HINATUAN SOUTHERN COLLEGE

Hinatuan, Surigao del Sur

COURSE SYLLABUS IN RIZAL 101

Course Name The Life and Works of Rizal

Course Credits 3 units
Course Description As mandated by Republic Act 1425, this course covers the life and works of Jose Rizal, the country’s national
hero. Among the covered are Rizal’s biography and his writings, particularly the novels Noli Me Tangere and El
Filibusterismo, some of his essays and various correspondences.
Contact Hours/week 3 hours
Prerequisite None
Course Outcomes At the end of the course, the 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 resources
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

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter
Week 1 Introduction to the course: Republic Act 1425
Week 2 19th Century Philippines as Rizal’s context
Week 3-4 Rizal’s Life: Family, Childhood and Early Education
Week 5-6 Rizal’s Life: Higher Education and Life Abroad
Week 7-8 Rizal’s Life: Exile, Trial, and Death
Week 10-11 Annotation of Morga’s Sucesos de las Islas Filipinas
Week12 Noli Me Tangere
Week13 El Filibusterismo
Week14-15 The Philippines: A Century Hence (Letter to the Young Women of Malolos)
Week16-17 Jose Rizal and Philippine Nationalism – Bayani and Kabayanihan
One week (or an Jose Rizal and Philippine Nationalism – National Symbol
equivalent of three
hours)
Alignment of Course Outcomes with Summative Assessment Tasks
Course Objectives
1. Develop the ability of student to perceive and
appreciate the different stages of Rizal’s life.
2. Understanding the significance of his works
and writings and develop the ability of critical
thinking and analysis.
3. Reflect on moral norms in the society before
and in the present as they affect individuals in
the society.
4. Inculcate certain values such as patriotism
and nationalism.
5. Develop intellectual skills such as
comprehension, analysis, interpretation and
evaluation of facts and information of Rizal’s
life, works, and writings through
assessments.
Summative Assessment Task
 Reflective Exercises
 Paper Prospective
 Quizzes
 Mid-term/Final Exam
 Oral / Presentation Exam
Details
 Students express what they know about the
concept by means of illustration, drawing or mind
map.
 Students decide on the principles applied to solve
the problem
 Assess student’s skill in synthesizing what they
have learned about the topic or field as they work
on their own.
 Students will craft their own performance-based,
product-based, and affective assessment tools in
monitoring and evaluating learner progress and
achievement in various curriculum areas.
 Students will create their own rubrics, checklist and
rating scale
 Students write a three paragraph reflection about
the topic.
 Presents students with a few examples of common
problem type for them to work out solutions
 Desired Course Textbooks/ Teaching and Learning Assessment of Resource Time
Learning Content/ References Activities Tasks (ATs) Materials Table
Outcomes(D Subject (TLAs)
LO) Matter
Text of the RA 1425 Lecture: Historical Assess Books, Week
Explain in the Introduction to http://www.gov.ph/1956/06/1 background and context of Writing Exercise: Bond 1
history of the the course 2/republic-act-no-1425 RA 1425: Why should we Compare and papers,
Rizal Law and study the life and works of contrast the views Yellow
its important Constantino, Renato. The Rizal? of those in favor pads,
provisions Making of a Filipino: A Story and against RA Internet
of Philippine Colonial Politcs. 1425, considering connection
Republic Act QC: R. Constantino, 1982, Class Activity 1: Read the the context of the , Ball pens
1425 pp. 244-247 “Rizal Law” (RA 1425) 1950s; Would
Critically similar arguments
assess the Jose B. Laurel Jr. “The still have force
effectiveness Trials of the Rizal Bill” Class Activity 2: today?
of the Rizal Historical Bulletin vol. 4, no 1 Experience: Think-Group-
Course (1960): 130-139 Share
Opening question will be Reflect on your
Schumacher, John. “The posted by instructor: Think secondary
Rizal Bill of 1956: Horacio de of a recent novel/story that education: Did your
la Costa and the Bishops” you’ve read. How did you school comply with
Philippine Studies 59 no. 4 learn from that story? Apply RA 1425? How
(2011): 529-553 this experience to Rizal’s effective is the
writings. How would reading Rizal law in
Rizal’s novels impart instilling patriotism
patriotism? among secondary
Reflect individually then school students?
discuss as a group. Present
results of group discussions
in class.
 Desired Course Textbooks/ Teaching and Learning Assessment of Resource Time
Learning Content/ References Activities Tasks (ATs) Materials Table
Outcomes(D Subject (TLAs)
LO) Matter
Appraise the The Philippines Nelson, Gloria Luz. “Mga Lecture: Brief Summary of Pop Quiz: Books, Week
link between in the 19th Pananaw hinggil sa ugnayan Spanish Colonization of the Graphic Internet, 2
the individual century as ng talambuhay at lipunan,” in Philippines as a background organizer/table TV,
and society Rizal’s context Diestro, D, et al. Si Heneral Lecture: The nineteenth mapping the Yellow
Analyze the Paciano Rizal sa century as a century change changes in the 19th pads, Bond
various social,  Econom Kasaysayang Pilipino. Los century Philippines, papers and
political, ic: end Banos: UPLB Sentro ng categorizing social, Ball pens
economic, of the Wikang Filipino, 2006 Class Activity: Film viewing political, economic,
and cultural galleon of “Ganito Kami Noon, cultural changes
changes that trade, C. Wright Mills. “The Paano Kayo Ngayon?”
occurred in opening Promise,” The Sociological
the nineteenth of the Imagination. Oxford: Oxford Reflection paper
century Suez University Press, 1959 about the film:
Canal, Guide Questions
opening P. Sztompka. “Great 1. Describe the
Understand of ports Individuals as Agencies of 19th century
Jose Rizal in to world Change” in the Sociology of Philippines
the context of trade, Social Change. Wiley. 1993. as
his times rise of represented
the John Schumancher: “Rizal in in the film
export the context of the 19th 2. Based on
crop Century Philippines” in The your reading
econom Making of a Nation: Essays and class
y and on Nineteenth-Century discussion,
 monopol Filipino Nationalism. QC: what can
ies ADMU Press you say
 Social: about the
educatio Film: “Ganito Kami Noon, film’s
n, rise of Paano Kayo Ngayon?” representatio
the directed by Eddie Romero n of the
inquillin (1976) nineteenth
o century?
 Political: 3. What is the
Liberalis main
m, question that
impact the film
of the seeks to
Bourbon answer?
reforms, What is your
Cadiz own
constitut reflection
ion based on the
film and your
understandin
g?
Analyze Rizal’s Life: Coates, Austin. Rizal: Lecture: Rizal’s Family, Students will write a Books, Week
Rizal’s family, Family, Filipino Nationalist and Childhood and Early short biographical Pens, 3-4
childhood, Childhood and Martyr. Hong Kong: Oxford education essay that compare Internet,
and early Early University Press, Quezon the student’s early Ball pens
education Education City: Malaya Books, 1969. childhood with TV
Or Filipino translation by Nilo Class Activity: Read Rizal’s Rizal’s own
Evaluate the S. Ocampo. Rizal: “Memoirs of a Student in
people and Makabayan at Martir. Manila” Chapter 1
events and Quezon City: University of
their influence the Philippines Press, 2007. Class Activity: Create a
on Rizal’s timeline of Rizal’s Childhood
early life Rizal, Jose. “Memoirs of a and Early Education
Student in Manila,” Appendix
Section of Gregorio Zaide’s
Jose Rizal: Life, Works and
Writings
Explain the Rizal’s Life: Schumacher, John. The Lecture: Rizal’s education at Written document Internet, Week
principle of Higher Propaganda Ateneo Municipal and at the analysis worksheet Yellow 5-6
assimilation Education and Movement, 1880-1885: The University of Santo Tomas; pads, Bond
advocated by Life Abroad Creation of a Filipino Rizal’s life abroad papers,
the Consciousness, The Making Ball pens,
Propaganda of a Revolution. Quezon
Movement City: Ateneo de Manila Class Activity: Read Jose
University Press, 1997. Rizal’s Brindis speech

Appraise Class activity: Read first

Rizal’s issue of La Solidaridad and
relationship analyze the aims stated
with other therein; answer written
Propagandists document analysis
worksheet
Analyze
Rizal’s growth
as a
Propagandist
and disavowal
of assimilation

Analyze the Rizal’s Life: Coates, Austin. Rizal: Lecture: Rizal’s last years Graphic Organizer Internet, Week
factors that Exile, Trial, Filipino Nationalist and covering his exile, trial, and for activity on La Yellow 7-8
led to Rizal’s and Death Martyr. Hong Kong: Oxford death Liga Filipina pads, Bond
execution University Press, Quezon papers,
City: Malaya Books, 1969. Class Activity: Read the Ball pens
Analyze the Constitution of La Liga Reflection paper
effects of Ileto, Reynaldo. “Rizal and Filipina and fill out a table about the film
Rizal’s Underside of Philippine (graphic organizer) with the Guide Questions:
execution on History” In Filipinos and their aims of LA Liga Filipina in  Describe the
Spanish Revolution; Event, one column and examples life of Jose
colonial rule Discourse, and of how these aims could be Rizal as
and the Historiography. Quezon City: attained in another column. represented
Philippine Ateneo de Manila University in the film.
Revolution Press, 1998, pp 29-78.  Based on
Class Activity: Read Rizal’s your reading
Teodara Alonzo’s petition to last letters to family and class
Camilo Polavieia. Manila, 28 members and Bluementritt discussion,
December 1986. what can
Class Activity: Read you say
Teodora Alonzo’s letter to about the
Governor General Polavieja film’s
and write a similar letter representatio
persuading him to spare n of Jose
Rizal’s life Rizal?
 What is the
Film viewing: main
Option 1: Jose Rizal, GMA question that
Films, directed by Marilou the film
Diaz Abaya seeks to
answer?
Option 2: Rizal sa Dapitan, What is your
directed by Tikoy Aguiluz own
reflection
based on the
film and your
understandin
g.
FIRST EXAMINATION
Analyze Annotation of Blumentritt, Ferdinand. Lecture on Rizal’s view of ASSESS: Internet, Week
Rizal’s ideas Antonio Prologue to Jose Rizalm Philippine History and Group discussion Yellow 10-11
on how to Morga’s Annotated Copy of Antonio Historiography and oral pads, Bond
rewrite Sucesos de las de Morga’s Sucesos de las presentation on papers,
Philippine Islas Filipinas Islas Filipinas Class activity: Read Rizal’s Ball pens
History (Manila:National Centennial introduction and last chapter historiography
 Commission, 1962) of Rizal’s Annotation of
Compare and Antonio Morga’s Sucesos
contrast Rizal Ocampo, Ambeth. “Rizal’s de las Islas Filipinas
and Morga’s Morga and views of
different views Philippine History” in Class activity: Read “A
about Filipinos Philippines Studies vol 46 legacy of the Propaganda:
and Philippine no. 2 (1998) The Tripartite View of
culture http://www.philippinestudies. Philippine History” by Zeus.
net/ojs/indet.pho/ps/article/vi
ewfile/662/663 Class acitivty: Make a table
comparing and contrasting
Salaar, Zeus. “A Legacy of Rizal and Morga’s views on
the Propaganda: The Filipino culture.
Tripartite View of Philippine
History” in Atoy Navarro and
Flordeliza Lagbao-Bolante,
eds. Mga babasahin sa
Agham Panlipunang Pilipino:
Sikolohiyang Pilipino,
Pilipinohiya, at Pantayong
Panaw. QC: C&E Publishing,
2007.

Rizal, Jose. Historical events

of the Philippines Islands by
Dr. Antonio de Morgra,
published in Mexico in 1609,
recently brought to light and
annotated by Jose Rizal
preceded by prologue by Dr.
Ferdinand Blumentritt
Manila: Jose Rizal National
Centennial Commission,
1962.
Appraise Noli Me Class activity: Present a skit Internet, Week
important Tangere Almario Virgillio, Si Rizal showcasing a theme Yellow 12
characters in Novelista. Queezon city. presented in the Noli (some pads, Bond
the novel and Guru Books,1968. xamples: comparison of the papers,
what they women in the nineteenth Ball pens
represent Anderson, Benedict: Why century and in the present;
counting counts: A study of social change; colonization;
Examine the Forms of consciousness and church ministers; social
Philippine and Problem language in reform)
situations Noli Me Tangere and El
through the Fillibusterismo; Quezon City:Class Activity 2: Write an
examples Ateno de Manila University essay with the aim of
mentioned in Press 2008 answering the following: (a)
the Noli What is freedom? (b) How
Constatino, Renato. “Our is the lack of freedom
task: to Make Rizal potrayed in the novel? (c)
obsolete” in This Wek Manila How isi the situation in the
Chronicle (14 June 1959) novel different from today?

Class Activity 3: Divide

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
about the Creoles in the
Philippines?

Class Activity 4: Write an

essay with the aim of
addressing the questions:
(a) What are the anti-
modern aspects of colonial
society potrayed in Noli Me
Tangere? (b) Why can
 modernity be considered as
the central problem of
Rizal’s novel?
Compare and El Daroy, Petronilo. Rizal Lecture on the background Graphic organizer: Internet, Week
contrast the Filibusterismo contrary essays. Quezon of the publication of the El Compare and Yellow 13
characters, City: Guro Books, 1968. Filibusterismo contrast, and show pads, Bond
plot, and continuities and/ or papers,
theme of the Almario. Virgilio. Si Rizal: Lecture on the major changes in Rizal’s Ball pens
Noli and the Nobelista. QC: UP Press, themes, plot, characters, ideas expressed in
El 2008. and ideas in the novel the Noli and El
Filibusterismo Filibusterismo
Anderson, Benedict: Why Class Activity: Read the
Value the role counting counts: A study of dedication to Gomburza
of the youth in Forms of consciousness and Reflection paper
the and Problem language in about select
development Noli Me Tangere and El Class Activity: Group chapters discussing
and future of Fillibusterismo; Quezon City: Discussion on the the role of the youth
society Ateno de Manila University differences between the in society (e.g., Ch.
Press 2008 Noli and El Filibusterismo 24, Ch. 39)

Reyes, Miguel Paolo. “El

Filibusterismo and Jose
Rizal as Science Fictionisht”
in Humanities Diliman vol. 10
no. 2 (2013)

Rizal, Jose. El Filibusterism.

Trans. Virgilio Almario or
Soledad Maximo Locsin
Assess Rizal’s The Rizal, Jose. “The Philippines Lecture on “The Philippines Essay writing: Write Internet, Week
writing Philippines: A a century hence” a Century Hence” a response to Jose Yellow 14-15
Century Hence Rizal with students pads, Bond
Can be accessed through: situating papers,
Appraise the http://www.archive.org/strea Class Activity: themselves a Ball pens
value of Other possible m/philippinescentu00riza_djv Group discussion on Rizal’s century after Rizal’s
understanding topics: u.txt essay and the arguments time
the past Letter to the he presented
 Women of
Malolos/ On Alternative: Give a
Frame the Indolence speech that will
arguments of the Filipinos serve as a
based on response to Rizal
evidence

Interpret Jose Rizal and Eugenio, Damiana. Lecture/Discussion on the Week

views and Philippine Philippine Folk Literature: changing forms and 16
opinions Nationalism – The Epics. QC: UP Press, definitions of bayani and
about bayani Bayani and 2001. kabayanihan from
and Kabayanihan precolonial Philippines to
kabayanihan Revel, Nicole. ed. Literature present
in the context of voice: Epics in the
Philippine Philippines. QC: ADMU
history and Press, 2005. Class Activity: Read select
society Philippine Epics
Nolasco, Ricardo Ma. D.
Assess the “Pinagmulan ng Salitang Group Activity: Each group
concepts of Bayani” sa Diliman Review, will choose their own bayani
bayani and vol 45. No. 2-3, 1997. pp 14- according to their standards
kabayanihan 18 and present it to the class.
in the context
of Philippine De Ocampo, Estaban. “Who
society Made Rizal our Foremost
National Hero, and Why? In
Jose Rizal: Life, Works, and
Writings of a Genius, Writer,
Scientist, and National Hero,
edited by Gregorio Zaide.
1984.
Examine the Jose Rizal and Joaquin, Nick. A question of Present a photo exhibit of Week
values Philippine heroes. Pasig. Anvil, 2005. different Rizal monuments 17-18
highlighted by Nationalism – (Chapters on Rizal, in the Philippines and
the various National Bonifacio, and Aguinaldo) abroad. Write short
representation Symbol descriptions about their
of Rizal as a background and
national Lahiri, Smitha. “Writer, hero, interpretations on their
symbol myth, and spirit: The imagery and
changing image of Jose representations.
Advocate the Rizal.” Cornell University
values Rizal’s papers in Southeast Asia. Essay writing or speech
life about a particular value
encapsulates Rizal advocated.

Students choose a key

issue (e.g., heroism and the
notion of sacrifice ethics
and our concepts of
leadership) to be tabled in
an integrating project
assigned by the teacher
(e.g., a newspaper, audio-
visual project: composition
of lyrics with musical
arrangement; or a
painting/mural.)
FINAL EXAMINATION

Suggested Readings Anderson, Benedict: Why counting counts: A study of Forms of consciousness and and Problem language in
and References Noli Me Tangere and El Fillibusterismo; Quezon City: Ateno de Manila University Press 2008

Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hongkong: Oxford Univeristy Press, Quezon City: Malaya
Books, 1969.
De Ocampo, Estaban. “Who Made Rizal our Foremost National Hero, and Why? In Jose Rizal: Life, Works, and
Writings of a Genius, Writer, Scientist, and National Hero, edited by Gregorio Zaide. 1984
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.
Rizal, Jose. El Filibusterismo (Translation by Virgilio Almario or Soledad Lacson-Locsin)
Rizal, Jose. Noli Me Tangere (Translation by Virgilio Almario or Soledad Lacson-Locsin)
Rizal, Jose. Historical events of the Philippines Islands by Dr. Antonio de Morga, published in Mexico in 1609,
recently brought to light annotated by Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila:
Jose Rizal National Centennial Commission, 1962.
Rizal Jose. “The Philippines a Century Hence” in La Solidaridad.
 Salaar, Zeus. “A Legacy of the Propaganda: The Tripartite View of Philippine History” in Atoy Navarro and
Flordeliza Lagbao-Bolante, eds. Mga babasahin sa Agham Panlipunang Pilipino: Sikolohiyang Pilipino,
Pilipinohiya, at Pantayong Panaw. QC: C&E Publishing, 2007
Schumacher, John. The Propaganda
Movement, 1880-1885: The Creation of a Filipino Consciousness, The Making of a Revolution. Quezon City:
Ateneo de Manila University Press, 1997.
Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” sa Diliman Review, vol 45. No. 2-3, 1997. pp 14-18

Course Requirements 1. Major Examinations (Midterm and Finals)

2. Summative quizzes
3. Per chapter outputs as specified in the
assessment
4. End of course reflective journals and compilation
of assessment outputs
5. Other additional requirements as specified by the
teacher

Grading System Suggested: Suggested:

Midterm (40%) Finals (60%)
50% - Objective Written Exam (Midterm) 50% - Objective Written Exam (Final)
50% - Class Active Participation (virtual group work, 50% - Class Active Participation (virtual
outputs, assessment tasks, reflective journals, group work, outputs, assessment tasks,
among others) reflective journals, among others)
Classroom Policies 1. Class attendance is essential to the learning and
performance of students in this course.
2. Students must be officially enrolled for the
semester where course is being offered.
3. Active participation in virtual class is a must.
4. Outputs must be submitted on time. Late
submissions will still be accepted but with
corresponding deductions.
5. Please read and abide the College’s policies
concerning classroom behavior, ethical conduct,
plagiarism and academic honesty as contained in
 the Student Handbook.

Prepared by: Checked by:

EDELYN C. TELEWIK CALIXTA C. VIOLA, RN, PhD
Instructor Dean, College of Teacher Education

Approved by:

JUANITO A. BALBUTIN
College President