Ngec Life, Works and Writings of Rizal

UNIVERSITY OF CAGAYAN VALLEY
Tuguegarao City, Cagayan North, Philippines 3500
SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

GENERAL EDUCATION COURSES IN PHYSICAL EDUCATION PROGRAM
SYLLABUS IN
RZL. - THE LIFE AND WORKS OF JOSE RIZAL
SCHOOL’S PHILOSOPHY
Every man irrespective of creed and economic status has the inherent right and access to quality education.
VISION
The University of Cagayan Valley will be a center of teaching-learning and research, linking the people of Cagayan Valley to the nation and the world.
MISSION
The University of Cagayan Valley is committed to empowering individuals through quality education, intellectual and technological advancement and values
formation to make a difference in society.
PROGRAM VISION:
UCV Teacher Education program envisions to produce professionally equipped teachers with high moral, ethical and spiritual values who could serve as models to
the greater society.
PROGRAM MISSION:
Issue Date: July 2018 July Revision Date: Revision Status:

2016 Revision Date: July
Revision
2016 Date: July 2016
Revision Status:
Revision Status

UCV Teacher Education program is committed to the total development of individuals in order to uplift the life of the economically deprived but deserving students
through quality, updated facilities and curriculum that are relevant to the needs of the time.
CURRICULUM MAP ALIGNMENT MATRIX OF UCV CORE VALUES WITH PROGRAM OUTCOMES AND PERFROMNACE INDICATORS
UCV CORE VALUES PROGRAM OUTCOMES PERFORMANCE INDICATORS
Students will:
Excellence 1. Utilize appropriate various socio-cultural and historical materials in 1.1 – relate current events with available historical data to help
Social Responsibility explaining current issues. students develop critical perspectives towards social issues
Respect 1.2 – draw the connections between and among people, events
and places to analyze local and global social issues
Integrity 2. Organize communities towards self-reliance and self-sufficiency. 2.1 – design community-based activities to help learners achieve
Excellence an integrated view of social development
Social Responsibility 2.2 – organize student clubs/activities for community outreach
projects
2.3 – conduct public assemblies to increase social awareness
Excellence 3. Demonstrate leadership skills that will help in teaching or training 3.1 – train students to be involved in community-related
Integrity students who will empower their communities. activities
Social Responsibility 3.2 – establish linkages with government and non-government
Respect organizations to promote public welfare
Excellence 4. Integrate local and global perspectives in teaching the principle of the 4.1 – access information from local and foreign media about
Social Responsibility common good. social issues to enhance teaching

Revision
Revision Status:
Revision Status

Integrity 4.2 – distinguish truthful from false presentation of information
from social media
Respect 5. Employ principles of sustainable development in teaching and learning. 5.1 – initiate advocacy campaigns towards the attainment of
Excellence sustainable development goals
5.2 – organize initiatives for stewardship of natural resources
5.3 – participate in activities that promote environmental
consciousness
5.4 – integrate the environmental principles in learning and
teaching
Excellence 6. Show scholarship in research and further learning. 6.1 – participate in research to improve the teaching and learning
Social Responsibility in social studies
6.2 – join seminars, trainings, workshops and related activities to
improve the teaching and learning of social studies
Excellence 7. Display the qualities of an innovative teacher who has mastery of the 7.1 – design innovative strategies that heighten students’
Social Responsibility subject matter. engagement in the studies program
Integrity 7.2 – produce assessment materials to measure students’
performance
CURRICULUM MAP IN GENERAL EDUCATION COURSES AND PROGRAM OUTCOMES

PROGRAM OUTCOMES RZL. -The SSC. 1- ETH.- HST. - HUM. - SSC. 2- GEEL 1 GEEL 2 GEEL 3
Life & Works Understanding Ethics Readings in Art The Living in Gender & Philippine Popular
Students will: of Rizal the Self Philippine Appreciatio Contempora the IT Era Society Culture
History n ry World
1. Utilize appropriate various socio-cultural and I,P,D I I I,P,D I,P,D I,P,D I I I,P,D
historical materials in explaining current issues.
2. Organize communities towards self-reliance and self- P I I P P P,D I,P I,P I,P
sufficiency.
Revision
Revision Status:
Revision Status

3. Demonstrate leadership skills that will help in teaching I,P,D P I I,P,D I,P I,P,D I,P I,P I,P
or training students who will empower their
communities.
4. Integrate local and global perspectives in teaching the I,P,D I I I,P,D P,D I,P,D I I I,P,D
principle of the common good.
5. Employ principles of sustainable development in I I I I I I I I I
teaching and learning.
6. Show scholarship in research and further learning. D D D D D D D D D
7. Display the qualities of an innovative teacher who has I,P,D I,P,D I,P,D I,P,D I,P,D I,P,D I,P,D I,P,D I,P,D
mastery of the subject matter.
Legend: I = Introduced concepts/principles P = Practiced with supervision D = Demonstrated across clinical setting with minimal setting
COURSE CODE/TITLE: RZL. -THE LIFE AND WORKS OF JOSE RIZAL

Credit: 3.0 credit units/54 hours-18 weeks
Prerequisite: None
COURSE DESCRIPTION:
As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, Jose Rizal. Among the topics covered are Rizal’s biography and
his writings, particularly the novels Noli Me Tangere and El Filibusterismo, some of his essays and various correspondences. Finally, this course unveils some untold
stories about the hero.

Revision
Revision Status:
Revision Status

GENERAL LEARNING OUTCOMES:
At the end of the semester, students shall 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 critical readings of primary sources,
5. interpret the values that can be derived from studying Rizal’s life and works, and
6. display an appreciation for education and love of country.
LEARNING PLAN IN THE LIFE AND WORKS OF JOSE RIZAL

Week Learning Outcomes Lessons/Topics Methodology/Strategy/ Assessment/ Values Integration Resources/Materials
Activity Student’s Output
Revision
Revision Status:
Revision Status

PRELIMINARY COVERAGE
1-3 School Philosophy, Vision &
-acquaint and memorize the school's Mission Lecture-Group Graded Gratitude Textbooks
philosophy, vision and mission *School Philosophy: discussion Recitation Appreciation Handouts
-Every man, irrespective of creed (oral/written) Contentment Pictures/videos
-explain the history of Rizal Law and its and economic status, has the inherent Concept Self-awareness Power Point
important provisions right and access to quality education. mapping/assigned Quizzes Respect of ideas Presentation
*School Vision: readings Nationalism
-critically assess the effectiveness of the -The University of Cagayan Valley Picture/Film
Rizal course will be a center of teaching-learning Fact storming web analysis
and research, linking the people of
-define a hero; state and explain the Cagayan Valley to the nation and the Individual Reflection/Thought
qualities that Rizal has to be considered world. reading/group activities paper
as the national hero *School Mission:
-The University of Cagayan Valley Venn diagram Argumentative
-appraise the link between the individual is committed to empowering
essays
and the society individuals through quality
Library, Museum and
education, intellectual and
Archives visitation
-analyze the various social, economic, technological advancement and
political and cultural changes that values formation to make a
occurred in the 19th century Philippines difference in society.
Introduction to the study of Rizal

Course
 Republic Act #1425

Revision
Revision Status:
Revision Status

 The Hero of Andres
Bonifacio and the
Katipuneros
 The Hero of Emilio
Aguinaldo and the First
Philippine Republic
 The Hero of the other
Nationalities
 The Hero for the Filipino
Youth
4-6 The Philippines in the 19th Century
as Rizal’s Context Comparative Graded Patriotism Worksheets/
-understand Jose Rizal in the context of  The Rise of Liberalism in analysis Recitation Honesty exercises
his time Spain and the Philippines (oral/written) Value of cultural
 The Political Situation in Think-Pair share heritage
-analyze Rizal’s life, family, childhood Spain Quizzes Respect of ideas
and early education  The Political Situation in the K-W-L Technique
Philippines Picture/Film
-evaluate the people and events and their  The Social Stratification in Graphic analysis
influence in the early life of Rizal the Philippines organizer
 The Economic Development Reflection/Thought
 The Advent of Nationalism paper
in the Philippines
-describe the childhood years of Rizal in Argumentative
 Definition of Nationalism
Calamba
 The Factors that led to the essays
Rise of Nationalism in the
-enumerate some of the scholastic
Philippines
Revision
Revision Status:
Revision Status

achievements of Rizal in his early
education in Biñan Rizal’s Life: Family, Childhood
and Early Education
 Birth of the Hero
 The Mixed Ancestry
 The Childhood Memories
 The Story of the Moth
 Journey to his Early
Education
 The First day in Biñan
 A Victim of Bullying
 Daily Life in Biñan
 Success in Biñan
 Return to Calamba Prelim Examination
MIDTERM COVERAGE
7-9 Rizal’s Life: Higher Education and
-describe the life of Rizal in Ateneo and Life Abroad Lecture-Group Graded Firmness Textbooks
in U.S.T.  Glorious student’s life starts discussion Recitation Self-reliant Handouts
at the Ateneo de Municipal (oral/written) Discipline Pictures/videos
-state some of the experiences of Rizal in  Success in Ateneo de Concept Patience
his stay as a student at Ateneo De Manila Municipal mapping/assigned Quizzes Nationalism
and U.S.T.  Extra-curricular activities at readings Patriotism
-explain the principle of assimilation Ateneo Cooperation
advocated by the Propaganda Movement  Literary Works of Jose Rizal Informal debate Nationalism/
in Ateneo Documentary film Patriotism
-appraise the relationship of Rizal and  The Release of his Mother Panel discussion analysis
Revision
Revision Status:
Revision Status

other propagandists from Prison
 The Loves of Rizal during Graphic organizer
-discuss some of the experiences of Rizal his Teenage Years
in his medical course in Spain  College Life in Universidad Venn diagram
de Santo Tomas
-explain the reasons for Rizal in going to  The Literary Triumph of Role playing/
Paris and Berlin Rizal in U.S.T. dramatization
 The First Journey to Europe
-analyze Rizal’s growth as a  Rizal’s Life in Barcelona
Propagandists and Madrid
 Miss C.O.Y R
 Mi Piden Versos
 Rizal in Paris
 Rizal joined the Masonry
 The Toast for Luna and
Hidalgo
 The Academic Records of
Rizal in Universidad Central
de Madrid
 Rizal: Assimilation and
Propaganda Movement
 The Conflict between Jose
Rizal and Antonio Luna
 The Conflict between Jose
Rizal and Wenceslao Retana
 The Conflict between
Marcelo H. del Pilar and
Revision
Revision Status:
Revision Status

Jose Rizal
10-11 Noli Me Tangere

-present some of the sad experiences of  Creation of Symbol of the Lecture-Group Reflection/Thought Value of cultural Textbooks
Rizal in the making and publication of Characters discussion Paper heritage Handouts
his Noli; present some of the characters  Characters of the Noli Me Pictures/videos
of the novel and their important roles Tangere Concept Argumentative
they played, explain the significance of  Summary of the Noli Me mapping/assigned Essays
the Noli in the awaking of the Filipino Tangere readings
nationalism  The Result of Noli Me
Tangere
-appraise the important characters of the
novel and what they represent
12 El Filibusterismo
-examine the present Philippine  Characters of the Novel Argumentative Pictures/videos
situations through the examples  Summary of the Novel Essays Power Point
mentioned in the novel Presentation
-compare and contrast the plot, character

and theme of El Filibusterismo and Noli
Me Tangere
-value the role of youth in the

development of future society Midterm
examination
FINAL COVERAGE
13-16 Rizal’s Life: Exile and Execution
Revision
Revision Status:
Revision Status

-describe the life of Rizal in Dapitan;  Rizal in Dapitan Lecture-Group Graded Honesty Worksheets/
present some of his achievements as an  Life in Talisay discussion Recitation Integrity exercises
exile in Dapitan; name some of the  Contributions to Dapitan (oral/written) Appreciation Textbooks
plants and animals that were named after  The Love life of Rizal in Brainstorming Handouts
him; discuss his love interest in Dapitan Dapitan Quizzes
 Hymn to Talisay Concept Picture/film
-explain the reason why Rizal  My Retreat Mapping/Assigned analysis
volunteered to go to Cuba Reading/Role Playing
 Imprisonment and Trial in
Fort Santiago Research output that
-present chronologically the events from Graphic organizer may be in the form
 The Trial
his arrest up to the filling of the charges of a term paper/
against him by the Spanish authorities  The Decision
Library and archival reaction
 My Last Farewell
research paper/thought paper,
-share some significance on his  The Execution
execution at Bagumbayan
exhibit,
documentary,
-analyze the factors which led to Rizal’s presentation,
execution diorama, webpage
and other genres
where students can
express their ideas
17-18 The Loves of Jose Rizal Pictures/videos
-analyze the effects of Rizal’s execution  Segunda Katigbak Documentary Educational Heroism Power Point
 Leonor Rivera analysis tour Value of cultural Presentation
-identify the different women who had  Consuelo Ortiga Y Perez (museums/archives/ heritage Worksheets/
romantic relationship to Rizal  O Sei San library) exercises
 Nelly Boustead
-discuss the impact of the relationship to
2016 Revision Date: JulyRevision
Revision Status:
Revision Status

the life of Jose Rizal  Josephine Bracken
-discuss the content of Rizal’s essay The Political Thoughts of Jose

Rizal in his Essays: The
Indolence of the Filipino People;
The Philippines A Century Hence
and Letter to the Young Women
of Malolos
 The Indolence of the Filipino
People
 The Philippines: A Century
Hence
 Letter to the Young Women
of Malolos
 The Political conditions of
the Philippines under the
Spanish Colonization
 The Reforms needed by the
Philippines according to
Rizal as stated in his works Final Examination
COURSE REQUIREMENTS:
 Minimum of three to five quizzes per periodic coverage

 Graded Recitation (oral/written)
 Attendance
 Submission of Reaction/Term/Reflection/Thought Paper

Revision
Revision Status:
Revision Status

 Periodic Examinations (Prelim, MidTerm and Final)
GRADING SYSTEM:
Quizzes: Grade = score ÷ total items x 50 + 50

Periodic Examination:
Prelim Grade = Average Quiz + Average Recitation + Periodic Test / 3
Midterm Grade = (Periodic Grade) 2 + Prelim Grade / 3
Final Grade = (Periodic Grade) 2 + Midterm Grade / 3
COURSE REFERENCES:
 .Almario, Virgilio. Si Rizal: Nobelista. Quezon City, University of the Philippines Press, 2008.
 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.
 Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal. Manila: Sentrong Pangkultura ng Pilipinas. 1991.
 Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford University Press, Quezon City, Malaya Books, 1969.
 Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial Politics. Quezon City, 1982.
 Constantino, Renato. “Our Task: To Make Rizal Obsolete” in This Week, Manila Chronicle (June 14, 1959).
 Eugenio, Damiana. Philippine Folk Literature: The Epics. Quezon City, University of the Philippines Press, 2001.
 Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City, Guro Books, 1968.
 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.
 Fast, Jonathan at Jim Richradson. Roots of Dependency: Political and Economic Revolution in the 19th Century Philippines. Quezon City. Foundation for
Revision
Revision Status:
Revision Status

Nationalist Studies, 1979.
 Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National Heroes Commission, 1963.
 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.
 Hau, Caroline S. Necessary Fictions: Philippine Literature and the Nation, 1946-1980. Quezon City: Ateneo de manila University Press, 2000.
 Ileto, 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.
 Ileto, Reynaldo. Pasyon and Revolution: Popular Movements in the Philippines, 1840-1910. Quezon City: Ateneo de Manila University Press, 1979.
 Joaquin, Nick. A Question of Heroes. Pasig: Anvil, 2005.
 Lahiri, Smitha. Writer, Hero, Myth and Spirit: The Changing Image of Jose Rizal.” Cornell University Papers on South East Asia.
 Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2 (1960).
 Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” Sa Diliman Review, Tomo 45, Bilang 2-3, 1997, pp. 14-18.
 Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History” in Philippine Studies vol. 46 no. 2 (1998).
 Ocampo, Ambeth. Rizal without the Overcoat. Pasig City. Anvil Publishing Inc. 1990.
 Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and Philippine Nationalism. Quezon City: Ateneo de Manila University Press. 1990.
 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.”
 Rizal, Jose. “Letter to the Young Women of Malolos.”
 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 and 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.”
Revision
Revision Status:
Revision Status

 Salazar, Zeus A. Bayani Bilang Isang Sakripisyo, 1997.
 Salazar, Zeus A. A Legacy of the Propaganda: The Tripartile View of Philippine History. Nasa Kasaysayan at Kamalayan. Lunsod ng Quezon: Limbagang
Pangkasaysayan. 1998.
 Salazar, Zeus A. “Si Andres Bonifacio at Ang Kabayanihang Pilipino.” Bagong Kasaysayan, Mga Pag-aaral sa Kasaysayan ng Pilipinas. Lunsod ng Quezon:
Palimbagang Kalawakan. 1999.
 Schumacher, John. “Rizal in the Context of the 19th Century Philippines” in the Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism.
Quezon City: Ateneo de Manila University Press, 1991.
 Schumacher, John. The Propaganda Movement, 1888-1885: The Creation of a Filipino Consciousness, The Making of a Revolution. Quezon City: Ateneo de
Manila
University Press, 1997.
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops, “Philippine Studies 59 no. 4 (2011).
 Sztompka, Piotr. “Great Individuals as Agencies of Change” in the Sociology of Social Change.” United States: Wiley, 1993.
 Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the Philippines. 1963.
 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.
 E-Resources.
Prepared by: Recommending approval: Approved by:
SOCIAL SCIENCE INSTRUCTORS

Revision
Revision Status:
Revision Status

NORMA C. GUILLERMO, Ph.D. ANTONIO P. TALAMAYAN, Ph.D.
Dean, School of Liberal Arts and Teacher Education Vice President for Academics

Revision
Revision Status:
Revision Status

Ngec Life, Works and Writings of Rizal

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ngec Life, Works and Writings of Rizal

Uploaded by

Copyright:

Available Formats

UNIVERSITY OF CAGAYAN VALLEY

Tuguegarao City, Cagayan North, Philippines 3500

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Issue Date: July 2018 July Revision Date: Revision Status:

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Issue Date: July 2018 July Revision Date: Revision Status:

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

CURRICULUM MAP IN GENERAL EDUCATION COURSES AND PROGRAM OUTCOMES

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

COURSE CODE/TITLE: RZL. -THE LIFE AND WORKS OF JOSE RIZAL

Issue Date: July 2018 July Revision Date: Revision Status:

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

LEARNING PLAN IN THE LIFE AND WORKS OF JOSE RIZAL

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Introduction to the study of Rizal

Issue Date: July 2018 July Revision Date: Revision Status:

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

10-11 Noli Me Tangere

-compare and contrast the plot, character

-value the role of youth in the

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

-discuss the content of Rizal’s essay The Political Thoughts of Jose

 Minimum of three to five quizzes per periodic coverage

Issue Date: July 2018 July Revision Date: Revision Status:

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Quizzes: Grade = score ÷ total items x 50 + 50

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Prepared by: Recommending approval: Approved by:

SOCIAL SCIENCE INSTRUCTORS

Issue Date: July 2018 July Revision Date: Revision Status:

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Issue Date: July 2018 July Revision Date: Revision Status:

You might also like