ANGELES UNIVERSITY FOUNDATION

Angeles City
College of Arts and Sciences
Department of Social Sciences

COURSE SYLLABUS for The Rizal’s Life and Works

I. VISION: Inspired by the teachings and tradition of the Catholic Church, The Angeles University Foundation envisions to emerge as a Center of excellence in instruction, research, and community
extension services in the region and in the global community

II. MISSION: To realize its vision, the university is committed to the “total development of man for God and humanity.”

III. CORE VALUES OF THE UNIVERSITY:

A. Mabuti(Inner Goodness).Initiate activities that will inspire the university-community to become authentic witness of the Christian Faith.
B. Magaling (Excellence). Provide venues and opportunities for the university-community to become critical and analytical in issues that hinder the promotion of human dignity.
C. May Malasakit sa Kapwa (Genuine Concern for Others). Prepare men and women who can translate their Christian principles into genuine compassion for others especially to the least, the last
and the lost.

IV. INSTITUTIONAL LEARNING OUTCOMES

A. Values-Oriented
B. Socially and Ethically Responsible
C. Professionally Competent
D. Critical and Creative Thinker
E. Lifelong Learner
F. Globally-Oriented

V. Course Code: RLW

Course Title: The Rizal’s Life and Works
Course Type: Lecture
Credit Units: 3
Contact Hours: 3 hours/week
Pre-requisites:: None
VI. Course Description:
As mandated by the Republic Act 1425, this course covers the life and works of the country’s national hero, Jose Rizal. Among the topics covered are Rizal’s biography and his writings, particularly
the novels Noli Me Tangere and El Filibusterismo, some of his poems, essays and various correspondences.

VII. Description of Terminal Requirements/Outcomes: (End of Semester)

The students will be grouped per class and will be required to make and submit a video presentation of the Noli Me Tangere and El Filibusterismo.
 VIII. Program Learning Outcomes:
1. Understand the basic concepts across the domains of knowledge;
2. Produce and critically evaluate materials in their academic;
3. Use technology as a tool to research, organize, and communicate information.
4. Incorporate information from multiple sources of knowledge, perspectives and experiences to generate solutions to problems.
5. Develop, implement and communicate new ideas to others effectively.
6. Act on creative ideas to make a tangible and useful contribution to their discipline.

IX. Course Learning Outcomes

I. Course Learning Outcomes

1. Explained the history of the Rizal Law and its important provisions
2 Stated and explained the value of nationalism and patriotism towards nation building
3. Analyzed the various social, political, economic and cultural developments that occurred in the world, Spain, Philippines during the nineteenth century.
4. Identified and described significant people and events and their influence on Rizal’s life.
5. Compared and contrasted the education of the youth today and that of Rizal’s time
6. Assessed Rizal’s relationship with other Propagandists.
7. Appraised the importance of the role of Women in in nation building.
8. Identified the moral virtues emphasized by Jose Rizal and explained on how can they be applied daily life in one’s daily life.
9 .Compared and contrasted Rizal and Morga’s views on the Filipinos and Philippine culture
10. Analyzed the important characters of Rizal’s novel and explained what they represent
11. Analyzed the effects of Rizal’s execution on the Spanish colonial rule and the Philippine Revolution
12. Explained the importance of understanding the past in relation to present life and predicted their possible impact on the future
13. Assessed the concepts of bayani and kabayanihan in the context of Philippine society.
Course Learning Outcomes versus Program Learning Outcomes mapping table
MAPPING OF ILO TO PLO MAPPING OF CLO to PLO

PLO ILO
PLO
VO SER PC CCT LL GO
CLO
PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6
PLO 1
CLO 1
PLO 2
CLO 2
PLO 3
CLO 3
PLO 4
CLO 4
PLO 5
CLO 5
PLO 6
CLO 6

CLO 7

CLO 8

CLO 9

CLO 10

CLO 11

CLO 12

CLO 13
 Topic Hours/Weeks CLO Teaching/Learning Activities Assessment Tools

I. Introduction to the
course: S.B. 438 / At the end of the lesson, the
R.A. 1425 students should be able to: 1. Holistic / Analytic Rubric for gallery walk/ oral
II. CBCP Pastoral assessing presentation
letter of the 1956 1. Discuss and explain the 6 HOURS
importance of the inclusion of ST
(1 -2nd WEEK) 2. Holistic / Analytic Rubric for assessing the
by Fr. Rufino J. poster
Rizal’s life; works and writings in 1.Gallery walk activity. Oral/visual
Santos (Statement CLO 1,2 presentation of S.B. 438 / R.A.
the various collegiate curricula 3. Quizzes
of the Catholic 1425, Statement of the Catholic
Philippine 2. Define and explain the Philipine Hierarchy. 4. Recitation
Hierarchy) significance of nationalism and 2. In pairs or groups, students will
nation building at present
III. Nation & be required to submit a poster (like
Nationalism an ad). The output must contain
acts of nationalism/ patriotism
and/ or acts of compassion with a
corresponding caption/explanation
in not more than five(5) sentences.

3. Lecture/discussion

4 .Library research
5. Think-Group- Share

IV. The World, Spain and the 3.Enumerate and discuss the 6 HOURS
Philippines during the 19th significant developments in Rizal’s (3ND-4TH CLO 2,3, 1. Holistic / Analytic Rubric for assessing
Century life in the World, Spain and the WEEK) presentation
Philippines during the 19th Century
 1. Lecture/discussion 2. Quizzes
2. Library work
3. Small group discussion 3. Recitation
4.Oral presentation discussing the
changes in the nineteenth
century in the World, Spain and
Philippines, categorizing them
into social, economic, cultural
changes.

6 HOURS
V .Rizal’s Ancestry and 4 .Discuss Rizal’s family and (5TH-6TH 1.Lecture/discussion 1. Rubric for group reporting
Childhood childhood and described the WEEK) CLO 4 2 Library work
people and events that influenced 3 Group reporting/ Oral 2. Quizzes
his early life. Presentation
PRELIMINARY 4 Group Dynamics 3. Holistic / Analytic Rubric for assessing the
EXAMINATION 5.Write a short biography of Rizal autobigraphy
and compare it with own auto-
biography.
VI. Rizal’s Education: 5.Evaluated the childhood
education of Rizal
- Binan 1.Lecture/Discussion:
- Ateneo 6.Identified the differences of 6 HOURS CLO 5
- UST Rizal’s education in Binan Ateneo, (7TH-8TH 2. Library work
UST and abroad WEEK)
- Unibersidad Central
3. group discussion
de Madrid 1. Holistic / Analytic Rubric for zssessin
- others 4. Powerpoint presentation / presentation
thought paper: Critic of Spanish
education in the Philippines and 2. Recitation
compare it with the existing 3. Quizzes
educational system

5.Interpretation of the poems of

Rizal

VII. Propaganda Activities and 7. Discuss Rizal’s Involvement in

Other Significant Literary the Propaganda Movement. 3 hours 1.Lecture/discussion
Pieces (9th week) CLO 6,7 2 Library work 1. Recitation
8.Interpret and analyze the 3 group dynamics
VIII. The letter of Rizal to the different literary pieces of Rizal 4.Poem Interpretation/ analysis 2. Quizzes
Young Women of Malolos
3. Holistic / Analytic Rubric for assessing poem
interpretation
IX. Rizal’s Publication 9.describe and discuss the context 9 hours
and major elements of the Noli (10th – 12th 1.Lecture/discussion
Noli Me Tangere Week)
Me Tangere as a novel. 2.group dynamics 1.Recitation
3. Students (per group) must make
-relate the issues raised in the CLO 8 and submit a video presentation 2.Quizzes
novel to the present time. about the two (2) novels of Jose 3. Holistic / Analytic Rubric for assessing Video
Rizal— Noli Me Tangere and El presentation
MIDTERM Filibusterismo.
EXAMINATION 4. Presentation of output (videos)

X. Annotation of 10.Discuss the reason why Rizal 3 HOURS 1.Lecture/Discussion

Antonio Morga’s decided to annotate Antonio (13TH WEEK) CLO 9
Sucesos de Las Islas Morga’s work 2. Library work
Filipinas
3. think-group-share

Class Activity: Make a table

comparing and contrasting Rizal 1.Recitation
and Morga’s views on Filipino 2.Quizzes
Culture

XI. El Filibusterismo
XII. Rizal’s Life: Exile, Trial, and
Death
11.Define the meaning of
filibuster during Rizal’s time.
12.Examine the condition of the
Filipinos as described in El
Filibusterismo.
13.Evaluate the Philippine’s
condition before and after the
death of Rizal.
.
6 HOURS CLO 10
(14TH-
15TH)WEEK 1.Lecture/discussion
2.group dynamics
3. Students (per group) must make
and submit a video presentation
about the two (2) novels of Jose
Rizal— Noli Me Tangere and El 1.Recitation
Filibusterismo.
4. Presentation of output (videos)
2.Quizzes
3. Holistic / Analytic Rubric for assessing
Video presentation
3 HOURS 4. Reflection paper about the film: Guide
(16TH-WEEK) CLO 11
questions
1.Lecture/discussion
2 Library work
3 group dynamics
4..Film Viewing:
Option 1.: Jose Rizal, GMA films,
directed by Marilou Diaz Abaya
 Describe the life of Jose Rizal as
Option 2: Rizal sa Dapitan, directed represented in the film.
by Tikoy Aguiluz
 Based on your reading and class
discussion, what can you say about the
 film’s representation of Jose Rizal?

 What is the main question that the film

seeks to answer?

 What is your reflection and

understanding based on the film?

2.Recitation

3.Quizzes

XIII. The Philippines a Century 14.Discuss Rizal’s prediction on 3 HOURS

Hence what the Philippine’s will be given (17TH WEEK)
a century of development. CLO 12, 13 1.Lecture/Discussion 1.Recitation

2. Library work

3. group dynamics
TH
(18 WEEK)
4. Essay writing: Write a response
to Jose Rizal with the students 2.Quizzes
situating themselves a century after
Rizal’s time.

FINAL
EXAMINATION
 Alternative 1.: Give a speech that 3.Holistic / Analytic Rubric for assessing
will serve as a response to Rizal presentation

Assessment and Grading System:

a. Preliminary Grade
Prelim Period Raw = (Prelim Class Standing x 0.6) + ( Prelim Exam x 0.4)
Prelim Raw Grade is to be transmuted. The transmuted grade is encoded in the Bliz.

b. Midterm Grade
Midterm Period Raw = (Midterm Class Standing x 0.6) + ( Midterm Exam x 0.4)
Midterm Raw Grade is to be transmuted. The transmuted grade is encoded in the Bliz.

c. Final Grade
Final Period Raw = (Final Class Standing x 0.4) + ( Final Exam x 0.6)
Final Raw Grade = (Prelim Period Raw + Midterm Period Raw + Final Period Raw) /3
Final Raw Grade is to be transmuted. The transmuted grade is encoded in the Bliz.

Textbooks/References:

A. Books

Mallari, Aaron, et.al The Life and Works of Jose Rizal. C&E Publishing, Inc. Quezon City, Philippines, 2018
Constatntino, Renato. The Making of a Filipino: A Story of Philippine Colonial Politics. QC: R. Constantino, 1982, pp. 244-247
Jose B. Laurel Jr. “The Trials of the Rizal Bill,’ Historical Bulletin vol. 4, no. 2(1960): 130-139.
Schumacer, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,” Philippine Studies 59 no.4(2011): 529-553
Caroline S. Hau, “Introduction” in Necessary Fictions: Philippine Literature and the Nation, 1946-1980. Quezon City: Ateneo de Manila University Press, 2000, pp.1-14
Nelson, Gloria Luz. “Mga Pananaw hinggil sa ugnayan ng talambuhay at lipunan,” in Diestro, D. et al. Si Heneral Paciano Rizal sa Kasaysayang Pilipino. Los Banos: UPLB Sentro ng Wikang Filipino, 2006
P.Sztompka. “Great Individuals as Agencies of Change. Wiley, 1993
John Schumacher. “Rizal in the Context of the 19 th Century Philippines” in The Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism. Quezon City: ADMU Press, 1991.
Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hong Kong: 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
Rizal, Jose. “Memoirs of a Student in Manila,” Appendix Section of Gregorio Zaide’s Jose Rizal: Life, Works and Writings
Schumacher, John. The Propaganda Movement, 1880-1885: The Creation of a Filipino Consciousness, The Making of a Revolution. Quezon City: Ateneo de Manila Univerity Press, 1997.
Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hong Kong: Oxford University Press, Quezon City: Malaya Books, 1969.
Ileto, Reynaldo. “Rizal and the Underside of Philippine History” In Filipinos and their Revolution:Event, Discourse, and Historiography. Quezon City: Ateneo de Manila University Press, 1998,pp.29-78.
Blumentritt, Ferdinand. Prologue to Jose Rizal, Annotated Copy of Antonio de Morga’s Sucesos de las Islas Filipinas (Manila: National Centennial Commission, 1962)
Salazar, Zeus. “A Legacy of the Propaganda: The Tripartite View of the Philippine History” in Atoy Navarro and Flordeliza Lagbao-Bolante, eds. Mga Babasahin sa Agham Panlipunang
Pilipino:Sikolohiyang Pilipino, Pilipinolohiya, at Pantayong Pananaw. QC:C&E Publishing, 2007.
Rizal, Jose. Historical events of the Philippines Islands by Dr. Antonio de Morga, published in Mexico in 1609, recently brought to light and annotated by Jose Rizal, preceded by a prologue by Dr.
Ferdinand Blumentritt. Manila: Jose Rizal National Centennial Commision, 1962.
Daroy, Petronilo. Rizal contrary essays. Quezon City: Guro Books, 1968
Almario, Virgilio. Si Rizal: Nobelista. Quezon City: University of the Philippines Press, 2008
Rizal, Jose. Noli Me Tangere. Trans. Virgilio Almario or Soledad Maximo Locsin
Anderson, Benedict. Why Counting Counts: A Study of Forms of Consciousness and Problems of Language in Noli Me Tangere and El Filibusterismo. Quezon City: Ateneo de Manila University
Press, 2008.
Caroline S. Hau, “Introduction” in Necessary Fictions: Philippine Literature and the Nation, 1946-1980. Quezon City: Ateneo de Manila University Press, 2000
Reyes, Miguel Paolo. “EL Filibusterismo and Jose Rizal as ‘Science Fictionist’” in Humanities Diliman vol. 10 no. 2 (2013).
Eugenio, Damiana. Philippine Folk Literature: The epics. QC: UP Press, 2001.
Revel, Nicole, ed. Literature of voice: Epics in the Philippines. QC:ADMU Press, 2005.
Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” sa Diliman Review, vol 45, no.2-3, 1997, pp. 14-18
Salazar, Zeus A. “Ang Bayani bilang sakripisyo: pag-aanyo ng pagkabayani sa agos ng kasaysayang Pilipino” in Kalamidad, Rebolusyon, Kabayanihan: Mga kahulugan nito sa kasalukuyang
panahon. QC:ADHIKA ng Pilipinas, 1996.
De Ocampo, Esteban. “Who Made Rizal oir Foremost National Hero, Why?” in Jose Rizal: Life, Works, and Writings of a Genius, Writer, Scientist and National Hero, edited by Gregorio
Zaide. 1984
Joaquin, Nick. A question of heroes. Pasig: Anvil, 2005. (Chapters on Rizal, Bonifacio, and Aguinaldo.)
Diestro, Dwight David et al. Talambuhay at Lipunan: Si Heneral Paciano Rizal sa Kasaysayang Pilipino. University of the Philippines Los Banos Sentro ng Wikang Filipino. 2006.
Fast, Jonathan & Jim Richardson. Roots of Dependency: Political and Economic Revolution in the 19 th Century Philippines. Quezon City: Foundation for Nationalist Studies, 1979.
Wickberg, Edgar. The Chines in Philippine Life, 1850-1898. Quezon City: Ateneo de Manila University Press, 1965.
Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the Philippines. 1963.
Zaide, Gregorio & Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat ng Isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani. Quezon City: All Nations Publishing Co. Inc.,
1997
Zaide,Gregorio & Sonia Zaide - Rizal’s Life, Works & Writings of a Genius, Writer, Scientist and National Hero. Quezon City: All Nations Publishing Co. Inc, 2008

B. Online Sources
 Text of the RA 1425 http://www.gov.ph/1956/06/12/republic-act-no-1425/

C. Wright Mills. “The Promise,” The Sociological Imagination. Oxford: Oxford University Press, 1959. http://legacy.Iclark.edu/~goldman/socimagination.html

Ocampo, Ambeth. “Rizal’s Morga and views of Philippines History” in Philippines Studies vol 46 no.2 (1998). http://www.philippinestudies.net/ojs/index.php/ps/article/viewFile/662/663

Rizal, Jose. “The Philippines a century hence” http://www.archive.org/stream/philippinescentu00riza/philippinescentu00riza_djvu.txt

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/Module/PhilippinesReligions/article_rizal.htm

C. Required Reading

Locsin, Soledad Lacson, “ Noli Me Tangere.”The Bookmark Inc., 2006

Locsin, Soledad Lacson, “ El Filibusterismo.”The Bookmark Inc., 1996