PAMANTASAN NG LUNGSOD NG MARIKINA

College of ARTS, SCIENCES and EDUCATION

General Education Department| COURSE SYLLABUS

COURSE CODE & TITLE : GED 192 – RIZAL’S LIFE AND WORKS
CREDIT UNITS : THREE (3) Units
PRE-REQUISITE COURSES : NONE
PROFESSOR/INSTRUCTOR : Prof. Angelina C. Irapta, Ed. D.

Class Schedule:
Consultation Hours: 12- 1pm Monday - Friday, 4pm- 5pm Monday - Friday

:
PAMANTASAN NG LUNGSOD NG MARIKINA
Pamantasan ng Lungsod ng Marikina (PLMar) is a progressive higher educational
institution fostering competent, compassionate and creative learning community
Vision
dedicated to the pursuit of academic excellence, character formation, social
responsibility and accountability.
Pamantasan ng Lungsod ng Marikina (PLMar) is committed to: 1. Provide
accessible quality education, resources, opportunities and services for student
Mission development; 2. Promote holistic approach in lifelong learning leading to better
quality of life; 3. Build an empowered, resilient and supportive learning community
of agents for positive change
 Expand access to quality higher education among lower income and
disadvantaged groups;
 Improve quality and standards of higher education, raise the level of
Objectives educational outcomes and increase the social relevance of its development
functions; and
 Rationalize higher education, improve its internal and external efficiency,
optimize resource utilization and maximize resource generation.
Core Values Access, Quality and Sustainability

I. COURSE DESCRIPTION

This course encompasses the in - depth study of Jose P. Rizal’s Life and Works emphasizing its importance and
relevance to every Filipino youth in the 21 st century.

II. LEARNING OUTCOMES: At the end of the term, the students will be able to:

• Discuss Jose P. Rizal’s life within the context of the 19 th century Philippines and communicate effectively
and appropriately orally and in writing the relevant message it conveys to every Filipino youth.
• Analyze and integrate Rizal’s various works particularly the novels and other essays and their applicability
in today’s milieu.
.

KNOWLEDGE

1. Demonstrate critical reading and comprehension using primary sources of Rizal’s works
2. Interpret the values that can be derived from studying Rizal’s life and works

3. Apply the knowledge acquired from one’s reading in actual life situation

SKILLS
4. Organize Rizal’s ideas into various themes
5. Utilize Rizal’s sacrifices as inspiration and motivation in building a brighter and better future for the
Philippines.
6. Create a personal bucket list as one’s application of learning acquired in the course.
 AFFECT AND ATTITUDES

7. Display an appreciation of Rizal’s attitudes toward education and the love of country.

III. EVIDENCE OF LEARNING

At the end of the course, learners are expected to accomplish the following requirement:
A dynamic and working virtual classroom using Facebook Groups and/ or google meet Apply their learnings in
daily life through manifest renewed attitudes and behavior toward school, family, community, and country as a
whole.

IV. RUBRICS FOR ASSESSMENT:

Grading Rubric for Assignment

CATEGORY 4 3 2 1
Exceeds Expectations Meets Expectations Needs Improvement Unacceptable
Shows maximum Shows satisfactory Shows minimal Shows unsatisfactory
Understanding understanding of the understanding of the understanding of parts or no understanding of
of the Topic topic. topic. of the topic. the topic.

Demonstrates full Is at ease with Is uncomfortable with Does not have grasp of
knowledge by expected answers to information and is able information and cannot
answering all class all questions, without to answer only answer questions about
questions with elaboration Has rudimentary subject
explanations and somewhat clear questions Does not clearly define
elaboration purpose and subject; Attempts to define subject and purpose;
Provides clear some examples, purpose and subject; provides weak or no
Content purpose and subject; facts, and/or statistics provides weak support of subject;
pertinent examples, that support the examples, facts, and/ or gives insufficient
facts, and/or subject; includes statistics, which do not support for ideas or
statistics; supports some data or adequately support the conclusions
conclusions/ideas evidence that subject; includes very
with evidence supports conclusions thin data or evidence

Information and Information and Information and central Information and

central ideas are central ideas are ideas are limited and central ideas are
appropriate and somewhat appropriate sometimes unclear. inappropriate and have
Quality of
clarity of topic is and often clearly little or nothing to do
Information
exhibited all relate to the topic. with the topic.
throughout.

Logically organized Fairly organized Moderately organized Illogically organized

reasoning is evident reasoning is evident reasoning is evident but reasoning that is
and is easy to follow. and can be easily is quite vague and unclear and difficult to
Organization of
It has effective and followed with basic difficult to follow due follow due to poor
Ideas
smooth transitions. transitions. to ineffective transitions.
transitions.

No grammatical Almost no Some grammatical Many grammatical

error is found. grammatical error is errors are apparent. errors are apparent
Grammar and
Extensive use of found. Good use of Limited use of with very limited use
Vocabulary
vocabulary is vocabulary is present. vocabulary is present. of vocabulary.
present.

Grading Rubric for Activities

CATEGORY Yes Partly No Comments
Relevance and Reflection 100pts 50pts 0 pt
 1. Posts are on topic, and they are based on or make
connections to the assigned readings

2. Posts are reflective and insightful, showing depth of . .

thought
3. Posts integrate other relevant materials, demonstrating a
deep understanding of the issues being discussed

Communication

4. Meets the minimal posting requirement of at least two

contributions to the main discussion thread

5. Responds promptly, not at the last minute

6. Expresses ideas clearly and with few grammatical and . .
spelling errors
7. Reads others' messages and posts a relevant and
appropriate response; contributes to the discussion as
established by the majority of participants

8. Reflects on and integrates other viewpoints and

opinions, demonstrating an understanding and appreciation
of convergent ideas and opinions

9. Posts are expressed courteously, demonstrating respect

for divergent ideas and avoiding being argumentative and
making personal attacks

10. Posts stimulate further relevant discussion or move the

discussion forward

Total

V. LEARNING PLAN

Module Topics Learning Objectives Learning Assessment Learning

Experiences Resources

1 Introduction to the Rizal (LO # 3, 5, 6) OERs Writing Activity No 1:

Course Youtube exercise
Explain the history of Republic https://www.yout (compare and Assessment:
1.1 Republic Act 1425- The Act 1425 and its provision. ube.com/watch?v contrast the Submit a 3- page
Rizal Law =kgezfI8_w7Y views of those well- thought
in favor and analysis of the
1.2 The History of the
Critically assess the https://www.yout against contrasting
Republic Act 1425 effectiveness of the Rizal Course ube.com/watch?v RA1425, views of those in
=03G1UmDVLK considering favor and against
the context of RA1425.
https://www.cour the 1950s,
sehero.com/file/2 would similar Reflect on your
9810389/RA- arguments still previous
1425-Rizal- have force learning about
Lawpdf/ today? Rizal. How
effective is the
https://www.yout Rizal Law in
ube.com/watch?v instilling
=WGYIyyQtPi0 patriotism
among young
https://www.yout Filipinos like
ube.com/watch?v you?
=tVKim4SqPV8
2 The Philippines in the 19th Learning Objectives Learning Learning
Century (LO #2,3,4,5) Experiences Assessment Resources

. Economic Situation Appraise the link between the Lecture: Activity#2:

individual and the society Brief summary of Prepare a 3- Individual reading
- End of the galleon trade and viewing.
Spanish page
- Opening of Suez Canal colonization of analytical
the Philippines, as discussion on Assessment:
- Opening of ports to world Analyze the various economic, a background the various Submission of a 3-
trades political, social and cultural context of the page paper as
changes that occurred in the 19th product of
19th century as 19th century
- Rise pf export crop century
Century of Change Philippines knowledge and
economy and monopolies
Youtube: and its impact comprehension
. Socio- Cultural Situation on Rizal’s life. based on the
Understand Jose Rizal in the provided video:
context of his time. https://www.yout
- education
ube.com/watch?v
- Rise of Chines mestizos =wEv8wleg8f0

- Rise of the inquilinos https://www.yout

ube.com/watch?v
. Political Situation
=aVenHh1rFtw
- Liberalism
https://www.yout
- Impact of the Bourbon ube.com/watch?v
Regime
=x__tKEAUWGE
- Cadiz Constitution
https://www.yout
ube.com/watch?v
=-_TwvUdm-SU

3 Rizal’s Life 1: Learning Objectives (LO 1, 2, Learning Assessment Learning

Early Childhood and 3, 4, 5, 6,) Experiences Resources
Education
 a. Analyze Rizal’s family, https://www.you Activity:
childhood and early education tube.com/watch? Formative Participate in
v=bNmy5sS66rU Assessment Discussion Forum
Evaluate the people and events (DF2) Assessment:
and its influence on
https://www.you Answer Quiz # 3
Rizal’s early life
tube.com/watch?
v=_JJKwFWVwcA

4 Rizal’s Life 2: Higher Learning Objectives(LO 1, 2, Learning Learning Resources

Education and Life Abroad 3, 4, 5, 6,) Experiences m Assessment
.
Explain the principle of Activity:
assimilation advocated by the https://www.yout Participate in
Propaganda Movement ube.com/watch?v Formative Discussion Forum
=uCvfOzw4emM Assessment (DF2) Assessment:
Answer Quiz
Appraise Rizal’s relationship
#4
with other propagandists

Analyze Rizal’s growth as a

Propagandist and disavowal of
assimilation
5 Rizal’s Life 3: Exile, Trial Learning Objectives :(LO 1, 2, Learning Learning Resources
and Death 3, 4, 5, 6,) Experience
Assessment

- Analyze the factors that lead OERs Activity:

to Rizal’s execution Video Participate in
https://www.yout Discussion Forum
- Analyze the effects of
ube.com/watch?v (DF2) Assessment:
Rizal’s execution on
Spanish colonial rule and the =HVPPe8FaSRQ Answer Quiz # 5
Philippine Revolution
https://www.yout
ube.com/watch?v
=vpXRbY7Mcq4

6 Rizal’s Annotation of Learning Objectives (LO 1, 2, Learning Learning Resources

Antonio Morga’s “Sucesos de 3, 4, 5, 6,) Experiences Assessment
las Islas Filipinas”

a. -Analyze Rizal ideas, on how to Video Activity:

rewrite Philippine history OERs Participate in
Discussion Forum
Compare and contrast Rizal’s https://www.yout
(DF2) Assessment:
and Morga’s different views ube.com/watch?v
=O3DR8HOcZBI Answer Quiz #
about the Filipinos and
Philippine Culture

https://www.yout
ube.com/watch?v
=rI0TZ2SkSdY
7 Noli Me Tangere and El Learning Objectives Learning Learning Resources
Filibisterismo Experiences
• - Appraise the important Video Activity:
characters in the novels “ Noli Participate in
Me Tangere” and “El Discussion Forum
Filibusterismo”
(DF2) Assessment:
- Examine the present Answer Quiz #
Philippine situation through the
examples mentioned in the two
novels.

- Compare and contrast the

characters, plot and tone of Noli
Me Tangere and El
Filibisterismo.

- Value the role of the youths in

the development and future of
the society.

8 Essays in La Solidaridad Learning Objectives Learning Learning

Experiences Assessment Resources

a.The Philippine: A Century - Assess Rizal’s writings. Video Activity:

Hence Participate in
- Appraise the value of Formative and Discussion Forum
understanding the past.
Summative (DF2)
b. Rizal’s Letter to the
Women of Malolos - Frame arguments based on Assessment Assessment:
evidence Answer Quiz#
8
c. On the Indolence of the
filipino People

Jose Rizal and Philippine Learning Objectives

9. Nationalism
- Interpret views and opinions
about bayani and kabayanihan in
the context of Philippine history.

- Assess the concepts of bayani

and kabayanihan in the context
of Philippine society.

- Examine the values highlighted

by the various representation of
Rizal as the national symbol.

- Advocate the values Rizal’s life

encapsulate
 VI. COURSE REQUIREMENTS

Points Description %

Requirement
There will only be 5 questions all are multiple choices for the quiz but
per quiz is equivalent to 5 points, all in all 25 points
Quizzes 25pts 30%
Over the course of the semester, there will be activities, and discussions
Activities in which active participation is expected. Participation in these activities
is important since it will be graded.. Guidelines for the activities shall
30pts be provided. 40%

There will be specific questions to answer and will be part of their 30%
Assignments 30pts assignment. Every, topic students need to submit assignments thru
padlet.com
 .

Total 100%

VII. GRADING SYSTEM

First batch 2nd batch Grading Scale

1.00 ----- 96 - above

• 30% Quizzes
• 30% Quizzes • 30% Assignment
1.25 ----- 93 - 95
1.50 ----- 90 - 92
• 30% Assignment 40% Activities 1.75 ----- 87 - 89
40% Activities • 100 % TOTAL 2.00 ----- 84 - 86
• 100 % TOTAL 2.25 ----- 81 - 83
2.50 ----- 78 - 80
Notes: 2.75 ----- 76 - 77
*Minimum grade for Major Subject is 2.00 = 84 (indicate if applicable) 3.00 ----- 75
* Transmutation Formula 5.00 ----- Below 75
(Score/Highest possible score) x 50+50 INC ----- Incomplete
WP ----- Withdrawal from a
course with permission
UD ----- Unofficially Dropped

VIII. POLICIES:
1. Students are Required to follow instructions in submitting their quizzes and assignment according to
given schedules.
2. All are required to participate in any FDL in an asynchronous/synchronous class with given schedules.
3. Online Classroom behavior: Students are expected to be participative, honest, and polite.
4. Requirements: Submit all requirements on time and make sure that it is properly formatted and labeled.
Always check the Activity Guide and Assignment Guide for reference.

IX. REFERENCES

CCP writers Pool, TuklasSining the series, An Essay of the seven Arts forms in the Philippine Performing Arts;
Cultural Center of the Philippines, Special Publication Office, 1999

Estolas, Josefina V. Introduction to Humanities(Arts for Fine Living.

Philippines: KalayaanPress Mktg. Ent., Inc. Latest Edition

Marcos, Lucivilla L. Introduction to Humanities Visual and Performing

Arts, Mindshaper Co., Inc. Manila.2006

Sanchez, Custodia. Introduction to Humanities. Philippines:

Rex Printing Company, Inc. 2002

Sanchez Custodiosa Ph. D., Abad, Paz, Ph. D., Jao, Loreto V. Ed.D, Sanchez, Rey A., Introduction to the
Humanities Rex Bookstore, Febraury, 2013

SUGGESTED/ADDITIONAL READINGS:

Brocka, Lino.“Philippine Movies: Some Problems and Prospects”. Fact Sheets.

Marcos, Lucivilla L.Introduction to Humanities Visual and Performing

Arts, Mindshaper Co., Inc. Manila.2006

Tabotabo, Claudio V.Arts Appreciation Introduction to the Humanities

Mindshaper Co., Inc. 2006

Zulueta, Francisco M.The Humanities Philippines:

National Book Store, Inc. Latest Edition

Pagay, Jenalyn B.,The Aesthetic Experience, an introduction to Humanities

Grandwater Publications, 2003 edition

Meshberger, Frank Lynn. (2011). “An Interpretation of Michelangelo’s Creation of Adam Based on
Neuroanatomy.” In Journal of American Medical Association 264, no. 14 (October 10, 1990): 1837-41. Accessed
October 29, 2018. Retrieved from http://www.nslc.wustl.edu/courses/bio3411/woolsey/2011/JAMA-1990-
Meshberger-1837-41.pdf
National Commission for Culture and the Arts. (nd). “The Spanish Colonial Tradition in Philippine Visual Arts.”
Accessed October 29, 2018. Retrieved from http://ncca.gov.ph/subcommissions/subcommission-on-the-arts-
sca/visual-arts/the-spanish-colonial-tradition-in-philippine-visual-arts/

Prepared by:

Edwin Maestro
Faculty

________________________
Industry Practioner

Aldrin Jadaone, EdD

GE- Dept. Head

Ma. Rosario M Quejado, RMT, LPT, EdD

Dean, CASEd