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 Noli Me Tangere and El 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 19th 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

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 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 – Bayani and Kabayanihan
11. Jose Rizal and Philippine Nationalism – National Symbol
THE LIFE AND WORKS OF RIZAL Learning Plan
Learning Outcome Topic Methodology Resources Assessment
Explain the history Introduction to the Lecture: Historical background Text of the RA 1425 Writing exercise:
of the Rizal Law course and context of RA 1425; Why http://www.gov.ph/ Compare and contrast the
and its important study the life and works of 1956/06/1 views of those in favour and
provisions Republic Act 1425 Rizal? 2/republic-act-no-1425/ against RA 1425, considering
the context of the 1950s;
Class Activity 1: Read the Constantino, Renato. The Would similar arguments still
“Rizal Law” (RA 1425) Making of a Filipino: A Story of have force today?
Philippine Colonial Politics. QC:
Class Activity 2: R. Constantino, 1982, pp. 244- OR
Think-Group-Share: 247.
Opening question will be Reflect on your secondary
posted by instructor. Think of Jose B. Laurel Jr. “The Trials of education:
a recent novel/story that the Rizal Bill,” Historical Did your school comply with
you’ve read. How did you Bulletin vol. 4, no. 2 (1960): RA 1425? How effective is the
learn from that story? Apply 130-139. Rizal law in instilling
this experience to Rizal’s patriotism among secondary
writings. How would reading Schumacher, John. “The Rizal school students?
Rizal’s novels impart Bill of 1956: Horacio de la
patriotism? Reflect Costa and the Bishops,”
individually then discuss as a Philippine Studies 59 no. 4
group. Present results of (2011): 529-553.
group discussions in a class.
Caroline S. Hau, “Introduction”
in Necessary Fictions:
Philippine Literature and the
Nation, 1946-1980. Quezon
City: Ateneo de Manila
University
Press, 2000, pp. 1-14

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

Film: “Ganito Kami Noon,

Paano Kayo Ngayon?” directed
by Eddie Romero (1976)
Analyze Rizal’s Rizal’s Life: Lecture: Rizal’s Family, Coates, Austen. Rizal: Filipino Student will write a short
family, childhood, Family, Childhood Childhood, and Early Nationalist and Martyr. Hong biographical essay that
and early education and Early Education Education Kong: Oxford University Press compare the student’s early
Quezon City: Manila Books, childhood with Rizal’s own
Evaluate the people Class activity: Read Rizal’s 1969; or Filipino translation by
and events and their “Memoirs of a Student in Nilo S. Ocampo. Rizal:
influence on Rizal’s Manila,” Chapter 1 Makabayan at Martir. Quezon
early life City: University of the
Class activity: Create a Philippines Press, 2007
timeline of Rizal’s Childhood
 and Early Education Rizal, Jose. “Memoirs of a
Student in Manila,” Appendix
Section of Gregorio Zaide’s
Jose Rizal: Life Works and
Writings
Explain the principle Rizal’s Life: Lecture: Rizal’s education at Schumacher, John. The Written document
of assimilation Higher Education the Ateneo Municipal and at Propaganda Movement, 1880- Analysis worksheet
advocated by the and Life Abroad the University of Santo 1885: The Creation of a
Propaganda Tomas: Rizal’s life abroad Filipino Consciousness, The
Movement Making of a Revolution.
Class activity: Read Jose Rizal’s Quezon City: Ateneo de
Appraise Rizal’s Brindis speech Manila University Press, 1997
relationship with
other Propagandists Class activity: Read first issue
of La Solidaridad and analyse
Analyze Rizal’s the aims stated therein;
growth as a answer written document
Propagandist and analysis worksheet
disavowal of
assimilation
Analyze the factors Rizal’s Life: Exile, Lecture: Rizal’s last years Coates, Austen. Rizal: Filipino Graphic organizer for activity
that led to Rizal’s Trial, and Death covering his exile, trial, and Nationalist and Martyr. Hong on L a Liga Filipina
execution death Kong: Oxford University Press,
Quezon City: Malaya Books,
Analyze the effects Class activity: Read the 1969.
of Rizal’s execution Constitution of La Liga Filipina
on Spanish colonial and fill out a table (graphic Ileto, Reynaldo. “Rizal and the
rule and the organizer) with the aims of La Underside of Philippine Reflection paper about the
Philippine Liga Filipina in one column History” in Filipinos and their film
Revolution and examples of how these Revolution: Event, Discourse, Guide Questions:
aims could be attained in and Historiography. Quezon  Describe the life of Jose
another column City: Ateneo de Manila Rizal as represented in the
University Press, 1998, pp. 29- film
Class activity: Read Rizal’s last 78  Based on your reading and
letter to family members and class discussion, what can
Blumentritt Teodora Alonzo’s petition to you say about film’s
Camilo Polavieja, Manila, 28 representation of Jose
 Class activity: Read Teodora December 1896. Rizal?
Alonzo’s letter to Governor  What is the main question
General Polavieja and write a that the film seeks to
similar letter persuading him answer?
to spare Rizal’s life What is your own reflection
based on the film and your
Film viewing: understanding
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 ideas Annotation of Lecture on Rizal’s view of Blumentritt, Ferdinand. Group discussion and oral
on how to rewrite Antonio Morga’s History and Historiography Prologue to Jose Rizal, presentation on Rizal’s
Philippine history Sucesos de las Islas Annotated Copy of Antonio de historiography
Filipinas Class activity: Read Morga’s Sucesos de las Islas
Compare and introduction and last chapter Filipinas (Manila: National
contrast Rizal and of Rizal’s Annotation of Centennial Commission, 1962)
Morga’s different Antonio Morga’s Sucesos de
views about Filipinos las IslasFilipinas Ocampo, Ambeth. “Rizal’s
and Philippine Morga and views of Philippine
culture Class activity: Read “A Legacy History” in Philippine Studies
of the Propaganda: The vol 46 no. 2 (1998).
Tripartite View of Philippine http://www.philippinestudies.
History” by Zeus Salazar Net/ojs/index.php/ps/article/
viewFile/662/663
Class activity: Make a table
comparing and contrasting Salazar, Zeus. “A Legacy of the
Rizal and Morga’s views on Propaganda: The Tripartite
Filipino culture View of Philippine 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.bagongkasaysayan.
Org/downloadable/
zeus_005.pdf

Rizal, Jose. Historical events of

the Philippines Islands by Dr.
Antonio de Morga, published
in Mexico in 1960, recently
brought to light and
annotated by Jose Rizal,
preceded by a prologue by Dr.
Ferdinand Blumentritt.
Manila: Jose Rizal National
Centennial Commission, 1962
Appraise important Noli Me Tangere Lecture on Rizal’s Constantino, Renato. “Our
characteristics in the representation of the task to make Rizal obsolete ”
novel and what they conditions and problems of in This Week, Manila Chronicle
represent Philippine society in the (14 June 1959)
nineteenth century through
Examine the present the Noli Me Tangere Daroy, Petronilo. Rizal
Philippine situation contrary essays. Quezon City:
through the Class activity 1: Present a skill Guro Books, 1968
examples showcasing a theme Rizal, Jose. Noli Me Tangere.
mentioned in the presented in the Noli (some Trans. Virgilio Almario or
Noli examples: comparison of Soledad Maximo Locsin
women in the nineteenth
century and in the present; Almario, Virgilio. Si Rizal:
social change; colonization; Nobelista. Quezon City:
church ministers; social University of the Philippines
hierarchy; patriotism; social Press, 2008
reform)
Anderson, Benedict. Why
Class activity 2: Write an essay Counting Counts: A Study of
 with the aim of answering the Forms of Consciousness and
following: (a) What is Problems of Language in Noli
freedom? (b) How is the lack Me Tangere and El
of freedom portrayed in the Filibusterismo. Quezon City:
novel? (c) How is the situation Ateneo de Manila University
in the novel different from Press. 2008
today?
Caroline S. Hau. “Introduction”
Class activity 3: Divide class in Necessary Fictions;
into groups and have each Philippine Literature and the
group draw the family tree of Nation, 1946-1980. Quezon
Crisostomo Ibarra. Have each City: Ateneo Manila
group present in class and University Press, 2000
discuss: (1) What were the
changes from one generation
to the next, and (2) What do
these changes suggest about
the Creoles in the Philippines?

Class activity 4: Write an essay

with the aim of addressing the
question: (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)
Compare and El Filibusterismo Lecture on the background of Daroy, Petronilo. Rizal Graphic organizer:
contrast the the publication of the El contrary essays. Quezon City: Compare and contrast, and
characters, plot, and Filibusterismo Guro Books, 1968 show continuities and/or
theme of the Noli changes in Rizal’s ideas
and the El Fili Lecture on the major themes, Almario, Virgilio. Si Rizal: expressed in the Noli and Fili
plot, characters, and ideas in Nobelista. QC: UP Press.
 the novel Reflection paper about select
Anderson, Benedict. Why chapters discussing the role
Class activity: Read the Counting Counts: A Study of of youth in society (e.g., Ch.
dedication to Gomburza Forms of Consciousness and 24, Ch. 39)
Problems of Language in Noli
Class activity: Group Me Tangere and El
Discussion on the differences Filibusterismo. Quezon City:
between the Noli and El Ateneo de Manila University
Filibusterismo Press, 2008
Assess Rizal’s The Philippines: Lecture on “The Philippines a Rizal, Jose. “The Philippines a Essay writing: Write a
writings A Century Hence Century Hence” century hence” response to Jose Rizal with
Can be accessed through: the students situating
Appraise the value Other possible Class activity: group http://www.archive.org/ themselves a century after
of understanding topics: discussion on Rizal’s essay and stream/ Rizal’s time
the past Letter to the the arguments he presented philippinescentu00riza/
Women of Malolos/ philippinescentu00riza_djvu.tx Alternative: Give a speech
Frame arguments On the Indolence of t that will serve as a response
based on evidence the Filipinos to Rizal

Interpret views and Jose Rizal and Lecture/Discussion on the Eugenio, Damiana. Philippine
opinions about Philippine changing forms and Folk Literature: The Epics. QC:
bayani and Nationalism – definitions of bayani and UP Press, 2001
kabayanihan in the Bayani and kabayanihan from precolonial
context of Philippine Kabayanihan Philippines to present Revel, Nicole, ed. Literature of
history and society voice: Epics in the Philippines.
Class activity: Read Ricardo QC: ADMU Press, 2005.
Assess the concepts Nolasco, “Ang Pinagmulan ng
of bayani and Salitang Bayani” (2001) Nolasco, Ricardo Ma. D.
kabayanihan in the “Pinagmulan ng Salitang
context of Philippine Group Activity: Each group Bayani” sa Diliman Review, vol
society will choose their own bayani 45, no. 2-3, 1997, pp. 14-18
according to their standards
and present it to the class Salazar, Zeus A. “Ang Bayani
bilang sakripisyo: pag-aanyo
ng pagkabayani sa agos ng
kasaysayang Pilipino” in
Kalamidad, Rebolusyon,
 Kabayanihan: Mga kahulugan
nito sa kasalukuyang
panahon. QC: ADHIKA ng
Pilipinas, 1996.

De Ocampo, Esteban. “Who

Made Rizal our Foremost
National Hero, and Why?” in
Jose Rizal: Life, Works, and
Writings of a Genius, Writer,
Scientist and National Hero,
edited by Gregorio Zaide,
1984.
Examine the values Jose Rizal and Lecture: Criteria for national Joaquin, Nick. A question Present a photo exhibit of
highlighted by the Philippine heroes as determined by the heroes. Pasig: Anvil, 2005. different Rizal monuments in
various Nationalism – National Heroes Committee (Chapters on Rizal, Bonifacio the Philippines and abroad.
representation of National Symbol created by Executive Order and Aguinaldo.) Write short descriptions
Rizal as a national No. 75, 1993 about their background and
symbol interpretations on their
Class activity: create a cluster Lahiri, Smitha. “Writer, hero, imagery and representations.
Advocate the values diagram on the values myth, and spirit: The changing
Rizal’s life highlighted by Rizal’s life image of Jose Rizal,” Cornell Essay writing or speech about
encapsulates University papers on a particular value Rizal
Optional: Educational trip Southeast Asia. advocated
(possible places to visit: Rizal http://www.seasite.niu.edu/
Shrine, Calamba; Fort Tagalog/Modules/Modules/ Students choose a key issue
Santiago; Dapitan Shrine) PhilippineReligions/ (e.g., heroism and the notion
article_rizal.htm of sacrifice; literature and
national consciousness;
ethics and our concepts of
leadership; ethnicity and
national belonging) to be
tackled in an integrating
project assigned by the
teacher (e.g., a newspaper,
an audio-visual project;
composition of lyrics with
 musical arrangement; or a
painting/mural)
Second Long Examination

THE LIFE AND WORKS OF RIZAL Course Map

The Life and Works of

G.E. Learning Outcomes Jose Rizal
A. INTELECTUAL COMPETENCIES (Knowledge)
1. Analyze “texts” (written, visual, oral, etc) critically P
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies) P
3. Use basic concepts across the domains of knowledge O
4. Demonstrate critical, analytical, and creative thinking L
5. Apply different analytical modes in problem solving P

B. PERSONAL AND CIVIC RESPONSIBILITIES (Values)

1. Appreciate the complexity of the human condition O
2. Interpret the human experience from various perspectives L
3. Examine the contemporary world from both Philippine and global perspectives O
4. Take responsibility for knowing and being Filipino L
5. Reflect critically on shared concerns L
6. Generate innovative practices and solutions guided by ethical standards L
7. Make decisions based on moral norms and imperatives
8. Appreciate various art forms
9. Advocate respect for human rights
10. Contribute personally and meaningfully to the country’s development

C. PRACTICAL SKILLS (Skill)

1. Work effectively in a group P
2. Apply computing tools to process information effectively O
3. Use current technology to assist and facilitate learning and research O
4. Negotiate the world of technology responsibly O
5. Create solutions to problems in various fields P
6. Manage one’s knowledge, skills, and values for responsible and productive living P
7. Organize one’s self for lifelong learning L
Legend:
L = Learned
P = Practiced
O = Opportunity to Learn

THE LIFE AND WORKS OF RIZAL Required Readings and Other Materials
Coates, Austen. Rizal: Filipino Nationalist and Martyr. Hongkong: Oxford University Press, Quezon City: Malaya Books, 1969.
Rizal, Jose. El Filibusterismo (Translation by Virgilio Almario or Soledad Lacson-Locsin)
Rizal, Jose. El Filibusterismo (Translation by Virgilio Almario or Soledad Lacson-Locsin)
Rizal, Jose. Historical events of the Philippines Islands by Dr. Antonio de Morga, published in Mexico in 1960, recently brought to light and
annotated by Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose Rizal National Centennial Commission, 1962.
Rizal, Jose. “The Philippines a Century Hence” in La Solidaridad

THE LIFE AND WORKS OF RIZAL Suggested Readings and References

Almario, Virgilio. Si Rizal: Nobelista. Quezon City: University of the Philippines 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.
Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal. Manila: Sentrong Pangkultura ng Pilipinas, 1991.
Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial Politics. Quezon City: R. Constantino, 1982.
Constantino, Renato. “Our task: to make Rizal obsolete” in This Week, Manila Chronicle (June 14, 1959).
Eugenio, Damiana. Philippine folk literature: The Epics. Quezon City: University of the Philippines Press, 2001.
Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City: Guro Books, 1968.
Diestro, Dwight David et al. Talambuhay at Lipunan: Si Heneral Paciano Rizal sa Kasaysayang Pilipino. University of the Philippines Los Banos
Sentro ng Wikang Filipino. 2006.
Fast, Jonathan at Lim Richardson. Roots of Dependency: Political and Economic Revolution in the 19th Century Philippines. Quezon City:
Foundation for Nationalist Studies, 1979.
Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National Heroes Commission, 1963.
Guillermo, Ramon G. “Si Rizal at ang Kanyang Konsepto ng Kabayanihan sa kanyang Liham sa mga Kababaihan ng Malolos” sa Diliman Review.
Tomo 45, Bilang 2-3, 1997, pp. 26-29.
Hau, Caroline S. Necessary Fictions: Philippine Literature and the Nation. 1964 – 1980. Quezon City: Ateneo de Manila University Press, 2000.
Ileto, Reynaldo. “Rizal and the Underside of Philippine History” in Filipinos and their Revolution: Event, Discourse, and Historiography. Quezon
City: Ateneo de ManilaUniversity Press, 1998.
Ileto, Reynaldo. Pasyon and Revolution: Popular Movements in the Philippines, 1840 – 1910. Quezon City: Ateneo de Manila University Press,
1979.
Jouquin, Nick. A Question of Heroes. Pasig: Anvil, 2005.
Lahiri, Smitha. “Writer, hero, myth, and spirit: The changing image of Jose Rizal.” Cornell University papers on Southeast Asia.
Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2 (1960).
Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” sa Diliman Review, Tomo 45, Bilang 2-3, 1997, pp. 14-18
Ocampo, Ambeth. “Rizal’s Morga and views of Philippine History” in Philippine Studies vol. 46 no. 2 (1998).
Ocampo, Ambeth. Rizal Without the Overcoat. Pasig City: Anvil Publishing Inc. 1990.
Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and Philippine Nationalism. Quezon City: Ateneo de Manila University Press.
1990.
Revel, Nicole, ed. Literature of voice: Epics in the Philippines. Quezon City: Ateneo de Manila University Press, 2005.
Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as “Science Fictionist” in Humanities Diliman vol. 10 no. 2 (20130.
Rizal, Jose. The Indolence of the Filipinos
Rizal, Jose. Letter to the Young Women of Malolos
Salazar, Zeus A. Bayani Bilang Isang Sakripisyo. 1997.
Salazar, Zeus A. A Legacy of the Propaganda: The Tripartite View of Philippine History. Nasa Kasaysayan at Kamalayan. Lunsod Quezon:
Limbagang Pangkasaysayan. 1998.
Salazar, Zeus A. “Si Andres Bonifacio at ang Kabayanihan Pilipino, “Bagong Kasaysayan. Mga Pag-aaral sa Kasaysayan ng Pilipinas. Lunsod
Quezon: Palimbagang Kalawakan. 1999.
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.
Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops, “Philippine Studies 59 no. 4 (2011).
Sztompka, Piotr. “Great Individuals as Agencies of Change” in The Sociology of Social Change. United States: Wiley, 1993.
Wickberg, Edgar. The Chinese in Philippine Life, 1850-1898. Quezon City: Ateneo de Manila University Press, 1965.
Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the Philippines, 1963.
Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga GInawa at mga Sinulat ng Isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani.
Quezon City: All Nations Publishing Co. Inc., 1997.

Grading System:
Performance 25%
Quizzes, Board Work, Recitation, Attendance
Output 25%
Assignments, Projects, Research, Reports, Experiment
Simulation, Hands-On Activities
Major Exam 50%
Prelim, Mid-Term, Semi-Final, Final
TOTAL 100%

Prepared by: Verified by: Approved by:

Mr. Melfrank G. Pajila Mr. Marvin D. Taladad Dr. Ramon E. Woo Jr.
Instructor Head of GEC Department Dean of Studies