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Republic of the Philippines

Valencia Colleges (Buk.) Inc.
Hagkol, Valencia City, Bukidnon

VISION 2030 Valencia Colleges (Bukidnon) Inc. becomes a fully accredited institution of higher learning in 2030. Enjoying excellent
public reputation for quality instruction, research, and community leadership, graduates are called for employment in the
professions, in business and industry nationwide and abroad.
MISSION STATEMENT The college exists to provide professional knowledge workers, technicians, skilled men and women, and leaders needed
help create an environment of development and peace for the people of Valencia City, the Province of Bukidnon, and
Northern Mindanao. Its special mission is to bring the benefits of higher education to disadvantage communities.

PHILOSOPHY Karunungan, disiplina at gawa (knowledge, discipline, and work) Valencia Colleges (Bukidnon) Inc. (VCI) Values
Knowledge for the realization of human worth, dignity, and equality for all under God. The college believes in building a
thinker, a doer; an achiever fit to lead others by example of productive and ethical life in a free Filipino society.

INSRUCTOR’S INFORMATION
Name Maryrose P. Soberano Contact Numbers 09758481107
Email Address [email protected] Consultation Hours
COURSE INFORMATION
Lecture/ Group
Credit
Course Code GE9 Course Title The life and works of Jose Rizal Type discussion and 3
Units
Presentation

Course Description As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero Jose Rezal.
Among the topics covered are Rizal’s biography and his writings particularly the Noli me Tangere and El Filibusterismo
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some of his essay and various correspondences.

In the course of the discussion, the process of how a bill becomes a law in the Philippines will be tackled so that the
learner will have an idea regarding the country’s legislative process.
Course Pre-requisites/(Co- Course
None Weekdays
requisites Schedule
Course
Outcomes At the end of the course, the students are expected to:
 Discuss Jose Rizal’s life within the context of 19th century Philippines
 Analyze Rizal’s various works, particularly the two novels h wrote
 Organize Rizal’s ideas into various themes
 Demonstrate a critical reading of primary sources
 Interpret the value that can be derived from studying Rizal’s and works
 Display an appreciation for education and love of country.
 Determine the issues and interests at stake in debate over the Rizal bill
 Relate the issue to the present-day Philippines.

Teaching and
Outcome-based
Week Topic Intended Learning Outcomes (ILO) Learning Activities
Assessment (OBA)
(TLA)
1 Intro Syllabus
At the end of this topic the students will Quizzes and Discussion/
be able to:
Chapter 1: introducing to the course Class Standing Brainstorming
 Locate the passage of the Rizal Virtual Attendance Lecture Method
A. Understanding the Rizal law Law within historical context Class Participation Workgroup
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 The context of the Rizal bill  Determine the issues and interest Report/Case Analysis Discussion
 From the Rizal Bill to the Rizal at stake in the debate over the Re-enforce Key
Law Rizal bill Concepts
 The Rizal Law Republic Act no.  Relate the issues to the present Workgroup Activities
1425 day  Interactive
 Critically assess the effectiveness Participation
of the Rizal Course  Presentations
2-4 Chapter 2: The Philippines in the 19 th  Appraise the link between the Quizzes and Lecture Method
century as Rizal’s context individual and society Class Standing Workgroup
 Analyze the various social, Virtual Attendance Discussion
 Economic political, economic, and cultural Class Participation Re-enforce Key
 End of Galleon Trade changes that occurred in the 19th Concepts
 Opening of the Suez Canal century  Interactive
 Opening of ports to the  Understand Jose Rizal in the Participation
world trade context of his times Presentations
 Rise of the export crop
economy and monopolies
 Social
 Education
 Rise of Chinese Mestizo
 Rise of the Inquilino
 Political
 Liberalism
 Impact of the Bourbon
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reforms
 Cadiz Constitution
 Impact on life in the colony
 Renegotiating Social Stratification
 Seeing the life of an individual in
society and society in the life of
an individual
4 Chapter 3: Nation and Nationalism  Define nationalism in relation to Quizzes and Lecture Method
 Nation, State, Nation-State the concepts of nation, state, and Class Standing Workgroup
 Nation and Nationalism nation-state Virtual Attendance Discussion

 Nation and Bayan  Appraise the development of Class Participation Re-enforce Key
nationalism in the country Concepts
 Explain the relevance of  Interactive
nationalism and nation-building at Participation
present Presentations
5 Chapter 4: Remembering Rizal  Evaluate Rizal’s heroism and Written Examination: Discussion/
importance in the context of Quizzes and Long Brainstorming
 Rizal as the Tagalog Christ Rizalista groups Examination and Lecture Method
 The Canonization of Rizal:  Compare and contrast the different Class Standing Workgroup
Tracing the Roots of Rizalista view on Rizal among the Rizalista Attendance Discussion
 Groups venerating Jose Rizal Assignment Re-enforce Key

 Sambahang Rizal Class Participation Concepts

 Iglesia Watawat ng lahi Project/Report/Case Workgroup Activities

Analysis  Interactive
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Participation
 Presentations
6-7 Chapter 5: The life of Jose Rizal  Analyze Rizal’s family, childhood, Quizzes and Lecture Method
and early education Class Standing Workgroup
 Rizal’s family  Evaluate the people, events and Virtual Attendance Discussion
 Childhood and early education their influence on Rizal’s early life Class Participation Re-enforce Key
a. Student of Manila  Appraise Rizal’s relationships with Concepts
b. Rizal in Europe other propagandist  Interactive
c. Rizal’s second trip to Europe  Explain Rizal’s growth as a Participation

 Exile in Dapitan propagandist and disavowal of Presentations

 Trial and Execution assimilation

 Identify the factors that led to
Rizal’s execution
 Analyze the effects of Rizal’s
Execution on Spanish colonial rule
and the Philippine Revolution
7-8 Chapter 6: Annotation of Antonio  Analyze Rizal’s ideas on how Quizzes and Lecture Method
Morga’s Sucesos de las islas Filipinas rewrite Philippine history Class Standing Workgroup
 Compare and contrast Rizal and Virtual Attendance Discussion
Morga’s different view about Class Participation Re-enforce Key
Filipinos and Philippine culture Concepts
 Argue the reason why Josẻ Rizal  Interactive
decided to annotate Antonio Participation
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Morga’s work Presentations

8-9 Chapter 7: Agrarian Disputes  Examine Rizal’s life in the Written Examination: Discussion/
Philippines within the wider context Quizzes and Long Brainstorming
 Brief history of friar states in the of the developments in the 19th Examination and Lecture Method
Philippines century Class Standing Workgroup
 Hacienda de Calamba conflict  Explain how the Hacienda de Attendance Discussion
Calamba issue serves as an Assignment Re-enforce Key
exemplary illustration og agrarian Class Participation Concepts
conflicts in the late 19th century Project/Report/Case Workgroup Activities
 Describe the interplay of several Analysis  Interactive
factors that contribute to the Participation
changing landscape of Philippine  Presentations
society and economy
9-10 Chapter 8: Emerging Nationalism  Examine the causes and effect of Written Examination: Discussion/
the Cavity Mutiny Quizzes and Long Brainstorming
 Cavity Mutiny  Explain the conflict between the Examination and Lecture Method
 Secularization Movement Filipino secular priest and the Class Standing Workgroup

 Execution of Gomez, Burgos, and Spanish regular priest. Attendance Discussion

Zamora Assignment Re-enforce Key

A. Imagining a nation Class Participation Concepts

 Aims of La Solidaridad Project/Report/Case Workgroup Activities

 Types of Propaganda Analysis  Interactive

Participation
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 Presentations
10-12 Chapter 9  Appraise important characters in Written Examination: Discussion/
the novel and what they represent Quizzes and Long Brainstorming
A. Noli me Tảngere  Examine the present Philippine Examination and Lecture Method
situation through the examples Class Standing Workgroup
 Context and content mentioned in the Noli Attendance Discussion
 The publication of the Noli  Describe the context of the Assignment Re-enforce Key

 Motivation behind writing the Noli publication of the novel Class Participation Concepts

 Plot  Discuss the major elements of the Project/Report/Case Workgroup Activities

B. Noli me Tảngere, continuing Noli Me Tangere as a novel Analysis  Interactive

relevance  Appreciate the importance of Rizal Participation

 Noli after its first a thinker Presentations

Publication  Relate the issues rose in the novel

 Noli and the study of a to the changing landscape of the
Colonial Society cotemporary world.
C. Looking at the Filipino Past  Create their own annotations of
D. Indolence or Industry sample text.
 Summarize in their own words
Rizal’s essay, “on the Indolence of
the Filipinos”
 Explain the factor that cause the
indolence of Filipinos
 Defend their personal views on the
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question of the Indolence of the

Filipinos.
12-13 Chapter 10:  Trace the meaning of term Written Examination: Discussion/
A. El Filibusterismo filibuster across time Quizzes and Long Brainstorming
 Explain the historical context in Examination and Lecture Method
 Context and content which El filibusterismmo was Class Standing Workgroup
 Synopsis written Attendance Discussion
B. El Filibusterismo Continuing  Examine current events through Assignment Re-enforce Key
Relevance the eyes of the characters Class Participation Concepts
 Revolution as a means of  Value the role of the youth in the Project/Report/Case  Interactive
Social Changes development and future of society. Analysis Participation
 On Leaderships and  Discuss the summary and the Presentations
Governance important themes in El
 On education and Filibusterismo
language  Explain why knowledge of History
 On Filipino youth is important in reading a historical
novel
 Examine the conditions of the
Philippines society through Rizal’s
El Filibusterismo
14-15 Chapter11: The Philippines: A century  Assess Rizal’s writings Quizzes and Lecture Method
Hence  Appraise the value of Class Standing Workgroup
 Letter to the women of Malolos understanding the past Virtual Attendance Discussion
Re-enforce Key
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 The Indolence of the Filipino  Frame arguments based on Class Participation Concepts
 Jose Rizal and Philippine evidence  Interactive
Nationalism Participation
 Bayani and Bayanihan Presentations
16-17 Chapter 12: Philippines Nationalism  Highlighted by the various Quizzes and Lecture Method
and National symbol representations of Rizal as a Class Standing Workgroup
national symbol Virtual Attendance Discussion
A. The Destiny of the Filipino people  Advocate the Values Rizal’s life Class Participation Re-enforce Key
B. Biography and National History encapsulates Concepts
 Biography in Philippine  Explain the history biographical  Interactive
History writing in the Philippines Participation
 Biography and National  Appraise the importance of Presentations
History biography and national history
18 Final examination week
Total Hours 54

Course Each student is required to:

Requirements 1. attend at least 80% of the class hours
2. submit individual/group assignments/projects
3. give a presentation of topics assigned to him/her; and
4. pass the major exams

Students enrolled in Principles of Management are expected to attend classes and participate in classroom discussions. They
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must take the written examinations, and participate in oral examination. A final case study paper will be required to complete
the course.

GRADING SYSTEM TEXTBOOKS & SUPLEMENTARY READINGS

Attendance/Participation 10%
Quizzes/Assignments/Projects 35% Management, Robbins, S.P. & Coulter, Mary, 11th Edition (2013) Pearson Education
Midterm/Final Exam 40% Limited.
Class Presentation 15%
Total 100%

Prepared by: Checked by: Approved by:

MARYROSE P. SOBERANO WESLEY V. PIGAO, MBM ABRAHAM M. AUSTRAL, MAT

Instructor Dean –College of Business Administration School Director