SYLLABUS FOR UNDERGRADUATE COURSES

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/
Department of History SCHOOL SOSS
PROGRAM

SCHOOL YEAR 2022-2023 SEMESTER 2nd Semester

INSTRUCTOR/S Bianca Angelien Aban Claveria

ONSITE M-TH
DELIVERY MODE SECTION C2 SCHEDULE
(K-204) 11:00 AM-12:30 PM

B. COURSE DESCRIPTION
A study of Jose Rizal, his life, and his writings, particularly Noli me tángere and El filibusterismo, 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 Filipino 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

X ROOTEDNESS: Investigating and Knowing the World

DEEPENING: Defining the Self in the World

LEADERSHIP: Engaging and Transforming the World

C. COURSE LEARNING OUTCOMES AND COMPETENCES

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

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

CLO2: Critique the impacts of the socio-economic, cultural, and political transformations influenced by the Spanish
conquest and colonization to the lives and cultures of early Filipinos.

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

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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 19th century
Philippines and its implications in contemporary times.

COMPETENCES

COMPETENCE NO. 1: Utilize historical methodology and primary source evaluation in appraising historical narratives,
sources, and research from other related fields of study.

COMPETENCE NO. 2: Critique the influences of socio-economic, cultural, and political transformations throughout
Philippine history, to the continually changing Filipino society, ethos, identity, and nation.

COMPETENCE NO. 3: Contextualize the roles and contributions of Jose Rizal in the rise of the Filipino nation, by
reading and understanding his works through the lens of history, literature, and nationalism.

D. COURSE OUTLINE AND LEARNING HOURS

ESTIMATED
COURSE OUTLINE CLOs
LEARNING HOURS

MODULE 0 COURSE ORIENTATION N/A ~2 hours

MODULE 1 RIZAL REWRITES HISTORY: A HISTORIAN REIMAGINES A

PRE-HISPANIC PAST
I. Questions on Philippine History, Historiography, and the Filipino
Identity
a. What is History?
b. What is Historiography?
c. Saysay at Kasaysayan CLO 1
II. The Elusive Filipino Identity CLO 4
a. Culture, History, and the Filipino Identity ~ 22 hours
CLO 5
b. Rizal and Morga’s Sucesos de las Islas Filipinas
c. History, Nation, and Identity
III. Sources on Our Pre-Hispanic Past
a. History as an Interdisciplinary Study
b. History as a Critical Study
c. The Chicago Manual of Style
IV. Module Summary

MODULE 2 RIZAL RECOUNTS COLONIAL LIFE: A STUDENT MOLDED

BY SPAIN’S COLONIAL INSTITUTIONS
I. Worlds Collide: The Spaniards Arrive
a. A Question of Perspectives and Representations
b. The Magellan Expedition and the Battle of Mactan
c. The Legazpi Expedition and Hispanization CLO 2
II. Finding Interconnections in Our Spanish Colonial Past CLO 4 ~ 22 hours
a. Colonial Government and the Catholic Religion CLO 5
b. Colonial Art, Architecture, and Town Planning
c. Colonial Commerce
d. Colonial Science and Education
III. Module Summary

MODULE 3 RIZAL INSPIRES A VISION: A PROPAGANDIST DEFINES

CLO 3
FILIPINO IDENTITY
CLO 4
I. Sino o Ano ba si Jose Rizal? ~ 22 hours
CLO 5
a. HISTO 11 Course Recap: “In the Beginning: Humanizing
CLO 6
History”

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 b. HISTO 11 Course Recap: “Liberating Ourselves From the
Past”
c. Ang Batang Rizal
d. Rizal on the Pedestal and Wearing the Overcoat
e. Rizal the Anti-Hero
II. The Revolutionary Clergy and the Question of Filipino Identity
III. The Ilustrados and the Question of Filipino Identity
a. Rise of the Propaganda Movement
b. Re-reading Noli Me Tangere and El Filibusterismo
c. The Indolence of the Filipinos
IV. Module Summary

MODULE 4 RIZAL REIGNITES A NATION: A HERO’S LEGACY TO A

REVOLUTION
I. Rizal’s Vision and the Brewing Revolution
a. The Philippines A Century Hence
b. The Events of 1896
c. The Trial and Death of Rizal CLO 3
II. How History “Remembers” the Katipunan CLO 5 ~ 22 hours
a. Questions on the Katipunan and the Philippine Revolution of CLO 6
1896
b. Recent Perspectives on the Katipunan
c. Politics in a Time of Revolution
III. The Last Lecture: How Will History Remember You?
IV. Module Summary

Total Estimated Learning Hours ~90 hours

E. ASSESSMENTS AND RUBRICS

ASSESSMENTS ASSESSMENT WEIGHT COMPETENCES

Course Participation 10% 1, 2, and 3

Seminar Group Discussions 10% 1, 2, and 3

Module Reading Quizzes 15% 1 and 2

Long Test No. 1 20% 1

Long Test No. 2 20% 2

Final Review Paper 25% 1, 2, and 3

TOTAL 100%

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COURSE PARTICIPATION RUBRICS
NOTE: Student’s course participation as reflected in both onsite and online class discussions
LETTER GRADE A B+ B C+ C D F
QUALITY POINT VALUE 4 3.5 3 2.5 2 1 0
CRITERIA
Contributed to class discussions by offering
ideas and asking questions
Listened and commented on the ideas of
others during class discussions
Showed evidence of having read the
assigned course materials in answers
during class discussions
Arguments in class discussions reflect
depth and complexity of thought
Arguments are factually correct
TOTAL /20
NOTES ON COURSE PARTICIPATION
• Evaluation will be based on the student’s overall performance during the semester.
• Students are expected to provide well-thought questions and critical answers in both onsite and online
classes.
• A discussion (both onsite and online) is only as helpful as the level of participation that the students put into
it. Students are encouraged to actively participate, but it is expected that such participation will be
constructive and beneficial for the entire class.

SEMINAR GROUP DISCUSSIONS

NOTE: Seminar Group Discussions (and their assigned online group activities) will be conducted through Zoom
Breakout Rooms.
LETTER GRADE A B+ B C+ C D F
QUALITY POINT VALUE 4 3.5 3 2.5 2 1 0
CRITERIA
Contributed to Seminar Group Discussions
and online group activities by offering
ideas and asking questions
Listened and commented on the ideas of
others during the Seminar Group
Discussions and online group activities
Showed evidence of having read the
assigned course materials in answers
during Seminar Group Discussions and
online group activities
Arguments in Seminar Group Discussions
and online group activities reflect depth
and complexity of thought
Average received in the Self and Peer
Evaluations
TOTAL /20
NOTES ON SEMINAR GROUP DISCUSSIONS
• Seminar Group Discussions and their assigned online activities are group assessments. Each group will have
5-6 members each.
• Refer to the attached Calendar of Activities for the schedule of each Seminar Group Discussion.
• Attendance will be checked during Seminar Group Discussions. Students must be present (virtually) and
participate to earn credit for the assigned online activity given during these sessions. Students who fail to
participate and accomplish the assigned online activity for the scheduled Seminar Group Discussion will
automatically get F (0 credits) for that activity.
• Depending on the circumstances, ability of the concerned student to provide necessary documentation, and
upon the discretion of the instructor, make-up work for a missed assigned online activity for a Seminar Group
Discussion may be given.
• Further instructions/expectations on the assessment will be made available in the Course Handbook.

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MODULE READING QUIZZES RUBRICS
NOTE: Module Reading Quizzes will be answered and submitted onsite.
LETTER GRADE A B+ B C+ C D F
QUALITY POINT VALUE 4 3.5 3 2.5 2 1 0
CRITERIA
Provided thoughtful and critical evaluation
of the assigned reading/s
Comprehensively and cohesively answered
the applicable guide questions
Provided a very clear sense of order in the
presentation of arguments
Arguments are well-supported by concrete
basis and/or examples from the assigned
reading/s
Content is factually correct
TOTAL /20
NOTES ON THE MODULE READING QUIZZES
• Students are expected to individually answer and submit their Module Reading Quizzes onsite.
• Refer to the attached Calendar of Activities for the schedule of each Module Reading Quiz.
• Students must be present (physically) and accomplish and submit the quiz to earn credit for this assessment.
Students who fail to take and submit the quiz on the scheduled date will automatically get F (0 credits).
• Requests for make-up Module Reading Quizzes will not be entertained.
• Further instructions/expectations on the assessment will be made available in the Course Handbook.

LONG TEST RUBRICS

NOTE: Long Tests will be answered and submitted onsite.
I. Identification /10
II. Multiple Choice /10
III. Essay
LETTER GRADE A B+ B C+ C D F
QUALITY POINT VALUE 4 3.5 3 2.5 2 1 0
CRITERIA
Provided thoughtful and critical evaluation of
the assigned reading/s and/or themes
discussed in class
Comprehensively and cohesively answered
the applicable guide questions and/or the
provided thesis statement.
Provided a very clear sense of order in the
presentation of arguments
Arguments are well-supported by concrete
basis and/or examples from the assigned
reading/s and/or class discussions
Content is factually correct
/20
TOTAL (3 PARTS) /40
NOTES ON THE LONG TEST
• Each Long Test has three (3) parts: Identification, Multiple Choice, and Essay.
• Students are expected to individually answer and submit their Long Tests onsite.
• Refer to the attached Calendar of Activities for the schedule of each Long Test.
• Attendance will be checked during Long Tests. Students must be present (physically) and accomplish and
submit the Long Test to earn credit for this assessment. Students who fail to take and submit the Long Test
on the scheduled date will automatically get F (0 credits).
• Depending on the circumstances, ability of the concerned student to provide necessary documentation, and
upon the discretion of the instructor, make-up work for a missed Long Test may be given.
• Further instructions/expectations on the assessment will be made available in the Course Handbook.

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FINAL REVIEW PAPER RUBRICS
NOTE: Final Review Papers will be submitted online.
LETTER GRADE A B+ B C+ C D F
QUALITY POINT VALUE 4 3.5 3 2.5 2 1 0
CRITERIA
Comprehensively and critically
appraised/evaluated the book chapter or
journal article
Concretely and logically justified the
relevance of the book chapter or journal
article to the course, and why it is highly
recommended for future HISTO 11 students
to read
Provided a very clear sense of order in the
presentation of the book chapter or journal
article’s salient points and arguments
Followed the established format of the final
review paper
Sources were properly cited
TOTAL /20
NOTES ON THE FINAL REVIEW PAPER
• Students are expected to individually accomplish and submit their Final Review Paper online.
• Students may seek consultation for their Final Review Paper, but the instructor will only entertain
consultations for the paper’s outline and preliminary bibliography, and not for its full content (ie. the main
essay itself).
• Late submission of a Final Review Paper will immediately get a grade of 50% for the assessment. Non-
submissions will get a grade of F (0 credits).
• The grade of INC (Incomplete) will only be given in extraordinary circumstances, and meriting the
consideration by the instructor. Requests for INC grade, days or weeks ahead of the established deadline for
the Final Review Paper will not be entertained. As much as possible, students must do their very best to
accomplish and promptly submit the Final Review Paper.
• Refer to the attached Calendar of Activities for the specific deadline of the Final Review Paper.
• Further instructions/expectations on the assessment will be made available in the Course Handbook.

F. TEACHING AND LEARNING METHODS

TEACHING AND LEARNING METHODS CLOs

In-class discussions and activities CLO 1, 2, and 3

Online Seminar Group Discussions CLO 4, 5, and 6

Guided web quests, Google Jamboards, and Canvas discussion boards CLO 1, 2, and 3

Module Reading Quizzes and Long Tests CLO 2 and 5

Final Review Paper CLO 4 and 5

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G. ASSIGNED AND SUGGESTED READINGS

• MODULE 1 RIZAL REWRITES HISTORY: A HISTORIAN REIMAGINES A PRE-HISPANIC PAST

o Primary Source:
▪ De Legazpi, Miguel Lopez. “Relation of the Filipinas Islands and of the Character and
Conditions of their Inhabitants.” (n.d.) In Blair & Robertson, The Philippine Islands, vol. 3,
pp. 40-48. http://www.gutenberg.org/files/13616/13616-h/13616-h.htm#d0e592
o Secondary Sources:
▪ Arcilla, Jose S., S.J. “Chapter 1: The Spanish Arrival.” Kasaysayan. Volume 3: The Spanish
Conquest, pp. 7-33. Hong Kong: Asia Publishing Company Limited, 1998.
▪ Joaquin, Nick. “Culture and History.” Culture and History, pp. 244-253. Mandaluyong: Solar
Publishing, 1989.
▪ Ocampo, Ambeth R. “Rizal’s Morga and Views of Philippine History.” Philippine Studies 46,
no. 2 (1998): 184-214.
▪ Schumacher, John N., S.J. “Chapter 1: The Historian’s Task in the Philippines.” The Making
of a Nation: Essays on 19th Century Philippine Nationalism, pp. 7-15. Quezon City: Ateneo
de Manila University Press, 1991.
▪ Scott, William Henry. “Chapter 12: Tagalog Society and Religion.” Barangay: 16th Century
Philippine Society and Culture, pp. 216-242. Quezon City: Ateneo de Manila University
Press, 1994.
o Suggested Reading:
▪ Abinales Patricio, N., and Amoroso, Donna J. “Chapter 2: The Philippines in Maritime Asia
to the Fourteenth Century.” State and Society in the Philippines, pp. 19-40. USA: Rowman
&Littlefield Publishers, Inc., 2005.
• MODULE 2 RIZAL RECOUNTS COLONIAL LIFE: A STUDENT MOLDED BY SPAIN’S COLONIAL
INSTITUTIONS
o Primary Source:
▪ Rizal, Jose. Excerpts from “Reminiscences of a Manila Student,” pp. 1-37. Manila: National
Historical Commission of the Philippines, 2011.
o Secondary Sources:
▪ Alvarez, Kerby C. “Instrumentation and Institutionalization: Colonial Science and the
Observatorio Meteorologico de Manila, 1865-1899.” Philippine Studies 64, nos. 3-4
(September-December 2016): 385-416.
▪ Arcilla, Jose S., S.J. “Chapter 4: The Missionary Enterprise.” Kasaysayan. Volume 3: The
Spanish Conquest, pp. 87-111. Hong Kong: Asia Publishing Company Limited, 1998.
▪ Gatbonton, Juan C., et. al. “1521-1890: The Loom of Colonial Art.” Art Philippines, pp.11-
48. Manila: Crucible Workshop, 1992.
▪ Legarda, Benito J. “Chapter 2: The Galleon Trade.” After the Galleons: Foreign Trade,
Economic Change and Entrepreneurship in the 19th Century Philippines, pp. 32-50.
Quezon City: Ateneo de Manila University Press, 1999.
o Suggested Reading:
▪ Abinales Patricio, N., and Amoroso, Donna J. “Chapter 3: New State and Reorientations,
1368-1764.” State and Society in the Philippines, pp. 41-74. USA: Rowman &Littlefield
Publishers, Inc., 2005.
• MODULE 3 RIZAL INSPIRES A VISION: A PROPAGANDIST DEFINES FILIPINO IDENTITY
o Primary Sources:
▪ Rizal, Jose. Noli Me Tangere. 1887, and El Filibusterismo. 1891. NOTE: Students may use
any translation and edition (English or Filipino) that they currently have.
▪ Rizal, Jose. “The Indolence of the Filipinos.” In Gregorio F. Zaide, Jose Rizal: Life, Works
and Writings, pp. 238-264. Mandaluyong: National Book Store, 2003.
o Secondary Sources:
▪ Alzona, Encarnacion. “Jose Rizal: A Biographical Sketch,” pp.xiii-xxxii. Manila: National
Historical Commission of the Philippines, 2011.
▪ Joaquin, Nick. “Anatomy of the Anti-Hero.” A Question of Heroes, pp. 50-64. Mandaluyong:
Anvil Publishing, Inc., 2005.
▪ Schumacher, John N., S.J. “Chapter 3: Reform and Representation;” “Chapter 4: The
Vision of Jose Rizal.” Kasaysayan Volume 5: Reform and Revolution, pp. 55-81; pp. 84-
111. Hong Kong: Asia Publishing Company Limited, 1998.
▪ Schumacher, John N., S.J. “Chapter 5: The Noli Me Tangere, 1887.” The Propaganda
Movement: 1880-1895, pp. 83-104. Quezon City: Ateneo de Manila University Press, 1997.
o Suggested Reading:
▪ Abinales Patricio, N., and Amoroso, Donna J. “Chapter 5: Nation and States, 1872-1913.”
State and Society in the Philippines, pp. 102-109. USA: Rowman &Littlefield Publishers,
Inc., 2005.
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 • MODULE 4 RIZAL REIGNITES A NATION: A HERO’S LEGACY TO A REVOLUTION
o Primary Sources:
▪ Bonifacio, Andres. “What the Filipino Should Know.” In Teodoro Agoncillo, Filipino
Nationalism: 1872-1970, pp. 196-206. Quezon City: RP Garcia Publishing, 1974.
▪ Rizal, Jose. “The Philippines a Century Hence.” In Gregorio F. Zaide, Jose Rizal: Life,
Works and Writings, pp. 265-288. Mandaluyong: National Book Store, 2003.
o Secondary Sources:
▪ Ileto, Reynaldo C. “Chapter 3: Tradition and Revolt: The Katipunan.” Pasyon and
Revolution: Popular Movements in the Philippines, 1840-1910, pp. 75-113. Quezon City:
Ateneo de Manila University Press, 1979.
▪ Richardson, Jim. “Appendix A: Notes on the Katipunan in Manila, 1892-1896.” The Light of
Liberty: Documents and Studies on the Katipunan, 1892-1897, pp. 399-415. Quezon City:
Ateneo de Manila University Press, 2013.
▪ Schumacher, John N., S.J. “Chapter 6: The Noli Me Tangere as Catalyst of Revolution;”
“Chapter 13: Recent Perspectives on the Revolution.” The Making of a Nation: Essays on
19th Century Philippine Nationalism. pp. 91-101; pp. 178-209. Quezon City: Ateneo de
Manila University Press, 1991.
o Suggested Reading:
▪ Abinales Patricio, N., and Amoroso, Donna J. “Chapter 5: Nation and States, 1872-1913.”
State and Society in the Philippines, pp. 109-116. USA: Rowman &Littlefield Publishers,
Inc., 2005.

NOTES ON COURSE READINGS AND OTHER COURSE MATERIALS

• Only students officially enrolled in this course can access and use the course materials (ie. course readings
and recordings of synchronous sessions).
• Students will not be allowed to publicly share access to these course materials to their peers or fellow
students from other sections, courses, or institutions.
• Students can access copies of the course materials through the links provided in the Course Materials page
of the Canvas course.
• For course readings accessible through the Rizal Library’s E-Reserve, further instructions on how to access
these will be discussed during the Course Orientation.
• To gain further information on the topics discussed in class, students are strongly encouraged to check out
other related material available in the Rizal Library’s online databases or through other reliable online
repositories.
• The instructor reserves the right to adjust (ex. include more readings) the assigned and suggested reading
list, considering the specific contexts of the class and/or the progress of the course.

H. GRADING SYSTEM
LETTER MARK RANGE

A 95-100

B+ 90-94.9

B 85-89.9

C+ 80-84.9

C 75-79.9

D 70-74.9

F 69.9 and below

Students will receive an automatic grade of W (Withdrawal without Permission)

W if they exceed the allowed number of absences in both onsite classes and online
class sessions for the course.

The grade of INC (Incomplete) is given in extraordinary circumstances meriting

consideration by the instructor, when a major assessment has not been submitted.
INC
Students who receive INC grades should immediately coordinate with the
instructor for the timetable for the submission of the missing assessment.

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NOTES ON GRADING SYSTEM
• Grades reflected in Canvas are not the official grades of the class. For these grades to be official, they must be
posted on AISIS. Once posted on AISIS, the Final Grade may only be changed upon the approval of the
Standards Committee.
• The basis for the Advisory Grade (for 1st year and transfer students) will be Long Test No. 1.
• The basis for the Final Grade will be grades of all assessments from Modules 1 to 4.

I. CLASS POLICIES

1. Classroom Behavior
a. Dress in a manner appropriate to the academic setting.
b. Respect is an absolute non-negotiable whether discussing ideas or sharing feelings. This course is a
safe space for the instructor and the students, and all are ensured of their right to be treated with
courtesy and respect regardless of sex, gender, sexuality, ethnicity and religion.
c. A discussion (both onsite and online) is only as helpful as the level of participation that the students put
into it. Students are encouraged to actively participate, but it is expected that such participation will be
constructive and beneficial for the entire class.
d. Discussions should be grounded on reason. Remember that this is a HISTORY course, where concrete
and reliable basis are pivotal in presenting and defending an argument.
e. For onsite classes
i. Cellular phones, laptops, tablets, audio recording devices, and other forms of electronic
gadgets cannot be used during onsite classes and during onsite quizzes/long tests. Either turn
them off or put them on silent mode, and make sure to keep them out of sight.
ii. No sleeping, eating, excessive talking, and other behavior that might be disruptive to the class.
f. For online classes
i. Students are expected to behave responsibly in the use of communication and information
technology, especially when engaging in any action that may impact on the privacy, dignity,
and/or rights or institutions, groups or individuals, including themselves.
ii. Students are exhorted to avoid derogatory, dismissive, or overly critical comments, be aware
of strong language, all caps, and exclamation points. It is easy for written text to be misread
and misunderstood.
iii. Ideally, cameras should be switched on during online synchronous sessions so that the
presence of both teachers and students is registered and the interaction between them
enhanced. Non-verbal feedback is afforded to both teachers and students by the cameras.
However, because of limited internet connectivity or other reasons, one cannot expect cameras
to be on all the time. As a matter of courtesy, and if their circumstances allow them to do so,
students should switch on their cameras when the occasion arises (ex. when they ask, or
respond to, questions).
iv. No sleeping, eating, excessive talking, and other behavior that might be disruptive to the class.

2. Course Delivery
a. The course will be conducted mainly onsite (face-to-face meetings), with online (synchronous) Seminar
Group Discussions and online activities.
b. Prior to every onsite/online class session, students are expected to have read and reviewed the course
materials assigned for the module.
c. During the hour and a half onsite class session, there will be a lecture, class discussion, and a Module
Reading Quiz/Long Test (if there are any scheduled for that day). The purpose of the lectures is to
introduce a particular topic and/or readings with reference to the themes of the assigned module for the
week.
d. Onsite class discussions and online Seminar Group Discussions are intended to encourage a more
active style of learning than lectures. Discussion points, relevant questions, and module themes will be
revisited and further synthesized as a class.
e. During online Seminar Group Discussions and their assigned online activities, students are encouraged
to actively collaborate and discuss relevant themes and questions with each other.
f. Since this onsite course has online components, students are expected to be capable of engaging with
online materials, and to inform instructors of any concern should any arise.
g. Whenever deemed necessary (ex. due to unforeseen circumstances or in the interest of health and
safety), the instructor will switch a class’s mode of delivery, from onsite to online.
i. Students will be promptly advised by the instructor on the changes.
ii. Arbitrary requests for changes in the course’s modes of delivery, initiated by any member of
the class, will not be entertained.

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3. Official Registration and Learning Management Systems (LMS) Use
a. Only officially enrolled students may participate in the classes (ie. participate in onsite and online class
sessions and activities, have access to the Canvas modules and course readings, submit assessments,
take quizzes and long tests, etc.).
b. The official learning management system (LMS) for this course will be Canvas.
c. Student access to the Canvas course will be closed one (1) week after the electronic release of Final
Grades for the semester just ended, except for students who received INC grades. Students with INC
grades will have continued access to the Canvas course in which the INC was incurred until the deadline
for completion.
d. Students who require support for Canvas may seek help by sending an email to ls.one@ateneo.edu or
chatting with LS-One through that account using their OBF email.

4. Class Beadle System

a. The instructor will appoint a Class Beadle for the section and arrange for their official assignment on
AISIS.
b. The functions of the beadle are as follows:
i. Report the absence or the tardiness of a faculty member on AISIS.
ii. Report major changes in the course requirements and course grading system to the ADAA.
The revisions to the syllabus after the start of an academic term requires the agreement of the
students and the approval of the Department Chair/Program Director.
iii. Create and manage alternative platforms for purposes of communication and community.
iv. Assist in disseminating information from the instructor to the class.
v. Serve as liaison between the class and the instructor; raise class concerns to the instructor and
raise these concerns to the department chair/program director or School Dean if these concerns
are not sufficiently resolved by the instructor.
vi. (For onsite classes) Assist the instructor in reminding students of the health and safety
protocols while on campus.
vii. (For onsite classes) Assist in keeping attendance records and collecting class materials.
viii. (For online Seminar Group Discussions) Remind the instructor to record online synchronous
class sessions.
c. In order to safeguard the privacy of students, it will not be the responsibility of the Class Beadle to
follow-up directly with their fellow classmates on their respective grades, assessments, and participation
in class. These concerns will be handled only by the instructor and other relevant offices, such as the
Office of Guidance and Counseling (OGC), if necessary.

5. Class Attendance
a. Students are expected to regularly attend and fully participate in all onsite and online class sessions,
so they can enjoy the full benefits of learning.
b. Students will receive an automatic grade of W (Withdrawal without Permission) if they exceed the
allowed number of absences in both onsite and online class sessions of the course.
c. For this HISTO 11 course, the maximum number of allowed is 6 absences.
d. Excused absences are not counted towards the maximum number of allowed absences.
i. As noted in page 8 of the ADAA Memo on Undergraduate Academic Policies Adapted to Onsite
and Fully Online Learning, Second Semester SY 2022-2023, an absence may be excused if
due to the following:
1. Physical illness, including COVID-19.
2. COVID-19 in the household that results in a student’s need to quarantine or take care
of the family member.
3. Psycho-emotional and mental health conditions.
4. Family and other emergencies that require the presence of the student.
5. Internet connectivity issues.
6. The student is representing the school in an official capacity (such as student seminars,
cultural performances, debates, athletic competitions, etc.).
7. Other reasons deemed meritorious by the instructor.
ii. The concerned student is required to promptly present supporting documents regarding the
absence.
e. Students will be held accountable for any missed assessments and/or class discussions and lectures
due to their absences. Students are therefore responsible for also noting their attendance/number of
absences.
f. When in doubt regarding their attendance, students are welcome to consult with the instructor. It is
encouraged that such consultation be made immediately to resolve any concern. The instructor’s
attendance record shall serve as the final and official tabulation of absences.

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 6. Course Assessments and Deadlines
a. Students will be held accountable for the accomplishment and submission of their assessments.
b. All the course assessments have assigned dates/deadlines. Refer to the attached Calendar of Activities.
c. Instructions/expectations on each assessment are provided in the Canvas discussion
boards/assignment posts, the “NOTES” section of each assessment rubrics (refer to Section E of this
Course Syllabus), and the Course Handbook. A copy of the Course Handbook will be uploaded in
Module 0 of the Canvas course.
d. Requests for extra credit work will not be entertained. In this context, extra credit work is any additional
assessment beyond the list of assessments noted in Section E of this Course Syllabus.
e. During onsite and online classes, the instructor may conduct graded assessments. Therefore, students
will be held accountable for any missed assessments and/or class discussions and lectures due to their
absences.
i. For missed Module Reading Quizzes: Requests for make-up work will not be entertained.
ii. Depending on the circumstances, ability of the concerned student to provide necessary
documentation, and upon the discretion of the instructor, make-up work for the following missed
assessments may be given:
1. Assigned online activity during a Seminar Group Discussion
2. Long Test
iii. Requests for a make-up work should be made within one (1) week after the date of the missed
assessment.
f. Students can expect feedback on their submitted assessments to be given within a week after the
deadline. Students are expected to read and understand the feedback given. Clarification, if any, should
be promptly requested after the feedback is given, and not at the end of the semester.
g. Bargaining for grades is considered an inappropriate behavior and will not be tolerated.
h. Students must always observe academic honesty and integrity, and not engage in any form of
intellectual dishonesty such as plagiarism (as defined in the Code of Academic Integrity), and asking
for any undue external assistance for help in academic activities such as quizzes, long tests, and other
assessments.
i. Cheating, plagiarism, and any form of dishonesty are prohibited and will be dealt with seriously.
ii. Students are expected to provide proper citation of sources (printed or online) if the assessment
specifically requires that citation be given.
1. Give credit where credit is due. Students are expected to cite all sources used in their
work. “Forgetting” to cite these sources is considered an act of plagiarism.
2. For HISTO 11, students are required to use the Chicago Manual of Style.
i. All students are expected to read and understand the instructions, rubrics, and format of each
assessment.
i. Refer to the Course Handbook for more details on the assessments.
ii. Additional instructions, guidelines, reminders, and adjustments regarding assessments will be
provided as the course progresses.
j. In the possibility that onsite/online classes will be called off due to erratic weather, or because of any
unforeseen circumstances, it is likely that the deadline/s of the affected assessment/s will be subject to
change (ie. deadline set on a later date).
i. Students will be promptly advised by the instructor on the changes.
ii. Arbitrary requests for change of deadlines, or the closing dates of the Assignment Posts,
initiated by any member of the class, will not be entertained.

NOTE: The participation and behavior of the students in the course should also be guided by the following academic
policies and expectations from the Loyola Schools:
• LS Undergraduate Student Handbook (Parts 1 and 2, 2021 Edition)
• LS Code of Academic Integrity (2018 Edition)
• LS Gender Policy
• LS Code of Decorum and Administrative Rules on Sexual Harassment, Other Forms of Sexual Misconduct, &
Inappropriate Behavior

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 J. ONLINE CONSULTATION HOURS
NAME OF FACULTY EMAIL DAY/S TIME
Bianca Angelien Aban 10:00-11:00 AM
bclaveria@ateneo.edu WEDNESDAYS
Claveria 1:00-4:00 PM

NOTES ON CONSULTATION HOURS

• Students are encouraged to use these consultation hours as opportunities for discussion about the modules
and assessments of the course, as well as to inquire about their academic standing. Consultation sessions
could also be used to solicit feedback on performance in assessments.
• Every Wednesday, from 10:00-11:00 AM, a Zoom room for online synchronous consultation sessions will be
opened. Complete details of the recurring Zoom link for these sessions will be posted in the Canvas Home
Page, and it will follow a first-come, first-served basis. Students in the waiting room will be advised accordingly.
o The instructor will record the online synchronous consultation. This recording will be downloaded and
saved in an ADMU Gdrive account and shared with the student unaltered.
• Every Wednesday, from 1:00-4:00 PM, online consultation sessions will be conducted asynchronously. Instead
of logging-in a Zoom link, students can forward their questions/concerns to the instructor via email or Canvas
Inbox messages.

REMINDERS ABOUT COMMUNICATION BETWEEN FACULTY AND STUDENTS

• Teacher-student boundaries in online communication will always be maintained in this course.
• When sending any form of communication to the instructor, students are expected to closely follow the
established office hours.
o After office hours (weekdays, after 5:00 PM), the instructor will not publish or post any new
announcements or course content and will not entertain any emails or messages. Communications will
resume the next office day.
o Students may send their emails or messages any time or day that it would be convenient for them, but
they should expect replies and feedback to be sent only during the established office hours.
• Apart from coursing concerns through the Class Beadle, students can communicate with the instructor through
Canvas and/or email (@obf.ateneo.edu for students, and @ateneo.edu accounts for faculty).
• As Facebook is used for many different purposes and does not offer the same level of security as the Canvas
platform, the instructor will not be using Facebook groups and Messenger as communication channels.
• As much as possible, students are encouraged to exhaust first all the possible established channels of
communication for this course (ex. email and Canvas Inbox messages) before resorting to other chat functions
such as chat.google.com or Microsoft Teams.
• Online class communication and processes usually contain sensitive information. Thus, University regulations
on data privacy should be observed.

K. NOTES TO THE STUDENT:

• In preparation for the Course Orientation, remember to download a copy of this Course Syllabus. Please make
sure to READ and UNDERSTAND its important provisions, expectations, policies, and guidelines.
• Should you have any concerns or questions regarding the Course Syllabus, you are encouraged to raise them
during the Course Orientation.

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APPENDIX
Below is a CALENDAR OF ACTIVITIES for this course
• It includes schedules of onsite and online class sessions, and deadlines of assessments.
• The instructor reserves the right to adjust the schedule of both onsite and online class sessions, mode of
delivery, dates of online Seminar Group Discussions, and the dates/deadline of assessments, considering the
specific contexts of the class and/or the progress of the course.
• In the possibility that onsite/online classes will be called off due to erratic weather, or because of any unforeseen
circumstances, course policies and guidelines on the adjustment of schedules will apply.

HISTO 11 CALENDAR OF ACTIVITIES (JANUARY TO MAY 2023)

DATE ACTIVITY (ONSITE/ONLINE) ASSESSMENTS
JANUARY 2023
16 (Monday) Onsite Module 0 Course Orientation
19 (Thursday) Asynchronous Session
23 (Monday) University Holiday
26 (Thursday) Onsite Module 1 Class Session In-Class Participation
30 (Monday) Onsite Module 1 Class Session In-Class Participation
FEBRUARY 2023
2 (Thursday) Onsite Module 1 Class Session In-Class Participation
6 (Monday) Ateneo President’s Day (University Holiday)
9 (Thursday) Online Module 1 Class Session Seminar Group Discussion No. 1
13 (Monday) Onsite Module 1 Class Session Module Reading Quiz No. 1
16 (Thursday) Onsite Module 2 Class Session In-Class Participation
20 (Monday) Onsite Module 2 Class Session In-Class Participation
23 (Thursday) Onsite Module 2 Class Session In-Class Participation
27 (Monday) Online Module 2 Class Session Seminar Group Discussion No. 2
MARCH 2023
2 (Thursday) Onsite Module 2 Class Session Module Reading Quiz No. 2
6 (Monday) Asynchronous Session
9 (Thursday) Onsite Long Test Day Long Test No. 1
13 (Monday) Asynchronous Session
16 (Thursday) Onsite Module 3 Class Session In-Class Participation
20 (Monday) Onsite Module 3 Class Session In-Class Participation
23 (Thursday) Onsite Module 3 Class Session In-Class Participation
27 (Monday) Online Module 3 Class Session Seminar Group Discussion No. 3
30 (Thursday) Onsite Module 3 Class Session Module Reading Quiz No. 3
APRIL 2023
3 (Monday) Midterm Academic Break
6 (Thursday) Midterm Academic Break
10 (Monday) Araw ng Kagitingan (Public Holiday)
13 (Thursday) Onsite Long Test Day Long Test No. 2
17 (Monday) Onsite Module 4 Class Session In-Class Participation
20 (Thursday) Onsite Module 4 Class Session In-Class Participation
24 (Monday) Online Module 4 Class Session In-Class Participation
27 (Thursday) Online Module 4 Class Session Seminar Group Discussion No. 4
MAY 2023
1 (Monday) Labor Day (Public Holiday)
4 (Thursday) Onsite Module 4 Class Session Module Reading Quiz No. 4
8 (Monday) Study Day
11-20 May Final Assessment Days
15 (Monday) HISTO 11 Final Review Paper

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