LA SALLE UNIVERSITY

Ozamiz City

Social Sciences Department

Life and Works of Jose Rizal

La Salle University VISION AND MISSION

Vision

La Salle University is a leading learner-centered, catholic University and the center of excellence in Mindanao, accessible to all especially the poor and youth-at-risk.

Mission

To realize this Vision, we commit ourselves to:

a) recruiting and retaining highly qualified faculty and staff;

b) providing a learner-centered education committed to life-long learning;
c) generating new knowledge to address the needs of the community, church and society; and
d) producing Lasallians who have the spirit of faith, zeal for service, and communion in mission.

Goal
As an autonomous university, La Salle University aims to be institutionally and internationally accredited.
Objectives

To realize its vision, accomplish its mission and attain its goals, the university endeavors to:

a) empower the faculty and staff through professional enhancement and post graduate studies;

b) provide quality Christian education to the poor and youth-at-risk;

1
 c) become the resource of the society in generating new knowledge; and

d) produce faith-filled, service-oriented and socially responsible graduates.

Core Values

Inspired by the teachings of St. John Baptist De La Salle, the members of the University Community shall live by the these core values:

Faith
LSU nurtures a community with unwavering belief in God.

Service
LSU leads to promote a just, safe and progressive society.

Communion
LSU collaborates with all in improving people’s quality of life in the light of gospel values.

COLLEGE OF ARTS AND SCIENCES VISION AND MISSION

Vision

The College of Arts and Sciences lays the groundwork and hub of knowledge to produce well-rounded professionally competent, humane and moral individuals
who as Filipino Lasallians appreciate social and natural realities in a general sense.
Mission
As LSU’s hub of learning, the College provides transformative Christian education in the humanities, natural and social sciences to prepare the students in their
professional life to serve God and society.
Goals and objectives

To realize the Vision, the College provides students with a solid foundation in the general education courses dovetailing with the major courses.
Specifically, it aims to develop well-integrated individuals who:
• Take a deeper look at the foundation of knowledge, inquiry and creativity

2
• Exhibit excellence and service in their chosen career and professional;
• Respond to contemporary and future concerns;
• Display oral and written proficiency as gauged in professional efficiency;
• Value innovation, resourcefulness, creativity, peace and social justice;
• Appreciate one’s literacy heritage and take pride in one’s national identity and finally;
• Commit to the preservation and promotion of the Filipino heritage and the attainment of social and environmental transformation based on research and
extension.

3
SYLLABUS
GENERAL DESCRIPTION
Course Code : PO103

Course Title : Life and Works of Jose Rizal

Unit Credit : 3 units

Prerequisite : None

Co-requisite (if there is any): None

COURSE DESCRIPTION:

As mandated by Republic Act 1425, this course covers the life and works of Jose Rizal and other regarded heroes of the country. This course further explores the
role and relevance of Rizal’s works, particularly the novels Noli Me Tangere and El Filibusterismo, and some of his essays and letters within the context of Filipino
identity, nationalism and nation building.

INSTITUTIONAL LEARNING OUTCOMES:

La Salle University graduates have the ability to:

1. Employ personal and professional skills in solving problems and making decisions
2. Exhibit social responsibility to address needs and problems
3. Engage in lifelong learning to improve quality of life
4. Transmit ideas responsibly and proficiently in written, oral and other forms of communication
5. Assess judiciously national and global issues and challenges
6. Work competently at pas with international standards
7. Participate activity in the promotion of faith and life
8. Conduct publishable relevant research related to specific fields

4
COURSE LEARNING OUTCOMES & MAP

Upon completion of the course, the students will be able to:

A. Cognitive
COURSE OUTCOMES PROGRAM OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
1. Explain the circumstances of Jose Rizal’s life in the context of the nineteenth century. I
2. Summarize the context of Rizal’s various works, particularly his novels, his annotations of
P
Chapter 8 of Morga, his essay on Sobre la Indolencia de los Filipinos, and other works.
3. Evaluate the significance and paradoxes of Rizal’s contributions to Filipino Nationalism I I

B. Affective
COURSE OUTCOMES PROGRAM OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
1. Recognize the value of differing narratives and interpretations of Rizal’s life and works P P
2. Appreciate the importance of literature in nation building. P P P P
3. Trace the birth of Filipino nationalism through Rizal’s novels and its influence to the leaders of
P P
Philippine Revolution of 1896.

C. Psychomotor
COURSE OUTCOMES PROGRAM OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
1. Demonstrate the ability to read primary sources critically. D D
2. Builds nationalistic ideals emulating the values projected by the life and works of Jose Rizal P D
3. Produce a creative work that conveys the significance of Rizal’s life and works of the current
P P P
status quo of the country
Legend: I-Introduced (The student gets introduced to concepts/principles)
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different settings with minimal supervision)

5
COURSE OUTLINE

COURSEOUTLINE AND TIMEFRAME

Week Course Content/Subject Matter

Week 1-2 I. Introduction to the Rizal Course

II. The Rizal Law
A. The Historical Background of Rizal Law
B. RA 1425
C. Why study the Life and Works of Jose Rizal
D. Bayani at Kabayanihan

Week 3-4 III. The 19th Century World

A. The End of Galleon Trade
B. The Opening of Suez Canal
C. The Bourbon Reforms
D. Cadiz Constitution
IV. The 19th Century Philippines
A. The Rise of Export Crop Economy
B. Reorganization of Social Structure: the rise of the Chinese Mestizos and inquilinos
C. Political Liberalism
D. 11 Social Evils
Week 5-6
V. Factors that led to the rise of Filipino Nationalism

A. Opening of international trade

B. Rise of the middle class
C. Influx of Liberal Ideas
D. Secularization Movement

6
 E. Liberal Minded Governor General Carlos Ma. De la Torre
F. Cavite Mutiny
G.Execution of GOMBURZA
PRELIM EXAMINATIONS
Week 5-8 VI. Rizal’s Life: Family, Education and Life Abroad
A. Genealogy and Childhood of Jose Rizal
B. Early Education in Binan, Manila, and Ateneo and Higher Education in UST and Madrid
C. Rizal and the Propaganda Movement
D. Start of the Noli Me Tangere
VIII. Rizal’s Life: Exile, Trial and Death
A. La Liga Filipina
B. Exile in Dapitan
C. Correspondence of Rizal to Blumentritt, Family
D. The Trial and Last Moments of Rizal
E. The Martyrdom of Jose Rizal

IX. Noli Me Tangere

A. The Characters of Noli Me Tangere and their symbolism
B. Analysis on the Chapters of Noli Me Tangere
C. The relevance of Noli Me Tangere in Rizal’s time and today

Midterm Examinations

Week 9-13 X. El Filibusterismo

A. The Characters of El Filibusterismo and their symbolism
B. Analysis on the Chapters of El Filibusterismo
C. The relevance of El Filibusterismo in Rizal’s time and today

Week 14-16 XI. Essays, Letter and Other Publications of Rizal

A. Letter to the Young Women of Malolos
B. The Philippines; A Century Hence
C. The Indolence of Filipino People
D. Other works and publications or Rizal and its relevance

7
 Week 17-18 XII. Key Peace Education Themes

A. Upholding Human Dignity

B. Challenging Prejudice and Building Tolerance
C. Promoting Non- Violence

LEARNING PLAN

Week/ Desired Learning Course Content/ Textbook/

Hours Outcomes Subject Matter References (with page no.)/ ONLINE
Online References Strategy/Activities Assessment Tasks/Tools
Week 1-2 1. Discuss the issues Text of the RA 1425 Question-posing Oral presentation
and interests that Introduction to http://www.gov.ph/1956/06/12/republic-act-no- Lecture: Historical
were at stake in the the Rizal Course 1425 background and Film-viewing
debate over the Rizal context of the RA
Bill. The Rizal Law Laurel, Jose B. Jr. 1960. The trials of the Rizal 1425; Writing exercise: Create
2. Explain the Bill. Historical Bulletin 4(2): 130-139 a position paper answer
importance of Rizal A. The Historical Class Activity: the question: “Do you
Law and its provision Background of Constantino, Renato. 1969. The Rizal law and Reading of Rizal think the Life and Work
3. Assess critically the Rizal Law the Catholic Hierarchy. In the Making of a Law of Rizal should be
effectiveness of the studied?”
Filipino: A Story of a Philippine Colonial
course B. RA 1425 Group Discussion /
4. Examine the values Politics, 244-247. Quezon City: The Author. Think-Group-Share: Or a Reflection Paper on
highlighted by the B. Jose Rizal and How would the topic: “Do you think
Schumacher, John. 2011. The Rizal Bill of
various Philippine learning about the the RA 1425 is an
representations of Nationalism 1956: Horacio de la Costa and the Bishops. Life and Work of effective tool in instilling
Rizal as national Philippine Studies 59(4): 529-553 Jose Rizal impart the ideals of nationalism
symbol. nationalism? to the students?
Eugenio, Damiana. Philippine Folk Literature:

8
5. DiscrimInate the The Epics. Lungsod Quezon: UP Press, 2001.
ideologies of the Revel, Nicole. Ed. Literature of Voice: Epics in
supporters and the Philippines. Lungsod Quezon: AdMU Press,
detractors of Rizal 2005.
being regarded as
national symbol. Nolasco, Ricardo Ma. D. “Pinagmulan ng
6. Emulate the Salitang Bayani,” sa Diliman Review, Vol. 45,
nationalistic values Blg. 2-3, 1997, pp. 14-18.
that the life and work
of Rizal is Salazar, Zeus A. “Ang Bayani Bílang
showcasing. Sakripisyo: Pagaanyo ng Pagkabayani sa Agos
ng Kasaysayang Pilipino” nása Kalamidad,
Rebolusyon, Kabayanihan:
Mga Kahulugan Nito sa Kasalukuyang Panahon.
Lungsod Quezon: ADHIKA ng Pilipinas, 1996.

De Ocampo, Esteban. “Who Made Rizal Our

Foremost National Hero, and Why?” nása
Gregorio Zaide, Ed. Jose Rizal: Life, Works and
Writings of a Genius, Writer, Scientist and
National Hero. 1984

Joaquin, Nick. A Question of Heroes. Pasig:

Anvil Publishing, 2005. (Ilang kabanata ukol
kay Rizal, Bonifacio, at Aguinaldo)

Lahiro, Smitha. “Writer, hero, myth, and spirit:

the changing image of Jose Rizal,” mga papel
ng Cornell University hinggil sa Timog-
Silangang Asia.
http://seasite.niu.edu/Tagalog/Modules/Modules
/PhilippineReligions/article_rizal.htm

9
Week 5-8 1. Construct the The 19th Century Jurgen Osterhammel. The Transformation of the Question-posing Graphic Organizer /
happenings of world World World: A Global History of the Nineteenth lecture on the Historical Mapping:
events and trace its A. The End of Century. England: Princeton University Press, following topic:
12 our connections and Galleon Trade 2015 Brief summary of Map the changes of the
s effects to the the Acapulco- world in 19th century and
Philippine society of B. The Opening Nelson, Gloria Luz. “Mga Pananaw hinggil sa Galleon Trade, the its effects on the
Rizal’s time. of Suez Canal ugnayan ng talambuhay at lipunan,” in Diestro, Suez Canal and the Philippines, categorizing
2. Discuss how the C. The Bourbon D, et al. Si Heneral PAciano Rizal sa Bourbon Reforms on social, economic,
spread of the idea of Reforms Kasaysayang Pilipino. Los Banos:UPLB Sentro and its effects in the cultural and political
Political Liberalism ng Wikang Pilipino, 2006 Philippines. changes.
in Europe reshaped D. Cadiz
the political ideology Constitution C. Wright Mills, “The Sociological Imagination.
of the Philippines in Oxford: Oxford University Press, 1959.
19th Century. The 19th Century
3. Explain the historical Philippines P. Sztompka. “Great Individuals as Agencies of
conditions that led to Change” in the Sociology of Social Change.
the emergence of The Rise of Wiley, 1993
Chinese mestizos as Export Crop
an important element Economy John Schumacher. “Rizal in the Context of the
of the Philippine 19th Century Philippines” nása The Making of a
society. Reorganization of Nation: Essays of Nineteenth-Century Filipino
4. Discuss how Social Structure: Nationalism. Lungsod Quezon: AdMU Press,
intraclergy conflicts the rise of the 1991.
impinge upon Chinese Mestizos
Philippine history in and inquilinos
general and on the Agoncillo, Teodoro (History of the Philippines)
political dynamics of Political A History of the Philippines by Samuel K. Tan
Rizal’s time. Liberalism José Rizal: Life, Works, and Writings of a
5. Analyze the existence Genius, Writer, Scientist, and National Hero by
of the Propaganda Gregorio F. Zaide, Sonia M. Zaide
movement and the La 11 Social Evils
Solidaridad, and what

10
 its stand for.
1. Trace the factors that Philippine History (Expanded and Updated Class Activity: Create a graphic
led to the rise of Factors that led Edition) by Teodoro A. Agoncillo and Fe B. Read “Ang organizer tracing the
nationalism. to the rise of Mangahas Pnagmulan ng development of Filipino
2. Discuss the factors Filipino History of the Filipino People by Teodoro Salitang Bayani” ni Nationalism
that led to the rise of Nationalism Agoncillo and Milagros Guerrero Ricardo Nolasco
nationalism. (2001) Writing Exercise:
3. Construct their own 1. Opening of Create a position paper
definition of international trade Lecture: Criteria for answer the question:
nationalism based on 2. Rise of the national heroes as “Is Nationalism still alive
the readings given to middle class determined by the in the Filipinos at
them. 3. Influx of National Heroes present?”
Liberal Ideas Comiitte created by
4. Secularization the Executive Order
Movement No. 75, 1993.
5. Liberal Minded
Governor General Question- Posing
Carlos Ma. De la Lecture on the
Torre Factors that led to
6. Cavite Mutiny the rise of Filipino
7. Execution of Nationalism
GOMBURZA

13 6. Trace the origin of Rizal’s Life: Coates, Austin. Rizal: Filipino Nationalist and Lecture: Rizal’s Students will write a
Rizal’s family. Family, Martyr. Hong Kong: Oxford University Press. Genealogy, biographical
7. Analyze Rizal’s Education and Lungsod Quezon: Malaya Books, 1969; o salin Childhood, sketch/essay. A
family background Life Abroad sa Filipino ni Nilo Ocampo. Rizal: Makabayan Education comparison between the
and how it affected at Martir. Lungsod Quezon: University of the similarities of the
his agenda of A.Genealogy and Philippines Press, 2007. Class Activity: student’s early childhood
reformation or Childhood of Jose Read Rizal’s and Rizal has then to be
revolution. Rizal Rizal, Jose. “Memoirs of a Student in Manila,” “Memoirs of a analyzed.
8. Construct the Seksiyong Apendiks ng Jose Rizal: Life, Works Student in Manila,”

11
 narratives of Rizal’s B.Early Education and Writings ni Gregorio Zaide. Chapter 1
younger years. in Binan, Manila,
9. Evaluate the people and Ateneo and Schumacher, John. The Propaganda Movement, Class Activity:
and events and their Higher Education 1880-1885: The Creation of a Filipino 1. Create a family
influence on Rizal’s in UST and Consciousness, The Making of a Revolution. tree of Jose Rizal.
early life Madrid Lungsod Quezon: Ateneo de Manila University 2. Creat a timeline
10. Explain the principle Press, 1997. of Rizal’s childhood
of assimilation C.Rizal and the and early education.
advocated by the Propaganda
Propaganda Movement Lecture: Rizal’s
Movement education at Ateneo
11. Appraise Rizal’s D.Start of the Municipal and at
relationship with Noli Me Tangere the University of
other propagandist Santo Tomas and
and disavowal of Rizal’s life abroad
assimilation
12. Construct narratives Class Activity:
of the struggles of 1. Read Rizal’s
Rizal when he started Brindis speech.
writing Noli Me
Tangere 2. Read the first
issue of La
Solidaridad and
analyze the content
of the issue.
14 13. Analyze the relation Rizal’s Life: Coates, Austin. Rizal: Filipino Nationalist and Lecture: Riza;’s last Graphic Organizer for
and influence of Rizal Exile, Trial and Martyr. Hong Kong: Oxford University Press, years covering his the activity on La Liga
to the La Liga Death Lungsod Quezon: Malaya Books, 1969. exile, trial and death Filipina
Filipina
14. Construct narratives La Liga Filipina Ileto, Reynaldo. “Rizal and the Underside of Class Activity:
on Rizal’s life during Philippine History” nása Filipinos and Their 1. Read the Writing Exercise:
his exile. Exile in Dapitan Revolution: Event, Discourse and Constitution of La Answer the question
15. Evaluate the Historiography. Lungsod Quezon: Ateneo de Liga FIlipina and “What was the

12
 historical events that Correspondence Manila University Press, 1998, pp. 29-78. fill out a table with significant contribution
eventually led to the of Rizal to the aims of the of Rizal to the people of
martyrdom of Rizal Blumentritt, Petisyon ni Teodora Alonzo kay Camilo fraternity in one Dapitan?
16. Create possible Family Polavieja, Manila, 28 Disyembre 1896. column and
criticism on whether examples of how
Rizal retracted on his The Trial and these aims could be
trials and last Last Moments of attained in another
moments of his life. Rizal column.
17. Analyze the effects 2. Read Rizal’s
and influence of the The Martyrdom letter to family and
martyrdom of Rizal to of Jose Rizal Blumentritt
the cause of the
revolutionaries. 3. Class debate on
the topic: “ Did
Rizal retract?”
4. Film Viewing:
Rizal sa Dapitan by
Tikoy Aguiluz or
Jose Rizal (GMA)
by Marilou Diaz
Abaya
15 18. Identify the Noli Me Tangere Constantino, Renato. “Our task: to make Rizal Lecture on Rizal’s Analysis Paper:
symbolism of each obsolete” nása This Week, Manila Chronicle (14 representation of Analyze the themes and
characters of the Noli The Characters of Hunyo 1959) the conditions and ideas expressed by Rizal
Me Tangere and their Noli Me Tangere problems of in the Noli.
pertaining and their Daroy, Petronilo. Rizal contrary essays. Philippine society
equivalence to the symbolism Lungsod Quezon: Guro Books, 1968. in the 19th century Reflection paper about
real life of Rizal Almario, Virgilio. Si Rizal: Nobelista. Lungsod through the novel selected chapters
19. Analyze the real Analysis on the Quezon: University of the Philippines Press, discussing the role of the
status quo of the Chapters of Noli 2008 Class Activity: youth in society.
Philippines during Me Tangere Rizal, Jose. Noli me tangere. Salin ni Virgilio S. Reading of Chapter
Rizal’s time through Almario o Soledad Maximo Locsin. summary of Noli
the hidden Me Tangere

13
 connotations of each Anderson, Benedict. Why Counting Counts: A
chapter of the novel. Study of Forms of Consciousness and Problems 1. Think-Share:
20. Analyze the relevance of Language in Noli me tangere and El Each student has to
of Noli Me Tangere filibusterismo. Lungsod Quezon: Ateneo de pick a character
in today’s social Manila University Press, 2008 from the novel and
issues of the country. analyze the
21. Appreciate Caroline S. Hau, “Introduksiyon,” nása symbolism that the
literature’s part in Necessary Fictions: Philippine Literature and character entails
nationbuilding and the Nation, 1946-1980. Lungsod Quezon: and share the idea
nationalism. Ateneo de Manila University Press, 2000. for the whole class
to agree or disagree
on.
2. Write an essay
with an aim of
answer the
following question:
(a) What is
freedom? (b) How
is the lack of
freedom portrayed
in the novel?
(c)How is the
situation in the
novel different from
today? (d) What are
the anti-modern
aspects of colonial
society portrayed in
the novel? (e) Why
can modernity be
considered as the
central problem of
Rizal’s novel?

14
16 22. Identify the El Filibusterismo Daroy, Petronilo. Rizal contrary essays. Lecture on the Graphic Organizer:
symbolism of each Lungsod Quezon: Guro Books, 1968. background and Compare and contrast
added characters of The added publication of the and show continuities
the El Filibusterismo characters of El Almario, Virgilio. Si Rizal: Nobelista. Lungsod El Filibusterismo and or changes in (a)
and their pertaining Filibusterismo Quezon: UP Press, 2008 Rizal’s ideas expressed
equivalence to the and their Lecture on the in the Noli and El Fili.
real life of Rizal symbolism Anderson, Benedict. Why Counting Counts: A changes of major (b) the changes of the
23. Analyze the changes Study of Forms and Consciousness and themes, plot, symbolism of the
of the symbolism of Analysis on the Problems of Language in Noli Me Tangere and characters, ande characters from Noli Me
the characters of Noli Chapters of El El Filibusterismo. Lungsoq Quezon: Ateneo de ideas in the novel. Tangere and El
Me Tangere in Filibusterismo Manila University Press, 2008 Filibusterismo
transitioning to the El Class Activity:
Filibusterismo The relevance of Reyes, Miguel Paolo. “El Filibusterismo and Read the dedication Reflection paper about
24. Analyze the real El Filibusterismo Jose Rizal as „Science Fictionist‟” nása to Gomburza. selected chapters
status quo of the in Rizal’s time Humanities Diliman, Vol. 10. Blg. 2 (2013). discussing the role of the
Philippines during and today Class Activity: youth in society.
Rizal’s time through http://journals.upd.edu.ph/index.ph/humanitiesdi Group discussion
the hidden liman/article/view/4168/3774 on the difference of
connotations of each Rizal, Jose. El filibusterismo. Salin ni Virgilio Noli and El Fili.
chapter of the novel. S. Almario o ni Soledad Maximo Locsin
25. Analyze the relevance
of Noli Me Tangere
in today’s social
issues of the country.
26. Appreciate
literature’s part in
nationbuilding and
nationalism.
27. Appreciate the crucial
role of the youth in
nation and future
building.

15
17 28. Analyze the meaning Essays, Letter Blumentritt, Ferdinand. Prologo sa kopya ng Group discussion and
of religiousness for and Other anotasyon ni Rizal sa Sucesos de las Islas Lecture on Rizal’s oral presentation on
Rizal in his Letter to Publications of Filipinas ni Antonio Morga (Manila: National View of Philippines Rizal’s historiography
the Young Women of Rizal Centennial Commission, 1962) History and
Malolos. Historiography Compare and Contrast
29. Trace the conclusive Letter to the Ocampo, Ambeth. “Rizal‟s Morga and views of Rizal and Morga’s view
ideas of Rizal for the Young Women of Philippine History” nása Philippine Studies Vol Class Activity: of Filipino Culture
future of the country Malolos 46. Blg. 2 (1998). Read introduction
in the Philippines: A http://www.philippinestudies.net/ojs/index.php/ and last chapter of Essay writing: Write a
Century Hence. Annotation of ps/article/viewFile/662/663 Rizal’s Annotation response to Jose Rizal
30. Discriminate the Antonio Morga’s of Morga’s Sucesos with the students
difference between Sucesos de las Salazar, Zeus. “A Legacy of the Propaganda: de las Islas Filipinas situating themselves a
Filipino and Spanish Islas Filipinas The Tripatite View of Philippine History” nása century after Rizal’s time
perspective in Atoy Navarro at Flordeliza Lagbao-Bolante, Class Activity:
viewing the lifestyle, The Philippines; mga ed. Mga Babasahin sa Agham Panlipunang Read “ A Legacy of And or
culture, tradition and A Century Hence Pilipino: Sikolohiyang Pilipino, Pilipinolohiya, the Propaganda:
history of the at Pantayong Pananaw. Lungsod Quezon: C&E The Tripartite View Give a speech that will
Philippines in Rizal’s Publishing, 2007. of Philippines serve as response to
The Indolence of The Indolence of Histroy” by Zeus Rizal’s The Philippines;
Filipino People Filipino People http://www.bagongkasaysayan.org/downloadabl Salazar A Century Hence
31. Appreciate e/zeus_005.pdf
literature’s part as Other works and Lecture on “The
instruments of publications or Rizal, Jose. Historical events of the Philippines Philippines a
showcasing culture, Rizal and its Islands by Dr. Antonio de Morga, published in Century Hence”
tradition and political relevance Mexico in 1609, recently brought to light and
ideologies. annotated by Jose Rizal, preceded by a prologue Clss Acitivity:
by. Dr. Ferdinand Blumentritt. Manila: Jose Group discussion
Rizal National Centennial Commission, 1962) on Rizal’s essay and
arguments he
presented
18 1. Identify the Universal Key Peace
Declaration of Human Rights Education Lecture on
Themes https://web/Peace_Education_ebook_2010.pdf Upholding Human Written Exercise:

16
2. Appreciate the value Dignity Answer the question “
upholding human dignity. Upholding How are going to uphold
Human Dignity Class Activity: human dignity?”
3. Scrutinize different types Read UDHR,
of prejudice. Challenging CEDAW, and CRC
Prejudice and Read “The Story of Rosa
4. Formulate creative and Building Group Dicussion: Parks” and answer the
ethical solutions to the Tolerance Think- Share following question after
problems of prejudice and 1.Is there any right reading.
discrimination. Promoting Non- deprive to you? 1. What would you have
Violence 2. How do you feel? done if you were Rosa
5. Examine the different 3. Who was Parks? If you were the
principles of non-violence. responsible for its white passenger?
denial?
6. Create a nonviolent Create a nonviolent
campaign material against Lecture on campaign material
war. Challenging against war.
Prejudice and
Building Tolerance

Group Activity:
1. Each group must
formulate a creative
and ethical
solutions to the
problems of
prejudice and
discrimination.

Lecture on
Promoting Non-
Violence

17
 Class Activity:
1. Research about a
person who is
nonviolent advocate
and present in the
class his/her
principles and
advocacies.

Classroom Policies:
1. Students are expected to cooperate with routine classroom procedures. Creating chaos inside the classroom should be avoided.
2. Courtesy requires the student to secure the teacher’s permission to leave the classroom when necessary.
3. Students under the influence of drugs and/or liquor are strictly prohibited from entering the classroom/campus.
4. Use of cell phones during classes is strictly prohibited.
5. PE uniforms should be worn only during PE classes.

Policy on Absences:
1. Every student is required to be in actual attendance from the first day of classes. Classes missed because of late enrollment are considered absences.
2. A student is considered “late” if he is not in the classroom when attendance is checked. Three (3) instances of tardiness are regarded as one (1) absence.
3. A student is considered “absent” if he/she arrives fifteen (15) minutes after the bell rings.
4. A student should secure an admission slip for three (3) absences from the College Deans.
5. Absence due to sickness or accidents, if a student is sick during class days, he/she will ask a slip from the University Clinic.
6. Excused absences do not absolve the students from doing the work covered by the class during his absences.
7. Any student who without the permission of the instructor leaves the classroom when the class is going on shall be marked absent.
8. Any student is liable to failure or disqualification in any subject he is taking when he has incurred:
a. Seven (7) unexcused absences for TTh and Ten (10) for MWF.

18
Grading System:
Quizzes 20%
Exercises 40%
Class participation 10%
Compilation 5%
Exam 25%
100%

RUBRICS:

Oral Presentation

Indicators Excellent Very Good Good Fair Poor Total

5 4 3 2 1

1. Mastery & Provides concepts that Provides concepts that Provides concepts that Provide concepts that the No correct concept is
Organization are excellently are well organized, are not clear that the class can not quite provided and the class never
of the organized, logical and logical and in class has difficulty in understand. understands.
presentation follows a sequence that sequence that the class following and
the class can very well can follow. understanding.
follow and understand.

19
2. Application All concepts mentioned Is not able to relate Is not able to relate three Is not able to relate five Failed to relate the concepts
of the concepts are related to the one or two concepts to or four concepts to the or six concepts to the to present situation
to the present present situation the present situation present situation present situation
situation

3. Value Integrates at least 5 Integrates 4 values Integrates 3 values Integrates 2 values Integrates only 1 value
integration values

4. Ability to Is able to answer all Is at ease with Is able to answer all Is able to answer only Can not answer questions
answer question asked by the expected answers to questions but failed to rudimentary/basic asked about the
questions class with full all questions but with elaborate and explain. questions and subject/report.
elaboration and minimal explanation uncomfortable with
explanation. and elaboration. information.

Reaction Paper/Analysis Paper

Poor Fair Good Excellent

 
1 2 3 4

Content & Development - Content is incomplete.

(x3) - Major points are not clear and /or - Content is not - Content is accurate and - Content is comprehensive,
persuasive.Questions were not adequately comprehensive and /or persuasive. accurate, and persuasive.
answered. persuasive. - Major points are stated. - Major points are stated clearly
- Major points are - Responses are adequate and are well supported.
addressed, but not well and address assignment. - Responses are excellent,
supported. - Content and purpose of timely and address assignment

20
 - Responses are the writing are clear. including course concepts.
inadequate or do not - Content and purpose of the
address assignment. writing are clear.
- Content is inconsistent
with regard to purpose
and clarity of thought.

Organization & Structure

- Organization and structure detract from - Structure of the paper is - Structure is mostly clear -Structure of the paper is clear
the message of the writer. not easy to follow. and easy to follow. and easy to follow.
- Paragraphs are disjointed and lack - Paragraph transitions - Paragraph transitions are - Paragraph transitions are
transition of thoughts. need improvement. present. logical and maintain the flow of
- Conclusion is missing, - Conclusion is logical. thought throughout the paper.
or if provided, does not - Conclusion is logical and
flow from the body of the flows from the body of the
paper. paper.

Format
- Paper lacks many elements of correct - Paper follows most - Paper follows - Paper follows all designated
formatting. guidelines. designated guidelines. guidelines.
- Paper is inadequate/excessive in length. - Paper is over/ under - Paper is the appropriate - Paper is the appropriate length
-Paper is not double spaced word length. length as described for the as described for the assignment.
assignment. -Format enhances readability of
-Format is good. paper.

Grammar, Punctuation & - Rules of grammar, usage, and

Spelling - Paper contains numerous grammatical, - Paper contains few - Rules of grammar, punctuation are followed;
punctuation, and spelling errors. grammatical, punctuation usage, and punctuation spelling is correct.
- Language uses jargon or conversational and spelling errors. are followed with minor - Language is clear and precise;
tone. - Language lacks clarity errors. sentences display consistently

21
 or includes the use of Spelling is correct. strong, varied structure.
some jargon or
conversational tone.

Consultation Hours:
Days Time Venue/Room
Monday/Wednesday/Friday 9:00 – 10:00 am | 3:00-5:00 PM Department of Social Sciences

Prepared by: Approved by: Noted by:

MERIAM L. MAMA MR. JOEMARI GAPOL, MIH MR. BENJAMIN LABASTIN

Faculty Member Chairperson Dean

I have read the course syllabus and I understand that I have to comply with the requirements of the course and the expectations
from me as a student of Intro to Sociology and Anthropology during the Second Semester of SY 2015-2016. I am fully aware of the
consequences of non-compliance with the above mentioned requirements and expectations.

_____________________________________________
Printed name and signature of student

Date

22