Father Saturnino Urios University

Arts and Sciences Program

Butuan City

Course Syllabus

I. Course Code: GE 109

II. Course Title: Rizal’s Life and Works
III. Course Description: As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, José Rizal. Among the topics covered are
Rizal’s biography and his writings, particularly the novels Noli me tangere and El filibusterismo, some of his essays, and various correspondences.

IV. Expected Course Outcomes:

In terms of content, by the end of this course participants will be able to:
A. Explain the circumstances of José Rizal’s life in the context of the nineteenth century;
B. Explain the context of Rizal’s various works, particularly his novels Noli me tangere and El Filibusterismo, his annotations of Chapter 8 of Morga, his essay on Sobre
la indolencia de los filipinos, and other works;
C. Analyze Rizal’s various works, particularly those mentioned above; and
D. Articulate the significance and paradoxes of Rizal’s contributions to Filipino nationalism.
In terms of skills, by the end of this course participants will be able to:
A. Demonstrate the ability to appreciate literary works creatively;
B. Demonstrate the ability to read primary sources critically;
C. Communicate meaningfully and convincingly a particular interpretation of the past; and
D. Produce a creative work that conveys the significance of Rizal for the current generation.
In terms of values, by the end of this course participants will be able to:
A. Recognize the value of differing narratives and interpretations of Rizal’s life and works;
B. Appreciate the importance of reaching a personal opinion based on study and discussion;
C. Evaluate one’s specific location in history and personal relationship to nation building; and
D. Work cooperatively with others.

V. Duration/Credits: 54 hrs/3 units; 1.5 hrs/meeting

Revised: January 2023

 VI. Pre-Requisite: None

VII. Course Outline

To meet the expected learning outcomes, this course is organized into nine interrelated parts as summarized in the following outline.
1. The Rizal Law, Literature, and Society 6. The Morga and Rizal’s Search for Origins
2. Rizal and the Theory of Nationalism 7. Rizal’s Changing View on Spanish Rule and El Filibusterismo
3. Rizal’s Origins and 19th Century Historical Context 8. Rizal, the Nation, and World History at the Fin-de-Siècle
4. Rizal's Life: Family, Childhood, Early Education, Exile and Execution 9. Integration: Group Projects and Presentations
5. Rizal’s Noli Me Tangere

VIII. Content Outline

Institutional/
Instructional Date of
Program Graduate Topics/
Learning Outcomes Materials/ Class Teaching Learning Activities Assessment Task Remarks
Attributes & Content
Resources Schedule
Outcomes
ENGAGE/EXPLORE: “Introduce Yourself” and answering the
Norm Setting and question: “What is the Relevance of Rizal’s life to your life and future
Virtual Class profession” through a discussion forum. Oral Recitation during F2F.” • Participation and
Orientation Oral Recitation
(Engage/Explore)
EXPLAIN/ELABORATE: Creative essay with a guide question: • Creative Essay
“Imagine Rizal as the president of the Philippines. Given the (Explain/Elaborate)
current situation our country is experiencing, how do you think • Discussion Forum
Week 1 would Dr. Jose Rizal react and respond if he was the current leader Participation
of our country during this pandemic crisis? What do you think will (Engage)
January 22-26, be his strategies and policies in response to the crisis?”. • Reflection on
2024 Adrian Cristobal's
Quote (Engage)
Done as an activity or assignment in face-to-face class.

At the end of the I. RIZAL LAW,

lessons, the students Empowered LITERATURE, Internet
must have: Citizens (IGA8) AND SOCIETY Articles and ENGAGE: Quote from Adrian Cristobal “Reenacting Rizal”.
(3.0 hrs.)

Revised: January 2023

 {Participate actively Books (See EXPLORE: Reactivating their prior knowledge by sharing their
A. Explained the in the for a/public A. Rizal Law References) thoughts about the quote “Reverence without Understanding is for
history of the Rizal hearings/ • Onsite Activity
deities, not flesh and blood heroes like Rizal”. Onsite activity.
Law and its consultative (Explore)
important provision; meetings for the B. The Rizal Law • Classroom
EXPLAIN: (1) Rizal Literature Introduction, (2) RA 1425, and (3)
B. Critically assessed formulation of and Philippine Week 2 Discussion
Lecture notes for Lesson 1. Classroom discussion. (Explain)
the effectiveness of policies, guidelines, Literature
the Rizal Course; orders and laws. • Recorded
January 29- ELABORATE: Recorded Presentation “The Long Road to RA 1425”.
Presentation
and IGO20} February 2, This is posted in FSUU Learn. Encourage the student to read this (Elaborate)
C. Analyzed the 2024
section in FSUU Learn. • Oral Recitation
relationship between (Explore/Explain)
literature and society • RA 1425 Quiz
in line with EVALUATE: RA 1425 quiz. Done in face-to-face class.
(Evaluate)
“patriotism” and
“nationalism.”
A. Analyzed the Culturally-Sensitiv II. RIZAL AND Internet ENGAGE: Excerpts from Rizal’s “To the Flower of Heidelberg”. This • Written Analysis of
concept of nation in e (IGA6) THE THEORY Articles and is posted in FSUULearn. Rizal’s “To the
line with Rizal’s {Practice desirable OF Books (See Week 3 Flower of
works related to Filipino values in NATIONALISM References) EXPLORE: Brief background on Rizal’s Nationalism (Onsite) Heidelberg”
Philippine one’s life. IGO16} (1.5 hrs.) February 5- (ENGAGE)
nationalism; and Catolina and 9, 2024 EXPLAIN: Readings (1) Imagined Communities by Benedict • Class Presentation on
B. Understood what it Self-Sustaining A. The Nation as artwork Rizal’s Nationalism
Anderson and (2) Hard to Imagine by Benedict Anderson (EXPLORE)
means for Rizal to (IGA10) Imagined materials
• Critical Reflection
be textualized by {Exercise Community ELABORATE: Video Recording/Presentation “Reflections from the Video/Presentation
making comparison responsibility in B. Rizal and Readings” (Classroom Discussion; onsite). on Readings
of their views of performing specific Popular (EXPLAIN and
Rizal’s “underside.” roles in the family, Nationalism EVALUATE: : (1) Imagine Community Quiz and (2) Nationalism ELABORATE)
community and Poster. Done in face-to-face class • Assessment of
society for sustainable Understanding
economic growth. through Quiz and
IGO23} Poster
(EVALUATE)
(A)Imagine
Community Quiz
(face-to-face)
(B)Nationalism
Poster Making (face-
to-face)

Revised: January 2023

A. Appraised the link Culturally-Sensitiv III. RIZAL’S Internet ENGAGE: Quote from “Sociological Imagination”; Springboard for • Classroom
between the e ORIGINS AND Articles and classroom discussion. Participation and
individual and (IGA 6) 19TH CENTURY Books (See Discussion
society; {Practice desirable HISTORICAL References) Week 4 EXPLORE: Background on 19th Century World of Rizal; Then Engagement
B. Analyzed the various Filipino values in CONTEXT (ENGAGE and
students are to discuss few innovations from 19th Century thus proving ELABORATE)
social, political, one’s life. IGO 16} (4.5 hrs.) LCD February 12-
that it was a Century of Change. To be done onsite.
economic, and projector, 16, 2024 • Written Reflection
cultural changes that Empowered audio, laptop on 19th Century
Citizens (IGA8) and film. Innovations
occurred in the
(EXPLORE)
nineteenth century; {Uphold the rights A. Social: EXPLAIN: 19TH Century Philippines (face-to-face discussion); then • Critical Analysis
and of the marginalized Ascendance of read in FSUU Learn: Schumacher’s “Rizal in the Context of 19th Essay on
C. Understood Jose and less privileged Chinese Mestizos Schumacher's "Rizal
Century Philippines”
Rizal in the context sectors of the B. Economic: in the Context of
of his times. society. IGO21} Agrarian Relations 19th Century
ELABORATE: Recorded discussion “Seeing Rizal’s Life in his Philippines"
and the Friar Society” (face-to-face). (EXPLAIN)
Lands
• True or False Quiz
C. Political: EVALUATE: (1) True or False quiz (face-to-face) and (2) Film and Film Analysis
Intraclergy
Viewing: “Ganito Kami Noon, Paano Kayo Ngayon” (Online (EVALUATE)
Conflicts and the
Cavite Mutiny Assignment check FSUU Learn).
Week 5
Preliminary Examination February Onsite Examination
19-20, 2024

Revised: January 2023

 Institutional/
Instructional Date of
Program Graduate Topics/
Learning Outcomes Materials/ Class Teaching Learning Activities Assessment Task Remarks
Attributes & Content
Resources Schedule
Outcomes
A. Analyzed Rizal's IV. RIZAL'S LIFE Internet ENGAGE: Back when I was a child (Check FSUU Learn for • Reflective Essay on
family, childhood, Articles and Week 6 reference but to be discuss during face-to-face class) Childhood
and early education; Books (See Memories
Self-Sustaining EXPLORE: The Story of the Moth (FSUUL Check FSUU
and A. Family, References) February 26- (ENGAGE)
(IGA10) Learn for reference but to be discuss during face-to-face class • Class Discussion
B. Evaluated the people Childhood and March 1,
{Exercise Early Education Catolina and earn) and Analysis of
and events and their 2024
responsibility in (1.5 hrs.) artwork EXPLAIN: Jose’s Family, Childhood and Education with Recorded "The Story of the
influence on Rizal's
performing specific materials Video discussion (Check FSUU Learn for reference but to be discuss Moth" (EXPLORE)
early life
roles in the family, during face-to-face class). • Recorded Video
C. Explained the
community and ELABORATE/EVALUTE: Short Quiz (face-to-face) Discussion on Jose's
principle of Family, Childhood,
assimilation society for
sustainable and Education
advocated by the (EXPLAIN)
economic growth.
Propaganda • Short Quiz on Jose's
IGO23}
Movement; Background
D. Appraised Rizal's (ELABORATE/EV
Empowered
relationship with ALUATE)
Citizens (IGA8)
other Propagandists; B. Higher Internet ENGAGE: “Thanks to you”. Done onsite. • Group Reporting on
{Uphold the rights
E. Analyzed Rizal's Education and Life Articles Week 7 EXPLORE: What would Rizal’s travel Bucket list be? (face-to-face) Rizal Higher
of the marginalized
growth as a Abroad and Books EXPLAIN: Lecture notes and readings on: (1) Rizal’s Higher Education and Life
and less privileged
Propagandist and (3.0 hrs.) (See March 4-8, education (face-to-face discussion) and (2) Rizal’s Travels and Life Abroad
sectors of the (EXPLORE)
disavowal of References) 2024 Abroad (Read online in FSUU Learn for reference)
society. IGO21} • Individual Quiz and
assimilation as well ELABORATE: Short quiz (face-to-face)
as the factors that EVALUATE: Quiz about Travel abroad (face-to-face) Group Quiz
Ethically-Oriented (EVALUATE)

Revised: January 2023

 led to Rizal's (IGA7) C. Exile, Trial, Internet ENGAGE/EXPLORE: Rizal in Dapitan; Kantaranta! (Quiz in • Quiz on "Rizal in
execution; and {Advocate and Death Articles and FSUU Learn or face-to-face) Dapitan;
F. Analyzed the effects transparency, (4.5 hrs.) Books (See Week 8 Kantaranta!" and
of Rizal's execution accountability and References) EXPLAIN: Readings: (1) Bitter-sweet life in Dapitan (2) From Dapitan "Trial and Death"
on Spanish colonial good governance. March 11- (ENGAGE/EXPLO
to Trial in Fort Santiago (3) Slow walk to Death with Recorded RE/EVALUATE)
rule and the IGO18} LCD 15, 2024
Discussion (Discussion face-to-face) • Paalam at Salamat
Philippine projector,
Doktor Rizal!
Revolution. audio, laptop EVALUATE: Quiz – Trial and Death (face-to-face) Assignment in
and film. FSUU Learn
ELABORATE: Paalam at Salamat Doktor Rizal! (Assignment in (ELABORATE)
FSUU Learn)

Week 9
Midterm Examination March 18- Written Exam
22, 2024

Institutional/ Date of
Instructional
Program Graduate Topics/ Class Remark
Learning Outcomes Materials/ Teaching Learning Activities Assessment Task
Attributes & Content Schedul s
Outcomes Resources e
A. Analyzed Rizal's Culturally-Sensitiv V. THE MORGA Internet ENGAGE/EXPLORE: “What does Rizal Mean about this? (Quote;
ideas on how to e (IGA6) AND RIZAL’S Articles and Week 10 part of discussion); (face-to-face) • Participation in
rewrite Philippine SEARCH FOR Books (See "What does Rizal
history; and {Practice desirable ORIGINS References) March 25- EXPLAIN: The Reason for Annotation. Classroom Discussion. Mean about This?"
Filipino values in (3.0 hrs.) 27, 2024 Discussion
B. Compared and· one’s life. IGO16} A. Pacto de Sangre: / ELABORATE: Fast Talk! (Done thru FSUU Learn) (ENGAGE/EXPLO
contrasted Rizal {Preserve and RE)
Why Were We Week 11
• Fast Talk!
and Morga's promote local Conquered?
EVALUATE: Pacto de Sangre Quiz (in FSUU Learn) Annotation Activity
different views culture and identity B. Rizal’s Morga and April 1-5, (ELABORATE)
about Filipinos through arts, Ilustrado Views of the 2024 • Pacto de Sangre
and Philippine research and Preconquest Quiz (EVALUATE)
culture. advocacy. IGO17} Past
Revised: January 2023
A. Appraised Ethically-Oriented Internet ENGAGE: “Break Free” and “Kalayaan” (face-to-face) • Performance or
important (IGA7) VI. RIZAL’S Articles and Interpretation
characters in the {Advocate NOLI ME Books (See EXPLORE: The two novels at a Glance (Short Discussion) Presentation –
novel and what transparency, TANGERE References) Week 11 “Break Free” and
they represent; accountability and (3.0 hrs.) EXPLAIN: Reading Materials (encourage students to read the posted “Kalayaan”
and good governance. April 1-5, materials in FSUU Learn) (ENGAGE)
IGO18} 2024 • Short Discussion on
B. Examined the the Novels Noli Me
ELABORATE: Noli vs Fili (face-to-face)
Tangere and El
present situation Mission-Driven Filibusterismo
through the (IGA 3) EVALUATE: Noli and Fili Quiz (FSUU Learn or (EXPLORE)
examples {Demonstrate • Comparative
mentioned in the resilience and face-to-face) Analysis Discussion
Noli. perseverance by – Noli vs. Fili
adopting plans that (ELABORATE)
address new • Quiz on Noli and
challenges. IGO Fili (EVALUATE)
12}

Revised: January 2023

 Institutional/ Date of
Instructional
Program Graduate Topics/ Class Remark
Learning Outcomes Materials/ Teaching Learning Activities Assessment Task
Attributes & Content Schedul s
Resources
Outcomes e
A. Understood how Internet
Rizal identified VII. RIZAL’S Articles and
the cause of and Other-Oriented CHANGING Books (See Week 12 ENGAGE: Essay: The Pen is Mightier than the Sword (Done thru • Essay Writing -
solution to (IGA2) VIEW ON References) FSUU Learn) "The Pen is Mightier
indolence? SPANISH RULE April 8, 11- than the Sword"
B. Appraised the AND EL (ENGAGE)
{Respond 12, 2024 EXPLORE: Rizal as Illustrado and his proposed Basic reforms
campaign for FILIBUSTERISM • Online Exploration
voluntarily to the (FSUU Learn) and Reflection on
assimilation in needs of the O
Rizal as Illustrado
relation to Rizal’s community by (4.5 hrs.) EXPLAIN: Propaganda Movement and The Philippines a Century and Basic Reforms
work for uplifting the lives of Hence (face-to-face discussion) (EXPLORE)
Philippine the marginalized • Quizzes on
reformation; sectors through ELABORATE: Propaganda Movement Quiz (face-to-face) Propaganda
C. Understood the active participation A. Indolence and Movement and "The
context in which in advocacies, Spanish Colonial EVALUATE: Quiz on the Philippines a Century Hence (face-to- Philippines a
Rizal wrote El teaching Rule Century Hence"
filibusterismo micro-entrepreneuri face) (ELABORATE/EV
including the al skills and B. Rizal’s ALUATE):
strategies he used community-building Abandonment of
in writing this activities. IGO9} Assimilation
novel;
D. Compared and C. The Context of
contrast the Peace Advocate El Filibusterismo
characters, plot, (IGA9)
and theme of the D. Noli and Fili:
Noli and the El {Promote dialogue Comparison
Fili; and and conciliation in
E. Valued the role of resolving conflicts
the youth in the and issues in the
development and workplace and
future of society. communities.
IGO22}

Week 13
Semi-final Examination Written Exam
April 18-19,
2024
Revised: January 2023
 Institutional/ Date of
Instructional
Program Graduate Topics/ Class Remark
Learning Outcomes Materials/ Teaching Learning Activities Assessment Task
Attributes & Content Schedul s
Resources
Outcomes e

A. Assessed Rizal's Peace Advocate ENGAGE: Jose Rizal and Philippine Nationalism (FSUULearn or face-
writings and VIII. RIZAL, to-face) • Reflection Paper on
(IGA 9)
appraised the THE NATION, Jose Rizal and
value of AND WORLD EXPLORE: Bayani vs Hero; (1) The Changing forms and definitions Philippine
{Promote dialogue Nationalism
understanding the and conciliation in HISTORY AT of the word Bayani, (2) who made Rizal our foremost hero (face-to- (ENGAGE)
past; resolving conflicts THE face discussion)
Week 14 • Discussion and
B. Framed and issues in the FIN-DE-SIÈCLE
Analysis of "Bayani
arguments based workplace and (3.0 hrs.) EXPLAIN: Jose Rizal and Philippine Nationalism (1) Rizal as a vs Hero"
April 22-
on evidence; communities. IGO National Symbol (2) Values Highlighted by Rizal’s Life (3) Criteria for (EXPLORE)
26, 2024
C. Established a 22} • Debate
National Heroes, EO 75, s. 1993 (face-to-face Discussion)
view on Rizal’s (ELABORATE)
execution, and A. Rizal, the and
Mission-Driven ELABORATE: Interactive Debate (face-to-face) EVALUATE:
therefore the (IGA3) Philippines, and
Philippines, in the World History Week 15
{Collaborate Photo Exhibit (FSUULearn)
context of world critically and
history? April 26-
constructively in the May 3,
D. Interpreted views local-global B. Rizal and
and the opinions Nationalism – 2024
inclusive
about bayani and development National Symbol
kabayanihan in exercising engaged
the Philippine citizenship through
history and performing
society; and socio-civic
E. Assessed the responsibilities.
concepts of IGO11}
bayani and {Demonstrate
kabayanihan in resilience and
the context of perseverance by
Philippine society adopting plans that
address new
challenges. IGO12}

Revised: January 2023

 Institutional/ Date of
Instructional
Program Graduate Topics/ Class Remark
Learning Outcomes Materials/ Teaching Learning Activities Assessment Task
Attributes & Content Schedul s
Outcomes Resources e
A. Comprehensive
Understanding:
Students will Final requirements in the Life and Works of Rizal will culminate in
demonstrate an in- IX. Week 16 a unique and engaging project—a musical based on Rizal's Noli Me • Scriptwriting and
depth INTEGRATION Mini-Theatre Character
understanding of
(7.5 hrs.) in Morelos May 6-10, Tangere. This creative endeavor aims to deepen students' Development
Critically and understanding of the novel's themes, characters, and historical
the key themes, Campus, LED (Individual and
Creatively 2024
events, and Screen context through a dynamic and expressive medium. Group Evaluation)
discerning (IGA11)
characters in Noli • Song Composition
Me Tangere {Evaluate and and
Students will be actively involved in various stages of the project, and Musical Score
through the creatively find (Individual and
creative solutions to problems Week 17 including scriptwriting, character development, song composition, Group Evaluation)
interpretation and challenges choreography, and stage design. This collaborative effort will not
• Choreography and
required for the through the use of May 13-17, only enhance their comprehension of the literary work but also Stage Design
musical appropriate media and 2024 foster teamwork, creativity, and critical thinking. (This musical (Individual and
production. technology. IGO26} adaptation of Noli Me Tangere is a per-section activity contest.) Group Evaluation)
B. Creative Professionally • Rehearsal and
Expression: The
project encourages
Accountable (IGA12) Performance
{Demonstrate the Participation
students to express
ability to make positive (Individual and
their insights and
contributions to Group Evaluation)
interpretations of
the novel through society through the • Peer Evaluation
scriptwriting, generation, (Individual and
songwriting, and Group)
integration,
performance, development and
fostering creativity organizing creative
and originality. work in their fields of
C. Interdisciplinary specialization.
Skills: Students IGO28}
will integrate
various skills such
as literature
analysis, music
composition, and
theatrical
performance,
promoting
interdisciplinary
learning.
Revised: January 2023
D. Teamwork and
Collaboration: The
collaborative
nature of a musical
production will
enhance students'
ability to work
effectively in a
team, fostering
communication,
cooperation, and
shared
responsibility.
E. Presentation Skills:
Through the
performance of the
musical, students
will develop
effective
presentation skills,
including acting,
singing, and stage
presence.
F. Critical Thinking:
The process of
adapting a novel
into a musical
requires critical
thinking skills, as
students must
make thoughtful
decisions about
what elements to
emphasize, how to
convey complex
themes, and how to
engage the
audience.
G. Cultural
Appreciation: The
exploration of
Rizal's work in a
creative format
provides an
Revised: January 2023
opportunity for
students to
appreciate the
cultural and
historical context
of the Philippines
during the colonial
period.

Week 18

Final Examination May 20-24, Written Exam

2024 (For
Non-
Graduating
Students)

Revised: January 2023

IX. Course Requirements
A. Exams 60%
Written Exam (4)

B. Class works 40%

i. Class reports and participation
ii. Quizzes
iii. Thought papers (6)
a) Group (4)
b) Individual (2)
iv. Final Project (Musical)

Revised: January 2023

Groupings
Students will form themselves into groups. There will be a total of seven (7) groups, although the number of group members will depend on the final number of students.

The groups will become the basis for group papers, class presentations, and the final integrating project. After the first round of class presentations, students will have the
opportunity to form a new set of groupings. They may also choose to form new groups for the final integrating project. However, the total number of groups will remain at
seven.

Because of the reality of the free-rider problem, students will assess their group members by completing peer evaluation forms, which are confidential and require forced
ranking, that is, no two members of a group can have the same grade.

Class Presentations
Class meetings are highly interactive. Students are expected to attend class having read the required materials.

Each group will lead two class discussions by reporting on the required readings. The presentation of the group will take 20 minutes. In making the presentation, please note
that (1) the group must identify and explain at least five to ten keywords or key terms that capture the main points of the readings; and (2) the group must reflect on issues
raised by the readings, and contrast what they have learned from the readings with whatever prior knowledge they had. The group is expected to be creative in making the
presentation.

In every group report and class participation, each member will complete the Peer Evaluation Tool for Group Reports and Class Presentations. In this form students give
each other a grade, with forced ranking. These grades are confidential, which the instructor/professor will take into account in arriving at the final grade of participants for
this aspect of the course. The evaluation form must be submitted, electronically if possible, on the same day as the report, with a penalty for late submission.

Quizzes
Quiz is to be expected every class meeting. If a student is absent, there is no make up for a missed quiz.

Musical: Final Project

Final requirements in the Life and Works of Rizal syllabus will culminate in a unique and engaging project—a musical based on Rizal's Noli Me Tangere. This
creative endeavor aims to deepen students' understanding of the novel's themes, characters, and historical context through a dynamic and expressive medium.

Students will be actively involved in various stages of the project, including scriptwriting, character development, song composition, choreography, and stage design.
This collaborative effort will not only enhance their comprehension of the literary work but also foster teamwork, creativity, and critical thinking.

Each section will present its musical adaptation in a designated contest event. A panel of judges, comprising instructors and external evaluators, will assess
performances based on creativity, fidelity to the novel, cohesion, and overall impact. Incentives may be awarded to the winning section, encouraging friendly
competition and acknowledging outstanding achievements.

Revised: January 2023

X. Suggested Readings

I. Rizal Law, Literature, and Society

Republic of the Philippines. 1956. Republic Act 1425. Available online, http://www.gov.ph/ 1956/06/12/republic-act-no-1425/.

Laurel, Jose B. Jr. 1960. The trials of the Rizal Bill. Historical Bulletin 4(2): 130–39.

Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of a Filipino: A story of Philippine colonial politics, 244–47. Quezon City: The
Author.

Schumacher, John. 2011. The Rizal Bill of 1956: Horacio de la Costa and the bishops. Philippine Studies 59(4): 529–53.

Hau, Caroline S. 2000. Introduction. In Necessary fictions: Philippine literature and the nation, 1946–1980, 1–14. Quezon City: Ateneo de Manila University Press.
PS9991 H38

Revised: January 2023

Mojares, Resil. 2013. Jose Rizal and the invention of a national literature. In Isabelo’s archive, 213–21. Mandaluyong City: Anvil.

Anderson, Benedict. 2004. Hard to imagine. In Spectre of comparisons: Nationalism, Southeast Asia, and the world, 235–47 only. Quezon City: Ateneo de Manila
University Press. DS525.7 A53 2004

II. Rizal and the Theory of Nationalism

Anderson, Benedict. 1991. Introduction. In Imagined communities: Reflections on the origins and spread of nationalism, 1–7. Revised ed. London and New York:
Verso. Pasig City: Anvil, 2003 PH edition. JC311 A656 1994; JC311 A656 2003

Anderson, Benedict. 1991. Cultural roots. In Imagined communities: Reflections on the origins and spread of nationalism, 9–36. Revised ed. London and New York:
Verso. Pasig City: Anvil, 2003 PH edition. JC311 A656 1994; JC311 A656 2003

Anderson, Benedict. 1991. Creole pioneers. In Imagined communities: Reflections on the origins and spread of nationalism, 47–65. Revised ed. London and New
York: Verso. Pasig City: Anvil, 2003 PH edition. JC311 A656 1994; JC311 A656 2003

Ileto, Reynaldo. 1998. Bernardo Carpio: Awit and revolution. In Filipinos and their revolution: Event, discourse, and historiography, 2–9 only. Quezon City: Ateneo
de Manila University Press. DS 678 I43

Ileto, Reynaldo. 1998. Rizal and the underside of Philippine history. In Filipinos and their revolution: Event, discourse, and historiography, 29–78. Quezon City:
Ateneo de Manila University Press. DS 678 I43

III. Rizal’s Social Origins and Historical Context

Wickberg, Edgar. 1964. The Chinese mestizo in Philippine history. Journal of Southeast Asian History 5(1): 62–100.

Wickberg, Edgar. 2000. The Philippine Chinese before 1850. In The Chinese in Philippine life, 1850–1898, 25–36. Quezon City: Ateneo de Manila University Press.
DS666 C5W5 2000

José Rizal. 1889. La verdad para todos / The truth for everybody. In La Solidaridad, vol. 1: 1889, trans. Guadalupe Fores-Ganzon, 168–77. Pasig City: Fundación
Santiago. DS651 S6 1996

Roth, Dennis M. 1982. Church lands in the agrarian history of the Tagalog region. In Philippine social history: Global trade and local transformations, ed. Alfred W.
McCoy and Ed. de Jesus, 131–53. Quezon City: Ateneo de Manila University Press.
HN713 P44

Aguilar, Filomeno. 1998. Elusive peasant, weak state: Sharecropping and the changing meaning of debt. In Clash of spirits: The history of power and sugar planter
hegemony on a Visayan island, 63–77 only. Quezon City: Ateneo de Manila University Press. HD9116 P53 N42

Aguilar, Filomeno. 2016. Sugar capitalism: The divergent paths of haciendas on Negros Island and the Hacienda de Calamba. Journal of Southeast Asian Studies
forthcoming.
Revised: January 2023
Blanco, Roberto. 2010. Pedro Peláez, leader of the Filipino clergy. Philippine Studies 58(1– 2): 3–43. [Read pages 19–26, 31–32]

Schumacher, John. 1999. Historical introduction. In Father Jose Burgos: A documentary history with Spanish documents and their translations, 1–32. Quezon City:
Ateneo de Manila University Press. DS675.8 B8 S37

Schumacher, John. 2011. The Cavite Mutiny: Toward a definitive history. Philippine Studies 59(1): 55–81.

Schumacher, John. 2006. The Burgos Manifiesto: The authentic text and its genuine author. Philippine Studies 54(2): 153–304. [Read pages 151–52, 268–92]

IV. Rizal’s Life: Family, Childhood, Early Education, Exile and Execution
Coates, Austin. 1969. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford University Pres: Quezon City: Malaya Books.

Ocampo, Nilo S. 2007. Rizal: Makabayan at Martir. Quezon City: University of the Philippines Press.

Rizal, Jose. "Memoirs of a Student in Manila," Appendix Section of Gregorio Zaide's Jose Rizal: Life, Works and Writings

Schumacher, John. The Propaganda Movement, 1880-1885: The Creation of a Filipino Consciousness, The Making of a Revolution. Quezon City:Ateneo de Manila
University Press, 1997.

Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hong Kong: Oxford University Press, Quezon City: Malaya Books, 1969.

lleto, Reynaldo. "Rizal and the Underside of Philippine History" In Filipinos and their Revolu tion: Event, Discourse, and Historiography. Quezon City: Ateneo de
Manila University Press, 1998, pp. 29-78.

Teodora Alonzo's petition to Camilo Polavieja, Manila, 28 December 1896.

V. Morga and Rizal’s Search for Origins

Pacto de Sangre: Why Were We Conquered? Why did Spain succeed in colonizing these islands? How did ilustrados explain the fact of conquest?

Aguilar, Filomeno. 2010. The pacto de sangre in the late nineteenth-century nationalist emplotment of Philippine history. Philippine Studies 58(1–2): 79–109.

Aguilar, Filomeno. 1998. Cockfights and engkantos: Gambling on submission and resistance. In Clash of spirits: The history of power and sugar planter hegemony on
a Visayan island, 32–62. Quezon City: Ateneo de Manila University Press. HD9116 P53 N42

Rafael, Vicente. 1988. Conversion and the ideology of submission. In Contracting colonialism: Translation and Christian conversion in Tagalog society under early
Spanish rule, 154–66. Quezon City: Ateneo de Manila University Press.

Rizal, José. 1961 [1890]. Sucesos de las Islas Filipinas por el Doctor Antonio de Morga, obra publicada en Méjico el año de 1609 nuevamente sacada a luz y anotada

Revised: January 2023

 (Events of the Philippine Islands by Dr. Antonio de Morga, published in Mexico in 1609 recently brought to light and annotated). Manila: José Rizal National Centennial
Commission. DS674 M83 1961; ENGLISH VERSION: DS674 M8313 1962 [Read “To the Filipinos” (p. vii), Blumentritt’s Prologue, and Rizal’s annotations in Chapter
8]

Schumacher, John. 1997. The Filipino past and education for the future, 1887–1891. In The propaganda movement: 1880–1895; The creators of a Filipino
consciousness, the makers of the revolution, 212–35. Quezon City: Ateneo de Manila University Press. DS675 S385 1997

Aguilar, Filomeno. 2005. Tracing origins: Ilustrado nationalism and the racial science of migration waves. Journal of Asian Studies 64(3): 605–37. [Focus on pp. 605
20 only]

Ocampo, Ambeth. 1998. Rizal’s Morga and views of Philippine history. Philippine Studies 46(2): 184–214.

VI. Rizal’s Noli Me Tangere

Schumacher, John. 1997. Early Filipino student activities in Spain, 1880–1882. In The propaganda movement: 1880–1895; The creators of a Filipino consciousness,
the makers of the revolution, 19–39. Also read page 236. Quezon City: Ateneo de Manila University Press. DS675 S385 1997

Rizal, José. 2011. Rizal’s toast to Luna and Hidalgo. Presidential Museum and Library, Republic of the Philippines. Online, http://malacanang.gov.ph/4071-jose-
rizalshomage-to-luna-and-hidalgo/.

Schumacher, John. 1997. Journalism and politics, 1883–1886. In The propaganda movement: 1880–1895; The creators of a Filipino consciousness, the makers of the
revolution, 40–58. Quezon City: Ateneo de Manila University Press. DS675 S385 1997

The Staff. 1889. Our aims. In La Solidaridad, vol. 1: 1889, trans. Guadalupe Fores-Ganzon, 3, 5. Pasig City: Fundación Santiago. DS651 S6 1996

Schumacher, John. 1997. The new Filipino newspaper in Barcelona, 1888–1889. In The propaganda movement: 1880–1895; The creators of a Filipino consciousness,
the makers of the revolution, 128–46. Quezon City: Ateneo de Manila University Press.

Schumacher, John. 1997. Del Pilar as delegate in Barcelona of “The Propaganda.” In The propaganda movement: 1880–1895; The creators of a Filipino consciousness,
the makers of the revolution, 147–70. Quezon City: Ateneo de Manila University Press.

Rizal, José. 1996. Noli me tangere, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. PQ8897 R5 N531 1996 [Read Dedication and Chaps. 1–32]

Rizal, José. 1890. Al Excmo. Señor Don Vicente Barrantes / To His Excellency Mr. Vicente Barrantes. In La Solidaridad, vol. 2: 1890, trans. Guadalupe Fores-
Ganzon, 62–71. Pasig City: Fundación Santiago. DS651 S6 1996

Schumacher, John. 1997. The “Noli me tángere,” 1887. In The propaganda movement: 1880– 1895; The creators of a Filipino consciousness, the makers of the
revolution, 83–104. Quezon City: Ateneo de Manila University Press. DS675 S385 1997

Anderson, Benedict. 2008. Why counting counts: A study of forms of consciousness and problems of language in Noli me tangere and El filibusterismo, pp. 1–37.
Quezon City: Ateneo de Manila University Press. PQ8897 R5 Z5253
Revised: January 2023
Lamarque, Peter. 2006. The intentional fallacy. In Literary theory and criticism, ed. Patricia Waugh, 177–88. Oxford: Oxford University Press. Available online,
https://books.google.com.ph/books?id=7LXMA_7Ko9YC&pg=PA177&lpg=PA177&dq=peter+lamarque+intentional+fallacy&source=bl&ots=fcKcKPqJk0&sig=Si
qXKtbIlqeta2urgxBHlxnbWAU&hl=en&sa=X&ved=0ahUKEwiQ_fq-7rjPAhXBoJQKHTgVBr0Q6AEIIDAB#v=onepage&q=peter%20lamarque%20intent
ional%20fallacy&f=false.

Rizal, José. 1996. Noli me tangere, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. PQ8897 R5 N531 1996 [Read Chaps. 23–64 and Epilogue]

Joaquin, Nick. 2005. Why was the Rizal hero a creole? In A question of heroes, 65–76. Mandaluyong City: Anvil. PS9993 J62 A16 2005

Hau, Caroline. 2000. The fiction of a knowable community. In Necessary fictions: Philippine literature and the nation, 1946–1980, 48–93. Quezon City: Ateneo de
Manila University Press. PS9991 H38

VII. Rizal’s Changing View on Spanish Rule and El Filibusterismo

Rizal, José. 1890. Sobre la indolencia de los Filipinos (On the indolence of Filipinos). In La Solidaridad, vol. 2: 1890, trans. Guadalupe Fores-Ganzon, 322–27, 340–
45, 362–69, 388–401, 416–21. Pasig City: Fundación Santiago. DS651 S6 1996

Rizal, José. 1889. Los agricultores filipinos / The Filipino farmers. In La Solidaridad, vol. 1: 1889, trans. Guadalupe Fores-Ganzon, 42–47. Pasig City: Fundación
Santiago.

Aguilar, Filomeno. 2016. Romancing tropicality: Ilustrado views of the climate in the nineteenth century. Philippine Studies: Historical and Ethnographic Viewpoints
64 (3–4): 417–54. [Focus on pages 417–28 and 435–47]

Schumacher, John. 1997. Renewed activity in Madrid. In The propaganda movement: 1880– 1895; The creators of a Filipino consciousness, the makers of the
revolution, 182– 211. Quezon City: Ateneo de Manila University Press.

Schumacher, John. 1997. The Filipino past and education for the future, 1887–1891. In The propaganda movement: 1880–1895; The creators of a Filipino
consciousness, the makers of the revolution, 235–44. Quezon City: Ateneo de Manila University Press.

Schumacher, John. 1997. Rizal’s break with del Pilar. In The propaganda movement: 1880– 1895; The creators of a Filipino consciousness, the makers of the
revolution, 245–60. Quezon City: Ateneo de Manila University Press.

Rizal, José. 1996. El filibusterismo, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. PQ8897.R5 F43l 1996 [Read “To the Filipino People and their
Government,” “To the Memory of the Priests,” and Chaps. 1–19]

Schumacher, John. 1997. Rizal’s break with del Pilar. In The propaganda movement: 1880– 1895; The creators of a Filipino consciousness, the makers of the
revolution, 260–80. Quezon City: Ateneo de Manila University Press.

Anderson, Benedict. 2008. Why counting counts: A study of forms of consciousness and problems of language in Noli me tangere and El filibusterismo, pp. 38–87.
Quezon City: Ateneo de Manila University Press. PQ8897 R5 Z5253
Revised: January 2023
Rizal, José. 1996. El filibusterismo, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. PQ8897.R5 F43l 1996 [Read Chaps. 20–39]

Anderson, Benedict. 2006. In the world-shadow of Bismark and Nobel. In Under three flags: Anarchism and the anti-colonial imagination, 108–22. Pasig City: Anvil.
HX945 A53 2006

Recto, Claro M. 1968. Rizal and Bonifacio. In Rizal: Contrary essays, ed. Petronilo Bn. Daroy and Dolores Feria, 57–77. Quezon City: Guro Books.

Aguilar, Filomeno. 2011. Filibustero, Rizal, and the Manilamen of the nineteenth century. Philippine Studies 59(4): 429–69.

Rizal, José. 1961. Rizal to Blumentritt, Dapitan, 15 February 1893. The Rizal-Blumentritt Correspondence. Manila: José Rizal National Centennial Commission.
DS675.8 R5 A53 1961

Scott, William Henry. 1982. The creation of a cultural minority. In Cracks in the parchment curtain and other essays in Philippine history, 28–41. Quezon City: New
Day. DS667.2 S36

Aguilar, Filomeno. 2005. Tracing origins: Ilustrado nationalism and the racial science of migration waves. Journal of Asian Studies 64(3): 605–37. [Focus on pp. 620
32]

VIII. Rizal, the Nation, and World History at the Fin-de-Siècle

14A. 23 May 2017: AM Rizal, the Philippines, and World History How do we view Rizal’s execution, and therefore the Philippines, in the context of world history?

Anderson, Benedict. 2006. Trials of a novelist. In Under three flags: Anarchism and the anticolonial imagination, 147–67. Pasig City: Anvil. HX945 A53 2006

Anderson, Benedict. 2006. Montjuich. In Under three flags: Anarchism and the anti-colonial imagination, 169–71, 184–207. Pasig City: Anvil. [Pay attention to note
63, p. 193] HX945 A53 2006

14B. 23 May 2017: AM Rizal: Biography and National History How do we understand the relationship between one person’s life and the life of the nation?

National Commission for Culture and the Arts (NCCA). 2015. Selection and proclamation of national heroes and laws honoring Filipino historical figures (1995).
Online, http://ncca.gov.ph/about-culture-and-arts/culture-profile/selection-and-proclamationof-national-heroes-and-laws-honoring-filipino-historical-figures/.

Joaquin, Nick. 2005. Anatomy of the anti-hero. In A question of heroes, 50–64. Mandaluyong City: Anvil. PS9993 J62 A16 2005

Anderson, Benedict. 2004. The first Filipino. In Spectre of comparisons: Nationalism, Southeast Asia, and the world, 227–34. Quezon City: Ateneo de Manila
University Press. DS525.7 A53 2004

Constantino, Renato. 1966. Our task: To make Rizal obsolete. In The Filipinos in the Philippines and other essays, 137–52.PS9993 C6 F4a

Lahiri, Smitha. 1999. Writer, hero, myth, and spirit: The changing image of José Rizal. SEAP Bulletin. Fall bulletin. Southeast Asia Program, Cornell University.
Revised: January 2023
 Online, http://seap.einaudi.cornell.edu/sites/seap.einaudi.cornell.edu/files/1999f_2.pdf.

XI. References

Aguilar, R.L. Buenaventura, E.M., and San Valentin, L.S. (2011). Rizal: Kabayanihan tungo sa globalisasyon. Philippines: Grandbooks Publishing.
Cabauatan, W.F. (2016). Rizal: A holistic approach. Manila: Mindshapers Co. Inc.
De Guzman R.R. (2018). Jose Rizal: Poeta Novelista De La Literatura Hispano Filipina. Philippines: Jimczyville Publications.
De Viana, A.V., etal. (2018). Jose Rizal: Social reformer and patriot, a study of his life and time. Philippines: Rex Bookstore.
Duka C.D and Pila, R.A. (2010). Rizal: His legacy to Philippine society. Philippines: Anvil Publishing, Inc.
Duka, C.D. (2008). Struggle for freedom. Rex Bookstore Inc., Manila.
Espino, V.O. (1993). Mga Tulong sa Pag-aaraal ng Noli Me Tangere ni Dr. Jose P. Rizal. Philippines: Flo-Vi Enterprises.
Fadul, J.A. (2008). A workbook for a course in Rizal. Philippines: C & E publishing Inc.
Garcia, C.D., De Viana, A.V., and Cruz, C.B. (2015). Rizal and the development of Filipino nationalism: A textbook on the life, works, and writings of our national hero.
Mandaluyong City: Books Atbp. Publishing Corp.
Joaquin, N. (2005). A question of heroes. Pasig City: Anvil Publishing, Inc.
Nery, J. (2011). Revolutionary spirit: Jose Rizal in Southeast Asia. Quezon City: Ateneo de Manila Univesity Press.
Ocampo, A. (1990). Rizal without the overcoat. Pasig City.
Ocampo, A.R. (2011). Meaning and history: The Rizal lectures. Mandaluyong City: Anvil Publishing, Inc.
Pasigui, R.E. and Cabalu, D.H. (2014). The man and the hero: Chronicles, legacies, and controversies. Quezon City: Published and Distributed by C & E Pub.
Rizal, J. (2004). Noli Me Tangere/ El Filibusterismo. Manila: Guerrero Publishing.
Romero, M.C.S. & Sta. Romana, J.R., & Santos, L.Y. (1978). Rizal and the development of national consciousness: A textbook for the course on Rizal's life, works and writings?
Quezon City: JMC Press.
Wani-Obias, R. (2018). The life and works of Jose Rizal. Philippines: C & E Publishing.
Zaide, G. F. (2012). Jose Rizal: Life, works and writings of a genius, writer, scientist and national hero. Quezon City: AllNations Publishing Co., Inc.
Zaide, G.F. and Zaide, S.M. (2017). Jose Rizal: Buhay, mga ginawa at mga sinulat ng isang henyo, manunulat, siyentipiko, at pambansang bayani. Quezon City: SMZ Publishing.

Revised: January 2023

Prepared by: Checked by:

MA. AUBREY FRIDAY T. JADUMAS, MIH BELINDA P. ATO - CANDELARIO, Ph.D.

Instructor, Social Sciences Division Chairperson, Social Sciences Division

Endorsed by: Noted by:

DONNA F. ESPUERTA, MAELTS REV. FR. RANDY JASPER C. ODCHIGUE, SThD

Dean, Arts and Sciences Program Vice-President, Academic Affairs and Research

Revised: January 2023