ating mga institusyon kundi maging ang ating pag-iisip at pamumuhay.”
-Apolinario Mabini

“It is not so very important for a person to learn facts. For that he does not really need a college.
He can learn them from books. The value of an education…is not the learning of many facts,
but the training of the mind to think something that cannot be learned from textbooks.”
– Albert Einstein

Page 10 of
10
Prepared by: Noted by:

Paulo Benedicto C. Villar, MAS Marlon F. Agoy-Agoy, MC

Faculty Chairperson

Sherrene R. De Amboy, MPA

Faculty

Approved by:

Nicolas T. Mallari, PhD

Dean

Manuel M. Muhi, D.Tech.

Vice President for Academic Affairs

Page 10 of 10