ATENEO DE MANILA UNIVERSITY

LOYOLA SCHOOLS

COURSE SYLLABUS

COURSE NUMBER: History 165

TITLE: Rizal and the Emergence of the Philippine Nation
NUMBER OF UNITS: 3

History Department
School of Social Sciences
2nd Semester, SY 2019-2020

FACULTY: Mr. Franz Jan S. Santos

SCHEDULE & VENUE: Tuesday and Thursday, 5:00pm-6:30pm, B-207
SECTION: F

“The ultimate aim of Jesuit education is, rather, that full growth of the person which leads to action...
This goal of action based on sound understanding and enlivened by contemplation, urges students to
self-discipline and initiative, to integrity and accuracy.
At the same time, it judges slip-shod or superficial ways of thinking unworthy of the individual and,
more important, dangerous to the world he or she is called to serve.”
- Fr. Peter Hans Kolvenbach, S.J.

A. COURSE DESCRIPTION

This course will look at the life and works of Jose Rizal, particularly the Noli Me Tangere and El
Filibusterismo, in the context of the formation of the Filipino nation. It will analyze the historical
movements which form the background of Rizal’s works using both primary and secondary source
and evaluate the relevance of Rizal and his works to the modern Philippine nation.

B. LEARNING OUTCOMES

At the end of the course, the students are expected to be able to:

1. Identify watershed moments in the life of Jose Rizal and Philippine history and to show how
they are important in the development of the Philippine nation.
2. Describe (using primary sources) what life was like in early Philippine society and how it was
transformed during and in the aftermath of the colonial encounter.
3. Determine the roles played by Jose Rizal and different sectors of Philippine society in the
reform movements, revolts and resistance against Spain and The Revolution of 1896.
4. Appraise of the life and works (particularly the Noli and Fili) of José Rizal in the context of
the formation of the Philippine nation.
5. Construct an argument based on the appraisal of historical sources and to analyze patterns in
historical narratives and to draw conclusions from them.
6. Connect the life and works Jose Rizal and the historical experiences of the Philippines to
global and international currents and realities.

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C. COURSE OUTLINE

I. INTRODUCTION: HISTORY, MEMORY AND THE HISTORIAN’S TASK

(Weeks 1&2: Jan. 23-31)

Required Readings:
1. Alterman, Eric. “The Decline in Historical Thinking”. The New Yorker, Conde Nast,
4 February 2019, https://www.newyorker.com/news/news-desk/the-decline-of-
historical-thinking.
2. Agoncillo, Teodoro. “Imagination in History”. Kasaysayan. vol. no. 2 (2001): 1-10.
3. Schumacher, John. “The Historians Task in the Philippines”. The Making of a
Nation. Manila: Ateneo de Manila University Press, 1991. pp. 7-15

Suggested Readings:
Scott, William Henry. Cracks in the Parchment Curtain. QC: New Day Publishing, 1982.
Chapter 1: “Cracks in the Parchment Paper”, pp.1-12.

II. PRE-CONQUEST PHILIPPINES IN RIZAL’S MORGA AND OTHER SOURCES

(Weeks 3-5: Feb. 4-21)

Required Readings:

1. Rizal, Jose. “Preface”, Sucesos de las Islas Filipinas

2. Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History.” Philippine
Studies. Vol. 46 #2, pp. 184-214.
3. Scott, William Henry. Barangay: 16th Century Philippine Society and Culture. QC:
ADMU Press, 1994. Chapter 12: “Tagalog Society and Religion”, pp. 217-242.
4. Cortes, Rosario Mendoza, Boncan, Celestina Puyat, and Jose, Ricardo Trota.
Chapter 3: “The Muslim resistance to Spanish colonialism”, The Filipino Saga:
History as Social Change. QC: New Day, 2000. pp. 58-71.

Suggested Readings:
Jocano, F. Landa. “Introduction,” The Philippines at the Spanish Contact. Manila: MCS
Enterprises, 1975.
Excerpts from Antonio Pigafetta, Miguel Lopez de Loarca, Juan de Plasencia,
Francisco Colin and the Boxer’s Codex in Jocano, Felipe Landa. The Philippines at the
Spanish Contact. Manila: MCS Enterprises, 1975.

WEEK 5: LONG TEST #1

IV. JOSE RIZAL AND SPAIN’S COLONIAL INSTITUTIONS (Weeks 6-8: March 3-March 19)

Required readings
1. Schumacher, John N. Growth and Decline: Essays on Philippine Church History.
Quezon City: Ateneo de Manila University Press. 2009. “Chapter 1: Bishop Domingo
de Salazar and the Manila Synod of 1582” 1-22.
2. Phelan, John Leddy. Hispanization of the Philippines: Univ. of Wisconsin Press,
1959. “Political Hispanization” 121-135.

Suggested Readings:
Cushner, Nicholas. Spain in the Philippines: from conquest to revolution. Quezon City:
Ateneo de Manila University, 1971. Chapter 5: “Tributes and Labor”, pp.101-126.
Arcilla, Jose S., S.J. “The Spanish Arrival”. Kasaysayan. Volume 3: The Spanish Conquest.
HK: Asia Publishing Company Limited, 1998. Chapter 1: pp. 7-33.

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V. JOSE RIZAL AND 19TH CENTURY PHILIPPINES (Weeks 9-10: March 24-April 2)

Required readings:
1. Schumacher, John. The Making of a Nation. Manila: Ateneo de Manila University
Press, 1991. Chapter 2: “Rizal in the Context of 19th Century Philippines” 16-34.
2. De la Costa, Horacio. “Nascent Philippine Nationalism”, ed. Roberto Paterno,
Selected Readings in Philippine Colonial History. Manila: Kadena Press
Foundation, 2002, 334-352.
3. Schumacher, John. The Filipino clergy and the nationalist movement, 1850-1903.
Quezon City: Ateneo de Manila University Press, 1981. “Chapter 2: Burgos and the
Equality of Filipino and Spaniard, 1864-1872” 13-32.

Suggested Readings:
Schumacher, John. “Higher Education in the Philippines” in The Making of a Nation. Manila:
Ateneo de Manila University Press, 1991, pp.16-34.
Mojares, Resil B. “The Rise of an Intelligentsia.” The Brains of a Nation: Pedro Paterno, T.H.
de Tavera, Isabelo de los Reyes and the Production of Modern Knowledge, 441-66. Quezon
City: ADMU Press, 2006.

WEEK 10: LONG TEST #2

VI. JOSE RIZAL’S THE NOLI AND FILI and PROJECT DISCUSSION (Weeks 11-12: April 7-
16)

Required readings:

1. Rizal, Jose. Noli me Tangere and El Filibusterismo

2. Constantino, Renato. “Veneration Without Understanding.” Dissent and Counter
Consciousness. Quezon City: Renato Constantino, 1970. pp. 125-147
3. Schumacher, John. “Noli as Catalyst of Revolution”. The Making of a Nation,
Manila: Ateneo de Manila University Press, 1991. pp. 91-101

Suggested readings:
Rizal, Jose. “Selected Letters”. Manila: National Historical Institute, 1976.
Anderson, Benedict, 2006. Forms of consciousness in El Filibusterismo. Philippine
Studies 54 (3): 315-37.
Schumacher, John, SJ. 1997. The “Noli me tángere,” 1887. The Propaganda
Movement: 1880-1895. Quezon City: ADMU Press, 1997. pp. 83-104.

VII. RIZAL AND THE REVOLUTION (Weeks 13-16: April 28 – May 14)

Required Readings:

1. Bonifacio, Andres. “What the Filipino Should Know” in Teodoro Agoncillo. Filipino
Nationalism: 1872-1970. Quezon City: RP Garcia Publishing, 1974.
2. Jacinto, Emilio. Excerpts from “Liwanag at Dilim” in Teodoro Agoncillo. Filipino
Nationalism 1872-1970; Quezon City: RP Garcia Publishing, 1974.
3. Fast, Jonathan and Richardson, Jim. Chapter 9 “The Katipuneros: Revolutionary
Leadership in City and Province. In Roots of Dependency. Quezon City: Foundation
for Nationalist Studies, 1979.
4. Fast, Jonathan and Richardson, Jim. Chapter 10 “Katipunan Ideology: A Product of
the times”. In Roots of Dependency. Quezon City: Foundation for Nationalist Studies,
1979.

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 Suggested Readings:

May, Glen Anthony. “Warfare by Pulong: Bonifacio, Aguinaldo and Philippine Revolution
Against Spain.” Philippine Studies.

Note: It is assumed that students who enroll in this course have read Rizal’s Noli Me Tangere
and El Filibusterismo. Those who have not done so are required to read the novels before the
end of the semester.

WEEK 16: LONG TEST #3

J. COURSE REQUIREMENTS

Long tests = 3 x 20 pts

Students will be assessed based on their understanding of the key concepts and ideas from the
readings and class discussions.

Project = 20 pts

The project will be a synthesis of what students learned during the semester and will be done in groups
of 5. It will be in the form of an advocacy or information campaign, with the aim of encouraging the
Filipino youth to 1) learn about a particular event or topic in Philippine history, and 2) apply its
lessons to current social issues. Students will be allowed to choose the topic and medium for the
campaign, subject to approval of the teacher.

The project will have an individual and group component. Peer evaluations will be part of the
student’s project grade. Expect peer evaluations as well.

Class Participation = 20pts

INDIVIDUAL: Students are expected to participate in the classroom discussions by answering

questions, sharing their knowledge and opinions on topics, raising issues and asking intelligent
questions. Meaningful and value-adding participation of students will be noted and credited
accordingly. A student can get a maximum of 10 pts for individual class participation.

GROUP REPORT: Part of the component for class participation will be a 30-minute report. Students
in pairs or triads will lead the discussions in class on particular topics assigned by the teacher from the
required readings. The report will have a highest possible score of 10 pts based on accuracy, depth of
analysis and delivery.

TOTAL: 100 pts

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K. GRADING SYSTEM

Assessment Methods/Course Requirements Grading Scale

A = 100 - 96
B+ = 95 - 91
B = 90 - 86
C+ = 85 - 81
C = 80 - 76
D = 75 - 70
F = below 70 W = overcut

L. CLASSROOM POLICIES

(1) You are allowed a maximum of 6 cuts this sem. Going over the limit will merit a grade of W
(withdrawal without permission). As a general rule, there is no distinction between excused
and unexcused absences. Students who arrive within 10 min after the class has started
will be marked LATE. TARDINESS is equal to HALF A CUT. On the other hand,
students who are late for more than 10 min will be allowed to enter the classroom but
will be marked ABSENT. Failure to notify the teacher or the class beadle of one’s tardiness
immediately after the class will automatically merit a cut.
(2) Under normal circumstances NO MAKE UP for missed requirements will be given to
students. With this in mind students are expected to do their best in all class activities so that
in case a student misses a requirement he/she still has sufficient points to compensate for what
was missed. (see also class policy # 3)
(3) In relation to class policy #’s 1 and 2, students representing the school in official/authorized
functions or are absent/late because of serious illness, disease or other grave medical concerns
will be evaluated on a case to case basis, pending submission of an authorization letter from
higher school authorities (e.g. ADSA, ADAA) or a valid medical certificate.
(4) The content found in the assigned readings is essential to understanding the course as a
whole. Thus, it is expected for all students to know and understand the content of the readings
even if some parts of it were not discussed in detail in class. Remember all the test questions
will be based on both the class lectures and the required readings.
(5) Sleeping, talking to your seatmate or any form of disruptive behavior is NOT allowed.
Likewise, the use of cellular phones and other electronic gadgets (e.g. computers, tablets,
gaming devices, music players) during class hours is strictly prohibited. Those who violate
this rule will be sent out of the classroom and marked ABSENT.
(6) Students are given ten (10) school days from the time the long test had been returned to
clarify with the professor all issues or corrections (if any) concerning the test. Corrections will
no longer be entertained after the 10-day period has elapsed.
(7) Haggling over grades is not allowed. Students are required to read, understand and strictly
abide with: Section E. Offenses Involving Dishonesty” under the Code of Discipline for
Students in the Student Handbooks for undergraduate and graduate students.

M. CONSULTATION HOURS

Th: 4:00-5:00pm Venue: History Department

Students are also encouraged to set appointments outside the stated consultation hours whenever
needed.

Email: fjsantos@ateneo.edu