USC

MISSION-VISION & INSTITUTIONAL OUTCOME

USC Vision

The University of San Carlos sees:

A WORLD where the darkness of sin and the night of unbelief vanish before the light of the Word and the Spirit of grace.

A SOCIETY where ciFzens are competent, noble in character, and community oriented:

What they know, they apply justly and honestly.

What they do not know, they seek to learn.

What they do not have, they endeavour to acquire.

What they have, they share.

USC MISSION

The University of San Carlos is a Catholic insFtuFon of learning that embodies the principles of academic discipline of San Carlos Borromeo and the missionary charism of the Society of the Divine Word
(SVD).

We aim to develop competent and socially responsible professionals and lifelong learners in an environment that fosters excellence in the academic core processes of teaching-learning, research and
community extension service.

Our mission is to provide Fmely, relevant and transformaFve academic programs responsive to the needs of the local, naFonal and global communiFes in a rapidly changing world.

USC INSTITUTTIONAL OUTCOME

A Carolinian Graduate is a Witness to the Word. (ValidaFon: ScienFa, Virtus, DevoFo)

SAS MISSION & IDENTITY

SAS MISSION

The School of Arts and Sciences produces analytical, critical, open-minded and innovative graduates imbued with values anchored on the common good. As co-missionaries of the
Society of the Divine Word, we witness to the Word by living what is true, good and beautiful in our instruction, research and community engagement.

We are Education with a Mission.

SAS IDENTITY STATEMENT

The School of Arts and Sciences is an institution that promotes diversity and cultivates critical thinking. As advocates of the common good, we are agents of change who provide
holistic perspective and integral understanding of realities. We continuously strive for excellence in our distinct fields of expertise and endeavour through instruction, research and
community engagements.

The school adheres to what is true, good and beautiful. We are the heart and conscience of the university.

DGEM MISSION & VISION

DGEM Vision

DGEM envisions to become the top delivering institution for multi-and-inter disciplinary courses and outcomes-based approach in teaching General Education and Education with a
Mission courses, in research and in community service. It strive to build up a learning community for Witnesses to the Word who are decisive thinkers imbued with humanistic,
moral and ethical values, innovative problem-solving skills and lifelong learning competencies.

DGEM MISSION

The department advocates developing and maintaining general education and mission course offerings with relevant diverse strands and innovative teaching approaches at par with
leading universities here and abroad. The department aspires to become a valuable resource to USC, to local communities, to regional, national and international academic and
business sectors.

COURSE OVERVIEW
Course No. GE-LWR Course Title The Life and Works of Jose Rizal Course None Course 3 units
Prerequisite Credit
Course Description The Life and Works of Jose Rizal will examine the origins of the Filipino nation through a thorough and multidisciplinary analysis of the rise of Philippine
nationalism in the nineteenth century. The course will first attempt to explain the historical factors that produced Jose Rizal and his generation of nationalists
through an analysis of the socio-economic developments both in the context of Philippine and World History. The content and context of the major works of
Jose Rizal will be analyzed to demonstrate how literature was essential in the imagination and construction of the Filipino nation which was denied by
Course No. GE-LWR Course Title The Life and Works of Jose Rizal Course None Course 3 units
through an analysis of the socio-economic developments both in the context of Philippine and Prerequisite Credit
World History. The content and context of the major works of
Jose Rizal will be analyzed to demonstrate how literature was essential in the imagination and construction of the Filipino nation which was denied by
Spanish colonialism. Lastly, Rizal’s contributions will be assessed for its continuing significance and uneasy paradoxes.

CULMINATING COURSE LEARNING OUTCOME OF SIGNIFICANCE

Upon completion of the academic course requirements, the learner will construct specific narratives of Filipino-ness during different periods of Philippine History through an
analysis of various media.

COURSE OUTPUTS

As evidence of the above outcome, the course output is:

1. Historical Narrative

COURSE POLICIES

1. All students must acFvate their official USC email address. Personal email shall be indicated as the recovery mail of their USC accounts.
2. The student’s USC email address shall be used throughout the semester. No personal email will be allowed. The same shall be used in accessing the following, at the very least:
a. Course Learning Management System
b. Google Meet as the official online conferencing plaZorm
c. Group Chat as medium for inquiries
3. Academic Integrity Policies
4. ConsultaFon shall be done on the designated hours.
5. Things to remember in the conduct of synchronous sessions:
a. Wear Decent A^re
b. Coming on Time
c. A conducive learning space devoid of noise and other possible distracFons
6. Things to remember in the conduct of asynchronous sessions:
a. Check canvas regularly for updates, assignments or quizzes
b. Submit all acFviFes required in the session on Fme.
GRADING SYSTEM
Passing Percentage 50% out of 100%
Composite of the 100%

Class Standing
———
• quizzes
30%
• Thought Papers 10%

Assignments (Asynchronous) and seatworks 10%

Major Written Examinations/Requirements 40%
Group Works/Presentations with Peer Evaluations 10%
COURSE COVERAGE
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
Upon completion Upon completion In order to achieve the To achieve the outcomes, the
of the course, of the module, outcome, the learner is able learning activities are:
the learner is the learner is to:
able to: able to:
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
Construct MODULE 1: The Explain the Republic of the Philippines. 1956. Republic
specific Rizal Law and origins of nations Act 1425. Available online, hap://
narratives of Philippine and nationalism www.gov.ph/ 1956/06/12/republic-
Filipino-ness 9 Hrs. Nationalism as well as its act-no-1425/.
during different particular
periods of manifestations in
Laurel, Jose B. Jr. 1960. The trials of the Rizal
Philippine the Philippine
Bill. Historical Bulle.n 4(2): 130–39.
History through context
an analysis of
various media ConstanFno, Renato. 1969. The Rizal Law and
A. Republic Act Asynchronous:
1. Evaluated the Catholic hierarchy. In The making
1. Examine the content of
1425 1. Assigned Readings
Outputs for of a Filipino: A story of Philippine
the Rizal Law as well as
2. Assigned Questions for the Assigned colonial poli.cs, 244–47. Quezon
the historical graded activity
Questions
City: The Author.
circumstances of the
law’s promulgation
Synchronous:
2. Formative Schumacher, John. 2011. The Rizal Bill of
2. Assess the competing 1. Presentation and Quiz 1956: Horacio de la Costa and the
arguments of the Discussion of Answers for bishops. Philippine Studies 59(4):
Catholic Church and the the Assigned Questions
529–53.
“Second Propaganda
Movement” Ileto, Reynaldo. 2017. History Wars: Rizal in
1956. Knowledge and Pacifica.on:
On the US Conquest and the Wri.ng
of Philippine History, 225-242.
Quezon City. Ateneo de Manila
University Press.
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
B. Literature and Elaborate on the continuing Asynchronous:
1. Formative Hau, Caroline S. 2000. IntroducFon. In
Society role of literature, specifically 1. Assigned Readings
Quiz
N e ce s s a r y fi c . o n s : P h i l i p p i n e
the novels of Rizal in 2. Film Clip Analysis: Black 2. Evaluated literature and the na.on, 1946–
Jeopardy
Answers to 1980, 1–14. Quezon City: Ateneo de
conjuring and re-making the
the Guide Manila University Press.
imagined community Synchronous:
Questions

1. Discussion of Guide
ConstanFno, Renato. 1966. Our task: To make
Questions for “Black
Jeopardy” Rizal obsolete. In The Filipinos in the
Philippines and other essays, 137–52.

Anderson, Benedict. 2004. Hard to imagine. In

Spectre of comparisons: Na.onalism,
Southeast Asia, and the world, 235–
62. Quezon City: Ateneo de Manila
University Press.

h a p s : / / w w w.y o u t u b e . c o m / w a t c h ?
v=O7VaXlMvAvk&frags=pl%2Cwn
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
C. Official 1. Outline the historical Asynchronous:
1. Graded Anderson, Benedict. 1991. IntroducFon. In
Nationalism: Origins factors that led to the 1. Assigned Readings
Memes
Imagined communi.es: Reflec.ons
fo the Nation as an emergence of the ‘nation’ 2. Meme-making on Pinoy- 2. Formative on the origins and spread of
Imagined isms
Quiz na.onalism, 1-7. Rev. ed. London
in the eighteenth century

Community
2. Demonstrate ‘our’
membership in an
imagined community/
3. Film Clip Analysis: and New York: Verso. Pasig City:
Inglorious Basterds
Anvil, 2003 PH ediFon.
(Chapter Four:Operation
Kino) 1:09:25-1:37:00

nation Anderson, Benedict. 1991. Cultural Roots. In

Imagined communi.es: Reflec.ons
on the origins and spread of
Synchronous: Video na.onalism, 9-36. Rev. ed. London
Conferencing on:
and New York: Verso. Pasig City:
Anvil, 2003 PH ediFon.
1. National Hero Obituaries

2. Presentation of Memes Anderson, Benedict. 1991. Creole Pioneers. In

Imagined communi.es: Reflec.ons
on the origins and spread of
na.onalism, 47-65. Rev. ed. London
and New York: Verso. Pasig City:
Anvil, 2003 PH ediFon.

Bender, Lawrence & TaranFno, QuenFn. 2009.

Inglorious Basterds. United States
and Germany. The Weinstein
Company and Universal Pictures

h a p s : / / w w w.yo u t u b e . c o m / wa tc h ? v = -
ASs3mXVbz4
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
D. Rizal and Explain the circumstances Asynchronous:
1. Formative Ileto, Reynaldo. 1998. Bernardo Carpio:Awit
Popular Nationalism
why the figure of Jose Rizal 1. Assigned Readings
Quiz
and RevoluFon. In Filipinos and their
continues to be implicated in 2. Film Clip Analysis: WOTL 2. Group revolu.on: Event, discourse, and
the “underside of history” “Santo Rizal”
Thought historiography,1-27. Quezon City:
Paper Ateneo de Manila University Press.
Synchronous:

[Focus on pp 2-13]
1. Peer-Teaching Discussion

Ileto, Reynaldo. 1998. Rizal and the Underside

of Philippine History. In Filipinos and
their revolu.on: Event, discourse,
and historiography,29-78. Quezon
City: Ateneo de Manila University
Press.

Lahiri, Smitha. 1999. Writer, hero, myth, and

spirit: The changing image of José
Rizal. SEAP Bulle.n, Fall: 3–6.
Southeast Asia Program, Cornell
U n i v e r s i t y . O n l i n e , h a p : / /
seap.einaudi.cornell.edu/sites/
seap.einaudi.cornell.edu/files/
1999f_2.pdf.

h a p s : / / w w w.y o u t u b e . c o m / w a t c h ?
v=IzhSqmyJrOQ
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
MODULE 2: Recreate the Flynn, Dennis and Arturo Giraldez. 1995. Born
Rizal’s Origins and circumstances with a “silver spoon”: The origin of
Historical Context that produced world trade in 1571. Journal of World
Jose Rizal and History 6(2): 201–21. [Focus on pp.
his generation of 201-209 and 214-15]
nationalists
through an Aguilar, Filomeno. 1998. A clash of spirits:
analysis of the Friar power and Masonic capitalism.
In Clash of spirits: The history of
socio-economic
power and sugar planter hegemony
developments
on a Visayan island, 15–31. Quezon
both in the
9 Hrs City: Ateneo de Manila University
context of
Press. [Focus on pp. 15-26]
Philippine and
World History. Wickberg, Edgar. 2000. The Philippine Chinese
before 1850. In The Chinese in
Philippine life, 1850–1898, 3–41.
A. The Global 1. Illustrate the economic Asynchronous:
1. Evaluated
Quezon City: Ateneo de Manila
Market and the conditions of the 1. Assigned Readings
Peer-
University Press. [Focus on pp.
Ascendance of the Philippines in the 19th 2. Film Clip: Kwentong Teaching
Chinese Mestizos
century
Chinoy 1 & 2
Discussion
28-36]
2. Analyse the effects of 2. Formative
the integration of the Synchronous:
Quiz Wickberg, Edgar. 1964. The Chinese mesFzo in
Philippines to the global 1. Peer-Teaching Discussion Philippine history. Journal of
economy specifically on Southeast Asian History 5(1): 62–
the social relations and 100. [Focus on pp. 62-89]
social mobility among
different groups of Kwentong Chinoy 1 & 2:
people

h a p s : / / w w w.y o u t u b e . c o m / w a t c h ?
v=5NgbHd9SSMU

h a p s : / / w w w.yo u t u b e . c o m / wa tc h ? v = -
WMmu818JuI
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
B. Agrarian 1. Formulate a narrative of Asynchronous:
1. Evaluated Roth, Dennis M. 1982. Church lands in the
Relations and the the origins and 1. Assigned Readings
Peer- agrarian history of the Tagalog
Friar Lands development of the friar 2. Comparing Haciendas: Teaching region. In Philippine social history:
Calamba vs Negros
Discussions
G l o b a l t r a d e a n d l o c a l
lands in the Philippines,
2. Formative transforma.ons, ed. Alfred W.
particularly of Hacienda de Quiz
Calamba
McCoy and Ed. de Jesus, 131–53.
Synchronous:

Quezon City: Ateneo de Manila

1. Peer-Teaching Discussion
2. Assess the changing University Press.
relations between the
peasants and landowners Aguilar, Filomeno. 1998. Elusive peasant,
vis-à-vis the friar hacendero
weak state: Sharecropping and the
changing meaning of debt. In Clash
3. Determine the nature of of spirits: The history of power and
power and leadership in the
sugar planter hegemony on a
Spanish colonial Philippines
Visayan island, 63–93. Quezon City:
Ateneo de Manila University Press.
[Focus on pp. 63-82]

Palanco, Fernando. 2010. The Tagalog revolts

of 1745 according to Spanish primary
sources. Philippine Studies 58(1–2):
45–77. [Focus on pp. 63-71]

Aguilar, Filomeno. 2017. Colonial sugar

p r o d u c F o n i n t h e S p a n i s h
Philippines: Calamba and Negros
compared. Journal of Southeast
Asian Studies 48(2): 237–61 [Focus
on Calamba pp. 241-42; 246-247;
248-50; 257-59]
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
C. Intra-Clergy 1. Construct a narrative of Asynchronous
1. Paper on S c h u m a c h e r, J o h n . 1 9 9 9 . H i s t o r i c a l
Conflict and Creole the historical circumstances 1. Assigned Readings
“Comparing introducFon. In Father Jose Burgos:
Nationalism
leading to the Cavite 2. Comparing Nationalisms: Revolutions”
A documentary history with Spanish
Creole Revolutions vs the 2. Formative documents and their transla.ons, 1–
mutiny and execution of
Cavite Mutiny
Quiz 41. Quezon City: Ateneo de Manila
the GOMBURZA

University Press. [Focus on 1-32]

Synchronous:

2. Discuss the emergence

1. Peer-Teaching Discussion

of creole nationalist Schumacher, John. 2011. The Cavite MuFny:

consciousness in the Toward a definiFve history. Philippine
Philippines in the 19th Studies 59(1): 55–81.
century vis-a-vis the Latin
American Revolutions Schumacher, John. 2006. The Burgos
Manifiesto: The authenFc text and its
PREMIDTERM genuine author. Philippine Studies
EXAM 54(2): 153-304 [Focus on 277-90]
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
MODULE 3: Examine how the Schumacher, John. 1997. Early Filipino
Filipino-ness in “Filipino” as an student acFviFes in Spain, 1880–
Europe: History identity was 1882. In The propaganda movement:
and Text appropriated 1880–1895; The creators of a Filipino
through the consciousness, the makers of the
9 Hrs realm of
revolu.on, 19–39. Quezon City:
experience of the
Ateneo de Manila University Press.
“foreign” and
literary
representation Schumacher, John. 1997. Journalism and
A. Journalism and 1. Examine the opportunities Asynchronous
1. Graded Peer- P o l i F c s . I n T h e p r o p a g a n d a
Emergent Politics and experiences of the Teaching movement: 1880–1895; The creators
Filipino students in Spain 1. Assigned Readings
Discussions
of a Filipino consciousness, the
that allowed for the 2. Textual Analysis of the makers of the revolu.on,40-58.
Brindis Speech: nationalist 2. Formative Quezon City: Ateneo de Manila
appropriation of the term
snippets
University Press.
‘Filipino’
Quiz

2. Contrast the earliest 3. Evaluating Political Blogs

Schumacher, John. 1997. The new Filipino

instances of an emergent 3. Infographics
Sychronous
newspaper in Barcelona 1888-1889.
nationalism in the works Output for In The propaganda movement:
of Pedro Paterno, 1. Peer-teaching discussion
Evaluating 1880–1895; The creators of a Filipino
Gregorio Sancianco and Political Blogs consciousness, the makers of the
Jose Rizal
revolu.on, 128-46. Quezon City:
3. Explain the ilustrado’s Ateneo de Manila University Press.
‘turn to journalism’ to
serve their newfound Rizal, José. 2011. Rizal’s toast to Luna and
political aims Hidalgo. PresidenFal Museum and
Library, Republic of the Philippines.
Online, hap://malacanang.gov.ph/
4071-jose-rizals-homage-to-luna-
and-hidalgo/.

The Staff. 1889/1996. Our aims. In La

Solidaridad, vol. 1: 1889, trans.
Guadalupe Fores-Ganzon, 3, 5. Pasig
City: Fundación SanFago.
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
B. Noli Me Tangere 1. Formulate a historical Asynchronous
1. Evaluated Schumacher, John. 1997. The “Noli me
1 narrative detailing the Peer- tángere,” 1887. In The propaganda
writing, publication and 1. Assigned Readings
teaching movement: 1880–1895; The creators
Discussion
of a Filipino consciousness, the
the public reception of
Synchronous:
2. Formative makers of the revolu.on, 83–104.
the novel
Quiz
2. Appraise the Quezon City: Ateneo de Manila
1. Peer-Teaching Discussion
groundbreaking nature of University Press.
the publication of the
Anderson, Benedict. 2008. Why coun.ng
Noli Me Tangere
co u nt s : A st u d y o f fo r m s o f
consciousness and problems of
language in Noli me tangere and El
filibusterismo. Quezon City: Ateneo
de Manila University Press.

C. Noli Me Tangere 1. Examine how the choice Asynchronous:

1. Evaluated Hau, Caroline. 2000. The ficFon of a knowable
2 of the novel as preferred
genre and the literary
Teaching Philippine literature and the na.on,
devices employed by Rizal
1946–1980, 48–93. Quezon City:
in the Noli Me Tangere
helped conceive in the
Quiz
minds of the “readers” the
knowable community of the
Filipinos
Peer- community. In Necessary fic.ons:
1. Assigned Readings
Discussion
2. Formative Ateneo de Manila University Press.
Synchronous:
Hau, Caroline. 2017. Did Padre Damaso rape
1. Peer-Teaching Discussion
Pia Alba? ReFcence, revelaFon, and
revoluFon in José Rizal’s novels.
Philippine Studies: Historical and
Ethnographic Viewpoints 65(2): 137–
99.
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
D. Noli Me Tangere 1. Demonstrate various Asynchronous:
1. Formative Rizal, José. 1890/1996. Al Excmo. Señor Don
3
interpretations of the Noli Quiz
Vicente Barrantes / To His Excellency
and its characters over time 1. Assigned Readings
Mr. Vicente Barrantes. In La
2. Assignment of 2. Evaluated Solidaridad, vol. 2: 1890, trans.
Characters for Character Character Maps Guadalupe Fores-Ganzon, 62–71.
Map Analysis

Pasig City: Fundación SanFago.

Synchronous:

Joaquin, Nick. 2005. Why was the Rizal hero a

1. Peer-Teaching creole? In A ques.on of heroes, 65–
Discussion
76. Mandaluyong City: Anvil.
2. Presentation of Character
Maps by Group

MIDTERM EXAM
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
MODULE 4: The Elaborate on
Spanish Conquest how
and Rizal’s Search interpretations of Wolters, O. W. 1999. Some features of the
for Origins
the “Conquest” cultural matrix. In History, culture,
were and region in Southeast Asian
reformulated by perspec.ves, 15–26. Rev. ed. Ithaca,
the ilustrados in NY: Southeast Asia Program, Cornell
9 Hrs the interests of University.
the politics of
assimilation and
Wolters, O. W. 1999. Historical paaerns in
separation
intra-regional relaFons. In History,
A. The Southeast 1. Survey common features Asynchronous:
1. Graded Peer- culture, and region in Southeast
Asian Mandala Asian perspec.ves, 27–40. Rev. ed.
of the Southeast Asian Teaching
1. Assigned Readings Ithaca, NY: Southeast Asia Program,
Cultural Matrix
Discussions

2. Film Clip Viewing: “Talab Cornell University. 1999

2. Examine Southeast 2. Formative
Asian/indigenous ng Agimat” Quiz
Aguilar, Filomeno. 1998. A clash of spirits:
concepts of “power, Friar power and Masonic capitalism.
political authority and Synchronous:
In Clash of spirits: The history of
social relations in pre- power and sugar planter hegemony
colonial Southeast Asia 1. Peer-Teaching Discussion
on a Visayan island, 15–31. Quezon
and the Philippines. City: Ateneo de Manila University
Press.
haps://www.youtube.com/watch?v=i_u-
z0B5OSE
Course Hours Topic Unit Outcome Objectves
Outcome
B. Indigenous 1. Compare the Southeast
Warfare and the Asian/Filipino “discourse
Spanish Conquest of War” with the
Western/Spanish
“discourse of War”
Quiz University Press.
2. Formulate a historical
narrative of the conquest
of the Philippines by
Spanish conquistadors
incorporating the two
discourses of war
Flexible Teaching-
Learning Options or
Activities
Asynchronous:
1. Assigned Readings
2. Film Clip “Guns, Germs
and Steel” Episode 2:
Conquest (minute
18:30-22:35)
3. Film Clip: Lupang
Hinirang GMA Station
ID [Focus on the first
30 seconds of the clip]
Synchronous:
1. Peer-Teaching Discussion
Assessment Resources/Materials
1. Graded Peer- Scoa, William Henry. 1994. Weapons and war.
Teaching In Barangay: Sixteenth-century
Philippine culture and society, 147–
Discussion
2. Formative 57. Quezon City: Ateneo de Manila
Angeles, J. Amiel. 2006. The baale of Mactan
and the indigenous discourse on war.
Philippine Studies 55(1): 3–52.
Junker, Laura Lee. 2000. The role of warfare in
P h i l i p p i n e c h i e fl y p o l i F c a l
economies. In Raiding, trading, and
feas.ng: The poli.cal economy of
Philippine chiefdoms, 339–49.
Quezon City: Ateneo de Manila
University.
GMA 7. 2010. Lupang Hinirang. Online,
haps://www.youtube.com/watch?
v=vdNOm KphK-M. [Observe the
opening scene only]
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
C. Pacto de 1. Interrogate the “Pacto de Asynchronous: 1. Graded Peer- Aguilar, Filomeno. 1998. Cockfights and
Sangre/Clash of Sangre” narratives of the 1. Assigned Readings Teaching engkantos: Gambling on submission
Spirits: Why were Spanish Conquest of del 2. Investigating Cebuano discussions
and resistance. In Clash of spirits: The
we conquered? history of power and sugar planter
Pilar and Bonifacio in the Engkanto Myths 2. Formative
light of their respective Quiz
hegemony on a Visayan island, 32–
political agendas
Synchronous: 3. “Profiles of an 62. Quezon City: Ateneo de Manila
2. Explain how the natives 1. Peer-teaching Discussion University Press.
Engkanto”
of the Philippines
Aguilar, Filomeno. 2010. The pacto de sangre
mediated the conquest
in the late nineteenth-century
of the Philippines
naFonalist emplotment of Philippine
history. Philippine Studies 58(1–2):
79–109.
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
D. Rizal’s Morga 1. Infer Rizal’s agenda in Asynchronous:
1. Formative Rizal, José. 1961 [1890]. Sucesos de las Islas
and Ilustrado Views constructing a pre- Quiz
Filipinas por el Doctor Antonio de
of the Preconquest colonial Philippine past 1. Assigned Readings
2. Graded Peer- Morga, obra publicada en Méjico el
Past año de 1609 nuevamente sacada a
separate from the 2. Matrix Construction: Teaching
Spanish narratives.
Critiquing Rizal’s Discussions
luz y anotada (Events of the
2. Assess Rizal’s view of Annotations
3. Completed Philippine Islands by Dr. Antonio de
the pre-colonial past in Matrix Morga, published in Mexico in 1609
the light of the current Synchronous:
recently brought to light and
annotated). Manila: José Rizal
historical studies
NaFonal Centennial Commission.
1. Peer-Teaching Discussion
DS674 M83 1961; ENGLISH VERSION:
[Read “To the Filipinos” (p. vii) and
Rizal’s annotaFons in Chap. 8]

Schumacher, John. 1997. The Filipino past and

educaFon for the future, 1887–1891.
In The propaganda movement:
1880–1895; The creators of a Filipino
consciousness, the makers of the
revolu.on, 212–44. Quezon City:
Ateneo de Manila University Press.

Aguilar, Filomeno. 2005. Tracing origins:

Ilustrado naFonalism and the racial
science of migraFon waves. Journal
of Asian Studies 64(3): 605–37.
[Focus on 605-20]
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
MODULE 5: Rizal Determine how Rizal, José. 1890/1996. Sobre la indolencia de
on Indolence and Rizal’s los filipinos / On the indolence of
Assimilation
“examination” of Filipinos. In La Solidaridad, vol. 2:
alleged Filipino 1890, trans. Guadalupe Fores-
indolence led to Ganzon, 322–27, 340–45, 362–69.
9 Hrs his abandonment
Pasig City: Fundación SanFago.
of the goal of
Aguilar, Filomeno. 2016. Romancing
assimilation
tropicality: Ilustrado portraits of the
A. Interrogating 1. Outline Rizal’s arguments Asynchronous:
1. Graded Peer- climate in the late nineteenth
Filipino Indolence on the alleged indolence Teaching century. Philippine Studies: Historical
1. Assigned Readings and Ethnographic Viewpoints 64(3–
of the Filipinos Discussions
2. Comparing Juan Tamad 4): 417–54.
2. Critique how Rizal 2. Formative
Mythologies from different Aguilar, Filomeno. 2017. Colonial sugar
politicized indolence in Quiz
areas of the Philippines p r o d u c F o n i n t h e S p a n i s h
challenging the tenets of 3. Compiled Juan
Philippines: Calamba and Negros
Spanish colonialism Tamad compared. Journal of Southeast
Mythologies Asian Studies 48(2): 237–61. [Focus
Synchronous:
on 237-40; and 257-61 only]
Aguilar, Filomeno. 1998. The FormaFon of a
1. Peer-Teaching Discussion landed Hacendero Class in Negros. In
Clash of spirits: The history of power
and sugar planter hegemony on a
Visayan island, 126–55. Quezon City:
Ateneo de Manila University Press.

Aguilar, Filomeno. 1998. Capitalists begging

for laborers: Hacienda RelaFons in
Spanish Colonial Negros. In Clash of
spirits: The history of power and
sugar planter hegemony on a
Visayan island, 126–55. Quezon City:
Ateneo de Manila University Press.
[Focus on pp. 126-31; and 135-41
only]
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
B. Del Pilar and the 1. Construct an integrated Asynchronous 1. Graded Peer- Schumacher, John. 1997. Marcelo H. Del Pilar
Campaign for narrative of the Teaching and na.onalist ac.vity in the
Assimilation propaganda movement in 1. Assigned Readings Discussions
Philippines, 1887–1888. In The
both the Philippines and 2. “What do local 2. Formative propaganda movement: 1880–1895;
Spain
representatives do? Quiz
T h e c r e a t o r s o f a F i l i p i n o
2. Assess the strategies 3. Position consciousness, the makers of the
employed by the Comite revolu.on, 105–27. Quezon City:
Paper

de Propaganda in Ateneo de Manila University Press.

Synchronous 4. Peer
1997
securing assimilation for Evaluation
the Philippines
1. Peer-Teaching Discussion
Schumacher, John. 1997. Del Pilar as delegate
3. Evaluate the results of the
in Barcelona of “The Propaganda”. In
campaign for assimilation
The propaganda movement: 1880–
1895; The creators of a Filipino
consciousness, the makers of the
revolu.on, 147-70. Quezon City:
Ateneo de Manila University Press.
1997 [Skip pp. 161-167]

Schumacher, John. 1997. Renewed AcFvity in

Madrid.. In The propaganda
movement: 1880–1895; The creators
of a Filipino consciousness, the
makers of the revolu.on, 182-211.
Quezon City: Ateneo de Manila
University Press. 1997 [Skip pp
187-95]
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
C. Rizal’s 1. Recall Rizal's aims in Asynchronous:
1. Graded Peer- Schumacher, John. 1997. The Filipino past
Abandonment of studying the precolonial Teaching and educaFon for the future, 1887–
Assimilation
Filipino past
1. Assigned Readings
Discussions
1 8 9 1 . I n T h e p r o p a g a n d a
2. Explain the context of the 2. Poster Analysis: “Why 2. Formative movement: 1880–1895; The creators
Rizal-del Pilar feud in Can’t you give up your Quiz
of a Filipino consciousness, the
Madrid chair for others?”
3. Discussion of makers of the revolu.on, 212-44.
Poster Quezon City: Ateneo de Manila
Synchronous:
Analysis University Press. 1997. [Focus on
235-44]
Interpretations
1. Peer-Teaching Discussion

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 revolu.on, 245-80.
Quezon City: Ateneo de Manila
University Press. 1997. [Skip “The
New Novel”, pp. 260-68]
PREFINAL EXAM
Del Rosario, Jules et al. n.d. “Why can’t you
give up your chair for others?” Poster
in the Filipiniana SecFon, Rizal
Library of the Ateneo de Manila
University
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
MODULE 6: Formulate a Schumacher, John. 1997. Rizal’s break with del
Revolution and narrative on the Pilar. In The propaganda movement:
Revolutionary Emergence of 1880–1895; The creators of a Filipino
Legacies
the “Filipino” in consciousness, the makers of the
Revolution
revolu.on, 245–80. Quezon City:
9 Hrs Asynchronous:

Ateneo de Manila University Press.

A. The Filibustero 1. Formulate a narrative on 1. Graded Peer-
[Focus on “The New Novel” pp.
and El the multiple meanings of 1. Assigned Readings
teaching
Filibusterismo 260-68]
“filibustero” and its 2. Analysis of selected discussion

appropriation in the 19th chapters of the El 2. Peer Anderson, Benedict. 2006. In the world-
century Philippines
Filibusterismo
evaluation
shadow of Bismark and Nobel. In
2. Narrate the historical 3. Character-mapping: 3. Formative Under three flags: Anarchism and the
circumstances in Europe Paulita Gomez and her Quiz
an.-colonial imagina.on, 53–122.
and the Philippines that connections with five other 4. Character Pasig City: Anvil. [Focus on 108-22]
may have shaped the characters
Map

themes of the El
Filibusterismo
Evolution of the co u nt s : A st u d y o f fo r m s o f
3. Assess Rizal’s
consciousness and problems of
consciousness/familiarity
of 19th century “Filipinas”
filibusterismo. Quezon City: Ateneo
as reflected in the themes
and issues depicted in El
Filibusterismo
4. Concept Map Making:
“Filibustero”
Synchronous:
1. Peer-Teaching Discussion
5. Concept Map Anderson, Benedict. 2008. Why coun.ng
language in Noli me tangere and El
de Manila University Press. [Focus on
38-87]
For further reading:
Aguilar, Filomeno. 2011. Filibustero, Rizal, and
the Manilamen of the nineteenth
century. Philippine Studies 59(4):
429–69. [Focus on 430-32, 450-58]

Hau, Caroline. 2017. Did Padre Damaso rape

Pia Alba? ReFcence, revelaFon, and
revoluFon in José Rizal’s novels.
Philippine Studies: Historical and
Ethnographic Viewpoints 65(2): 137–
99. [Focus on pp. 172-83]
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
B. The Creation of 1. Explain how the process Asynchronous:
1. Graded-Peer Rizal, José. 1961. Rizal to Blumentria,
Cultural Minorities of colonialism created the Teaching Dapitan, 15 February 1893. The Rizal-
and Rizal concept of “cultural 1. Assigned Readings
Discussions
Blumentrif Correspondence, vol. 2,
minorities”
2. Analysis of Rizal- 2. Formative part 2, 459–62. Manila: José Rizal
2. Critique Rizal’s Blumentritt Quiz
NaFonal Centennial Commission.
parameters in delimiting Correspondence
3. Critique on
the “Filipino” 3. Critiquing Popular Pinoy Scoa, William Henry. 1982. The creaFon of a
Filipino Festivals: Ati- Festivals
cultural minority. In Cracks in the
parchment curtain and other essays
Atihan, Sinulog, 4. Film Analysis
in Philippine history, 28–41. Quezon
Dinagyang…
Exam
City: New Day.

Aguilar, Filomeno. 2005. Tracing origins:

Synchronous:
Ilustrado naFonalism and the racial
science of migraFon waves. Journal
1. Peer-Teaching Discussion
of Asian Studies 64(3): 605–37.
[Focus on pp. 620-32]
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
C. At the Center of 1. Construct a narrative of Asynchronous:
1. Graded-Peer Anderson, Benedict. 2006. Trials of a novelist.
World History the last six months of Teaching In Under three flags: Anarchism and
Rizal’s biography (Dapitan 1. Assigned Readings
Discussions
the an.-colonial imagina.on, 123–
to execution)
2. Film Clip Viewing: 2. Formative 67. Pasig City: Anvil. [Focus on pp
2. Discuss the events of the Sherlock Holmes: Game of Quiz
147-67]
Philippine Revolution Shadows (https://
within the context with www.youtube.com/watch? Rizal, José. 1961. Manifesto to certain
developments in the v=J9ljXhdmZfU)
Filipinos [Manifiesto a algunos
filipinos] and the Judge Advocate
Caribbean, Spain and
General’s comment. In The trial of
Europe

Rizal, ed. Horacio de la Costa, pp.

3. Assess the significance of Synchronous:

102–4. Manila: Ateneo de Manila

Rizal’s execution in World
University Press.
and Philippine History 1. Peer-teaching Discussion
De la Costa, Horacio. 1961. Court marFal
decision and Judge Advocate
General’s opinion. In The trial of
Rizal, ed. Horacio de la Costa, 135–
38. Manila: Ateneo de Manila
University Press.

Bernad, Miguel. 1998. The trial of Rizal.

Philippine Studies 46(1): 46–72.
[Focus on pp. 60-70]

Anderson, Benedict. 2006. Montjuich. In

Under three flags: Anarchism and the
an.-colonial imagina.on, 169–233.
Pasig City: Anvil. [Focus on 169-71,
189-94; Pay aaenFon to note 63 p.
193]
Course Hours Topic Unit Outcome Objectves Flexible Teaching- Assessment Resources/Materials
Outcome Learning Options or
Activities
D. Revolution and 1. Analyze how Jose Rizal Asynchronous:
1. Graded Peer- Ileto, Reynaldo. 1979. TradiFon and revolt:
Millenarian Visions was appropriated by Teaching The Ka.punan. In Pasyon and
diverse and disparate 1. Assigned Readings
Discussions
revolu.on: Popular movements in
revolutionary groups in 2. Investigating Monuments 2. Formative the Philippines, 1840–1910, 75-113.
the Philippine Revolution to the revolution
Quiz
Quezon City: Ateneo de Manila
of 1896 3. Graded University Press.
Presentation
Synchronous:
of Murals Aguilar, Filomeno. 1998. Toward mesFzo
power: Masonic might and the
wagering of poliFcal desFnies. In
1. Peer-teaching discussion
Clash of spirits: The history of power
and sugar planter hegemony on a
Visayan island, 156–88. Quezon City:
Ateneo de Manila University Press.

For further reading:

Recto, Claro M. 1968. Rizal and Bonifacio. In
Rizal: Contrary essays, ed. Petronilo
Bn. Daroy and Dolores Feria, 57–77.
Quezon City: Guro Books.

FINAL EXAM/
HISTORICAL
NARRATIVE
RUBRICS FOR HISTORICAL NARRATIVE

Content Carefully evaluates three or
more credible sources and
conveys a clear understanding
of historical context
Uses at least three additional
e v i d e n c e - b a s e d , c re d i b l e
sources and conveys a general
understanding of historical
context
Uses at least two additional Uses only one credible source
sources based on facts or
expert opinion. Conveys an
incomplete understanding of
historical context

Clarity of Argument C o n s t r u c t s a c l e a r a n d Constructs an adequately Constructs a thesis statement Needs to identify a thesis
insightful thesis statement with detailed thesis statement with w i t h s o m e e v i d e n c e o f s t a t e m e n t a n d / o r re l a t e d
e v i d e n c e o f a l l r e l e v a n t evidence of contextual factors c o n t e x t u a l f a c t o r s , b u t contextual factors
contextual factors ultimately superficial

Organization and Coherence Presents a well-organized Presents an organized and Presents adequately organized Presents a not so organized
progression of ideas and r e a s o n a b l y c o h e r e n t and coherent progression of and incoherent progression of
themes in the narrative progression of ideas and ideas and themes in the ideas and themes in the
themes in the narrative narrative narrative

Sourcing and Citation P r o v i d e s c o m p l e t e a n d Provides complete but not so Provides rarely but not so Provides no in-text citation and
consistent in-text citation and consistent in-text citation and consistent in-text citation and identified sources are not in the
complete bibliography bibliography bibliography bibliography

TOTAL /50

Overall Assessment Passing Score is 25

COURSE REQUIREMENTS
FIRST SEMESTER ACADEMIC YEARR 2020-2021

ASSESSMENT PERIODS REQUIREMENTS DEADLINES

Pre-Midterm Course Orientation

February 2/3

Module 1
February18/19

Module 2
March 11/12

Summative Exam March 15/16

Midterm Module 3
April 1/2

Summative Exam April 5/6

 Pre-Final Module 4
April 22/23

Module 5
May 13/14

Summative Exam May 17/18

Final Module 6
May 25/26

Summative Assessment/Historical Narrative May 27/28

REFERENCES:

Required Reading Materials:

Aguilar, Filomeno. 1998. Clash of spirits: The history of power and sugar planter hegemony on a Visayan island. Quezon City: Ateneo de Manila University Press.

Aguilar, Filomeno. 2005. Tracing origins: Ilustrado naFonalism and the racial science of migraFon waves. Journal of Asian Studies 64(3): 605–37. [Focus on 605-20]

Aguilar, Filomeno. 2010. The pacto de sangre in the late nineteenth-century naFonalist emplotment of Philippine history. Philippine Studies 58(1–2): 79–109.

Aguilar, Filomeno. 2016. Romancing tropicality: Ilustrado portraits of the climate in the late nineteenth century. Philippine Studies: Historical and Ethnographic Viewpoints 64(3–4): 417–54.

Aguilar, Filomeno. 2017. Colonial sugar producFon in the Spanish Philippines: Calamba and Negros compared. Journal of Southeast Asian Studies 48(2): 237–61.

Anderson, Benedict. 1991. Imagined communi.es: Reflec.ons on the origins and spread of na.onalism. Rev. ed. London and New York: Verso. Pasig City: Anvil, 2003 PH ediFon.

Anderson, Benedict. 2006. Under three flags: Anarchism and the an.-colonial imagina.on. Pasig City: Anvil.

Anderson, Benedict. 2008. Why coun.ng 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

Angeles, J. Amiel. 2006. The baale of Mactan and the indigenous discourse on war. Philippine Studies 55(1): 3–52.

Bernad, Miguel. 1998. The trial of Rizal. Philippine Studies 46(1): 46–72.

De la Costa, Horacio. 1961. The trial of Rizal, ed. Horacio de la Costa. Manila: Ateneo de Manila University Press.

Hau, Caroline. 2017. Did Padre Damaso rape Pia Alba? ReFcence, revelaFon, and revoluFon in José Rizal’s novels. Philippine Studies: Historical and Ethnographic Viewpoints 65(2): 137–99.
Hau, Caroline. 2000. Necessary fic.ons: Philippine literature and the na.on, 1946–1980, 48–93. Quezon City: Ateneo de Manila University Press.

Ileto, Reynaldo. 1998. Filipinos and their revolu.on: Event, discourse, and historiography,29-78. Quezon City: Ateneo de Manila University Press.

Ileto, Reynaldo. 1979. Pasyon and revolu.on: Popular movements in the Philippines, 1840–1910, 75-113. Quezon City: Ateneo de Manila University Press.

Rizal, Jose. 1997. El Filibusterismo, trans. Ma. Soledad Lacson-Locsin. MakaF. Bookmark.
Rizal, Jose. 1996. Noli Me Tangere, trans. Ma. Soledad Lacson-Locsin. MakaF. Bookmark.

Rizal, José. 1961. Rizal to Blumentria, Dapitan, 15 February 1893. The Rizal-Blumentrif Correspondence, vol. 2, part 2, 459–62. Manila: José Rizal NaFonal Centennial Commission.

Rizal, José. 1890/1996. Sobre la indolencia de los filipinos / On the indolence of Filipinos. In La Solidaridad, vol. 2: 1890, trans. Guadalupe Fores-Ganzon. Pasig City: Fundación SanFago.

Rizal, José. 1961 [1890]. Sucesos de las Islas Filipinas por el Doctor Antonio de Morga, obra publicada en Méjico el año de 1609 nuevamente sacada a luz y anotada (Events of the Philippine Islands by
Dr. Antonio de Morga, published in Mexico in 1609 recently brought to light and annotated). Manila: José Rizal NaFonal Centennial Commission.

Roth, Dennis M. 1982. Church lands in the agrarian history of the Tagalog region. In Philippine social history: Global trade and local transforma.ons, ed. Alfred W. McCoy and Ed. de Jesus, 131–53.
Quezon City: Ateneo de Manila University Press.

Schumacher, John. 2011. The Cavite MuFny: Toward a definiFve history. Philippine Studies 59(1): 55–81.

Schumacher, John. 1997. The propaganda movement: 1880–1895; The creators of a Filipino consciousness, the makers of the revolu.on. Quezon City: Ateneo de Manila University Press.

Scoa, William Henry. 1982. The creaFon of a cultural minority. In Cracks in the parchment curtain and other essays in Philippine history, 28–41. Quezon City: New Day.

Wickberg, Edgar. 1964. The Chinese mesFzo in Philippine history. Journal of Southeast Asian History 5(1): 62–100.

Wolters, O. W. 1999. History, culture, and region in Southeast Asian perspec.ves. Rev. ed. Ithaca, NY: Southeast Asia Program, Cornell University.

Required Films or Videos:

haps://www.youtube.com/watch?v=5NgbHd9SSMU

haps://www.youtube.com/watch?v=-WMmu818JuI

haps://www.youtube.com/watch?v=-ASs3mXVbz4
COURSE LEARNING FACILITATOR’S CONTACT DETAILS
___________________________________________________________________________________________________________________________________________________________________

For course-related concerns, students may reach the learning facilitator through the following:
Complete Name Roquezon O. Rubia

E-mail rorubia@usc.edu.ph

Contact Number 272089464

Students are expected to observe proper protocol. Before communicaFng their concern(s) to their instructor, students must introduce their names and class schedules. Strictly all plaZorms must be
for official academic-related maaers only.