VII.

COURSE SYLLABUS FOR GE LWR: THE LIFE AND WORKS OF RIZAL

USC MISSION-VISION & INSTITUTIONAL OUTCOME

USC Vision Statement

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 citizens 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 endeavor to acquire.
- What they have, they share.

USC Mission Statement

The University of San Carlos is a Catholic institution 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 timely, relevant, and transformable academic programs responsive to the needs of the local, national, and global
communities in a rapidly changing world.

USC INSTITUTIONAL OUTCOME

A Carolinian Graduate is a Witness to the Word. (Validation: Scientia, Virtus, Devotio)
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 to 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 endeavor 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 strives 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 Course
Course No. GE-LWR Course Title The Life and Works of Jose Rizal None 3 units
Prerequisite Credit

The Life and Works of Jose Rizal will examine the origins of the Filipino nation through a 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
Course
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
Description
analyzed to demonstrate how literature was essential in the imagination and construction of the Filipino nation. Lastly, Rizal’s contributions will be assessed for
its continuing significance and uneasy paradoxes

CULMINATING COURSE LEARNING OUTCOME OF SIGNIFICANCE

At the end of the course, the learner, construct a specific narratives of Filipino-ness on 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 activate their official USC email address. Personal email shall be indicated as the recovery email of their USC accounts.
2. The student’s USC email address shall be used all throughout the semester. No personal email will be allowed. The same shall be used in accessing the following, at the very least:
a. Canvas Learning Management System
b. Google Meet as the official online conferencing platform
c. Group Chat as medium for inquiries
3. Academic Integrity Policies
4. Consultation shall be done on the designated hours
5. Things to remember in the conduct of synchronous sessions
a. Wear Decent Attire
b. Coming on time
c. A conducive learning Space devoid of noise and other possible distractions
6. Things to remember in the conduct of asynchronous sessions
a. Check canvas regularly for updates, assignments or quizzes
b. Submit all activities required in this session on time

GRADING SYSTEM

Passing Percentage 50% out of 100%

Composite of the 100%
Class Standing
 quizzes, seat works, 25%
 reflection / thought papers,
Assignments ( Asynchronous) 15%
Major Written Examination/Requirements
40%
Group Works/Presentations, Peer Evaluation 20%
 COURSE OVERVIEW
Course Course
Course No. GE-LWR Course Title The Life and Works of Jose Rizal None 3 units
Prerequisite Credit

The Life and Works of Jose Rizal will examine the origins of the Filipino nation through a 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
Course
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
Description
analyzed to demonstrate how literature was essential in the imagination and construction of the Filipino nation. Lastly, Rizal’s contributions will be assessed for
its continuing significance and uneasy paradoxes

CULMINATING COURSE LEARNING OUTCOME OF SIGNIFICANCE

At the end of the course, the learner, construct a specific narratives of Filipino-ness on different periods of Philippine history through an analysis of various media.

COURSE OUTPUTS
As evidence of the above outcome, the course output is:
2. Historical Narrative
 COURSE COVERAGE

Flexible Teaching-
Course Unit
Hours Topic Objectives Learning Options or Assessment Resources / Materials
Outcome Outcome Activities
As evidence of achieving
At the end of the At the end of the
In order to achieve the outcome, the To achieve the outcome, the the unit outcome, the
course, the learner module, the learner
learner is able to: learning activities are learner is assessed as
is able to: is able to:
follows::
I. Preliminaries: Course
Orientation; USC’s Mission-
Construct a (9 Explain Vision; Institutional Outcome;
specific nationalism and SAS & DGEM’s Mission and
hours) MODULE I: The Rizal
narratives of Filipino Vision
Republic of the Philippines. 1956. Republic Act 1425.
Law and Philippine nationalism in the Available online, http://www.gov.ph/ 1956/06/12/republic-
Filipino-ness act-no-1425/.
on different Nationalism: context of world
history Formative Quiz : Laurel, Jose B. Jr. 1960. The trials of the Rizal Bill.
periods of Essay Type Historical Bulletin 4(2): 130–39.
Philippine
history through 1. Examine the
A.RA 1425 Asynchronous: Constantino, Renato. 1969. The Rizal Law and the
an analysis of content of the Rizal Catholic hierarchy. In The making of a Filipino: A story of
1.Reading Assignment Philippine colonial politics, 244–47. Quezon City: The
various media. Law as well as the
Author.
historical
2.Pair/Group discussions
circumstances of the
Ileto, Reynaldo. 2017. History Wars: Rizal in 1956.
law’s promulgation Knowledge and Pacification: On the US Conquest and
2. Assess the Synchronous: the Writing of Philippine History, 225-242. Quezon City.
competing arguments Ateneo de Manila University Press.
1.Video Conferencing
of the Catholic Church
and the “Second through Google Meeting
Propaganda
Movement
 Flexible Teaching-
Course Unit
Hours Topic Objectives Learning Options or Assessment Resources / Materials
Outcome Outcome Activities

B. Literature and Society
Elaborate on the continuing role
of literature, specifically the
novels of Rizal in conjuring and
re-making the imagined
community of the nation
Asynchronous: Hau, Caroline S. 2000. Introduction. In
Reflection Paper Necessary fictions: Philippine literature and the
based on the Guide nation, 1946–1980, 1–14. Quezon City: Ateneo
1.Reading Assignment de Manila University Press.
Questions ( by pair
2.Recorded Lecture: or 3 members) Constantino, Renato. 1966. Our task: To make
Students can listen to the Rizal obsolete. In The Filipinos in the
lecture at their own pace Philippines and other essays, 137–52.

Anderson, Benedict. 2004. Hard to imagine. In

Spectre of comparisons: Nationalism,
1. Compare the official Presentation of Southeast Asia, and the world, 235–62. Quezon
and Popular appropriations of Concept Mapping City: Ateneo de Manila University Press.
the national hero Jose Rizal Output
C. Official and Popular Anderson, Benedict. 1991. Introduction. In Imagined
Asynchronous: Peer Evaluation
Nationalisms communities: Reflections on the origins and spread of
nationalism,Rev. ed. London and New York: Verso. Pasig
 The 1. Reading Assignment City: Anvil, 2003 PH edition. Chapters Introduction;
Nation as 2. Film Viewing: Imagined Cultural Roots; Creole Pioneers
Imagined Communities
Community 3. Concept Mapping https://is.muni.cz/el/1423/jaro2016/SOC757/um/61816961/
Benedict_Anderson_Imagined_Communities.pdf
2. Explain the Synchronous: Video
circumstances why the Conferencing through https://www.youtube.com/watch?v=-
figure of Jose Rizal google meet ASs3mXVbz4 ( Imagined Communities P.1.flv)
continues to be Formative Quiz:
Essay
implicated in the
by group
“underside of history”

Asynchronous:
1. Reading Assignment
D. Rizal and Popular
Ileto, Reynaldo. 1998. Bernardo Carpio:
 Flexible Teaching-
Course Unit
Hours Topic Objectives Learning Options or Assessment Resources / Materials
Outcome Outcome Activities
Nationalism Filipinos and their revolution: Event, discourse, and
historiography,. Quezon City: Ateneo de Manila
2.Watching Documentary University Press.
Video “ Santo Rizal“ by
Lourd De Veyra Video: WOTL_ Santo Rizal

3. Seatwork

Synchronous: Interactive
Class Discussion where
students can ask questions
based from the reading
PREMID EXAM assignment and the video

MODULE 2: Re-create the

II. Rizal’s Origins and 19th century
9 hours Historical Context (Week Philippines
highlighting the
historical
circumstances
which produced
A. The Global Market Rizal and his
and the Ascendance of generation of 1.Illustrate the economic
Chinese Mestizos nationalists. conditions of the Philippines in
the 19th century
2.Analyze the effects of the
integration of the Philippines to Flynn, Dennis and Arturo Giraldez. 1995. Born with a
Asynchronous:
the global economy specifically “silver spoon”: The origin of world trade in 1571. Journal of
on the social relations and World History 6(2): 201–21.
1.Assigned Readings
social mobility among different
1. Graded Peer- Wickberg, Edgar. 1964. The Chinese mestizo in Philippine
groups of people history. Journal of Southeast Asian History 5(1): 62–100.
2. Film Showing: “ Teaching Discussion
Kuwentong Chinoy 1 & 2 2. Peer https://www.youtube.com/watch?v=5NgbHd9SSMU
1.Formulate a narrative of the
 Flexible Teaching-
Course Unit
Hours Topic Objectives Learning Options or Assessment Resources / Materials
Outcome Outcome Activities
origins and development of the Evaluation
friar lands in the Philippines, 3. Create a 4 picture https://www.youtube.com/watch?v=-WMmu818JuI
particularly of the Hacienda de in 1 caption by group
Calamba
2. Compare the friar-owned Synchronous: Group.
B. Agrarian Relations Hacienda de Calamba with the 1.Presentation of the output
and the Friar Lands Negros haciendas in terms of
their ownership, production,
management-labor relations Asynchronous:
and other developments in the 1.Assigned Readings
19th century.
Roth, Dennis M. 1982. Church lands in the agrarian
history of the Tagalog region. In Philippine social history:
2.Graded Peer-Teaching 1. Formative Quiz: Global trade and local transformations, ed. Alfred W.
1. Construct a narrative of the Discussion McCoy and Ed. de Jesus, 131–53. Quezon City: Ateneo
historical circumstances leading de Manila University Press.
to the Cavite mutiny and 4. Comparative
execution of the GOMBURZA Presentation: Calamba Aguilar, Filomeno. 2017. Colonial sugar production in the
Vs.Negros Haciendas 2.Peer Evaluation Spanish Philippines: Calamba and Negros compared.
Narrate 2. Explain the role of the creole Journal of Southeast Asian Studies 48(2): 237–61.
significant nationalist movement in 1872 to
events of Jose the Propaganda Movement
Rizal’s family
C. Intra- Clergy conflict life and his
and Creole Nationalism travel abroad Asynchronous:
that may have 1.Assigned Readings 1. Graded Peer-
an impact to his Teaching Discussion
political Schumacher, John. 1999. Historical introduction. In
2..Peer Evaluation
consciousness 2.Group Info-graphics/ Father Jose Burgos: A documentary history with
Collage Making 3.Summative Quiz Spanish documents and their translations, 1–41.
and personal Quezon City: Ateneo de Manila University Press.
character
Synchronous: Group.
MODULE 3: 1.Presentation of the Info-
 Flexible Teaching-
Course Unit
Hours Topic Objectives Learning Options or Assessment Resources / Materials
Outcome Outcome Activities
The Life of Jose graphics
Rizal ( 9hours) A. Explain the role of Rizal’s
family and early education in
the formation of his political
consciousness and personal
character.

B .Construct a timeline
highlighting the important events
of Rizal’s 1st Journey to Europe
A. Calam
ba and the C. Explain the ilustrado’s ‘turn to
Rizal Family journalism’ to serve their
newfound political aims

B. Early Analyze the Formative Quiz

context and
Education in Asynchronous:
content and
Ateneo and some
1.Film Viewing: Ilustrado https://www.youtube.com/watch?v=
UST interpretations of BTrez_zdegc&list=PLGRhcC_vtOrZrEm7QYV1tan7G-
the major works (GMA Productions) Group Paper: XuL4waQ
of Rizal such as Narrative Essay
his novels: Noli 2. Assigned Reading Coates, Austin. RIZAL: Philippine Nationalist and Patriot.
C. Filipin Unit I: Yoyuh in the Medieval Twilight
o-ness in Me Tangere and
El Filibusterismo Ocampo, Ambeth. Rizal Without the Overcoat
Europe: and essays
Journalism
and Emergent Group Presentation of
Activity Sheets
 Flexible Teaching-
Course Unit
Hours Topic Objectives Learning Options or Assessment Resources / Materials
Outcome Outcome Activities
Politics Asynchronous: the Timeline
1. Assigned Readings
Schumacher, John. 1997. Early Filipino student
2. Tracing Rizal’s Journey activities in Spain, 1880–1882’
to Europe (Map and Peer Evaluation Journalism and Politics; The New Filipino
Newspapers in Barcelona
Timeline The propaganda movement: 1880–1895; The
creators of a Filipino consciousness, the makers of
MIDTERM EXAM A. Formulate a historical 3. Journalism for the revolution, 19–39. Quezon City: Ateneo de
narrative detailing the writing, Millennials”-Creating Outputs of “journalism Manila University Press.
MODULE 4: publication and the public memes or FB page to deal for millennials”
Rizal, José. 2011. Rizal’s toast to Luna and Hidalgo.
THE WORKS OF JOSE reception of the novel with current issues Presidential Museum and Library,
RIZAL (18 hours) Republic of the Philippines. Online,
B.Analyze some selected http://malacanang.gov.ph/4071-jose-
rizals-homage-to-luna-and-hidalgo/.
chapters and characters of the
Noli Me Tangere

A.Noli Me Tangere C. Assess the various readings

and interpretations of the Noli
Me Tangere

A. Rizal’s agenda in constructing

a pre-colonial Philippine past
separate from the Spanish
narratives.

B. Suces B. Assess Rizal’s view on the

os de las Islas
Filipinas and the
Ilustrados’
pre-colonial past in the light of Asynchronous:
the current historical studies
1.Assigned Readings
 Flexible Teaching-
Course Unit
Hours Topic Objectives Learning Options or Assessment Resources / Materials
Outcome Outcome Activities
Views of the 2. Ibarra Vs. Elias Formative Quiz
Pre-conquest
Past 3.Peer-Teaching
Discussion Graded Presentation
1. Outline Rizal’s of Outputs
arguments on the alleged 4.Character-mapping
Archive.org.
indolence of the Filipinos activity: Maria Clara and
her connections with five Anderson, Benedict. 2008. Why counting counts: A study
2. Critique how other characters Peer Evaluation of forms of consciousness and problems of language in
Rizal politicized Noli me tangere and El filibusterismo. Quezon City:
C. Interro Ateneo de Manila University Press.
indolence in
gating Filipino challenging the tenets
Assess the
Indolence legacies of of Spanish colonialism Hau, Caroline. 2017. Did Padre Damaso rape Pia Alba?
Reticence, revelation, and revolution in José Rizal’s
Jose Rizal to novels. Philippine Studies: Historical and
the Filipinos EthnoViewpoints65(2): 137–99.
before and
after his
death Graded Peer-
PREFINAL EXAM
Teaching
Discussions Rizal, José. 1961 [1890]. Sucesos de las Islas Filipinas
por el Doctor Antonio de Morga, obra publicada en Méjico
Asynchronous: el año de 1609 nuevamente sacada a luz y anotada
D. The 1.Assigned Readings (Events of the Philippine Islands by Dr. Antonio de Morga,
Completed Matrix published in Mexico in 1609 recently brought to light and
Filibustero and 1. Narrate the historical 1.Primary Source Analysis: annotated). Manila: José Rizal National Centennial
El circumstances in Europe and Formative Quiz Commission. DS674 M83 1961; ENGLISH VERSION:
Filibusterismo Chapter 8 Sucesos de las
the Philippines that may have [Read “To the Filipinos” (p. vii) and Rizal’s annotations in
shaped the themes of the El Islas Filipinas Chap. 8]
Filibusterismo.
2.Group Discussion
Aguilar, Filomeno. 2005. Tracing origins: Ilustrado
2. Analyze some nationalism and the racial science of migration waves.
3. Matrix Construction and Journal of Asian Studies 64(3): 605–37.
selected chapters of El
Critiquing of Rizal’s
Filibusterismo
Annotations Activity Sheets
 Flexible Teaching-
Course Unit
Hours Topic Objectives Learning Options or Assessment Resources / Materials
Outcome Outcome Activities
3. Assess Rizal’s
consciousness/familiari Synchronous: Presentation
ty of 19th century of outputs Rizal, José. 1890/1996. Sobre la indolencia de los
Graded Peer- filipinos / On the indolence of Filipinos. In
“Filipinas” as reflected
Teaching La Solidaridad, vol. 2: 1890, trans.
in the themes and Discussions Guadalupe Fores-Ganzon, 322–27, 340–
issues depicted in El 45, 362–69. Pasig City: Fundación
MODULE 5 : The Santiago.
Legacies of Jose Rizal Filibusterismo Completed Graphic
(9 hours) Asynchronous Organizer
1.Assigned Readings Aguilar, Filomeno. 2016. Romancing tropicality:
Ilustrado portraits of the climate in the
late nineteenth century. Philippine
2.Peer-Teaching Studies: Historical and Ethnographic
Discussions Viewpoints 64(3–4): 417–54.

4. Graphic
Organizer Making ‘
by Group

1.Formative Quiz

2.Character Map Rizal, José. 1996. El Filibusterismo, trans. Ma.

Asynchronous: Output Soledad Lacson-Locsin. Makati: Bookmark.
1.Assigned Readings PQ8897 R5 N531 1996 [Dedication, Epilogue,
1. Explain how the 3.Group Cover Design and all chapters]
process of colonialism created 2. Analysis of selected of
the concept of “cultural chapters of the El archive.org
minorities” Filibustero El Filibusterismo
 Flexible Teaching-
Course Unit
Hours Topic Objectives Learning Options or Assessment Resources / Materials
Outcome Outcome Activities
B. At the Center of World 2. Critique Rizal’s 3.Character-mapping: 4.Peer evaluation Anderson, Benedict. 2006. In the world-shadow of
parameters in delimiting the Paulita Gomez and her Bismark and Nobel. In Under three flags: Anarchism and
History the anti-colonial imagination, 53–122. Pasig City: Anvil.
“Filipino” connections with five other
characters Anderson, Benedict. 2008. 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

E. Revolu
tion and
Millenarian
Visions

A. Construct a narrative of the

last six months of Rizal’s
biography (Dapitan to execution)
FINAL EXAM B. Explain the events of the
Philippine Revolution within the Asynchronous:
context with developments in the
Caribbean, Spain and Europe
C. Assess the significance of
Rizal’s execution in the World
and Philippine History
D. Analyze how Jose Rizal was
Formative Quiz
Essay: What
constitute Rizal’s
Filipino?
Assigned Reading 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
Document Analysis of (Events of the Philippine Islands by Dr. Antonio de Morga,
Rizal’s View On the “tribus published in Mexico in 1609 recently brought to light and
annotated). Manila: José Rizal National Centennial
infideles” Commission. DS674 M83 1961; ENGLISH VERSION:
based on his: [Read “To the Filipinos” (p. vii) and Rizal’s annotations in
1. Annotation of Morga’s Chap. 8]
Sucesos
 Flexible Teaching-
Course Unit
Hours Topic Objectives Learning Options or
Outcome Outcome Activities
appropriated by diverse and 2. Letter about his comment
disparate revolutionary groups in on Madrid Expostion 1889
the Philippine Revolution of
1896
Asynchronous:
Film Viewing: Bayaning 3rd
World
Assigned Readings
Analysis of Rizal-
Blumentritt correspondent
in Dapitan (TLA)
Virtual Community Project
Asynchronous:
Assigned Readings
Tracing Rizal’s Legacies
Through Local Sources
Assessment Resources / Materials
Rizal, José. 1961. Rizal to Blumentritt, Dapitan, 15
February 1893. The Rizal-Blumentritt Correspondence,
vol. 2, part 2, 459–62. Manila: José Rizal National
Centennial Commission.
Scott, William Henry. 1982. The creation of a cultural
minority. In Cracks in the parchment curtain and other
essays in Philippine history, 28–41. Quezon City:
Formative Quiz
Reflection Paper:
About the
Film(Bayaning Third
World
Anderson, Benedict. 2006. Trials of a novelist. In Under
three flags: Anarchism and the anti-colonial imagination ,
123–67. Pasig City: Anvil.
Anderson, Benedict. 2006. Montjuich. In Under
three flags: Anarchism and the anti-colonial
imagination, 169–233. Pasig City: Anvil
Group Presentation of
the Output
Ileto, Reynaldo. 1979. Tradition and revolt: The Katipunan.
In Pasyon and revolution: Popular movements in the
Philippines, 1840–1910, chap. 3. Quezon City: Ateneo de
Peer Evaluation Manila University Press.

Course Unit
Hours Topic
Outcome Outcome
RUBRICS FOR THE HISTORICAL NARRATIVE
20-17
CRITERIA
OUTSTANDING
Carefully evaluates three or
more credible sources and
Content conveys a clear
understanding of historical
context
Constructs a clear and
insightful thesis statement
Clarity of Argument
with evidence of all relevant
contextual factors.
Presents a well- organized
Organization and progression of ideas and
Coherence themes in the narrative
Provides complete and
Sourcing and Citation consistent in-text citation
and complete bibliography
TOTAL
Objectives
16-13
SATISFACTORY
Uses at least three additional
evidence---based, credible
sources and conveys a
general understanding of
historical context.
Constructs an adequately
detailed thesis statement
with evidence of contextual
factors.
Presents an organized and
reasonably coherent
progression of ideas and
themes in the narrative
Provides complete but not so
consistent in-text citation
and bibliography
Flexible Teaching-
Learning Options or
Activities
Summative
Assessment
12-10
DEVELOPING
Uses at least two additional
sources based on facts or
expert opinion. Conveys an
incomplete understanding of
historical context
Constructs a thesis statement
with some evidence of
contextual factors, but
superficial.
Presents adequately
organized and coherent.
progression of ideas themes
in the narrative
Provides rarely but not so
consistent in-text citation
and bibliography
Assessment Resources / Materials
Recto, Claro M. 1968. Rizal and Bonifacio. In Rizal:
Contrary essays, ed. Petronilo Bn. Daroy and Dolores
Feria, 57–77. Quezon City: Guro Books
9-5
SCORE
BEGINNING
Uses only one credible
source
Needs to identify a thesis
statement and/or related
contextual factors.
Presents a not so organized
and incoherent progression
of ideas and themes in the
narrative
Provides no in-text citation
and identified sources are
not in the bibliography
/50
Overall Assessment Passing Score is 25.

COURSE REQUIREMENTS

1st Semester | Academic Year 2020-2021)

ASSESSMENT PERIODS REQUIREMENTS DEADLINES

Course Orientation August 26/27

Pre-Midterm Module 1 TLA September 10/11
Summative Exam September 17/18

Module 2 October 8/9

Midterm
Module 3 Between October 12-17
Summative Exam

Module 4 TLA October 15/16

Pre-Final Summative Exa October 29/30

Final
Module 5 TLA December 10/11
Summative Assessment Between December 14-19
Submission of the historical December 19
 Narrative

REFERENCES

Required Reading Material:

Anderson, Benedict. 2006. Under three flags: Anarchism and the anti-colonial imagination,. Pasig City: Anvil ( Selected Chapters)

Anderson, Benedict. 1991. Imagined communities: Reflections on the origins and spread of nationalism,. Rev. ed. London and New York: Verso. Pasig City: Anvil.

Anderson, Benedict. 1991. Imagined communities: Reflections on the origins and spread of nationalism,. Rev. ed. London and New York: Verso. Pasig City: Anvil.(Selected Chapters)

Hau, Caroline S. 2000. Necessary fictions: Philippine literature and the nation, 1946–1980,. Quezon City: Ateneo de Manila University Press.

Ileto, Reynaldo. 1979. Pasyon and revolution: Popular movements in the Philippines, 1840–1910,. Quezon City: Ateneo de Manila University Press.

Ileto, Reynaldo. 1998. In Filipinos and their revolution: Event, discourse, and historiography,. Quezon City: Ateneo de Manila University Press.

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 National Centennial Commission. DS674 M83 1961; ENGLISH VERSION: [Read “To the Filipinos” (p. vii) and Rizal’s
annotations in Chap. 8]

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, 322–27, 340–45, 362–69. Pasig City:
Fundación Santiago.

Rizal, José. 1996. Noli me tángere, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. PQ8897 R5 N531 1996 [Dedication, Epilogue, and all chapters]
Rizal, José. 1997. El Filibusterismo, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. PQ8897 R5 N531 1996 [Dedication, Epilogue, and all chapters

Rizal, José. 1961. Rizal to Blumentritt, Dapitan, 15 February 1893. The Rizal-Blumentritt Correspondence, vol. 2, part 2,. Manila: José Rizal National Centennial Commission

Roth, Dennis M. 1982. Philippine social history: Global trade and local transformations, ed. Alfred W. McCoy and Ed. de Jesus,. Quezon City: Ateneo de Manila
University Press.

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

Required Films/Videos:
Kuwentong Chinoy:
https://www.youtube.com/watch?v=5NgbHd9SSMU
https://www.youtube.com/watch?v=-WMmu818JuI
https://www.youtube.com/watch?v=-ASs3mXVbz4 ( Imagined Communities P.1.flv)

COURSE LEARNING FACILITATOR’S CONTACT DETAILS

For course-related concerns, students may reach the learning facilitator through the following:
Complete Name Edith A. Labana
E-mail ealabana@usc.edu.ph
Contact No. 0922 251 3585

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

LEARNER’S COMMITMENT AND OBLIGATION

I, ___________________________________, a student of Bachelor of Arts in Political Science, have read in full this document and promise to abide with the rules and policies set herein. I will
perform my obligations and submit all requirements with utmost academic honesty and integrity. I commit to proactively engage myself in the entire learning process and aim to become an
evidence-based lifelong learner steering governance. With diligence, I shall keep this document and be guided accordingly until the end of course.
 Aug .05,
Edith A. Labana 2020 Approved DR. ELIZABETH M. REMEDIO Aug 05 2020
Prepared By:
Faculty Member, USC – Department of General Education Date By: Chair, USC – Department of General Education and Mission Date
And Mission