GE MSRIZAL Syllabus

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
COURSE SYLLABUS
CS No.GE RIZAL-1S-2020-2021
COLLEGE OF ARTS AND SCIENCES

General Education Subject
OUTCOME-BASED SYLLABUS in
GE RIZAL
2nd Semester, SY 2020-2021
Course Number: GE RIZAL Course Credit: 3 units

Course Title: Life and Works of Rizal Weekly Contact Hours: 3 hours
Prerequisite: NONE
UNIVERSITY VISION
A premier university in a global community
UNIVERSITY MISSION
To develop an empowered, productive, and morally upright citizenry through high quality,
innovative, and relevant instruction, research, extension, and entrepreneurship programs
adhering to international standards.
.
GOAL: ADVANCED EDUCATION AND HIGHER EDUCATION
To adapt and address itself as a functional learning center for innovative programs as a model institution
and enabling its graduates to be empowered and globally competitive through the provision of
undergraduate & graduate education which meet international standards of quality & excellence
CORE VALUES
A – Academic Excellence – Delivery of high quality, innovative, and relevant instruction and
acquisition of globally competitive skills.
C – Cultural Diversity – Equitable access to education for students/clients of diverse ethnic

identities and sustained commitment to nourish indigenous cultures.
T – Technological Advancement – Continuing innovations for enhancing resource utilization and

management towards improved and harmonious living conditions.
S – Social Responsibility – Initiatives and priorities in contributing global expertise to create

positive impact on the University’s service areas to attain the highest
standards of organizational citizenship.
I. Course Description:
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 the El Filibusterismo, some of his essays and various
correspondences.
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Property of the NVSU College of Arts and Sciences. Not to be reproduced or shared without written permission from the Dean.
NVSU-FR-ICD-02 (080519)
COURSE SYLLABUS
II. General Education Learning Outcomes:

(GELO) GE RIZAL students will have the ability to:
GELO 1. Analyze “Texts” (Written, visual, oral, etc.) critically.
GELO 2. Demonstrate proficient and effective communication (writing, speaking, and use of
new technologies)
GELO 3. Use basic concepts across the domains of knowledge
GELO 4. Demonstrate critical, analytical, and creative thinking
GELO 5. Apply different analytical models in problem solving
GELO 6. Appreciate the complexity of the human condition
GELO 7. Interpret the human experience from various perspectives
GELO 8. Examine the contemporary world from both Philippine and global perspective
GELO 9. Takes responsibility for knowing and being Filipino
GELO 10. Reflect critically on shared concerns
GELO 11. Generate innovative practices and solutions guided by ethical standards
GELO 12. Make decisions based on moral norms and imperatives
GELO 13. Appreciate various arts forms
GELO 14. Advocate respect for human rights
GELO 15. Contribute personally and meaningfully to the country’s development
GELO 16. Work effectively in a group
GELO 17. Apply computing tools to process information effectively
GELO 18. Use current technology to assist and facilitate learning and research
GELO 19. Negotiate the world of technology responsibility
GELO 20. Create solutions to problems in various fields
GELO 21. Manage one’s knowledge, skills, and values for responsible and productive living
GELO 22. Organize one’s self for lifelong learning.
III. Course Outcomes:
CO 1. Discuss Jose Rizal’s life within the context of 19th century Philippines.
CO 2. Analyze Rizal’s various works particularly the novels Noli Me Tangere and El
Filibusterismo.
CO 3. Organize Rizal’s ideas into various themes.
CO 4. Demonstrate a critical reading of primary sources.
CO 5. Interpret the values that can be derived from studying Rizal’s life and works.
CO 6. Display an appreciation for education and love of country.
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IV. Curriculum Map
A. Alignment of Course Outcomes with Program Outcomes.
General Education Learning Outcomes (GELO)

Course Outcomes (CO)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
CO1 Discuss Jose Rizal’s life within the context / / / / / / / / / / / / / /

of 19th century Philippines.
CO2 Analyze Rizal’s various works particularly / / / / / / / / / / / / / / /
the novels Noli Me Tangere and El
Filibusterismo.
CO3 Organize Rizal’s ideas into various themes. / / / / / / / / / / / / / / / / / /
CO4 Demonstrate a critical reading of primary / / / / / / / / / / / /
sources.
CO5 Interpret the values that can be derived from / / / / / / / / / / / / / / / / /
studying Rizal’s life and works.
CO6 Display an appreciation for education and / / / / / / / / / / / / / / / / /
love of country.
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Property of the NVSU College of Arts and Sciences Not to be reproduced or shared without written permission from the Dean.
NVSU-FR-ICD-02 (080519)
COURSE SYLLABUS
B. Alignment of Course Content with Course Outcomes (CO)
Course Outcomes (CO)
Course Content
CO1 CO2 CO3 CO4 CO5 CO 6
VMGO’s
I. INTRODUCTION TO THE COURSE L L L
R. A 1425 L P LP
19TH Century Philippines as Rizal’s Context LP O L P
II. Rizal’s Life
Family, childhood, and early education LO LP LO
Higher education and life abroad L O LP L L O
Exile, trial, and death L LP L L P
III. Annotations
Antonio Moraga’s Sucesos de las Islas Filipinas O P L PO LP
IV. NOVELS
Noli Me Tangere L L P
El Filibusterismo LP O L P LO
V. THE PHILIPPINES: A CENTURY HENCE
Letters to the women of Malolos L P L
The Indolence of the Filipino’s L P
VI. JOSE RIZAL AND THE PHILIPPINES NATIONALISM
Bayani and Kabayanihan LP L O P
National Symbols LP P L LO P O
Legend:
L – Learned outcomes (knowledge, skills, values) / outcomes achieved in the subject
P – Practiced the learned outcomes (knowledge, skills, values)
O – Opportunity to learn and practice (opportunity to learn and practice knowledge, skills, values but not taught formally)
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V. Course Outline and Timeframe
Timeframe Course Content/Subject Matter

Week 1 VMGO
Week 2 Introduction to the Course: RA 1425 and Rizal and the Theory of Nationalism
Week 3 19th Century Philippines as Rizal’s Context
Week 4 Rizal’s Life: Family, childhood, and early education
Week 5-6 Rizal’s Life: Higher education and life abroad
Week 7 Rizal’s Life: Exile, trial, and death
Week 8 Annotations on Antonio Morga’s on Sucesos de las Islas Filipinas
Week 9 MIDTERM EXAMINATION
Week 10-11 Novel: Noli Me Tangere

Week 12-13 Novel: El Filibusterismo
Week 14-15 The Philippines a Century Hence

Letters to the Women of Malolos
The Indolence of the Filipino’s
Week 16-17 Nationalism: Bayani and Kabayanihan
National Symbols
Week 18 FINAL EXAMINATION
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VI. Learning Plan
Desired Course Content/ Teaching and Learning Activities Assessment Values Time
Learning Outcome Subject Matter Teaching Learning Assessment Assessment Developed Frame
Activities Activities Tasks Tools
The students will be able to: Week 1
Orientation online Logo making Design your own Scoring Obedience
1. Point out the salient points 1. Vision, mission, goals and discussion logo base from the rubrics to the
of NVSU VGMO objectives and core values of aphorism of Rizal. school rules
the university.
2. Grading System and
“man’s heritage is regulations
2. Recite the NVSU VGMO 3. School Policies the vast world”
4. Course Outline including
5. Course Requirements the values
of a true
NVSUan
1. Explain the history of the Introduction to the course online Class activity: “Think- Compare and Appreciate Week 2
Rizal law and its important discussion: Share” Opening contrast the views of Scoring the Reading
provisions. Historical question will be those in favor and rubrics Habit
2. Critically assess the background and posted by the against RA 1425
effectiveness of the Rizal context of R.A teacher. Think of a considering the
course. Republic Act 1425 1425: Why study recent novel or a context of the 1950’s
the Life and story that you’ve red, similar arguments Output
Works of Rizal how did you learn would still have presentation
from that story? forced today?
Apply this experience
to Rizal’s writings. Or reflect on your
How would reading secondary
Rizal’s novels impart education: Did your
patriotism? Reflect school comply with
individually then RA 1425? How
present results effective is the Rizal
individually. Law in instilling
patriotism among
secondary school
students?
COURSE SYLLABUS
1. Appraise the link between The Philippines in the 19th Online lecture: Film viewing of Pop Quiz: Table Scoring Appreciation Week 3
the individual and society Century: Economic, Social, Summary of “Ganito Kami Noon, mapping the rubrics of other
2. Analyze the various and Political. Spanish Paano Kayo changes in the people’s
social, political, economic, Subtopic: Seeing the life of Colonization of Ngayon? nineteenth century effort
and cultural changes that an individual in the society the Philippines Directed by Eddie Philippines,
occurred in the nineteenth and society in the life of an as a background Romero (1976) categorizing
century. individual Political, social,
3. Understand and economic, and
appreciate Jose Rizal in the The nineteenth cultural changes.
context of his time. century as a
century of Reflection paper
change about the film. Guide
questions: 1.
Describe the 19th
century Philippines
as represented in
the film. 2. Based on
your readings and
class discussion,
what can you say
about the film’s
representation of the
19th century? 3.
What is the main
question that the film
seeks to answer? 4.
What is your own
reflection based on
the film and your
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COURSE SYLLABUS
own understanding?
1. Analyze Rizal’s family, Rizal’s life, family, childhood, Online Read Rizal’s Students are Scoring Awareness Week 4
childhood, and early and early education. discussion on “memoirs of student required to write a rubrics Sensitivity
education. Rizal’s life, in Manila”, chapter 1 short biographical
2. Evaluate the people, family, essay that compares
events, and their influence childhood, and Create a timeline of the student early
on Rizal’s early life. early education. Rizal’s childhood and childhood to Rizal’s
early education. own.
1. Explain the principle of Rizal’s Life: higher education Online lecture on Read Jose Rizal’s Written document Scoring Cooperation Week 5
assimilation advocated by and life abroad Rizal at Ateneo Brindis Speech analysis worksheet rubrics ,
the propaganda movement. and Rizal’s life Teamwork,
2. Appraise Rizal’s abroad Read first issue of La Resourceful
relationship with other Solidaridad and -ness
propagandists. analyze the aims
3. Analyzed Rizal’s growth stated therein:
as a propagandist and answer written
disavowal of assimilation document analysis
worksheets
1. Analyze factors that led to Rizal’s life: Exile, Trial and Online Read the constitution Graphic organizer Scoring Awareness Week 6-7
Rizal’s execution. Death discussion on of La Liga Filipina for activity of La Liga rubrics Sensitivity
Rizal’s last and fill-out a table Filipina
2. Analyze the effects of year’s covering (graphic org) with the Appreciation
Rizal’s execution on Spanish his exile, trial aims of La Liga Reflection paper of other
Colonial rule and the until his death. Filipina in one about the film. Guide people’s
Philippine revolution. column and questions; 1. Output effort
examples of how describe the life of presentation
these aims be Rizal represented in
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COURSE SYLLABUS
attained in another the film. 2. Based on
column. your readings and
class discussions,
Read Rizal’s last what can you say
letters to family about the film
members and representation of
Blumentritt Jose Rizal? 3. What
is the main question
Raed Teodora that the film seeks to
Alonso’s letter to answer? 4. What is
Gob. Hen Polavieja your own reflection
and write a similar based on the film
letter persuading him and your
to spare Rizal’s life understanding?
Film viewing GMA 7

films, directed by
Marilou Diaz Abaya
or Rizal sa Dapitan,
directed by Tikoy
Aguiluz
1. Analyze Rizal’s ideas on Annotations on Antonio Discussion on Read the introduction Video (oral Scoring Social Week 8
how to rewrite Philippine Morga’s sucesos de las Islas Rizal view of and last chapter of presentation) on rubrics awareness
history Filipinas history and Rizal’s annotation of Rizal’s
historiography Antonio Morga’s historiography
2. Compare and contrast
Rizal’s and Morga’s different Read a legacy of
views about Filipino’s and Propaganda: the
Philippine culture “Tripartite view of the
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COURSE SYLLABUS
Philippine History” by
Zeus Salazar
Make a table
comparing Rizal and
Morga’s views on
Filipino culture
MIDTERM EXAMINATION Week 9
1. Appraise important Noli Me Tangere Lecture on Through a graphic Write an essay with Scoring Social Week 10-11
characters in the novel and Rizal’s organizer, Compare the aim of answering Rubrics awareness
what they represent representation of and contrast women addressing the
the conditions in the 19th century questions: 1. What Appreciate
2. Examine the present and problems of and in the present. are the anti-modern reading
Philippine situation through Philippine aspects of colonial habbit
the examples mentioned in society in the Write an essay with society portrayed in Percentage
the Noli nineteenth the aim of answering Noli Me Tangere? 2. score
century through the following: What is Why can modernity
the Noli Me freedom? How is the considered as the
Tangere lack of freedom central problem of
portrayed in the Rizal’s novel? (for
novel? How is the reference, see
situation of the novel introduction in
different from today? Caroline Hau 2000
reference)
Draw the family tree
of Crisostomo Ibarra
and discuss with the
ff guidelines: what
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COURSE SYLLABUS
were the changes
from one generation
to the next? What do
these changes
suggest about the
creoles in the
Philippines.
1. Compare and contrast the El Filibusterismo Online lecture on Read the dedication Graphic organizer: Scoring Dedication Week 12-13
characters, plot, and theme background of to GOMBURZA Compare and Rubrics to work and
of the Noli and El Fili publication of the contrast, and show Self-
El Filibusterismo Group discussion on continuities and/or reflection
2. Value the role of the youth the differences of changes in Rizal’s
in the development and Lecture on the Noli and ideas expressed in
future of the society. major themes, Elfilibusterismo the Noli and Elfili
plot, characters,
and ideas in the Reflection paper
novel. about selected
chapters discussing
the role of youth in
society (e.g., Ch.24
and Ch. 39)
Assess Rizal’s writings The Philippines: A Century Online lecture on Class activity on Essay writing: Write Scoring Week 14
Hence “The Philippines Rizal’s essay a response to Jose Rubrics
1. Appraise the value of a Century and the arguments Rizal with the
understanding the past Other possible topics: Letter Hence” he presented students situating
to the Women of Malolos/ themselves a
2. Frame arguments based On the Indolence of the Creative
century after Rizal’s
on evidence Filipinos presentation
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COURSE SYLLABUS
time
Alternative: Give a
speech that will
serve as a response
to Rizal
1. Interpret view and Jose Rizal and Philippine Discussion on Read select Essay writing: Write Recitation Open Week 15
opinions about Bayani and Nationalism-Bayani and the changing Philippine Epics a response to Jose Log mindedness
Kabayanihan in the context Kabayanihan forms and Rizal with the
of Philippine history and definitions of Read Ricardo students situating
society Bayani and Nolasco “Ang themselves a
Kabayanihan Pinagmulan ng century after Rizal’s Scoring
2. Assess the concepts of from precolonial Salitang Bayani” time. Rubrics
Bayani and Kabayanihan in Philippines to (2001)
the context of Philippines present Alternative: Give a
society. Each will choose speech that will
their own bayani serve as a response
according to their to Rizal
standards and
present it to the class
1. Examine the values Jose Rizal Philippines Discussion for Create a cluster
Present a photo Creative Volunteeris Week 16-17
highlighted by the various Nationalism- National criteria for diagram on the
exhibit of different presentation m
representations of Rizal as a Symbol heroes as values highlighted by Rizal monuments in Scoring dedication,
national symbol. determined by Rizal’s life the Philippines and Rubrics and
the National abroad. Write a Cooperation
2. Advocate the values Heroes Optional: Online short description
Rizal’s life encapsulates Committee educational trip about their Valuing love
created by (possible places to background and for country
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COURSE SYLLABUS
Executive Order research: Rizal’s interpretations on
No. 75, 1993. shrine, Calamba; Fort their imagery and
Santiago, Dapitan representations.
Shrine)
Speech about a
particular value
Rizal advocated.
Students will choose
a key issue (heroism
and the notion of
sacrifice; literature
and national
consciousness;
ethics and concepts
of leadership,
ethnicity and
national belonging)
to be tackled in an
integrating project
assigned by the
teacher (e.g., a
newspaper; an
audio-visual project;
composition of lyrics
with musical
arrangement; or a
painting/mural)
SECOND LONG EXAMINATION Week 18
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VII. Course Requirements and Grading System
Requirements Points Weight

(%)
Mid Term 40
Mid-Term Examination 100 40
Class Standing 60
 Recitation/Class Participation and Quizzes 10
 Assignments 20
 Group Outputs/Project 30
Final Term 60
Final Examination 100 40
Class Standing 60
 Recitation/Class Participation and Quizzes 10
 Assignment 20
 Group Outputs/Project 30
Grading System: Cumulative

Final Grade = Mid Term Grade (40%) + Final Term Grade (60%)
Grade
Raw Score Descriptive Equivalent
Equivalent
60%
100 1.00 Outstanding
95 – 99 1.25 Outstanding
90 – 94 1.50 Very Satisfactory
75 – 79 2.25 Satisfactory
60 – 64 3.00 Fair
55 – 59 4.00 Conditional
Below 55 5.00 Failed
INC Incomplete
DRP Officially Dropped without Credit
UD Unofficially Dropped with a grade of 5.00
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VIII. References
A) Book/Printed Resources
Almario, V. (2008). Si Rizal: Nobelista. Quezon City: University of the Philippines Press.
Coates, A. (2007). Rizal: Filipino Nationalist and Martyr. Hongkong: Oxford University Press.
Constantino, R. Jr. (1982). The Making of a Filipino: A Story of Philippine Colonial Politics. pp.244-247
Gregorio, Z. (2007). Jose Rizal: Life, Works, and Writings. Quezon City: University of the Philippines
Laurel, J. B Jr. (1960). The Trials of the Rizal Bill: Historical Bulletin. vol. 4 no. 2:130-139
Hau. C. (2000). “Introduction” In Necessary Fictions: Philippine Literature and the Nation. Quezon City:
Ateneo de Manila University Press. pp. 1-14.
Ileto, R. (1998). “Rizal and the Underside of the Philippines” In Filipinos and their Revolution: Event,
Discourse and Histography. Quezon City: Ateneo de Manila University Press. pp. 29-78
Nelson, G. L. (2006). Mga Pananaw Hinggil sa Ugnayan ng Talambuhay at Lipunan. Los Banos: UPLB
Sentro ng Wikang Filipino
Ocampo, A. (1998). Rizal’s Morga and Views of Philippine History in Philippine Studies. Vol 46 no. 2
Salazar, Z. (2007). A Legacy of the Propaganda: The Tripartite View of Philippine History. Quezon City:
C&E Publishing.
Schumacher, J. (2011). The Rizal Bill of 1956: Horacio de la Costa and the bishops. Philippine Studies
59 no. 4: 529-553.
Wright C. M. (n.d.) “The Promise” The Sociological Imagination. Oxford: Oxford University Press, 1959.
B). e-Resources
Ocampo, A. (1998). Rizal’s Morga and Views of Philippine History in Philippine Studies. Vol 46 no. 2
Retrieved from http://www.philippinestudies.net/ojs/index.php/ps/article/viewFile/662/663
Wright C. M. (1959) “The Promise” The Sociological Imagination. Oxford: Oxford University Pres.
http://legacy.Iclark.edu/~goldman/socimagination.html
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Prepared by/revised by/adopted by:
ALEXIS AMOR PADILLA

Faculty Member
Reviewed by:
LORNA L. OLIGO
Department Chair, Social Science and Humanities
Recommending Approval:
FILEMON A. PAMITTAN CRISTINA A. SALVOSA, DPA

Dean Campus
Administrator
Approved:
JOCELYN P. CABRERA, Ph.D.

Vice President for Academic Affairs
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NVSU-FR-ICD-02 (080519)

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

COLLEGE OF ARTS AND SCIENCES

Course Number: GE RIZAL Course Credit: 3 units

C – Cultural Diversity – Equitable access to education for students/clients of diverse ethnic

T – Technological Advancement – Continuing innovations for enhancing resource utilization and

S – Social Responsibility – Initiatives and priorities in contributing global expertise to create

II. General Education Learning Outcomes:

GELO 1. Analyze “Texts” (Written, visual, oral, etc.) critically.

III. Course Outcomes:

IV. Curriculum Map

A. Alignment of Course Outcomes with Program Outcomes.

General Education Learning Outcomes (GELO)

CO1 Discuss Jose Rizal’s life within the context / / / / / / / / / / / / / /

V. Course Outline and Timeframe

Timeframe Course Content/Subject Matter

Week 10-11 Novel: Noli Me Tangere

Week 14-15 The Philippines a Century Hence

Film viewing GMA 7

MIDTERM EXAMINATION Week 9

SECOND LONG EXAMINATION Week 18

Requirements Points Weight

Grading System: Cumulative

Ateneo de Manila University Press. pp. 1-14.

Sentro ng Wikang Filipino

Prepared by/revised by/adopted by:

ALEXIS AMOR PADILLA

FILEMON A. PAMITTAN CRISTINA A. SALVOSA, DPA

JOCELYN P. CABRERA, Ph.D.

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