Republic of the Philippines

BATANGAS STATE UNIVERISTY

BatStateU Rosario
Namunga, Rosario,Batangas

COLLEGE OF INDUSTRIAL TECHNOLOG

BACHELOR OF INDUSTRIAL TECHNOLO

COURSE INFORMATION SYLLABUS (CI

VISION A premier national university that develops leaders in the global knowledge economy.
MISSION A university committed to producing leaders by providing a 21st century learning environment through
partnerships in order to nurture the spirit of nationhood, propel the national economy, and engage the wo
Course Title Life and Woks of Rizal
Course Category General Education
Semester/year
Course Instructor

Period of Study AY 2020-2021

Course Rationale and As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero,
Description novels Noli me tangere and El filibusterismo, some of his essays, and various correspondences.
Contact Hours 3 hrs lecture

Criteria for Assessment 20% Midterm Examination

20% Final Examination
10% Quizzes and Exercises
50% Final Output
Teaching, Learning, and The following are the teaching-learning strategies for this course
Assessment Strategies • Lecture. Although the usefulness of other teaching strategies is being widely examined today, the lectu
• Case Method. Providing an opportunity for students to apply what they learn in the classroom to real-
knowledge. The case method is an instructional strategy that engages students in active discussion abou
• Discussion. Other faculty find it helpful to have student’s list critical points or emerging issues, or gen
• Distance Learning. Distance learning is not a new concept. We have all experienced learning outside
learning or distance education as a teaching pedagogy, however, is an important topic of discussion on
• Integrating Technology. Today, educators realize that computer literacy is an important part of a stud
proving to be valuable for enhancing and extending the learning experience for faculty and students
• Cooperative Learning. Cooperative Learning is a systematic pedagogical strategy that encourages sm
'Collaborative Learning' is often used as a synonym for cooperative learning when, in fact, it is a separa
learning communities, stimulating student/faculty discussions, and encouraging electronic exchanges (B
the learning process.
• Active Learning. Many studies show that learning is enhanced when students become actively involved
stimulate critical thinking and a greater awareness of other perspectives.
Intended Learning Outcomes ILO Upon completion of this course, the students should be able to:
(ILO) ILO1 Draw nationalist ideals from the different works of Rizal and general conclusion on the impa
ILO2 Communicate their personal reflections on the effects of Rizal’s life, works and patriotic acts
to Philippine nationalist sentiments.
ILO3 Critically compare the social and political ideals of Rizal with those of other Filipino patriots
and nationalists.
Assessment Method and Assessment Tasks (AT) Distribution
Distribution Map Code Assessment Tasks (%)
I/R/D
MT Midterm Examination I/R 20
AS Written Exercises R 10
Republic of the Philippines
ANGAS STATE UNIVERISTY
BatStateU Rosario
Namunga, Rosario,Batangas

OF INDUSTRIAL TECHNOLOGY
R OF INDUSTRIAL TECHNOLOGY

NFORMATION SYLLABUS (CIS)

wledge economy.
ntury learning environment through innovations in education, multidisciplinary research, and community and industry
ational economy, and engage the world for sustainable development.
Course Code GEd 103
Prerequisite(s)
Credit Hours 3 hrs. Lecture
ID No. Reference CMO Proposed CMO of PACUIT
Date Prepared
Revision No.:
Revision Date
orks of the country’s national hero, José Rizal. Among the topics covered are Rizal’s biography and his writings, particularly the
d various correspondences.

ing widely examined today, the lecture still remains an important way to communicate information.
they learn in the classroom to real-life experiences has proven to be an effective way of both disseminating and integrating
s students in active discussion about issues and problems inherent in practical application.
cal points or emerging issues, or generate a set of questions stemming from the assigned reading(s).
ve all experienced learning outside of a structured classroom setting through television, correspondence courses, etc. Distance
an important topic of discussion on college campuses today.
teracy is an important part of a student's education. Integrating technology into a course curriculum when appropriate is
perience for faculty and students
gogical strategy that encourages small groups of students to work together for the achievement of a common goal. The term
learning when, in fact, it is a separate strategy that encompasses a broader range of group interactions such as developing
ncouraging electronic exchanges (Bruffee, 1993). Both approaches stress the importance of faculty and student involvement in

en students become actively involved in the learning process. Instructional strategies that engage students in the learning process
tives.
e able to:
and general conclusion on the impact of Rizal's patriotism to the development of Philippine nationalism.
Rizal’s life, works and patriotic acts

with those of other Filipino patriots

Intended Learning Outcomes Domains

1 2 3 4 5 6 7 C P A
85 15 70 30
25 25 25 25 100
Assessment Method and
Distribution Map

FE Final Examination R 20
FO Final Output R 50
Total 100
Note: All internal assessments with feedback will be made available within 2 week after each asses
Textbook 1 Pasigui, Ronnie E. and Cabalu, Danilo H. J. Rizal the Man and The Hero C&E Publishing, In

Other Books and Articles 2 Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of a
Filipino: A story of Philippine colonial politics, 244–47. Quezon City: The Author.
3 Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford University Press
Makabayan at Martir. Quezon City University of the Philippines Press, 2007
4 Schumacher, John. 1997. Early Filipino student activities in Spain, 1880–1882. In The propa
revolution, 19–39. Also read page 236. Quezon City: Ateneo de Manila University Press. DS
5 Schumacher, John. 1997. The Filipino past and education for the future, 1887–1891. In The
the revolution. Quezon City: Ateneo de Manila University Press.
6 Aguilar, Filomeno. 2005. Tracing origins: Ilustrado nationalism and the racial science of mig
7 Nolasco, Ricardo Ma. D. "Pinagmulan ng Salitang Bayani" sa Diliman Review,vol 45, no.2-
8 Joaquin, Nick. A Question of heroes. Pasig: Anvil, 2005.
Institutional Graduate IGA Institutional Graduate At
Attributes (IGA) IGA1 Knowledge Competence
Demonstrate a mastery of the fundamental knowledge and skills required for functioning eff
effectively to practice in the workplace.
IGA2 Creativity and Innovation
Experiment with new approaches, challenge existing knowledge boundaries and design nove
IGA3 Critical and Systems
Identify, define, and deal with complex problems pertinent to the future professional practice
IGA4 Communication
Communicate effectively (both orally and in writing) with a wide range of audiences, across
IGA5 Lifelong Learning
Identify own learning needs for professional or personal development; demonstrate an eager
on their own.
IGA6 Leadership, teamwork, and Interpersonal Skills
Function effectively both as a leader and as a member of a team; motivate and lead a team to
interact socially and effectively with diverse culture.
IGA7 Global Outlook
Demonstrate an awareness and understanding of global issues and willingness to work, inter
IGA8 Social and National Responsibility
Demonstrate an awareness of their social and national responsibility; engage in activities tha
professional and work environments.
Student Outcomes (SO) SO Student Outcome
SO1 Technology Tools Usage
An appropriate mastery of the knowledge, techniques, skills and modern tools of technology
SO2 Problem Analysis
An ability to apply current knowledge and adapt to emerging applications of mathematics, sc
SO3 Investigation
An ability to conduct, analyze and interpret experiments and apply experimental results to im
SO4 Design/Development of Solutions
An ability to apply creativity in the design of systems, components or processes appropriate
SO5 Leadership and Teamwork
An ability to function effectively on teams;
SO6 Evaluation of the Problem
 20 20 30 30 70 20 10
70 30 20 70 10
130 60 125 85
ilable within 2 week after each assessment submission except Final Examination.
an and The Hero C&E Publishing, Inc. 2006

olic hierarchy. In The making of a

Quezon City: The Author.
ongKong: Oxford University Press Quezon City; Malaya Books, 1969; or Filipino translation by Nilo S. Ocampo. Rizal
lippines Press, 2007
s in Spain, 1880–1882. In The propaganda movement: 1880–1895; The creators of a Filipino consciousness, the makers of the
eneo de Manila University Press. DS675 S385 1997
n for the future, 1887–1891. In The propaganda movement: 1880–1895; The creators of a Filipino consciousness, the makers of
ty Press.
onalism and the racial science of migration waves. Journal of Asian Studies 64(3): 605–37.
ni" sa Diliman Review,vol 45, no.2-3, 1997
.
Institutional Graduate Attributes (IGA) Statements

nd skills required for functioning effectively as a professional in the discipline, and an ability to integrate and apply them

owledge boundaries and design novel solutions to solve problems.

nt to the future professional practice or daily life through logical, analytical and critical thinking.

th a wide range of audiences, across a range of professional and personal contexts, in English and Pilipino.

development; demonstrate an eagerness to take up opportunities for learning new things as well as the ability to learn effectively

a team; motivate and lead a team to work towards goal; work collaboratively with other team members; as well as connect and

ssues and willingness to work, interact effectively and show sensitivity to cultural diversity.

sponsibility; engage in activities that contribute to the betterment of the society; and behave ethically and responsibly in social,

Student Outcomes (SO) Statements

kills and modern tools of technology;

ging applications of mathematics, science and technology;

and apply experimental results to improve processes;

omponents or processes appropriate to program objectives;

 SO6
An ability to identify, analyze and solve technical problems;
SO7 Communication
An ability to communicate effectively in writing and in oral presentation;
SO8 Lifelong Learning
Recognize the impact of professional engineering solutions in societal, global, and environm
SO9 Ethics and Professionalism
An ability to understand professional, ethical and social responsibilities;
SO10 Social and National Responsibility
The knowledge of and respect for diverse backgrounds, contemporary societal and global iss
CDIO Framework Skills CDIO CDIO
CDIO1 Disciplinary Knowledge & Reasoning
Knowledge of underlying mathematics and sciences, core engineering fundamental knowled
CDIO2 Personal and Professional Skills & Attributes
Analytical reasoning and problem solving; experimentation , investigation and knowledge di
responsibilities
CDIO3 Interpersonal Skills: Teamwork & Communication
Teamwork, communications, communication in a foreign language
CDIO4 Conceiving, Designing, Implementing & Operating Systems
External, societal and environmental context, enterprise and business context, conceiving, sy
Sustainable Development Goals SDG SDG
Skills SDG1 Envisioning
Establish a link between long-term goals and and immediate actions, and motivate people to
SDG2 Critical Thinking and Reflection
Examine economic, environmental, social and cultural structures in the context of sustainabl
that influence their world views by having them reflect on unsustainable practices.
SDG3 Systemic Thinking
Recognise that the whole is more than the sum of its parts, and it is a better way to understan
SDG4 Building Partnerships
Promote dialogue and negotiation, learning to work together, so as to strengthen ownership o
SDG5 Participation in Decision Making
Empower oneself and others through involvement in joint analysis, planning and control of l

COURSE POLICIES
A. GRADING SYSTEM
The grading system adopted by this course is

Excellent 1 98 - 100
Superior 1.25 94 - 97
Very Good 1.5 90 - 93
Good 1.75 88 - 89
Meritorious 2 85 - 87
Very Satisfactory 2.25 83 - 84
Satisfactory 2.5 80 - 82
Fairly Satisfactory 2.75 78 - 79
Passing 3 75 - 77
Failure 5 Below 70
Incomplete INC
*Students who got a computed grade of 70-74 will be given an appropriate remedial activity in which the final grade should be
B. CLASS POLICY
ms;

oral presentation;

ons in societal, global, and environmental contexts and demonstrate knowledge of and need for sustainable development;

responsibilities;

contemporary societal and global issues concerning the profession.

CDIO Skills

e engineering fundamental knowledge, advanced engineering fundamental knowledge, methods and tools

ion , investigation and knowledge discovery; system thinking; attitudes, thoughts and learning; ethics, equity and other

n language
ystems
and business context, conceiving, systems engineering and management, designing, implementing, operating
SDG Skills

iate actions, and motivate people to take action by harnessing their deep aspirations.

ructures in the context of sustainable development, and challenges people to examine and question the underlying assumptions
n unsustainable practices.

s, and it is a better way to understand and manage complex situations.

ther, so as to strengthen ownership of and commitment to sustainable action through education and learning.

nt analysis, planning and control of local decisions.

ng system adopted by this course is as follows:

y in which the final grade should be either passing (3.0) or failure (5.0).
B.
Prompt and regular attendance of students is required. Total unexcused absences shall not exceed ten (10) percent of the maxim
18 weeks.
MISSED EXAMINATIONS
Students who failed to take the exam during the schedule date can be given a special exam provided he/she has valid reason. If i
attending Physician. Other reasons shall be assessed first by the faculty to determine its validity.
ACADEMIC DISHONESTY
Academic dishonesty includes acts such as cheating during examinations or plagiarism in connection with any academic work.
Student Norms of Conduct.
DROPPING
Dropping must be made official by accomplishing a dropping form and submitting it at the Registrar’s Office before the midterm
he took the preliminary examination or not and irrespective of their preliminary grades.
A student who unofficially drops out of class shall be given a mark of “5.0” by the instructor.
C. OTHER COURSE POLICIES AND REQUIREMENTS

Teaching, Learning, and Assessment (TLA) Acti

Ch. Topics / Reading List
Orientation & Introduction

1 Main Topic 1: The study of Jose Rizal's life as a historical figure and his works in a critical approach

Subtopic : The Patriotic Objectives of Rizal Law (RA 1425)

Rizal as Human, Hero, and an example of Sacrifice
Rizal Ideas: A Reply to the Challenges of our Millennium

Required Reading : Republic Act 1425.

Supplemental Readings: Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of a
Filipino: A story of Philippine colonial politics, 244–47. Quezon City: The Author.
Laurel, Jose B. Jr. 1960. The trials of the Rizal Bill. Historical Bulletin 4(2): 130–39.
Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Controversies). C & E Publishing, Inc.
2 Main Topic 2: Jose Rizal's Genealogy and Early Education
Subtopic: The Ancestry Clan of Rizal
The Siblings
Rizal Early Childhood and Writings
Rizal Early Education and Religious Formation

Supplemental Readings: Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford University Press Quezon
City; Malaya Books, 1969; or Filipino translation by Nilo S. Ocampo. Rizal Makabayan at Martir. Quezon City University of
the Philippines Press, 2007
Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Controversies). C & E Publishing, Inc.
3 Main Topic 3 : Jose Rizal: His Education and Career

Subtopic: Rizal’s Formative Years in Ateneo and Scholastic Records

College Life in Unibersidad de Santo Tomas

Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Controversies). C & E Publishing, Inc.
4 Main Topic 4: Jose Rizal's travels abroad
Subtopic: Journey to Barcelona and Madrid
Rizal in Paris
Rizal in France and Germany
The Hero's Journey to Martyrdom
Supplemental Readings: Schumacher, John. 1997. Early Filipino student activities in Spain, 1880–1882. In The propaganda
movement: 1880–1895; The creators of a Filipino consciousness, the makers of the revolution, 19–39. Also read page 236.
Quezon City: Ateneo de Manila University Press. DS675 S385 1997
xceed ten (10) percent of the maximum number of hours required per course per semester (or per summer term). A semester has

provided he/she has valid reason. If it is health reason, he/she should provide the faculty with the medical certificate signed by the
dity.

onnection with any academic work. Such acts are considered major offenses and will be dealt with according to the University’s

Registrar’s Office before the midterm examination. Students who officially drop out of class shall be marked “Dropped” whether

rning, and Assessment (TLA) Activities

Wks Topic Outcomes ILO SO Delivery Method
1 Organize class tasks with Discussion
schedule after presentation
of syllabus with class rules
and activities
itical approach 2 Explain the rationale of the 1,2,3 8,9 Lecture: Promulgation of the Rizal
Rizal Law. Law
Reading assignment ; the "Rizal
Critically assess the
Law" (RA 1425) Available online,
effectiveness of the Rizal
course http://www.gov.
ph/1956/06/12/republic-act-no-1425/
Relate the passage of Rizal
Law to nation-building,
patriotism and nationalism. Quiz: Writing Exercise: brief essay
rchy. In The making of a
commenting on the views of
different sectors on the promulgation
of RA 1425, considering the
ero (An Anthology of Legacies and academic, social, religious and
political context of the Philippines
during the 1950s
3 Relate Jose Rizal’s family, 2 9,10 Lecture: Rizal's ancestry
childhood, and experiences
to the
present social issues and Interactive Discussion; Students resolve
problems. who among the people Rizal had engaged
with has substantially influenced his
Evaluate the people and character; which event Rizal's early life
events and their influence has shaped his values?
g: Oxford University Press Quezon on Rizal's early life.
Activity: Post-it-Parade
Martir. Quezon City University of Determine the influences The goal behind post-it parade is to
in Rizal’s young life that generate ideas from all your students.
ero (An Anthology of Legacies and shapes his aspirations and This could also be done online in a
values. discussion forum, where each student can
post ideas.
4 Appreciate how Rizal’s 2,3 8,9
education shaped him as a Interactive Discussion
person. Writing Exercise : On the value of
education, addressing the question
"how do education shape a youth for
Compare the phases of professional and civic life" (*may be
Rizal’s life as a student. written in at any length or more than
100 words)
ro (An Anthology of Legacies and
QUIZ

5 Explain Assimilation, and 1 9,10 Lecture: Rizal and the Propaganda

Rizal's growth as a movement
Propagandista .

Reflect critically on the Class Activity: Participation in online

achievements of Rizal group discussion; Students resolve
during his time. whether Rizal should be considered as the
n, 1880–1882. In The propaganda foremost propagandista because of his
on, 19–39. Also read page 236. Determine the influences contribution to the movement
in Rizal’s young life that
shapes his aspirations and Activity: A problem tree provides an
values. overview of all the known causes and
effect to an identified problem.
 Rizal, José. 2011. Rizal’s toast to Luna and Hidalgo. Presidential Museum and Library, Republic of the Philippines. Online,
http://malacanang.gov.ph/4071-jose-rizalshomage-to-luna-and-hidalgo/.
Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Controversies). C & E Publishing, Inc.
6-7 Main Topic 5: Rizal's Novels (Noli Me Tangere and
El Filibusterismo)

Subtopic: Noli Me Tangere

El Filibusterismo
Required Reading: Rizal, José. 1996. Noli Me Tangere, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark.PQ8897 R5
N531 1996 [Read Dedication and Chaps. 1–32]

Rizal, José.. 1996. El filibusterismo, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. PQ8897.R5 F43l 1996 [Read “To
the Filipino People and their Government,” “To the Memory of the Priests,” and Chaps. 1–19]
Supplemental Readings: Anderson, Benedict. 2008. Why counting counts: A study of forms of consciousness and problems
of language in Noli me tangere and El filibusterismo, pp. 1–37. Quezon City: Ateneo de Manila University Press. PQ8897 R5
Z5253
Constantino, Renato."Our task: to make Rizal obsolete" in This week, Manila Chronicle ( 14 June 1959)
Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu (2014). The man and the hero (Chronicles, Legacies and
Controversies). C & E Publishing, Inc.
8 Main Topic 6: Rizal as a Political Philosopher

Subtopic: Basic Political Reforms

Rizal's Concept of Government and Politics
The Key Ingredients of Politics in the Noli Me Tangere
Rizal's Definitions of Basic Political Terms
Rizal's Would Criticize Today's Society
Supplemental Readings: Schumacher, John. 1997. The Filipino past and education for the future, 1887–1891. In The
propaganda movement: 1880–1895; The creators of a Filipino consciousness, the makers of the revolution, 235–44. Quezon
City: Ateneo de Manila University Press.
9 Main Topic 7: The Liga and the Katipunan
Subtopic: Rizal versus Bonifacio
The Liga
The Katipunan
Supplemental Readings: Schumacher, John. 1997. Renewed activity in Madrid. In The propaganda movement: 1880– 1895;
The creators of a Filipino consciousness, the makers of the revolution, 182–211. Quezon City: Ateneo de Manila University
Press.
Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Controversies). C & E Publishing, Inc.
FIRST LONG EXAMINATION
10 Main Topic 8: Rizal and His Thoughts on Education

The Right to Education for the Masses

Rizal School
Rizal as a Teacher

Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Controversies). C & E Publishing, Inc.
11 Main Topic 9: Jose Rizal as a Reformist and a Revolutionary

Civl and Political Rights of People, a modern concept

Supplemental Readings : Schumacher, John. 1997. Journalism and politics, 1883–1886. In The propaganda movement:
1880–1895; The creators of a Filipino consciousness, the makers of the revolution, 40–58. Quezon City: Ateneo de Manila
University Press. DS675 S385 1997
Refernce: Reform and revolution by Ambeth R. Ocampo - @inquirerdotnetPhilippine Daily Inquirer / 09:10 PM January 19,
2012 https://opinion.inquirer.net/21451/reform-and-revolution Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu
(2006). The man and the hero (An Anthology of Legacies and Controversies). C & E Publishing, Inc.
 Reflect critically on the Class Activity: Participation in online
achievements of Rizal group discussion; Students resolve
during his time. whether Rizal should be considered as the
foremost propagandista because of his
Determine the influences contribution to the movement
in Rizal’s young life that
shapes his aspirations and Activity: A problem tree provides an
ublic of the Philippines. Online, values. overview of all the known causes and
effect to an identified problem.
ero (An Anthology of Legacies and

6 Appraise important 1,2,3 8,9,10 Discussion - using Graphic Organizer

characters in the novel and compare and contrast, and show
what they represent. continuities and/or changes in Rizal's
ideas expressed in the Noli and Fili
Examine the present
Philippine situation Reflection: Discussion board; participate
through the examples in the discussion by commenting on the
. Makati: Bookmark.PQ8897 R5 mentioned in the Noli. following: What is the role of the youth in
the society? What is freedom? How is
Compare and contrast the lack of freedom portrayed in the novels?
characters, plot and theme What were the roles of creoles in
PQ8897.R5 F43l 1996 [Read “To of the Noli and El Fili. Philippine society? What were the roles
19] of young ilustrados? Why are the
ms of consciousness and problems Value the role of the youth ordinary people, the masses important as
anila University Press. PQ8897 R5 in the development and sector of the society?
future of society. Class Activity: Creative monologue;

4 June 1959) QUIZ

ero (Chronicles, Legacies and

7 Describe the social, 2 9,10 Lecture: The Spanish government system

political and economic in the Philippines and the Social classes
conditions of the world and
the Philippines during Interactive Discussion: Discussion Board;
Rizal’s time. Students contribute ideas to resolve the
question: What are the elements of
Examine the political Rizal's concept of government? Would
situation during Rizal’s these elements apply to resolve present
time. world and national political conflicts?
future, 1887–1891. In The
the revolution, 235–44. Quezon

8 Discuss the purpose 1,3 9,10 Lecture: The transition from movements
from La Liga Filipina to the Katipunan
of La Liga and the
Group Discussion: Students engage in
objectives of group discussion on the continuity of the
Katipunan. advocacies for reforms from the
Propaganda, La Liga and the Katipunan
opaganda movement: 1880– 1895;
Compare and contrast
ty: Ateneo de Manila University QUIZ
the ideals of for
change and reform of
ero (An Anthology of Legacies and
the organizations La
Liga Filipina and the
FIRST LONG EXAMINATION Katipunan.
10 Value the importance 1,2 10 Lecture: Spanish Educational
of education and the Policies in the Philippines
right to education.
Class Activity : Film viewing; Rizal
sa Dapitan Directed by Tikoy
Discuss how Rizal Aguiluz
gives the importance
ero (An Anthology of Legacies and of education in the Class Activity : Writing Exercise; a
Philippines. reaction paper on social issues
11 Discuss the ideals 1,3 9,10 presentedCivil
Lecture: in the
andfilm Rizal
Political sa
rights
and advocacies of Dapitan
Class Activity: Writing exercise; write a
position paper/essay
or, Writing Exercise:explaining
Essay onwhether
the
Rizal for the Rizal was reformist in
or social
a revolutionary
role of education mobility.
Philippines and the and identifying objective examples in the
Filipino life of the hero supporting position
xxx
Assess if Rizal was a
n The propaganda movement: reformist or a
Quezon City: Ateneo de Manila revolutionary

y Inquirer / 09:10 PM January 19,

, Ronnie E. and Danilo H. Cabalu
hing, Inc.
 12-13 Main Topic 10: The Last Works of Rizal and the Retraction Controversy

The Ultimo Adios Retraction

controversy,
Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Controversies). C & E Publishing, Inc.
14 Main Topic 11: Jose Rizal’s Life, Exile, Trial and Death
Subtopic : Exile in Dapitan
The First Part of the Preliminary Investigation
Jose Rizals Trial and Execution

Supplementary Readings: Aguilar, Filomeno. 2005. Tracing origins: Ilustrado nationalism and the racial science of migration
waves. Journal of Asian Studies 64(3): 605–37. [Focus on pp. 620–32]
Anderson, Benedict. 2006. Trials of a novelist. In Under three flags: Anarchism and the anticolonial imagination, 147–67.
Pasig City: Anvil. HX945 A53 2006
Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Controversies). C & E Publishing, Inc.
15 Main Topic 12: The Making of a National Hero

Subtopics: Criteria for national hero status

Supplementary Readings: Nolasco, Ricardo Ma. D. "Pinagmulan ng Salitang Bayani" sa Diliman Review,vol 45, no.2-3,
1997, pp. 14-18.

Revel, Nicole, ed. Literature of Voice: Epics in the Philippines. QC: ADMU Press, 2005
Salazar, ZEUS A. " Ang Bayani bilang sakripisyo: pag-aanyo ng pagkabayanisa agos ng kasaysayang Pilipino" in Kalamidad,
Rebolusyo, Kabayanihan: Mga kahulugan nito sa kasalukuyang panahon. QC: ADHIKA ng Pilipinas, 1996
De Ocampo, Esteben "Who Made Rizal our Foremost National Hero, and Why?" in Jose Rizal: Life, Works, and Writings of a
Genuis, Writer, Scientist and National Hero, edited by Gregorio Zaide, 1984.
Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Controversies). C & E Publishing, Inc.
16 Main Topic 13: Jose Rizal , and the American Made Hero Controversy

Subtopics: The Myths Sorrounding Jose Rizal

Defenders and Detractors,
Rizal Remains the Chief Filipino Patriot,
Supplementary Reading: De Ocampo, Esteben "Who Made Rizal our Foremost National Hero, and Why?" in Jose Rizal:
Life, Works, and Writings of a Genuis, Writer, Scientist and National Hero, edited by Gregorio Zaide, 1984.
Joaquin, Nick. 2005. Anatomy of the anti-hero. In A question of heroes, 50–64. Mandaluyong City: Anvil. PS9993 J62 A16
2005
Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Controversies). C & E Publishing, Inc.
17 Main Topic 14: Jose Rizal: as an Asian nationalist

Subtopics: The State of the Philipppines:Background on Jose Rizal's Nationalism

Rizal's Concept of Nationalism
Five Determining Factors in the Early Development of Rizal's Nationalism
Nationalist Ideas of Jose Rizal
Four Reasons for Modern Philippine Nationalism.
Supplementary Readings : Joaquin, Nick. A Question of heroes. Pasig: Anvil, 2005.(Chapters on Rizal, Bonifacio, and
Aguinaldo.)
Lahiri, Smitha. "writer, hero, myth, and spirit: The changing image of Jose Rizal." Cornell University papers on Southeast
Asia. Http://www.seasite.niu.edu/Tagalog/Modules/Modules/Philippine Religions/article_rizal.htm
Textbook Reference: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Controversies). C & E Publishing, Inc.
(Work on Final Output)
FINAL EXAMINATION
SECOND LONG EXAMINATION/SUBMISSION OF FIN

Assessment Schedule Wee

Distribution 2 3 5 6 7 8
Assessment Method

Midterm Examination
 12 Explain the emotional 2 8,10 Lecture: The Retraction controversy
condition of Rizal prior Interactive
to his death. Discussion: Students engage in online
Retraction discussion on the value of the retraction,
if there was any. Or, students comment on
Articulate own opinion the lack of such retraction
ero (An Anthology of Legacies and regarding the issues of
retraction and QUIZ
13 Analyze the factors that
Controversy. 1,2,3 8,9,10 Lecture: Rizal's trial
led to Rizal's execution.

Interactive Discussion; Students

Analyze the effects of collaborate on writing position
Rizal's execution on papers on human rights and sharing
m and the racial science of migration Spanish colonial rule their work with the the class
and the Philippines
Revolution.
colonial imagination, 147–67.

ero (An Anthology of Legacies and

14 Assess the concepts 1,3 9,10 Lecture: The National Hero status
of Bayani and
kabayanihan in the Debate: Students resolve through
context of Philippine written discourse or debate speech
Diliman Review,vol 45, no.2-3, why Congress need to promulgate a
Society. law declaring a national hero
xxx
Start of Final Project; students
propose an advocacy material to
asaysayang Pilipino" in Kalamidad, highlight and promote modern ways
g Pilipinas, 1996 of expressing nationalism.
zal: Life, Works, and Writings of a
QUIZ
ero (An Anthology of Legacies and

15 1,2,3 8,10 Interactive Discussion

Film viewing: on the film

"Bayaning Third World"
Discuss the different
Hero, and Why?" in Jose Rizal: issues that tend to
orio Zaide, 1984. denigrate the status of
ng City: Anvil. PS9993 J62 A16 Rizal as our national
hero.
ero (An Anthology of Legacies and

16 Examine the values 1,2,3 9,10 Lecture:

highligthed by the Nationalism and Patriotism,
various accelerators of the development
representations of of nationalism xxx
Rizal as a national Discussion, Think-Pair-Share
symbol

pters on Rizal, Bonifacio, and Advocate the values

Rizal's life
University papers on Southeast encapsulates
zal.htm
ero (An Anthology of Legacies and

17 1,2,3 9,10
FINAL EXAMINATION
MINATION/SUBMISSION OF FINAL OUTPUT
Week No.
9 10 11 12 13 14 15 16 17 18
x
 Assessment Method
Written Exercises x x x x x x
Final Examination
Final Output

STUDENT OUTCOMES (SO): Mapping of Assessment Tasks (AT)

ILO-SO and

ILOs
ILO-CPA
Mapping

8 9 10
ILO1 MT,AS
ILO2 MT,AS,FE FO
ILO3 AS,FE,FO AS,FE,FO

TUTIONAL GRADUATE ATTRIBUTES (IGA): Mapping of Assessment Tasks (AT)

ILOs
Mapping
ILO-IGA

5 7 8
ILO1 MT,AS,FE
ILO2 MT,AS,FE
ILO3 AS,FE,FO AS,FE,FO

CDIO SKILLS
ILO-CDIO and ILO-SDG

ILOs 2 3 4
ILO1 MT,AS,FE AS,FO
AS,FE,FO MT,AS,FE
Mapping

ILO2
ILO3 FE,FO FO
ILO4
ILO5
ILO6
ILO7

Prepared by: Checked and Reviewed by:

FILOMENO A. BARCELOS EVELYN B. MANUMBALI

Instructor I Department Chairman
Date: Date:

Remarks:
1 The syllabus is to be distributed to the students in the first week of the semester.
2 Any changes to the syllabus shall be communicated (in writing) to the Program Chair and the approved revised version must be
3 The course instructor may set a more stringent similarity percentage (minimum 20%) for their respective courses pertaining to s
Program Chair and the approved revised version must be communicated to the students.

NOTE: Working progress, subject to changes.

 x x x x x x x
x
x x

C P A
MT,AS
MT,AS,FE MT,FE,FO FO
AS,FE, FO FO

C P A
MT,AS,FE
MT,AS,FE MT,AS,FE
AS,FE,FO FO FE,FO

SDG Skills
2 3
MT,AS,FE, FO
MT AS,FE
AS,FO

ed by: Approved:

VELYN B. MANUMBALI
Department Chairman Campus Director
Date:

he approved revised version must be communicated to the students.

eir respective courses pertaining to student's submissions. However, it must be communicated in writing to the respective