Mary the Queen College (Pampanga), Inc

JAS, San Matias, Guagua, Pampanga

“We Transform Lives”

SYLLABUS FOR The ife and Works of Jose Rizal

I. COURSE CODE: Rizal

II. COURSE TITLE: The Life and Works of Jose Rizal
III. COURSE DESCRIPTION: As Mandated by the 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
IV. DETAILED COURSE OUTLINE
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING ACTIVI- VALUES ASSESSMENT METHODS
INDICATORS TIES (TLAs)
Reflect on the importance of Explain the history of the
Rizal Law and its important
Rizal Law among the youth.
provisions.
Critically assess the effec-
tiveness of the Rizal
Course.
Course overview and class-
room policies. • Lecture/ Discussion :
Republic Act 1425 “Rizal
Law”
• Think- Group- Share :
* Writing exercise: Re-
Take responibility for
felect on your secondary
knowing and being
Historical background education: Did your
Filipino.
and context of RA1425; school comply with RA
Why study the ofe and 1425? How effective is
works of Rizal? Rizal law in instilling
patriotism among stu-
dents?
Opening question will be
posted by instructor.
Think of a recent
novel/story that you’ve
read. How did you learn
from that story? Apply
this experience to Ri-
zal’s writings. Refelect
individually then discuss
in groups. Present re-
sults in class.

Demonstrate the understand- * Appraise the link between The Philippines in the nine-
the individual and society teenth century as Rizal’s
ing of the connection be- context.
tween the self and society.
* Analyze the various social,
political, economic and * Economic: end of galleon
cultural changes that oc- trade, opening of Suez Ca-
cured in the nineteenth nal, opening of ports to
century world trade, rise of the
export crop economy, and
* Understand Jose Rizal in monopolies
the context of his times. * Social: education, rise of
the Chinese meztiso, rise
of the inquilino
* Politcal: Liberalism, im-
pact of the Bourbon re-
forms, Cadiz constitution
Subtopic: seeing the life of
an individual in society and
society in the life of an indi-
vidual
Reflect Critically on
• Lecture/ Discussion: shared concerns. * Pop Quiz: Graphic organ-
Brief summary of Span- izer/ Table mapping the
ish colonization of the changes in the nine-
Philippines as a back- teenth century Philip-
ground pines, categorizing so-
• Lecture: The nineteenth cial, polictical, eco-
century of change nomic cultural changes
• Film Viewing: “Ganito
Kami Noon, Paano Kayo
Ngayon?”
* Reflection paper about
the film.
Guide Questions:
- Describe the nine-
teenth-cuntry Philip-
pines as represented in
the film
- Based on your reading
and class discussion,
what can you say about
the film’s representa-
tion of the nineteenth
century?
- What is the main ques-
tin that the film seeks
to answer?
- What is your own re-
flection based on the
film and your under-
standing?
Explain the role of History in re-
lating the past with contempo-
rary life.
Analyze Rizal’s family,
childhood, and early educa-
tion.
Evaluate the people and
events and their influence
on Rizal’s early life.
Rizal’s Life: Family, Child-
hood and Early Education
• Lecture/Discussion: Ri- • Students will wrte
zal’s Family, Childhood
and Early Education
• Class Activity: Read “Ri-
zal’s memoir of student
in manila”
• Class Activity: Create a
timeline of Rizal’s Child-
hood and early educa-
tion
a short biograph-
ical essay that
compare the stu-
dent’s early child-
hood with Rizal’s
own.
Explain clearly how important
* Explain the principle of
the propaganda movement in assimilation advocated by
our history. the Propaganda move-
ment
* Appraise Rizal’s relation-
ship with other propagan-
dists.
* Analyze Rizal’s growth as
a propagandist and disa-
vowal of assimilation
* Rizal’s Life: Higher educa-
- Lecture/ Discussion: Rizal’s
Written document analysis
tion and Life Abroad
education at Ateneo Mu-
nicipal and at University
of Santo Tomas; Rizal’s
Life abroad.
Class Activity: read issue
of La Solidaridad and ana-
lyze the aims stated the-
rin; answer written docu-
ment analysis works

Explain and Compare the various
views on history.
Analyze the factors that led
to Rizal’s execution.
Analyze the effects of Ri-
zal’s execution on Spanish
colonial rule and the Philip-
pine Revolution.
Analyze Rizal’s ideas on
how to rewrite Philippine
History.
Compare and contrast Rizal
and Morga’s different views
about Filipinos and Philip-
pine culture.
• Rizal's Life: Exile, Trial
and Death
Annotaion of Antonio
Morga’s Sucesos de las Islas
Filipinas.
- Lecture/ Discussion: Rizal’s
Last years covering his
exile, trial and death.
- Class activity: Read the
Constitution of La Liga
Filipina and fill out a ta-
ble (graphic organizer)
with the aims of La Liga
Filipina in one column
and examples of how
these aims could be at-
tained in another col-
umn.
- Film Viewing: Jose Rizal
(Marilou Diaz Abaya)
- Lecture- Discussion: Rizal’s
view of Philippine History and
Historiography
- Class Activity: Read introduc-
tion and last chapter of Ri-
zal’s Annotation of Antonio
Morga’s Sucesos de las Islas
Filipnas
-
- Graphic organizer for
activity on La Liga Fili-
pina
- Reflection paper about
the film.
- Describe the life of Jose
Rizal as represented in
the film.
- Based on your reading
and class discussion,
what can you say about
the film’s representa-
tion of Jose Rizal?
- What is your own re-
flection based on the
film and your under-
tanding.
-Output: Table comparing
and contrasting Rizal and
Morga’s views on Filipino
culture.
- Group Discussion and
oral presentation on Ri-
zal’s historiography.
Appraise important charac-
ters in the novel and what
they represent.
Examine the present Philip-
pine situation through the
examples mentioned in the
Noli
- Compare and Contrast
the characters, plot,and
theme of the Noli and
the El Fili
- Value the role of the
youth in the development
and future of society
- Assess Rizal’s Writings
- Appraise the value of un-
derstanding the past.
- Frame arguments based
on evidence.
Noli Me Tangere - lecture- Discussion: on Rizal’s
representation of the condi-
tions and problems of Philip-
pine society in the nineteenth
century through the Noli Me
Tangere
-El FIlibusterismo - Lecture-Discussion: Back-
ground of the publication of
the El Filibusterismo
- Lecture- Discussion: on the
major themes, plot, charac-
ters, and ideas in the novel
- Group Discussion: the differ-
ences between the Noli and El
Filibustersmo
- The Philippines: A cen- - Lecture- Discussion: The Phil-
tury Hence ippines a Century Hence”
- Group Activity: Group discus-
sion on Rizal’s essay amd the ar-
guments he presented.
- Group presentation: skit
showcasing a theme
presented in the Noli
(some examples: com-
parison of woemen i the
nineteenth century amd
im present; social
change; colonization;
church ministers; social
hierarchy; patriotism;
social reform)
- Write an Essay answer-
ing the following: a.
What is freedom? b.
How is the lack of free-
dom portrayed in the
novel? c. How is the sit-
uation in the novel dif-
ferent from today?
- Graphic organizer: Com-
pare and contrast, and
show continuties and/or
changes in Rizal’s ideas
expressed in the Noli
and Fili
- Reflection paper about
selected chapeters dis-
cussing the role of
youth in society (Ch.
24, Ch. 39)
- Essay Writing: Write a
response to Jose Rizal
with the students situating
themselves a century after
Rizal’s time.
 -Interpret views and opin-
ions about bayani and kaba-
yanihan in the context of
Philippine History and soci-
ety.
Jose Rizal and Philippine
Nationalism- Bayani and
Kabayanihan
Lecture- Discussion: on the
changing forms and definition of
bayani and kabayanihan from
precolonial Philippine sto pre-
sent.
Group Presentation: Each
group will choose their
own bayani according to
their standards and pre-
sent it in the class.

Assess the concepts of ba- Class Activity: Read selected

yani and kabayanihan in the philippine Epic
context of Philippine Soci-
ety. Read Ricardo Nolasco, “ Ang
pinagmulan ng Salitang Bayani”

Demonstrate pride in being a Fili-
pino and a strong committment
for the advancement of national
goals.
Examine the values high-
lighted by the various rep-
resentations of Rizal as a
national symbol.
Advocate the values Rizal’s
Life encapsulates
Lecture-Discussion: Criteria - Essay writing about a
for national heroes as de- particular value Rizal
termined by National He- advocated.
roes Commimittee created
by Executive Order No. 75,
1993.
Film Showing: “Bayaning
Third World”

Optional: Educational Trip

(Rizal Shrine, Calamba, Fort
Santiago)

Course Requirements: Grading System:

Regular Quizzes 20 % Quizzes
Midterm Paper 15 % Recitation
Group report/ presentation 15 % Midterm
Final Research Paper 30 % Group Reports and other Research papers
 20 % Final Research Paper

References:
Agoncillo, Teodoro A. 1956. The revolt of the masses. Quezon City: UP Press.
—. 1991. Rizal and the Philippine revolution. Nasa Himalay, eds. Patricia Melendrez-Cruz at

Apolonio Bayani Chua. Manila: Sentrong Pangkultura ng Pilipinas.

Agoncillo, Teodoro A. at Milagros C. Guerrero. 1977. A History of the Filipino people. Quezon City: R.P. Garcia Publishing.

Althusser, Louis. 1971. Ideology and ideological state apparatuses, tran. Ben Brewster. In Lenin and philosophy and other essays. Monthly Review Press. Internet document, http://www.marx-
ists.org/reference/archive/althusser/1970/ideology.htm, accessed 14 Mar. 2009.

Anderson, Benedict. 1991. Imagined communities. New York: Verso.

—. 2005. Under three flags: Anarchism and the anti-colonial imagination. London: Verso.
Bonifacio, Andres. N.d. Ang dapat mabatid ng mga Tagalog. Internet document, http://www.angelfire.com/la2/prose/Tagpr.html, accessed 14 April 2009. —. N.d. Katapusang hibik ng Pilipinas.
Internet document, http://www.angelfire.com/la2/poemen/Katpm.html, accessed 14 April 2009.

Constantino, Renato. 1982 The Making of a Filipino: A story of Philippine Colonial Politics.
Coates, Austin. 1968. Rizal: Philippine nationalist and martyr. Hong Kong: Oxford University Press, 1968.

Daroy, Petronilo at Feria, Dolores S (mga patnugot). 1968. Rizal: Contrary essays. Quezon City: Guro Books.

Guerrero, Amado. 1994. Lipunan at rebolusyong Pilipino, rev. ed. Isinalin at inilimbag, Hilagang Luzon.

Hau, Caroline. 2000. Necessary Fictions: Philippine Literature and the Nation. Quezon CIty

Melendrez-Cruz, Patricia at Chua, Apolonio Bayani, eds. 1991. Nasa Himalay:Kalipunan ng mga pag-aaral kay Jose Rizal. Manila: Sentrong Pangkultura ng Pilipinas.

Morga, Antonio de. 1990. Historical events of the Philippine islands, annot. Jose Rizal. Manila : National Historical Institute, 1990.

Republic of the Philippines. 1956. Republic act no. 1425: An act to include in the curricula of all public and private schools, colleges and universities courses on the life, works and writings of Jose
Rizal particularly his novels Noli Me Tangere and El Filibusterismo, authorizing the printing and distribution thereof, and for other purposes. Internet document, http://www.chanrobles.com/re-
publicactno1425.html, accessed 8 Nov. 2009.
—. 1998. Republic act no. 8491: Flag and heraldic code of the Philippines. Internet http://www.chanrobles.com/republicactno8491.htm#.V6LSG_l97IU, accessed 8 Nov. 2009.

Rizal, Jose. El FIlibusterismo (Translation by Virgilio Almario)

Rizal, Jose. Noli Me Tangere. (Translation by Virgilio Almario)

Rizal Jose. “The Philippine a Century Hence”

Sison, Jose Maria. 1972. Rizal the social critic. Nasa Stand for national democracy, new ed. Manila: Amado V. Hernandez Memorial Foundation. Internet document, http://wagmata-
kot.com/snd/snd1.txt, accessed 10 April 2010.

Prepared by: Approved by:

DENNIS JOSEPH S. RAYMUNDO LETICIA D. FLORES, Ph.D June 7 , 2018

Coordinator VPAA Date