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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 Placement st nd
1 Semester/2 Semester Prerequisite NONE
A. COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOMES (CD-CILOs/ Outcomes)

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 that (6.1.1) demonstrate an understanding of
knowledge learning environments that are responsive to community contexts (3.2.1) implementing teaching strategies that are responsive to the learner’s linguistic,
cultural, socio-economic and religious backgrounds.

At the end of the course, the learners are to:

1. Explain Rizal’s life, works, ideas, and ideals and how these have influenced the formation of Philippine nationhood.
2. Point out important and pivotal events and factors that helped shape and develop Rizal’s nationalism.
3. Appreciate the relevance of Rizal’s teachings and those of other heroes.
4. 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. Manifest respect and reverence for their achievements, ideas, and ideals.
6. Initiate advocacy campaigns towards nationalism and patriotism as displayed by Jose Rizal during his lifetime.

Practice the core values of SAPPHIRE (Spirituality, Accountability, Professionalism, Patriotism, Harmony, Integrity, Respect, Excellence) as an embodiment of a true
NOrSUnian.(4.3)
Program Standards/ BGI (Ref DM: 6.1.1, 3.2.1, 4.3,
Constructive Alignment)

B. COURSE CONTENT AND STRUCTURE (CCS/ Content)

Duration Content/ Intended Learning Outcomes Outcomes-Based Teaching-Learning Outcomes-Based Assessment CILO BGI
(by Topic (by Unit/ process+particularity/ (OBLT) (Ref DM: Constructive Alignment) (OBA)(Ref DM: Constructive (Ref DM:
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week) Chapter/ Module) purpose+product Alignment) Constructive

Teaching and Learning Resource Type Tool/ Alignment)
(Ref DM: Introduce/ Demonstrate/ Activity (Instructional (Ref DM: Instrument
Practice) Material/ Written Work/
(TLA) Reading) Performance
(ILO) Task/ Major
Exam)
1 NOrSU Pre- A- Respond by providing a written 4.3.1.1
liminaries interpretation of NOrSUnian (4.3.1.1) Brainstorming and NORSU Interactive 1.Checklist
Institutional Intended core values of SAPPHIRE (Spirituality, cooperative learning Handouts Presentation from teacher-
Learning Outcomes Accountability, Professionalism, Copy of with Rubrics prepared
(IILOs) as Patriotism, Harmony, Integrity, NORSU VMG, questionnaire
√ VM/ Grad Respect, Excellence) in this course GS Goals,
Attributes Program
√ Cmps/Col/ Sch S- Create an illustration emphasizing Objectives, and 4.2.1.1
Goals the contents of the course with NOrSU Course
cascaded to mission of (4.2.1.1) excellent Competency
Program instruction, relevant and responsive
Intended Learning research and extension services, and
Outcomes (PILO) quality-assured product
cascaded to 4.1.1.1
Course K- Contextualize a position essay of the
Intended above concepts of (4.1.1.1) to become a
Learning dynamic, competitive and globally
Outcomes responsive student within the context of
(CILOs) this course
Duration Content/ Intended Learning Outcomes Outcomes-Based Teaching-Learning Outcomes-Based Assessment CILO BGI
(by Topic process+particularity/ (OBLT) (Ref DM: Constructive Alignment) (OBA)(Ref DM: Constructive (Ref DM:
week/ (by Unit/ Chapter/ purpose+product Alignment) Constructive
hour) Module) Teaching and Learning Resource Type Tool/ Alignment)
(Ref DM: Introduce/ Demonstrate/ Activity (Instructional (Ref DM: Instrument
Practice) Material/ Written Work/
(TLA) Reading) Performance
(ILO)
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Task/ Major
Exam)
1 Unit I –Introduction A – Valuing the importance of Rizal’s Justify how important is 1. Teacher- Integrative Rubrics to rate
Law as criteria of becoming a good Rizal’s Law as basis of prepared Assessment: justification on
A. Rizal Law citizens of the country becoming good citizens slideshow Oral and how important
B. What are the
of our country of photos Written Rizal’s Law is.
qualities of a hero?
and Outputs
C. Why Nations Have
information
Their Heroes S – Articulating the different qualities Formulate ideas 2. Textbook Integrative Rubrics to rate
1. The Humanity of a hero
describing positive 3. Internet Assessment: quality of idea
of Heroes
qualities of a hero Oral and formulation
2. The Criteria for
Written
Heroes
Outputs
3. The Definition
of a Hero
K – Understanding the reasons why Research the different Profiling Scoring rubrics
D. Philippine Heroes
nations have heroes reasons why nations heroes from to rate written
Commission
have heroes other nations outputs
2-3 Unit II – Rizal’s A – Organizing the family tree of Rizal Formulate a historical 1. Jose Rizal: Assessment 1.1.1
Childhood background of Rizal Social
Reformer
A. Birth
S – Articulating the many beautiful Evaluate the many and Patriot
B. Family and Journal
experiences and writings of Rizal’s beautiful experiences -Dr.
Ancestry
childhood in Calamba and writings of Rizal’s Augusto V.
C. Hometown
childhood in Calamba De Viana et
D. Story of the Moth
al, 2018
E. Sa Aking Mga Written/Oral
K – Remembering and understanding Observe Rizal’s
Kababata Exam
Rizal’s remarkable traits during his remarkable traits during
F. Boyhood
boyhood in Calamba his boyhood in Calamba
Influences 1. Teacher-
Education in Calamba prepared
and Biñan slideshow of
photos and
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information
Textbook
4-5 Unit II I– Higher A – Internalizing how Rizal’s education Influence how Rizal’s Reflection Rubrics 1.2.1
Education shaped him as a person education shaped him as Writing
a Filipino 1. Jose Rizal:
A. Ateneo de Manila
Social
1. Jesuit System
S – Imitating Rizal’s knowledge, Follow Rizal’s Reformer Reflection Rubrics
of Education
character and virtue knowledge, character and Patriot Writing
2. Poems and
and virtue -Dr.
artistic works
Augusto V.
B. University of Santo Written/Oral
K – Analyzing the phases of Rizal’s life Compare and contrast De Viana et
Tomas Exam
as a student in tabular presentations the different phases of al, 2018
1. Medical
Rizal’s life 1. Teacher-
Studies
prepared
2. A la Juventud
slideshow of
Filipina
photos and
Champion of Filipino
information
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
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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 A – Internalizing the writing of the Noli Interpret the writing of 1. Jose Rizal: Performanc Refer to 1.3.1
Noli Me Tangere Me Tangere when it was written the Noli Me Tangere Social e Task group
7. Opthalmic Training when it was written Reformer discussion
under Dr. Louis de and Patriot rubrics for
Weckert and Dr. Otto S – Articulating on the -Dr. assessment
Backer Augusto V.
8. Friendship with De Viana et
Ferdinand Blumentritt al, 2018
9. The Speech that K – Conceptualizing the speech that Articulate the speech 1. Internet
Attracted the attracted the attention of Reactionary that attracted the Student-
Attention of Spaniards in the Philippines attention of Reactionary prepared
Reactionary Spaniards Spaniards in the slideshow of
in the Philippines Philippines photos and
10. Completion of information
Studies in Spain
Unit V – Homecoming
and Return
to Europe
A. Return Home
1. Medical
Practice in
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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 1.4.1

9 - 10 B. Asia and US A– 1. Sharing sessions Jose Rizal: Written Work Answer Keys 1.5.1
Exposure S- 2. Quiz (Identification Social
1. Hongkong and type) Reformer
Macau 3. Vocabulary and Patriot Please refer to
2. United States Building -Dr. reaction papers
of America 4. Debate: “Resolve Augusto V. rubrics
Departure for Europe that Rizal was correct in De Viana et
leaving the reform al, 2018
C. Rizal as movement in Spain.”
Propagandist Debate rules
1. Annotation of 17. Describe the Filipinos’ reaction to and other
Sucesos de las Rizal’s Noli. 1. Vocabulary paraphernalia
Islas Filipinas in 18. Appreciate Rizal’s use of history to Building
London arouse nationalism. 2. Library research:
2. La Solidaridad 19. Recognize the novels and essays “The Rizal’s tripartite
3. To the Young that Rizal produced while in Europe. framework;
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Women in 20. Describe how Rizal deconstructed Liwanag/Dilim/Liwanag”

Malolos the colonial dilim/liwanag bipartite 3. Reaction papers
4. Indios Bravos framework.
5. The Philippines a
Century Hence
6. Indolence of the
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 A– Vocabulary Building Teacher- Written Answer Keys 2.2.1

the Philippines S– Essay writing: “Rizal’s La prepared Work
K– Liga Filipina” slideshow of
A. Opthalmic Quiz (Identification type) photos and
Surgeon in Hongkong 21. Draw out the genius of Rizal as information
B. Borneo a community leader, engineer, Textbook
Colonization Project businessman, school teacher, scientist, Internet
C. La Liga Filipina farmer, writer, and physician while in
D. Exile in Dapitan exile.
1. Physician, Farmer, 22. Signify how the KKK value Rizal
and Businessman as a leading nationalist and an idol to
2. Water System in the revolutionary movement.
Dapitan
3. School Teacher
4. Discoveries and
Inventions
5. Writings and
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Artistic Works
6. The Katipunan
13 - 14 Unit VII – Arrest, Trial, A– 1.Vocabulary Building Laptop Written For 2.2.2
and Execution S– 2.Role Playing: “The trial 1. Jose Rizal: Work assessment,
K– of Jose Rizal” Social please refer
A.Last Trip Abroad 3.Vocabulary Building Reformer film reaction
B.Arrest and Arrival in 4.Film showing: Write a and Patriot papers
Manila reaction paper on the -Dr. rubrics
C.Preliminary movie “Rizal” by Marilou Augusto V.
Investigation 23. Discuss the trial and execution of Diaz-Abaya De Viana et
D.Trial Rizal in the context of the Philippine al, 2018
E.The Last Hours Revolution.
F.Retraction 24. Reflect on the effects of Rizal’s
G.Ultimo Adios death to Philippine Society.
H.Execution 25. Discuss the different issues that
I.Retrospect: Issues tend to denigrate the status of Rizal as
about Rizal our national hero.
26. Determine and explain how these
1.The Dec. 15 issues came about.
Manifesto 27. Articulate own opinion regarding
2.The Retraction these issues.
Controversy
3.The Loves of Rizal
4.Was Rizal and
American-made
Hero?
5.How the Filipinos
view Rizal?
6.Is Rizal the only
National Hero?
15 - 16 Unit VIII – Rizal’s A– 1.Vocabulary Building 1.Teacher- Performanc 1.Recitation 2.2.3
Major Works S– 2.Sharing session prepared
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A.Rizal the Novelist K– 3.Internet Research slideshow of e Task checklist

1. The Noli Me 4.Question and answer photos and Written 2.Answer
Tangere Summary activity information Work Keys
2.Allusions of the Noli 5. Quiz (Short-answer
Me Tangere questions) Jose Rizal: Social
3.El Filibusterismo Reformer and
Summary Patriot
4.Allusions of the El 28. Discuss Rizal’s works as part of the -Dr. Augusto V.
FilibusterismoNoli Me Propaganda Movement. De Viana et al,
Tangere and El 2018
Filibusterismo 29. Discuss the different works of Rizal
Compared and explain how they showed his
5.The Other Novels advocacy for the Philippines and the
B.Political and Filipinos.
Historical Writer
1.The Indolence of the 30. Explain how Rizal debunked what
Filipinos the Spaniards were telling about the
2.Annotation of Filipinos.
Morga’sSucesos De
Las Isla Filipinas
3.Rizal’s Letter to the
Women of Malolos
4.The Philippine as
Century Hence
17 Unit IX – The Other A– 1.Vocabulary Building Written Work Answer Keys 2.2.4
Heroes and their S– 2.Lecture/Discussion 1.Teacher-
Works K– 3.Quiz (True or False prepared
type) slideshow of
A.Graciano Lopez photos and
Jaena 31.Discuss the life and works of Jose information
5.Selected Works Rizal’s contemporaries.
2.Textbook
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B. Marcelo H. del Pilar 32.Discuss and compare the works of

6.Dasalan at Toksohan other heroes as part of social
7.Soberania awakening and a call to nationalism.
Monacalen Filipinas
33. Discuss Rizal and other heroes in
C.Andres Bonifacio the context of a nationalist struggle
8.Ang Dapat Mabatid and ethical rebirth.
ng 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

Non-Print NONE

C. REQUIRED READING MATERIALS AND REFERENCES

FloroQuibuyen, a Nation Aborted
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Renato Constantino, Veneration without Understanding

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

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

Print
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
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2. Quiz Oral Participation

3.Major Examinations/Presentation (Midterm and Final)
4. Projects
5. Teaching-Learning Exposition Outputs
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

1. Attendance/Class participation ………….……….…10%

2. Oral / Report….………..………….…………………..20%
3. Quizzes…………………………….………………….15%
4. Project…………………………………………………15%
5. Major Examinations.………………………..………...40%
TOTAL 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 system will be
Nature and discussed in the classroom. This is on a flexi-learning course as the FS fieldwork requires a presentation of Action Research.

Delivery

Attendance, Assignment Students are required to observe attendance in the class as monitored in the School Register Form. In case of BMI, the important dates are
and Submission Policies 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 …

Decorum

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

Special Education Need Persons with physical/ learning disabilities are requested to see the Professor within the first two weeks of the semester. A doable strategy is
and Disability designed by both the Professor and student throughout the semester. Have an appointment with the Professor for his/ her consultation time.
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Accommodation
Gender and Development All oral and written communication outputs/ class interactions are required to observe the use of gender sensitive language. The course
Related Accommodation 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 the Professor.
Religious Accommodation In the academic work in the class, everybody is required to avoid conflicts with student’s religious practices and/ or observances. For 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 State clearly your rule for mentoring-coaching for competency-based classes, dual classes with both lecture and laboratory…
Mentoring, Coaching and State clearly your rule course consultation…
Consultation

Integration of CHED CMO 1, series 2019 on Peace Studies/ Education

Mandates CMO 2, series 2019 on Indigenous People Studies/ Education

PROFESSORIAL TEAM FOR THE COURSE

Faculty Dr. Ann Concordia F. Mier H EdQ Faculty Lorfaye Joy P. Macalandong H EdQ
(Team Dr. Jose Alberto T. Aguilar (Members) Ephraim C. Sy
Leader) Serdan M. Devero
Rex B. Penuela
Schedule TIME & DAY VENUE Schedule TIME & DAY VENUE

LMS EMAIL BMI LMS EMAIL BMI

Faculty NAME H EdQ Faculty NAME H EdQ

(Member) (Member)
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Schedule TIME & DAY VENUE Schedule TIME & DAY VENUE

LMS EMAIL BMI LMS EMAIL BMI

Prepared By: (Signature over Reviewed By: Approved By: (Campus Administrator/ Vice President, Academic Affairs
PRINTED Name/s) (Signature over PRINTED Name/s) School/ College Dean)
JOSE ALBERTO T. AGUILAR, DPA ZENAIDA D. CALUMPANG, Ed. D.
ESAEL D. SOMBRIO Chairperson, Social Science OIC, Dean College of Arts and Sciences
NORSU BAIS CAS FACULTY ROSEMARIE T. PINILI, Ed.D., Ph.D.
RECTO S. REYES, DBA Effective Date:________________
Campus Administrator
___Standard___Law___Regulation