PAMANTASAN NG LUNGSOD NG MAYNILA

College of Humanities, Arts, and Social Sciences

Department of Social Sciences and Humanities

Course Title:Life and Works of Rizal

Course Code:LWR 0004
Course Credit: 3 Units

Course Description:
As mandated by Republic Act 1425, this course covers the life, ideals and works of the country’s national hero, Jose Rizal. The course deals with significant study of the life and writing of Rizal
on social, political and cultural progress of the Philippines. It aims to provide students an in-depth appreciation of Rizal’s contributions tothe building of Filipino nationhood. The course
involves the critical and analytical discussion of Rizal in the context of Philippine [Link] exposing the student to vast information of the hero, it seeks to inculcate and intensify a
sense of patriotism and nationalism.

Course Learning Objectives:-p

At the end of the course, the students should be able to:
1. Discuss Jose Rizal’s life within the context of present-day society
2. Develop student’s ability to perceive, understand and appreciate the different stages in the life of Rizal;
3. Describe historical development that leads to the emergence of Filipino nationalism;
4. Demonstrate critical reading of primary sources;
5. Analyze criticallyRizal’s various works and significant achievements;
6. Understand the issues confronting the country during the particular historical era;
7. Articulate personal positions on various claims and historical controversies surrounding the hero;
8. Write a position paper with proper citations on a topic related to the works of Rizal;

Course Requirements:
The students are expected to attend every session of the class which is divided into 16 weeks with 36 meetings. Participation is fundamental and students are encouraged to come to class
prepared and to contribute to the lively exchange of ideas. Discussions will focus on historical developments and select readings that appear in the course syllabus. There will be mid-term
and final examinations aside from the quizzes that will be given on the duration of the course. An essay-type examination will be given to students after each significant unit to assess the
scope of their understanding and depth of their critical thinking regarding the topic. They are designed to reinforce criticalanalysis and concepts that will be discussed and to allow every
student to expand his or her knowledge base of the course. The students may also be asked to work on some reflective essays and critical analysis about significant writings of Rizal. One long
final paper on challenging topics such as “The Relevance of Rizal in Establishing New Moral Order” or “Ideas on Developing a Role Model from Rizal’s Character” will be required towards the
final week. The final paper and reflective essays should represent the kind of writing that is expected from college students.
 Mode of Learning
Teaching and Learning
Week Topics Learning Objectives Resources Assessment Tools
Activities
(Synchronous/Asynchronous)
1 Week  Course SyllabusWill be ASYNCHRONOUS
uploaded  Concept Mapping  Diagnostic Test
 Course Orientation  Describe the historical (concept of hero)  Oral Recitation The faculty will create a virtual classroom
 Interactive  Digesting reading

Floro
background and context usingMSTeams. This will also be the venue for
Understanding Republic Act 1425 of RA 1425 Discussion (ideals article posting of announcements and links to
 What is Republic Act 1425?  Discuss the significant/ regarding heroism) readings and resources.
 Historical Background and salient parts of RA 1425  Orientation
Context of RA 1425
 Significance of the Law
 Importance of Studying Rizal as a
 Identify the factors that
affect the
implementation of the
Quibuye SYNCHRONOUS
 MSTEAMS platform will be used for

n, a
the orientation of the syllabus and its
course law content
 Assess its importance in
current Philippine

Nation
Class discussion for the RA 1425 via
situation
MSTEAMS platform

Aborted
First meeting will discuss course
content and class arrangement

Renato
Attendance will be monitored
 Upload e-copy of the LWR syllabus and
primary lecture on historical
background and context of RA 1425.

Constan  Provide guide questions e.g.

1. Considering the context of 1950s,

tino, what issues and interests were at

stake in the debate over Rizal bill?
2. Do these issues remain pertinent

Adorati in present-day? (faculty may

asked the students to present
their answers thru online
discussion
 Article reading and discussion point
 on
(Google classroom, FB messenger, GC)

without
Underst
andi
 Text of RA 1425
can be accessed thru
[Link]
06/12/republic-act-no-
1425/

 Floro Quibuyen, a Nation

Aborted

 Renato Constantino,
Veneration without
Understanding (will be
posted online for reading
and analysis activity)

 Explain how the  Film: “Ganito Kami Noon,  Film Viewing

uring
2 weeks
prevailing philosophical Paano Kayo Ngayon?”  Brief Lecture on  Oral Recitation SYNCHRONOUS (DISCUSSION)
thinking in Europe Directed by: Eddie Spanish Colonization  Graphic Organizer
affected the rest of the Romero,1976(restored and of the Philippines  Reflection paper ASYNCHRONOUS (FOR INDIVIDUAL AND

Rizal’s world including the

Philippines.
 Describe the social,
remastered 2013 by
ABS-CBN Films)
 Interactive
Discussion (concept
of Filipino identity)
GROUP ACTIVITIES)

Time political, and

economicconditions of
the world and the
 Onofre D. Corpuz, the
Roots of the Filipino
Nation, Vol. 2



Class discussion via MSTEAMS.

The faculty will upload blank world

[Link]’
Philippines and graphic organizer and student
 John Schumacher. “Rizal shall supplement description of
in the Context of 19th socio-political happenings in the
century Philippines” in the world during Rizal’s time (this

s Century: Making of a Nation:

Essays of 19th Century
Filipino Nationalism.
activity shall be done by pair and can
be submitted online thru email or fb
messenger or any platform that will

The 19 Quezon City, ADMU Press,

1991.

be used)

Film Viewing can also be done

th online.

 Film Guide Questions

1. Describe 19th Century
Philippines as represented in the

Century film.
2. Analyze the main point that the
film wanted to emphasize.

[Link] 
3. Write your own reflection based
on the film’s central theme.
Highlight complexities, contradiction,

Needs for ambiguity

Reform:
Repr
The World during Rizal’s Time
 Rizal’s Century: The 19th Century
 The Needs for Reform
 The Conditions of Europe, America
and Asia
 The Changing Religious Front in the
Philippines: Secularization
  Analyze the significance  Onofre D. Corpuz, the  Lecture: Rizal’s  Recitation

Rizal’s
SYNCHRONOUS (DISCUSSION)
of family and home to Roots of the Filipino Family, Childhood  Digesting reading
2 Weeks Rizal’s early Nation, Vol. 1 and Early Education article ASYNCHRONOUS (FOR INDIVIDUAL AND
achievements.  Journal Writing

[Link]’s
GROUP ACTIVITIES)
 Leon Ma. Guerrero, the  Sharing Session presentation
 Determine the First Filipino: A Biography (“Effects of the
influences in Rizal’s of Dr. Jose P. Rizal. GOMBURZA Class discussion via MSTEAMS.

Childhood young life that shaped

his aspirations and
values
 Rizal, Jose. “Memoirs of a
Student in Manila”
execution on Rizal)

 Video clip viewing

 Lecture and discussion on Rizal’s
Family, Childhood and Early Education

A. BirthB. Appendix Section of

Gregorio Zaide’s Jose
Rizal: Life, Works and
 Individual Journal
(influence of family
 Create a timeline of Rizal’s childhood
and educationvia zoom platform

Family and Writings

 Buhay ng Isang Bayani

in terms of beliefs,
values, choices)



Watched the video clip online.

Sharing session (“Effects of the

AncestryFa (Jose Rizal Story) – Video

production by Ateneo de
Manila University History
GOMBURZA execution on Rizal) –
faculty will engage the students to
share ideas by asking reflective and

mil Department (video can be

accessed in youtube)
critical questions online.
 Rizal’s Childhood  Individual journal writing (comparing
 Birth student early childhood with that of
 Family and Ancestry Rizal). Faculty members can be
 Early Education creative in using digital platforms to
showcase this activity.

Mode of Learning
Teaching and Learning
Week Topics Learning Objectives Resources Assessment Tools
Activities
(Synchronous/Asynchronous)
SYNCHRONOUS (DISCUSSION)
 Discuss Rizal’s  Lecture: Rizal’s
 Rizal’s Life achievement as a  Salazar, Zeus. “A Legacy of Education in Ateneo  Oral Recitation ASYNCHRONOUS (FOR INDIVIDUAL AND
 Higher Education student in Ateneo the Propaganda: The and UST  Graphic Organizer GROUP ACTIVITIES)
 Life and Travels Abroad Municipal de Manila Tripartite View of  Lecture: Rizal’s Presentation
and Universidad de Philippine History” in Atoy Travels  Digesting reading
Santo Tomas Navarro and Flordeliza  Use of Graphic article  Class discussion for the via MSTEAMS.
 Compare and contrast Lagdao-Bolante eds. Mga Organizers e.g. Venn
his life in Ateneo and Babasahin sa Agham Diagram  Virtual tour of Ateneo and UST sites
UST Panlipunang Pilipino: (Ateneo and UST) inside Intramuros
 Appreciate education Sikolohiyang  Interactive
as fundamental factor Pilipinolohiya, at Discussion  Conduct lecture on Rizal’s experiences
in shaping Rizal’s Pantayong Pananaw. QC: (educational system during his study in Ateneo and UST as
ideals C&E Publishing, 2007. during Spanish well as his life abroad
2 Weeks  Discover the places Can be accessed through: period)
Rizal’s traveled, and [Link]  Video Clip viewing  Highlight complexities, contradiction,
lessons learned from yan.  Class Activity: Read ambiguity
each place org/downloadable/zeus_00 first issue of La  Watch I-witness about Rizal’s Travel
 Explain principle of [Link] Solidaridad and
assimilation advocated analyze the aims  Read primary sources like letters,
by propaganda  I-witness: Rizal Travels stated therein, speeches and anecdotes of Rizal’s
movement answer written travel
 Appraise Rizal’s document analysis
relationship with other  Let the students use graphic organizers
propagandists in presenting their grasp of
information.

 Graphic organizers can be presented

by group during online discussion.
   Option 1:  Film Viewing

uring
2 weeks Analyze the SYNCHRONOUS (DISCUSSION)
factors that led to Film: Jose Rizal, GMA  Brief Lecture on  Oral Recitation
Rizal’s execution Films Rizal’s life in exile, his  Graphic Organizer ASYNCHRONOUS (FOR INDIVIDUAL AND
 Directed by: Marilou trial, and his death  Reflection paper

Rizal’s
Analyze the GROUP ACTIVITIES)
effects of Rizal’s Diaz-Abaya  Interactive
execution on  Option 2: Discussion (impact of
Spanish colonial Rizal’s death on  Class discussion for the RA 1425 via

Time
Film: Rizal sa Dapitan
rule and Philippine zoom platform
Philippine Directed by: Tikoy Revolution)
Revolution Aguiluz  Class Activity: Read  On-air via zoom platform to be aired

[Link]’  Teodora Alonzo’s

petition to Camilo
Polavieja. Manila. 28
Rizal’s last letter to
family members (to
be uploaded or will 
via FB live platform

The faculty will upload graphic

s Century: December 1896.

form part of the
lecture)
 Class Activity: Read
organizer after reading the
constitution of La Liga Filipina and
student shall supplement aims of La

The 19 Teodora Alonzo’s

letter to Governor
General Polavieja
Liga Filipina in one column and ways
to achieve it in another column (this
activity shall be done by pair and can
th and write similar
letter persuading him
be submitted online)

to spare Rizal’s life  Film Viewing can also be done

online.

Century  Film Guide Questions

1. Describe Rizal’s life as
represented in the film.

[Link] 2. Based on readings, and class

discussion, what can you say
about the film’s representation

Needs for of Jose Rizal’s life.

3. Write your own reflection based
on the film’s central theme.

Reform:  Letter sharing: Posting of individual

letters persuading Governor
Polavieja to spare Rizal’s life
 

Repr
Highlight complexities, contradiction,
ambiguity

Rizals Life: Exile, Trial and Death

 Analyze Rizal’s ideas on Ocampo, Ambeth. “Rizal’s  Lecture: Rizal’s View

Rizal’s
SYNCHRONOUS (PANEL DISCUSSION
how to rewrite Morga and views of on Philippine History  Digesting reading PRESENTATION)
1 Week Philippine History Philippine History” in and Historiography article
Philippine Studies vol.46 no.  Graphic Organizer

[Link]’s
ASYNCHRONOUS (FOR INDIVIDUAL AND
 Compare and contrast 2 (1998)  Class Activity: Read oral presentation GROUP ACTIVITIES)
Rizal and Morga’s introduction and last
different views about Can be accessed through: chapter of Rizal’s

Childhood Filipinos and Philippine

Culture
[Link]
[Link]/ojs/[Link]/p
s/article/viewFile/662/663
annotation of
Antonio Morga’s
Sucesos de las Islas
 Create groups to delegate tasks in
analyzing the annotation made by

A. BirthB. Filipinas
 Class Activity:
Compare and 
Rizal.

Let them select appropriate graphic

Family and contrast Rizal and

Morga’s different
views about Filipinos
organizers which will best discuss the
points or central theme of the reading.
This to be presented online.
and Philippine
 AncestryFa
Culture using
appropriate graphic
organizer tools

mil
Rizal’s Annotation of Antonio
Morga’s Sucesos de las Islas Filipinas

 Describe the context in  Constantino, Renato.  Lecture on Rizal’s  Group presentation

2 weeks Noli Me Tangere which Rizal wrote Noli “Our Task: to make Rizal representation of the  Paper output SYNCHRONOUS (LITERATURE CIRC
Me Tangere obsolete” in This Week, conditions and PRESENTATION)
Manila Chronicle (14 problems of ASYNCHRONOUS (FOR INDIVIDUAL AN
 Evaluate how Noli Me June 1959) Philippine society in GROUP ACTIVITIES)
Tangere contributed to the 19th century
the formation of Filipino through Noli Me  Create groups to delegate tasks in analyzin
national consciousness Tangere the historical context, characters, and
content of Noli Me Tangere
 Examine the present  Group Activities
Philippine situation  Have each group present and discuss in
through the examples class online
mentioned in Noli
 Write a paper discussion done by the grou
on the ff. roles of the characters in the
works of Rizal, significance, parallelism and
representation in the 19th century
 Describe the context in Reyes, Miguel Paolo. “El  Lecture on El  Group presentation
2 weeks El Filibusterismo which Rizal wrote El Filibusterismo and Jose Rizal Filibusterismo’s  Graphic Organizers SYNCHRONOUS (LITERATURE CIRC
Filibusterismo as ‘Science Fictionist’” in background,  Reflection Paper PRESENTATION)
Humanities Diliman vol. 10 publication, central ASYNCHRONOUS (FOR INDIVIDUAL AN
 Compare and contrast El no. 2 (2013) theme, plot, GROUP ACTIVITIES)
Filibusterismo and Noli Can be accessed through: characters and ideas
Me Tangere [Link]  Class discussion on  Lecture on the historical context,
ndex. differences between characters, and content of El Filibusterism
 Appraise how El php/humanitiesdiliman/arti the two novels
Filibusterismo cle/  Prepare graphic organizers providing input
contributed to the view/4168/3774 on changes and ideas expressed on Noli M
 national consciousness Tangere and El Filibusterismo
and the Philippine
Revolution  Reflection paper on points discussed in the
required reading

 Discuss Rizal’s socio- Rizal, Jose. “The Philippines  Lecture on selected  Oral Recitation SYNCHRONOUS (LITERATURE CIRC
3 weeks A. Selected Writings (options may political analysis of a century hence” writings and  Paper Output PRESENTATION)
include two or more) Philippine society as Can be accessed through: interpretations on  Individual response ASYNCHRONOUS (FOR INDIVIDUAL AN
 Hymn to Labor reflected in the novels [Link] the study of Jose activity GROUP ACTIVITIES)
 On the Indolence of the and poems. am/ philippinescentu00riza/ Rizal’s life
Filipinos philippinescentu00riza_djvu  Lecture on selected writings and
 Letter to the Women of  Describe the impact of .txt  Reading Activities interpretations on the study of Jose Rizal’s
Malolos the writings to life
 The Philippines a Century Philippine socio-political  Creation of cluster
Hence situation during Rizal’s Joaquin, Nick. A question of diagram on the  Prepare cluster diagrams providing inputs
B. Other interpretations on the time and the present heroes. Pasig: Anvil 2005. values learned as on significant values learned in studying
study ofJose Rizal’s Life (Chapters on Rizal, Bonifacio highlighted in Rizal’s Rizal’s life and works.
 Understand the and Aguinaldo) life
different perspectives  Reflection paper on points discussed in the
and interpretations on chosen reading material.
the study of Rizal’s life Nolasco, Ricardo Ma. D.
from other disciplines or “Ang Pinagmulan ng Salitang  Prepare a 2-minute video containing speec
schools of thought Bayani” Diliman Review, vol about a value Rizal exhibited that worth
45, no. 2-3, 1997, pp. 14-18 emulating or a speech as response to the
challenges Rizal posted for the youth.
Upload the video to be watched by
everyone in the class

/recalibrated/march2021/LAISIP/

REFERENCES:
Agoncillo, Teodoro A. Mangahas, Fe B. (2010). Philippine history expanded and updated edition. Quezon City. C & E publishing, Inc.

Agoncillo, Teodoro. 1990. History of the filipino people (8th Edition). Garotech Publications.

Ancheta, Celedonio. 1969. Jose Rizal’s life and his complete works. Quezon City. University of the Philippines.

Bonoan, Raul SJ. 1994. The Rizal-Pastell’s correspondence. Quezon City. Ateneo de Manila University.

Coates, Austin. Rizal: 1986. Philippine nationalist and martyr. Hongkong. Oxford University Press.

De la Costa, Horacio SJ. 1992. Reading in Philippine History. Manila. Bookmark.

__________________ 1961. The trial of Rizal.W. E. Retana’s transcription of the official Spanish documents. Quezon City. Ateneo de Manila University.

Guerrero, León Maria III. 2003 The first Filipino: A biography of Jose Rizal. Manila. National Historical Institute of the Philippines.

Joaquin Nick. 1977. A question of heroes: Essays in criticism on ten key figures of Philippine History. Makati Filipinas Foundation.

Locsin- Lacson, Ma. Soledad(Translators). 1996. Noli Me Tangere. Makati City. Bookmark Inc.

__________________. 1996. El Filibusterismo. Makati City. Bookmark Inc.

Morga, Antonio. 1962. Historical events of the Philippine Islands. Published in Mexico in 1609. Centennial Edition. Manila. Jose Rizal Centennial Commission.

Ocampo, Ambeth. 1990. Rizal without the overcoat. Manila. Anvil Publishing Inc.

Quibuyen, Floro. 1999. A nation aborted: Rizal, American hegemony, and Philippine nationalism. Quezon City. Ateneo de Manila University.

Romero, Ma. Corona, Julieta Sta. Romana and Lourdes Santos 1978. Rizal and the development of national consciousness. Quezon City. JMC. Press,

Schumacher, John. 1999 The Making of a nation: Nineteenth Century Philippine nationalism. Quezon City. Ateneo de Manila University Press.

Zaide, Gregorio F. Zaide, Sonia M.1992. Jose Rizal : life, works, and writings of a genuis, writer, scientist, and national hero. ALL NATIONS Publishing Co. Inc.