REPUBLIC OF THE PHILIPPINES

NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND

TECHNOLOGY
OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL
(034)722-4169/www.nonescost.edu.com

COLLEGE OF
EDUCATION
COURSE MODULE IN

A SURVEY OF
AFRO-ASIAN
LITERATURE
1st Semester; A.Y. 2021 – 2022
COURSE FACILITATOR: Arlen T. Esmeña, LPT, MAT

2
FB/MESSENGER: Arlen Esmena
Email: arlenesmena882@gmail.com
Phone No: 09568539161

MODULE
 MISSION

To produce glocally viable graduates through innovative learning and research environment,
relevant community and industry engagement and to contribute to the nation-building by providing
education, training, research and resource creation opportunities in various technical and disciplinal
areas.

VISION

SUN – Negros: A glocally recognized university offering distinctively-riched academic programs

engaged in dynamic quality instruction, research and extension by 2025.

INSTITUTIONAL OUTCOMES

1. Demonstrate logical thinking, critical judgment and independent decision-making on any

confronting situations
2. Demonstrate necessary knowledge, skills and desirable attitudes expected of one’s educational
level and field of discipline
3. Exhibit necessary knowledge, skills and desirable attitudes in research
4. Exhibit proactive and collaborative attributes in diverse fields
5. Manifest abilities and willingness to work well with others either in the practice of one’s
profession or community involvement without compromising legal and ethical responsibilities
and accountabilities.
Program Outcomes

Graduates of a Bachelor of Secondary Education- ( BSEd - English) program are teachers who have
the ability to:
The program shall produce a graduate who can:
1. articulate the relationship of education to larger historical, social, cultural and political processes.

2. facilitate learning using a wide range of teaching methodologies in various types of environment.

3. develop alternative teaching approaches for diverse learners.

4. apply skills in curriculum development, lesson planning, materials development, instructional
delivery and educational assessment.
5. demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.

6. practice professional and ethical teaching standards to respond to the demands of the
community.
7. pursue lifelong learning for personal and professional growth.
8. demonstrate in-depth understanding of the development of adolescent learners.
9. exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
10. create and utilize materials appropriate to the secondary level to enhance teaching and learning.
11. design and implement assessment tools and procedures to measure secondary learning
outcomes
12. articulate and discuss the latest developments in the field of practice.
13. effectively communicate orally and in writing using both English and Filipino.

14. work effectively and independently in multi-disciplinary and multi-cultural teams.

15. act in recognition of professional, social and ethical responsibility.

16. P reserve and promote “Filipino historical and cultural heritage”.

Hello, there! Welcome to your English for Specific Purposes (ESP) class! I am glad to have you as
your teacher in this subject.

I know this pandemic has brought a lot of drastic changes in our lives recently. Academically, it means
we are in a new normal era where traditional classroom set up is no longer an option. We are here to
embrace the advantages and challenges of Flexible Learning in the form of printed and digital modules.

With proper mindset, we will be able to alleviate all challenges and make learning productive in all ways
possible.

Let’s do this together.

PLEASE READ!

Guidelines to follow on Group chats:

  Make sure that the topics discussed are all subject-related. You may opt to create a
separate class groupchat for other irrelevant discussions.
 Avoid flooding the groupchats with emojis and other irrelevant symbols.
 Backread messages to avoid repetitive questions.
 Always be tactful and respectful to others. Avoid making harsh remarks. (Note: Abusive users
will be warned and removed from the group eventually. )
 Follow instructions carefully. Ask questions if you need to.
 Submit on time to avoid unnecessary delays.
 Avoid plagiarism. PLAGIARISM is a crime and is punishable by law. We strongly
discourage such act. Please use proper referencing if needed.
 Do not forget to label your papers or files according to the:
 Your name and section
 Topic
 Activity number

As you read on, you will have an overview of the course, the content, requirements and other
related information regarding the course. The module is made up of 8 lessons. Each lesson has
seven parts:

INTRODUCTION- Overview of the lesson

LEARNING OUTCOMES- Lesson objectives for you to ponder on

MOTIVATION- Fuels you to go on

PRESENTATION- A smooth transition to the lesson

TEACHING POINTS- Collection of ideas that you must discover

 LEARNING ACTIVITIES – To measure your learnings in the lesson where you wandered

ASSESSMENT – To test your understanding in the lesson you discovered

Please read your modules and learn the concepts by heart. It would help you prepare to be
effective and efficient professional in your respective fields. You can explore more of the
concepts by reading the references and the supplementary readings.

I encourage you to get in touch with me in case you may encounter problems while studying
your modules. Keep a constant and open communication. Use your real names in your FB
accounts or messenger so I can recognize you based on the list of officially enrolled students in
the course. I would be very glad to assist you in your journey. Furthermore, I would also suggest
that you build a workgroup among your classmates. Participate actively in our discussion board
or online discussion if possible and submit your outputs/requirements on time. You may submit
them online through email and messenger. You can also submit hard copies. Place them in
short size bond paper inside a short plastic envelop with your names and submit them in
designated pick up areas.

I hope that you will find this course interesting and fun. I hope to know more of your
experiences, insights, challenges and difficulties in learning as we go along this course. I am very
positive that we will successfully meet the objectives of the course.

May you continue to find inspiration to become a great professional. Keep safe and God bless!

Course EDEM 116

Number
Course Title A Survey of Afro-Asian Literature
Course This course provides future educators the concepts, approaches and strategies in teaching ESP
and simulation activities relative to ESP.
Description
No. of Units 3
Pre-requisites None
Course 1. Draw inferences about life from selected African and Asian literary pieces.
Intended 2. Analyze African and Asian literary materials and acquire ideas and morals from
Learning them.
Outcomes 3. Discover the cultures of Afro-Asian countries as depicted in their selected literary
 pieces.
4. Evaluate influences and implications of Afro-Asian literature to the world
5. Write insights on the literary materials they read.

Content
Coverage Unit II: Asian Literature (selected)
 Historical Background of Asia

1.Literature of China
 The Analects
 The People of Tao Chou
 The Flower Market
2. Literature India
 Savitri
 Unending Love

3. Literature of Japan
 Tale of Genji (Excerpt)
 Haiku
4. Literature of Mongolia
 Genghis Khan and the Mongols
5. Literature of Lebanon
 On Giving, A Poem
6. Literature of the Philippines
Philippine Contemporary Literature: Means to Promote Gender Laws

References
1. College VMGO
2. Saymo, Apolinario S. et.al. 2004 World Literature . Trinitas Complex Pantoc
Road, Pantoc Meycauayan Bulacan. Trinitas Publishing House
3. Dumaual, Rocio R. and Enriquez, Salud R. 1985 Asian and African Literature.
Philippine Book Company
4. Rosales, Renato de G.2014 Afro-Asian Literature: A Tapestry. #16 Concha St.,
Tinajeros Malabon City. Jimczyville Publications
5. Sialongo, Erlinda B. et.al. 2007 Literatures of the World.856 Nicanor Reyes Sr.
St.C. M. Recto Avenue. Rex Bookstore

Online References:

1.https//peachallykgroupof3.wordpress.com
2.https://en.m.wikipedia. org.
3.https://www. chinahighlights.com
4. https://www.britanica. com.
5. https://www.info.please.com.
Course 1. Active class participation (online group chat discussion, Google meet/zoom )
Requirements 2. Reflection/ Insight Writing
3. Quizzes
4. Three (3) Term Examinations
7. Virtual Group Activities
Prepared by: ARLEN T. ESMEÑA, LPT, MAT

Reviewed and Approved by:

Subject Area Coordinator: SHERILL A. BATILLO, LPT, MATEFL

Dean, COE : MARY GRACE M. OFQUERIA, Ph. D.

GAD Director : MARY ANN T. ARCEŇO, Ph.D.

CIMD, Chairperson : MA. JANET S. GEROSO, Ph.D.

QA Director : DONNA FE V. TOLEDO, Ed. D.

VP- Academic Affairs : SAMSON M. LAUSA, Ph. D

Unit 2: Asian Literature

Background of Asia

Asia is noted as the biggest of the seven continents of the world. It includes 44 countries
and assorted island dependences. It is divided into six regions, each possessing distinctive
physical, cultural, economic and political characteristics.

Asia is not only the largest continent but also considered as the most thickly populated,
with about nearly three fifths of the world’s total population. It has almost all the primary
groups of man and their ways of life are as varied as the places where they live.

Asia is the cradle of human race, of civilization, of world religions. Philosophy and
religions are related to the Asian history. They have shaped the way Asians live and think today.

The family is the smallest yet the most important unit of society in Asian countries. The
Asian family is a stable social institution where members are closely bound, who love and
respect one another. Asians exert much effort to safeguard the honor and dignity of their
families. The family is regarded as the foundation of Asian society.
 Art plays a vital part in the lives of the Asian people as express their intellectual and
artistic ideals. Their interpretation of life and nature as well as their ideas, hopes and feelings
are expressed through art. Art, therefore, is considered as the mirror of the soul for it is the key
to understanding the Asian spirit as well as the whole humanity.

The political experiences of Asia are the product of a long period of colonization. Most
Asian countries have been under foreign control and emerged from small kingdoms, then
became colonies and have established government patterned after the mother country.

Asia’s economy is predominantly agricultural but it has made Asia the world’s fastest
growing economic region.

The Literature of Asia

The literature of Asia is no less diverse than the other literatures in the world. The
continent’s rich culture heritages and histories have made it among the unique and exotic
places on earth. More importantly, it is also the spiritual center of the planet, if one includes it
in the Middle East., which was actually considered part of Asia until the British distinguished it
from the Asian part nearer to the continent of Africa. All major religions in the world have been
born in Asia before they spread to the West and other parts of the world. Asia and the Middle
East was actually considered part of Asia until the British distinguished it from the Asian part
nearer to the continent of Africa. All major religions in the world have been born in Asia before
the spread to the west and in the other parts of the world. Asia and Middle East are birthplace
of Hinduism, Buddhism, Zoroastrinism, Judaism, Christianity, and Islam. Thus, in Asia people are
not only diverse in faith. India is probably the best place to illustrate this diversity as it is the
country famous for linguistic and religious riots.

The country which literature shows the longest spiritual and sacred history is India. Its
sacred literature shows the longest spiritual and sacred history is in India. Its sacred literature,
the Vedas, predates Christianity by 1400 years. Its epic the Mahabharata is source of
Hinduism’s Bhagavad Gita. India is also a birthplace of Buddhism, the religion founded by
Buddha, the prince who became a pauper after he had found enlightenment. Buddhism had
spread to China, Japan, Korea, Mongolia, the Asian part of Russia, Malaysia, Indonesia and
Vietnam. In literature of these countries the religious teachings of Buddha such as pacifism or
the non-resort to violence are evident. India is the first Asian country to win the Nobel Prize for
Literature ( Rabindranath Tagore,1913).
 If not by colonization, varying influences are the result of geographical proximity as in
the case of China, Japan, Korea and Mongolia. So, the teachings of Confucius or Lao-tse have
greatly spread to such countries as Japan, Korea, and others. Japan, which has not been vastly
changed by colonization, has retained much of its uniqueness in its literature. Its Tale of Genji is
considered the greatest work of fiction in classic Asian literature. Its native miniature poetry,
the tanka and the haiku are studied and imitated not only in Asia but also in the rest of the
world. It is also the only country in Asia that has won the Nobel Prize for Literature twice
(Yasunari Kawabata and Kenzaburo in 1994.)

Religion is very influential in Asia and the Middle East. So, if not Buddhism or
Christianity, another religion, Islam, greatly influences the way of life in such Asian countries as
Indonesia, Borneo, Brunei, Malaysia, and all countries in the Middle East. To a non-Muslim
reader, the story of a thief that was caught and whose hand was cut in the wrist may seem
shocking but it is a simple case of justice and obedience to Islam law.

In the 20th century most of Asia has come out of its past and become modern. So, the
modern themes of women’s and children’s rights, human rights, individualism, freedom, and
more liberal look at love and relationships are no longer considered alternative literature.

LESSON

1 LITERATURE OF CHINA
3 HOURS

China possesses one of the world’s major literary traditions. Its texts have been
preserved for over 3,000 years. The principal genre of Chinese Literature is poetry; early folk
songs established the shi (Shih) form hat crystallized during the Han dynasty and dominated for
the next 1,200 years.

At the end of the lesson you are expected to:

1. elucidate the wisdom/ philosophies of Confucius which have implications not only to
the lives of the Chinese but to all as well.
2. explain customs and inequalities of Chine people as depicted in the two selected
poems.
3. compare the discrimination of the Chinese from the African slaves.
.

I believe many of us heard about Confucius, a great Chinese philosopher who influenced
people around the world. Aside from him there are other Chinese authors who have great
impact also to literature. Let’s see how well you answer these. Kindly write your answers on the
blanks provided before the numbers.

__________1. Who is China’s most famous leader, philosopher and political theorist?

__________2. Who is the author of Destination Chungking?

__________3. What is meant by Analects?

__________4. Who wrote the story “Memories of Peking?

__________5.Who was considered as one of the greatest poets of the Tang Dynasty?
 Chinese literature is extensive because it includes every form of writing. It contains book
of history, political and philosophical disquisitions, tales of marvels and plays including beautiful
examples of letter writing. Some of these were written in a highly stylized form. The teachings
of Confucius or Kung-fu-tze which were collected in his Analects were disseminated in the west.
His maxims, the Analects, are masterpieces of serenity and insights. They are readily
comprehensible. Confucius was the most prolific and persuasive thinker of his time. His
influence never disappeared. Below are some works written by notable Chinese writers
especially the well- known author of the golden rule.

The Analects
by Confucius

The Master said: “In governing, cleave to good; as the north star holds his place, and the
multitude of stars revolve upon him.”
The Master said: To sum up the three hundred songs in a word, they are free from evil
thought.
The Master said: Guide the people by law, subdue them by punishment; they may shun
crime, but will be void of shame. Guide them by example, subdue them by courtesy; they will
learn shame, and come to be good.”
The Master said: “At fifteen, I was bent on study; at thirty, I could stand; at forty, doubts
ceased; at fifty, I understood the laws of Heaven; at sixty, my ears obeyed me; at seventy, I
could do as my heart lusted and never swerve from right.”
Mi Yeng the duty of a son.
The Master said: “Obedience.”
As Ch-ih was driving him, the Master said: “ Meng –sun asked me duty of a son; I
answered “Obedience”.
 “What did ye mean? Said Fan Ch’ih.”

“To serve our parents with courtesy whilst they live” said the Master, to bury them with
all courtesy when they die; and to worship them with all courtesy.”

Meng Wu asked the duty of a son.

The Master said: “What weighs on your father and mother is concern for your health.”

Tzu- yu asked the duty of a son.

The Master said: “Our manner is the hard part. For the young to be a stay in toil, and
leave the wine and cakes to their elders, is this to fulfill their duty?”

The master said: If we talked all day to Hui, like a dullard, he never stops me. But when
he is gone, if I pry into his life, I find he can do what I say. No, Hui is no dullard.”

The master said: “Look at a man’s acts, watch his motives; find out what he pleases him;
can the man evade you? Can the man evade you?

The Master said: “Who keeps the old a Kindle and adds new knowledge is fitted to be a
teacher”.

The Master said: “A gentle man is not a vessel.”

Tzu Kung asked, “What is a gentle man?

The master said: He puts words into deeds first, and sorts what he says to the deed.”

The master said: A gentleman is broad and fair: the vulgar are biased and pretty.”

The master said: “Study without thought is vain: thought without study is dangerous.”

The master said: “Work on strange doctrines does harm.”

The master said: “Yu, shall teach thee what is understanding? To know what we know,
and know what we do not know, that is understanding.

Tzu- chang studied with an eye to pay.

: “Listen much, keep silent when in doubt, and always take heed of the tongue: thou wilt
few mistakes. See much, beware of pitfalls, and always give thee to The master said thy walk:
thou wilt have little rue. If thy words are seldom wrong, thy heeds leave little to rue, pay will
follow
The master said: “To worship the ghosts of strangers is fawning. To see the right and not
do it is want of courage.

The master said: “Love makes a spot beautiful: who chooses not to dwell in love, has he
got wisdom?”

The master said: “A man and his faults are of a piece. By watching his faults are of a
piece. By watching his faults we learn whether love be his.

The People of Tao- Chou

By Po Chu-i

In the land of Tao- Chou

Many of the people are dwarfs
The tallest of them never grow to more than three feet.
They were sold in the market as dwarf slaves and yearly sent to court;
Described as offering of natural products from the land of Tao-chou.
A strange “offering of natural products”, I never heard of one yet
That parted men from those they loved, never to meet again!
Old men- weeping for their grandsons; mothers for their children!
One day- Yang Ch’eng came to govern the land;
He refused to send up dwarf slaves in spite of incessant mandates.
He replied to the Emperor “Your servant finds in the Six Canonical Books
‘In offering products, one must offer what is there, and not what isn’t there’
On the waters and land of Tao-chou, among all the things that live
I only find dwarfish people;no dwarfish slaves.”
The emperor’s heart was deeply moved and he sealed and sent a scroll
“The yearly tribute of dwarfish slaves is henceforth annulled.”
The people of Tao –chou,
Old one and young ones, how great their joy!
Father with son and brother with brother
Hence forward kept together;
From that day forevermore they lived as free men
The people of Tao-chou,
Still enjoy this gift.
And even now when they speak of the Governor
Tears start to their eyes
And least their children and their children’s children
Should get Governor’s name.
When boys are born the syllable “Yang” is often used in the forename.

The Flower Market

Po Chu- I

In the Royal City spring is almost over;

Tinkle, tinkle- the coaches and horseman pass.
We tell each other, “This is the peony season”:
And follow with the crowd that goes to the flower market.
“Cheap and dear- no uniform price:
The cost of the plant depends on the number of blossoms.
For the fine flower- a hundred pieces of damask:
For the cheap flower- five bits of silk.
Above is spread an awning to protect them:
Around is woven in wattle fence to screen them.
If you sprinkle water and cover the roots with mud,
When they are transplanted, they will not lose their beauty.”
Each household thoughtlessly follows the custom,
Man by man, no one realizing
There happened to be an old farm laborer
Who came by the chance that way.
He bowed his head and sighed a deep sigh:
But this sigh nobody understood.
He was thinking, A cluster of deep-red flowers
Would pay the taxes of the ten poor houses.

Explain the following philosophies of Confucius. Write your answers in three to five
sentences only.
1. The Master said: “At fifteen, I was bent on study; at thirty, I could stand; at forty, doubts
ceased; at fifty, I understood the laws of Heaven; at sixty, my ears obeyed me; at seventy, I
could do as my heart lusted and never swerve from right.”
2. Mi Yeng the duty of a son.
The Master said: “Obedience.”
As Ch-ih was driving him, the Master said: “ Meng –sun asked me duty of a son; I
answered “Obedience”.

“What did ye mean? Said Fan Ch’ih.”

“To serve our parents with courtesy whilst they live” said the Master, to bury them with
all courtesy when they die; and to worship them with all courtesy.”

Answer the questions in three to five sentences only.

1. What are the Chinese customs shown in the two Chinese poems?
2. What are the inequalities experienced by Chinese people?
3. What is the greatest gift received by the people of Tao- Chou? Why?

Compare and contrast the discriminations experienced by the Chinese to the discriminations
experienced by the Africans using the Venn diagram.

Chinese African

Similarities
Insight:
What will you do if you are discriminated? Write your answers in two paragraphs
only.

Lesson II: Literature of India

The earliest Indian literature took the form of canonical Hindu sacred writings,
known as the Veda, which were written in Snaskrit. To the Veda were added prose
commentaries such as the Brahmanas and the Upanishads. From these and other related
languages emerged the modern languages of northern India.

At the end of the lesson you are expected to:

1. discuss Indian selections.
2. describe the characters of the selection “Sav itri.”
3. enumerate Indian culture as depicted in the selection.
4. share their interpretation of the poem “Unending Love”.

Below are jumbled letters. Arrange the letters in order to form

 Indian names.
1. iritSva
2. awaptisA
3. taSaynav
4. haMdraen
5. tumyDunase

India is a conglomeration of nations and customs. Its literary works contain religious and
philosophical poetry, beast fables and didactic pieces, and legends reflecting primitive cultures
and Buddhism. These literary pieces are the products of Aryan- speaking people. They are
written in Sanskrit- the oldest Aryan language. Indian literature is traditionally divided into
three periods: the ancient Vedic (1000 B. C.; the middle Indian (1000-500 B.C.); and the classic
Sanskrit period (500 B. C. 1000 A. D.).

Savitri

Once upon a time lived a very virtuous king; Aswapati by name; he was just a pious
minded, valiant, true, generous to his people and fair.He reigned among his people, the
Madras, patiently and free of woe. However as he grew older, he grieved so much for an heir.
For this reason he made many a great sacrifice to the goddess Savitri. For sixteen years he
continuously burnt sacrifice. Pleased by this, the goddess manifested her countenance by fire.
She, Savitri told Aswapati that his kindness and faith had earned him favour. Aswapati could
now make a wish and it would be surely granted.
In reply Aswapati said that he had been making these vows for the sake of children,
conitnues of his line. He believed the seers when they said that the first great law is for a man
to leave seed. Granting his wish the great goddess said that the self- existent agreed and that
Aswapati would have a daughter, the most beautiful this world has ever seen.
Happily, Aswapati went back to the place and continued to do before. On the appointed
time, the wise king made love to his first and fairest wife. And she conceived a baby girl, as
promised by the goddess. Eventually a lovely baby was born to the king and queen. Born on
the feast day of the goddess and as lovely, the daughter was named Savitri.
 She grew lovely, so beautiful, as if she were a goddess. When she moved, all eyes were
on her. However not one of the noblest of lords dared to speak to her, much more ask her to be
his wife. Oh, what a perfect maid whose face shed heavenly light wherever she went.
One day after making her offering to the goddess Agni, she went to her father who
noted that she has fully grown. Finding out that no one was suing his daughter, he got worried
and told her, “Since no one is seeking for your hand for marriage, it is time that yourself find
someone to be your husband. Choose a virtuous prince. Whoso is dear to you will be dear to us.
The wise men say that the father who does not give to his child in marriage is blamable. ”He
urged his daughter to “choose a husband that he ( Aswapati) would not bear the all -seeing
gods.
Obeying her father and escorted by ministers and sages, she went searching for that
prince to be her husband. From forest to forest, through groves and woodland towns.
After many days, fair maiden Savitri, with her entourage, returned to her father. Narada,
the rajahs counselor was there and asked where she came from and at this time she was still
without a husband. The king replied that it was for this purpose that this daughter embarked on
a journey. He commanded the consellor to listen to what her daughter had to say.
Given the permission, Savitri narrated her story. In Chalva there lived and reigned a
prince. Dyumutsena was without kingdom and throne because his enemies betrayed him. He
and his family were now leading a holy life in the forest. Savitri had chosen the king’s son Prince
Satvayan to be her husband.
At what he heard from the princess, Narada expressed her concern; Prince Satyavan was
a fair prince, virtuous, like the sun for grace and glory, like Vrihaspati in counsel, like Mahendra
for strength, and like the earth for patience.He was a perfect man for a perfect husband. There
was only one that migled in his qualities: According to Narada, the gods told him that Satyavan
was going to die at end of the year. To this Savitri’s answer: “ Once falls a heritage, once a maid
yields her maidenhood, once a father say choose, I abide thy choice, these three things done,
are done forever. “She added that she had made up her mind and would not change it.
Aswapati could only agree with his daughter. He bade the nuptials and all things needed
for the wedding be prepared and on the appointed day they set forth for the sylvan court of
Dyumutsena.
After giving due respect, Aswapati offered his daughter to be the wife of Satyavan.
Dyumutsena, being a righteous man and not wanting to take the opportunity, was reluctant.
Owing to their present circumstance, Dyumutsena would not consent to the marriage. He told
that Aswapati that their humble home would not be fitting place for a most beautiful princess.
Savitri’s father begged Dyumutsena had long wished the union of the two families. He finally
consented to the marriage.
They gathered in the forest for the wedding. A royal wedding it was, and Aswapati went
home glad. Satyavan was glad, too, at this fortune. Savitri rejoiced with the husband she chose.
As soon as her father left, she stripped herself with all jewels and gold and the fine
raiment she was wearing. She lived a simple life and won the hearts of all
by her gentle actions, soft government, and patience. Respectful she was to the king and queen,
gracious and loving, dutiful and dear.
However quiet and peaceful their lives, the months passed and the words of Narada
kept haunting and bothering and bothering Savitri. Satyavan, as was foretold, must die.A year
had passé and now only four days were left to reckon with. Savitri decided to fast. Her father-
in- law found out and tried to talk her out of it. The princess replied that it was her duty and she
had a vow to keep.
On the morning of the fateful day, though weak form fasting, Savitri stood and made
offering on the altar flames, greeted the king and queen and saluted the gray- haired Brahmans.
Having a hint of what she was up to, her father- in-law persuaded her to change her mind but
she would not. As they were talking, Satyavan came and Savitri asked permission to go to the
forest with her husband.
Knowing that Savitri had been fasting, Satyavan dissuaded his wife.When she could not
be persuaded to be left behind. Satyavan asked her to bid permission form the king and queen.
They gave their blessings.
The forest was beautiful: flower laden trees, crystal streams, soaring hills. But Savitri
could not appreciate this beauty. Instead, she was watchful over her husband whom she knew
from any moment die.
As the [prince gathering sacred fuel, he raised his axe and suddenly fell ill. Becoming too
weak for work, he complained to Savitri that he could not stand on his feet. Savitri laid him
tenderly on the ground and attended to him. Surely, she thought, it was the day when her
husband should die. Then that awesome form, the god of death, Yama himself, appeared
before her. When Savitri asked why it was Yama who was summoning her husband, the god
answered that since the fallen prince was a virtuous man he deserved a no- lesser-god than
Yama himself.
Savitri did not complain when the god of death fitted the noose and forced the prince’s
soul out of its body and take it away from the south. Instead she followed Yama and told him
she must go where her husband went.
Along the way, the princess boldly talked to Yama with wisdom and respect. For every
word she spoke, Yama was impressed and rewarded Savitri with a wish. The first wish that
Savitri asked was that his father- in-law regain his strength and her eyesight. This Yama granted.
Speaking further, Savitri was allowed a third wish: that the king Dyumutsena, would beget sons
who may continue his royal line. This also was granted.
After praising Yama his virtues, Savitri got her fourth wish: “Many sons born of her body,
boys, Satyavan’s children, lovely, valiant, strong continuers of their line. “ This also Yama
granted.
After being granted each wish, Savitri was told to return home. But this only spurred her
to speak and ask more boldly. She pressed on and finally Yama gave her an incomparable boon.
Taking her chance, thus she spoke: not heaven, not heavenly joys, not incomparable bliss did
she want, but her husband’s life without which she would die. She would even forego the first
four wishes granted her in exchange for the life of her husband.
Right there and then Yama released the soul of Satyavan along with many promises of a
glorious future and left. Savitri sped to the glade where her husband lay. She lifted his head and
he revived. He asked his wife where that gloomy man that hailed him was. Savitri explained
that it was Yama, the god of death come to take him, but he was gone now.
Resting for a while, they departed for home. Happily, they would live ever after.
 Unending Love
by Rabindranath Tagore

I seem to have loved you in numberless forms, numberless times,

In life after life, in age after age forever.
My spellbound heart has made and re-made the necklace of songs
That you take as a gift, wear around your neck in your many forms
In life after life, in age after age forever.

Whenever I hear old chronicles of love, its age old pain,

Its ancient tale of being apart together,
As stare on and into the past, in the end you emerge
Clad in the light of a pole- star piercing the darkness of time:
You become an image of what is remembered forever.

You and I have floated here on the stream that brings from the fount
At the heartof time love of one for another.
We have played alongside millions of lovers, shared in the same
Shy sweetness of meeting, the same distressful tears of farewell-
Old love, but in shapes that renew and renew forever.

Today it is heaped at your feet, it has found its end in you

The love of all man’s days both past and forever.
Universal joy, universal sorrow, universal life,
The memories of all loves merging with this one love of ours-
And the songs of every poet past and forever.

Please answer the questions in one or three sentences only .

1. Who are the characters of the selection “ Savitri”? Write two adjectives to describe each
character.
2. How did Savitri return the life of her husband?
3. What are the Indian cultures depicted in the story? Enumerate at least five.
4. If you were Savitri would you do the same as what she did? Why?
A. Based on the poem Unending Love kindly answer the questions in three sentences only..
1. What are some of the numberless forms that love may take?
2. What things do lovers have in common?
3. How does love manifest itself? Give examples.
4. What does the poet mean in the last stanza?

B. Choose a stanza from the poem “Unending Love” and give your own interpretation.

Insight
Write one paragraph reflection regarding the below.
I slept and I deamed that life was all joy.
I woke and saw that life was but service.
I served and understood that service was joy.

Lesson III. Japanese Literature

Japanese literature is marked by the strong influence of Zen Buddhism, where

characters are priests, travelers, or ascetic poets . During the medieval period, Japan
experienced many civil wars which led to the development of a warrior class, and subsequent
war tales, histories, and related stories.

At the end of the lesson you are expected to:

1. differentiate social classes in Heian Japan.
2. explain Japan’s customs and traditions which are shown in the selection.
3. interpret a Japanese Hokku.
 Who among you here have read any literature from Japan? What have you
noticed about its themes?

Japan is not only a beautiful place but it has also a unique culture which is
shown in its literary pieces. Few of us have known of its grimacing literary works
because it is only recently that Japan begins contributing what may be termed as
genuine literature. Here are some of the few literary materials which may help us
enlighten our imaginations about Japan’s great works of minds and souls—its literature.

Hokku ( Haiku)
Japanese literature is rich in folktales, belonging to the category of folklore, some of
which furnished by Lafcadio Hearn with plenty of mate trials to translate.
Japanese poetry is marked by brevity and beauty. Like the poetry of China, it is
simple, it has no rhyme, nor meter as the poetry of other countries have. They consist of
lines with five syllables and seven syllables alternating. The tanka consists of thirty –one
syllables arranged in five lines, the first and the third of five syllables, and the second,
fourth and fifth of seven syllables each. The hokku or haiku is the modern version of
tanka. It is composed of the seventeen syllables in all, arranged in lines of five, seven,
and five syllables.
The following are examples of hokku or haiku of seventeen syllables all arranged
in lines of five, seven, and five syllables.

“Ah, the butterfly!

Even when chased it never has the air
Of being hurried.”

“When I saw the fallen flower

return to the branch,
lo! It was only a butterfly.”
 Quick-falling dew
Ah, let me cleanse in you
This wretched life.

The Tale of Genji

Summary

The tale of Genji was written shortly after the year 1,000 in Japan’s Heian era.
when the capital was situated at Heian-kyo ( present day Kyoto). Genji the hero of the
tale, is the son of the emperor and his favorite concubine, Kiritsubo. A Korean sage
predicts a brilliant future for Genji but his mother suffers the jealousy of rivals at court,
becomes ill and dies. The distraught emperor becomes obsessed with the tragic story of
Yang Kweifei, but eventually finds another concubine, Fujitsubo, who reminds him of his
former love.
Since Genji lacks backing at court, the emperor makes him a commoner,
assigning him membership of the non-royal Genji clan. The eldest son of the emperor
and Lady Kokiden is made crown prince.
Genji becomes an uncommonly handsome and gifted young man, admired by all
but feared by Lady Kokiden and her family. The first part of the Tale follows his amorous
exploits with a variety of ladies in and around Heian-kyo, his friendship with To no Chujo
and arranged marriage to To no Chujo’s sister Aoi, the birth of his son and his budding
relationship with the young Murasaki.
Meanwhile, the old emperor dies and is succeeded by Lady Kokiden’s son.
Genji’s amorous intrigues cause a scandal at court and he is forced to leave the capital
and live in Suma for several years. During this second part of the Tale, Genji meets the
ex-Governor of Harima and his daughter The Akashi Lady.
Genji returns to the capital and the emperor abdicates in favour of Fujitsubo’s
(and secretly Genji’s) son. Genji’s position at court is restored and the Akashi Lady has a
baby girl. Genji then goes on a pilgrimage to the Sumiyoshi Shrine to give thanks to the
deity for protecting him during the storm at Suma. After his return to the capital he
settles down with Murasaki and several other ladies at his Rokujo Mansion. During this
long section of the Tale, Genji’s influence at court increases steadily and he is pre
occupied with the advancement of his children and grandchildren at court. Genji is
persuaded to marry the Third Princess, who gives birth to a son and soon after becomes
a Buddhist nun.
In the last 10 chapters, the action shifts to the wild mountain area of Uji and the
adventures of Gengi’s “son” and grandson, Kaoru and Niou, who are friends and rivals in
love. The complex plot centers on the daughters of Gengi’s religious half- brother, the
Eight Prince, and the impetuous Ukifune.
 Please answer the questions in one to three sentences only.
1. What is haiku?
2. Dow does haiku differ from tanka?
3. What do the following lines suggest?
“ Ah, the butterfly!
Even when chased it never has the air
Of being hurried.”
4. The lines below is another hokku/haiku. What do these lines imply?
“Quick-falling dew
Ah, let me cleanse in you
This wretched life.”

Answer the questions in three to five lines only.

1. Who is Genji?
2. Based on the story of Genji, what are the different social classes in Heian? How do
they differ from each other?
3. What are the customs and traditions of the Japanese based on the selection?
4. If you were in the part of Genji, would you do the same?

Insight
Choose a hokku/haiku above and write a paragraph reflection about it.

Lesson IV. Literature of Mongolia

 Mongolian literature has been a reflection of the society of the given time, its level of
political , economic and social development as well as leading intellectual trends.

At the end of the lesson you are expected to:

1. trace the history of the Mongols.
2. illustrate Genghis Khan as an influential figure in Mongolia.
3. cite different changes implemented by Genghis Khan to the Mongols.
4. research on Mongolian culture particularly on their customs and traditions.

Below is a picture of a female Mongolian archer. Write a paragraph about this picture.

Source: Pinterest
 Mongolian Literature traditionally constitutes ülligers or orally transmitted epic stories
in verse. These stories relate the adventures of legendary and historical heroes, the biggest of
whom is Genghis Khan.

Genghis Khan and the Mongols

The Mongols were, historically, an obscure people who lived in the outer reaches of the
Gobi Desert in what is now known as Outer Mongolia. They were a pastoral and tribal people
comprising disunited tribes with chiefs called Khans and were never unified into a single people.
They believed in a sky- god who ruled over nature deities, and the gods communicated to them
through shamans ( people with magic to cure illnesses, foretell the future, and control spiritual
forces).
As a nomadic people, they lived in a tent-like dwellings called gers or yurts, and were
known for their classic migration of livestock (horse, camel, cow, sheep, goat) as well as
closeness to nature. The men were excellent horsemen, their main weapon the bow and arrow.
The main diet of the Mongols consisted of meat, milk and yogurt. Chicken was never a favorite-
it has too little meat-and it is recently that the Mongols have learned to live in multi-story
buildings and grow vegetables and fruits.
The obscurity of the Mongols, however, started to change in 1206 when Timuchin, the
son of a poor noble, was elected Genghis Khan, which means either Universal Ruler or Emperor
of Emperors. Genghis Khan also Chinggis or Jenghiz, was considered one of the greatest
innovators in human history, and his army was among, if not, the best horsemen that had ever
fought and succeeded in building an immense empire- it stretched from Hungary to Korea. In
terms square miles conquered, Genghis Khan had been the greatest conqueror of all time- his
empire was four times larger than the empire of Alexander the Great.
Genghis Khan was born sometimes in the 1160s. Tales about him described him as
brave, intelligent, and an adept fighter, even at an early age. As young man he met extreme
hardships and endured crises through force of character and willpower. As a new leader his first
military campaigns were to unify the peoples of the steppes (or treeless areas of SE Europe and
Asia).
As emperor, Genghis Khan continued organizing, and improving his military
organization. He was a good manager, and surrounded himself with people of talent. He also
made knew laws that did away with feuding and dissension such as there would be no
kidnapping of women, all children, whoever was the mother, were legitimate, no woman
should be sold into slavery, the stealing of animals was a capital offense so lost animals were to
be returned to their owners, and taking lost property as one’s own was also declared a capital
offense. He regulated hunting, usually a winter activity, throughout the year, so meat was more
available. He also introduced record keeping. He had his native language put into writing, he
created official seals, a supreme officer of the law who was to collect and preserve all judicial
decisions, oversee the trials of those charged with wrongdoing, and had the power to issue
death sentences. He also ruled that people were free to worship as they pleased. In other
words, he created order in his realm, order that both strengthened and expanded it.
The reputation of Genghis Khan and the Mongols spread and preceded them that towns
and cities would sometimes surrender without a fight as soon as the conquerors approached.
Genghis khan and his successors conquered China, Afghanistan, Persia, Azerbaijan, Armenia,
Korea, Russia, Poland, Hungary, Baghdad, and Damascus. Genghis Khan’s son Ogodel and his
army were already at the outskirts of Vienna when the Mongols mysteriously pulled back. The
Mongols retreat from central Europe was due to Ogodel’s death. Ogodel was succeeded by
Guyug Khan. Pope Innocent IV sent an envoy to the Mongols ordering them to “desist” from
their invasion of Europe and offered a synopsis of the life of Jesus and Christianity’s tenets,
hoping to covert the great Khan. Guyug Khan replied that God himself intended the Mongols to
control the world under Genghis Khan’s Great Laws. Guyug ruled only for one year.
Then Genghis Khan’s grandson Mongke became Khan. He was reform-minded like his
grandfather and instituted laws for the efficient governing of the realm. He also allowed people
freedom of worship and Buddhism, Islam, and Christianity flourished. In 1259 Mongke died and
was the last to rule the entire Mongol Empire. One of his brothers Kublai Khan succeeded him.
But other Khans declared themselves and established independent kingdoms, thus beginning
the decline of the empire.
Kublai Khan, however, became supreme ruler of China, transferred his capital city from
Mongolia to Beijing, built the grand Forbidden City, and in 1271 he was emperor of China and
started his own dynasty, the Yuan Dynasty. He interfered little in the Chinese economy, and the
Mongols assimilated little with the Chinese. Kublai Khan attacked Japan but repulsed by bad
weather. Massive famine in the 1340s caused the decline of the Yuan Dynasty, which coincided
with the decline of other Khanates throughout Asia. Then in 1368 a peasant, Chu Yuan- Chang
succeeded in driving the Yuan emperor back to Mongolia, and declared himself founder of a
new dynasty, the Ming Dynasty.
The Mongols lost their previous unity in the 14th and 15th centuries. In the 16th century
they waged war against each other, and from the 17th to the 20th centuries, they were cut off
from the world civilization. They were conquered by the Chinese in 1919, but in 1921, under
leaders S. Danzan, D. Bodoo, and D. Shkbaatar, they liberated Mongolia from foreign
conquerors and was a republican monarchy from 1921 to 1924. In 1924, it was conquered by
Russia and was a Soviet style republic with a one party system until 1990. In July 1990, general
election took place in Mongolia. It is now a parliamentary republic with a president and a multi-
party system.
In death, as in life, Genghis Khan remains a legend. In 1227,he fell off his horse while
leading his men to war and died. he is supposed to have been buried in a beautiful grassland
where his horsewhip had fallen. There is a shrine to Genghis Khan in this area. According to
another legend, Genghis Khan’s grave was stomped upon by 1,000 horsemen were later all
killed to protect the location of the grave.
Torredge, a Mogolian Tourism executive, asked to comment on Mongolia and Genghis
Khan, said, “Mongolia as a country has no glory at all now. I believe that God gives a country
only one great man in its history. For us, this great man is Genghis Khan.”

Please answer in three to five sentences only.

1. Based on the story of Genghis Khan, what makes great men great?
2. What makes Genghis Khan great?
3. When did the Mongolian empire start to decline? Why?

Read the questions and answer them comprehensively. Answer in at least three to
five sentences only.
1. What are the different changes implemented by Genghis Khan in Mongolia?
2. Write the timeline of the various changes that happened in Mongolia.
3. If you were in the shoes of Genghis Khan what particular law would you implement to
protect Mongolian children’s right?
4. What do the Mongols and Genghis Khan tell us about great men and great empires?

Deepening Activity
 In a virtual group of five, research about Mongolian culture particularly their customs
and traditions. (You may group yourselves according to the persons whom you can work with
comfortably.)

Lesson V. Literature of Lebanon

During the 19th century, many Lebanese authors contributed to this renaissance,
pioneering among them were Nasif al-Yazigi, Faris ai- Shidiaq, and Butrus al- Bustani. At the
turn of the century, prominent literary figures of Nahda like Amin al- Rihani, Khalil Gibran and
Mikhail Nuayma paved the way for the emergence of the modern Lebanese novel.

At the end of the lesson you are expected:

1. interpret the poem “On Giving”.
2. recite five lines from the poem and send via online.
3. share their reflections” On Giving”

Before you read a Lebanese literary piece I have this simple question. What is meant by
the word “giving” to you? Please write your answer on the blanks provided below.
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 There are few Lebanese literary pieces familiar to us unlike with those of Chinese and
Indians. Among the notable Lebanese authors that stand out is Khalil Gibran. He was a loner
boy but a nature lover. In his heart grew a desire to free Lebanon from Ottoman rule. While in
New York he gained fame for his mystical writings and was in demand in literary circles. His
most famous book is The Prophet.

On Giving
by Kahlil Gibran

(1)Then said a rich man, Speak to us of Giving.

And he answered:
You give but little when you give of your possessions.
It is when you give of yourself that you truly give.
For what are your possessions but things you keep and guard for fear you may
need them tomorrow?

(2) And tomorrow, what shall tomorrow bring to the over-prudent dog burying
bones in the trackless sand as he follows the pilgrims to the holy city?

(3) And what is fear of need but need itself?

Is not dread of thirst when your well is full the thirst that is unquenchable?
There are those that who give little of the much which they have- and they give it
for recognition and their hidden desire makes their gift unwholesome

(4)And there are those who have little and give it all.
These are the believers in life and the bounty of life, and their coffer is never
empty.
(5) There are those who give with joy, and that joy is their reward.
And there are those who give with pain and that pain is their baptism.
 And there are those who give and know not pain in giving, nor do they seek joy,
nor give with mindfulness of virtue;
They give as in yonder valley the myrtle breathes its fragrance into space.
Through the hands of such as these God speaks, and from behind their eyes He
smiles upon the earth.
It is well to give when asked, but it is better to give unasked, through
understanding;
(6)And to the open-handed the search for one who shall receive is joy greater
than giving;
And is there aught you would withhold
All you have someday be given;
Therefore give now, that the season of giving may be yours and not your
inheritors’.
You often say, “I would give but only to the deserving.”
The trees in your orchard say not so, nor the flocks in your pasture.
They give that they may live, for to withhold is to perish.
Surely he who is worthy to receive his days and nights, is worthy of all else from
you.
(7)And he who has deserved form the ocean of life deserves to fill his cup from
your little stream.
And what desert greater shall there be, than that which lies in the courage and
the confidence, nay the charity of receiving?
And who are you that men should rend their bosom and unveil their pride, that
you may see their worth naked and their pride unabashed?
See first that you yourself deserve to be a giver, and an instrument of giving.
For in truth it is life that gives unto life-while you, who deem yourself a giver, are
but a witness.
(8)And you receivers- and you are all receivers-assume no weight of
gratitude, ;est you lay a yoke upon yourself and upon him who gives.
Rather rise together with the giver on his gifts as on wings.
For to be over- mindful of your debt is to doubt his generosity who has the free-
hearted earth for mother, and God for father.
 Explain the meaning of the following in one to three sentences only.
1. the open handed
2. free- hearted earth
3. their pain in their baptism
4. the myrtle breathes its fragrance
5. fill this cup from your little stream

A. Read and answer the questions comprehensively. Kindly limit your answers in at
least three to five lines only.
1. According to the poem, when does one truly give?
2. What are the different kinds of givers? Explain each.
3. Why is giving just as important as receiving?
4. What does the first stanza suggest?
5. What is your own interpretation of stanza five?
B. Memorize five lines “On Giving”. Recite it through video and send it through
messenger.

Insight
I believe all of us have experienced giving and receiving. The reasons why we did so
maybe were among the enumerated ones of the author. So write a two paragraph reflection
“On Giving”.

Lesson VI: Philippine Literature

 Philippine literature is a literature from pre-history, through its colonial legacy up
to the present . Pre-Hispanic literature Philippine literature was actually epics passed on from
generation to generation, originally through an oral tradition.

At the end of the lesson you are expected to:

1. discuss how a Philippine contemporary literature be a means to promote gender
laws.
2. enumerate reasons for Filipino bridal trade.
3. write their insights regarding Filipino bride trade.

I suppose to ask this question to ladies only. However, it’s unfair to gentlemen if I will
not let them answer. Before we proceed to the last topic in prelim let me ask you about your
dreamed ideal partner in life. What are the qualities of ideal partner you want in the future?
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Bride trade in the Philippines was very rampant during the 90s’. Many Filipino women
were married to foreigners particularly Americans. But not all Filipino women inter marriages
ended well as most of them were expected. So I want you to focus your attention to the story
of a Filipino woman who exchanged vow with an American citizen. Find out what happened.
 The Filipino Tragedy
(An Article on Asian Bride Trade and the Mail Order Bride Law)
By Nati Nuguid
The Eight Congress is credited with having passed Republic Act 6955, the mail order
bride law, which prohibits the matching of Filipino women with foreigners for marriage. That
law also prohibits similar activities, including advertising, publication and distribution of
literature that promote mail- order marriages.
Approved on June 13, 1990, the mail order bride law presumably was published in some
Philippine newspapers of general circulation and look effect shortly thereafter. But, one
wonders, is this law being enforced? If not why?
Under the mail- order bride law, the government should have busted so- called marriage
bureaus and similar enterprises operating in the guise of pen-pal clubs and associations but
actually arranging for correspondence between gullible Filipino women and foreign men, with
marriage as the object of communication. Even the media-newspapers, radio, television- and
advertising agencies can bring damnation on themselves if they so much as run anything that
has to do with matchmaking.
A Pity. Obviously the mail-order bride law has been forgotten, even by the activist
women’s organizations that had fought hard for it. It’s a pity. Had the government and the
women’s organizations saw the strict enforcement of the mail- order bride law, three Filipino
women would still be alive today. And another baby would have had a birthday- the baby being
carried by one of the three women shot dead in a courthouse in Seattle, Washington on March
2.
Had all the matchmaking bureaus been outlawed, Susana Remerata would not have
even known that one Timothy Blackwell existed in Seattle. She would have married a Filipino
and become a happy wife and mother. And the lives of Veronica Laureta and Phoebe Dizon
would not have been known that one Timothy Blackwell existed in Seattle. She would have
married a Filipino and become happy wife and mother. And the lives of Veronica Laureta and
Phoebe Dizon would not have been wasted.
But because the mail- order bride law went un-enforced, Susana Remerata “met”
former soldier Timothy Blackwell of Seattle- and there started the tragedy of three- no, four-
lives snuffed out before their time.
Susana and Timothy’s courtship was typical of those conducted through the mail. Not
many people would buy a pig in a poke, but some think nothing of saying yes. They would agree
to marry someone they have never seen and they could have reasons other than love. For
instance, why did Timothy Blackwell, 47, have to range as far as the Philippines for a wife?
Whatever reasons he had, he married Susana Remerata but later he would file for annulment,
charging she “duped” her into the marriage so she could live in the United States.
That can be said of most Filipino mail order brides, mostly ignorant women who believe
they can rise above poverty by marrying foreigners and living in another country. She left for
America and arriving in Seattle to live with him, she finds out he lives not in real house but in a
trailer. He earns $2.80 an hour, that is, when he has a job. And gaud, he eats pizza for dinner.
Did 25 year old Susana Remerata dream the American dream? According to news
reports about her, she came from a well- off family in Masbate province. She studied hotel and
restaurant management and, going by her photographs that appeared in Manila newspapers
she could have had no fears of becoming a spinster- she looked good enough to attract suitors.
But did she really have dreams of living in United States, something possible only if she married
an American? Well, Washington State is a lot better place to live than Masbate, where
politicians are killing one another for dominance of the province. And her hometown,
Cataingan, well, the name alone is unexciting. Seattle sounds better. And Timothy could have
meant for her a change in her life.
For worse at it would turn out later. Susana Remerata and Timothy Blackwell, who
worked for a computer company, had been exchanging letters after getting to know each other
through a match-making bureau. Eventually he would declare his love and his declaration
sounded real enough to her. He proposed marriage and she accepted.
One psychiatrist says a woman’s reason for agreeing to marry a foreigner may be so
overpowering that she will close her eyes to certain realities. He may be uncouth, he could be a
wife-beater, but that’s all right. Her objective is to “go abroad” and maybe he will not urn of so
bad after all.
In March 1993 Timothy Blackwell traveled to the Philippines to claim his bride. He
looked alright but Susana’s parents found them not very friendly with them. As expected of any
bridegroom in sleepy Cataingan, Timothy helped arrangement for the wedding and bought a
P25,000 wedding dress for Susana. Their wedding on March 31 was the “event of the year” in
Cataingan and Susana should have been happy. A friend, Lisa Orbiso, said Susana had confided
to her that Timothy appeared not to be interested in sex. Timothy acted strangely and they had
little fights soon after the marriage. After two weeks Timothy returned to Seattle, leaving a
plane ticket for Susana to follow.
Violent man. It took a year before Susana could join her husband in Seattle. There, two
weeks after she arrived, she came to know the real Timothy Blackwell, a terribly jealous and
violent man. Relatives in Cataingan said Susana had complained of being beaten by her
husband for no reason. One night in February last year, Timothy forced Susana’s face down a
wash basin, hitting her head as he jabbed it down, cutting her. Susana called the police, who
arrested Timothy and charged him with misdeamenor assault in Northeast District Court. But
the case was dismissed because Susana failed to show up at the trial to testify.
Susana and Timothy separated. On February 17,1994, filed for annulment, charging
Susana duped him into the marriage, in part so she could live in America, court records show.
She countered by filing for divorce, accusing him of battery and demanding alimony for six
months. Susana had at her divorce hearing that Timothy was impotent, although at the time of
annulment hearing on March 2 she was seven months pregnant.
On that Thursday, Susana and two friends she had met in Seattle, Phoebe Dizon and
Veronica Laureta, who were to testify for her, sat on a bench on the second floor of King
Country Courthouse waiting for the hearing to open. Shortly before the hearing, witnesses said,
Timothy Blackwell walked up to the women and fired five or six shots at them with a semi-
automatic handgun. County corrections officers subdued Timothy Blackwell and took him away.
Susana and Phoebe died. Susana’s fetus also died. Veronica was taken to the hospital, where
she died the next day.
County prosecutors filed charges of murder against Timothy Blackwell, who is being held
without bail. Prosecutors say they may also file an additional charge of first- degree
manslaughter against him for the death of Susana’s fetus.
If Susana really had been dreaming the American Dream, it ended in tragedy. Her story
should be told so that women like her would think a hundred times before entrusting their lives
to complete strangers with they are worlds apart. Her pitiful life and tragic end in Seattle should
rouse the Philippine government to do something about those matchmakers still operating out
there and preying on gullible women. All officials need to do is enforce the mail-order bride law.

Please answer the questions in three to five sentences only.

1. What are the provisions of Republic Act 6955?
2. Is this law being enforced? If not why?
3. Cite some ways in which the government can help Filipino women who suffered
violence against their foreign spouses like Susana.

Read and answer the questions briefly. Answer in at least three to five lines only.
1. What are the reasons why Filipino women indulged in bride trade?
2. What brutalities did Susana experience in the hands of her husband?
3. Not only Filipino women who have foreign partners experienced violence, even
Filipino wives with Filipino husbands suffered the same. What will you do to help stop
this violence?
4. How can this story of Susana help in promoting gender laws in the Philippines?
5. If you will marry someday what do you prefer, a foreigner or a fellow Filipino? Why?

Insight
There’s a saying that before you marry think it not only twice but many times. Write a
two or three paragraphs about Filipino bride trade.
 Rubrics for Scoring Essay

Content 5 Points

Organization of Thoughts 3 Points

Language and Mechanics 2 Points

Total 10 Points

Rubrics for Scoring Virtual Group Activity ( Written)

Content 5 Points

Organization of Thoughts 3 Points

Language and Mechanics 2 Points

Total 10 Points