Republic of the Philippines

RIZAL TECHNOLOGICAL UNIVERSITY

Cities of Mandaluyong and Pasig
COLLEGE OF ARTS AND SCIENCES & COLLEGE OF EDUCATION

COURSE SYLLABUS

VISION I. COURSE BACKGROUND

A leading technology-driven university responsive to the development needs Program Bachelor of Secondary Education
of changing societies.

MISSION Course Title THE LIFE AND WORKS OF RIZAL

To develop globally competitive and socially responsible professionals Course Code GE09 Course Credit 3.0 Units
through technology-driven instructions, innovative researches, sustainable Contact Hours 3 Hours Lecture
extension programs that will enhance the lives of people in the communities. Pre-requisite GE02

COLLEGE GOAL Co-requisite -

Committed to produce multi-literate, innovative, highly motivated educators Semester First Academic Year 2022-2023
equipped with positive values and attitudes, appropriate training, and 21st century Created March 202 Updated March 2023
skills responsive to the development needs of the global and local societies. Instructor/
Assoc. Prof. Irene C. Gumiran, Ph.D.
Professor
COLLEGE OBJECTIVES Department
1. To produce competent teachers who are effective facilitators of learning
and who uphold professional, ethical, and moral standards of teaching and
II. COURSE DESCRIPTION
learning;
2. To harmonize theories and modern pedagogies through relevant research
and field studies;
3. To develop research-drawn, quality instructional materials and production As mandated by Republic Act 1425, this course covers the life and works of the
activities to enhance teaching-learning process; country's national hero, Jose Rizal. Among the topics covered are Rizal's biography
4. To embrace and keep abreast with the emerging trends of teaching and his writings, particularly the novels Noli Me Tangere and El Filibusterismo, some
methodologies, systems, assessment forms and educational technologies in of his essays, and various correspondences.
a dynamic world;
5. To carry out research-driven extension activities, responsive to the needs of
the society with productive and self- reliant citizens.

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 III. COURSE OUTCOMES (I = introduced, E = enabled, D = demonstrated) PO1 PO2 PO3
1. Discuss Jose Rizal’s life within the context of 19th century Philippines I I I
2. Analyze Rizal’s various works particularly the novels, Noli me Tangere and El
I E D
Filibusterismo
3. Organize Rizal’s idea into various themes E E D
4. Demonstrate a critical reading of primary sources E E E
5. Interpret the values that can be derived from studying Rizal’s life and works D E I
6. Display and appreciation for education and love of country D E E
7. Manifest the scholarly attributes of our National Hero in analyzing primary
D E E
sources

IV. LEARNING PLAN

Flexible/Distance Learning-
Sessio Based Teaching-Learning
Flexible/Distance Learning-Based Output/
n/ Learning Outcomes Content/Topic Activities, Educational
Week Assessment Tasks and Tools Requirement
Technology, and Instructional
Materials
▪ LO1: Explain the Mission, ▪ Appropriate tasks will be given via • Vision, Mission, Institutional ▪ Present University video
Vision, objectives of the e-RTU. Specialized scoring rubrics Outcomes and Course of the clippings
College will be used for authentic Study ▪ Presentation of University VMGO
assessment. Brief Lecture: with the aid of
1
▪ LO2: Acquaint oneself with PowerPoint presentation, provide
the different topics and an overview of the subject
contents of the course Technology for Teaching and
Learning
▪ CO1, CO4, CO6, CO7 ▪ Appropriate tasks will be given via • Historical background and ▪ Lecture ▪ Writing exercise:
▪ LO3: Explain the history of e-RTU. Specialized scoring rubrics context of RA 1425 ▪ Brainstorming Compare and
Rizal Law and its will be used for authentic ▪ Lecture Contrasts the
important provisions assessment. views of those
2 GROUP 1 favor and
▪ LO4: Critically assess the against RA 1425
effectiveness of the Rizal
Course
▪ CO1, CO4, CO6, CO7 ▪ Appropriate tasks will be given via I - THE PHILIPPINES IN THE 19TH CENTURY
▪ LO5: Analyze the e-RTU. Specialized scoring rubrics AS RIZAL’S CONTEXT ▪ Lecture ▪ Reflection paper
various social, political, will be used for authentic ▪ Brief summary of Spanish ▪ Brainstorming about the film
economic and cultural assessment. Colonization of the Philippine as Film viewing: Ganito Kami Noon, ▪ Concept test
changes that occurred background Paano Kayo Ngayon? Directed
3 in the 19th century ▪ The 19th century as a century of by Eddie Romero
change
▪ LO6: Analyze the
various social, political, GROUP 2
economic and cultural

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 changes that occurred
in the 19th century

▪ LO7: Understand Jose

Rizal in the context of
his time

▪ Appropriate tasks will be given via II - RIZAL’S LIFE: FAMILY. CHILDHOOD AND
▪ CO1, CO3, CO5, CO6 e-RTU. Specialized scoring rubrics EARLY EDUCATION
▪ LO8: Analyze Rizal’s will be used for authentic
family, childhood assessment. ▪ The Birth and Childhood of ▪ Lecture ▪ Written Output
Young Jose ▪ Interactive Discussion ▪ Create a timeline of
▪ LO9: Analyze Rizal’s ▪ Rizal’s Memoir as a student in Rizal’s Childhood
4 Informal and Early Binan and Education
Education ▪ Rizal’s life and triumphs at
Ateneo Municipal
▪ LO10: Discuss the
academic and GROUP 3
achievements of Rizal in
Ateneo Municipal
III – RIZAL’S HIGHER EDUCATION AND LIFE
ABROAD
▪ CO1, CO3-CO7 ▪ Appropriate tasks will be given via ▪ Rizal’s life in abroad ▪ Lecture ▪ Written document
▪ LO11: Analyze the e-RTU. Specialized scoring rubrics ▪ The Founding and Dissolution of La ▪ Read the Poem, A La Juventud analysis worksheet
Dominican’s will be used for authentic Solidaridad Filipina by Rizal ▪ Concept test
educational system of assessment. ▪ Issues and Controversies in the Filipino ▪ Read Jose Rizal Brindis speech ▪ Quiz
US Propaganda Movement ▪ Read first issue in La Solidaridad
▪ Read Dasalan at Tocsohan by
▪ LO12: Compare the M.H. Del Pilar
educational systems ▪ Read the issues between
of Ateneo Municipal Rizalistas and Pilaritas
and UST and its GROUP 4
impact to Rizal’s mind
5
▪ LO13: Explain the
principle assimilation
advocated by the
Propaganda
Movement

▪ LO14: Appraise Rizal’s

relationship with other
Filipino propagandists

▪ Describe the life and

works of the Filipino
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 Propagandists in
Europe.

▪ LO16: Analyze the

reasons in the disunity
of the Filipino
Propagandists
6 PRELIMINARY EXAMINATION
IV - RIZAL’S LIFE: EXILE, TRIAL, AND DEATH
▪ CO1, CO3-CO7 ▪ Appropriate tasks will be given via ▪ La Liga Filipina ▪ Interactive Discussion ▪ Graphic Organizer
▪ LO17: Analyze the e-RTU. Specialized scoring rubrics ▪ Exile in Dapitan Read the constitution of the La ▪ Written document
objectives of the La will be used for authentic ▪ Last Homecoming and Trial Liga Filipina analysis worksheet
Liga Filipina and its assessment. ▪ Martyrdom in Bagumbayan ▪ Reflection paper
possible impact to the Film Viewing: Rizal sa Dapitan, about the film
Filipino Society directed by Tikoy Aguiluz ▪ Concept test

▪ LO18: Describe Rizal ▪ Read the Supplementary

as a beloved man Defense of Rizal
and his awful Read Rizal’s Poem, Mi Ultimo
contributions in GROUP 5 Adios
Dapitan ▪ Read Teodora Alonzo’s appeal
letter to Governor General
7-9 ▪ LO19: Analyze the Polavieja
Defense of Rizal with ▪ Read Rizal’s Poem, Mi Ultimo
his counsel, Lt. Taviel Adios
de Andrade

▪ LO20: Analyze the

factors that led to
Rizal’s Execution

▪ LO21: Analyze the

effect of Rizal’s
Execution on Spanish
colonial rule and the
Philippine Revolution
▪ CO3-CO7 ▪ Appropriate tasks will be given via ▪ Retraction of Rizal ▪ Round Table Discussion ▪ Written document
▪ LO22 e-RTU. Specialized scoring rubrics ▪ Read Retraction Letter of Rizal analysis worksheet
Compare and analyze will be used for authentic ▪ Debate
10 the points of those who assessment. GROUP 6
support and oppose the
retraction letter

11 MIDTERM EXAMINATION

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 ▪ LO23: Analyze Rizal’s ▪ Appropriate tasks will be given via V- RIZALS WRITINGS AND ACHIEVEMENTS ▪ Interactive Discussion ▪ Group discussion
ideas how to rewrite e-RTU. Specialized scoring rubrics AS A HERO ▪ Oral Presentation of Rizal’s and Oral
Philippine History will be used for authentic ▪ Rizal’s View of Philippine History Historiography presentation
assessment. and Historiography ▪ Table presentation: comparing ▪ Skit showcasing
▪ LO25: Appraise ▪ Annotation of Antonio Morga’s and contrasting Rizal and activity
important characters Sucesos de las Islas Filipinas Morga’s view on Filipino culture ▪ Concept Test
in the novel and what ▪ First Novel, Noli Me Tangere ▪ Lecture and read the synopsis ▪ Essay Writing:
they represent ▪ Second Novel, El Filibusterismo of Noli Me Tangere and El Write a response
▪ Other Rizal’s Writing: The Philippines Filibusterismo to Rizal with the
▪ LO26: Represent A Century Hence and Letter to the ▪ Group discussion on the students
present Philippine Women of Malolos, On The differences between Noli and El situating
situation through the Indolence of the Filipino and The Fili themselves a
examples mentioned Indolence of the Filipinos ▪ Read “Ang Pinagmulan ng century after
in the Noli Salitang Bayani” of Ricardo Rizal’s time
Nolasco (2001)
▪ LO27: Compare and ▪ Read the epic of Leonardo
Contrast the Carpio
character, plot and
the theme of the Noli
12-14
and El Fili GROUP 7
▪ LO28: Value the role
of the youth in the
development and
future of the society

▪ LO29: Assess Rizal’s

writing

▪ LO30: Appraise the

value of
understanding past

▪ LO31: Analyze Rizal’s

writing by interpreting
its content

▪ LO32: Frame
argument based on
evidence
PART VI - RIZAL AND PHILIPPINE
NATIONALISM
15 ▪ CO3, CO5, CO6, CO7 ▪ Appropriate tasks will be given via ▪ Bayani and Kabayanihan ▪ Interactive discussion on ▪ Written
▪ LO33: Interpret views and e-RTU. Specialized scoring rubrics the changing forms and document
opinion about bayani definitions of bayani and
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 and kabayanihan in the will be used for authentic kabayanihan from Pre- analysis
context of Philippine assessment. colonial Philippines to worksheet
History and Society Present

▪ CO3, CO5, CO6, CO7 ▪ Appropriate tasks will be given via ▪ Criteria for National Heroes as ▪ Create a cluster diagram ▪ Rubrics
▪ O34: Examine the values e-RTU. Specialized scoring rubrics determined by National Heroes on he values highlighted by ▪ Narrative Report
highlighted by the various will be used for authentic Commission created by executive Rizal’s life
representations of Rizal as assessment. order no. 75 s. 1993
National symbol ▪ Present Photo exhibit of
16 different Rizal Monument in
▪ LO35: Advocate the the Philippines and abroad
value of Rizal’s life
encapsulates
▪ Educational Trip: visit Rizal
Shrine or the Fort Santiago
▪ CO5, CO6, CO7 ▪ Appropriate tasks will be given via ▪ Summative Discussion ▪ Peer Review ▪ Portfolio
▪ LO36: Justify the topics e-RTU. Specialized scoring rubrics -Evaluation of topics discussed ▪ Interactive discussion
discussed considering the will be used for authentic according to instructional
instructional objectives assessment. objectives
17
▪ LO37: Firm-up and
deepen the students’
understanding of the
discussed topics
18 FIINAL EXAMINATION AND SUBMISSION OF FINAL REQUIREMENTS

V. COURSE REQUIREMENTS/OUTPUT VI. GRADING SYSTEM (may apply institutional/college grading system)
1. Forecast of Philippine economy for the next five years based on (Lecture)
discussed topics Major Examination 35%
2. Portfolio of all course requirements that may include the Quizzes 20%
following: Class Practice 20%
a. Written output Assignment and Project 15%
b. Reports Attendance/ Deportment 10%
c. Reflections Total: 100%
d. Observations

VII. REFERENCES and OPEN EDUCATIONAL RESOURCES (OER)

Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hongkong: Oxford University Press,
Quezon City: Malaya books, 1969
Rizal, Jose. El Filibusterismo (Translation by Virgilio Almario or Soledad Lacson-Locsin)

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Rizal, Jose. Noli Me Tangere (Translation by Virgilio Almario or Soledad Lacson-Locsin)
Rizal, Jose. Historical events of the Philippine Islands by Dr. Antonio Morga (1609)
Rizal, o. “The Philippines a Century Hence” In La Solidaridad
Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National Heroes
Commission, 1963.
Joaquin, Nick. A Question to Heroes. Pasig, Anvil, 2005.
Ocampo, Ambeth, Rizal and views of Philippine History in Philippine Studies vol 46 no.2
(1998)
Zaide, Gregorio at Sonia Zaide. Jose Rizal: Talambuhay, Mga Ginawa at mga sinulat ng
isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani. Quezon City: All Nation
Publishing Co. Inc., 1997.

VIII. FLEXIBLE AND DIGITAL LEARNING POLICIES

On the top of the University Rules and Regulations on Academics, the following class policies are hereby implemented in the classroom to ensure effective Flexible
Learning Experiences:

1. Students shall regularly check their emails/ FB group chat to be be updated/informed by announcements post by the instructor;
2. Virtual meetings shall be held once a week for at least 1.5 hours. The first virtual meeting shall be on the first day of the Class to be followed by agreed schedule on
the succeeding weeks. If the day when the virtual class is declared a holiday, the virtual class may be replaced by one of the scheduled asynchronous class.
Students shall be informed accordingly;
3. Since classes are held online, suspension of classes will most likely not be applicable. Classes continue unless there is an announcement from the administration.
4. Virtual meetings can be held either through Google Meet or Zoom with links which shall be shared prior to the scheduled synchronous class;
5. Asynchronous Class is largely independent tasks;
6. Virtual Classes will be recorded and shall be shared via Google drive so that students who are not able to join the virtual class can watch and review them when it
is possible and are available;
7. Make sure to respond to the teacher’s posts such as: Reminders, Guide questions and Questions to Ponder. Give comments on a post/s (this could be a good
demonstration of Class Participation). All communication can be directly channeled via agreed platform;
8. Make sure to watch videos, read materials, answer practice exercises and other resources provided by the instructor (sometimes, it is necessary to comply them
prior with your synchronous class). All students are encouraged to participate in the discussion group, and to demonstrate certain degree of preparation during
online class.( e.g .have read the topic in advanced prior to the actual online class);
9. Pay attention to the mechanics of your submissions details. Your teachers will give ample you time to submit requirements. There will be no overnight submissions;
10. Late requirements shall be allowed to be submitted provided that the reason is valid. Incomplete submissions will not be accepted; and
Intellectual Property rules shall be applied in the evaluating outputs of students.

IX. CONSULTATION SCHEDULE

Day Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Hour 07:00A – 9:00A 06:00A – 9:00P - 07:00A – 9:00A 07:00A – 9:00P - -

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