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QuAmC Form 26. NOrSU COBE-CQA Syllabus

Course Syllabus(Competency/ Outcome-Based Education: Curriculum Quality Audit)
Discipline General Education Program Arts and Sciences
Course Code Hist.141 Course Title JOSE RIZAL: SOCIAL REFORMER AND PATRIOT
Credit Units 3 Units Duration 3 hours / week
Program 1st Semester/2nd Semester Prerequisite NONE
Placement
A. COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOMES (CD-CILOs/ Outcomes)

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.

At the end of the course, the learners are 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.

Program Standards/ BGI(Ref 1.1.1, 1.2.1, 1.3.1,1.4.1, 1.5.1, 2.2.1, 2.2.2,2.2.3,2.2.4

DM: Constructive Alignment)
Prepared By: Reviewed By: Approved By: RECTO S. REYES, DBA
Campuses Administrator
EPHRAIM C.SY
LORFAYE JOY P. MACALANDONG ANN CONCORDIA F. MIER
DPA College of Arts & Sciences
College Of Arts & Sciences Asst Dean Effective Date:__________________
Code#: Revision#:___ Date Reviewed:______ Date Approved:________________ ___Standard___Law___Regulation
___ _U N C ONT R OL L E D ____C O N T R O L L E D

GRU
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QuAmC Form 26. NOrSU COBE-CQA Syllabus

Duratio Content/ Intended Learning Outcomes-Based Teaching-Learning Outcomes-Based CILO BGI(Ref
n Topic(by Unit/ Chapter/ Outcomes (OBLT)(Ref DM: Constructive Alignment) Assessment (OBA)(Ref DM: DM: Constructive
(by week) Module) process+particularity/purpose+ Constructive Alignment) Align-ment)
product Teaching and Resource Type Tool/
Learning Activity (Instructional (Ref DM:Written Instrument
(Ref DM:Introduce/ Demonstrate/ Work/ Performance
Practice)
Material/ Reading) Task/ Major Exam)
(TLA)
(ILO)
1 Unit I –Introduction 1. Explain the social context and 1. Vocabulary Building 1. Teacher-prepared Written 1. Checklist 1.1.1
importance of Rizal Law (RA 2. Group Discussion: slideshow of photos Work from
A. Rizal Law
1425). “The Filipino idea of and information teacher-
B. What are the qualities
2. Give the definition of a hero. heroism” 2. Textbook prepared
of a hero?
3. Explain why it is important for Diagnostic activities and questionnair
C. Why Nations Have
nations to have heroes. examinations e
Their Heroes
4. Tell who should recognize heroes
1. The Humanity of
and explain why?
Heroes
2. The Criteria for
Heroes
3. The Definition of a
Hero
D. Philippine Heroes
Commission
Duration Content/ Intended Learning Outcomes-Based Teaching-Learning Outcomes-Based CILO BGI(Ref
(by week) Topic (by Unit/ Chapter/ Outcomes (OBLT)(Ref DM: Constructive Alignment) Assessment (OBA)(Ref DM: DM: Constructive
Module) process+particularity/purpose Constructive Alignment) Align-ment)
+product Teaching and Resource Type Tool/
Learning Activity (Instructional (Ref DM:Written Instrument
(Ref DM:Introduce/ Demonstrate/ Work/ Performance
Practice) (TLA) Material/ Reading) Task/ Major Exam)

( ILO )

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QuAmC Form 26. NOrSU COBE-CQA Syllabus
2-3 E. The World During
Rizal’s Time
1. Rizal’s Century:
The 19th Century
2. The Needs for
Reform:
Representation
3. The Religious
Front:
Secularization
The Conditions in Europe,
America, and Asia
Unit II – Rizal’s Childhood
A. Birth
B. Family and Ancestry
C. Hometown
D. Story of the Moth
E. Sa AkingMgaKababata
F. Boyhood Influences
Education in Calamba and
Biñan
4–5 Unit II I– Higher
Education
A. Ateneo de Manila
1. Jesuit System of
Education
2. Poems and artistic
works
B. University of Santo
Tomas
1. Medical Studies
2. A la Juventud
Filipina
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5. Explain how the prevailing 1. Vocabulary Building 1. World, Asian, and Performance Please refer to
philosophical thinking in Europe 2. Group reports: “The Philippine maps Task group
affected the rest of the world Philippines in the 2. Textbook presentations
including the Philippines. 19th century” rubrics
6. Describe the social, political, and
economic conditions of the world
and the Philippines during Rizal’s 1. Vocabulary Building 1. Teacher-prepared
time. 2. Sharing Sessions: slideshow of photos
7. Ascertain the significance of “Effects of the and information 1.2.1
family and home to Rizal’s early GOMBURZA Textbook Written Work Answer key
achievements. execution on Rizal”
8. Determine the influences in 3. PowerPoint
Rizal’s young life that shaped his presentation
aspirations and values. Written examination
(short-answer questions)
1. Vocabulary Building
9. Appreciate how Rizal’s education 2. Walking tour of the
shaped him as a person. old Ateneo and UST 1. Textbook
sites in Intramurus 2. Tour checklist
10. Compare the phases of Rizal’s (optional); 3. Teacher-prepared Written Work Answer key 1.3.1
life as a student. 3. Reaction Paper writing slideshow of photos
and information
11. Emulate Rizal’s admirable traits 1. Vocabulary Building
while studying in and touring 2. PowerPoint
Europe. Presentation
12. Describe the traits of Filipino Quiz (true or false type)
expatriates in Europe.
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QuAmC Form 26. NOrSU COBE-CQA Syllabus

Champion of Filipino 1.4.1
Studies

Unit IV – Education and

Travels Abroad
A. Rizal in Europe, 1882-
1885
1. The First Voyage to
Spain: Views and
Impressions
2. The University
Student in Madrid
3. Meeting with
Future Reformists:
The Circulo
Hispano-Filipino
4. Entry into the
Freemasonry
5. The Avid Book
Collector
6–7 6. The Writing of the Noli 13. Narrate the events that led to 1. Vocabulary Building 1. Textbook Performance Refer to
Me Tangere the writing of Rizal’s first novel. On-line research and 2. Internet Task group
7. Opthalmic Training 14. Explain why the Brindis speech Student-prepared discussion
under Dr. Louis de made more enemies for Rizal. 2. Group Discussion: slideshow of photos and rubrics for
Weckert and Dr. Otto 15. Explain how Rizal’s friendship “Timeline of Rizal’s stay in information assessment
Backer with Blumentritt influenced his Europe and the
8. Friendship with writings and nationalism. significant events which
Ferdinand Blumentritt 16. Reflect on the achievements of shaped his nationalism”
9. The Speech that Rizal during his return to the
Attracted the Attention Philippines.
of Reactionary Spaniards
in the Philippines
10. Completion of Studies
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QuAmC Form 26. NOrSU COBE-CQA Syllabus

in Spain
Unit V – Homecoming 1.5.1
and Return to
Europe
A. Return Home
1. Medical Practice in
Calamba
2. The Calamba Land
Problem
3. Uproar and Attack
on the Noli
4. Historical Side
Story: How
Rizal’sNoli was
Smuggled into the
Philippines

8 Midterm

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

9 - 10 B. Asia and US Exposure 17. Describe the Filipinos’ reaction 1. Sharing sessions Textbook Written Work Answer Keys 1.5.1
1. Hongkong and to Rizal’s Noli. 2. Quiz (Identification
Macau 18. Appreciate Rizal’s use of history type) Debate rules and other
2. United States of to arouse nationalism. 3. Vocabulary paraphernalia Please refer to
America 19. Recognize the novels and essays Building reaction papers
Departure for Europe that Rizal produced while in 4. Debate: “Resolve rubrics
Europe. that Rizal was correct in
C. Rizal as Propagandist 20. Describe how Rizal leaving the reform
1. Annotation of deconstructed the colonial movement in Spain.”
Sucesos de las Islas dilim/liwanag bipartite framework.
Filipinas in London
2. La Solidaridad 1. Vocabulary
3. To the Young Building
Women in Malolos 2. Library research:
4. Indios Bravos “The Rizal’s tripartite
5. The Philippines a framework;
Century Hence Liwanag/Dilim/Liwanag”
6. Indolence of the 3. Reaction papers
Filipinos
7. PorTelefono
8. Life in Brussels
9. Rizal and Marcelo del
Pilar Rivalry
10. Publication of the El
Filibusterismo in Ghent.

11 - 12 Unit VI – Return to the 21. Draw out the genius of Vocabulary Building Teacher-prepared Written Work Answer Keys 2.2.1
Philippines Rizal as a community leader, Essay writing: “Rizal’s La slideshow of photos and
engineer, businessman, school Liga Filipina” information
A. Opthalmic teacher, scientist, farmer, writer, Quiz (Identification type) Textbook
Surgeon in Hongkong and physician while in exile. Internet
B. Borneo 22. Signify how the KKK value
Colonization Project Rizal as a leading nationalist and an
C. La Liga Filipina idol to the revolutionary
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QuAmC Form 26. NOrSU COBE-CQA Syllabus

D. Exile in Dapitan movement.
1. Physician, Farmer, and
Businessman
2. Water System in
Dapitan
3. School Teacher
4. Discoveries and
Inventions
5. Writings and Artistic
Works
6. The Katipunan
13 - 14 Unit VII – Arrest, Trial, 23. Discuss the trial and execution 1.Vocabulary Building Laptop Written Work For 2.2.2
and Execution of Rizal in the context of the 2.Role Playing: “The trial Textbook assessment,
Philippine Revolution. of Jose Rizal” please refer
A.Last Trip Abroad 24. Reflect on the effects of Rizal’s 3.Vocabulary Building film reaction
B.Arrest and Arrival in death to Philippine Society. 4.Film showing: Write a papers rubrics
Manila 25. Discuss the different issues that reaction paper on the
C.Preliminary tend to denigrate the status of Rizal movie “Rizal” by Marilou
Investigation as our national hero. Diaz-Abaya
D.Trial 26. Determine and explain how
E.The Last Hours these issues came about.
F.Retraction 27. Articulate own opinion
G.Ultimo Adios regarding these issues.
H.Execution
I.Retrospect: Issues about
Rizal

1.The Dec. 15 Manifesto

2.The Retraction
Controversy
3.The Loves of Rizal
4.Was Rizal and
American-made Hero?

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

5.How the Filipinos view
Rizal?
6.Is Rizal the only
National Hero?
15 - 16 Unit VIII – Rizal’s Major 28. Discuss Rizal’s works as part of 1.Vocabulary Building 1.Teacher-prepared Performance 1.Recitation 2.2.3
Works the Propaganda Movement. 2.Sharing session slideshow of photos and Task checklist
A.Rizal the Novelist 3.Internet Research information Written Work 2.Answer
1. The Noli Me 29. Discuss the different works of 4.Question and answer Keys
Tangere Summary Rizal and explain how they showed activity 2.Textbook
2.Allusions of the Noli Me his advocacy for the Philippines and 5. Quiz (Short-answer
Tangere the Filipinos. questions)
3.El Filibusterismo
Summary 30. Explain how Rizal debunked
4.Allusions of the El what the Spaniards were telling
FilibusterismoNoli Me about the Filipinos.
Tangere and El
Filibusterismo Compared
5.The Other Novels
B.Political and Historical
Writer
1.The Indolence of the
Filipinos
2.Annotation of
Morga’sSucesos De Las
Isla Filipinas
3.Rizal’s Letter to the
Women of Malolos
4.The Philippine as
Century Hence

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

17 Unit IX – The Other 1.Vocabulary Building Written Work Answer Keys 2.2.4
Heroes and their Works 2.Lecture/Discussion 1.Teacher-prepared
31.Discuss the life and works of 3.Quiz (True or False slideshow of photos and
A.Graciano Lopez Jaena Jose Rizal’s contemporaries. type) information
5.Selected Works
32.Discuss and compare the works 2.Textbook
B. Marcelo H. del Pilar of other heroes as part of social
6.Dasalan at Toksohan awakening and a call to
7.Soberania Monacalen nationalism.
Filipinas
33. Discuss Rizal and other heroes
C.Andres Bonifacio in the context of a nationalist
8.Ang Dapat Mabatid ng struggle and ethical rebirth.
Mga Tagalog

D. Emilio Jacinto
9.Ang Kartilya ng
Katipunan
10.Other Selected Works

E. Apolinario Mabini
11.Verdadero Decalogo
12.La Revolucion Filipina
18 Finals

C. REQUIRED READING MATERIALS AND REFERENCES

FloroQuibuyen, a Nation Aborted
Print
Renato Constantino, Adoration without Understanding

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

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

Onofre D.Corpuz,the Roots of the Filipino Nation, Vols. 1

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

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

Cesar Majul, Political and Historical Writings by Rizal

FloroQuibuyen, a Nation Aborted

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.
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.

Non-Print NONE

D. COURSE REQUIREMENTS AND GRADING SYSTEM

Course Requirements At the end of the semester, the learners are to comply the requirements on:
1. Attendance
2. Quiz Oral Participation
3.Major Examinations/Presentation (Midterm and Final)
4. Projects
5. Teaching-Learning Exposition Outputs
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QuAmC Form 26. NOrSU COBE-CQA Syllabus

Grading System Breakdown of the 100% final grade into at least 4 specific grade-components as agreed by the concern faculty members in the
department/ program/ college or school
Cut-off or required grade in relation to the
ATTENDANCE......................................10%
QUIZ......................................................25% course/ program standard is 85%.
ORAL PRESENTATION........................20%
/ASSIGNMENT
MAJOR EXAM(MID-TERM/FINAL).......30%
PROJECT..............................................15%

FINAL GRADE = 100%

E . C L A S S P O L I C I E S (Specific to the Course)

Pedagogical The course implements Blended Mode of Instruction/ BMI through schoology.com. Enrollment to the said learning management
Nature and system will be discussed in the classroom. This is on a flexi-learning course as the FS fieldwork requires a presentation of Action
Delivery Research.
Attendance, Assignment Students are required to observe attendance in the class as monitored in the School Register Form. In case of BMI, the important
and Submission Policies dates are considered the attendance. Assignments and their submission are to be on time as announced or as scheduled in the
class sessions/ BMI.
Uniform and Students are deemed accountable to follow the “Damn Psychology of Clothing” and the “RESPECT the 6 Cs” as campaigned in the
Decorum class through posters.

Academic Honesty All forms of dishonesty as indicated as ideal class rules in the basic and higher education is automatically equivalent to a failing
and Scholarship grade of the academic exercise. Plagiarism is automatic “Failed” in an output.

Special Education Need
and Disability
Accommodation
Gender and Development
Related Accommodation
Persons with physical/ learning disabilities are requested to see the Professor within the first two weeks of the semester. A doable
strategy is designed by both the Professor and student throughout the semester. Have an appointment with the Professor for his/ her
consultation time.
All oral and written communication outputs/ class interactions are required to observe the use of gender sensitive language. The
course prohibits discrimination and harassment based upon race, ethnicity, sex (including sexual assault), pregnancy, color, religion,
national origin, physical or mental disability, age, marital status, sexual orientation, gender identity, and genetic information. Any
student who has concerns about such behavior should see the Professor.
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QuAmC Form 26. NOrSU COBE-CQA Syllabus

Religious In the academic work in the class, everybody is required to avoid conflicts with student’s religious practices and/ or observances. For
Accommodation an exemption, the student may request reasonable accommodations. This request must be in writing, and the Professor will review
the request and this may even seek for assistance from the Dean.
Academic
Mentoring, Coaching and
Consultation

PROFESSORIAL TEAM FOR THE COURSE

Lead NAME H EdQ Associate NAME H EdQ
Faculty Faculty

Schedule TIME & DAY VENUE Schedule TIME & DAY VENUE

LMS EMAIL BMI LMS EMAIL BMI

Associate NAME H EdQ Associate NAME H EdQ

Faculty Faculty

Schedule TIME & DAY VENUE Schedule TIME & DAY VENUE

LMS EMAIL BMI LMS EMAIL BMI

Prepared By: (Signature over PRINTED Reviewed By:(Signature over PRINTED Approved By:(Campus Administrator/ Vice President, Academic Affairs
Name/s) Name/s) School/ College Dean)

EPHRAIM C. SY
LORFAYE JOY P. MACALANDONG ROSEMARIE T. PINILI, Ed.D., Ph.D.

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QuAmC Form 26. NOrSU COBE-CQA Syllabus

Effective Date:__________________

___Standard___Law___Regulation
RACHEL ARANTZA T. MIRAL

TIMMY E. TULBO, LPT, MA.ED. FIL

JONAH MAVEL M. VELEZ, LPT

Code#: Revision#:___ Date Reviewed:______ Date Approved:________________

___ _U N C ONT R OL L E D ____C O N T R O L L E D

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