SOUTHLAND COLLEGE

Rizal St., Kabankalan City, Negros Occidental

SCHOOL OF ENGINEERING, COMPUTER STUDIES AND ARCHITECTURE

A COURSE SYLLABUS IN

THE LIFE AND WORKS OF JOSE RIZAL

1st
SEMESTER, A.Y. 2022-2023

Prepared by: Checked by:

YNAH MARIE T. MAGSICO LPT RHODA J. AMOR, PhD

Name of Instructor Dean, SEAS Department
Recommended by:

NOLAN E. FERNANDEZ, RME, M.Eng.

Dean, SECSA Department

Accepted and approved for teaching this A.Y. 2022 - 2023

RHODA J. AMOR, PhD

Vice President for Academics and Student Life
 SYLLABUS IN THE LIFE AND WORKS OF JOSE RIZAL

Code : SCGE 9
Course Title : THE LIFE AND WORKS OF JOSE RIZAL
Placement : 1st semester, A.Y. 2022 -2023
Program/Course : EDUC 2
Class Schedule : T Th 1:00-2:30 pm
Credit Units : 3 units
Time frame : 54 hours
Instructor : YNAH MARIE T. MAGSICO, LPT

I. SC Vision and Mission:

VISION

The zenith educational institution that produces top-tier graduates to reign supreme in the global arena.

MISSION

Southland College is committed to enlightening the enterprising minds and molding the hearts of individuals as beacons of success in all aspects of
life and career in the midst of a metamorphic world

Graduate Attributes:
1. DISTINCTIVE LIFELONG- LEARNER
1.1 I recognize that I have to produce superior outputs.
1.2 I strive to make innovations in order to create new ideas and ways of doing things
1.3 I volunteer to do tasks or activities for learning and experience opportunities.
1.4. I usually ask questions and seek for resources about topics I am eager to learn more about.
1.5 I share my knowledge and ideas with others to solidify the learning I acquire in my brain.

2. EFFECTIVE COMMUNICATOR
 2.1 I speak proficiently in English as my second language
2.2 I listen to the words being spoken and pay attention during conversation or discussion.
2.3 I deliver my thoughts and ideas clearly through verbal or non-verbal communication.
2.4 I manage my emotions during conversation or discussion to avoid arguments and miscommunication.
2.5 I pay attention and react accordingly to non-verbal messages

3. SOCIALLY AND MORALLY RESPONSIBLE

3.1 I cultivate my understanding of cultural diversity and uniqueness among others.
3.2 I accept others’ view and opinions on personal, religious, cultural and traditional beliefs and practices.
3.3 I treat my parents, teachers, fellow students and others with consideration for their welfare.
3.4 I abide with the rules set by the school, the church, the community and the government.
3.5 I work with honesty in all my dealings whether it is in public or private.

4. GLOBALLY- DRIVEN LEADERS

4.1 I perform academic and non-academic tasks efficiently and proficiently.
4.2 I define and provide creative solutions to problems.
4.3 I initiate actions to given tasks with minimum supervision.
4.4 I enrich my knowledge and skills through seminars, trainings and workshops.
4.5 I make innovative decision that would benefit myself and others.

II. Goals and Objectives:

1. To constantly review, change, and improve the curriculum that is outcomes – based education to ensure the effectiveness of the
college’s program in preparing the students for successful careers.
2. To maintain a competent, qualified faculty that possesses current technical and professional knowledge and experience, engages in
ongoing professional development and has the ability to convey this knowledge to students.
3. To develop the students’ written and verbal skills as well as analytical and technical skills prior to graduation.
4. To provide facilities that support educational programs and enable students develop profession specific skills.
5. To engage and maintain a staff that takes care of the students and meets their educational goals and objectives.
6. To attract qualified students of diverse backgrounds.
7. To provide collegiate academic atmosphere that encourages open exchange of ideas.
 8. To engage faculty and students in research that serves to improve teaching and learning.
9. To develop programs and activities that provide community service aligned with college’s mission.
10. To submit the college to accreditation and assessment to see if it meets the minimum standard set by CHED and other accrediting
agencies.

III. Mission and Vision of SEAS:

VISION
We mentor and empower future educators to deliver effective, efficient and quality education for local and global communities.

MISSION

We aspire to be leading, innovative and high performing teacher education institution in the South where graduates are empowered to lead
globally competitive learning environment.

IV. DESKRIPSYON NG KURSO

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
correspondence.
Course Objectives:
At the end of the course, the students must be able to:
1. Differentiate between moral and non-moral problems
2. Describe what a moral experience is as it happens in different levels of human existence
3. Explain the influence of Filipino culture on the way students look at moral experiences and solve moral dilemmas
4. Describe the elements of moral development and moral experience
5. Use ethical frameworks or principles to analyze moral experiences
6. Make sound ethical judgments based on principles, facts, and the stakeholders affected
 7. Develop sensitivity to the common good
8. Understand and internalize the principles of ethical behavior in modem society at the level of the person, society, and in interaction
with the environment and other shared resources.

V. PROGRAM OUTCOUMES (adopted from CMO No. 74 s. 2017)

a. Articulate and discuss the latest development in the specific field of practice.
b. Effectively communicate orally and in writing using English, Filipino, mother tongue language, and an appropriate Foreign Language
required by the industry.
c. Work effectively and independently in multi-disciplinary and multi-cultural teams.
d. Act in recognition on professional, social, and ethical responsibility.
e. Preserve and promote “ Filipino historical and cultural heritage” (based on RA no. 7722)

VI. GRADING SYSTEM

Major Exam 40%

Class Participation 20%

Quizzes 20%

ORLE 20%

Total 100%

VII. COURSE REQUIREMENTS:

a. Attendance and Class Participation, quizzes, assignments and outputs
b. Major Examinations.
c. Research work - this is an exercise that requires students to think and analyze certain issues discussed in class.
d. ORLE will be composed of projects, attendance and other activities
 VIII. CLASSROOM STANDARD
1. Be aware on the school’s policies written on the student’s handbook.
2. Attend class in the prescribed school uniform with proper ID.
3. Instructor will not allow the students to come inside the class, if the student is wearing civilian attire without prior notice from the Dean or OSAS
Director, at the same time there’s no valid reason.
4. Be conscious on the wearing of attire in school premises; it must be descent and appropriate.
5. Avoid the in and out of the classroom.
6. Student will not be excused in the class without asking proper permission from teacher in charge.
7. Respect the persons with authority.
8. Cell phones or any gadget that may affect to the study habits of a student and during discussion is not allowed.
9. Cheating is not allowed-whether in exams, written output, written report, assignments, etc.
10. Final rating or remarks: It should be marked as Passed or Failed only. Late requirements, late taking of exams or written outputs in every term
will not be marked INC.
11. Asking of requirements, grades or confidential questions related to the subject must be inquires or asked personally to the teacher in charge,
on Facebook or online communications.
12. No littering inside the classroom. Always put your rubbish on the trash.
13. Special major examination are scheduled one week after the administration of the major exam.

IX. REFERENCES:
Corpuz, Onofre D. (2005). The Roots of the Filipino Nation, Vols. 1 and 2, Quezon City: University of the Philippines Press.
Wani-Obias, R. et, al. (2018). The life and works of Jose Rizal. Quezon City: C & E Publishing, Inc.
Zaide, Gregorio F. (2014). Rizal: Life, Works and Writings, MG Reprographics Supply and Services Inc, San Juan City, Phils.
OUTCOME-BASED RESOURCES ASSESSMENT TASK ASSESSMENT TIME-
TEACHING AND TOOL ALLOTMENT
DESIRED LEARNING OUTCOME COURSE
LEARNING
CONTENT/TOPICS

At the end of the lesson, the I. Introduction to the Republic of the Activity 1
students must have: course
Lecture/Discussion Philippines. 1956. Group class activity: Rubrics 10 hrs
1. Determined the issues and
Republic Act 1425. 1. Answer a worksheet
interests at stake in the Analysis of primary Quiz
Available online,
debate over the Rizal Bill. The Rizal Law and document http://www.gov.ph/ Read the following excerpts
1956/06/12/republicact-
2. Explained the history of the ● Literature from the statements of the
no-1425/.
Rizal Law and its important legislators who supported and
 provisions. opposed the passage of the
Rizal Law in 1956.
3. Critically assessed the Laurel, Jose B. Jr. 1960. The
effectiveness of the Rizal trials of the Rizal Bill.
Course to present-day Historical Bulletin
Activity 2
4(2): 130–39.
Philippines The Rizal Law and LITERATURE
Constantino, Renato. 1969.
and the present context.
4. Evaluated how one learns The Rizal Law and the
Catholic hierarchy.
“patriotism” and “nationalism”
from literature . In groups, discuss about the
In The making of a proceeding questions and
prepare a short summary of
Filipino: A story of Philippine
your discussion points to be
colonial politics, 244–47.
Quezon City: The Author presented in class. (Prepare a
thought paper – with the
following rubrics for correcting)

Schumacher, John. Evaluate how one learns

“patriotism” and “nationalism”
2011. The Rizal Bill
from literature.

Hau, Caroline S. 2000.

Introduction. In Necessary
fictions: Philippine literature
and the nation, 1946–1980,
1–14. Quezon City: Ateneo
de Manila University Press.

(PRELIM EXAMINATION)

At the end of the lesson, the II. THE 19Th CENTURY

students must have:
PHILIPPINE SOCIETY, Readings: Activity 1: Forced analogy Rubrics for 8hrs
1. Appraised the link between reflection/
the individual and society. ECONOMY AND THE Schumacher, John N. 2009. WORD AND FIGURE MATCH…
Lecture-discussion
The Philippine background.
2. Analysed the various social, you are what your environment Group Work
In The Propaganda
political, economic, and is!
 cultural changes that
occurred in the 19th
century.
3. Appreciated Rizal in the
context of his time.
4. Discussed the importance
played by Chinese mestizos
in 19th century Philippines.
At the end of the lesson, the
students must have:
CHINESE MESTIZOS PPt presentation Movement, 18801895, 1-18.
Quezon
Topic: Activity 2 – With your group,
City: Ateneo de Manila
identify the various social,
The Philippines in the Group Presentation University Press.
political, economic, and
19th century as Rizal’s __________. 2008. Rizal in cultural changes that occurred
context. the context of the in the 19th century.
nineteenth century. In The
Film Viewing and
1. Social: Nature, Making of a Nation, 16-34.
analysis: of “Ganito
structure, Quezon City: Ateneo de
Kami Noon, Paano Manila University Press. Activity 3 – Film viewing:
education, rise of
Kayo Ngayon? Reflection paper about the film.
the Chinese
mestizo, rise of
inquilino. By: Eddie Romero Diokno, Maria
KWHLAQ chart
2. Political: compare Serena I. 1998. The
( 1976)
then and now
End of the Galleon Trade.
political system,
In Kasaysayan
machinery;
liberalism, impact of
Series Vol. 4: Life in the
Bourbon reforms, Colony, 7-25. Hong Kong:
Cadiz constitution. Asia Publishing Company
Limited.
Seeing the life of an
individual in society __________. 1998.
and society in the
The Economy
life of an individual.
Transformed. In
3. Economic: End of
the galleon trade, Kasaysayan Series
opening of Suez
canal, opening of Vol. 4: Life in the
ports to world trade,
Colony, 27-42. Hong
rise of the export
crop economy. Kong: Asia Publishing
Company Limited.
III. THE LIFE OF JOSE Rubrics for
group
RIZAL Suggested Film to be
discussion/R
1. Analyzed Rizal’s family, Rizal’s Family METHODOLOGY: viewed: Activity 1 efection/Info 8 hrs
childhood and early graphic
education. Rizal’s Childhood and 1. Lecture – Agreement Circle Presentation
discussion . PPT 2. *Ang Buhay ng Isang
Education Bayani ( A documentary
2. Described and evaluated Film Viewing of the
film)
people and events that Long Quiz
Rizal in Europe DOCUMENTARY Activity 2
influenced Rizal’s early life.
FILM about *Jose Rizal, GMA
Second Trip to Creating an infographic
3. Explained Rizal’s growth as a
Europe Rizal’s Exile “BUHAY NG ISANG presentation of
propagandist. Films, directed by
and practical Rizal’s life
BAYANI”
4. Identified and discussed the nationalism in Marilou Diaz Abaya *Rizal
factors that led to Rizal’s Dapitan sa Dapitan, directed by
Tikoy Aguiluz
execution.
Trial and Execution Activity 3: Reflection about the
Group
5. Analyzed the effects of Rizal’s Presentation film
execution on Spanish colonial Rizal’s last years
rule and the Philippine covering his (Film Analysis)
Revolution exile, trial and
death.

film (Film Analysis)

(MIDTERM EXAMINATION)

At the end of the lesson, the V. NOLI METANGERE:

students must have:
CONTEXT AND Lecture-discussion Rizal, José. 1996. Noli me Activity 1 - “NOVELIST AS IF” Rubrics for 11hrs
1. Described the different social tangere, trans. Ma. activity/Refle
conditions in the 19th century CONTENT Film viewing and Soledad Lacson-Locsin. JUSTAPOSE
Philippines as portrayed in Analysis: ction Quiz
Makati: Bookmark. [Read
Rizal’s Noli Me Tangere. Dedication
* Noli Me Tangere and Chaps. 1–32]
2. Appraised important Publication of Noli… Activity 2 Response and
the Musical
characters in the novel and tell Motivations behind the reflection
what they represent. Writing of Noli Sisa Film
Schumacher, John.

1997. The “Noli Me

Tángere,” 1887. In The
 propaganda movement:
1880–

1895; The creators of a

Filipino consciousness, the
makers of the revolution,
83–104. Quezon City:
Ateneo de Manila
University Press.

Anderson, Benedict. 2008.

Why counting counts: A
study of forms of
consciousness and
problems of language in
Noli Me Tangere and El
filibusterismo, pp. 1– 37.
Quezon City: Ateneo de
Manila University Press.

(PRE-FINAL EXAMINATION)

At the end of the lesson, the IV: EL FILIBUSTERISMO

students must have:
CONTEXT, CONTENT Lecture-discussion Readings: Activity 1: HOT SEAT GAME Rubrics for
1. Traced the meaning of the PPT Presentation ( PRE the Activity –
AND CONTINUING Rizal, José. 1996. El
term filibuster across time. 2.
Filibusterismo, trans. Ma. Create your
Explained the historical ASSIGNED TOPIC)
RELEVANCE Soledad Lacson Locsin. own ending
context in which El
Makati:
Filibusterismo was written. Groups of --- (there must be at
least 4 groups assigned as 1 VS activity/ 8hrs
Bookmark.
2. Examined conditions of the 3 and 2 Vs 4. Then the 2 group Discussion
Philippine society through PQ8897.R5 F43l 1996 [Read winners will have to compete
“To the Filipino People and Paper
different scenes as well as for the championship)
the current events through their Government,” “To the
Memory of the Priests,” and Each group will prepare basic
the eyes of the characters.
Chaps. 1–19] questions based on the topics
3. Discussed the important discussed. Then they will
themes in El Filibusterismo.
4. Compared and contrasted El
Filbusterismo with Noli Me
Tangere.
5. Appraise how El Filibusterismo
contributed to national
consciousness and the
revolution
Schumacher, John. 1997.
Rizal’s break with del Pilar.
In The propaganda
movement: 1880–
1895; The creators of a
Filipino consciousness, the
makers of the revolution,
260–80. Quezon City:
Ateneo de Manila
University Press.
Anderson, Benedict. 2008.
Why counting counts: A
study of forms of
consciousness and
problems of language in
Noli me tangere and El
filibusterismo, pp. 38–87.
Quezon City: Ateneo de
Manila University Press.
Readings:
Rizal, José. 1996. El
filibusterismo, trans. Ma.
Ma. Soledad Lacson-
Locsin.
Makati: Bookmark.
[Read Chaps. 20–39]
choose a member to seat in a
“HOT SEAT”. He/she will answer
the questions asked by their
opponent group. After 5 0r 10
questions, the one with the
highest score will be
proclaimed the winner.
Activity 2
Writing Exercises: “ “HAPPY/
MORBID ENDING” Create Your
Own Ending
After reading the novel,
complete the table by creating
your own ending of the story of
each character.
Character
Simoun
Basilio
Maria Clara
Padre Salvi
Kabesang Tales
Juli
Activity 3
Thought Paper 3:
Discuss the question and then
write a paper on the topic:
 “Considering the analytical
perspectives on El filibusterismo,
what are the implications for the
teaching of this novel?” The
paper must have a clear
argument or thesis statement,
and must be written in a
coherent manner. The paper
must not be less than 1,000
words and not exceed 1,500
words.

At the end of the lesson, the VIII. IDEALISM AND Lecture- discussion Readings: Class activity: ENTRY PASS AND Rubrics for 4 hrs
students must have: IDEOLOGY IN Group presentation group
Rizal, José. 1890. Sobre la EXIT PASS
RIZAL’S POETRY AND presentation
1. Summarized in their own words indolencia de los Filipinos
PROSE
Rizal’s essay. “On the Indolence (On the indolence of PAIR-THINK-SHARE
Filipinos). In La Solidaridad,
of the Filipinos”.
vol. 2: 1890, trans. Questions for
2. Explained the factors that 1. INDOLENCE OR the Quiz
INDUSTRY ( The Guadalupe Fores- Group presentation and class
caused the indolence of the discussion
Indolence of the
FILIPINOS. Ganzon, 322–27, 340–
Filipinos) Rizal’s 45, 362–69, 388–401,
3. Defended their personal views 416–21. Pasig City: Quiz
Changing View on
on the question of the Spanish Fundación Santiago.
indolence of the FILIPINOS. Rizal,José. 1889.
Rule
4. Analyzed Rizal’s letter to the filipinos / The Filipino
young women of Malolos and 2. TO THE YOUNG farmers. In La
reflected on the different Solidaridad, vol.1: 1889,
WOMEN OF MALOLOS trans. Guadalupe
messages it brings. 5. Described
ForesGanzon, 42–47.
the future of the Philippines as
predicted by Rizal. Pasig City:
3. THE PHILIPPINES
Fundación Santiago.
WITHIN A CENTURY
De Dios, Emmanuel. 2011.
HENCE Indolence, incentives, and
institutions. The Philippine
 Review of Economics 48
(2): 41-78.

Aguilar, Filomeno. 2016.

Romancing

tropicality: Ilustrado views

of the climate in the
nineteenth century.
Philippine Studies: Historical
and Ethnographic
Viewpoints 64 (3–4): 417–
54. [Focus on pages 417–28
and 435–47]
At the end of the lesson, the IX. JOSE RIZAL AND Lecture-discussion Readings: Group class activity: Rubrics for 5 hrs
students must have: activity/
PHILIPPINE Group report National
Reflection/
1. Related Rizal’s life to the life of presentation Illustration
NATIONALISM Commission for The students will discuss this
the nation (2) Assessed what Quiz
characterizes a hero. with their group and be
Culture and the Arts
(NCCA). 2015. Selection presenting this:
and proclamation of
national heroes and laws
honoring Filipino historical
If Rizal is still alive right now,
figures (1995). Online,
http://ncca.gov.ph/ab
what do you think will be his
out-culture-andarts/culture impression to our current
-profile/ selection- situation?
andproclamation-
ofnational-heroes-
andlaws-
honoringfilipinohistorical-
figures.
Joaquin, Nick. 2005. Individual Work:

Anatomy of the anti- hero.

In A question of heroes,
50–64. Mandaluyong City: Illustrate the attributes of a
hero.
Anvil.

Anderson, Benedict.
 2004. The first Filipino. In
Spectre of comparisons:
Nationalism,Southea st
Asia, and the world, 227–
34. Quezon City: Ateneo
de Manila University Press.

Constantino, Renato. 1966.

Our task: To make Rizal
obsolete. In The Filipinos in
the Philippines and other
essays, 137–52.

Lahiri, Smitha. 1999. Writer,

hero, myth, and spirit: The
changing image of

José Rizal. SEAP Bulletin.

Fall bulletin. Southeast

Asia Program, Cornell

University. Online,
http://seap.einaudi.co
rnell.edu/sites/seap.ei
naudi.cornell.edu/
files/1999f_2.pdf.

(FINAL EXAMINATION)