Republic of the Philippines

SORSOGON STATE COLLEGE

Sorsogon City Campus
Engineering-Architecture Department
Sorsogon City

ENGINEERING- ARCHITECTURE DEPARTMENT

COURSE SYLLABUS IN LIFE AND WORKS OF DR. JOSE RIZAL

VISION

An Institution with a culture of excellence in developing globally competitive and values-oriented

leaders and professionals.

MISSION

The Sorsogon State College is committed to provide industry-relevant programs that are anchored
on a culture of research and entrepreneurship for the development of Sorsogon and beyond.

PROGRAM GOAL
Produce quality graduates equipped with all the necessary knowledge, skills and highest standard
work ethics and professionalism in basic planning, designing and constructing buildings, who could pass
the board examination and gain employment, extend architectural services to the community, create and
strengthen linkages, conduct researches and utilize its output for the community extension projects,
promote sustainable architecture, and gender equality in the profession.

PROGRAM DESCRIPTION
The BS Architecture program has a total of 218 credit units. The program comprises of general
education and technical courses (mathematics, natural sciences, basic engineering sciences, professional,
allied and technical elective courses).

PROGRAM EDUCATIONAL OBJECTIVES

At the end of the program, a graduate is expected to:

1. Perform standard competencies in accordance with the scope of the global and local practice of
architecture.
2. Show traits of professionalism, sense of responsibility, equality and patriotism.
3. Receptiveness to new ideas and knowledge through scientific research;
4. Direct and focus the thrust of architecture education to the needs and demands of society and its
integration into the social, economic, cultural and environmental aspects of nation building.
5. Instill understanding of the basic philosophy and fundamental principles of the multi-dimensional
aspects of architecture, and the direct relationship between man and his environment.
PROGRAM OUTCOMES IN RELATION TO PROGRAM EDUCATIONAL OBJECTIVES
Program Educational
Program Outcomes
Objectives
At the end of the program, the graduates should be able to:
1 2 3 4 5
(a) Keep abreast of the developments in the field of architecture practice. x x x
(b) Effectively communicate orally and in writing using both English and
x
Filipino.
(c) Work effectively and independently in multi-disciplinary and multi-cultural
x x
teams.
(d) Perform professional, social, and ethical responsibility. x x x x
(e) Create architectural solutions by applying knowledge in history, theory,
planning, building technology and utilities, structural concepts and x x x
professional practice.

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 COURSE SYLLABUS

Course Code: MS-1/Rizal

Course Title: Life and Works of Dr. Jose Rizal
Pre-requisite: None
Credit/Class Schedule: 3 units
Term: 1st Semester / AY 2020-2021
Consultation Time: By Appointment
Course Description:
Rizal Course is a mandated subject according to the Republic Act No. 1425, which tackle all
about the life of Dr. Jose Rizal, our national hero who was famous for saying that in the fight for
democracy, “the pen is higher than the sword.” This course also deals with his famous novels: “Noli
Me Tangere” and the “El Filibusterismo” and his other writings.

Course Objectives in Relation to Program Outcomes

Program Outcomes
Course Objectives
At the end of the course, the students should
a b c d e f g h i j k l m o
be able to:

1. Explain the kind and situation of life I E I I I I I I

during 19th century.
2. Describe the life, works and writings of
Rizal particularly his moral and E I I I I I I I
intellectual legacies to the Filipino
youth.
3. Know the relevance of Rizal’s teachings E E I I E I I
to contemporary situations.
4. Gain inspiration and insight from the E I E D I I
experience of Rizal as a son, student,
patriot and nationalist.

Legend: I-Introductory E-Enabling D-Demonstrated

Course Coverage:

Teaching
WEEK CO TOPIC Learning Assessment
Activities
Orientation/ Introduction on the Course
Overview on the VMGO Discussion
GAD Briefing
DRR Orientation
The Rizal Law No. 1425, Literature and Society
a. The Trials of the Rizal Bill
1 1 b. The Rizal Law and the Catholic Hierarchy Lecture- Thought
c. The Rizal Bill of 1956 Discussion/
Paper/
Rizal’s Family Background and Early Education DEBATE
Activity
a. Rizal’s Ancestors
b. Early Childhood in Calamba
c. Scholastic Triumph
Rizal Law and the Philippine History Lecture-
a. Necessary Fictions: Philippine Literature and the Nation Discussion/
2 1, 2 Demonstration Research
b. Spectre of Comparisons: Nationalism, Southeast Asia and the
World

2
 Rizal and The Theory of Nationalism Discussion/
a. Imagined Communities: Reflections on the Origins and Spread Movie Research/
of Nationalism Presentation: Activity/
3-4 1,2,3
b. The Ascendance of Chinese Mestizos Ganito kami Reflection
c. Awit and Revolution noon, Pano Paper
d. The Underside of Philippine History kayo ngayon?
Agrarian Relations and the Friar Lands
a. Elusive peasant, weak state
5-6 Discussion Worksheet
b. Sugar Capitalism
c. Church lands in the agrarian history in tagalog region
Inter-Clergy Conflicts and the Cavite Mutiny
a. Leader of Filipino Clergy
b. Father Jose Burgos: A documentary History with Spanish Group Essay /
7-8 1,2,3
Documents Reporting/ Activity
c. The Cavity Mutiny: Toward a Definitive History
d. The Burgos Manifesto
Rizal in Europe, The Propaganda Movement and La
Solidaridad
a. Early Filipino Student Activities in Spain
Discussion/Gr
9-10 2,3,4 b. Rizal Toast to Luna and Hidalgo Quiz
oup Reporting
c. Journalism and Politics
d. The New Filipino Newspaper in Barcelona
e. Del Pilar as Delegate in Barcelona
MIDTERM EXAMINATION
11-12 Noli Me Tangere
a. The Creators of the Filipino Consciousness, the Makers of the
Discussion/ Activity /
1,2,3,4 Revolution
Recitation Essay
b. Why was the Rizal hero a Creole?
c. The Fiction of Knowable Community
2,3,4 El Filibusterismo
a. To the Filipino and their Government Discussion/ Activity /
13-14 b. Why Counting Counts: A Study of Forms of Consciousness Group Thought
and Problems of Language in Noli me Tangere and El Reporting Paper
Filibusterismo
Rizal’s Changing View on Spanish Rule and El Filibusterismo
a. The Indolence of Filipinos QUIZ/Term
15-16 2,3 Debate
b. The Filipino Farmers Paper
c. Romancing Tropicality
The Morga and Rizal’s search for Origins
a. The Pacto de Sanggre Lecture/
17 2,3,4 b. Cockfight and Engkantos Activity
Discussion
c. Writer, hero, myth and spirit
Practice/ Grading for
18 FINAL INTEGRATION (per group) Monitoring/ Actual
Mentoring Performance

Course Outcomes in Relation to Course Objectives:

Course
Course Outcomes
Objectives
A student completing this course should at the minimum be able to:
1 2 3 4
Apply social science concepts and theories to the analysis of social issues through
x x x
the teachings and inspirations from our national hero
Appreciate the beauty of Philippine Literature x x x
Analyze historical data from multiple viewpoints. x x x
Recognize the relevance of the study of the past to contemporary issues and
x x x x
concerns
Relate the role of history in asserting national identity. x x x x

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Performance Indicators

Program Outcomes Performance Indicators

Analyze the historical data from multiple
viewpoints.
Recognize the relevance of the study of works
and writings of Rizal of the past to contemporary
issues and concerns of the present society.
Appreciate the beauty of Philippine Literature
Analyze the importance of Philippine history that
shapes the culture, belief and arts of the country.
Apply the knowledge and inspirations brought
about the sacrifices of Rizal to the Filipinos.
Identify the role of history in asserting national
identity.

Course Requirement/s:

1. Developmental Project
2. Term/Reaction paper
4. Practical Examinations
5. Interview/Recitations
6. Final Integration

Course Evaluation:

1. Attendance (10%)
2. Quizzes (10%)
3. Recitation (10%)
4. Project (10%)
5. Midterm (30%)
6. Final Integration (30%)
Total: 100%

References:

Hau, Caroline S., Introduction. In Necessary Fictions: Philippine Literature and the Nation,
1946-1980, 2000

Anderson, Benedict, Hard to Imagine. In Spectre of Comparisons: Nationalism, Southeast

Asia and the World, 2004

Aguilar, Filomeno, Sugar Capitalism: The Divergent paths of Haciendas on Negros Island
and the Hacienda de Calamba. 2016

Blanco, Roberto, Pedro Pelaez, Leader of Filipino Clergy, 2010

Schumacher, John, The Cavite Mutiny: Toward a Definitive History, 2011

Joaquin, Nick, Why was the Rizal hero a Creole? In a question of Heroes, 2005

Web-Books.Com

13. Course Materials Made Available:

Soft copy of lectures; links to videos and blogs.

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Prepared by:

ALURA A. JASO, Ph.D.

Cp. No.: 09129377747
E-mail: jaso.alura@sorsogonstatecollege.edu.ph

Recommending Approval:

Engr. RUFO D. DURIAN III GERALDINE F. DE JESUS, MAT

Dean Campus Administrator

Approved:

RITZELDA DERI, Ph. D.

Vice President for Academic Affairs