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Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY


Palimbang, Sultan Kudarat
College of Teacher Education
S.Y. 2018-2019

UNIVERSITY VISION UNIVERSITY OBJECTIVES

A trailblazer in arts, science and technology in the region. a. Enhance competency development, commitment,
professionalism, unity and true spirit of service for public
accountability, transparency and delivery of quality services;
b. Provide relevant programs and professional trainings that will
UNIVERSITY MISSION
respond to the development needs of the region;
c. Strengthen local and international collaborations and
The University shall primarily provide advance instruction and partnerships for borderless programs;
d. Develop a research culture among faculty and students;
professional training in science and technology, agriculture, fisheries,
e. Develop and promote environmentally-sound and market-driven
education and other related field of study. It shall undertake research
knowledge and technologies at par with international standards;
and extension services, and provide progressive leadership in its area f. Promote research-based information and technologies for
of specialization. sustainable development;
g. Enhance resource generation and mobilization to sustain
financial viability of the university.
UNIVERSITY GOAL

To produce graduates with excellence and dignity in arts, science and


technology.
Program Objectives and its relationship to University Goal and Objectives :

PROGRAM OBJECTIVES (PO)


UNIVERSITY OBJECTIVES
A graduate of Bachelor in Elementary Education (BEED) can:
a b c d e f g
a. provide strong foundation of basic education across the different learning areas in grade school; / / / /
b. innovate teaching strategies responsive to the needs of diverse learners through experiential learning; / / / / / / /
c. produce instructional materials suited to the learners capabilities; / / / / / / /
d. create a child-friendly environment that would foster a sense of self-worth and security; and / / / / / / /
e. respond appropriately to the cultural diversity of the pupils for the greater and effective learning / / / / / / /
development imbued with the university core values.

1. Course Code : GE709


2. Course Title : The Life and Works of Jose Rizal
3. Prerequisite : None
4. Credits : 3 UNITS 5. Course Description:
As mandated by Republic Act 1425, this course covers
that the life and works of the country’s national hero, Jose Rizal.
Among the topic covered are Rizals biography and his writings,
particularly the novels Noli Me Tangere and El Filibusterismo, some of
his essays and various correspondences.
6. Course Learning Outcomes and Relationships to Program Objectives

Course Learning Outcomes Program Objectives


At the end of the semester, the students can: a b c d e
a. discuss Jose Rizal’s life within the context of 19th century Philippines; / / / /
b. analyze Rizals various works, particularly the novels Noli Me Tangere and El Filibusterismo; / / / /
c. organize Rizal’s ideas into various themes; / / / / /
d. demonstrate a critical reading of primary sources; / / / / /
e. interpret the values that can be derived from studying Rizal’s life and works; / / / / /
f. display an appreciation for education and love of the country; / / /

7. Course Content

Course Desired Outcomes-Based Evidence of Outcomes Course Program Values Integration


Objectives, Student Assessment Learning Objectives
Topics, Time Learning (OBA) Activities Outcomes
Allotment Outcomes
Topic: SKSU VMGO, Classroom Policies, Course Overview, Course Requirements, Grading System (2 hours)
1.1 Student can
1. Discuss the be aware of and Individual Group and individual discussions
VMGO of the appreciate of the participation in class appreciation
university, university’s discussion and
classroom VMGO, group presentation
policies, scope classroom
of the course, policies, course
course overview,
requirements requirements
and grading and grading
system system.

Topic: Introduction to the course (RA1425) and 19th Century Philippines as Rizal’s Context (9 hours)

2.1 Introduction 2.1 The students Writing exercise: Lecture: Historical background and context of a, b, e a, b, c, appreciation,
to the course can explain the Compare and RA 1425; Why study the life of works of acceptance
history of Rizal contrast the views Rizal?
Law and its
of those favors
important
provisions.
and against RA Class Activity 1: Read the “Rizal Law”
1425, considering (RA1425)
2.2 Republic Act 2.2. The the context of the participation
1425 students can 1950s: Would Class Activity 2: Think –Group –Share: cooperation and
critically assess similar arguments Opening question will be posted by tolerance
the effectiveness still have force Instructor: Think of a recent novel/story that
of Rizal Course. today? you’ve read. How did you learn the story?
2.3 The 2.3 The apply this experience to Rizal’s writing. How interconnectedness
Philippines in the students can would reading of Rizal’s novels impart interdependence
nineteenth appraise the link Or patriotism? Reflect individually then discuss
century as Rizal’s between the
as a group. Present results of group
Context individual and
2.3.1 Economic: society
discussion in the class.
end of the Reflect on your
galleon trade, 2.4 The students secondary Lecture: Brief summary of Spanish acceptance and
opening of can analyze the education: Did colonialization of the Philippines as a tolerance
the Suez economic, your school background
Canal , social, political comply with RA
Opening of and spiritual 1425? How Lecture: The nineteenth century of change
the ports to changes that effective is the
world trade, occurred in the Rizal Law in
rise of the nineteenth instilling patriotism Class Activity: Film viewing of “Ganito Kami
export crop century Appreciation and
among secondary Noon, Paano kayo Ngayon?
economy, patriotism
and 2.5 The students
school students?
monopolies can understand
2.3.2 Social: Jose Rizal in the Pop Quiz: Graphic
education, context of his Organizer/table
rise of the time. mapping the
Chinese changes in the 19th
mestizo, rise century Philippines.
of the
inquilino
2.3.4 Political: Reflection paper
Liberalism about the film
impact of the Guide Questions:
Bourbon a. Describe the
reforms, 19th century
Cadiz Philippines in
constitution the film
b. Based on your
reading and
class
discussion,
what can you
say about the
film
representation
of the 19th
century?
c. What is the
main question
that the film
seeks to
answer? What
is your own
reflection
based on the
film and your
understanding
?

Topic: Rizal’s Life : family, Childhood and Early Education( 3 hours)


3.1 Rizal’s Life: 3.1. The Students will write Lecture: Rizal’s Family Childhood and Early a, b, d, e a, b, c, d appreciation and
The Family, students can a short education oneness
Childhood analyze Rizal’s biographical essay
and early family, childhood that compare the Class activity: Read Rizal’s “Memoirs of student
Education and early
student’s early in Manila”
education
childhood with Class Activity: Create a time line on Rizals
Rizal’s own Childhood and Early education
3.2 The students Compassion,
can evaluate participation
people and creativity and
events and their generosity
influence on
Rizal’s early life.

Topic: Rizal’s Life: Higher Education and Life Abroad (3 hours)


4.1 Rizal’s Life: 4.1. The Written document, Lecture: Rizal education at Ateneo Municipal and a, e, f, g, a, b, c, Fairness,
Higher students can analysis at the university of Santo Tomas, Rizal’s Life accountability,
Education explain the worksheet abroad transparency,
and Llife principle of excellence and
Abroad assimilation service to God and
advocated by Class Activity: People
the Propaganda Read Rizal’s Brindish speech
Movement’

Class Activity:
4.2 The students Read first issue of La Solidaridad and analyze the Oneness or unity,
can appraise aims stated therein, answer written documents perseverance and
Rizal’s analysis worksheet. patience
relationship with
other
propagandists. responsibility,
4,3 The patience and
students can accountability
analyze Rizal’s
growth as a
propagandist
and disavowal of
assimilation

Topic: Rizal’s Life: Exile Trial and Death (4 hours)


5.1 Rizal’s Life: 5.1. The Graphic organizer Lecture: Rizal’s last year’s covering his exile, trial b, d, e, f, g a, c, sacrifice, patriotism
Exile, Trial and students can for activity on La and death, and loyalty to the
Death analyze the Liga Filipina. country
factors that lead
to Rizal’ Reflection paper Class activity: Read the constitution of La Liga
execution. Filipina and fill out a table (graphic organizer) with
about the film. the aims of La Liga Filipina in one column and
examples of how these aims could be attained in awareness
5.2 The another column. freedom and
students can nationalism
analyze the Class Activity: Read Rizal’s letter to family
effects of Rizals members and Blumentritt
execution on
Spanish colonial Class Activity: Read Teodora Alonzo’s letter to
rule and the Governor General Polavieja and write similar
Philippine latter persuading him to spare Rizal
Revolution
Film Viewing
Option 1: Jose Rizal, GMA Films, directed by
Marilou Diaz Abaya

Option 2: Rizal sa dapitan, directed by tikoy


Aguiluz
Topic: Annotation of Antonio Morga’s Succesos de las Islas Filipinas (6 hours)
6.1 Annotation of 6.1. The Group discussion Lecture on rizal view of Philippine History and b, c, e, g a, b, c honesty, creativity
Antonio students can and oral Historiography and passionate
Morga’s analyze Rizal’ presentation on
Sucesos de ideas on how to Rizal Class Activity Read introduction and last chapter
las Islas rewrite of Rizal’s Annotation of Antonio Morga’s Sucesos
historiography.
Filipinas Philippine de las Islas Filipinas.
history
Clas Activity: Read “A Legacy of the Propaganda:
the Trapartite View of the Philippine History by
Zeus Salazar

Class Activity: make a table comparing and Comparison,


contrasting Rizal and Morga’s views on Filipino truthfulness and
6.2 The culture. acceptance
students can
compare and
contrast Rizal
and Morga’s
different views
about Filipinos
and Philippine
Culture
Topic: Noli Me Tangere (3 hours)
7. 1 Noli Me 7.1 The students Film Viewing/ Group Lecture on Rizal’s representation of the a, c, d, e, f, a, b, c, d creativeness,
Tangere can appraise reporting conditions and problems of Philippine society in g honesty and
important the 19th century through the Noli Me Tangere realistic
characters in the
novel and what Class Activity 1 : Present skit showcasing a
they represent. theme presented in the Noli (some examples,
comparison of women in the nineteenth century
and the present; social change; church ministry;
7. 2 The social hierarchy; patriotism ; and social reforms
students can
examine the Class Activity 2: Write an essay with the aim of awareness and
present the following: (a) What is freedom? (b) How is sensitivity
Philippine lack of freedom portrayed in the novel? (c) How is
situation through the situation in the novel different from today?
the examples
mentioned in the Class Activity 3: Divide class into groups and
Noli Me Tangere, have each group draw the family tree of
Crisostomo Ibarra . (1) What were the changes
from one generation to the next, and (2) What do
these changes suggest about the Creoles in the
Philippines?
Topic: El Filibusterismo (3 hours)
8.1 El 8.1 The students Graphic organizer: Lecture on the background of the publication of comparison,
Filibusterismo can compare Compare and the El Filibusterismo awareness,
and contrast the contrast, and awakening,
character, plot, show contributes Lecture on the major themes, plot, characters, transformation and
and theme of the and ideas in the novel. love of country
and/or changes in
Noli and El Fili
8. 2 The
Rizal’s ideas Class Activity: Read the dedication to solidarity and
students can expressed in the GOMBURZA responbility
value the role of Noli and Fili.
the youth in the Class Activity: Group Discussion on the
development Reflection paper differences between the Noli and El
and future about select Filibusterismo.
society. chapters
discussing the role
of youth in society
(e.g. Ch. 24, Ch
39)
Topic: The Philippines: A Century Hence (6 hours)
9.1 The 9.1 The Essay writing: Lecture on “The Philippines a Century Hence” Creativity and
Philippines: “A students Write a response Metacognitive
Century Hence” can assess to Jose Rizal with Class activity group discussion on Rizal’s essay Skills
Rizal’s the students and the argument he presented.
9.1.1 Letter to the Writings situating
women of
themselves a
Malolos/ On the 9.2 The appreciation and
Indolence of the students century after transformation
Filipinos can Rizal’s time.
appraise the
value of Speech that will
understandi serve as a
ng the past response to Rizal
fairness and
9.3 The students righteousness
can frame
arguments
based on
evidence

Topic: Jose Rizal and the Philippine Nationalism- Bayani and Kababayan (6 hours)
10.1 Jose Rizal 10.1 the Essay writing: Rizal, Jose. ”The Philippines a century hence” Patriotism and
and students can write a response Can be accessed through : team work
Philippine interpret the to Jose Rizal with http://www.
Nationalism views and the students Archive.org/stream/philippinescentu00riza/djvu.txt
opinions about situating
bayani and themselves a
kabayanihan century after
Rizal’s time.

Topic: Jose Rizal and Philippine Nationalism –National Symbol (7 hours)


11.1Jose Rizal 11.1 The Reflection/ Lecture: on the changing forms and definitions of Patriotism and
and Philippine students can Compilation of bayani and bayanihanfrom pre-colonial appreciation
Nationalism examine the biographies Philippines to present.
values and Gallery Work
highlighted by Class Activity: Read select Philippine Epics
the various
11.1.2 Other representation of Class Activity: Read Ricardo Nolasco “Ang
Heroes in the Rizal as a Pinagmulan ng Salitang Bayani” (2001)
Philippine Setting national symbol.
Remembrance and
11.2 The Group Activity: Each group will choose their own Filipino self-worth
students can bayani according to their standards and present it
advocate the to the class.
values Rizal’s
life encapsulates

Number of Hours 52 hours


(Lecture)
2 hours (Exam)
Total Number of 54 hours
Hours

8. Course Evaluation

Course Requirements Course Requirements

1. Reflection/Thought Papers
2. Portfolio
3. Educational Tour (optional)
Grading System:

MIDTERM
Exam 50% FINALS
Exam 50%
Quizzes 15%
Quizzes 15%
Assignments 10% Assignments 10%
Individual/Group Activities 15% Individual/Group Activities 15%
Attendance/Class Participation 10% Attendance/Class Participation 10%
TOTAL 100% Total 100%

(MIDTERM GRADE + FINAL TERM GRADE)/2 = FG

Schedule of Examinations

Midterm -
Final Term -
Classes End -

References:
Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hongkong : Oxford University Press,2008
Rizal, Jose. El Filibusterismo (Translation by Virgilio Almario or Soledad Lacson-Locsin)
Rizal, Jose. Noli Me Tangere. (Translation by Virgilio Almario or Soledad Lacson-Locsin)
Rizal, Jose. Historical events of the Philippine Islands by Dr Antonio de Morga , published in Mexico in 1509, recently brought to the light and
annotated by Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumetritt. Manila: Jose Rizal National Centennial Commission. 1962
Rizal, Jose. “ The Philippines a Century Hence” in La Solidaridad
Prepared by: Reviewed by:

RANDY E. MAYO, MAT


MOHAIDA A. TAMAMA, MAT
AVELINO HERMAN B. RAMOS
EDEN R. QUILLA, MAPD
OLIVE G. GOMEZ, MAST
SARIP E. PANGSAYAN
JUDITH V. ASTURIAS,MPA LLB
JUDITH A. MACHAN, MAED
REYNAN E. DEMAFELIZ, MIT
MAILYNE V. BACONGCO, MENG-CoE
TATU M. BANTUGAN JR. MS
ANNIERAH MAULANA USOP, PhD

Approved by:

ERNIE C. CERADO, PhD


Vice President for Academic Affairs