KOLEHIYO ng SUBIC

Brgy.Wawandue, Subic, Zambales

THE LIFE AND WORKS OF RIZAL Preliminaries

Course Title : The Life and Works of Jose Rizal No. of Units : 3 units
Course Description: As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, Jose Rizal. Among the topics covered are Rizal’s biography and
his writings, particularly the novels Noli Me Tangere and E/ Filibusterismo, some of his essays, and various correspondences.

Learning Outcomes: At the end of the course, students should be able to:

1. Discuss Jose Rizal’s life within the context of 19”-century Philippines

2. Analyze Rizal’s various works, particularly the novels Noli me Tangere and El Filibusterismo
3. Organize Rizal’s ideas into various themes
4. Demonstrate a critical reading of primary sources
5. Interpret the values that can be derived from studying Rizal’s life and works
6. Display an appreciation for education and love of country
Course Outline

1. Introduction to the course: Republic Act 1425

2. 19th century Philippines as Rizal’s context
3. Rizal’s Life: Family, Childhood and Early Education
4. Rizal’s Life: Higher Education and Life Abroad
5. Rizal’s Life: Exile, Trial, and Death
6. Annotation of Antonio Morga’s Sucesos de las Islas Filipinas
7. Noli Me Tangere
8. El Filibusterismo
9. The Philippines: A Century Hence (Other possible topics: Letter to the Women of Malolos/The Indolence of the Filipinos)
10. Jose Rizal and Philippine Nationalism — 8ayani and Kabayanihan
11.Jose Rizal and Philippine Nationalism - National Symbol

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 THE LIFE AND WORKS OF RIZAL Learning Plan

Learning Outcome Topic Refrences Methodology Assessment

Explain the history Introduction to the Text of the RA 1425 Lecture: Historical background Writing exercise:Compare and
of the Rizal Law and its course and context of RA 1425; Why contrast the views of those in
important provisions http://www.gov.ph/1956/06/1 study the life and works of
2/republic-act-no-1425/ Rizal? favor and against RA 1425,
Critically assess the effectiveness (via Google Meet) considering the context of the 1950s;
Republic Act 1425
of the Rizal Course Class Activity 1: Read the
Constantino, Renato. The “Rizal Law” CRA 1425) Would similar arguments still have
Making of a Filipino. A Story force today?
Class Activity 2:
of Philippine Colonial
Think-Group-Share:
Politics. QC: R. Constantino, OR
Opening question will be posted by
1982, pp. 244-247. instructor: Think of a recent
novel/story that you’ve read. How Reflect on your secondary
did you learn from that story? education:
Jose B. Laurel Jr. “The
Apply this experience to Rizal’s
Trials of the Rizal Bill,” writings. How would reading Rizal’s Did your school comply with RA
Historical Bulletin vol. 4, no novels impart patriotism?). Reflect 1425? How effective is the Rizal law
2 (1960): 130-139. individually then discuss as a group. in instilling patriotism among
Present results of group discussions secondary school students?
Rizal Bill of 1956: Horacio in class.
de la Costa and the
Bishops,” Philippine Studies
59 no. 4 (2011): 529-553

Caroline S. Hau,
“Introduction” in Necessary
Fictions: Philippine
Literature and the Nation,
1946-1980. Quezon City:
Ateneo de Manila University
Press, 2000, pp. 1-14.
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 Appraise the link The Philippines in Nelson, Gloria Luz. ‘Mga Lecture: Brief summary of Pop ouiz:
between the individual and the nineteenth century as Rizal’s Pananaw hinggil sa ugnayan ng Spanish colonization of the Graphic organizer/ table mapping the
society context talambuhay at lipunan,” in Philippines as a background changes in the nineteenth-century
• Economic: end of the galleon Diestro, D, et al. Si General (via Google Meet) Philippines,
Analyze the various social, trade, opening of the Suez Paciano Rizal sa Kasaysayang Lecture: The nineteenth categorizing social, political,
political, economic, and cultural Canal, opening of ports to Pilipino. Los Banos: UPLB century as a century of economic, cultural changes
changes that occurred in the world trade, rise of the export Sentro ng Wikang Filipino, 2006. change
nineteenth century crop economy, and monopolies (via Google Meet) Reflection paper about the film
• Social: education, rise of the C. Wright Mills. “The Promise,” Class activity: Film viewing of Guide Questions:
Understand Jose Rizal in the Chinese mestizo, rise of the The Sociological Imagination. • Describe the nineteenth-century
°Ganito Kami Noon, Paano Kayo
context of his times inquilino Oxford: Oxford University Press, Philippines as represented in the
Ngayon
• Political: Liberalism, impact 1959. http://legacy.IcIark.edu/-gol film
of the Bourbon reforms, Cadiz dman/socimagination.html • Based on your reading and class
constitution discussion, what can you say
P. Sztompka. “Great Individuals about the film’s representation of
Subtopic: seeing the life of an as Agencies of Change” in The the nineteenth century?
Sociology of Social Change. Wiley,
individual in society and society in What is the main question that the
1993.
the life of an individual film seeks to answer? What is your
own reflection based on the film and
John Schumacher. “Rizal in the
your understanding?
Context of the 19ᵗh Century
Philippines” in The Making of a
Nation: Essays on Nineteenth-
Century Filipino Nationalism.
Quezon City: ADMU Press, 1991.
Film: “Ganito Kami Noon, Paano
Kayo Ngayon?” directed by Eddie
Romero (1976
Analyze Rizal’s Rizal's Life: Coates, Austin. Rizal.’ Filipino Lecture: Rizal’s Family, Students will write a
family, childhood, and early Family, Childhood and Early Nationalist and Martyr. Hong Kong: Childhood, and Early Education short biographical essay that compare
education Education Oxford University Pres Quezon (via Google Meet) the student's earJy childhood with
City: Malaya Books, 1969; or Class activity: Read Rizal’s Rizal’s own
Evaluate the people and events and Filipino translation bt Nilo S. “Memoirs of a Student in Manila,”
their influence on Rizal’s early life Ocampo. Rizal. Chapter 1
Makabayan at Martir. Quezor City: (via Google Drive)
University of the Philippines Press, Class activity: Create a timeline of
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 2007. Rizal’s Childhood and Early
Rizal, Jose. “Memoirs of a Student Education
in Manila,” Appendix Section of (via Facebook Messenger)
Gregorio Zaide’s Jose Rizal: (via Google Drive)
Life, Works and Writings

Explain the principle of Rizal’s Life: Higher Education and Schumacher, John. The Propaganda Lecture: Rizal’s education at Written document
assimilation advocated by the Life Abroad Movement, 1880-1885: The the Ateneo Municipal and at the analysis worksheet
Propaganda Movement Creation of a Filipino University of Santo Tomas;
Consciousness, The Making of a Rizal’s life abroad
Appraise Rizal’s relationship Revolution. Quezon City: Ateneo de (via Google Meet)
with other Propagandists Manila University Press, 1997. Class activity: Read Jose
Rizal’s Brind is speech
Analyze Rizal’s growth as a (via Facebook Messenger)
Propagandist and disavowal of Class activity: Read first issue of
assimilation La Solidaridad and
analyze the aims stated therein;
answer written document analysis
worksheet
(via Google Drive)
Analyze the factors Rizal's Life: Exile, Coates, Austin. Rizal.’ Lecture: Rizal's last years Graphic organizer for
that led to Rizal's execution Trial, and Death Filipino Nationalist and Martyr. covering his exile, trial, and activity on La Liga Filipina
Hong Kong: Oxford University death
Analyze the effects of Rizal’s Press, Quezon City: Malaya Books, (via Google Meet)
execution on Spanish colonial rule 1969. Class activity: Read the
Reflection paper about the film
and the Philippine Revolution Constitution of La Liga Filipina
Guide Questions:
Ileto, Reynaldo. “Rizal and the and fill out a table (graphic
Underside of Philippine History" • Describe the life of Jose Rizal
organizer) with the aims of La Liga
In Filipinos and their Revolution: as represented in the film.
Filipina in one column and
Event, Discourse, and examples of how these aims could • Based on your reading and class
Historiography. Quezon City: be attained in another column discussion, what can you say
Ateneo de Manila University about the film’s representation of
(via Facebook Messenger)
Press, 1998, pp 29-78. Jose Rizal?
Class activity: Read Rizal’s last
• What is the main question that
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 letters to family members and the film seeks to answer?
Teodora Alonzo’s petition to Camilo Blumentritt
(submitted to Google Drive)
Polavieja, Manila, 28 December (via Facebook Messenger)
1896. Class activity: Read Teodora
Alonzo's letter to Governor What is your own reflection based on
General Polavieja and write the film and your understanding?
similar letter persuading him to
spare Rizal’s life
(via Facebook Mesesnger)

Film viewing:
Option 1: Jose Rizal, GMA
Films, directed by Marilou
Diaz Abaya
(via Youtube)
Option 2: Rizal sa Dapitan,
directed by Tikoy Aguiluz

First Long Examination

Analyze Rizal's ideas on how to Annotation of Blumentritt, Ferdinand. Lecture on Rizal's view of
rewrite Philippine history Antonio Morga's Sucesos de las is/as Prologue to Jose Rizal, Philippine History and
Filipinas Annotated Copy of Antonio de Historiography
Morga's Sucesos de las (via Google Meet) Group discussion and oral presentation
Compare and contrast Rizal and
/s/as Filipinas (Manila: National on Rizal’s historiography
Morga's different views about Class activity: Read introduction
Filipinos and Philippine culture Centennial Commission, 1962)
and last chapter of Rizal's
Ocampo, Ambeth. “Rizal's Morga Annotation of Antonio Morga's
and views of Philippine History” Sucesos de/as is/as Filipinas
in Philippine Studies vol 46 no. 2 (via Facebook Messenger)
(1998). Class activity: Read “A Legacy
http://www.philippinestudies. of the Propaganda: The
net/ojs/index.php/ps/article/v Tripartite View of Philippine
iewFile/662/663 History” by Zeus Salazar
(via Facebook Messenger)
Salazar, Zeus. “A Legacy of the Class activity: Make a table
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 Propaganda: The Tripartite View of comparing and contrasting Rizal
Philippine History" in Atoy and Morga's views on Filipino
Navarro and culture
Flordeliza Lagbao-Bolante, eds.
Mga Babasahin sa Agham
Panlipunang Pilipino:
Sikolohiyang Pilipino,
Pilipinolohiya, at Pantayong
Pananaw. QC: C&E Publishing,
2007. http://www.bagongkasaysay
an.org/downloadable/zeus 005.pdf

Rizal, Jose. Historical events of

the Philippines Islands by Dr.
Antonio de Morga, published in
Mexico in 1609, recently brought
fo light and annotated by Jose
Rizal, preceded by a prologue by
Dr. Ferdinand Blumentritt.
Manila: Jose Rizal National
Centennial
Commission, 1962
Appraise important Noli Me Tangere Constantino, Renato. “Our Lecture on Rizal’s Group discussion
characters in the novel and what task: to make Rizal obsolete” in representation of the conditions Recitation about rizal’s representation
they represent This Week, Manila Chronicle (14 and problems of Philippine of the conditions and problems of
June 1959 society in the nineteenth century phil.society of the 19th century through
Examine the through the Noli Me Tangere Noli me Tangere book
present Philippine situation through (via Google Meet)
the examples mentioned in the Noli Daroy, Petronilo. Rizal
contrary essays. Quezon City:
Guro Books, 1968 Class activity 1: Present a skit
showcasing a theme presented in
Almario. Virgilio. Si Rizal. the Noli (some examples:
Nobelista. Quezon City: comparison of women in the
University of the Philippines Press, nineteenth century and in the
2008 present; social change;
colonization; church ministers;
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 Rizal, Jose. /\/o/i tvle Tangere.
Trans. Virgilio Almario or Soledad social hierarchy; patriotism; social
Maximo Locsin reform)
Class Activity 2: Write an
Anderson, Benedict. Why essay with the aim of
Counting Counts: A Study of answering the following:
forms of Consciousness (a) What is freedom? (b) How is
and Problems o/'Language in Noli the lack of freedom portrayed in
Me Tangere and El Filibusterismo. the novel? (c) How is the
Quezon City: Ateneo de Manila situation in the novel different
University Press, 2008 from today?
Caroline S. Hau, “Introduction” in Class Activity 3: Divide class
Necessary Fictions: Philippine into groups and have each group
Literature and the Nation, draw the family tree of
19401980. Quezon City: Ateneo de Crisostomo Ibarra. Have each
Manila University Press, 2000 group present in class and
discuss: (1) What were the
changes from one generation to
the next, and
What do these changes suggest
about the Creoles in the
Philippines?

Class Activity 4: Write an essay

with the aim of addressing the
questions: (a) What are the anti-
modern aspects of colonial
society portrayed in Noli me
tangere?
(b) Why can modernity be
considered as the central
problem of Rizal’s novel? (For
reference, see Introduction in
Caroline Hau
2000)
(via Facebook Messenger &
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 Google Drive)

Compare and contrast the El Filibusterismo Daroy, Petronilo. Rizal Lecture on the background of the Graphic organizer:
characters, plot, and theme of the contrary essays. Quezon City: publication of the El Compare and contrast, and show
Noli and the El Fili Guro Books, 1968 Filibusterismo continuities and/or changes in
(via Google Meet) Rizal’s ideas expressed in the /\/o/i
Value the role of the youth in the Almario. Virgilio. Si Rizal: Lecture on the major themes, and Fili
development and future of society Nobelista. QC: UP Press, 2008 plot, characters, and ideas in the
novel Reflection paper about select
Anderson, Benedict. Why chapters discussing the role of youth
Counting Counts. A Study of Class activity: Read the in society (e.g., Ch. 24, Ch. 39)
Forms of Consciousness and dedication to Gomburza
Problems of Language in Noli Me
Tangere and El Filibusterismo. Class activity: Group Discussion
Quezon City: Ateneo de Manila on the differences between the /\/oli
University Press, 2008 and El Filibusterismo
Reyes, Miguel Paolo. “El
Filibusterismo and Jose Rizal as
*Science Fictionist”’ in Humanities
Diliman vol. 10 no. 2 (2013).
http://journals.upd.edu.ph/in
dex.php/humanitiesdiIiman/a
rticle/view/4168/3774

Rizal, Jose. El Filibusterismo.

Trans. Virgilio Almario or
Soledad Maximo Locsin

Assess Rizal’s The Philippines: Rizal, Jose. “The Philippines Lecture on “The Philippines a Essay writing: Write a
writings A Century Hence a century hence” Century Hence” response to Jose Rizal with the
Can be accessed through: (via Google Meet) students situating themselves a
Appraise the value of Other possible topics: http://www.archive.org/strea Class activity: group discussion on century after Rizal’s time
understanding the past Letter to the Women of m/phiIippinescentu00riza/phi Rizal's essay and the arguments he
Malolos / Iippinescentu00riza djvu.M presented Alternative: Give a speech that will
Frame arguments based on evidence On the lndolence of the Filipinos serve as a response to Rizal
Interpret views and Jose Rizal and Eugenio, Damiana. Lecture/Discussion on the
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 opinions about bayani and Philippine Nationalism — Bayani Philippine Folk Literature: The changing forms and definitions of
kabayanihan in the contexts of and Kabayanihan Epics. QC: UP Press, 2001. bayani and kabayanihan from
precolonial Philippines to j0resent
Philippine history Revel, Nicole, ed. Literature Class Activity: Read select
and society of voice: Epics in the Philippine Epics
Philippines. QC: ADMU
Assess the concepts of bayani and Press, 2005. Class activity: Read Ricardo
kabayanihan in the context of Nolasco, “Ang Pinagmulan ng
Philippine society Nolasco, Ricardo Ma. D. Salitang Bayani" (2001)
“Pinagmulan ng Salitang Bayani"
sa Diliman Review, vol 45, no. 2- Group Activity: Each group will
3, 1997, pp. choose their own bayani according
14-18. to their standards and present it to
the class
Salazar, Zeus A. “Ang Bayani
bilang sakripisyo: pag-aanyo ng
pagkabayani sa agos ng
kasaysayang Pilipino" in
Kalamidad, Rebolusyon,
Kabayanihan. Mga kahulugan nito
sa kasalukuyang panahon. QC.
ADHIKA ng Pilipinas, 1996.
Examine the values highlighted by Jose Rizal and Philippine Joaquin, Nick. A question of Lecture: Criteria for national Present a photo exhibit of different
the Nationalism - National Symbol heroes. Pasig: Anvil, 2005. heroes as determined by the Rizal monuments in the Philippines
various representations of Rizal as (Chapters on Rizal, Bonifacio, and National Heroes Committee and abroad. Write short descriptions
a national symbol Aguinaldo.) created by Executive Order No. about their background and
Lahiri, Smitha. “Writer, hero, 75, 1993. interpretations on their imagery and
Advocate the values Rizal’s life myth, and spirit: The changing Class activity: create a cluster representations.
encapsulates image of Jose Rizal.” Cornell diagram on the values highlighted Essay writing or speech about a
University papers on Southeast by Rizal’s life particular value Rizal advocated
Asia. http://www.seasite.niu.edu/T Optional: Educational trip (possible Students choose a key issue (e.g.,
agalog/Modules/Modules/ places to visit: Rizal heroism and the notion of sacrifice;
PhilippineReligions/article rizal Shrine,Calamba; Fort Santiago; literature and national consciousness;
.htm Dapitan Shrine) ethics and our concepts of
(via Google Meet) leadership;

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THE LIFE AND WORKS OF RIZAL Course Map

G.E. Learning Outcomes The Life and Works ofJose Rizal

A. INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyze °texts" (written, visual, oral, etc.) critically P
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies) p
3. Use basic concepts across the domains of knowledg O
4. Demonstrate critical, analytical, and creative thinking L
5. Apply different analytical modes in problem solving P
B. PERSONAL AND CIVIC RESPONSIBILITIES (Values)
1. Appreciate the complexity of the human condition 0
2. Interpret the human experience from various perspectives L
3. Examine the contemporary world from both Philippine and global perspectives 0
4. Take responsibility for knowing and being Filipino L
5. Reflect critically on shared concerns L
6. Generate innovative practices and solutions guided by ethical standards L
7. Make decisions based on moral norms and imperatives P
8. Appreciate various art forms O
9. Advocate respect for human rights P
10. Contribute personally and meaningfully to the country’s development P
C. PRACTICAL SKILLS (Skills)
1. Work effectively in a group P
2. Apply computing tools to process information effectively 0
3. Use current technology to assist and facilitate learning and research 0
4. Negotiate the world of technology responsibly 0
5. Create solutions to problems in various fields P
6. Manage one’s knowledge, skills, and values for responsible and productive living P
7.Organize one’s self for lifelong learning L
Legend: L = Learned P = Practiced O = Opportunity to learn
Prepared by: Submitted to:
Khathryn Merin Jalmaani Bernardo G. Delos Santos Eliza Benitez, MBA, CPA, DPA
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