4RIZAL

COURSE OUTLINE and LEARNING PLAN

Faculty:

Course Title: Rizal’s life, works and writings

Course Code: 4Rizal

Number of Units: 3 units

Contact Hours Per Week: 3 hours per week

Pre-requisite subject/s: NONE

UNIVERSITY VISION:

To become a role-model catalyst for countryside development and one of the most influencial, best-managed Catholic
universities in the Asia-Pacific region.

UNIVERSITY MISSION:

To offer accessible quality education that transforms students into person of conscience, competence and compassion, all for
the glory of God.

COLLEGE VISION AND MISSION:

To be the catalyst of change for students to become persons of conscience, competence, and compassion through holistic
learning experience in the university and to produce globally-competitive hospitality and tourism professionals through its
nationally and internationally recognized and accesible programs.

COURSE DESCRIPTION:
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This course deals with the life, works and writings of national hero Jose P. Rizal. It puts emphasis on the impact of his
martyrdom and to present a critical view of the social order in which he lived, his opinions on nationalism, government,
religion as well as his philosophy of life through an analysis of his works and letters and relevance of these ideas to
contemporary Philippine scene.

COURSE LEARNING OUTCOME (CLO’s)

Upon completion of the course students will be able to:

CLO1 Explain the circumstances of Jose Rizal in the context of the nineteenth century
CLO2 Analyze the context of Rizal’s various works, particularly his novels Noli me Tangere and El Filibusterismo, his
annotations of Chapter 8 of Morga, his essay on Sobre la Indolencia de los Filipinos and other works.
CLO3 Evaluate Rizal’s various works through meaningful communication that states convincingly a particular
interpretation
CLO4 Articulate the significance and paradoxes of Rizal’s contributions to Filipino nationals
CLO5 Relate the present national situation making use of the values imparted by Rizal’s life as a comparison of Filipino
sense of nation building
CLO6 Produce a creative work such as portfolio that conveys personal thoughts of Rizal’s life and works for the current
generation
CLO7 Appreciate the value of primary sources as a vital way of re-reading the course.

PROGRAM LEARNING OUTCOMES (PLO’s)

Upon completion of the course students will be able to:

PLO1 Demonstrate proficiency in oral and written communication skills

PLO2 Produce a creative work such as portfolio that conveys personal thoughts of Rizal’s life and works for the current
generation integrate social, environmental and cultural issues in the tourism and hospitality profession.

INSTITUTIONAL LEARNING OUTCOME (ILO’s)

ILO1 Communication
ILO2 Valuing and Ethical Reasoning
ILO3 Critical and Creative Thinking
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ILO4 Civic and Global Learning

ILO5 Applied and Collaborative Learning

SELECTING LEARNING ACTIVITIES & INTEGRATING ALL COURSE COMPONENTS:

Learning Outcomes for Ways of Acutal Helpful Resources for Teaching and Learning Alignment
Course Assessing this Teaching of CLO’s
Kind of Learning and to PLO’s
Learning & ILO’s
Activities

1.Explain the Student Interactive https://www.scribd.com/doc/135167190/John- CLO1

circumstances of Jose Participation discussion N-Schumacher-S-J-Rizal-in-the-Context-of-
and lectures PLO1
Rizal in the context of Nineteenth-Century-Philippines
Written Analysis
the nineteenth century PLO2
Cooperative
learning Activity Jose Rizal: Life, Works and Writings of a Genius, ILO3
Writer, Scientist and a National Hero. Gregorio ILO4
Review/Critique F. Zaide, Sonia M. Zaide
article

Quiz

2.Analyze the context of Student CLO2

Interactive
Mojares, Resil.2013. Jose Rizal and the
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Rizal’s various works, Participation discussion invention of a national literature. In Isabelo’s PLO2
particularly his novels and lectures archive,213-21.Mandaluyong City:Anvil.
Written Analysis ILO3
Noli me Tangere and El
Filibusterismo, his https://prezi.com/qawe8nczviaq/rizals-
Cooperative ILO1
annotations of Chapter 8 annotation-of-sucesos-de-las-islas-filipinas/
Learning Activity
of Morga, his essay on Jose Rizal: Life, Works and Writings of a Genius,
Sobre la Indolencia de Review/Critique
Writer, Scientist and a National Hero. Gregorio
los Filipinos and other article
F. Zaide, Sonia M. Zaide
works Quiz

3. Evaluate Rizal’s Student Interactive Mojares, Resil.2013. Jose Rizal and the CLO3
various works through Participation Discussion invention of a national literature. In Isabelo’s
PLO1
meaningful archive,213-21.Mandaluyong City:Anvil.
Written Analysis
communication that ILO1
states convincingly a https://prezi.com/qawe8nczviaq/rizals-
Cooperative
particular interpretation annotation-of-sucesos-de-las-islas-filipinas/ ILO3
Learning Activity

Review/Critique
article

Quiz

Student Interactive
4. Articulate the Quibuyen, Floro C. (2008). A Nation aborted :
 4RIZAL

significance and Participation Discussion Rizal, American hegemony, and Philippine CLO4
paradoxes of Rizal’s nationalism. Ateneo de Manila University
Written Analysis Press, Quezon City PLO1
contributions to Filipino
nationals Cooperative PLO3
Jose Rizal: Life, Works and Writings of a Genius,
Learning Activity Writer, Scientist and a National Hero. Gregorio
ILO3
F. Zaide, Sonia M. Zaide
Review/Critique
article ILO4

Quiz

5. Relate the present Student Interactive Schumacher, John 1997.Journalism and CLO5
national situation Participation Discussion Politics,1883-1886. In the propaganda
PLO1
making use of the values movement: 1880-1895; The creators of Filipino
Written Analysis
imparted by Rizal’s life consciousness, the makers of the revolution, PLO3
as a comparison of Cooperative 19-39. Also read page 236. Quezon City:
Filipino sense of nation Learning Activity Ateneo de Manila University Press ILO2
building
Review/Critique Quibuyen, Floro C. (2008). A Nation aborted : ILO3
article Rizal, American hegemony, and Philippine
nationalism. Ateneo de Manila University
Quiz Press, Quezon City

Student Interactive
Discussion Mojares, Resil.2013. Jose Rizal and the CLO6
Participation
6. Produce a creative invention of a national literature. In Isabelo’s PLO2
work such as portfolio Written Analysis archive,213-21.Mandaluyong City:Anvil.
that conveys personal ILO1
Cooperative Schumacher, John 1997.Journalism and
thoughts of Rizal’s life
Politics,1883-1886. In the propaganda
 4RIZAL

and works for the current Learning Activity movement: 1880-1895; The creators of Filipino
generation consciousness, the makers of the revolution,
Portfolio
19-39. Also read page 236. Quezon City:
Review/Critique Ateneo de Manila University Press
article
Quibuyen, Floro C. (2008). A Nation aborted :
Quiz Rizal, American hegemony, and Philippine
nationalism. Ateneo de Manila University
Press, Quezon City

7. Appraise the value of Student CLO7

primary sources as a Participation
vital way of re-reading Interactive Mojares, Resil.2013. Jose Rizal and the PLO1
the course. Written Analysis Discussion invention of a national literature. In Isabelo’s
ILO2
archive,213-21.Mandaluyong City:Anvil.
Small group
discussion/s Schumacher, John 1997.Journalism and
Politics,1883-1886. In the propaganda
Review/Critique
article
movement: 1880-1895; The creators of Filipino
consciousness, the makers of the revolution,
Quiz 19-39. Also read page 236. Quezon City:
Ateneo de Manila University Press

Quibuyen, Floro C. (2008). A Nation aborted :

Rizal, American hegemony, and Philippine
nationalism. Ateneo de Manila University
Press, Quezon City
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COURSE CONTENT:

Time Desired Learning Outcomes Course Teaching and Assessmen Evaluation Resource Materials
table Content/Sub Learning t Tool/Performa
ject Matter/ Activities Task/Stude nce indicators
CLO (Methodology) nt
Output
Wee
k1 Interactive
1. Discuss the student discussion on the
manual focusing on orientation and
the explanation of preliminary
student attendance, planning
computation of
grades, submission of
requirements and
passing of related
College Student Manual
school works, and
expected behavior in
Cooperative
and outside the Rubric for the
Republic act Learning
classroom as cooperative http://www.officialgazette
1425 activity. The
mandate in the learning activity
• Group class will .gov.ph/1956/06/12/repub
student manual present their
class lic-act-no-1425/
activity: answers in
Answer a the class.
2. Explain the Republic
Act 1425, its scope worksheet
and limitations with with the
emphasis on the following
arguments of its questions:
approval (1)
Consideri
ng the
3. Relate the issues of context of
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Rizal Bill to present- the 1950s,

day Philippines what
issues
and
interests
were at
stake in
the debate
over the
Rizal Bill?
(2) Do
these
issues
remain
pertinent
in the
present
day?
• Interactive
discussion

Wee 1. Establish the vital

k2 contributions of Jose
Rizal’s works and • Interactive Jose Rizal: Life, Works and
Significance discussion
writings that helped in Submission
of Rizal Writings of a Genius,
• Power of essay
nation building. Writer, Scientist and a
Course:Rizal point explaining
2. Explore Rizal’s life as National Hero.
as a presentatio the Pueblo Rubric
a child with emphasis
National n system in
on his family lineage
• Lecture the Spanish Chapter 1 . Page 1-10
Hero
• Group era
3. Discuss the cultural
way of living in Rizal’s
time as to give
 4RIZAL

explanation to pueblo
system, as means of
socio-cultural and
political status in the
nineteenth century.

Wee 1. Identify the different

k3 important events that
happened in the nineteenth
century with emphasis on
the following:

a.Opening of Suez
Canal Philippine
condition • Interactive
b.Secularization during discussion
Rizal’s time • Power https://www.scribd.com/do
c.Frailocracy Individual Rubric
point
class c/135167190/John-N-
presentatio
d. Birth of middle activity: Paper Schumacher-S-J-Rizal-in-
n
KWHLAQ and pen the-Context-of-Nineteenth-
class/reformers • Lecture
chart test Century-Philippines
• Group
e. Call for Assignmen
representative in the t
Spanish Cortes.

2. Analyze the condition of

the Philippines in the aspect
of socio-cultural and political
aspects in the midst of the
identified world events that
served as a gateway for
 4RIZAL

enlightenment.

Wee 1. Discuss Rizal’s childhood

k 4-7 time with connection on Jose Rizal: Life, Works and
the social, cultural and Childhood of Writings of a Genius,
political condition of the Rizal Writer, Scientist and a
Philippines of which National Hero.
Rizal was born and
raised Chapter 1 2. Page 1-19
2. Analyze the system of
education that Rizal Jose Rizal: Life, Works and
experienced in his formal Output of Writings of a Genius, Writer,
education in Binan, the group Scientist and a National
• Interactive Hero.
Ateneo and UST. assignment
discussion Chapter2- 3. page 11-26
3. Identify the remarkable (portfolio) to
• Power
events that happened be Rubric
point
while Rizal is still a presented in
presentatio Jose Rizal: Life, Works and
student, which played a the class Paper
n Writings of a Genius, Writer,
vital role to his growing “factors that and pen
• Group molded test Scientist and a National
age such as: Assignmen Hero.
Rizal’s
a. the injustice t Chapter 4. page 27-37
thinking and
arrest and
sense of
imprisonment
nationalism”
of his mother Jose Rizal: Life, Works and
b. the execution Education in Writings of a Genius, Writer,
of Binan,Atene Scientist and a National
GOMBURZA Hero.
o and UST
Chapter 5. page 46-56

4.Identify the teachers that

made a primary contribution
to Rizal’s choice of
 4RIZAL

education and character

formation

5. Write an essay as a part

of portfolio, regarding Rizal’s
life, its significance and role
to the present generation.

Wee 1. Explain the

k8 relationship of
and literature and
9 society
Group class Mojares, Resil.2013. Jose
Jose Rizal activity: Rizal and the invention of a
• Interactive
2. Give an and the Each group national literature. In
discussion
invention of will
assessment on • Power Isabelo’s archive,213-
Rizal’s a national formulate 3 Rubric
point 21.Mandaluyong City:Anvil.
questions
interpretations of literature presentatio
about the
Morga’sSuccesso n
readings.
sdelas Islas Morga’sSucc • Lecture
Every group
Filipinas essosdelas • Group will be given Paper and pen https://prezi.com/qawe8ncz
3. Convey a Islas Activity/Ad an test viaq/rizals-annotation-of-
personal vance opportunity sucesos-de-las-islas-
Filipinas
conviction on how readings to answer
Chapter8 filipinas/
one learns the
“patriotism and questions.
“nationalism” from
literature.

MID TERM EXAMS

 4RIZAL

Reaseach
Wee on the
k 10 1. Identify the different background
women who were http://www.joserizal.ph/lv01.
of the
html
romantically involved • Interactive different
to Jose Rizal Rizal’s
discussion women who
personal
2. Examine the reason • Power were
behind Rizal’s struggle on
point romantically
marriage and
decision not to be presentatio involved to • Rubric
relationship.
married. n Dr Jose
http://lifestyle.inquirer.net/15
3. Discuss Rizal’s • Lecture Rizal with
4917/gemma-reveals-rizals-
descriptions of • Individal an analysis
true-love/
German women and assignment on the issue
how he wanted the that Rizal
http://lifestyle.inquirer.net/23
Malolos women to was not
0676/jose-rizal-in-romantic-
emulate them married to
heidelberg-his-thoughts-on-
Josephine
women/
Bracken
Wee 1. Revisit Rizal’s life Rizal’s life in • Interactive
k 11 abroad with focus of discussion Jose Rizal: Life, Works and
Europe
and discussion on the Writings of a Genius, Writer,
• Power A written
12 different Scientist and a National
point essay
organizations and Hero.
presentatio explaining
groups he joined that Chapter 6 and 7. Page 57-
n the role of
87
made historical • Lecture Propaganda
marks, touching on • Individual movement
the following: Reseach and the Rubric
Jose Rizal: Life, Works and
a. Propaganda Paper issues that
Writings of a Genius, Writer,
Movement about were
Scientist and a National
b. La Solidaridad propagand confronted
Hero.
2. Explain Rizal’s a by the
Chapter 8. page 88-104
reasons for leaving movement leaders of
the Philippines in the conflict the
connection to his with the movement
mission and secret members
pact with Paciano of the
 4RIZAL

3. Discuss the different organizatio

historical events n
Rizal’s witnessed
while he was in
Europe with an
analysis on Rizal’s
response and Jose Rizal: Life, Works and
reactions to each Writings of a Genius, Writer,
event, with emphasis Scientist and a National
Hero.
to:
Chapter 9. page 105-112
a. Igorot Human
exhibition
b. Students
demonstrations in
defense to
Professor Morayta

4. Analyze the conflict

that took place
among the
Illustrados in an
attempt to explain
the reasons for all the
misunderstanding

Wee 1. Evaluate what the • Noli • Interactive Students Schumacher, John

k 13 propaganda discussion take turns 1997.Journalism and
Me
and movement is and • Power leading • Rubric Politics,1883-1886. In the
14 Tange
what it stood for. point propaganda movement:
2. Examine Rizal’s
re presentati
discussion 1880-1895; The creators of
involvement in the • El on in a Filipino consciousness, the
 4RIZAL

movement Felibu • Lecture cooperative makers of the revolution, 19-

3. Review Noli and steris • Group group. 39. Also read page 236.
ElFili as two mo Assignme Quezon City: Ateneo de
novels known to nt Activity: Manila University Press.
be works of Say
propaganda Something Online access:
movement (Schumacher)
4. Describe the
context in which https://www.google.com/sea
Rizal wrote Noli The faculty rch?q=Schumacher+John+t
Me Tangere and asks the he+propaganda+movement
El felibusterismo learners to &ie=utf-8&oe=utf-
5. Evaluate on how 8&client=firefox-b-
analyze the
ab&gfe_rd=cr&ei=uhNRWY
Noli Me Tangere different 6mBo_D8AeVi6TADw
and El charcatres
Felibusterismo.. in Noli Jose Rizal: Life, Works and
6. Identify the Writings of a Genius, Writer,
andEl Fili
different Scientist and a National
depicting
characters in Noli Hero.
Me Tangere and real life
Chapter 8, 18
who they scenario in
immortalized in Rizal’s
real life. time.
7. Compare and
contrast Noli Me Activity:
Tangere and El Quick
Filibusterismo in think
the context of its
manner and style
of writing, content
and ending
 4RIZAL

1. Identify the events

Wee Rizal’s Home Group class
happened in the
k 15 coming activity:
Philippines that • Interactive Read
became reasons for discussion Rizal’s
Rizal’s decision of (First and
Second) • Group letter on
homecoming Assignme Calamba . Jose Rizal: Life, Works and
2. Discuss how Rizal nt:primary incident. Writings of a Genius, Writer,
handled the issues he source Answer Rubric Scientist and a National
witnessed in the about worksheet Hero.
Philippines in his Calamaba on Chapter 10 and 21
home coming. incident analyzing a
primary
source.
Present in
class.

Wee Watch the

k • Interactive film “Rizal
discussion in dapitan” Jose Rizal: Life, Works and
1. Evaluate Rizal’s Rizal’s Exile • Rubric
16 deportation in Dapitan in Dapitan • Film Writings of a Genius, Writer,
showing Submit a Scientist and a National
through Film showing,
reaction Hero.
with an emphasis on
paper Chapter 10, 19, 21
the following:
a. Rizal as doctor in
 4RIZAL

Dapitan
b. Rizal’s
relationship with
the people of
Dapitan
Rizal and
Josephine Bracken

Wee
k 17
and
18 1. Review the
kind of court
proceedings
given to Rizal Individu
as a part of his • Rizal’s Film al
trial. Trial showing though (videos and
“Jose Rizal’ paper documentations.)
2. Analyze the and • Interactive
results of Jose Rizal: Life, Works and
Execut discussion
Informal Rizal Writings of a Genius, Writer,
Rizal’s trial ion • Power
debate on retractio Scientist and a National
that led to his • Retrac point
Rizal issue n issue : Hero.
final judgment tion presentati
of retraction An Chapter 24 and 25, pages
of execution on
Analysis 251-263
3. Evaluate the • Film Probing of from
political arena showing evidences a
in of the millenni Rizal without the
Rizal’s time of trial retraction al Overcoat:Ambeth Ocampo
and execution issue perspect
4. Discuss the ive
nature of
“Retraction” as
one of the
issues in
Rizal’s
execution.
 4RIZAL

5. Investigate
evidences that
would prove or
question what
is behind the
retraction
issue.

FINAL EXAM

COURSE REQUIREMENTS:

1. Quizzes, Major Exam

2. Library research, Oral Presentation
3. Active participation in group and individual discussions, exercise, workshop
4. Active participation in film showings, lecture, forum
5. Portfolio
6. Educational outbound tour

REQUIRED READING REFERENCES

TEXTBOOK:

Zaide, Sonia M. (2014). Jose Rizal: Life, Works, and Writings

1. Canonigo, Cristina Santos (1991). 100 selected poems for young and adults : plus nursery rhymes and limericks and
famous poems of Dr. Jose Rizal. Published by Palinsad, Manila
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2. Delos Santos, Andres R. (2013). A Review on the life and works of the first Filipino : Jose Rizal. Published by
Jimczyville Publications, Malabon City
3. Mercene, Floro L. (2007). Manila men in the new world : Filipino migration to Mexico and the Americas from the
sixteenth century. University of the Philippines Press, Quezon City
4. Ocampo, Nilo S. (2001). Istiloko : Rizal romatik, mgatalangpag-asam at pag-ibig
5. Quibuyen, Floro C. (2008). A Nation aborted : Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila
University Press, Quezon City
6. Rizal, Jose. (1997). Jose Rizal : El Filibusterismo:subversion:a sequel to Noli Me Tangere.
7. Mojares, Resil.2013. Jose Rizal and the invention of a national literature. In Isabelo’s archive,213-21.Mandaluyong
City:Anvil.
8. Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda movement: 1880-1895; The creators of
Filipino consciousness, the makers of the revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila
University Press.
9. Maranan, Ruben D. (2015). Jose Riza;First Global Filipino Hero
10. http://lifestyle.inquirer.net/154917/gemma-reveals-rizals-true-love/
11. http://lifestyle.inquirer.net/230676/jose-rizal-in-romantic-heidelberg-his-thoughts-on-women/

Classroom Policies:

1. Attendance and Punctuality.

Regular attendance is expected of all students. The student must attend every class meeting on time and prepared.

2. Active class participation.

The student must participate actively in class recitations, discussions, and other activities as the case may be. He/She
must be responsible for his/her own learning and performance in class. Please refer also to Expectations from Students
below.

3. Group work requirements.

The student is expected harmoniously collaborate other students and/or groupmates through group presentations, study
groups or peer discussions and contribute significantly to the preparation of their group work.
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4. Peer group evaluation.

Members of the team would evaluate/assess the work of each team member by providing honest feedback.

Expectations from students:

It is the student’s responsibility to attend every class meeting prepared and on time. The student should participate
actively in discussions, recitations, small-group work and presentations. He/She is expected to complete and submit
assignments and take all examinations at a designated time. It is his/her responsibility to ask the faculty concerned for an
exam he/she failed to take. A student who fails to take a major written exam should present a valid excuse slip (noted by the
Department Chairperson) prepared by the student’s parent/ guardian.

ACADEMIC INTEGRITY:

All students are expected to be academically honest and persons of integrity. They should embody the scholastic attitude
adhering to the holistic development of their character through the following:

1. To be truthful at all times in all academic dealings and transactions with teachers and co-learners;

2. To observe proper decorum in learning engagement inside and outside the classroom and the university;

3. To be respectful and sensitive to the needs of others at all times;

4. To be considerate in the use of common resources;

5. To practice punctuality in coming to class and in submitting requirements;

6. To be judicious in their preparations for major examinations and all academic requirements;
 4RIZAL

7. To create outputs of original contents in respect to ethical standards.

Acts contrary to academic integrity will be subjected to sanctions in accordance with existing rules and policies stipulated in
the College Student Handbook.

POLICY on ABSENCES:

The maximum numbers of absences allowed for students, based on the College Student Handbook is as follows: for subjects
held once a week is 3; subjects held twice a week is 7; for subjects held 3x a week is 10; subjects held 4x a week is 14; and for
subjects held 5x a week is 18. Request for excused absences or waiver of absences must be presented upon reporting back to
class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to
monitor his/her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also his/her
responsibility to consult with the teacher, chair or dean should the case be of special nature.
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Class Standing. : Quizzes, Written Works (70%)

Major Exams : (30%)

Passing Grade (50%)

CAMPUS++ COLLEGE ONLINE GRADING SYSTEM

Legend: (All Items in Percent)

CSA Class Standing Average for All Performance Items (Cumulative)

M Midterm Examination Score

F Final Examination Score

MEA Major Exam Average

MCA Midterm Computed Average

FCA Final Computed Average

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Note: For purposes of illustration, the sharing between CSA and MEA is shown below as 70% and 30%, respectively, when computing
the Computed Average for each Grading Period. Depending on the grading parameters set for a subject the sharing may be 65%-35%,
60%-40%, or other possible combinations.

Computation of Midterm Computed Average (MCA)

𝑺𝑺𝑺𝑺𝑺𝑺 𝒐𝒐𝒐𝒐 𝑹𝑹𝑹𝑹𝑹𝑹 𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺

CSA = 𝒙𝒙 𝟏𝟏𝟏𝟏𝟏𝟏
𝑺𝑺𝑺𝑺𝑺𝑺 𝒐𝒐𝒐𝒐 𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷 𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺

Note: A student's Computed Average is a consolidation of Class

Standing Percent Average and Major Exam Percent Average.
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Computerized Grading System ( College Level) of the University. The computation is as follows:

Midterms = CSx2 +ME Finals = CSx2+FE MG+FG = FCG

2 2 3

CONSULTATION HOURS:

Days Time Room

SJH Faculty Room