4RIZAL COURSE OUTLINE and LEARNING PLAN Faculty: Course Title: Rizal’s life, works and writings Course Code: 4Rizal Number of Units: 3 units Contact Hours Per Week: 3 hours per week Pre-requisite subject/s: NONE UNIVERSITY VISION: To become a role-model catalyst for countryside development and one of the most influencial, best-managed Catholic universities in the Asia-Pacific region. UNIVERSITY MISSION: To offer accessible quality education that transforms students into person of conscience, competence and compassion, all for the glory of God. COLLEGE VISION AND MISSION: To be the catalyst of change for students to become persons of conscience, competence, and compassion through holistic learning experience in the university and to produce globally-competitive hospitality and tourism professionals through its nationally and internationally recognized and accesible programs. COURSE DESCRIPTION:
Transcript
4RIZAL
COURSE OUTLINE and LEARNING PLAN Faculty: Course Title: Rizal’s life, works and writings Course Code: 4Rizal Number of Units: 3 units Contact Hours Per Week: 3 hours per week Pre-requisite subject/s: NONE UNIVERSITY VISION:
To become a role-model catalyst for countryside development and one of the most influencial, best-managed Catholic universities in the Asia-Pacific region.
UNIVERSITY MISSION:
To offer accessible quality education that transforms students into person of conscience, competence and compassion, all for the glory of God.
COLLEGE VISION AND MISSION:
To be the catalyst of change for students to become persons of conscience, competence, and compassion through holistic learning experience in the university and to produce globally-competitive hospitality and tourism professionals through its nationally and internationally recognized and accesible programs.
COURSE DESCRIPTION:
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This course deals with the life, works and writings of national hero Jose P. Rizal. It puts emphasis on the impact of his martyrdom and to present a critical view of the social order in which he lived, his opinions on nationalism, government, religion as well as his philosophy of life through an analysis of his works and letters and relevance of these ideas to contemporary Philippine scene.
COURSE LEARNING OUTCOME (CLO’s)
Upon completion of the course students will be able to:
CLO1 Explain the circumstances of Jose Rizal in the context of the nineteenth century CLO2 Analyze the context of Rizal’s various works, particularly his novels Noli me Tangere and El Filibusterismo, his
annotations of Chapter 8 of Morga, his essay on Sobre la Indolencia de los Filipinos and other works. CLO3 Evaluate Rizal’s various works through meaningful communication that states convincingly a particular
interpretation CLO4 Articulate the significance and paradoxes of Rizal’s contributions to Filipino nationals CLO5 Relate the present national situation making use of the values imparted by Rizal’s life as a comparison of Filipino
sense of nation building CLO6 Produce a creative work such as portfolio that conveys personal thoughts of Rizal’s life and works for the current generation CLO7 Appreciate the value of primary sources as a vital way of re-reading the course.
PROGRAM LEARNING OUTCOMES (PLO’s)
Upon completion of the course students will be able to:
PLO1 Demonstrate proficiency in oral and written communication skills PLO2 Produce a creative work such as portfolio that conveys personal thoughts of Rizal’s life and works for the current
generation integrate social, environmental and cultural issues in the tourism and hospitality profession. INSTITUTIONAL LEARNING OUTCOME (ILO’s)
ILO1 Communication ILO2 Valuing and Ethical Reasoning ILO3 Critical and Creative Thinking
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ILO4 Civic and Global Learning ILO5 Applied and Collaborative Learning
SELECTING LEARNING ACTIVITIES & INTEGRATING ALL COURSE COMPONENTS:
Learning Outcomes for Course
Ways of Assessing this Kind of Learning
Acutal Teaching and Learning Activities
Helpful Resources for Teaching and Learning Alignment of CLO’s to PLO’s & ILO’s
1.Explain the circumstances of Jose Rizal in the context of the nineteenth century
Rizal’s various works, particularly his novels Noli me Tangere and El Filibusterismo, his annotations of Chapter 8 of Morga, his essay on Sobre la Indolencia de los Filipinos and other works
Participation
Written Analysis
Cooperative Learning Activity
Review/Critique article
Quiz
discussion and lectures
invention of a national literature. In Isabelo’s archive,213-21.Mandaluyong City:Anvil.
significance and paradoxes of Rizal’s contributions to Filipino nationals
Participation
Written Analysis
Cooperative Learning Activity
Review/Critique article
Quiz
Discussion
Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila University Press, Quezon City Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Gregorio F. Zaide, Sonia M. Zaide
CLO4
PLO1
PLO3
ILO3
ILO4
5. Relate the present national situation making use of the values imparted by Rizal’s life as a comparison of Filipino sense of nation building
6. Produce a creative work such as portfolio that conveys personal thoughts of Rizal’s life
Student Participation
Written Analysis
Cooperative Learning Activity
Review/Critique article
Quiz
Student Participation
Written Analysis
Cooperative
Interactive Discussion
Interactive Discussion
Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda movement: 1880-1895; The creators of Filipino consciousness, the makers of the revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila University Press
Quibuyen, Floro C. (2008). A Nation aborted : Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila University Press, Quezon City
Mojares, Resil.2013. Jose Rizal and the invention of a national literature. In Isabelo’s archive,213-21.Mandaluyong City:Anvil.
Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda
CLO5
PLO1
PLO3
ILO2
ILO3
CLO6
PLO2
ILO1
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and works for the current generation
Learning Activity
Portfolio
Review/Critique article
Quiz
movement: 1880-1895; The creators of Filipino consciousness, the makers of the revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila University Press
Quibuyen, Floro C. (2008). A Nation aborted : Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila University Press, Quezon City
7. Appraise the value of primary sources as a vital way of re-reading the course.
Student Participation
Written Analysis
Small group discussion/s
Review/Critique article
Quiz
Interactive Discussion
Mojares, Resil.2013. Jose Rizal and the invention of a national literature. In Isabelo’s archive,213-21.Mandaluyong City:Anvil.
Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda movement: 1880-1895; The creators of Filipino consciousness, the makers of the revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila University Press
Quibuyen, Floro C. (2008). A Nation aborted : Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila University Press, Quezon City
1. Discuss the student manual focusing on the explanation of student attendance, computation of grades, submission of requirements and passing of related school works, and expected behavior in and outside the classroom as mandate in the student manual
2. Explain the Republic Act 1425, its scope and limitations with emphasis on the arguments of its approval
3. Relate the issues of
Republic act 1425
Interactive discussion on the orientation and preliminary planning
• Group class activity: Answer a worksheet with the following questions: (1) Considering the context of
Cooperative Learning activity. The class will present their answers in the class.
the 1950s, what issues and interests were at stake in the debate over the Rizal Bill? (2) Do these issues remain pertinent in the present day?
• Interactive discussion
Week 2
1. Establish the vital contributions of Jose Rizal’s works and writings that helped in nation building.
2. Explore Rizal’s life as a child with emphasis on his family lineage
3. Discuss the cultural
way of living in Rizal’s time as to give
Significance of Rizal Course:Rizal as a National Hero
• Interactive discussion
• Power point presentation
• Lecture • Group
Submission of essay explaining the Pueblo system in the Spanish era
Rubric
Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero.
Chapter 1 . Page 1-10
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explanation to pueblo system, as means of socio-cultural and political status in the nineteenth century.
Week 3
1. Identify the different important events that happened in the nineteenth century with emphasis on the following:
a.Opening of Suez Canal
b.Secularization
c.Frailocracy
d. Birth of middle class/reformers
e. Call for representative in the Spanish Cortes.
2. Analyze the condition of the Philippines in the aspect of socio-cultural and political aspects in the midst of the identified world events that served as a gateway for
1. Discuss Rizal’s childhood time with connection on the social, cultural and political condition of the Philippines of which Rizal was born and raised
2. Analyze the system of education that Rizal experienced in his formal education in Binan, Ateneo and UST.
3. Identify the remarkable events that happened while Rizal is still a student, which played a vital role to his growing age such as:
a. the injustice arrest and imprisonment of his mother
b. the execution of GOMBURZA
4.Identify the teachers that made a primary contribution to Rizal’s choice of
Childhood of Rizal
Education in Binan,Ateneo and UST
• Interactive discussion
• Power point presentation
• Group Assignment
Output of the group assignment (portfolio) to be presented in the class “factors that molded Rizal’s thinking and sense of nationalism”
Rubric Paper and pen test
Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero.
Chapter 1 2. Page 1-19
Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter2- 3. page 11-26
Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 4. page 27-37
Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 5. page 46-56
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education and character formation
5. Write an essay as a part of portfolio, regarding Rizal’s life, its significance and role to the present generation.
Week 8 and
9
1. Explain the relationship of literature and society
2. Give an assessment on Rizal’s interpretations of Morga’sSuccessosdelas Islas Filipinas
3. Convey a personal conviction on how one learns “patriotism and “nationalism” from literature.
Jose Rizal and the invention of a national literature
Morga’sSuccessosdelas Islas Filipinas Chapter8
• Interactive discussion
• Power point presentation
• Lecture • Group
Activity/Advance readings
Group class activity: Each group will formulate 3 questions about the readings. Every group will be given an opportunity to answer the questions.
Rubric Paper and pen test
Mojares, Resil.2013. Jose Rizal and the invention of a national literature. In Isabelo’s archive,213-21.Mandaluyong City:Anvil.
women who were romantically involved to Jose Rizal
2. Examine the reason behind Rizal’s decision not to be married.
3. Discuss Rizal’s descriptions of German women and how he wanted the Malolos women to emulate them
Rizal’s personal struggle on marriage and relationship.
• Interactive discussion
• Power point presentation
• Lecture • Individal
assignment
Reaseach on the background of the different women who were romantically involved to Dr Jose Rizal with an analysis on the issue that Rizal was not married to Josephine Bracken
1. Revisit Rizal’s life abroad with focus of discussion on the different organizations and groups he joined that made historical marks, touching on the following: a. Propaganda
Movement b. La Solidaridad
2. Explain Rizal’s reasons for leaving the Philippines in connection to his mission and secret pact with Paciano
Rizal’s life in Europe
• Interactive discussion
• Power point presentation
• Lecture • Individual
Reseach Paper about propaganda movement the conflict with the members of the
A written essay explaining the role of Propaganda movement and the issues that were confronted by the leaders of the movement
Rubric
Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 6 and 7. Page 57-87 Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 8. page 88-104
3. Discuss the different historical events Rizal’s witnessed while he was in Europe with an analysis on Rizal’s response and reactions to each event, with emphasis to: a. Igorot Human
exhibition b. Students
demonstrations in defense to Professor Morayta
4. Analyze the conflict that took place among the Illustrados in an attempt to explain the reasons for all the misunderstanding
organization
Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 9. page 105-112
Week 13 and 14
1. Evaluate what the propaganda movement is and what it stood for.
2. Examine Rizal’s involvement in the
• Noli Me Tangere
• El
• Interactive discussion
• Power point presentation
Students take turns leading discussion in a
• Rubric
Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda movement: 1880-1895; The creators of Filipino consciousness, the
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movement 3. Review Noli and
ElFili as two novels known to be works of propaganda movement
4. Describe the context in which Rizal wrote Noli Me Tangere and El felibusterismo
5. Evaluate on how Noli Me Tangere and El Felibusterismo..
6. Identify the different characters in Noli Me Tangere and who they immortalized in real life.
7. Compare and contrast Noli Me Tangere and El Filibusterismo in the context of its manner and style of writing, content and ending
Felibusterismo
• Lecture • Group
Assignment
cooperative group.
Activity: Say Something
The faculty asks the learners to analyze the different charcatres in Noli andEl Fili depicting real life scenario in Rizal’s time.
Activity: Quick think
makers of the revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila University Press. Online access: (Schumacher)
https://www.google.com/search?q=Schumacher+John+the+propaganda+movement&ie=utf-8&oe=utf-8&client=firefox-b-ab&gfe_rd=cr&ei=uhNRWY6mBo_D8AeVi6TADw Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 8, 18
1. Identify the events happened in the Philippines that became reasons for Rizal’s decision of homecoming
2. Discuss how Rizal handled the issues he witnessed in the Philippines in his home coming.
Rizal’s Home coming
(First and Second)
• Interactive discussion
• Group Assignment:primary source about Calamaba incident
Group class activity: Read Rizal’s letter on Calamba incident. Answer worksheet on analyzing a primary source. Present in class.
Rubric
. Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 10 and 21
Week
16
1. Evaluate Rizal’s deportation in Dapitan through Film showing, with an emphasis on the following: a. Rizal as doctor in
Rizal’s Exile in Dapitan
• Interactive discussion
• Film showing
Watch the film “Rizal in dapitan” Submit a reaction paper
• Rubric
Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 10, 19, 21
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Dapitan b. Rizal’s
relationship with the people of Dapitan
Rizal and Josephine Bracken
Week 17 and 18
1. Review the
kind of court proceedings given to Rizal as a part of his trial.
2. Analyze the results of Rizal’s trial that led to his final judgment of execution
3. Evaluate the political arena in
Rizal’s time of trial and execution 4. Discuss the
nature of “Retraction” as one of the issues in Rizal’s execution.
• Rizal’s Trial and Execution
• Retraction
• Interactive discussion
• Power point presentation
• Film showing
Film showing “Jose Rizal’ Informal debate on Rizal issue of retraction Probing evidences of the retraction issue
Individual though paper Rizal retraction issue : An Analysis of from a millennial perspective
(videos and documentations.) Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 24 and 25, pages 251-263 Rizal without the Overcoat:Ambeth Ocampo
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5. Investigate evidences that would prove or question what is behind the retraction issue.
FINAL EXAM COURSE REQUIREMENTS:
1. Quizzes, Major Exam 2. Library research, Oral Presentation 3. Active participation in group and individual discussions, exercise, workshop 4. Active participation in film showings, lecture, forum 5. Portfolio 6. Educational outbound tour
REQUIRED READING REFERENCES
TEXTBOOK:
Zaide, Sonia M. (2014). Jose Rizal: Life, Works, and Writings
1. Canonigo, Cristina Santos (1991). 100 selected poems for young and adults : plus nursery rhymes and limericks and famous poems of Dr. Jose Rizal. Published by Palinsad, Manila
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2. Delos Santos, Andres R. (2013). A Review on the life and works of the first Filipino : Jose Rizal. Published by Jimczyville Publications, Malabon City
3. Mercene, Floro L. (2007). Manila men in the new world : Filipino migration to Mexico and the Americas from the sixteenth century. University of the Philippines Press, Quezon City
4. Ocampo, Nilo S. (2001). Istiloko : Rizal romatik, mgatalangpag-asam at pag-ibig 5. Quibuyen, Floro C. (2008). A Nation aborted : Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila
University Press, Quezon City 6. Rizal, Jose. (1997). Jose Rizal : El Filibusterismo:subversion:a sequel to Noli Me Tangere. 7. Mojares, Resil.2013. Jose Rizal and the invention of a national literature. In Isabelo’s archive,213-21.Mandaluyong
City:Anvil. 8. Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda movement: 1880-1895; The creators of
Filipino consciousness, the makers of the revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila University Press.
9. Maranan, Ruben D. (2015). Jose Riza;First Global Filipino Hero 10. http://lifestyle.inquirer.net/154917/gemma-reveals-rizals-true-love/ 11. http://lifestyle.inquirer.net/230676/jose-rizal-in-romantic-heidelberg-his-thoughts-on-women/
Classroom Policies:
1. Attendance and Punctuality. Regular attendance is expected of all students. The student must attend every class meeting on time and prepared.
2. Active class participation. The student must participate actively in class recitations, discussions, and other activities as the case may be. He/She must be responsible for his/her own learning and performance in class. Please refer also to Expectations from Students below.
3. Group work requirements. The student is expected harmoniously collaborate other students and/or groupmates through group presentations, study
groups or peer discussions and contribute significantly to the preparation of their group work.
4. Peer group evaluation. Members of the team would evaluate/assess the work of each team member by providing honest feedback.
Expectations from students:
It is the student’s responsibility to attend every class meeting prepared and on time. The student should participate actively in discussions, recitations, small-group work and presentations. He/She is expected to complete and submit assignments and take all examinations at a designated time. It is his/her responsibility to ask the faculty concerned for an exam he/she failed to take. A student who fails to take a major written exam should present a valid excuse slip (noted by the Department Chairperson) prepared by the student’s parent/ guardian.
ACADEMIC INTEGRITY:
All students are expected to be academically honest and persons of integrity. They should embody the scholastic attitude adhering to the holistic development of their character through the following:
1. To be truthful at all times in all academic dealings and transactions with teachers and co-learners;
2. To observe proper decorum in learning engagement inside and outside the classroom and the university;
3. To be respectful and sensitive to the needs of others at all times;
4. To be considerate in the use of common resources;
5. To practice punctuality in coming to class and in submitting requirements;
6. To be judicious in their preparations for major examinations and all academic requirements;
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7. To create outputs of original contents in respect to ethical standards.
Acts contrary to academic integrity will be subjected to sanctions in accordance with existing rules and policies stipulated in the College Student Handbook.
POLICY on ABSENCES:
The maximum numbers of absences allowed for students, based on the College Student Handbook is as follows: for subjects held once a week is 3; subjects held twice a week is 7; for subjects held 3x a week is 10; subjects held 4x a week is 14; and for subjects held 5x a week is 18. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor his/her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also his/her responsibility to consult with the teacher, chair or dean should the case be of special nature.
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Class Standing. : Quizzes, Written Works (70%)
Major Exams : (30%)
Passing Grade (50%)
CAMPUS++ COLLEGE ONLINE GRADING SYSTEM
Legend: (All Items in Percent)
CSA Class Standing Average for All Performance Items (Cumulative)
M Midterm Examination Score
F Final Examination Score
MEA Major Exam Average
MCA Midterm Computed Average
FCA Final Computed Average
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Note: For purposes of illustration, the sharing between CSA and MEA is shown below as 70% and 30%, respectively, when computing the Computed Average for each Grading Period. Depending on the grading parameters set for a subject the sharing may be 65%-35%, 60%-40%, or other possible combinations.
