The Life and Woeks of Rizal - Syllabus1

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REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY
CARIG CAMPUS
COLLEGE OF PUBLIC ADMINISTRATION

SYLLABUS IN GEC 105 – THE LIFE AND WORKS OF JOSE RIZAL
The Cagayan State University aims to produce graduates who will exhibit:
COMPETENCE: Critical thinker, creative problem solver, competitive performer: regionally, nationally
and globally.
Intended Graduate
SOCIAL RESPONSIBILITY: Sensitive to ethical standards, steward of the environment for future generations,
Attributes
social justice and economic equity advocate.
UNIFYING PRESENCE: Uniting theory and practice, uniting strata of society, unifying the nation, the ASEAN
region and the world, uniting the University and the community.
The College of Public Administration commits to have graduates who will manifest:
Knowledge
1. Innovate and analyze programs, policies and plans responsive to the needs of its clients and community in
general;
2. Develop a well-rounded public administrator/servant;
Skills
College Intended 1. Be proficient in planning and managing material and non-material resources;
Learning Outcomes 2. Be a consultant in formulating organizational plans (internal and external);
3. Expert in designing development-oriented programs, projects and activities;
Attitudes:
1. Influence citizens to become participative in identifying community problems and devising interventions to
address gaps and challenges;
2. Demonstrate a socially responsible public servant; and
3. Work collaboratively with multi-disciplinary and multicultural groups.
Revision No. 04 August 25, 2022

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Program Intended Learning Outcomes (PILO)
Overall, college readiness standards expect K-12 education to connect the individual student with local, national and
global communities, concerns, and challenges. Concretely, K to 12 graduates should be able to:
1. Produce all forms of texts (e.g., written oral, visual, digital) based on:
• Solid grounding on Philippine experience and culture;
• An understanding of the self, community, and nation;
Program Intended • Application of critical and creative thinking and doing processes;
Learning Outcomes • competency in formulating ideas/arguments logically scientifically, and creatively; and
(PILO) • Clear appreciation of one’s responsibility as a citizen of a multicultural Philippines and a diverse world.
2. Systematically apply knowledge, understanding, theory, and skills for the development of the self, local, and
global communities using prior learning, inquiry, and experimentation;
3. Work comfortably with relevant technologies and develop adaptations and innovations for significant use in local
and global communities
4. Communicate with local and global communities with proficiency, orally, in writing, and through new
technologies of communication; and
5. Interact meaningfully in a social setting and contribute to the fulfilment of individual and shared goals, respecting
the fundamental humanity of all persons and the diversity of groups and communities.
COURSE MAP
Intended Learning Outcomes IPO 1 IPO 2 IPO 3 IPO 4 IPO 5

1. Analyze Rizal’s various works, particularly the novels Noli me Tangere and
/ / /
El Filibusterismo
2. Organize Rizal’s ideas into various themes / / /
3. Demonstrate a critical reading of primary sources / / /

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4. Interpret the values that can be derived from studying Rizal’s life and works / / /
5. Display an appreciation for education and love of country / / /
Course Code GEC 105 Course Title THE LIFE AND WORKS OF JOSE RIZAL
Number of Lecture
Course Credits 3.0 Semester 2nd School Year 2022-2023 54
Hours
Number of
Prerequisite/s None Co-requisite/s None None
Laboratory Hours
As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, Jose Rizal. Among
Course
the topics covered are Rizal’s biography and his writings, particularly the novels Noli Me Tangere and El Filibusterismo, some
Description
of his essays, and various correspondences.
• Submission of assigned student activity (online and on-site) 20%
• Student engagement / forum discussion (online & on-site) 25%
Grading
System • Quizzes and unit examination 25%
• Major Examination 30%
TOTAL 100%

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OUTCOMES-BASED LEARNING PLAN ON ENG 101 ENGLISH LANGUAGE PROFICIENCY 1

Teaching and Time
Allotment Teaching and Learning
Intended Learning Outcomes Learning
Learning Content Lec Lab. Activities (TLA) Assessment
(ILO) References &
(54) (0) Learning
Resources
Explain the history Introduction to the • Text of the RA Lecture: Historical background Writing Exercise:
of the Rizal Law and its Course 1425 http: and context of RA 1425; Why Compare and Contrast
important provisions www.gov.ph/19 study the life and works of Rizal? the views of those in
Republic Act 1425 56/06/12/republi Class Activity 1: Read the “Rizal favor and against RA
Critically assess the c-act-no-125/ Law” CRA 1425) 1425, considering the
effectiveness of the Rizal • [5], [18], [31], context of the 1950s;
Course [13] Class Activity 2: would similar
Think-Group-Share: arguments still have
Opening question will be posted force today?
4.5 by instructor: Think of a recent
novel/story that you’ve read. How Reflect on your
did you learn from that story? secondary education:
Apply this experience to Rizal’s Did your school comply
writings. How would reading with RA 1425? How
Rizal’s novels impart effective is the Rizal
patriotism?). Reflect individually law in instilling
then discuss as a group. Present patriotism among
results of group discussions in secondary school
class. students?
Appraise the link The Philippines in the • Film: “Ganito Lecture: Brief summary of Pop ouiz:
between the individual and nineteenth century as Kami Noon, 6 Spanish colonization of the Graphic organizer/
society Rizal’s context Paano Kayo Philippines as a background table mapping the

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• Economic: end of the Ngayon?” changes in the
Analyze the various social, galleon trade, opening Directed by Lecture: The nineteenth century nineteenth-century
political, economic, and cultural of the Suez Canal, Eddie Romero as a century of change Philippines,
changes that occurred in the opening of ports to (1976) categorizing social,
nineteenth century world trade, rise of the • [32], [29] Class activity: Film viewing of political, economic,
°Ganito Kami Noon, Paano Kayo cultural changes
export crop economy,
Understand Jose Rizal in the
and monopolies Ngayon?"
context of his times Reflection paper about
• Social: education, rise the film
of the Chinese mestizo, Guide Questions:
rise of the inquilino • Describe the
• Political: Liberalism, nineteenth-century
impact of the Bourbon Philippines as
reforms, Cadiz represented in the
constitution film
Subtopic: seeing the life of • Based on your
an individual in society and reading and class
discussion, what
society in the life of an
can you say about
individual the film’s
representation of
the nineteenth
century?
• What is the main
question that the
film seeks to
answer? What is
your own reflection
based on the film
and your
understanding?

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Analyze Rizal’s Rizal's Life: Family, • [36] Lecture: Rizal’s Family, Students will write a
family, childhood, and early Childhood and Early Childhood, and Early Education short biographical
education Education essay that compare the
Class activity: Read Rizal’s student's early
Evaluate the people and events “Memoirs of a Student in Manila,” childhood with Rizal’s
and their influence on Rizal’s 4.5 Chapter 1 own
early life
Class activity: Create a timeline

of Rizal’s Childhood and Early
Education
Explain the principle of Rizal’s Life: Higher • [30] Lecture: Rizal’s education at Written document
assimilation advocated by the Education and Life Abroad the Ateneo Municipal and at the analysis worksheet
Propaganda Movement University of Santo Tomas;
Rizal’s life abroad
Appraise Rizal’s relationship
with other Propagandists Class activity: Read Jose Rizal’s
4.5 Brindis speech
Analyze Rizal’s growth as a
Propagandist and disavowal of
Assimilation Class activity: Read first issue of
La Solidaridad and analyze the
aimsstated therein, answer
written document analysis
worksheet
Analyze the factors Rizal's Life: Exile, • [15], [14] Lecture: Rizal's last years Graphic organizer for
that led to Rizal's execution Trial, and Death covering his exile, trial, and death activity on La Liga
6 Filipina
Analyze the effects of Rizal’s Class activity: Read the
execution on Spanish colonial Constitution of La Liga Filipina Reflection paper about
rule and the Philippine

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Revolution and fill out a table (graphic the film
organizer) with the aims of La Guide Questions:
Liga Filipina in one column and • Describe the life of
examples of how these aims Jose Rizal as
could be attained in another represented in the
column film.
• Based on your
Class activity: Read Rizal’s last reading and class
letters to family members and discussion, what
Blumentritt can you say about
the film’s
Class activity: Read Teodora representation of
Alonzo's letter to Governor Jose Rizal?
General Polavieja and write a • What is the main
similar letter persuading him to question that the
spare Rizal’s life film seeks to
answer?
Film viewing: • What is your own
Option 1: Jose Rizal, GMA Films, • reflection based on
directed by Marilou Diaz Abaya the film and your
understanding.
Option 2: Rizal sa Dapitan,
directed by Tikoy Aguiluz
MIDTERM EXAMINATION (1.5 hrs)

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Analyze Rizal's Annotation of • [20], [25], Lecture on Rizal's view of Group discussion and
ideas on how to rewrite Antonio Morga's Sucesos Philippine History and oral presentation on
Philippine history de las islas Filipinas Historiography Rizal’s historiography
Class activity: Read introduction
Compare and contrast Rizal and last chapter of Rizal's
and Morga's different views Annotation of Antonio Morga's
about Filipinos and Philippine
Sucesos de las islas Filipinas
culture
3 Class activity: Read “A Legacy of
the Propaganda: The Tripartite
View of Philippine History” by
Zeus Salazar
Class activity: Make a table
comparing and contrasting Rizal
and Morga's views on Filipino
culture
Appraise important characters Noli Me Tangere • Reyes, Miguel Lecture on Rizal’s representation Quiz
in the novel and what they Paolo. “El of the conditions and problems of
represent Filibusterismo Philippine society in the
and Jose Rizal nineteenth century though the
Examine the present Philippine as *Science Noli Me Tangere
situation through the examples
Fictionist”’ in
mentioned in the Noli
Humanities Class activity 1: Present a skit
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Diliman vol. 10 showcasing a theme presented
no. 2 (2013). in the Noli (some examples:
http://journals.u comparison of women in the
pd.edu.ph/in nineteenth century and in the
dex.php/humani present; social change;
tiesdiIiman/a colonization; church ministers;
rticle/view/4168/ social hierarchy; patriotism;

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3774 social reform)
• [6], [8], [1], [2], Class Activity 2: Write an essay
[13], [28], with the aim of answering the
following:
(a) 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 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 the
questions: (a) What are the anti-
modern aspects of colonial
society portrayed in Noli me
tangere?
(b) Why can modernity be

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considered as the central
problem of Rizal’s novel? (For
reference, see Introduction in
Caroline Hau 2000)
Compare and contrast the El Filibusterismo • [8], [1], [2], [27] Lecture on the background of the Graphic organizer:
characters, plot, and theme of publication of the El Compare and contrast,
the Noli and the El Fili Filibusterismo and show continuities
and/or changes in
Value the role of the youth in Lecture on the major themes, Rizal’s ideas
the development and future of plot, characters, and ideas in the expressed in the Noli
society
novel and Fili
6
Class activity: Read the Reflection paper about
dedication to Gomburza select chapters
discussing the role of
Class activity: Group Discussion youth in society (e.g.,
on the differences between the Ch. 24, Ch. 39)
Noli and El Filibusterismo
Assess Rizal’s The Philippines: • Rizal, Jose. Lecture on “The Philippines a Essay writing: Write a
writings A Century Hence “The Philippines Century Hence” response to Jose Rizal
a century with the students
Appraise the value of Other possible topics: hence” Can be Class activity: group discussion situating themselves a
understanding the past Letter to the Women of accessed 3 on Rizal's essay and the century after Rizal’s
Malolos / arguments he presented time
through:
Frame arguments based on On the lndolence of the
http://www.archi
evidence Filipinos
ve.org/strea Alternative: Give a
m/phiIippinesce speech that will serve

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ntu00riza/phi as a response to Rizal
Iippinescentu00
riza djvu.M
Interpret views and Jose Rizal and • [7], [19], [24], Lecture/Discussion on the Quiz
opinions about bayani and Philippine Nationalism — changing forms and definitions of
kabayanihan in the contexts of Bayani and Kabayanihan bayani and kabayanihan from
Philippine history and society precolonial Philippines to present
Class Activity: Read select
Assess the concepts of bayani Philippine Epics
and kabayanihan in the context
of Philippine society
3 Class activity: Read Ricardo
Nolasco, “Ang Pinagmulan ng
Salitang Bayani" (2001)
Group Activity: Each group will

choose their own bayani
according to their standards and
present it to the class
Examine the life highlighted by Jose Rizal and Philippine • [16], [17] Lecture: Criteria for national • Present a photo
the Nationalism - National heroes as determined by the exhibit of different
various representations of Rizal Symbol National Heroes Committee Rizal monuments in
as a national symbol created by Executive Order No. the Philippines and
4.5
75, 1993. abroad. Write short
Advocate the values Rizal’s life
descriptions about
encapsulates
Class activity: create a cluster their background
diagram on the values and interpretations

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highlighted by Rizal’s life on their imagery
and
Optional: Educational trip representations.
(possible places to visit: Rizal • Essay writing or
Shrine, Calamba; Fort Santiago; speech about a
Dapitan Shrine) particular value
Rizal advocated
• Students choose a
key issue (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., a
newspaper; an
audio-visual
project;
composition of
lyrics with musical

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arrangement; or a
painting/mural)
FINAL EXAMINATION – 1.5 hours
OTHER COURSE REQUIREMENTS

Aside from the major course outputs, the student will be assessed at other times during the term by the following:
• Sample activities for ESL classrooms
• Written long Exams
• Quizzes
• Outputs using graphic organizers (Venn Diagram, Comparison and Contrast Chart)
• Class active participation
COURSE POLICIES
Attendance
Absences may be allowed for not more than 20% of the total class hours required. For excused absences, the faculty may
prescribe other requirements in lieu of the physical attendance depending on the specific requirements of the course. (CSU Student
Manual, 2013)
Tardiness
15 minutes late in entering the class is allowed. Habitual tardiness though is being sanctioned in the class.
Class Participation
Active participation in all learning activities in the course is required of every student in the class.

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Missed Examinations
A special test may be administered for a missed examination for justifiable/valid reasons provided the special test is requested
immediately by the concerned student upon reporting to class.
Academic Integrity
Students must observe academic integrity at all times in the performance of their academic requirements.
Extension and Rescheduling of Examinations

Requests for extension and for rescheduling of examinations is allowed provided the reason is valid and is feasible.
Behavior in the Classroom/Laboratory

Students must always observe proper decorum in the classroom/laboratory as well as take good care of the facilities and
equipment therein.
INPUT FOR REVISION

___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
REFERENCES
[1] Almario. Virgilio. Si Rizal. Nobelista. Quezon City: University of the Philippines Press, 2008.
[2] 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.
[3] Cabigay, Victoria, Fuentes, Mary Jane, Solmerano, Ernesto. Re-reading Rizal (An Outcome-based Education Approach to the Study of The Life
and Works or Jose Rizal) Fastbooks Educational Supply, Inc. 2019
[4] Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal Manila: Sentrong Pangkultura ng Pilipinas, 1991.

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[5] Constantino, Renato. The Making of a Filipino.’ A Story of Philippine Colonial Politics. Quezon City: R. Constantino, 1982.
[6] Constantino, Renato. “Our task: to make Rizal obsolete” in This Week, Manila Chronicle (June 14, 1959).
[7] Eugenio, Damiana. Philippine folk literature. The Epics. Quezon City: University of the Philippines Press, 2001.
[8] Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City: Guro Books, 1968.
[9] Diestro, Dwight David et al. Talambuhay at Lipunan. Si Heneral Paciano Rizal sa Kasaysayang Pilipino. University of the Philippines Los Baños
Sentro ng Wikang Filipino. 2006.
[10] Fast, Jonathan at Jim Richardson. Roots of Dependency. Political and Economic Revolution in the 19" Century Philippines. Quezon City:
Foundation for Nationalist Studies, 1979.
[11] Guerrero, Leon Ma. The First Filipino. A Biography of Rizal. Anvil Publishing Inc., 2020
[12] Guillermo, Ramon G. “Si Rizal at ang Kanyang Konsepto ng Kabayanihan sa kanyang Liham sa mga Kababaihan ng Malolos” sa Diliman Review.
Tomo 45, Bilang 2-3, 1997, pp. 26-29
[13] Hau, Caroline S. Necessary Fictions. Philippine Literature and the Nation, 1946-1980. Quezon City: Ateneo de Manila University Press, 2000.
[14] lleto, Reynaldo. “Rizal and the Underside of Philippine History” In Filipinos and their Revolution: Event, Discourse, and Historiography. Quezon
City: Ateneo de Manila University Press, 1998.
[15] Ileto, Reynaldo. Pasyon and Revolution: Popular Movements in the Philippines, 1840-1910. Quezon City: Ateneo de Manila University Press,
1979.
[16] Joaquin, Nick. A Question of Heroes. Pasig: Anvil, 2005.
[17] Lahiri, Smitha. “Writer, hero, myth, and spirit: The changing image of Jose Rizal.” Cornell University papers on Southeast Asia.
[18] Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2 (1960).
[19] Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” sa Diliman Review,Tomo 45, Bilang 2-3, 1997, pp. 14-18.
[20] Ocampo, Ambeth. Rizal Without the Overcoat. Pasig City: Anvil Publishing Inc. 2018.
[21] Quibuyen, Floro C. A Nation Aborted.’ Rizal, American Hegemony and Philippine Nationalism. Quezon City: Ateneo de Manila University Press.
1990.
[22] Revel, Nicole, ed. Literature of voice. Epics in the Philippines. Quezon City: Ateneo de Manila University Press, 2005. Reyes, Miguel Paolo. “El
Filibusterismo and Jose Rizal as ‘Science Fictionist'” in Humanities Diliman vol. 10 no. 2 (2013). Rizal, Jose. The Indolence of the Filipinos
[23] Rizal, Jose. Letter to the Young Women of Malolos
[24] Salazar, Zeus A. Bayani Bilang Isang Sakripisyo. 1997.
[25] Salazar, Zeus A. A Legacy of the Propaganda. The Tripartite View of Philippine History. Nasa Kasaysayan at Kamalayan. Lunsod Quezon:
Limbagang Pangkasaysayan. 1998.

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[26] Salazar, Zeus A. “Si Andres Bonifacio at ang Kabayanihan Pilipino,” Bagong Kasaysayan. Mga Pag-aaral sa Kasaysayan ng Pilipinas. Lunsod
Quezon: Palimbagang Kalawakan. 1999.
[27] Rizal, Jose. El Filibusterismo. Anvil Publishing Inc., 2020
[28] Rizal, Jose. Noli Me Tangere. Anvil Publishing Inc., 2020
[29] Schumacher, John. “Rizal in the Context of the 19t Century Philippines” in The Making of a Nation. Essays on Nineteenth-Century Filipino
Nationalism. Quezon City: Ateneo de Manila University Press, 1991.
[30] 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.
[31] Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,” Philippine Studies 59 no. 4 (2011).
[32] Sztompka, Piotr. “Great Individuals as Agencies of Change” in The Sociology of Social Change. United States: Wiley, 1993.
[33] Valenzuela, Edwin, Calayag, Eleanor. Rizal’s Life and Works: Towards Social Awareness and Nationalism. Textbook on Rizal Course for the New
General Education Curriculum (GenEd). Great Books Trading. 2019
[34] Wickberg, Edgar. The Chinese in Philippine Lite, 1850-1898. Quezon City: Ateneo de Manila University Press, 1965.
[35] Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the Philippines. 1963.
[36] Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat ng Isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani.
Quezon City: All Nations Publishing Co. Inc., 1997.

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Prepared by: Date of Revision/Enhancement: February 08, 2023
MA. FRANCESCA M. LINGAN, MA

Faculty, CPAd, CSU Carig
Endorsed by:
DENNIS M. BACUYAG, DPA

College Dean
Reviewed by:
LIRIO GUDINA MANGAWIL, PhD

Director of Instruction
Approved by:
MARIDEN VENTURA-CAUILAN, DPA

Vice President for Academic Affairs

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1

REPUBLIC OF THE PHILIPPINES

COLLEGE OF PUBLIC ADMINISTRATION

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Intended Learning Outcomes IPO 1 IPO 2 IPO 3 IPO 4 IPO 5

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

OUTCOMES-BASED LEARNING PLAN ON ENG 101 ENGLISH LANGUAGE PROFICIENCY 1

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Class activity: Create a timeline

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Class Activity 3: Divide class into

Class Activity 4: Write an essay

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Group Activity: Each group will

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

FINAL EXAMINATION – 1.5 hours

OTHER COURSE REQUIREMENTS

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Extension and Rescheduling of Examinations

Behavior in the Classroom/Laboratory

INPUT FOR REVISION

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Revision No. 04 August 25, 2022

COLLEGE OF PUBLIC ADMINISTRATION

Prepared by: Date of Revision/Enhancement: February 08, 2023

MA. FRANCESCA M. LINGAN, MA

DENNIS M. BACUYAG, DPA

LIRIO GUDINA MANGAWIL, PhD

MARIDEN VENTURA-CAUILAN, DPA

Revision No. 04 August 25, 2022

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