Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

College of Agriculture and Environmental Sciences
Ambacon, Hinunangan, Southern Leyte

COURSE SYLLABUS
Soc Sci 403: THE LIFE AND WORKS OF JOSE RIZAL
First Semester 2018-2019

National Goal : The attainment of globally competitive Filipinos through quality and excellent education, relevant and responsive to changing environment, accessible and
equitable to deserving students, and efficient and effective in optimizing returns and benefits.

Vision : A high quality corporate science and technology university.

Mission : SLSU will:

 produce S and T leaders and competitive professionals;
 generate breakthrough research in S and T based disciplines;
 transform and improve the quality of life in the communities in the service areas;
 be self-sufficient and financially viable.

University Goals :
 Develop STI leaders and competitive professionals in the agriculture in the agriculture, food, environment and allied disciplines through the inOBEted and LADDERized
education support platform.
 Create a culture of STI-anchored R&D to produce knowledge products that enhances agriculture, food and ecological systems.
 Transfer of STI products that are designed to improve farm production and marketing of agricultural commodity systems; increase adaptive capacities and resilience of
communities to climate change and disaster risks; and safeguard the environment.
 Undertake sustainable agribusiness projects and other resource generation activities to become self-sufficient and financially viable institution.

Institutional Outcomes:

a. S & T Leadership – S & T leadership means influencing and motivating others to achieve organizational productivity with emphasis on green innovations and creative solutions.
Leaders are expected to lead by example with moral ascendancy and coordinate to balance the conflicting interests of all stakeholders.
b. Breakthrough in Research –generating knowledge products and innovations that enhance technological and social systems to make positive impacts to the people and the
environment
c. Transforming and Improving the Quality of Lives- effecting improvement in the economic, physical, psychological and social well-being of stakeholders. It requires strengthening
the academe-industry linkage to prepare clients for the changing world of work. Focus areas include new and innovative production and marketing schemes in agriculture,
fishery and forestry (AFF), manufacturing and service sectors, climate change adaptation and disaster risk reduction (CCA-DRR) including environmental sustainability
d. Competitiveness - ability to demonstrate world-class standards of productivity and quality in the field of science and technology. This encompasses the attributes of being at par
with global counterparts in terms of employability, innovation and product generation across cultural diversity
Program Outcomes (BSEd):
At the end of this program, the students are expected to:

A. Common to all program in all types of schools

The graduates have the ability to:
a. Articulate and discuss the latest developments in the field of practice. (PQF 6 descriptor).
b. Effective communicate orally and in writing using both English and Filipino.
c. Work effectively and independently in multi-disciplinary and multi-cultural terms. (PQF 6 descriptor)
d. Act in recognition of professional, social and ethical responsibility.
e. Preserve and promote “ Filipino historical and cultural heritage” (based on RA 7722)

B. Common to the discipline (Teacher Education)

f. Demonstrate broad and coherent knowledge and understanding in the core areas of mathematics.
g. Apply analytical, critical and problem solving skills using the scientific method.
h. Interpret relevant scientific data and make judgment that includes reflection on relevant scientific and ethical issues.
i. Carry out basic mathematical and statistical computation and use appropriate technologies in the analysis of the data.
j. Communicate information, ideas, problems and solutions both orally and in writing to other scientists, decision maker and the public.
k. Connect science and mathematics to the other disciplines.
l. Design and perform techniques and procedures following safe and responsible laboratory or field practices.
m. Accept and critically evaluate input from others.
n. Appreciate the limitations and implications of science in everyday life.
o. Commitment for the integrity of data.
C. Specific to BSEd Biological Science
p. Increase mastery in the core areas of Biological Science: Biological and Physical Sciences.
q. Acquire the basic laboratory and field techniques used in the various biological sub disciplines.
r. Apply and interconnect the major concepts and investigational methods that currently define biology.
s. Advance and diverse knowledge in scientific research, education, life and health sciences.
t. Use knowledge and communication skills to undertake a leadership role in applying biological concept and theories.
u. Integrate scientific facts that widen understanding of the natural world and use scientific evidences to explain biological processes.

A. Course Details

COURSE NAME SS 403

COURSE NUMBER
COURSE DESCRIPTION As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, Josè Rizal. Among the
topics covered are Rizal’s biography and his writings, particularly the novels Noli me tangere and El filibusterismo, some of his
essays, and various correspondences.
NUMBER OF UNITS 3
PREREQUISITE
B. Course Outcomes and Relationship to Program and Institutiona
C. l Outcomes

Course Outcomes Program Outcomes Institutional Outcomes

At the end of the course, the a b c d e F g H i j k l m n o p q r s t u A B C D

students will be able to:
1. Discuss Jose Rizal’s life within
the context of 19th century
Philippines.
2. Analyze Rizal’s various works,
particularly the novels Noli
me Tangere and El
Filibusterismo
3. Organize Rizal’s ideas into
various themes
4. Demonstrate a critical reading
of primary courses
5. Interpret the values that can
be derived from studying
Rizal’s Life and works
6. Display an appreciation for
education and love of country
RUBRIC TO ASSESS LEARNING OUTPUTS Rubric for Oral Report:
OTHER REQUIREMENTS AND ASSESSMENTS
Aside from the final output, the student will be assessed at other times during the term CRITERIA WETIGHT
by the following: Interest Level 20%
Organization 20%
Assessment Description and Other Details Course Outcomes Quality of Information 25%
Activity It Represents Grammar, Usage, Diction, Spelling 25%
AA1 A/R Attendance/Recitation CO1, CO2, CO3 Quality of Powerpoint Presentation 10%
AA2 OR/P Oral Report/Project CO1, CO2, CO3
AA3 WA Written Activity/Assignment/Laboratory CO1, CO2, CO3
Report GRADING SYSTEM:
AA4 Q Quizzes CO1, CO2, CO3 The final grade in this course will be composed of the following items and their weights
AA5 TE Term Exam CO1, CO2, CO3 in the final grade computation:

Assessment Grade Source (Source or Rubric Percentage of Final

Rubric for Written Outputs: Grade) Grade
AA1 Attendance/Recitation 10%
DESCRIPTIONS AA2 Oral Report/Project 20%
CRITERIA
5 4 3 2 1 AA3 Written Activity/Assignment 10%
Content AA4 Quizzes 20%
Organization AA5 Term Exam 40%
Grammar,
Spelling
Neatness
Promptness in
the submission
C. LECTURE/LABORATORY LEARNING PLAN
Intended Learning Outcomes
At the end of the learning
experience, the students the
students will be able to:
 Understand and memorize
the vision and mission of
the University, and
 Grasp the course outline,
understand the
computation of grades
based on the grading
system and course
requirements.
At the end of the learning
experience, the students will
be able to:
 Explain the history of the
Rizal law and its important
provisions
 Critically assess the
effectiveness of the Rizal
Course
At the end of the learning
experience, the students will
be able to:
 Appraise the link between
the indvidual and society
 Analyze the various social,
political, economic and
cultural changes that
Topics
Orientation:
1. National Goal
2. SLSU Vision, Mission and
Goals
3. Program Outcomes
4. Course Outcomes
5. Course Outline
6. Course Grading System
7. Course Requirements
CHAPTER I
INTRODUCTION
1. Introduction to the
course
2. Republic act 1425
CHAPTER II
THE PHILIPPINES IN THE
NINETEENTH CENTURY AS
RIZAL’S CONTEXT
1. Economic: End of the
galleon trade, opening
of the Suez Canal,
opening of ports to
Hours Methodology
1.5  Memorization/Recitation
 Individual Reflection
5  Lecture: Historical
background and context of
RA 1425; Why study the life
and works of Rizal?
 Class Activity 1: Read the
“Rizal Law” (RA1425)
 Class Activity 2: Think-
Group-Share
 Discussion
 Audio-Visual
5
 PowerPoint Presentation
 
Resources Assessment
Student Handbook  Oral evaluation
 Demonstration with
questions
Text on the RA 1425
http://www.gov.ph/1956/06/12/rep
ublic-act-no-1425/  Writing exercise:
Compare and
Schumacher, John. “The Rizal Bill of contrast the view of
1956: Horacio de la Costa and the those in favor and
Bishops” Philippine Studies 59 no.4 against RA 1425,
(2011): 529-553. considering the
context of the 1950’s.
 Thought Paper
Film: “Ganito Kami Noon, Paano Kayo  Quizzes
Ngayon?” Directed by Eddie Romero
(1976)
 Assignments
Thought paper about
the film
 occurred in the nineteenth
century
 Understand Jose Rizal in
the context of his times
At the end of the learning
experience, the students will
be able to:
 Analyze Rizal’s family,
childhood, and early
education
 Evaluate the people and
events and their influence
on Rizal’s early life
At the end of the learning
experience, the students will
be able to:
 Explain the principle of
assimilation advocated by
the propaganda Movement
 Appraise Rizal’s
relationship with other
Propagandists
 Analyze Rizal’s growth as a
Propagandist and
disavowal of assimilation
At the end of the learning
experience, the students will
world trade, rise of the
export crop economy,
and monopolies
2. Social: Education, rise
of the Chinese mestizo,
rise of the inquilino
3. Political: Liberalism,
impact of the Bourbon
reforms, Cadiz
constitution
4. The life of an individual
in society and society in
the life of an individual
Chapter III 5 
RIZAL’S LIFE
A. Rizal’s Family and
Childhood Days
B. Rizal’s Early Education
Chapter IV 6.5
HIGHER EDUCATION AND
TRAVELS ABROAD
A. Rizal ‘s education at
Ateneo Municipal
B. Rizal’s education at
University of Santo Tomas
C. Rizal’s life Abroad
CHAPTER V 4 
RIZAL’S LIFE: EXILE, TRIAL,
 Individual/Group Reporting
 Film Viewing
Lecture/Discussion Rizal, Jose. “Memoirs of a Student in  Quizzes
 Teach others Manila”, Appendix Section of Gregorio  Assignments
 Audio-Visual Zaide’s Jose Rizal: Life, Works and
Writings
 PowerPoint Presentation
 Individual/Group Reporting
 Lecture/Discussion Scgumacher, John. The propaganda  Quizzes
 =Learning by doing= Movement, 1880-1885: The Creation  Paper output
 (On-line research and Group of a Filipino Consciousness, The  Analysis worksheet
Discussion: “Timeline of making of a Revolution. Quezon City:
Rizal’s stay in Europe and the Ateneo de Manila University Press,
1997.
significant events which
shaped his nationalism”)
 Audio-Visual
 PowerPoint Presentation
 Individual/Group Reporting
Lecture: Rizal’s last year’s Ileto, Reynaldo. “Rizal and the Graphic organizer for the
covering his exile, trial, and Underside of Philippine History” in activity on La Liga Filipina
be able to:
 Analyze the factors that
led to Rizal’s execution
 Analyze the effects of
Rizal’s execution of
Spanish colonial rule and
the Philippine Revolution
At the end of the learning
experience, the students will
be able to:
 Analyze Rizal’s ideas on
how to rewrite the
Philippine history
 Compare and contrast Rizal
and Morga’s different views
about Filipinos and
Philippine culture
AND DEATH death
 Class activity: Read the
Constitution of La Liga Filipina
and fill out a table (graphic
organizer) with the aims of La
Liga Filipina in one column and
examples of how these aims
could be attained in another
column.
 Class Activity: Read Rizal’s last
letters to family members and
Blumentritt.
 Class Activity: Read Teodora
Alonzo’s letter to Governor
General Polavieja and write a
similar letter persuading him to
spare Rizal’s life
 Film Viewing:
 Option 1: Jose Rizal, GMA Films,
directed by Marilou Diaz Abaya
 Option 2: Rizal sa Dapitan,
directed by Tikoy Aguiluz
First Long Examination (1.5 hours)
CHAPTER VI 4  Lecture on Rizal’s view of
ANNOTATION OF ANTONIO Philippine History and
MORGA’S SUCESOS DE LAS Histography
ISLAS FILIPINAS
 Class activity: Read Introduction
and last chapter of Rizal’s
Annotation of Antonio Morga’s
Sucesos de las Islas Filipinas
 Class activity: Read “A Legacy of
the Propaganda: The Tripartite
View of the Philippine History”
Filipinos and their Revolution: Event,
Discourse, and Historiography.
Quezon City: Ateneo de Manila
University Press, 1998, pp. 29-78.
Ocampo, Ambeth. “Rizal’s Morga and
views of Philippine History” in
Philippine Studies vol 46 no 2 (1998). historiography
http://www.philippinestudies.net/file
s/journals/1/articles/2570/public/2
570-2568-1-PB.pdf
Salaza, Zeus. ”A Legacy of the
Propaganda: The Tripartite view of
the Philippine History” ni Atoy
Navarro and Flordeliza Lagbao-
Bolante,eds, Mga Babasahin sa Agham
Reflection paper about the
film.
Guide Questions:
 Describe the life of Jose
Rizal as represented in the
film.
 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 own reflection
based on the film and your
understanding.
Group discussion and oral
presentation on Rizal’s
 by Zeus Salazar
 Class activity: Make a table
comparing and contrasting Rizal
and Morga’s views on Filipino
culture
Panlipunanag Pilipino: Sikolohiyang
Pilipino, Pilipinolohiya, at Pantayong
Pananaw. QC: C&E Publishing, 2007.
https://bangkanixiao.files.wordpress.
com/2012/10/zeus-salazar-
tripartite-view-of-phil-history.pdf

At the end of the learning
experience, the students will
be able to:
 Appraise important
characters in the novel and
what they represent
 Examine the present
Philippine situation
through the examples
mentioned in the Noli Me
Tangere
CHAPTER VII 5  Class activity 1: Write a skit Anderson, Benedict. Why Counting Group discussion and oral
NOLI ME TANGERE showcasing a theme presented Counts: A Study of Forms of presentation
in the Noli Me Tangere Consciousness and Problems of
Language in Noli Me Tangere and El
 Class activity 2: Write an essay Filibsterismo. Quezon City: Ateneo de
with the aim of answering the Manila University Press, 2008
following:
o What is freedom? (b) How is the
lack of freedom portrayed in the
novel? (c) How is the situation
in the novel different from
today?

 Class activity 3: Divide the class

into groups and have each group
draw the family tree of
Crisostomo Ibarra. Have each
group present in class and
discuss: (1) What were the
changes from one generation to
the next, and (2) What do these
changes suggest about the
Creoles in the Philippines?

 Class activity 4: Write an essay

with the aim of addressing
questions: (a) What are the anti-
modern aspects of colonial
society portrayed in Noli Me
Tangere?

 (b) Why can modernity be

considered as the central

At the end of the learning
experience, the students will
be able to:
 Compare and contrasted
the characters, plot, and
theme of the Noli and El
Fili
 Value the role of the youth
in the development and
future of society
At the end of the learning
experience, the students will
be able to:
 Assess Rizal’s writings
 Appraise the value of
understanding the past
 Frame arguments based
on evidence
 Understand gender
equality, patriarchy, and
sexual difference during
Spanish rule.
At the end of the learning
experience, the students will JOSE RIZAL AND PHILIPPINE
able to: NATIONALLISM – BAYANI
 Interpret views and
opinions about bayani and
kabayanihan in the context
of Philippine history and
society
 Assess the concepts of
problem of Rizal’s novel?
CHAPTER VIII 5  Lecture on the background of
EL FILIBUSTERISMO the publication of the El
Filibusterismo
 Lecture on the major themes,
plot, characters, and ideas in the
novel
 Class activity: Read the
dedication to Gomburza
 Class activity: Group discussion
on the differences between the
Nolin and El Filibusterismo
CHAPTER IX 4  Lecture on “The Philippines a
THE PHILIPPINES: A Century Hence”
CENTURY HENCE
a. Letter To The Women  Class activity: group discussion
Of Malolos on Rizal’s essay and the
b. On The Indolence Of arguments he presented
The Filipinos
CHAPTER X 3  Lecture/Discussion on the
changing forms and definitions of
bayani and kabayanihan from
AND KABAYANIHAN precolonial Philippines to present
 Class Activity: Read select
Philippine Epics
 Class Activity: Read Ricardo
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
Reyes, Miguel Paolo. “El
Filibusterismo and Jose Rizal as
‘Science Fictionist’” in Humanities
Diliman vol. 10 no. 2 (2013).
http://journals.upd.edu.ph/index.php
/
humanitiesdiliman/article/view/416
8/3774
Rizal, Jose. “The Philippines a century
hence”
Can be accesses through:
http://www.archive.org/stream/phili
ppinescentu
00riza/philippinescentu00riza_djvu.tx
t Alternative: Give a speech
De Ocampo Esteban. “Who Made Rizal
Our Foremost National Hero, and
Why?” in Jose Rizal: Life, Works and
Writings of a Genius, Write, Scientist
and National Hero, edited by Gregorio
Zaide. 1984.
Graphic organizer:
Compare and contrast, and
show continuities and/or
changes in Rizal’s ideas
expressed in the Noli and Fili
Reflection paper about select
chapters discussing the role
of youth in society (e.g., Ch.
24, Ch. 39)
Essay writing: Write a
response to Jose Rizal with
the students situating
themselves a century after
Rizal’s time
that will serve as a response
to Rizal
Group discussion and oral
presentation
 bayani and kabayanihan in Nolasco, “Ang Pinagmulan ng
the context of Philippine Salitang Bayani” (2001)
society
 Group Activity: Each group will
choose their own bayani according
to their standards and present it
to the class

At the end of the learning CHAPTER XI 3  Lecture: Criteria for national Lahiri, Smitha. “Writer, hero, myth, Present a photo exhibit of
experience, the students will JOSE RIZAL AND PHILIPPINE heroes as determined by the and spirit: The changing image of Jose different Rizal monuments in
be able to: NATIONALISM – NATIONAL National Heroes Committee Rizal.” Cornell University papers on the Philippines and abroad.
 Examine the values SYMBOL created by Executive Order No. 75, Southeast Asia. Write short descriptions
highlighted by the various a. Executive Order No. 75, 1993. http://www.seasite.niu.edu/Tagalog/ about their background and
representations of Rizal as 1993 Modules interpretations on their
a national symbol b. Documentaries on the  Class activity: create a cluster /PhilippineReligions/article_rizal.htm imagery and representations.
 Advocate the values Rizal’s Life and Works of Rizal diagram on the values highlighted
life encapsulates by Rizal’s life Essay writing or speech
about a particular value Rizal
 Optional: Documentaries on the advocated
Life and Works of Rizal (Tonight
With Boy Abunda’s interview with Students choose a key issue
Ambet Ocampo) (e.g., heroism and the notion
of sacrifice; literature and
national consciousness;
ethics and our concepts of
leadership; ethnicity and
national belonging) to be
tackled in an integrating
project assigned by the
teacher (e.g., newspaper; an
audio-visual project;
composition of lyrics with
musical arrangement; or a
painting/mural)

FINAL EXAMINATION (1.5 Hours)

Provision for Flexibility:

Prepared by: Checked & Verified: Recommending Approval:

MERYL V. CAPAPAS AURELIA M. EDJOC, MA ED ROMECITA R. ROSOLADA, PhD

Instructor Head, Education Department Associate Dean for Instruction

ACKNOWLEDGMENT RECEIPT

This is to acknowledge receipt of the course syllabus in

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