COLLEGE OF ARTS AND SCIENCESUNIVERSITY OF THE PHILIPPINES LOS BANOS

Proposal for the Institution of a GE CourseUnder the Social Sciences and Philosophy Domain

THE LIFE AND WORKS OF JOSE RIZAL

I. Identifying and Descriptive Information

A. Course Number PHILIPPINE INSTITUTIONS 10B. Descriptive Title: The Life and Works of Jose RizalC. Course Description: Significance of the life and writings of Rizal in the life of

the Filipino PeopleD. Prerequisite: NoneE. Semesters Offered First and Second Semesters, SummerF. Credit: 3 unitsG. Number of Hours: 1.5 hours lecture and 1.5 hours recitation/discussion

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 is an enfleshment of certain parts of his poem “Mi Ultimo Adios”. From the nineteenth century, his writings molded to a great extent how we construct ourselves as a people. Rizal, in an almost single-handed way, articulated 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.

It is recognized that there is state sponsorship in the projection of his heroism through Republic Act 1425 (The Rizal Law). However, his significance depends on how we comprehend and operationalize the texts he advanced during his lifetime. Rizal gave importance to the role of the

young as the prime movers of change and renewal in the country. He envisioned a national organization, the La Liga Filipina whose aim was to transform the people into a responsible and proactive citizenry. Rizal believed in the inherent strength of the Filipinos based on the freedom we enjoyed prior to colonial rule. He proposed the rejuvenation of the land and its people, the restoration of the Philippines to its previous condition in which harmony prevailed. Rizal referred to the country as the “Lost Eden”. As a national symbol, he 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, the validity of 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.

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 Objectives1. To Broaden Intellectual and Cultural Horizons

Rizal excelled in intellectual and cultural pursuits which the students can emulate, he fused arts and sciences to understand the situation of the country within a global perspective, he engaged in historical, literary and scientific studies of various social and natural phenomena within and outside of the Philippines

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, Rizal formulated the notion that for freedom to flourish, it should not be in isolation but a common feature of humankind

3. To Enhance Awareness of various Ways of Knowing

Medical science and cultural studies were articulated by Rizal in finding ways and means how a diagnosis of the social malady prevailing in the country can be foregrounded and thus a basis for recuperation can be part of the choices of individual Filipinos

B. Methods of InquiryInterpretative and Aesthetic Modes Through intertextuality, new combinations, readings

and descriptions can emerge in the light of the dialogue between Rizal and his publics as mediated by the faculty-in-charge

C. Skill Competency1.Oral and Written Communication The writing of papers, written exercises and actual

meeting with the texts that Rizal himself produced, students are given the opportunity to experience the power of language, translation and the act of representing aspects of the past in a person’s life, furthermore in several ways, like class presentations and group projects the competency of the students is enhanced

2. Independent and Critical Thinking Rizal fostered the freedom of the mind and the ability to weave a particular truth/narrative in response to prevailing practices and structures, students are encouraged to think on their own and prove to each other the validity of conclusions and opinions based on research-based evidences

IV. Linking Content and Process

The course introduces the students to the wealth of Rizaliana materials, both primary and secondary and even into visual and contemporary artsforms 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 Banos 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.

A. 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 Banos 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.

B. 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.

V. Course Outline

a. 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.

b. Specific Objectives:

At the end of the course, the students are expected to be able to:1. Identify the highlights of Rizal’s biography,2. Summarize the major writings of Rizal,3. Contextualize Rizal’s life within the 19th century Philippines,4. Differentiate Rizal the person from Rizal the hero,5. Evaluate the importance of Rizal’s contribution to nation-building, and6. Asses the significance of symbols in strengthening national solidarity and sense of community.

c. 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 PhilippinesB. Review of Philippine EpicsC. Republic Act 1425D. Definition of a Hero by the National Heroes Commission

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

III. The Study of Rizal as an Individual 12

a. Early years from 1861 to 1886: poems, plays, diaries and autobiographyb. The publication of Noli Me Tagere in 1887 (A Tagalog-based, regional novel)

c. The Calamba Land Problem, 1888 and beyondd. Historical research on pre-colonial past, annotations of Sucesos delas Islas Filipinas

in 1889e. 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 1892g. Dapitan as place of practice for the transformation of the community from 1892-

1896h. Trial, Execution and Martyrdom

IV. The Study of Rizal as a Knowledge Producer 18

(Review and Citation of Rizal’s Writings following the four 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. Philippine Studiesb. Social Changec. Morality and Ethicsd. Gender and Development

V. The Study of Rizal as a National Symbol 9

a. Rizal as the honorary president of the Katipunanb. December 30 as national holiday as proclaimed by President Emilio Aguinaldo in

1898c. The first monument in Daet, Camarines Norte in 1899d. 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

d. Course Requirements

Requirements PercentageLong 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

e. References

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

_______________. History of the Filipino People. Malaya Books, 1990Alaras, Consolacion. Pamathalaan: Ang Pagbubukas sa Tipan ng Mahal na Ina. Quezon City: Bahay-

Saliksikan ng Kasaysayan, 1988.Almario, Virgilio. Panitikan ng Rebolusyong 1896: Isang Paglingon at Katipunan ng mga Akda nina

Bonifacio at Jacinto. Quezon City: University of the Philippines Press, 1993. _____________. Si Rizal: Nobelista (Pagbasa sa Noli at Fili Bilang Nobela). Quezon City: The University of

the Philippines Press, 2008.Anderson, Benedict. Imagined Communities: Reflections on the Origin and Spread of Nationalism. Pasig

City: Anvil Publishing, 2003._________________. The Spectre of Comparisons: Nationalism, Southeast Asia and the World. New

York: Verso, 2002._________________. Under Three Flags: Anarchism and the Anti-Colonial Imagination. Pasig City: Anvil

Publishing Inc., 2006.Arcilla, Jose. Rizal and the Emergence of the Philippine Nation. Quezon City: Ateneo University Press,

2001.Bonoan, Raul. Rizal-Pastells Correspondence. Quezon City: Ateneo de Manila University Press, 1994.Coates, Austin. Rizal - Filipino Nationalist and Patriot. Manila: Solidaridad Publishng House, 1968Constantino, Renato. The Philippines: A Past Revisited. Manila: The Author, 1975.Daroy, Petronilo and Dolores Feria (eds.). Rizal: Contrary Essays. Quezon City: Guro Books, 1968. David, Randolf. Nation, Self and Citizenship: An Invitation to Philippine Sociology. Quezon City:

Sociology, College of Social Sciences and Philosophy, University of the Philipppines, 2002.dela Costa, Horacio (ed., trans. and anno.) The Trial of Rizal: W.E. Retana’s Transcription of the Official

Spanish Documents. Quezon City: Ateneo de Manila University Press, 1961.Eugenio, Damiana(comp. and ed.) The Epics. Quezon City: University of the Philippines Press, 2001.Fast, Jonathan and Jim Richardson. Roots of Dependency. Quezon City: Foundation for Nationalist

Studies, 1979.Galam, Roderick G. The Promise of the Nation: Gender, History, and Nationalism in Contemporary

Ilokano Literature. Quezon City: Ateneo de Manila University Press, 2008.Guerrero, Leon Ma. The First Filipino. Manila: National Historical Institute, 1963.Hau, Caroline. Necessary Fictions: Philippine Literature and the Nation,1946-1980. Quezon City: Ateneo

de Manila University Press, 2000.____________. On the Subject of the Nation: Filipino Writings from the Margins 1981 to 2004. Quezon

City: Ateneo de Manila University Press, 2004.Hessel, Eugene. The Religious Thought of Jose Rizal. Quezon City: New Day, 1983.Ikehata, Setsuho. “Jose Rizal: The Development of the National View of History and National

Consciousness of the Philippines”. The Developing Economies. 6, no. 2 (June 1968): 176-192. Ileto, Reynaldo. Pasyon and Revolution: Popular Movements in the Philippines, 1840-1910. Quezon City:

Ateneo de Manila University Press, 1979.____________. Filipino and Their Revolution: Event, Discourse, and Historiography. Quezon City: Ateneo

de Manila University Press, 1998.Joaquin, Nick. A Question of Heroes. Pasig City: Anvil Publishing, Inc., 2005.Jose Rizal National Centennial Commision. The Rizal-Blumentritt Correspondence, Vol. 1. Manila:

National Historical Institute, 1992.Lumbera, Bienvenido (ed.) Paano Magbasa ng Panitikang Filipino: Mga Babasahing Pangkolehiyo.

Quezon City: University of the Philippine Press, 2000.

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

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

Menez, Herminia. Explorations in Philippine Folklore. Quezon City: Ateneo de Manila University, 1997.Melendrez - Cruz, Patricia and Apolonio Chua (eds.) Himalay: Kalipunan ng mga Pag-aaral kay Jose

Rizal. Manila : Sentrong Pangkultura ng Pilipinas, 1991.Mojares, Resil. Waitingfor Mariang Makiling: Essays in Philippine Cultural History. Quezon City: Ateneo

de Manila University Press, 2002.Nolasco, Ricardo.”Ang Pinagmulan ng Salitang Bayani”. Diliman Review. 45, 2-3 (1997): 15-18.Ocampo, Ambeth. Rizal Without the Overcoat. Pasig City: Anvil Publishing inc., 1990.__________. Makamisa: The Search for Rizal’s Third Novel. Pasig City: Anvil Publishing, Inc., 1992. Ocampo, Nilo. 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, 2002.

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

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

Quirino, Carlos. The Great Malayan. Manila: Tahanan Books, 1997.Radaic, Ante. Rizal. Jose Rizal: Romantico, Realista: Isang Pagsusuring Pampanitikan ng Noli Me

Tangere atEl Filibusterimo. Isinalin ni Trinidad O. Regala. Pinamatgunutan ni Apolonia B. Chua. Quezon City: University of the Philippine Press, 1999.

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

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

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

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

Rizal, Jose. Rizal’s Prose. Manila: National Historical Institute, 1962.__________. Political and Historical Writings. Manila: Natioal Historical Institute, 1964.__________. Noli Me Tangere (trans. by SL Locsin)Manila: Bookmark, 1996.__________. El Filibusterismo (trans. by SL Locsin) Manila: Bookmark, 1996.Salazar, Zeus. Ang Bayani Bilang Sakripisyo: Pag-aanyo ng Pagkabayani sa Agos ng Kasaysayang Pilipino."

Mimeographed typescript.1994.San Juan, E. "The Discourse of the Other: A Reading of Rizal's Novels." In Toward a People's Literature.

Quezon City: University of the Philippines Press, 1984.__________. Rizal in Our Time. Pasig City: Anvil Publishing Inc., 1997.Schumacher, John N., SJ. “Rizal and Filipino Nationalism: A New Approach”. Philippine Studies. 48, no. 4

(2002): 549-71.Stompka, Piotr. “Great Individuals as Agents of Change”. In The Sociology of Social Change.

Massachusetts, USA: Blackwell, 1993.Zaide, Gregorio and Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat, Manunulat, Siyentipiko,

at Pambansang Bayani. Quezon City: All Nations Publishing, 1984.

VI. Analytical Information

A. Instructional Model

Types of Session Preferred Class size

Staff Required No. of Hrs./week No. of Credits

Lecture-Discussion

160 (lecture)40 (recitation)

5 (additional) 1.5 (lecture)1.5 (recitation)

3

B. Special or Additional Resources and Personnel Requirements

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

2. Equipment: LCD ProjectorLCD ScreenComputerLapel microphoneMicrophones with stand

3. Library and other learning resources:

The following films are available for purchase:Bayaning Third WorldGintong PamanaJose Rizal (GMA 7)Rizal sa DapitanI Witness Documentaries

4. PersonnelFrom the Department of Social Sciences, College of Arts and Sciences:

Boncocan, Rhina A. M Philippine StudiesBoro-Magbanua, Ma. Reina MA Women and DevelopmentBrillo, Bing Baltazar MA Political ScienceCastro, April Hope T. MA Asian StudiesComandante, Bonifacio Jr. PhD Cosmic AnthropologyCostelo, Ross BA HistoryDiestro, Dwight David A. M Philippine StudiesFerrer, Amelia S. MA HistoryLigero, Jeffrey James BA HistoryLopez, Charlene Joy BA Political Science-HistoryMata, Roberto C. MA Philippine StudiesSantos, Antonio L. PhD Philippine Studies

C. Relation to Other Courses

1. Offered by CASa. Courses replaced by this course: Noneb. Prerequisite Course: Nonec. Course for which this course is a prerequisite: Noned. Course Containing the same content: HIST 1 10%

2. Offered by other unitsa. Course replaced by this course: Noneb. Prerequisite course: Nonec. Course from which this course is a prerequisite: Noned. Course containing the same content: None

D. Size and Source of Enrollment1. Legislated course/mandatory (R.A. 1425)2. Anticipated enrollment in the first and second year offering: 2,500 to 3,500 per

year

E. Estimated Funds Required by Addition of this Course1. Salaries: GE multiplier2. Supplies and Materials: Php 100, 000.003. Equipment: Php 100,000.004. New Lecture hall Php 2,000,000.00

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 Significance of the life and writings of Rizal in the life of the Filipino People

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

Topics

Bayani as term and concept from Northern Philippines to Southern

Course Syllabus

Salazar, 1994

class including the lecturer, recitation instructors, student assistants and the

enrollees.

Mapping of requirements,

procedures, rules, regulations and

decorum.

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

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 Topic

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

Zaide and Zaide, 1984

Coates, 1968

Guerrero, 1963

The publication of Noli Me Tagere in 1887 (A Tagalog-based novel)

Activity

Poetry Reading/Poetry Reading

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

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 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

Fieldtrip: Laguna and Manila

Zaide and Zaide, 1984

Coates, 1968

Guerrero, 1963

in the Philippines and Overseas

Week 7 Summarize the major writings of Rizal

Topic

Philippine Studies

Activities

Annotated bibliography

Noli Me TangereEl Filibusterismo

Rizal-Blumentritt Corespondence, 1992

Anderson, 2002. The Spectre of Comparison.

Anderson, 2008. Under Three Flags.

Week 8 Topic

Philippine Studies

Activity

Intertextuality Exercise

Noli Me TangereEl Filibusterismo

Rizal-Blumentritt Corespondence, 1992

Hau, 2000. Necessary Fictions.

Week 9 TopicSocial Change

Activities

Debates:

Reform versus Revolution

Ibarra versus Elias

Rizal’s December 15, 1896 manifesto

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

Bonoan, 1994

Hessel, 1983

Ocampo, 2002. “Mga Karampatan ng Tao”

“The Lord Gazes at the Philippine Islands”

“The Religiosity of the Filipinos’

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

Activity

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

Agoncillo, 1956

Week 13 Topics

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

Activity

Tabular presentation of different perspectives of authors

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

Quibuyen, 2008 (relevant chapters)

Daroy, 1968

Melendres-Cruz, 1991 (relevant chapters)

Week 15 Topics

Selected writings on the relevance of Rizal: Recto, Agoncillo, Sison,

Quibuyen, 2008 (relevant chapters)

Daroy, 1968

Constantino, Covar, Ileto and Quibuyen

Activity

Debate on Rizal’s contribution to nation-building

Melendres-Cruz, 1991 (relevant chapters)

Week 16 Topic

The Rewriting of Rizal’s “The Philippines A Century Hence”, 2011-2111

Activity

Mini Play/Skit Presentation: Rizal Back to the Future

Ikehata, 1968

Teaching Strategies

The course will use lecture-recitation mode facilitated through a learner-centered approach. Educational trips are also useful in as much as UP Los Banos 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 PercentageLong 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

40

made to develop an appropriate conclusion.

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 (Rubrics)

Cooperative Learning Activity Rubric (adopted from SOSC 4)

Exceptional Admirable Acceptable Amateur PointsContent 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 PointsInter-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-

Presentation materials are and carefully chosen, creatively designed and

Two or three items are missing in the presentation materials;

Presentation materials are either inappropriate for the topic or incomplete; very

7

designed and appropriate to the topic (and its characters) (5)

appropriate to the topic (and its characteristics) but one item is missing (4)

costumes, props are appropriate to the topic though they are less creatively designed and presented (3)

little sign of creativity and resourcefulness in presentation (1)

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 pts1.25 = 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