Mount Carmel College of Escalante, Inc.

Carmelite St., Escalante City, Negros Occidental

S. Y. 2021-2022
BACHELOR OF ARTS AND SCIENCES DEPARTMENT

Moved by the zeal of our great inspirators, Mary, Elijah, Elisha, the Carmelite Saints and its tradition we, envision
VISION/ ourselves as a Christ-centered, academically advanced, socially responsive community, committed in living out the Gospel values
MISSION towards the realization of God’s reign here and now.

Inspired by the spirit of Jesus Christ as our Model Teacher, we commit ourselves to the integrating and strengthening the
Gospel values in every curricular and co-curricular activities, the achieving of academic excellence through relevant Catholic education,
the practicing of responsible stewardship of God’s creation, and the fostering of justice and peace and social solidarity with our least
brothers and sisters.

INSTITUTIONAL MCC Graduates:

LEARNING 1. Demonstrate competence in critical thinking, written and oral communication, and with sound reasoning.
OUTCOMES 2. Demonstrate ethical Carmelian Values, with deep sense of global awareness, a heart on community engagement, a fighter and
defender of humanity that promotes sustainability, justice, peace and integrity of creation and equity across different cultures.
3. Connect knowledge, skills and experiences in all disciplines, allowing them to address new and complex situations to address real-
world challenges and opportunities.

1. To commit to Christ and His Church, and to truth, peace and justice and who can face the consequences of such commitment
courageously;
PROGRAM 2. To live-up to the dignity and nobility of the teaching profession by demonstrating and articulating of the rootedness of education in
INTENDED philosophical, socio-cultural, historical, psychological, and political contexts;
LEARNING 3. To form professionals who shares the responsibility of transforming and building up communities through production,
OUTCOMES interpretation, transmission, and application of knowledge generated from social research;
4. To produce graduates that has the ability to participate in various types of employment, development activities, and public discourse
towards the preservation and promotion of Filipino historical and cultural heritage (based on RA 7722);
5. To develop professionals that by their participation in the extra and co-curricular activities, develop a mature attitude towards
authority, leadership and fellowship;
6. To form graduates who through their exposure to the various academic courses, become deeply acquainted with fields of knowledge
such as philosophy and theology, political science and history, economics, language and literature, thus making them effective agents
for multi-culturalism and nation building.
 COURSE INFORMATION

COURSE CODE RIZAL/ COURSE TITLE Life and Works of Rizal TYPE Module/Online CREDIT UNITS 3
SCC 2 Discussion

As mandated by Republic Act 1425, this course covers the life and works of one of the heroes of this
COURSE DESCRIPTION
country, Jose Rizal. Among the topics covered are Rizal’s biography and his writings particularly the
novel Noli me Tangere and El Filibusterismo, some of his essays and correspondents.

COURSE PREREQUISITES/ 9CO- REQUISITES) COURSE SCHEDULE

At the end of the semester, the students should be able to:

1. Define Nationalism and its context

COURSE OUTCOMES 2. Re-dedicate the Ideals of Freedom and nationalism for which our Heroes lived and died. (RA. 1425)
3. Explain and analyze Rizal’s various works, particularly his novels Noli Me Tangere and El Filibusterismo, his
annotations of Antonio de Morga’s work, his essay on Sobre la Indolencia de los Filipinos, and other works.
4. Develop critical and nationalistic youths
 COURSE OUTLINE AND TIMEFRAME

COURSE CONTENT/ SUBJECT MATTER

Week 1 COURSE INTRODUCTION
Week 2
RIZAL’S FAMILY, BIRTH, AND EDUCATION
Week 3
Week 4
Week 5 AGRARIAN REFORMS AND FRIAR LANDS
Week 6
Week 7
RIZAL IN EUROPE, PROPAGANDA MOVEMENT AND FREEMASONRY
Week 8
Week 9
RIZAL’S SPEECH TO LUNA AND HIDALGO.
Week 10
Week 11
NOLI ME TANGERE AND EL FILIBUSTERISMO
Week 12
Week 13
RIZAL’S ANNOTATION ON SUCESSOS DE LAS ISLAS FILIPINAS
Week 14
Week 15
RIZAL IN DAPITAN AND THE CULTURAL MINORITIES
Week 16
Week 17
RIZAL AND PHILIPPINE NATIONALISM
Week 18
One week (or an equivalent
of three hours) Allotted for the Prelim, Midterm and Final Exams
 ALIGNMENT OF COURSE OUTCOMES WITH SUMMATIVE ASSESSMENT TASKS
COURSE OBJECTIVES
At the end of the semester, the students should be
able to:
1. Define Nationalism and its context
2. Re-dedicate the Ideals of Freedom and
nationalism for which our Heroes lived
and died. (RA. 1425)
3. Explain and analyze Rizal’s various
works, particularly his novels Noli Me
Tangere and El Filibusterismo, his
annotations of Antonio de Morga’s
work, his essay on Sobre la Indolencia
de los Filipinos, and other works.
4. Develop critical and nationalistic
youths
SUMMATIVE ASSESSMENT DETAILS
TASK
The task requires its learners to choose 3 from the 8
questions that were presented to them. These questions
Prelim Examination
aims to evaluate the student’s basic understanding on the
Catholic Christian Faith.
The goal of this assessment task is to check the students
Mid-Term Examination understanding on the entire mid-term discussion.
Furthermore, the assessment tasks intends to measure the
depth of learners understanding on the sacraments of
initiation
The Final reflection paper allows the learner to write their
Final Reflection learning experiences in the subject matter and on how are
they going to apply it in the real world. This tasks aims to
measure the student’s level of being TRUE CARMELIAN.
 TIME TOPIC INTENDED LEARNING OUTCOMES OUTCOMES TEACHING AND RESOURCE
FRAME BASED LEARNING MATERIALS
(weekly) ASSESSMENT ACTIVITIES (TLA)
(OBA)
Week 1 COURSE At The End Of The Unit, Students Should Be Able To: Syllabus
INTRODUCTION 1. Demonstrate knowledge on the subject matter Syllabus reading
Laptop

At The End Of The Unit, Students Should Be Able To: Written PowerPoint
RIZAL’S
Assignments Module Reading Presentation
Week 2 FAMILY, BIRTH,
and 3 AND EDUCATION
Reflection Essays Discussion Laptop

Journal Produced Reading

Materials

Reflection Essays PowerPoint

At The End Of The Unit, Students Should Be Able To: Module Reading Presentation
AGRARIAN
Week 4, 5, Journal
REFORMS AND 1. Discuss the meaning of catechism, and
and 6 Discussion Laptop
FRIAR LANDS
2. Identify the basic characteristics of the Filipino catholic. Written
Assignments Produced Reading
Materials

RIZAL IN At The End Of The Unit, Students Should Be Able To: Reflection Essays PowerPoint
EUROPE, 1. Discuss the meaning of revelation; Module Reading Presentation
Week 7 and PROPAGANDA 2. Explain the concept of faith; Self-Assessment
8 MOVEMENT AND 3. Identify the essential dimensions of faith and characteristics Discussion Laptop
FREEMASONRY of the Christian faith. Written
Assignments Produced Reading
Materials
 PowerPoint
At The End Of The Unit, Students Should Be Able To: Reflection Essays Module Reading Presentation
RIZAL’S SPEECH 1. Explain the meaning and importance of prayer; and
2. Identify the essential and characteristics of prayers; and Journal Discussion Laptop
Week 9 and TO LUNA AND
10 HIDALGO. 3. Explain the liturgical calendar and season.
Written Handouts
Assignments

At The End Of The Unit, Students Should Be Able To: Module Reading PowerPoint
NOLI ME Reflection Essays Presentation
Week 11 TANGERE AND 1. Discuss the nature and the history of the creed Discussion
and 12 EL 2. Enumerate the function of the creed and the articles of Written Handouts
FILIBUSTERISMO faith. Assignments
Laptop

RIZAL’S
ANNOTATION ON
Week 13 SUCESSOS DE
and 14 LAS ISLAS
FILIPINAS

RIZAL IN
DAPITAN AND
Week 15
THE CULTURAL
and 16
MINORITIES

RIZAL AND
Week 17
PHILIPPINE
and 18
NATIONALISM
TOTAL NO. OF HOURS = 54 hours
COURSE REQUIREMENTS AND CLASS POLICY
1. All students must reach at least 83 in their end term grade.
COURSE 2. Activities are given together with the module per term.
REQUIREMENTS 3. Students are expected to submit a photo of their answers on or before the deadline via messenger.
4. Compilations of the student’s answers must be submitted right after the final activity.
1. Students are not allowed to copy anything from the internet without providing citations and paraphrasing the context.
CLASS POLICY 2. In the case of late submission, students must inform their subject teacher for some guidelines.
3. All students are expected to have at least 83% in their final grade.

GRADING SYSTEM TEXTBOOKS AND SUPPLEMENTARY READINGS

60% - Performance 1. Anderson, Benedict.1991.Imagined Communities: Reflections on the origins and spread of nationalism.Revised ed. London
and New York:Verso. Pasig City: Anvil, 2003 PH edition. JC311 A656 1994; JC311 A656 2003
40 % - Examination
2. Schumacher, John. 1991. The Making of a nation:Essays on Nineteenth-Century Filipino Nationalism. Quezon City: ADMU
Submission 10 % Press, 1991.
Pre-Activity 30 % 3. Ileto, Reynaldo. 1998. Rizal and the Underside of Philippine History. Filipinos and their Revolution:Event, discourse and
Application 30% historiography. Quezon City: Ateneo de Manila University Press. DS 678 143
Post-Activity 30% 4. Roth, Dennis. 1982. Church lands in the agrarian history of the Tagalog region. Philippine Social History: Global trade and
100% local transformations,ed. Alfred W. McCoy and Ed. De Jesus, 131-53. Quezon City: Ateneo de Manila University Press.
HN713 P44
5. Aguilar, Filomeno. 1998. Elusive peasant, weak state: Sharecopping and the changing meaning of debt. Clash of spirits: The
history of power and sugar planter hegemony on a Visayan island, 63-77. Quezon City: Ateneo de Manila University Press.
HD9116 P53 N42.
6. Schumacher, John.2011. The Cavite Mutiny: Toward a definitive history. Philippine Studiies 59 (1): 55-81
7. Rizal, Jose. 2011. Rizal’s toast to Luna and Hidalgo. Presidential Museum and Library, Republic of the Philippines. Online,.
8. Schumacher, Jose 1997. Journalism and Politics, 1883-1886. The propaganda movement:1880-1895; The Creators of a
Filipino Consciousness, the makers of the revolution, 40-58. Quezon City: Ateneo de Manila Unversity Press. DS675 S385
 1997.
9. Rizal, Jose.1996. Noli Me Tangere, trans. Ma Soledad Lacson-Locsin. Makati:Bookmark PQ8897 RS N531 1996
10. Anderson Benedict.2008. Why Counting Count: A study of forms of consciousness and problems of language in Noli me
Tangere and El Filibusterismo, pages 1-37. Quezon City: Ateneo de Manila University Press
11. Schumacher, Jose 1997. The Noli me Tangere, 1887. The propaganda movement:1880-1895; The Creators of a Filipino
Consciousness, the makers of the revolution,83-104. Quezon City: Ateneo de Manila Unversity Press
12. Constantino, Renato. 1996. Our task: To make Rizal obsolete. Filipinos in the Philippines and other essays, 137-52. PS9993
C6 F4a.
Lahiri, Smitha. 1999. Writer, hero, myth and spirit: The changing image of Jose Rizal. SEAP Bulletin. Fall Bulletin Southeast Asia
Program, Cornell University. Online, http://seap.einaudi.cornell.edu/sites/seap.einaudi.cornell.edu/files/1999f_2.pdf

PREPARED BY: C REVIEWED BY: APPROVED BY:

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_ KEVIN REY E. CABALLEDA C BRENDA G. SANTANDER, Ed. D. REV. FR. FERNANDO C. LOPEZ, O. CARM.
Instructor K College Dean School President
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