RIZAL SYLLABUS 2013.docx

EMILIO AGUINALDO COLLEGE – CAVITE City of Dasmariñas Province of Cavite A.Y. 2013-2014

COURSE SYLLABUS IN LIFE, WORKS & WRITINGS OF RIZAL

COLLEGE’S VISION Emilio Aguinaldo College College is an academic community dedicated to the pursuit of truth for the advancement and welfare of humanity. COLLEGE’S MISSION The mission of Emilio Aguinaldo College is to create an academic environment that will enable the individual to discover his/her full potentials; offer an inquiry-based, student-centered education relevant to the needs of the local and global community, and to live the values of VIRTUE, EXCELLENCE EXCELLENCE and SERVICE. PHILOSOPHY Emilio Aguinaldo College is a private, non-sectarian, co-educational institution of learning that fosters;  Equal and fair opportunities for education.  The total development of a person.  One’s national identity while conscious of his/her role in the global community.

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INSTITUTIONAL OBJECTIVES Offer opportunities for quality and relevant education to all. Cultivate the intellectual, spiritual, spiritual, moral, social and physical aspects of a person. Instill appreciation and pride for one’s national identity. Produce graduates of global quality equipped with competence in their field o f experience.

SCHOOL OF ARTS & SCIENCES MISSION STATEMENT The College of Arts & Sciences carries out the most essential and major functions as a servicing unit in this institution through offering the General Education courses in all degree programs in addition to the programs under it. In consonance with EAC Vision and Mission the School of Arts and Sciences aims to provide quality education for future leaders to make them well – rounded individuals with a high moral sense equipped with practical wisdom for the enhancement of life to the fullest extent and thereby contribute to the growth and development of the community and the country as well.

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OBJECTIVES OF SAS: 1. Provide the best foundation in liberal arts and sciences and impart quality education relevant to the needs of the community and the country;

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2. Offer lifelong learning, technology and innovation through continuous research in the arts and the sciences and make the students acquire maturity in intellect, values and personal and social relations;

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3. Develop national consciousness and concern and explore the community as a laboratory involved in social service through extension services and community outreach ; and

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4. Prepare students to become productive, competent and globally competitive professional leaders of the society and the world in the various disciplines. disciplines.

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COURSE CODE

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ASS6 21

COURSE TITLE

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LIFE, WORKS & WRITINGS OF RIZAL

NO. OF UNITS

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3

NO. OF HOURS/WEEKS :

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3

COURSE DESCRIPTION :

A course on the life, works, ideas, and ideals of Jose Rizal which aims to provide students an in-depth appreciation of Rizal’s contributions to the building of Filipino nationhood. The course involves the critical and analytical discussion discussion of Rizal in the context of Philippine history.

PRE-REQUISITE

NONE

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APPROVED BY: PAGE 2 of 10

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Life, Works & Writings of Rizal

MAY 15, 2013

HANNIBAL F. CARADO MAHISTO

DR. TERESA Q. AMARILLE, PhD. Head, Human Sciences Section

DR. VERONICA S. GARCIA Dean, Art & Sciences

OBE COURSE INTENDED LEARNING OUTCOMES: At the end of the course, the students will be able to: 1. 2. 3. 4. 5.

To be able to explain Rizal’s life, works, ideas, and ideals and discuss how these have influenced the formation of Philippine nationhood. To be able to point out important and pivotal events and factors that helped shape and develop Rizal’s nationalism. To appreciate the relevance of Rizal’s teachings and those of other heroes. To discuss, compare, evaluate, and analyze the achievements achievements of Rizal and other heroes in relation to their importance to the life of the Filipino nation. To manifest respect and r everence for their achievements, ideas, and ideals.

METHODOLOGY

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Getting to know you activities, activities, discussion, workshop in group activities and presentation in a plenary, map works, film showing, walking tour in Intramurus and Luneta, museum visits, debate, skit presentation, and interviews. interviews.

REQUIREMENTS

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None

TEXTBOOK

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De Viana, Augusto V. Jose Rizal in Our Times: A Guide for a Better Understanding of the Philippines’ Foremost National Hero. Mandaluyong City: Books Atbp. Publishing Corp. 2011.

REFERENCES

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Guerrero, Leon Ma. The First Filipino: A Bi ography of Dr. Jose P. Rizal. Manila. Jose Rizal National Centennial Commission. Commission. 1962. Schumacher, Joel, N. Fr. S.J. The Propaganda Movement. Manila Solidaridad Publishing House. 1973. Concept of a Filipino Nation. Nation. Quezon City: UP Press. 1953. Majul, Cesar A. A Critique of Rizal’s Concept

________. Political and Historical Writings by Rizal. Manila: National Heroes Commission. 1963. Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony, and Philippine Nationalism . Quezon City: Ateneo de Manila University Press. 1999. Corpuz, Onofre D. The Roots of the Filipino Nation , Vols. 1 and 2, Quezon City: University University of the Philippines Press. 2005. without Understanding Understanding Constantino, Renato, Adoration without nd

De la Costa, Horacio, S.J., The Trial of Rizal, 2 printing 1996.

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COMPUTATION OF GRADES:

WEEK

CLASS STANDING :  Quizzes, Projects, Graded Recitation Other Class Room Activities PERIODIC EXAMINATIONS (Prelim/Midterm/Prefinal) :

40%

PERIODIC GRADES (Prelim/Midterm/Prefinal)

:

100%

SEMESTER GRADE

:

Prelim Grade + Midterm Grade + Prefinal Grade 3

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2

INTENDED LEARNING OUTCOMES

TEACHING & LEARNING EXPERIENCE/ACTIVITIES

INSTRUCTIONAL MATERIALS

1. Explain the social context and importance of Rizal Law (RA 1425). 2. Give the definition of a hero. 3. Explain why it is important for nations to have heroes. 4. Tell who should recognize heroes and explain why?

1. Vocabulary Building 2. Group Discussion: “The Filipino idea of heroism” 3. Diagnostic activities and examinations

1. Teacherprepared slideshow of photos and information 2. Textbook

1. Checklist from teacherprepared questionnaire

Research Assignment: Describe the social, political, and economic conditions of the world in the th 19 Century.

5. Explain how the prevailing philosophical thinking in Europe affected the rest of the world including the Philippines. 6. Describe the social, political, and economic conditions of the world and the Philippines during Rizal’s time.

1. Vocabulary Building 2. Group reports: “The th Philippines in the 19 century”

1. World, Asian, and Philippine maps 2. Textbook

1. Please refer to group presentations rubrics

Make notes on readings concerning the effects of the GOMBURZA execution on Rizal.

PREPARED BY:


TOPIC Unit I –Introduction A. Rizal Law B. What are the qualities of a hero? C. Why Nations Have Their Heroes 1. The Humanity of Heroes 2. The Criteria for Heroes 3. The Definition of a Hero D. Philippine Heroes Commission Commission E. The World During Rizal’s Time th 1. Rizal’s Century: The 19 Century 2. The Needs for Reform: Representation 3. The Religious Front: Secularization 4. The Conditions in Europe, America, and Asia

COURSE CODE:

60%

COURSE TITLE:

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TASK ASSESSMENT

ASSIGNMENT

REFERENCES Floro Quibuyen, a Nation Aborted Renato Constantino, Adoration without without Understanding

Onofre D. Corpuz, the Roots of the Filipino Nation, Vols. 2


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Unit II – Rizal’s Childhood

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A. Birth B. Family and Ancestry C. Hometown D. Story of the Moth E. Sa Aking Mga Kababata F. Boyhood Influences G. Education in Calamba and Biñan – Higher Education Unit II I –

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A. Ateneo de Manila 1. Jesuit System of Education 2. Poems and artistic works B. University of Santo Tomas 1. Medical Studies 2. A la Juventud Filipina 3. Champion of Filipino Studies Unit IV – Education and Travels Abroad

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A. Rizal in Europe, 1882-1885 1. The First Voyage to Spain: Views and Impressions 2. The University Student in Madrid 3. Meeting with Future Reformists: The Circulo Hispano-Filipino 4. Entry into the Freemasonry

COURSE CODE:

7. Ascertain the significance of family and home to Rizal’s early achievements. achievements. 8. Determine the influences in Rizal’s young life that shaped his aspirations and values.

1. Vocabulary Building 2. Sharing Sessions: “Effects of the GOMBURZA execution on Rizal” 3. PowerPoint presentation 4. Written examination (short-answer questions)


1. Answer key

9. Appreciate how Rizal’s education shaped him as a person. 10. Compare the phases of Rizal’s life as a student.

1. Vocabulary Building 2. Walking tour of the old Ateneo and UST sites in Intramurus (optional); 3. Reaction Paper writing

1. Textbook 2. Tour checklist

1. Please refer to reaction papers rubric for assessment.

Write about how you would feel being a provinciano in the city with old buildings and strangers as classmates?

Leon Ma. Guerrero, the First Filipino: A Biography of Dr. Jose P. Rizal.

1. Textbook 2. Teacherprepared slideshow of photos and information

1. Answer Keys

Create a timeline of Rizal’s stay in Europe and point out significant events which shaped his nationalism.


11. Emulate Rizal’s admirable traits while studying in and touring Europe. 12. Describe the traits of Filipino expatriates in Europe.

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1. Vocabulary Building 2. PowerPoint Presentation 3. Quiz (true or false type)

PREPARED BY:


Get a copy of Catalogo de Apellidos of 1849 and locate the possible origins of your family names.

Onofre D. Corpuz, the Roots of the Filipino Nation, Vols. 1 Leon Ma. Guerrero, the First Filipino: A Biography of Dr. Jose P. Rizal.


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5.

6. The Writing of the Noli Me Tangere 7. Opthalmic Training under Dr. Louis de Weckert and Dr. Otto Backer 8. Friendship with Ferdinand Blumentritt 9. The Speech that Attracted the Attention of Reactionary Spaniards in the Philippines 10. Completion of Studies in Spain

13. Narrate the events that led to the writing of Rizal’s first novel. 14. Explain why the Brindis speech made more enemies for Rizal. 15. Explain how Rizal’s friendship with Blumentritt influenced his writings and nationalism.

1. Vocabulary Building 2. On-line research and Group Discussion: “Timeline of Rizal’s stay in Europe and the significant events which shaped his nationalism”

1. Textbook 2. Internet 3. Studentprepared slideshow of photos and information

1. Refer to group discussion rubrics for assessment

Make a short critique of Luna’s Spolarium or Hidalgo’s Las Virgenes Cristianas Expuestas Al Populacho.


Unit V – Homecoming and Return to Europe

16. Reflect on the achievements achievements of Rizal during his return to the Philippines. 17. Describe the Filipinos’ reaction to Rizal’s Noli .

1. Vocabulary Building 2. Sharing sessions 3. Quiz (Identification type)

1. Textbook

1. Answer Keys

Write an essay comparing Rizal before he came to Europe and when he returned to the Philippines. List them in a “before” and “after” column and discuss how a person can change.


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The Avid Book Collector

A. Return Home 1. Medical Practice in Calamba 2. The Calamba Land Problem 3. Uproar and Attack on the Noli 4. Historical Side Side Story: How Rizal’s Noli was Smuggled into the Philippines B. Asia and US Exposure 1. Hongkong and Macau 2. United States of America 3. Departure for Europe

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PRELIMINARY EXAMINATION C. Rizal as Propagandist 1. Annotation of Sucesos de las Islas Filipinas in London 2. La Solidaridad 3. To the Young Women in Malolos 4. Indios Bravos 5. The Philippines a Century Hence

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6. Indolence of the Filipinos 7. Por Telefono 8. Life in Brussels 9. Rizal and Marcelo del Pilar Rivalry 10. Publication of the El Filibusterismo Filibusterismo in Ghent

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Unit VI – Return to the Philippines

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A. Opthalmic Surgeon in Hongkong B. Borneo Colonization Project C. La Liga Filipina D. Exile in Dapitan 1. Physician, Farmer, and Businessman

COURSE CODE:

18. Appreciate Rizal’s use of history to arouse nationalism. nationalism. 19. Recognize the novels and essays that Rizal produced while in Europe.

1. Vocabulary Building 2. Debate: “Resolve that Rizal was correct in leaving the reform movement in Spain.”

1. Debate rules and other paraphernalia

20. Describe how Rizal deconstructed the colonial dilim/liwanag dilim/liwanag bipartite framework.

1. Vocabulary Building 2. Library research: “The Rizal’s tripartite framework; Liwanag/Dilim/Liwanag” 3. Reaction papers

1. Textbook

1. Vocabulary Building 2. Essay writing : “Rizal’s La Liga Filipina” 3. Quiz (Identification type)

1. Teacherprepared slideshow of photos and information 2. Textbook 3. Internet

21. Draw out the genius of Rizal as a community leader, engineer, businessman, school teacher, scientist, farmer, writer, and physician while in exile. 22. Signify how the KKK value Rizal as a leading nationalist and an idol to the revolutionary movement.

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PREPARED BY:

1. Please refer to debates rubrics for assessment. assessment.

1. Please refer to reaction papers rubrics

1. Answer Keys


Debate: Was Rizal correct in leaving the reform movement in Spain?

Cesar Majul, Political and Historical Writings by Rizal Floro Quibuyen, a Nation Aborted

Read Andres Bonifacio’s “Ang Dapat Mabatid ng mga Tagalog” to find out Rizal’s influence.


Make an essay on what would have happened if Rizal succeeded in his North Borneo project.

Floro Quibuyen, a Nation Aborted

Cesar Majul, Political and Historical Writings by Rizal


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2. Water System in Dapitan 3. School Teacher 4. Discoveries and Inventions 5. Writings and Artistic Works 6. The Katipunan MIDTERM EXAMINATION

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Unit VII – Arrest, Trial, and Execution A. Last Trip Abroad B. Arrest and Arrival in Manila C. Preliminary Investigation Investigation D. Trial E. The Last Hours F. Retraction G. Ultimo Adios H. Execution

23. Discuss the trial and execution of Rizal in the context of the Philippine Revolution. 24. Reflect on the effects of Rizal’s death to Philippine Society.

1. Vocabulary Building 2. Role Playing: “The trial of Jose Rizal”

1. Textbook

1. For assessment, please refer to role playing activity rubrics

Assignment: Make an essay on what would you do if you are given only 24 hours to live and you are to be executed the next day.


I. Retrospect: Issues about Rizal 1. The Dec. 15 Manifesto 2. The Retraction Controversy 3. The Loves of Rizal 4. Was Rizal and Americanmade Hero? 5. How the Filipinos view Rizal? 6. Is Rizal the only National

25. Discuss the different issues that tend to denigrate the status of Rizal as our national hero. 26. Determine and explain how these issues came about. 27. Articulate own opinion regarding these issues.

1. Vocabulary Building 2. Film showing: Write a reaction paper on the movie “Rizal” by Marilou Diaz-Abaya

1. DLP projector 2. Laptop 3. Textbook

1. For assessment, please refer film reaction papers rubrics

Discussion: How would you react in putting Rizal’s image in the one peso coin instead of a thousand peso bill?


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Floro Quibuyen, A Nation Aborted


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Hero?

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Unit VIII – Rizal’s Major Works A. Rizal the Novelist 1. The Noli Me Tangere Summary 2. Allusions of the Noli Me Tangere 3. El Filibusterismo Summary 4. Allusions of the El Filibusterismo Noli Me Tangere and El Filibusterismo Compared 5. The Other Novels

28. Discuss Rizal’s works as part of the Propaganda Movement.

B. Political and Historical Writer 1. The Indolence of the Filipinos 2. Annotation of Morga’s Sucesos De Las Isla Filipinas 3. Rizal’s Letter to the Women of Malolos 4. The Philippine as Century Hence

29. Discuss the different works of Rizal and explain how they showed his advocacy for the Philippines and the Filipinos. 30. Explain how Rizal debunked what the Spaniards were telling about the Filipinos.

Unit IX – The Other Heroes and their Works

31. Discuss the life and works of Jose Rizal’s contemporaries. 32. Discuss and compare the works of other heroes as part of social awakening and a call

17 A. Graciano Lopez Jaena 5. Selected Works COURSE CODE:

1. Vocabulary Building 2. Sharing session

1. Vocabulary Building 2. Internet Research 3. Question and answer activity 4. Quiz (Short-answer questions)


1. For assessment, please refer to sharing session rubrics 2. Checklist for graded recitation

If you were to make a sequel to the El Filibusterismo, who would be its surviving characters and what would be their roles?



1. Recitation checklist 2. Answer Keys

Research from the internet: Was Manila really backward during the 1890’s and the 1890’s? Explain your answer.



Floro Quibuyen, A Nation Aborted Cesar Majul, Political and Historical Writings by Rizal

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DATE OF REVISION:

1. Vocabulary Building 2. Lecture/Discussion 3. Quiz (True or False type)

PREPARED BY:

1. Teacherprepared slideshow of photos and information

1. Answer Keys


Create a poster showing the sayings and teachings of Rizal’s



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B. Marcelo H. del Pilar 6. Dasalan at Toksohan 7. Soberania Monacal en Filipinas C. Andres Bonifacio 8. Ang Dapat Mabatid ng Mga Tagalog D. Emilio Jacinto 9. Ang Kartilya ng Katipunan 10. Other Selected Works E. Apolinario Mabini 11. Verdadero Decalogo 12. La Revolucion Filipina

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to nationalism. 33. Discuss Rizal and other heroes in the context of a nationalist struggle and ethical rebirth.

F. Emilio Jacinto 13. Ang Kartilya ng Katipunan 14. Other Selected Works G. Apolinario Mabini 15. Verdadero Decalogo 16. La Revolucion Filipina H. Emilio Aguinaldo

2. Textbook

1. Vocabulary Building 2. Internet Research 3. Lecture/Discussion


1. Question and answer checklist

contemporaries and judge them in a contest.


Make a critical and analytical documentary on how the social and moral teachings of Rizal’s contemporaries were being followed.

Leon Ma. Guerrero, the First Filipino: A Biography of Dr. Jose P. Rizal. Floro Quibuyen, a Nation Aborted

F I N A L E X A MI N A T IO N S

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RIZAL SYLLABUS 2013.docx

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