rizal syllabus 2013.docx

EMILIO AGUINALDO COLLEGE – CAVITECity of DasmariñasProvince of Cavite

A.Y. 2013-2014

COURSE SYLLABUS IN LIFE, WORKS & WRITINGS OF RIZAL

COLLEGE’S VISION

Emilio Aguinaldo College is an academic community dedicated to the pursuit of truth for the advancement and welfare of humanity.

COLLEGE’S MISSION

The mission of Emilio Aguinaldo College is to create an academic environment that will enable the individual to discover his/her full potentials; offer an inquiry-based, student-centered education relevant to the needs of the local and global community, and to live the values of VIRTUE, EXCELLENCE and SERVICE.

PHILOSOPHYEmilio Aguinaldo College is a private, non-sectarian, co-educational institution of learning that fosters; Equal and fair opportunities for education. The total development of a person. One’s national identity while conscious of his/her role in the global community.

INSTITUTIONAL OBJECTIVESa) Offer opportunities for quality and relevant education to all.b) Cultivate the intellectual, spiritual, moral, social and physical aspects of a person.c) Instill appreciation and pride for one’s national identity.d) Produce graduates of global quality equipped with competence in their field of experience.

SCHOOL OF ARTS & SCIENCES MISSION STATEMENT

The College of Arts & Sciences carries out the most essential and major functions as a servicing unit in this institution through offering the General Education courses in all degree programs in addition to the programs under it. In consonance with EAC Vision and Mission the School of Arts and Sciences aims to provide quality education for future leaders to make them well – rounded individuals with a high moral sense equipped with practical wisdom for the enhancement of life to the fullest extent and thereby contribute to the growth and development of the community and the country as well.

a b c d

OBJECTIVES OF SAS:1. Provide the best foundation in liberal arts and sciences and impart quality education relevant to the needs of the community and

the country;√ √ √ √

2. Offer lifelong learning, technology and innovation through continuous research in the arts and the sciences and make the students acquire maturity in intellect, values and personal and social relations;

√ √ √

3. Develop national consciousness and concern and explore the community as a laboratory involved in social service through extension services and community outreach ; and

√ √ √

4. Prepare students to become productive, competent and globally competitive professional leaders of the society and the world in the various disciplines.

√ √ √

COURSE CODE : ASS6 21

COURSE TITLE : LIFE, WORKS & WRITINGS OF RIZAL

NO. OF UNITS : 3 NO. OF HOURS/WEEKS : 3

COURSE DESCRIPTION : A course on the life, works, ideas, and ideals of Jose Rizal which aims to provide students an in-depth appreciation of Rizal’s contributions to the building of Filipino nationhood. The course involves the critical and analytical discussion of Rizal in the context of Philippine history.

PRE-REQUISITE : NONE

OBE COURSE INTENDED LEARNING OUTCOMES:

COURSE CODE:

ASS6 21

COURSE TITLE:

Life, Works & Writings of Rizal

DATE OF REVISION:

MAY 15, 2013

PREPARED BY:

HANNIBAL F. CARADOMAHISTO

RECOMMENDING APPROVAL:

DR. TERESA Q. AMARILLE, PhD.Head, Human Sciences Section

APPROVED BY:

DR. VERONICA S. GARCIADean, Art & Sciences

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At the end of the course, the students will be able to:

1. To be able to explain Rizal’s life, works, ideas, and ideals and discuss how these have influenced the formation of Philippine nationhood.2. To be able to point out important and pivotal events and factors that helped shape and develop Rizal’s nationalism.3. To appreciate the relevance of Rizal’s teachings and those of other heroes.4. To discuss, compare, evaluate, and analyze the achievements of Rizal and other heroes in relation to their importance to the life of the Filipino nation.5. To manifest respect and reverence for their achievements, ideas, and ideals.

METHODOLOGY : Getting to know you activities, discussion, workshop in group activities and presentation in a plenary, map works, film showing, walking tour in Intramurus and Luneta, museum visits, debate, skit presentation, and interviews.

REQUIREMENTS : None

TEXTBOOK : De Viana, Augusto V. Jose Rizal in Our Times: A Guide for a Better Understanding of the Philippines’ Foremost National Hero. Mandaluyong City: Books Atbp. Publishing Corp. 2011.

REFERENCES : Guerrero, Leon Ma. The First Filipino: A Biography of Dr. Jose P. Rizal. Manila. Jose Rizal National Centennial Commission. 1962.

Schumacher, Joel, N. Fr. S.J. The Propaganda Movement. Manila Solidaridad Publishing House. 1973.

Majul, Cesar A. A Critique of Rizal’s Concept of a Filipino Nation. Quezon City: UP Press. 1953.

________. Political and Historical Writings by Rizal. Manila: National Heroes Commission. 1963.

Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony, and Philippine Nationalism. Quezon City: Ateneo de Manila University Press. 1999.

Corpuz, Onofre D. The Roots of the Filipino Nation, Vols. 1 and 2, Quezon City: University of the Philippines Press. 2005.

Constantino, Renato, Adoration without Understanding

De la Costa, Horacio, S.J., The Trial of Rizal, 2nd printing 1996.

COMPUTATION OF GRADES: CLASS STANDING : 40% Quizzes, Projects, Graded Recitation

COURSE CODE:

ASS6 21

COURSE TITLE:


DATE OF REVISION:

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PREPARED BY:




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Other Class Room ActivitiesPERIODIC EXAMINATIONS (Prelim/Midterm/Prefinal) : 60%

PERIODIC GRADES (Prelim/Midterm/Prefinal) : 100%

SEMESTER GRADE : Prelim Grade + Midterm Grade + Prefinal Grade3

WEEK TOPICINTENDED LEARNING

OUTCOMESTEACHING & LEARNING EXPERIENCE/ACTIVITIES

INSTRUCTIONAL MATERIALS TASK ASSESSMENT ASSIGNMENT REFERENCES

1

Unit I –Introduction

A. Rizal LawB. What are the qualities of a

hero?C. Why Nations Have Their

Heroes1. The Humanity of Heroes2. The Criteria for Heroes3. The Definition of a Hero

D. Philippine Heroes Commission

1. Explain the social context and importance of Rizal Law (RA 1425).

2. Give the definition of a hero.3. Explain why it is important

for nations to have heroes.4. Tell who should recognize

heroes and explain why?

1. Vocabulary Building2. Group Discussion: “The

Filipino idea of heroism”

3. Diagnostic activities and examinations

1. Teacher-prepared slideshow of photos and information

2. Textbook

1. Checklist from teacher-prepared questionnaire

Research Assignment: Describe the social, political, and economic conditions of the world in the 19th Century.

Floro Quibuyen, a Nation Aborted

Renato Constantino, Adoration without Understanding

2

E. The World During Rizal’s Time1. Rizal’s Century: The 19th

Century2. The Needs for Reform:

Representation3. The Religious Front:

Secularization4. The Conditions in Europe,

America, and Asia

5. Explain how the prevailing philosophical thinking in Europe affected the rest of the world including the Philippines.

6. Describe the social, political, and economic conditions of the world and the Philippines during Rizal’s time.

1. Vocabulary Building2. Group reports: “The

Philippines in the 19th century”

1. World, Asian, and Philippine maps

2. Textbook

1. Please refer to group presentations rubrics

Make notes on readings concerning the effects of the GOMBURZA execution on Rizal.

Onofre D. Corpuz, the Roots of the Filipino Nation, Vols. 2

3 Unit II – Rizal’s Childhood

A. Birth

7. Ascertain the significance of family and home to Rizal’s early achievements.

1. Vocabulary Building2. Sharing Sessions:

“Effects of the

1. Teacher-prepared slideshow of

1. Answer key Get a copy of Catalogo de Apellidos of

Onofre D. Corpuz, the Roots of the Filipino Nation, Vols.

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B. Family and AncestryC. HometownD. Story of the MothE. Sa Aking Mga KababataF. Boyhood InfluencesG. Education in Calamba and

Biñan

8. Determine the influences in Rizal’s young life that shaped his aspirations and values.

GOMBURZA execution on Rizal”

3. PowerPoint presentation

4. Written examination (short-answer questions)

photos and information

2. Textbook

1849 and locate the possible origins of your family names.

1

Leon Ma. Guerrero, the First Filipino: A Biography of Dr. Jose P. Rizal.

4

Unit II I– Higher Education

A. Ateneo de Manila1. Jesuit System of Education2. Poems and artistic works

B. University of Santo Tomas1. Medical Studies2. A la Juventud Filipina3. Champion of Filipino

Studies

9. Appreciate how Rizal’s education shaped him as a person.

10. Compare the phases of Rizal’s life as a student.

1. Vocabulary Building2. Walking tour of the old

Ateneo and UST sites in Intramurus (optional);

3. Reaction Paper writing

1. Textbook2. Tour checklist

1. Please refer to reaction papers rubric for assessment.

Write about how you would feel being a provinciano in the city with old buildings and strangers as classmates?


5

Unit IV – Education and Travels Abroad

A. Rizal in Europe, 1882-18851. The First Voyage to Spain:

Views and Impressions2. The University Student in

Madrid3. Meeting with Future

Reformists: The Circulo Hispano-Filipino

4. Entry into the Freemasonry

5. The Avid Book Collector

11. Emulate Rizal’s admirable traits while studying in and touring Europe.

12. Describe the traits of Filipino expatriates in Europe.

1. Vocabulary Building2. PowerPoint

Presentation3. Quiz (true or false type)

1. Textbook2. Teacher-

prepared slideshow of photos and information

1. Answer Keys Create a timeline of Rizal’s stay in Europe and point out significant events which shaped his nationalism.


6 6. The Writing of the Noli Me 13. Narrate the events that led 1. Vocabulary Building 1. Textbook 1. Refer to group Make a short Leon Ma. Guerrero, COURSE CODE:

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Tangere7. Opthalmic Training under

Dr. Louis de Weckert and Dr. Otto Backer

8. Friendship with Ferdinand Blumentritt

9. The Speech that Attracted the Attention of Reactionary Spaniards in the Philippines

10. Completion of Studies in Spain

to the writing of Rizal’s first novel.

14. Explain why the Brindis speech made more enemies for Rizal.

15. Explain how Rizal’s friendship with Blumentritt influenced his writings and nationalism.

2. On-line research and Group Discussion: “Timeline of Rizal’s stay in Europe and the significant events which shaped his nationalism”

2. Internet3. Student-

prepared slideshow of photos and information

discussion rubrics for assessment

critique of Luna’s Spolarium or Hidalgo’s Las Virgenes Cristianas Expuestas Al Populacho.

the First Filipino: A Biography of Dr. Jose P. Rizal.

7-8

Unit V – Homecoming and Return to Europe

A. Return Home1. Medical Practice in

Calamba2. The Calamba Land

Problem3. Uproar and Attack on the

Noli4. Historical Side Story: How

Rizal’s Noli was Smuggled into the Philippines

B. Asia and US Exposure1. Hongkong and Macau2. United States of America3. Departure for Europe

16. Reflect on the achievements of Rizal during his return to the Philippines.

17. Describe the Filipinos’ reaction to Rizal’s Noli.

1. Vocabulary Building2. Sharing sessions3. Quiz (Identification

type)

1. Textbook 1. Answer Keys Write an essay comparing Rizal before he came to Europe and when he returned to the Philippines. List them in a “before” and “after” column and discuss how a person can change.


P R E L I M I N A R Y E X A M I N A T I O N

9 C. Rizal as Propagandist 18. Appreciate Rizal’s use of 1. Vocabulary Building 1. Debate rules 1. Please refer to Debate: Was Cesar Majul, Political

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1. Annotation of Sucesos de las Islas Filipinas in London

2. La Solidaridad3. To the Young Women

in Malolos4. Indios Bravos5. The Philippines a

Century Hence

history to arouse nationalism.19. Recognize the novels and

essays that Rizal produced while in Europe.

2. Debate: “Resolve that Rizal was correct in leaving the reform movement in Spain.”

and other paraphernalia

debates rubrics for assessment.

Rizal correct in leaving the reform movement in Spain?

and Historical Writings by Rizal


10

6. Indolence of the Filipinos

7. Por Telefono8. Life in Brussels9. Rizal and Marcelo del

Pilar Rivalry10. Publication of the El

Filibusterismo in Ghent

20. Describe how Rizal deconstructed the colonial dilim/liwanag bipartite framework.

1. Vocabulary Building2. Library research: “The

Rizal’s tripartite framework; Liwanag/Dilim/Liwanag”

3. Reaction papers

1. Textbook 1. Please refer to reaction papers rubrics

Read Andres Bonifacio’s “Ang Dapat Mabatid ng mga Tagalog” to find out Rizal’s influence.


Cesar Majul, Political and Historical Writings by Rizal

11-12 Unit VI – Return to the Philippines

A. Opthalmic Surgeon in Hongkong

B. Borneo Colonization ProjectC. La Liga FilipinaD. Exile in Dapitan

1. Physician, Farmer, and Businessman

2. Water System in Dapitan

3. School Teacher4. Discoveries and

Inventions

21. Draw out the genius of Rizal as a community leader, engineer, businessman, school teacher, scientist, farmer, writer, and physician while in exile.

22. Signify how the KKK value Rizal as a leading nationalist and an idol to the revolutionary movement.

1. Vocabulary Building2. Essay writing: “Rizal’s La

Liga Filipina”3. Quiz (Identification type)


2. Textbook3. Internet

1. Answer Keys Make an essay on what would have happened if Rizal succeeded in his North Borneo project.


COURSE CODE:

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5. Writings and Artistic Works

6. The Katipunan

M I D T E R M E X A M I N A T I O N

13

Unit VII – Arrest, Trial, and Execution

A. Last Trip AbroadB. Arrest and Arrival in ManilaC. Preliminary InvestigationD. TrialE. The Last HoursF. RetractionG. Ultimo AdiosH. Execution

23. Discuss the trial and execution of Rizal in the context of the Philippine Revolution.

24. Reflect on the effects of Rizal’s death to Philippine Society.

1. Vocabulary Building2. Role Playing: “The trial

of Jose Rizal”

1. Textbook 1. For assessment, please refer to role playing activity rubrics

Assignment: Make an essay on what would you do if you are given only 24 hours to live and you are to be executed the next day.


14

I. Retrospect: Issues about Rizal1. The Dec. 15 Manifesto2. The Retraction

Controversy3. The Loves of Rizal4. Was Rizal and American-

made Hero?5. How the Filipinos view

Rizal?6. Is Rizal the only National

Hero?

25. Discuss the different issues that tend to denigrate the status of Rizal as our national hero.

26. Determine and explain how these issues came about.

27. Articulate own opinion regarding these issues.

1. Vocabulary Building2. Film showing: Write a

reaction paper on the movie “Rizal” by Marilou Diaz-Abaya

1. DLP projector2. Laptop3. Textbook

1. For assessment, please refer film reaction papers rubrics

Discussion: How would you react in putting Rizal’s image in the one peso coin instead of a thousand peso bill?


Floro Quibuyen, A Nation Aborted

15 Unit VIII – Rizal’s Major WorksA. Rizal the Novelist

1. The Noli Me Tangere

28. Discuss Rizal’s works as part of the Propaganda Movement.

1. Vocabulary Building2. Sharing session

1. Teacher-prepared slideshow of

1. For assessment, please refer to sharing session

If you were to make a sequel to the El

Leon Ma. Guerrero, the First Filipino: A Biography of Dr. Jose

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Summary2. Allusions of the Noli Me

Tangere3. El Filibusterismo

Summary4. Allusions of the El

Filibusterismo Noli Me Tangere and El Filibusterismo Compared

5. The Other Novels

photos and information

2. Textbook

rubrics2. Checklist for

graded recitation

Filibusterismo, who would be its surviving characters and what would be their roles?

P. Rizal.


16

B. Political and Historical Writer1. The Indolence of the

Filipinos2. Annotation of Morga’s

Sucesos De Las Isla Filipinas

3. Rizal’s Letter to the Women of Malolos

4. The Philippine as Century Hence

29. Discuss the different works of Rizal and explain how they showed his advocacy for the Philippines and the Filipinos.

30. Explain how Rizal debunked what the Spaniards were telling about the Filipinos.

1. Vocabulary Building2. Internet Research3. Question and answer

activity4. Quiz (Short-answer

questions)


2. Textbook

1. Recitation checklist

2. Answer Keys

Research from the internet: Was Manila really backward during the 1890’s and the 1890’s? Explain your answer.



Cesar Majul, Political and Historical Writings by Rizal

17 Unit IX – The Other Heroes and their Works

A. Graciano Lopez Jaena5. Selected Works

B. Marcelo H. del Pilar6. Dasalan at Toksohan7. Soberania Monacal en

FilipinasC. Andres Bonifacio

8. Ang Dapat Mabatid ng

31. Discuss the life and works of Jose Rizal’s contemporaries.

32. Discuss and compare the works of other heroes as part of social awakening and a call to nationalism.

33. Discuss Rizal and other heroes in the context of a nationalist struggle and ethical rebirth.

1. Vocabulary Building2. Lecture/Discussion3. Quiz (True or False type)


2. Textbook

1. Answer Keys Create a poster showing the sayings and teachings of Rizal’s contemporaries and judge them in a contest.



COURSE CODE:

ASS6 21

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Mga TagalogD. Emilio Jacinto

9. Ang Kartilya ng Katipunan

10. Other Selected WorksE. Apolinario Mabini

11. Verdadero Decalogo12. La Revolucion Filipina

18

F. Emilio Jacinto13. Ang Kartilya ng

Katipunan14. Other Selected Works

G. Apolinario Mabini15. Verdadero Decalogo16. La Revolucion Filipina

H. Emilio Aguinaldo

1. Vocabulary Building2. Internet Research3. Lecture/Discussion


2. Textbook

1. Question and answer checklist

Make a critical and analytical documentary on how the social and moral teachings of Rizal’s contemporaries were being followed.



F I N A L E X A M I N A T I O N S

COURSE CODE:

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rizal syllabus 2013.docx

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