SYLLABUS FOR UNDERGRADUATE COURSES

MAJOR, CORE CURRICULUM and ELECTIVES

Student Copy

A. COURSE INFORMATION

COURSE NUMBER HISTO 11 NO. OF UNITS 3

COURSE TITLE Rizal and the Emergence of the Philippine Nation

PREREQUISITE/S None

DEPARTMENT/ History SCHOOL SOSS

PROGRAM

SCHOOL YEAR 2021-2022 SEMESTER 1st Sem

INSTRUCTOR/S Nick John F. Estonilo

VENUE / Canvas SECTION D, K, SCHEDULE D - 0800-0900

PLATFORM QQ K - 1100-1200
QQ- 0900-1000

B. COURSE DESCRIPTION

A study of Jose Rizal, his life, and his writings, particularly Noli me tángere and El filibusterismno, in the total
context of the formation of the Filipino nation. Using historiographic approaches and narratives from primary
and secondary sources, the course considers not only the historical movements that formed the background
of Rizal's works, but also the relevance of his principles and ideals to the current Philippine situation. The
course ends with a discussion of the relevance of Rizal to the Filipino revolution against Spain and the
Filipinos efforts to establish an independent democratic republic.

WHERE IS THE COURSE SITUATED

WITHIN THE FORMATION STAGES
IN THE FRAMEWORK OF THE LOYOLA SCHOOLS CURRICULA

FOUNDATIONS: Exploring and Equipping the Self

ROOTEDNESS: Investigating and Knowing the World

X

DEEPENING: Defining the Self in the World

 LEADERSHIP: Engaging and Transforming the World

C. COURSE LEARNING OUTCOMES

By the end of this course, students should be able to:

COURSE LEARNING OUTCOMES

CLO1: Organize key events in Philippine history, the watershed moments in the life of Jose
Rizal, and their importance in the development of the Philippine nation

CLO2: Critique the impact of the socioeconomic, cultural, and political transformations
influenced by the Spanish conquest and colonization on the lives and cultures of early Filipinos

CLO3: Assess the roles played by Jose Rizal and different sectors of Philippine society in the
reform movement, the revolts and resistance against Spain, and the Revolution of 1896

CLO4: Appraise the life and works of José Rizal (particularly Noli me tángere and El
filibusterismo) in the context of the formation of the Philippine nation

CLO5: Construct well-informed arguments and conclusions based on the appraisal of historical
sources and emerging patterns in historical narratives to further a sense of patriotism and civic
duty

CLO6: Evaluate how international/global currents affect local socio-historical developments in

the nineteenth-century Philippines and their implications for contemporary times

D. COURSE OUTLINE and LEARNING HOURS

Course Outline CLOs Estimated

Contact
or
Learning
Hours

Module 1: Rizal the Historian

1.1 Introduction to History: Definition and Approaches
1.2 Historical Sources and Criticisms CLO 1,2,5 15 hours
1.3 Reading Pre–16th-century Philippines through Selected Texts
1.3.1 Barangay and the Prehispanic Settlements
1.3.2 The First Resistance: Battle of Mactan and the Indigenous
Discourse on Warfare
1.4 Rizal’s Morga

Module 2: Rizal the Catalyst

2.1 The Spanish Conquistador and the New World CLO 2 and 15 hours
2.2 Sobre la Indolencia de los Filipinos and the Spanish Empire 5
2.3 Instruments of Pacification
2.4 Divide et Impera: Filipino Resistance to Spanish Rule

Module 3: Rizal the Propagandist

3.1 Rizal in the Context of the 19th-century Philippines CLO 15 hours
3.2 Secularization and the Cavite Mutiny 1,3,4,5,6
 3.3 The Reform Movement
3.4 The Social Cancer: Noli and Rizal’s Idealism
3.5 The Reign of Greed: El Fili and What Justifies Revolution?
3.6 The Social Relevance of Rizal’s Novels

Module 4: Rizal the Revolutionary

5.1 La Liga Filipina and Cuerpo de Compromisarios CLO 15 hours
5.2 Bonifacio and the Revolt of the Masses 1,3,4,5,6
5.3 Rizal and the 1896 Revolution

E. ASSESSMENTS AND RUBRICS

Assessment Assessment CLOs Deadlines

Tasks Weight

Critical Papers (2) 40% CLO 2,3,5 & 6 CP1 – Oct 8

CP2 – Nov 26

Integration Examination 30% CLO 1,3,4,5 & 6 Dec 13-15

Quizzes 15% CLO 1 & 3 Q1 – Sept 20

Q2 – Oct 11
Q3 – Nov 8
Q4 – Nov 29

Discussion Forum and Threads 15% CLO 5 & 6 Fortnightly

(Sept 10, 24; Oct 8,
22; Nov 5, Nov 19)

1. Critical Papers

This exercise asks you to evaluate a specific topic or period in history using primary,
secondary, and other scholarly sources. A 5–7-page essay, the output must observe and
analyze process by which historians develop narratives including a summary and
interpretation of event. Using a set of guide questions, you will be asked to compose your own
synthesis related to the topic.

2. Integration Examination

As we progress through the course, our readings and discussions will help us to generate an
impressive list of key historical concepts and questions re: life and works of Rizal. At the end
of Module 4, you will complete an integration examination emphasizing research skills,
historical thinking, and critical reading of Rizal.

3. Quizzes

For each week’s required reading and module, there will be a ten-minute quiz via Canvas.
Several short quizzes will assess comprehension of key vocabulary, concepts, and theories
presented in readings and discussion.

4. Discussion Forum and Threads

There are two types of discussion: (1) General Class Discussions based on assigned readings
and/or discussion prompt by the instructor; and (2) Group Discussions that resemble a
parliamentary debate. For each discussion, students prepare for each reading and group
 exercise ahead of time and bring to Canvas a formatted essay as determined by the instructor.
The forum instructions are posted on Canvas.

GENERAL RUBRICS (for written outputs)

Excellent Very Good Fair Satisfactory
(14-15) (10-13) (6-9) (0-5)
Thesis Clearly presents Presents author’s Presents author’s
Insufficient
author’s thesis and thesis and thesis but may not
explanation of
How well does describes his/ her describes his/her provide sufficient
author’s thesis,
the student strategies for strategies for description of and/or insufficient
summarize the supporting it. supporting it. strategies for description of
text? Clearly and Describes supporting it. strategies for
succinctly organization and Describes supporting thesis.
describes presentation of organization and Insufficient
organization and text. presentation of description of
presentation of text but may need
text’s organization
text. more details. and presentation.
Analysis and Provides excellent Provides clear Makes some Insufficient
interpretation evaluation of text’s evaluation of text’s attempt to present
attempt to present
weaknesses or weaknesses or the weaknesses or
the weaknesses or
How well does strengths; strengths; strengths of the strengths of the
the student evaluative criteria evaluative criteria text; evaluative text; evaluative
analyze/interpret are unique and are unique and criteria are used.
criteria are
the text? interesting. interesting. unclear.

Uses creativity to Puts text in Places text in Insufficient
interpret text (e.g., meaningful context context. attempt to put text
places it in when interpreting in context.
interesting context it.
or compares /
contrasts with
other relevant
texts).

Uses sound Uses sound Uses historical Failed to use
historical inquiry historical inquiry inquiry in the historical inquiry
in the in the interpretation of
in the
interpretation of interpretation of selected sources interpretation of
selected sources. selected sources with major selected sources.
with minor mistakes.
mistakes.

Clarity Exhibits command Exhibits control of Exhibits some Exhibit insufficient
of focus, coherent focus, organization, control of focus, control of focus,
How well does organization, and and development organization organization (way
the student interesting (all of the subject (structure may be ramble, be
organize the text? development (with matter is relevant formulaic or be repetitious, or
carefully chosen, to the topic but is organized loosely locked into a
insightful details, not as insightfully around the topic), formula), and/or
examples, selected as a and development development (it
arguments, etc.) of response at level (may contain some may be mostly
the topic. A) of the topic. poorly chosen descriptive or lack
information, but adequate support)
major ideas are of the topic.
adequately
supported).


 Facts, ideas, Facts, ideas, Facts, ideas, Facts, ideas,
arguments, and arguments, and arguments, and arguments, and
conclusions conclusions and conclusions and conclusions do not
support each other conclusions conclusions support each other.
without support each other support each other
contradictions. with minor with major
contradictions. contradictions.

Citation Sources align with Sources align with Sources rarely Selected sources
the topic and more the topic and but align with the topic rarely align with
How well does than half are less than half are and less than half the topic and are
the student cite primary. primary. primary. all secondary.
the original text?

*see Canvas for rubric per assessment

F. TEACHING and LEARNING METHODS

TEACHING & LEARNING METHODS and ACTIVITIES CLOs

Synchronous and asynchronous lectures CLO 1,2,3 & 6

Online class discussion CLO 1,2,3 & 6

Group Presentations CLO 4,5 & 6

Essays and Blogs CLO 4,5 & 6

Notes:
• Synchronous sessions will be held every Friday during the official class time. The following
are the dates of synchronous sessions: Sept 3, 10, 17, 24; Oct 1, 8, 15, 22, 29; Nov 5, 12, 19,
26; Dec 3.
• Synchronous sessions may include any of the following activities: lectures, discussions, Q&A
sessions, and other class activities.
• In case of class suspension or other unforeseen circumstances, the synchronous session may
be re scheduled or adjustments may be made in asynchronous mode.

G. REQUIRED READINGS

Module 1

1. Agoncillo, Teodoro. “Imagination in History”. Kasaysayan. vol. no. 2 (2001): 1-10. Arcilla, Jose S.,
S.J. “The Spanish Arrival”. Kasaysayan. Volume 3: The Spanish Conquest. HK: Asia Publishing
Company Limited, 1998. Chapter 1: pp. 7-33.

2. Carr, E.H. “The Historian and His Facts”. What is History? New York: Knopf, 1962. pp. 3-35.

3. Mojares, Resil. “The Islands According to Pigafetta”. Waiting for Mariang Makiling: Essays in
Philippine Cultural History. Quezon City: Ateneo de Manila University Press, 2002. pp. 20-51.

4. Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History.” Philippine Studies. Vol. 46
#2, pp. 184-214.
5. Schumacher, John. “The Historians Task in the Philippines”. The Making of A Nation. Manila:
Ateneo de Manila University Press, 1991. pp. 7-15.

6. Scott, William Henry. “Tagalog Society and Religion”. Barangay: 16th Century Philippine Society
and Culture. Quezon City: Ateneo de Manila University Press, 1994. pp. 217-242.

Module 2

1. Cortes, Rosario. “Insurrections and Uprisings: Sixteenth to Eighteenth Century”. The Filipino
Saga: History as Social Change. Quezon City: New Day Publishers, 2000. pp.72-101.

2. Legarda, Benito J. “The Galleon Trade”, After the Galleons: Foreign Trade, Economic Change
and Entrepreneurship in the 19th Century Philippines. QC: ADMU Press, 1999. pp. 32-50.

3. Phelan, John Leddy. “Political Hispanization”. The Hispanization of the Philippines: Spanish Aims
and Filipino Responses, 1565–1700. Madison: The University of Wisconsin Press, 1959. pp. 121-
135.

Module 3

1. Mallat, Jean. “Chapters 22 and 23”. The Philippines: History, Geography, Customs, Agriculture,
Industry, and Commerce of the Spanish Colonies of Oceania, trans. Pura-Santillan-Castrence.
Manila: National Historical Institute, 1983. pp. 334-353.

2. Mojares, Resil B. “The Rise of an Intelligentsia.” The Brains of a Nation: Pedro Paterno, T.H. de
Tavera, Isabelo de los Reyes and the Production of Modern Knowledge, 441-66. Quezon City: ADMU
Press, 2006. pp. 441-466.

3. Schumacher, John. “Burgos and the Equality of Filipino and Spaniard, 1864-72”. Revolutionary
Clergy: The Filipino Clergy and the Nationalist Movement, 1850-1903. Quezon City: Ateneo de Manila
University Press, 1981. pp.13-32.

4. Schumacher, John. “Noli as Catalyst of Revolution”. The Making of a Nation, Manila: Ateneo de
Manila University Press, 1991. pp. 91-101.

5. Schumacher, John. “Rizal in the Context of 19th Century Philippines”. The Making of a Nation.
Manila: Ateneo de Manila University Press, 1991. pp.16-34.

Module 4

1. Fast, Jonathan and Richardson, Jim. Chapter 9 “The Katipuneros: Revolutionary Leadership in City
and Province. Chapter 10 “Katipunan Ideology: A Product of the times”. Chapter 11 “Revolution and
the dilemma of the Rich”. Chapter 12 “Revolution and the dilemma of the Poor”. In Roots of
Dependency. Quezon City: Foundation for Nationalist Studies, 1979.

2. Ileto, Reynaldo. “Tradition & Revolt: The Katipunan” in Pasyon and Revolution.

3. May, Glen Anthony. “Warfare by Pulong: Bonifacio, Aguinaldo and the Philippine Revolution
Against Spain.” Philippine Studies.
H. SUGGESTED READINGS

1. Bloch, Marc. “History, Men and Time”. Historian’s Craft. New York: Knopf, 1949. pp. 20-47.

2. Jocano, Felipe Landa. “Excerpts from Loarca and Plasencia’s Account”. The Philippines at the
Spanish Contact. Manila: MCS Enterprises, 1975. pp. 81-124.

3. Schumacher, John. “The Cavite Mutiny: Toward a Definitive History”. Philippine Studies 59 (1):
pp. 55-81.

I. GRADING

LETTER NUMERICAL QPI DESCRIPTION

GRADE EQUIVALENT EQUIVALENT

A 92 - 100 4 Excellent

B+ 87 - 91 3.5 Very Good

B 83 - 86 3 Good

C+ 79 – 82 2.5 Fair

C 75 - 78 2 Satisfactory

D 70 - 74 1 Passing

F Below 70 0 Failure

WP* - 0 Withdrawn with

Permission

J. CLASS POLICIES

1. GENERAL REGULATIONS and CODE OF CONDUCT. Students are expected to follow the rules
as indicated in the Undergraduate Student Handbook, Revised 2018 Edition and abide by the
Code of Academic Integrity.
Refer to the links below.
o http://aisisonline.ateneo.edu/cmsadmin/aisispost.php?ID=372&postdate=2018-10-01
o http://aisisonline.ateneo.edu/cmsadmin/aisispost.php?ID=214&postdate=2012-06-21
o http://ateneo.edu/ls/ls-gender-policy

Students are to behave respectfully and responsibly towards all members of the online class. A
warning will be issued to a student who is disruptive and/or disrespectful. Students who incur three
warnings will be reported to the Discipline Committee for appropriate action.
2. COURSE DELIVERY. This course will be delivered using a fully online approach via a Learning
Management System/LMS. Although online learning will be primarily asynchronous, there will be
a few synchronous sessions (e.g. first day of class) which will be held during the official schedule
of the class. Students are responsible for checking the LMS regularly for announcements,
assignments, and other class-related information.

The LMS for this course is Canvas (https://canvas.instructure.com) for which you will need to sign
up and create a free account using your Ateneo email. The video conferencing platform that will
be used is Zoom.

a. FIRST DAY OF CLASS. While the course will be conducted using a primarily asynchronous
approach, a synchronous session will be held on the first day of class during the official
class time to present the syllabus and make sure that all officially enrolled students are
connected and onboard. Students are expected to participate in this synchronous session. For
students unable to attend due to faulty internet connection, email your teacher (Cc:
inazareno@ateneo.edu OIC, History Department and dlozada@ateneo.edu Chair, History
Department) to request instructions on how to proceed. In case the teacher is unable to hold
a synchronous session due to poor internet connection, instructions will be relayed to the class
via the LMS or by email.

b. SYNCHRONOUS CLASS SCHEDULE. Synchronous sessions will be held every Friday

during class time. Apart from the lectures, clarifications and questions regarding topics
discussed in class will be entertained during this time.

3. COMMUNICATION. All class communications will be coursed through the class Learning
Management System/LMS (i.e. Canvas) or by email (official Ateneo email: @obf.ateneo.edu).
Students are to behave responsibly in the use of communication and information technology.
University regulations on data privacy should be observed. (Note: As Facebook is used for many
different purposes and does not offer the same level of security as an LMS, students are strongly
discouraged from using Facebook groups for class.)

4. ATTENDANCE. Attendance regulations will not apply while fully online classes are in effect this
First Semester, 2021-2022. Hence, there will be no grade of W (withdrawal without
permission/overcut). In lieu of traditional attendance, students’ participation in online class
activities, discussions, etc. will be evaluated.

5. SUBMISSIONS. The submission of output for all assigned assessment tasks/activities will be
done online. Submission deadlines will follow Philippine Standard Time (PHT).

6. CHEATING AND PLAGIARISM. All forms of cheating (including plagiarism) are strictly prohibited.
A student caught cheating in the online exercises will be penalized with grade deductions. A
student who commits plagiarism in an assigned output will be issued a warning. Should this
behavior persist, the students will receive a failing mark (zero points) for the requirement and will
be sanctioned in accordance with university regulations.

7. CITATION OF SOURCES. Students must cite sources used in papers and presentations.
“Forgetting” to cite texts and images is considered an act of plagiarism. For more information on
how to properly cite texts and other materials (using the Chicago Manual of Style format), see
https://owl.english.purdue.edu/owl/resource/717/01/.

8. FINAL GRADE. The grade reflected in the LMS is not the official grade for the class. The students’
official final grades will be posted on AISIS.
 9. ADDITIONAL INSTRUCTIONS. Additional instructions and clarifications will be provided as the
course progresses in the LMS.

K. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

M, W 1-2 PM
Nick Estonilo nestonilo@ateneo.edu F 1-3 PM