Republic of the Philippines

University of Southeastern Philippines

EDUCATION DEPARTMENT
BISLIG CAMPUS
Maharlika, Bislig City

Social Science 4 – LIFE AND WORKS OF RIZAL

COURSE SYLLABUS

SECOND SEMESTER, 2017

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COURSE SYLLABUS in Soc. Sci. 4- Life and Works of Rizal
 VISION

By becoming a premier university in the ASEAN Region, the USEP shall be a center of excellence and development,
responsive and adaptive to fast-changing environments. USEP shall be known as the leading university in the country that
fosters innovation and applies knowledge to create value towards social, economic, and technological developments.

MISSION

USeP shall produce world-class graduates and relevant research and extension through quality education and sustainable
resource management.

Particularly, USEP is committed to:

 Provide quality education for students to grow in knowledge, promote their well-rounded development, and make them
globally competitive in the world of work;
 Engage in high impact research, not only for knowledge’s sake, but also for its practical benefits to society; and,
 Promote entrepreneurship and industry collaboration.

GOALS

To achieve its mission, the University aims to:

 produce globally competitive and morally upright graduates.
 develop a strong RDE culture with competent human resource and responsive and relevant researches that are
adapted and utilized for development.
 produce an effective and efficient generation, allocation, and utilization of resources within the academe.

INSTITUTIONAL GRADUATE ATTRIBUTES

Leadership Skills

Creates and inspires positive changes in the organization; exercises responsibility with integrity and accountability in the
practice of one’s profession or vocation.

Critical and Analytical Thinking Skills

Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing available resources to develop new knowledge,
methods, processes, systems, and value-added technologies.

Service Oriented

Demonstrates concern for others, practices professional ethics, honesty, and exemplifies socio-cultural, environmental
concern, and sustainability.

Lifelong Learning

Demonstrates enthusiasm and passion for continuous personal and professional development.

Professional Competence

Demonstrates proficiency and flexibility in the area of specialization and in conveying information in accordance with global
standards.

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COURSE SYLLABUS in Soc. Sci. 4- Life and Works of Rizal
 PROGRAM INFORMATION
IGA-PEO-GO Mapping
Institutional Graduate Attributes Program Educational
Objectives
Leadership Critical and Service Lifelong Professional
Skills Analytical Oriented Learning Competence
Thinking
Skills
PEO1
Expert secondary schools
classroom managers who
equip their students with the
necessary knowledge, skills,
X X
attitudes and values to be
competitive in the global
market.
PEO2
Proficient secondary schools
instructional leaders who
exemplify utmost capability in
the pursuit of pedagogical,
X X X instructional and
technological excellence, as
well as in the use of available
resources to achieve higher
learning outcomes.
PEO 3
Responsive researchers who
engage in a range of
research activities to improve
X X professional practices and
student learning performance
in secondary schools.
PEO4
Responsible community
builders who mobilize the
assistance of the internal and
X GO8
external stakeholders to
support learning and
teaching.
PEO 5
Innovative instructional
material
developers/technology -
based projects developers
X X who design and utilize
context – based learning
materials for secondary
students.
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COURSE SYLLABUS in Soc. Sci. 4- Life and Works of Rizal
GO Graduate Outcome
CODE
Model quality instruction that
GO1 conforms to the national and
international standards.
Practice professionalism at all times.
GO2
Develop and implement an
instructional plan that actively
engages secondary students in the
GO3 learning and teaching processes
underpinned by the principles of
inclusive education and humanistic
approach.
Integrate a wide range of learning
and teaching process skills to
GO4 provide meaningful learning
experiences for secondary students.
Actively engages in professional
developments to advance
GO5 professionalism and practices.
Conduct research activities to find
effective ways of delivering learning
GO6
and teaching practices in secondary
schools.
Investigate educational issues and
concerns in secondary schools and
GO7 introduce appropriate measures.
Actively involve stakeholders to
analyze and respond to community
needs to effectively support student
learning.
Produce contextualized and relevant
instructional materials for secondary
students in accordance with the
national and global standards.
GO9
 PROGRAM INFORMATION
(Provide Program Graduate Outcomes and Performance Indicators)

Performance Indicators

GO
Graduate Outcome
CODE
Model quality instruction that
GO1 conforms to the national and
international standards.
Practice professionalism at all
GO2
times.
Develop and implement an
instructional plan that actively
engages secondary students in the
GO3 learning and teaching processes
underpinned by the principles of
inclusive education and humanistic
approach.
Integrate a wide range of learning
and teaching process skills to
GO4
provide meaningful learning
experiences.
Actively engages in professional
GO5 developments to advance
professionalism and practices.
Conduct research activities to find
GO6 effective ways of delivering learning 2. Utilize the results of the analysis to improve learning and
and teaching practices.
Investigate educational issues and
GO7 concerns and introduce appropriate
measures.
Actively involve stakeholders to
analyze and respond to community
GO8
needs to effectively support student
learning.
Produce contextualized and
relevant instructional materials for
GO9 secondary students in accordance
with the national and global
standards.
PERFORMANCE INDICATORS
1. Implement and evaluate the curriculum.
2. Write effectively and carry out the lesson plan with mastery.
3. Deliver interesting lessons with congruent objectives, subject
matter, teaching- learning activities, materials and
assessment procedures.
1. Live a life in accordance to the Code of Ethics of Professional
Teachers.
2. Develop a high degree of professionalism in performing the
job.
3. Create a school atmosphere where proper decorum is
observed
4. Perform rightful activities with utmost concern for others.
1. Use varied teaching methodologies appropriate for diverse
learners.
2. Actively engages students to sustain interest in the subject
matter.
3. Utilize the potentials and uniqueness of individual learners in
teaching.
1. Generate opportunities for reflection on historical, social,
cultural and political processes as they affect the daily lives of
the students.
2. Facilitate collaboration among diverse learners.
3. Identify and design lessons according to the stages of
learners' growth and development
4. Use a wide range of assessment strategies.
1. Apply the principle of curriculum innovation and change to
advance professional practices.
2. Establish targets across career stages.
3. Initiate/participate intellectual and professional colloquia (e.g.
seminars, trainings, workshops, etc.).
1. Analyze and interpret data using appropriate procedures and
tools.
teaching.
3. Write a scholarly paper for research output dissemination
1. Evaluate current teaching practices and innovate approaches
based on learners’ needs.
2. Apply emerging trends to solve educational issues and
concerns.
1. Use the community as a learning resource.
2. Write and disseminate properly well-written reports (progress
reports, assessment, official communications, among others).
1. Use improvised and indigenous materials for meaningful
learning.
2. Design and develop contextualized learning materials to the
needs of the students.
3. Select, develop or adapt updated technology in support of
instruction.

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COURSE SYLLABUS in Soc. Sci. 4- Life and Works of Rizal
 I. COURSE INFORMATION

Course Code: Social Science 4

Course Title: Life & Works of Rizal
Pre-requisite:
Credit: 3 units
Level: 3rd Year
Semester/Year: 1st Semester
Version number: 1

Course Description:

This is a study of the life, works and writings of Dr. Jose P. Rizal, the national hero and martyr, as they
relate to the socio-political situation of the Philippines during his time and its implication to our present time. It
traces the hero’s life, ideals, concept of education, good government, and nationalism as embodied in his writings,
particularly the Noli Me Tangere and El Filibusterismo.

Workload of Students:

Students shall complete 42-54 hours (14 to 18 sessions) of face-to-face class work and interaction with mentor
and peers. Other tasks will include preparation of reports, reflective journals, visual presentations (e.g.film
showing), layouts and the like.

Faculty Information:

Name: Adonis Joseph B. Roda

Email:
Contact Number: 09194137903
Office: Education Department
Consultation Hours: MWF- 1:30-5:00, TTh- 2:30-4:30 PM

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COURSE SYLLABUS in Soc. Sci. 4- Life and Works of Rizal
COURSE OUTCOMES (CO):

On the completion of the course, student is expected to be able to do the following:

Course Outcomes Graduate Outcomes Aligned to

CO1 Recognize the heroism of Rizal in this era of growing national freedom and global development
CO2 Apply critical thinking in analyzing the Life & Works of Rizal and how it affect and influence the life of GO4 Integrate a wide range of learning and teaching process skills to provide meaningful
Filipinos learning experiences.
CO3 Interpret the selected poem, essays and novels and its impact to socio-political situation during the
past and present time.

II. LEARNING EVIDENCE:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

Learning Evidence Description and other Details Course Outcomes it represents

LO1 Reflective Journal This requires you to write at least 5 sentences in one half bond paper about the insights that you have
gained from the topic that was being discussed every week. CO1,CO2

LO2 Oral Presentations/Reports This task entails you to disseminate what you have researched and discussed to your classmates/peers in
order that ideas can be exchanged to make everyone actively engaged in the lesson and current activity. CO2
This requires you to plan, prepare, practice, present and answer inquiries from others.
LO3 Portfolio This task requires you to choose one poem, essay and novel written by Rizal and interpret its meaning and
CO3
impact in the society. It also includes the family tree of Jose Rizal.
 III. MEASUREMENT SYSTEM:

Learning Evidence/Output to Assess:

LO1: Reflective Journal

Criteria 5 3 2 0
Structure Ideas All or almost all of the entries have a Most entries have a connection to structure. Few entries have a connection to structure. None of the entries have a connection to structure.
connection to structure.
Feelings and Thoughts Feelings and thoughts are revealed in all or Feelings and thoughts are revealed in most entries. Feelings and thoughts are revealed in few of the None of your feelings and thoughts are revealed in
almost of the entries. entries. any of the entries.
Format The proper format has been followed for all of The proper format has been followed for most of The proper format has been followed for few of The proper format has not been followed for any of
the entries. the entries. the entries. the entries.
Mechanics All or almost all of my entries use correct Most of my entries use correct spelling and Few of my entries use correct spelling and None of my entries use correct spelling and
spelling and grammar. grammar. grammar. grammar.
Completion All entries are present, in order, and together. All entries are present, but are either not together All entries are not present, but they are together All entries are not present, nor are they together or in
or in order. or in order. order.

LO2: Oral Presentation/Reports

Area to Assess Unacceptable Acceptable Satisfactory Expected Beyond Expectation

Content dissemination of what has been discussed in
the specific group or team
Presentation and skills (verbal & non-verbal)
Engagement and interaction with and of the audience
The dissemination of the presenter
does not provide sequenced
information of what has been
discussed by the group
The entire presentation is being
read from notes, does not get the
interest of the audience, and no
skills are displayed.
The presenter does not establish
rapport with the audience so no
engagement and interaction
happen
There are rudiments of information
given but its sequence is not yet
clear
The presenter displays minimal
skills and audience have difficulty in
hearing and understanding the
presentation
A little interaction from the audience
is elicited but the rapport is minimal
The information is adequate and
the discussion of the group is in
correct sequence and almost clear
Presenter demonstrates adequate
skills in presentation and the
audience understands what is
being presented
The audience interacts with the
presenter, so the engagement
from both sides is established
The dissemination of the
information is complete,
logical, and very clear.
The presentation shows the
ability of the presenter to hold
the interest of the audience in
the topic
Presenter and audience are
actively engaged in the topic
and interaction is lively and
interesting
The content of the information being
disseminated and presented is creative,
highly logical and exceeds the usual
expectations.
The presentation and skills of the
presenter is very logical, complete and
gives ample knowledge as well as interest
to the audience
Engagement and interaction with the
audience is very dynamic and presenter
has logically and clearly responded to
them
LO3: Portfolio

Points Required items Concepts Reflection/Critique Overall Presentation

90-100 All required items are included, with a Items clearly demonstrate that the desired learning Reflections illustrate the ability to Items are clearly introduced, well
significant number of additions. outcomes for the term have been achieved. The effectively critique work, and to suggest organized, and creatively displayed,
student has gained a significant understanding of constructive practical alternatives. showing connection between items.
the concepts and applications.

75-89 All required items are included, with a few Items clearly demonstrate most of the desired Reflections illustrate the ability to critique Items are introduced and well organized,
additions. learning outcomes for the term. The student has work, and to suggest constructive practical showing connection between items.
gained a general understanding of the concepts and alternatives.
applications.

60-75 All required items are included. Items demonstrate some of the desired learning Reflections illustrate an attempt to critique Items are introduced and somewhat
outcomes for the term. The student has gained work, and to suggest alternatives. organized, showing some connection
some understanding of the concepts and attempts between items.
to apply them.

40-59 A significant number of required items are Items do not demonstrate basic learning outcomes Reflections illustrate a minimal ability to Items are not introduced and lack
missing. for the term. The student has limited understanding critique work. organization.
of the concepts.

0 No work submitted      

OTHER REQUIREMENTS AND ASSESSMENTS (AA)

Aside from the final output, the student will be assessed at other times during the term by the following:

Assessment Activity Description and other Details Course Outcomes it represents

AA1 Midterm / Final Examination Contains a 60-item Multiple Choice Test, 10-Modified True or False and 10-item Essay to determine the level of
CO2
understanding of the lessons taken .
AA2 Quizzes These are designed to periodically check the conceptual understanding of lessons taken. CO1
AA3 Class Participation/Oral Recitation The ways in which students actively engage in learning with peers in the classroom through given activities and how
CO2
they will be able to duplicate the task through sequential instructions.
AA4 Outputs These are tangible outcomes or applications of what the students had taken in class through reports, projects or
CO3
portfolio.
 IV. GRADING SYSTEM:

The final grade in this course will be composed of the following items and their weights in the final grade computation:

Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
AA1 Final Exam 15
AA2 Midterm 15
AA2 Quizzes/Oral Recitation 20
AA4 Attendance 5
LO1 100 15
LO2 100 20
LO3 100 10
Total 100%

Passing Grade _________

Passing Grade conditions: ____________________________________________

Note: Passing Grade and computation of Grade could be numeric (0-100) or decimal (1.0, 1.25, 1.50, etc.). The choice is with the teacher handling the course. If the course will be working of combination of numeric or decimal
grades then an equivalence table should be provided in the syllabus. There are courses who has a passing grade condition, examples include (a) no grade of 0.0 in any assessment (b) a minimum of a grade of 2.5 is needed to
pass (c) no project – automatic fail in the course.

V. LEARNING PLAN:

In order to achieve the outcomes of this course, learners will go through this learning plan

Weeks Course Teaching-Learning Assessment

Intended Learning Outcomes (ILO) Topics Required Reading Learning Output
Outcome Activities (TLA) Activities
Week 1 Role of this course in the
* Discuss the rationale of the course.
CO1 attainment of: * VMGO LO1
* Establish the connection of the
Aug 15-19 * USeP VMGO Interaction/ * IGA
course to the attainment of graduate Big group
* IGA Feedback/ * PEO
outcomes, program educational discussion.
* PEO Critiquing * GO
outcomes, institutional graduate CBLA
* GO * Life & Works
attributes, the VMGO of USeP, and
* Objectives of the Life and Works of Rizal
CED goals and objectives.
of Rizal Course
Week 2 – A. Rizal and His Times Role Playing
Week 3
* Discuss the socio-political situations Concept Reflective
Aug 22-Sept.9 of the Philippines before , during and B. Advent of a national hero Mapping Journal LO1
 Weeks Course Teaching-Learning Assessment
Intended Learning Outcomes (ILO) Topics Required Reading Learning Output
Outcome Activities (TLA) Activities
after Rizal’s lifetime CO2 LO2
* Explain the Genealogical Family Individual LO3
Background of Rizal Reporting
CO1
C. Childhood Years in Calamba
* Identify the beautiful memories of Written Quiz
childhood in Rizal’s native town

Week 4– *Become aware of the system of education

Week 6 Rizal had in Calamba & Biñan D. Early Education in Calamba &
*Identify the reason of taking up medical CO2,CO3 Biňan
Aug 29-Sep course
*Narrate the experiences of Rizal upon
Concept
23 winning literary laurels and his clash E. Medical Studies at the Mapping Written Quiz LO1
against the Spanish students who insulted University of Santo Tomas
the brown Filipino students Graphic LO2
*Analyze the secret mission of Rizal in Organizer
his voyage to Spain F. In Sunny Spain Individual
* Discuss the experiences that Rizal G. Noli Me Tangere Published In Reporting
had before he was able to publish Noli Berlin
Me Tangere
CO3,CO2 Comic Strips
*Illustrate concrete representation thru LO1
comic strips in his grand tour from Role Playing Written Quiz LO2
Asia to Europe H. Rizal’s Grand tour Of Europe Oral Recitation
With Viola

Week 7
MIDTERM EXAMS
Sep 26-30
Week 8
INTRAMURALS
Oct 3-7
 Weeks Course Teaching-Learning Assessment
Intended Learning Outcomes (ILO) Topics Required Reading Learning Output
Outcome Activities (TLA) Activities

Week 9-Week
10

Oct 10-21 I. First Homecoming

*Identify the reason of Rizal in going
Lecture
home to his beloved country
CO2 ,C03 Oral Recitation LO2
J. Romantic Interlude In Japan Role Playing LO3
*Become aware of what happened to
Rizal’s romance upon staying in Japan

* Discuss what Rizal had seen and K. Rizal’s Visit To The United
experienced in United States States
CO1,CO2
Lecture Written Quiz
Oral Recitation LO2
* Determine the reasons of Rizal why L. Rizal In London
he chose London as his new home
Week 11-
Week 13 * Identify the literary pieces of Rizal M. Rizal’s Second Sojourn In Paris LO2
that he had published in Paris CO2 And The Universal Exposition Of
Oct 24- 1889 Lecture Oral Recitation
Nov 11
*Determine the reasons why Rizal N. In Belgian Brussels
leave Paris and went to Brussels

Week 14 *Discuss the events that happened to O. Misfortunes In Madrid ( 1890-

Rizal in his stay in Madrid 1891)
Nov 14-18 CO2 Brainstorming Journal Writing LO2
*Narrate the fabulous romances of P. Biarritz Vacations & Romance Group
Rizal in Paris With Nelly Boustead Discussion
Week 15
* Discuss the experiences of Rizal Q. El Filibusterismo Published In
Nov 21-25 before he successfully published El Ghent (1891)
Filibusterismo LO1
*Determine Rizal’s reasons in leaving CO1,CO2 R. Ophthalmic Surgeon In Hong
Europe and went to Hong Kong Kong (1891-92) Role Playing LO2
 Weeks Course Teaching-Learning Assessment
Intended Learning Outcomes (ILO) Topics Required Reading Learning Output
Outcome Activities (TLA) Activities
Oral
Group Presentation
*Evaluate the purpose of forming a S. Second Homecoming And The Discussion
reform movement in the Philippines Liga Filipino
*Discuss the events that happened in
forming a reform movement against
the Spaniards

Week 16 *Identify the reasons why he was T. Exile In Dapitan Group

exiled in Dapitan CO2,CO3 Presentation Dramaturgy
Nob 28-Dec 2 *Narrate the life of Rizal in Dapitan LO1
*Determine where did Rizal go after his XXII. Last Trip Abroad
exile in Dapitan LO2

*Justify Rizal’s heroism and his CO2,CO3 U. Last Homecoming And Trial Role Playing Written Quiz LO2
declaration as the national hero of the LO3
Philippines V. Matyrdom At Bagumbayan

W. Who Made Rizal Our Foremost Dramaturgy

National Hero, And Why?

Week 17 STUDY PERIOD/FINAL REQUIREMENT COMPLETION

Dec 5-9
Week 18 FINAL EXAM PERIOD

Dec 12-16
Note: In order to formulate intended learning outcomes, you can use a reference learning taxonomy like Bloom’s taxonomy in order to see the Low-Order Thinking Skills verbs that needs to be activated before reaching the High-
Order Thinking Skills verbs. For example, if the course outcome uses the verb DESIGN, then intended learning outcomes should include verbs starting from IDENTIFY/RECALL  UNDERSTAND  SYNTHESIZE 
ANALYZE  DESIGN. Do not forget that the rubric criteria and descriptors should serve as a guide in determining essential content or topics and its arrangement in the learning plan.

I. REFERENCES/ARTICLES TO READ: (Must be written in APA Format)

1. Jose Rizal :Life ,Works, and Writings of a Genius , Writer , Scientist and National Hero 2 nd Edition (1998) by Gregorio Zaide and Sonia M. Zaide
2. Jose Rizal , A Hero’s Life (2005) by Claudio V. Tabotabo and Roman D. Lean , Jr.
II. CLASSROOM POLICIES:

1. Students’ attendance should be 80% of the total required/engaged time; otherwise all areas to be assessed will be affected.
2. All requirements stated in this course should be complied to guarantee a passing mark.

Prepared by: Reviewed by: Recommending Approval: Approved:

ADONIS JOSEPH B. RODA ADAM C. MACAPILI LORLY P. CAPERIDA WHELSON C. PASOS

Faculty Head, ICA Program Head/Chair Acting Dean