The life and works of jose rizal



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COLLEGE OF ARTS AND SCIENCES

UNIVERSITY OF THE PHILIPPINES LOS BAÑOS

Proposal for the Institution of a GE Course

Under the Social Sciences and Philosophy Domain



THE LIFE AND WORKS OF JOSE RIZAL

  1. Identifying and Descriptive Information

A. Catalog Course:

1. Course Number PI 10

2. Descriptive Title: The Life and Works of Jose Rizal

3. Course Description: The Life and Writings of Jose Rizal and their Relevance in the Life of Filipinos

4. Prerequisite: None

5. Semesters Offered: First and Second Semesters

6. Credit: 3 units

7. Number of Hours: 1.5 lecture hours a week and 1.5 recitation/discussion hours a week

II. Rationale

In line with the commemoration of the 150th birth anniversary of Dr. Jose Rizal, it is a propitious occasion to integrate his life and works in the General Education Program of the University. He remains as the foremost exemplar of patriotism, intellectual prowess and self-cultivation. The UP Oblation which stands as a “symbolic gesture of sacrificial offering of service to country and humanity” is an enfleshment of the second stanza of Rizal’s poem “Mi Ultimo Adios” as envisioned by National Artist Guillermo Tolentino. From the nineteenth century, Rizal’s writings molded to a great extent how we construct ourselves as a people. He articulated in an almost single-handed way, the new story for the Filipinos that departed from the repressive narrative of the unjust and powerful forces of his time. Therefore, students of the University who are fresh from their exposure to Noli Me Tangere and El Filibusterismo in the secondary level of education are given an early encounter with the meaning and relevance of Rizal both as an inspiration and source of critical thought, nationalist perspective and humanistic approach to social issues and problems.

In the tradition of the General Education program, the reconfigured PI10 aims to instill among students a sense of service, love of country and a sense of humanity. Thus, the formation of responsible and proactive citizenry. As a course on nationalism, the role of the youth in the project of nation-building is foregrounded. In the process, the students are transformed. According to Rizal, one is not born a Filipino, one becomes a Filipino.

Being a national symbol, Rizal is present in us through images, representations and actual writings. It is a beneficial activity to once more read him in the confines of the University which espouses liberal education and social obligation to serve the people. In the end, Rizal as “Iskolar ng Bayan at Para sa Bayan” will be imparted to the minds of the “fair hope” of the country--- the students of the University of the Philippines.

PI10 as a part of RGEP addresses the changing needs of the University programs for further professionalization. Thereby, curricular programs can accommodate an additional 3 units for technical courses to produce competitive graduates at par with international standards.

III. RGEP Framework and the Proposed Course: The Life and Works of Jose Rizal


RGEP Framework Components

Items through which RGEP components are addressed

A. Program Objectives




1. To Broaden Intellectual and Cultural Horizons

Rizal engaged in historical, literary and scientific studies of various social and natural phenomena within and outside of the Philippines. In his works and travels, he tried to understand the situation of the country within a global perspective.

2. To Foster a Commitment to Nationalism Balanced with Internationalism

The quest for national sovereignty was anchored by Rizal on the basic principles of human rights as embodied collectively in the forward march of history towards freedom and emancipation of everyone. For Rizal, freedom is a common goal of humankind. While working for the emancipation of the Filipinos, he forged solidarity with other colonized peoples.


3. To Enhance Awareness of various Ways of Knowing

Through his life and works, he was able to integrate various ways of knowing—political, economic, social, cultural, historical and scientific. Rizal used medical science and cultural studies to diagnose the social malady prevailing in the country and provide a basis for its recuperation.








B. Methods of Inquiry




Interpretative and Aesthetic Modes

By connecting Rizal’s concepts, ideas and writings with students’ own experiences, new understandings and descriptions can emerge in the light of the dialogue between Rizal and his readers as mediated by the faculty-in-charge.







C. Skill Competency




1. Oral and Written Communication

With the writing of papers, written exercises and actual reading of texts that Rizal himself produced, writing skills of students will be enhanced. Furthermore, class presentations and group projects will hone the oral competency of the students.

2. Independent and Critical Thinking

Through the reading of Rizal texts, students are encouraged to think on their own and prove to each other the validity of conclusions and opinions based on research-based evidences.



  1. Linking Knowledge and Thinking Process

The course introduces the students to the wealth of Rizaliana materials, both primary and secondary and even into visual and contemporary artforms like monuments, installations and museums. There is a virtual industry on the life and writings of Jose Rizal. Amidst all of these, the faculty should inspire the students that that they can be like Rizal who participated in the social and political processes through what University Professor Emeritus Gemino Abad referred to as the crucial infinitives in life which are “to read, to think, to write”. The process or the delivery mode becomes important to the success of the course as part of the general education program. In broad terms, it is facilitated through a learner-centered approach in which the lecturer gives the broad outline of a particular topic and then the students with their recitation faculty interact in a dialogical manner through concept mapping, debates, writing of essays, critiquing of films and other historical sources and reading of actual works of Jose Rizal. As an additional teaching strategy, educational trips are useful inasmuch as UP Los Baños is in the circumference where Rizal spent his formative years and place of martyrdom. Descendants of the national hero and highly acclaimed scholars will be invited in various fora and symposia as resource persons to provide the necessary diversity of opinion regarding Rizal and on how to apply his ideas and concepts in real life situations.


  1. Faculty Mentoring Plan

The faculty members who are tasked to teach the course will be holding periodic in-house conversations and workshops. Notable scholars can be brought to UP Los Baños to share with the faculty their recent research undertakings. The lecturer and the recitation faculty should coordinate and synchronize their schedules prior to the semester of teaching.

  1. Feedback Instruments from Students

There should be a diagnostic exam at the start of the semester to acquaint the faculty on the level of knowledge of the students. This is also meant to check the degree of retention of the students in terms of what they have acquired when they studied the novels of Rizal in high school. At the end of the semester, a similar testing will be conducted to determine the effectiveness of the course. The formulation of the questionnaires is necessarily an interdisciplinary matter. The faculty teaching the course should coordinate with those in Psychology, Sociology and Statistics.

  1. Course Outline

    1. Course Goal

The student should be able to locate intersections between “two lives”, that of Rizal and the nation, thus his biography is only a subset of Philippine history. The course therefore is only a means to an end and not an end in itself, the greater end is the instilling of nationalism and sense of heroism. The life of Jose Rizal becomes an entry point for the student to critically understand the formation of identity of the Filipinos.

    1. Specific Objectives:

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

  1. Define heroism and nationalism in the context of Filipino experience;

  2. Identify the highlights of Rizal’s biography;

3. Summarize the major writings of Rizal;

4. Analyze Rizal’s life within the 19th century Philippines;

5. Differentiate Rizal the person from Rizal the hero;

6. Evaluate the importance of Rizal’s contribution to nation-building;


  1. Assess the significance of symbols in strengthening national solidarity and sense of community; and

  2. Write an integrative essay envisioning the Philippines in the next 100 years.



    1. Course Topics No. of Hrs.

I. Heroism and Nationalism in the Philippine Setting 3

A. Bayani as term and concept from Northern Philippines to Southern Philippines (bagani, mumbaki, epic heroes)

B. Heroism as defined by Republic Act 1425

D. State Definition of a Hero by the National Heroes Commission

II. A Review of the Nineteenth Century Philippines: 1801 to 1900 3


  1. Opening of the Philippines to World Trade (1800)

  2. Secularization (1850-1872)

  3. Propaganda Movement (1872-1892)

  4. Katipunan and The Revolution (1892-1898)

III. The Study of Rizal as an Individual 12

A. Early years from 1861 to 1886: poems, plays, diaries and autobiography

B. The publication of Noli Me Tangere in 1887 (A Tagalog-based, regional novel)

C. The Calamba Land Problem, 1888 and beyond

D. Historical research on pre-colonial past, annotations of Sucesos delas Islas Filipinas in 1889

E. The publication of El Filibusterismo in 1891 (A Filipino-based, national novel)

F. Homecoming and the establishment of La Liga Filipina as platform for national formation in 1892

G. Dapitan as place of practice for the transformation of the community from 1892-1896

H. Trial, Execution and Martyrdom, December 1896

IV. The Study of Rizal as a Knowledge Producer 18

(Review and Citation of Rizal’s Writings following the five headings that are listed below; the sources are his Novels, Essays, Letters, Poems, Short Stories, Translations, Folklore, Manifestos, Constitution and By-laws and Autobiography)

A. Rizal as Proponent of Philippine Studies (geography, politics, cultural communities)

B. Rizal on Social Change (reform, revolution, national formation)

C. Rizal on Morality and Ethics (religion, church-state relations)

D. Rizal's Views on Gender and Development (women in nation-building)

E. Rizal on Science and Technology (medical, scientific and engineering works)

V. The Study of Rizal as a National Symbol 9

A. Rizal as the honorary president of the Katipunan

B. Proclamation of December 30 as National Holiday by President Emilio Aguinaldo in 1898

C. Rizal's Monuments

D. Images of Rizal in the Diaspora of Filipinos

E. Selected writings on the relevance of Rizal: Recto, Agoncillo, Sison, Constantino, Covar, Ileto and Quibuyen

VI. Integration: The Rewriting of Rizal’s “The Philippines A Century Hence”, 2011-2111 3



    1. Course Requirements

Requirements

Percentage

Long Examinations

Students are required to take two long examinations. These examinations will follow multiple choice and matching type formats, a short essay will also be integrated in the questionnaire, a portion of the exam is modified true or false, wherein basic propositions are laid down and the student is made to develop an appropriate conclusion.



40

Quizzes
After every major topic/discussion, the recitation faculty will administer a quiz to highlight important facts. Short essay-type quiz may also be required to better assess students’ understanding of concepts discussed in class.

20

Autobiography
Students will write an autobiography, incorporating concepts and ideas taken from Rizal’s life and works.

10

Essay about the Future
Inspired by Rizal’s essay published in La Solidaridad in 1889-1890 entitled “The Philippines: A Century Hence,” the students will compose an essay explaining their “vision” of the country’s future.

10

Presentation
This is a group activity, using various forms of media, the students will present their understanding of certain episodes/chapters in the hero’s life/novels.

7.5

Synthesis Papers
The students’ own significations are highlighted, various ideas, strands and concepts coming from the course maybe combined with what they have learned from other sources and from real life situations.

7.5

Fieldtrip/Project

The fieldtrip is intended to provide the students the opportunity to relate with the actual locations and objects associated with Jose Rizal and Philippine history. It will provide the students the opportunity to interrogate the definitions of heroism and nationalism in the context of the life and works of Jose Rizal. This can be replaced by a special project, for example, book review, article review or submission of audio-visual materials made by the student on the various images the society has developed for Rizal.




5




100



    1. References

Agoncillo, T. (1956) Revolt of the Masses: The Story of Bonifacio and the Katipunan. Quezon City: University of the Philippines.

_______________. (1990) History of the Filipino People. Malaya Books.

Alaras, C. (1988) Pamathalaan: Ang Pagbubukas sa Tipan ng Mahal na Ina. Quezon City: Bahay-Saliksikan ng Kasaysayan.

Almario, V. (1993) Panitikan ng Rebolusyong 1896: Isang Paglingon at Katipunan ng mga Akda nina Bonifacio at Jacinto. Quezon City: University of the Philippines Press.

_____________. (2008) Si Rizal: Nobelista (Pagbasa sa Noli at Fili Bilang Nobela). Quezon City: The University of the Philippines Press.

Anderson, B. (2003) Imagined Communities: Reflections on the Origin and Spread of Nationalism. Pasig City: Anvil Publishing.

_________________. (2002) The Spectre of Comparisons: Nationalism, Southeast Asia and the World. New York: Verso.

_________________. (2006) Under Three Flags: Anarchism and the Anti-Colonial Imagination. Pasig City: Anvil Publishing Inc.

Arcilla, J. (2001) Rizal and the Emergence of the Philippine Nation. Quezon City: Ateneo University Press.

Bonoan, R. (1994) Rizal-Pastells Correspondence. Quezon City: Ateneo de Manila University Press.

Coates, A. (1968) Rizal - Filipino Nationalist and Patriot. Manila: Solidaridad Publishng House.

Constantino, R. (1975)The Philippines: A Past Revisited. Manila: The Author.

Daroy, P. and D. Feria (eds.). (1968) Rizal: Contrary Essays. Quezon City: Guro Books.

David, R. (2002) Nation, Self and Citizenship: An Invitation to Philippine Sociology. Quezon City: Sociology, College of Social Sciences and Philosophy, University of the Philipppines.

dela Costa, H. (ed., trans. and anno.) (1961) The Trial of Rizal: W.E. Retana’s Transcription of the Official Spanish Documents. Quezon City: Ateneo de Manila University Press.

Eugenio, D.(comp. and ed.) (2001). The Epics. Quezon City: University of the Philippines Press.

Fast, J. and J. Richardson. (1979) Roots of Dependency. Quezon City: Foundation for Nationalist Studies.

Galam, R. G. (2008)The Promise of the Nation: Gender, History, and Nationalism in Contemporary Ilokano Literature. Quezon City: Ateneo de Manila University Press.

Guerrero, L. M. (1963) The First Filipino. Manila: National Historical Institute.

Hau, C. (2000) Necessary Fictions: Philippine Literature and the Nation, 1946-1980. Quezon City: Ateneo de Manila University Press.

____________. (2004) On the Subject of the Nation: Filipino Writings from the Margins 1981 to 2004. Quezon City: Ateneo de Manila University Press.

Hessel, E. (1983) The Religious Thought of Jose Rizal. Quezon City: New Day.

Ikehata, S. (1968) “Jose Rizal: The Development of the National View of History and National Consciousness of the Philippines”. The Developing Economies. 6, no. 2: 176-192.

Ileto, R. (1979) Pasyon and Revolution: Popular Movements in the Philippines, 1840-1910. Quezon City: Ateneo de Manila University Press.

____________. (1998) Filipino and Their Revolution: Event, Discourse, and Historiography. Quezon City: Ateneo de Manila University Press.

Joaquin, N. (2005) A Question of Heroes. Pasig City: Anvil Publishing, Inc..

Jose Rizal National Centennial Commision. (1992) The Rizal-Blumentritt Correspondence, Vol. 1. Manila: National Historical Institute.

Lumbera, B. (ed.) (2000) Paano Magbasa ng Panitikang Filipino: Mga Babasahing Pangkolehiyo. Quezon City: University of the Philippine Press.

Majul, C. (1967)The Political and Constitutional Ideas of the Philippine Revolution. Quezon City: University of the Philippines Press.

McCoy, A. (ed.).(2000) Lives at the Margins: Biography of Filipinos Obscure, Ordinary, and Heroic. Quezon City: Ateneo de Manila University Press.

Menez, H. (1997) Explorations in Philippine Folklore. Quezon City: Ateneo de Manila University.

Melendrez - Cruz, P. and A. Chua (eds.)(1991) Himalay: Kalipunan ng mga Pag-aaral kay Jose Rizal. Manila : Sentrong Pangkultura ng Pilipinas.

Mojares, R. (2002) Waiting for Mariang Makiling: Essays in Philippine Cultural History. Quezon City: Ateneo de Manila University Press.

Nolasco, R. (1997) ”Ang Pinagmulan ng Salitang Bayani”. Diliman Review. 45: 15-18.

Ocampo, A. (1990) Rizal Without the Overcoat. Pasig City: Anvil Publishing Inc.

__________. (1992) Makamisa: The Search for Rizal’s Third Novel. Pasig City: Anvil Publishing, Inc.

Ocampo, N. (2002) May Gawa na Kaming Natapus Dini: Si Rizal at ang Wikang Tagalog. Quezon City: Office of the Vice Chancellor for Research and Development, University of the Philippines, Diliman.

Quibuyen, F. C. (2002) “Rizal and Filipino Nationalism: Critical Issues”. Philippine Studies. 50, no. 2: 193-229.

_____________. (2008) A Nation Aborted - Rizal, American Hegemony, and Philippine Nationalism. Quezon City: Ateneo de Manila University Press.

Quirino, C. (1997) The Great Malayan. Manila: Tahanan Books.

Radaic, A. (1999) Rizal. Jose Rizal: Romantico, Realista: Isang Pagsusuring Pampanitikan ng Noli Me Tangere at El Filibusterimo. Isinalin ni Trinidad O. Regala. Pinamatgunutan ni Apolonia B. Chua. Quezon City: University of the Philippine Press.

Rafael, V. (1988) Contracting Colonialism: Translation and Christian Conversion in Tagalog Society under Early Spanish Rule. Quezon City: Ateneo de Manila University Press.

____________. (2006)The Promise of the Foreign: Nationalism and the Techniques of Translation in the Spanish. Pasig City: Anvil Publishing Inc.

Rajaretnam, M. (ed.) (1996) Jose Rizal and the Asian Renaissance. Kuala Lumpur and Manila: Institut Kajian Dasar and Solidaridad Pubishing House.

Reyes, R. (2009) Love, Passion and Patriotism: Sexuality and the Philippine Propaganda Movement, 1882-1892. Quezon City: Ateneo de Manila University Press.

Rizal, J. (1962) Rizal’s Prose. Manila: National Historical Institute.

__________. (1964) Political and Historical Writings. Manila: Natioal Historical Institute.


__________. (1996) Noli Me Tangere (trans. by SL Locsin)Manila: Bookmark.

__________. (1996) El Filibusterismo (trans. by SL Locsin) Manila: Bookmark.

__________. Mi Ultimo Adios. http://www.fabulousphilippines.com/mi-ultimo-adios-jose-rizal.html accessed: March 21, 2011.

Salazar, Z.(1994) Ang Bayani Bilang Sakripisyo: Pag-aanyo ng Pagkabayani sa Agos ng Kasaysayang Pilipino." Mimeographed typescript..

San Juan, E. (1984) "The Discourse of the Other: A Reading of Rizal's Novels." In Toward a People's Literature. Quezon City: University of the Philippines Press.

__________. (1997) Rizal in Our Time. Pasig City: Anvil Publishing Inc..

Schumacher, J. N., SJ. (2002) “Rizal and Filipino Nationalism: A New Approach”. Philippine Studies. 48, no. 4: 549-71.

Stompka, P. (1993) “Great Individuals as Agents of Change”. In The Sociology of Social Change. Massachusetts, USA: Blackwell.

University of the Philippines Alumni Association of Greater Chicago. UP Oblation History. http://upaagc.org/oblation.html, accessed: March 20, 2011.

Zaide, G. and S. Zaide. (1984) Jose Rizal: Buhay, Mga Ginawa at mga Sinulat, Manunulat, Siyentipiko, at Pambansang Bayani. Quezon City: All Nations Publishing.




  1. Analytical Information




  1. Instructional Model


Types of Session


Preferred Class size

Staff Required

No. of Hrs./week

No. of Credits

Lecture-Discussion

160 (lecture)

30-35 (recitation)



5 (additional)

1.5 (lecture)

1.5 (recitation)



3




  1. Special or Additional Resources and Personnel Requirements




  1. Lecture hall/Classroom: one new Lecture hall for the Department of

Social Sciences



  1. Equipment: LCD Projector

LCD Screen

Computer


Lapel microphone

Microphones with stand





  1. Library and other learning resources:

The following films are available for purchase:

Bayaning Third World

Gintong Pamana

Jose Rizal (GMA 7)

Rizal sa Dapitan

I Witness Documentaries



  1. Personnel

From the Department of Social Sciences, College of Arts and Sciences:

Boncocan, Rhina A. M Philippine Studies

Boro-Magbanua, Ma. Reina MA Women and Development

Brillo, Bing Baltazar MA Political Science

Castro, April Hope T. MA Asian Studies

Costelo, Ros BA History

Diestro, Dwight David A. M Philippine Studies

Ferrer, Amelia S. MA History

Ligero, Jeffrey James BA History

Lopez, Charlene Joy BA Political Science-History

Mata, Roberto C. MA Philippine Studies

Santos, Antonio L. PhD Philippine Studies


  1. Relation to Other Courses




  1. Offered by CAS

  1. Courses replaced by this course: None

  2. Prerequisite Course: None

  3. Course for which this course is a prerequisite: None

  4. Course Containing the same content: HIST 1 10%




  1. Offered by other units

  1. Course replaced by this course: None

  2. Prerequisite course: None

  3. Course from which this course is a prerequisite: None

  4. Course containing the same content: None




  1. Size and Source of Enrollment

  1. Legislated course/mandatory (R.A. 1425)

  2. Anticipated enrollment in the first and second year offering: 2,500 to 3,500 per year




  1. Estimated Funds Required by Addition of this Course

  1. Salaries: GE multiplier

  2. Supplies and Materials: Php 100, 000.00

  3. Equipment: Php 100,000.00

  4. New Lecture hall Php 2,000,000.00 (for exclusive use of DSS)



Course Syllabus
Course Number: PI10 Professor: __________________

Course Title: The Life and Works of Jose Rizal

Course Credits: 3 units Phone number: 5362440

Telefax: 5362440

Class Schedule: E-mail:

Office address: CAS Annex 1, DSS, CAS

Course Description: The Life and Writings of Jose Rizal and their Relevance in the Life of Filipinos

Course Goals The student should be able to locate intersections between “two lives”, that of Rizal and the nation, thus his biography is only a subset of Philippine history. The course therefore is only a means to an end and not an end in itself, the greater end is the instilling of nationalism and sense of heroism. The life of Jose Rizal becomes an entry point for the student to critically understand the formation of identity of the Filipinos.


Course Schedule

Course Objective

Topic and/or activity

Reference and/or requirement

Week 1

Leveling of expectations and familiarization among the members of the class including the lecturer, recitation instructors, student assistants and the enrollees.
Mapping of requirements, procedures, rules, regulations and decorum.


Topics
Bayani as term and concept from Northern Philippines to Southern Philippines
Review of Philippine Epics
Republic Act 1425
Definition of a Hero by the National Heroes Commission
Activities
Debate: “Si Rizal ay bayani ng Bayan”

Leadership qualities in Epics




Course Syllabus
Salazar, 1994
Nolasco, 1997

Week 2

Contextualize Rizal’s life within the 19th century Philippines

Topic
Nineteenth Century Philippines
Activities
Analyzing 19th Century photographs
Chronology drill

Quiz 1
Fast and Richardson, 1979

Abinales and Amoroso, 2005


Week 3




Topics
Evolution of Consciousness
Biography, Self Creation and Nation-building
Activities
Writing of Autobiography
Group Presentation on about a section of his biography or characters of his novels


Zaide and Zaide, 1984
Coates, 1968
Guerrero, 1963



Week 4

Identify the highlights of Rizal’s biography


Topics
Early years from 1861 to 1886: poems, plays, diaries and autobiography
The publication of Noli Me Tagere in 1887

(A Tagalog-based novel)


Activities
Poetry Reading/Poetry Reading
Mini-Quiz Bee/ “Battle of the Brains”/ Jeopardy/ about a section of Rizal’s life


Quiz 2
Zaide and Zaide, 1984
Coates, 1968
Guerrero, 1963


Week 5

Differentiate Rizal the person from Rizal the hero

Topics
The Calamba Land Problem, 1888 and beyond
Historical research on pre-colonial past, annotations of Sucesos delas Islas Filipinas in 1889

The publication of El Filibusterismo in 1891 (A Filipino-based novel)

Activities
Listing of the facts of the Case: People of Calamba versus the Dominican Order
The Year I Was Born Project


Zaide and Zaide, 1984
Coates, 1968
Guerrero, 1963


Week 6




Topics
Homecoming and the establishment of La Liga Filipina as platform for national formation in 1892
Dapitan as place of practice for the transformation of the community from 1892-1896
Trial, Execution and Martyrdom
Activities
Comparison between the La Liga Filipina
Map Making: Locating Rizal’s Travels in the Philippines and Overseas


Quiz 3
Zaide and Zaide, 1984
Coates, 1968
Guerrero, 1963


Week 7

Summarize the major writings of Rizal

Topic
Philippine Studies
Activity
Annotated bibliography



Noli Me Tangere

El Filibusterismo


Rizal-Blumentritt Correspondence, 1992
Anderson, 2002. The Spectre of Comparison.
Anderson, 2008. Under Three Flags.

1st LONG EXAM


Week 8




Topic
Philippine Studies
Activities
Intertextuality Exercise
Submission of Autobiography

Noli Me Tangere

El Filibusterismo


Rizal-Blumentritt Corespondence, 1992
Hau, 2000. Necessary Fictions.

Week 9




Topic

Social Change


Activities
Debates:
Reform versus Revolution
Ibarra versus Elias
Rizal’s December 15, 1896 manifesto



Fieldtrip: Laguna and Manila
Chaptes 7 and 39 (El Filibusterismo)
Quibuyen, 2008.”Rizal Concept of a Nation

Week 10




Topic
Morality and Ethics
Activities
Rizal’s-Pastells Correspondence
The Indolence of the Filipinos
Annotation of Antonio de Morga’s Sucesos de las islas Filipinas


Quiz 4
Bonoan, 1994
Hessel, 1983
Ocampo, 2002.

“Mga Karampatan ng Tao”


“The Lord Gazes at the Philippine Islands”
“The Religiosity of the Filipinos’



Week 11




Topics
Gender and Development
Science and Technology
Activity
Synthesis Paper 1

Letter to the Young Women of Malolos
Constitution of La Liga Filipina; by-laws of the Dapitan Cooperative
El Filibusterismo
Rizal's letter of defense to Lt. Jose Taviel de Andrade, December 1896

Week 12

Differentiate Rizal the person from Rizal the hero

Asses the significance of symbols in strengthening national solidarity and sense of community



Topics
Rizal as the honorary president of the Katipunan
December 30 as national holiday as proclaimed by President Emilio Aguinaldo in 1898
The first monument in Daet, Camarines Norte in 1899
Images of Rizal in Diaspora of Filipinos

Activities


Re-interpreting statues, monuments and images of Jose Rizal in the Philippines and abroad
Class presentation


Quiz 5
Agoncillo, 1956


Week 13




Topics
Selected writings on the relevance of Rizal: Recto, Agoncillo, Sison, Constantino, Covar, Ileto and Quibuyen

Activities


Tabular presentation of different perspectives of authors
Synthesis Paper 2

Quibuyen, 2008

(relevant chapters)

Daroy, 1968
Melendres-Cruz, 1991

(relevant chapters)



Week 14




Topics
Selected writings on the relevance of Rizal: Recto, Agoncillo, Sison, Constantino, Covar, Ileto and Quibuyen
Activity
Debate on Rizal’s contribution to nation-building


Quiz 6
Quibuyen, 2008

(relevant chapters)


Daroy, 1968
Melendres-Cruz, 1991

(relevant chapters)



Week 15




Topics
Selected writings on the relevance of Rizal: Recto, Agoncillo, Sison, Constantino, Covar, Ileto and Quibuyen
Activity
Debate on Rizal’s contribution to nation-building

Quibuyen, 2008

(relevant chapters)


Daroy, 1968
Melendres-Cruz, 1991

(relevant chapters)



Week 16




Topic
The Rewriting of Rizal’s “The Philippines A Century Hence”, 2011-2111
Activities
Mini Play/Skit Presentation: Rizal Back to the Future
Integrative Essay on the Future

Quiz 7
Ikehata, 1968

2nd LONG EXAM


Teaching Strategies

The course will use the lecture-recitation mode facilitated through a learner-centered approach. Educational trips are also useful in as much as UP Los Baños is in the circumference where Rizal spent his formative years and place of martyrdom. Descendants of the national hero and highly acclaimed scholars will be invited in various fora and symposia as resource persons to provide the necessary diversity of opinion regarding Rizal and on how to apply his ideas and concepts in real life situations.

Class Activities

A variety of teaching methods will be employed. The lecturer gives the broad outline of a particular topic and then the students with their recitation faculty interact in a dialogical manner through concept mapping, debates, writing of essays, critiquing of films and other historical sources and reading of actual works of Jose Rizal. Through these activities, the students hopefully will realize their role in the project of nation-building.

Evaluation


Requirements

Percentage

Long Examinations
Students are required to take two long examinations. These examinations will follow multiple choice and matching type formats, a short essay will also be integrated in the questionnaire, a portion of the exam is modified true or false, wherein basic propositions are laid down and the student is made to develop an appropriate conclusion.


40

Quizzes

After every major topic/discussion, the recitation faculty will administer a quiz to highlight important facts. Short essay-type quiz may also be required to better assess students’ understanding of concepts discussed in class.


20

Autobiography
Students will write an autobiography, incorporating concepts and ideas taken from Rizal’s life and works.

10

Essay about the Future
Inspired by Rizal’s essay published in La Solidaridad in 1889-1890 entitled “The Philippines: A Century Hence,” the students will compose an essay explaining their “vision” of the country’s future.

10

Presentation
This is a group activity, using various forms of media, the students will present their understanding of certain episodes/chapters in the hero’s life/novels.

7.5

Synthesis Papers
The students’ own significations are highlighted, various ideas, strands and concepts coming from the course maybe combined with what they have learned from other sources and from real life situations.

7.5

Fieldtrip/Project
The fieldtrip is intended to provide the students the opportunity to relate with the actual locations and objects associated with Jose Rizal and Philippine history. It will provide the students the opportunity to interrogate the definitions of heroism and nationalism in the context of the life and works of Jose Rizal. This can be replaced by a special project, for example, book review, article review or submission of audio-visual materials made by the student on the various images the society has developed for Rizal.



5




100

Basis for Grading and Transmutation of Grades


Cooperative Learning Activity Rubric (adopted from SOSC 4)





Exceptional

Admirable

Acceptable

Amateur

Points

Content

Highly accurate and complete basic information; updated information presented; diligently researched facts (10)

Highly accurate basic information with one point missing; updated information; diligently researched facts (8)

Moderately accurate basic information with two or three points missing; did not update/add new information; moderately researched facts (6)

Moderately accurate basic information with several (more than three) points missing; did not update/add new information; fairly researched facts (4)

5




Exceptional

Admirable

Acceptable

Amateur

Points

Inter-Group Relations

Students reflect intimate and high degree of awareness of other’s views and opinions, which facilitates smooth interaction and exchange of ideas in their discussions; discussions are focused on task (5)


Students show moderately high degree of awareness of others’ views and opinions; good interaction; discussions are focused on the task (4)

Some degree of interaction, discussion, and exchange of opinions are observed (3)

Little if not brief interaction, exchange of ideas and alternatives. Some students show disinterest or distracted (1)

6

Teamwork

All students actively participated (5)

Three-fourths of the students actively participated (4)

Half of the students actively participated (3)

Only one or two persons actively participated (1)

7

Creativity and Resourcefulness

Presentation materials, impeccable, complete, well-prepared, creatively-designed and appropriate to the topic (and its characters) (5)

Presentation materials are and carefully chosen, creatively designed and appropriate to the topic (and its characteristics) but one item is missing (4)

Two or three items are missing in the presentation materials; costumes, props are appropriate to the topic though they are less creatively designed and presented (3)


Presentation materials are either inappropriate for the topic or incomplete; very little sign of creativity and resourcefulness in presentation (1)

7

Total













25

1.00 = 96–100 pts 1.50 = 86–90 pts 2.00 = 76–80 pts 2.50 = 66–70 pts 3.00= 51-60 pts



1.25 = 91-95 pts 1.75 = 81-85 pts 2.25 = 71-75 pts 2.75 = 61-65 pts 5.00= 50 & below

 

Criteria

Points






1

2

3

4

 

Organization

Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence which audience can follow.


Student presents information in logical, interesting sequence which audience can follow.

____

Content Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with content, but fails to elaborate.

Student demonstrates full knowledge (more than required)with explanations and elaboration.

____

Visuals

Student used no visuals.

Student occasionally used visuals that rarely support text and presentation.

Visuals related to text and presentation.

Student used visuals to reinforce screen text and presentation.

____

Mechanics

Student's presentation had four or more spelling errors and/or grammatical errors.

Presentation had three misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.

____

Delivery

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.


Student's voice is clear. Student pronounces most words correctly.

Student used a clear voice and correct, precise pronunciation of terms.

____

 

 

 

 

Total

____


Rubric for Synthesis Paper



Category

Excellent


Satisfactory


Requires further effort


Quality of information


  • Information clearly relates to the main topic.

  • Content is thoughtful and relevant to the topic discussed.

  • Information clearly relates to the main topic.

  • Information has little or nothing to do with the main topic or simply restates the main concept.

Language

  • Professional vocabulary and writing style are used consistently throughout the paper.

  • Professional vocabulary and writing style are used frequently throughout the paper.
  • Professional vocabulary and writing style are occasionally used.


References


  • Sources used are up to date.

  • Literature used provides fresh interpretation regarding the topic.

  • Used sources not given by the instructor.

  • Relied mostly on the sources cited by the instructor.

  • Did not cite sources.

Total Possible Points

21-30 points

11-20 points

1-10 points






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