Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
Website: www.cbsua.edu.ph
Email Address: ca.calabanga@cbsua.edu.ph
Trunkline: (054) 881-3258

COLLEGE OF EDUCATION

PHILOSOPHY UNIVERSITY GOALS

Education for Sustainable Human Development 1. Enable transformative and inclusive learning experiences
2. Generate new knowledge and technologies
VISION 3. Engage and empower communities
4. Intensify internationalization and resource generation
An Agricultural Research University of Global Standards initiatives
5. Establish one e-governance system
6. Enhance management of university resources
MISSION
GUIDING VALUES
Leading innovations, building resilient and sustainable
communities  Quality and Excellence  Teamwork and Unity
 Professionalism  Liberalism
INTEGRATED MANAGEMENT POLICY  Institutional Pride

The Central Bicol State University of Agriculture is CORE PRINCIPLES

committed to lead innovations in instruction, research, extension,
 Discipline
and resource generation for client’s satisfaction, uphold its core  Respect

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values and principles, protect the environment by satisfying all  Care
applicable standards and legal requirements through the
continual improvement of its integrated management system.

COLLEGE GOALS University Goals

1 2 3 4

1. 2. Nurture quality pre-service teachers who will demonstrate excellent in the areas of instruction,
research and publication, and extension;
3. 4. Promote quality teacher education programs that prepare world-class teachers;

5. 6. Develop relevant and responsive educational technologies through research;

7. 8. Catalyze development through community engagement; and

9. 10. Improve human and physical resoruces.

PROGRAM OUTCOMES College Goals

(Per CMO No. 75 S. 2017) 1 2 3 4 5

After four years, the graduates of the BSE and BEED program shall:

1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological,

and political contexts.
2. Demonstrate mastery of subject matter/ discipline.

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 3. Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practice.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the local, national, and global
realities.
8. Pursue lifelong learning for personal and professional growth through varied experiential and
field-based opportunities.

STUDENTS OUTCOME (BSE AND BEED PROGRAM OUTCOMES) Program Outcomes

1 2 3 4 5 6 7 8

By the time of graduation, the students of the BSE and BEED program shall be able to

a. Demonstrate in-depth understanding of the development of secondary and elementary

learners;
b. Exhibit comprehensive knowledge of various learning areas in the secondary and elementary
curriculum;
c. Create and utilize materials appropriate to the secondary and elementary level to enhance
teaching and learning;
d. Design and implement assessment tools and procedures to measure secondary and
elementary learning outcomes.

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 COURSE SYLLABUS

1. Course Code GEC 9

2. Course Name Ang Buhay at mga Akda ni Rizal

3. 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 El Filibusterismo some of his essays and correspondences.

4. Credit Units 3 Units

5. Contact Hours/Week 3 hours per week

6. Prerequisite None

Program
7. Course Learning Outcome
Outcomes
At the end of the course, the students must be able to:
a b c d

1. Discuss Jose Rizal’s life within the context of 19 th century Philippines. I I I I

2. Analyze Rizal’s various works, particularly the novels Noli Me Tangere and El Filibusterismo. I I I I

3. Organize Rizal’s ideas into various themes. P P P P

4. Demonstrate a critical reading of primary sources. E E E E

5. Interpret the values that can be derived from studying Rizal’s life and works. D D D D

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6. Display an appreciation for education and love of country. D D D D

*Level; I- Introductory, P-Practice, E-Enabling, D-Demonstrative

8. Course Coverage

Time Intended Learning Outcome Teaching and Learning

Topics Assessment Task
Allotment (ILOs) Activities

Unit 0: Orientation

CBSUA PVMGO
At the end of the learning
experience, the students will be Quality Policy
able to: Reflection
Core Values paper on how
Week 1 1. Inculcate in them the sense - Present University the students
College Goals
of pride and core values of video clippings could
the institution and the Course Syllabus - Presentation contribute in
college. University PVMGO achieving
2. Orient students about the Course Requirements PVMGO of the
overview of the course, institution
requirements, grading Grading System
system and class policies. University /College Policies

Class Policies & Guidelines

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 At the end of the chapters, the
students will able to: Chapter 1: Understanding the
Rizal Law
1. Locate the passage of the
Rizal Law within its historical a. The Context of Rizal Bill Subhetibong
- Interactive Lecture Pagtataya ukol RA
context. b. From the Rizal Bill to Rizal
- Collaborative 1425
2. Determine the issues and Law.
Week 2-3 Learning
interests at stake in the
Chapter 2: Nation and - Situational Analysis
debate over Rizal Bill.
3. Define nationalism in relation Nationalism
to the concepts of nation,
state and nation-state. a. Nation, State, Nation-State
4. Appraise the nationalism in b. Nation and Nationalism
the country. c. Nation and Bayan
5. Kritikal na matasa ang
pagiging epektibo ng
Kursong Rizal

Week 4-5 At the end of the chapters the Chapter 3: Remembering Rizal - Interactive Lecture
students will able to: - Film Viewing
a. Rizal as the Tagalog Christ - Individual Research
1. Compare and contrast the b. The Canonization of Rizal: Formative and
different views on Rizal Tracing the Roots of Summative
among the Rizalistas. Rizalistas Assessment
2. Explain Rizal’s growth as a c. Group Venerating Jose
propagandist. Rizal End Module
3. Identify the factors that led to d. Sambahang Rizal Assessment
Rizal’s execution. e. Iglesia Watawat ng Lahi
4. Masuri ang pamilya,
kabataan, at panimulang

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 Chapter 4: The Life of Jose Rizal
edukasyon ni Rizal
5. Magkaroon ng ebalwasyon
a. Rizal’s Family Awtput:
sa mga tao at pangyayaring
b. Childhood and Early
nagging impluwensiya sa
Education Talambuhay at
buhay ni Rizal noong siya’y
c. Students of Manila Ihahambing sa
bata pa.
d. Rizal’s Trip pinagdaanan ni
6. Mataya ang kaugnayan ni
e. Execution of Rizal Rizal sa kanyang
Rizal sa iba pang
Propagandista Kabataan.

Week 6 First Assessment: Coverage Week 1-5

Week 7-8 At the end of the chapters the Chapter 5: The Nineteenth - Interactive Lecture Formative and
students will able to: Century Philippine Economy, - Discussion Forum Summative
Society and the Chinese Mestizos - Reflective Writing Assessment
1. Locate Rizal’s life in the
Philippines within the wider End Module
a. The changing landscape of
context of the developments Assessment
Philippine Economy and
in the nineteenth century. Society
2. Discuss the interplay of the b. The Chinese and the
several factors that Mestizos
contributed to the changing c. Impact on Life in the
landscape of Philippine Colony
society and economy. Renegotiating Social
3. Examine Rizal’s life in the Stratification
Philippines within the wider
context of the developments Chapter 6: Agrarian Disputes

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 in the nineteenth century.
4. Describe the interplay of a. Brief History of Friar
several factors that Estates in the Philippines
contribute to the changing b. Hacienda de Calamba
landscape of Philippine Conflict
society and economy.

Chapter 7: Emerging Nationalism - Interactive Lecture Formative and

At the end of the chapters, the - Student-Led Group Summative
students will able to: a. Cavite Mutiny Discussion Assessment
b. Secularization Movement
1. Examine the causes and c. Execution of Gomez
effects of the Cavite Mutiny. Burgos and Zamora
2. Explain the conflict between
Week 9-11 the Filipino secular priests Chapter 8: Imagining a Nation
and the Spanish regular
priests.
3. Discuss the propaganda
movement
4. Distinguish Rizal’s
involvement in the movement
5. Explain how propaganda
works.

Week 12 Second Assessment: Coverage Week 7-11

Chapter 9: Noli Me Tángere, - Interactive Lecture

Week 13- At the end of the chapters, the

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 students will able to: Context and Content Formative and
Summative
1. Describe the context of the a. The Publication of the Noli Assessment
publication of the Noli Me b. Motivations Behind the
Tangere Writing the Noli
2. Discuss the major elements c. Plot of Noli
of the Noli Me Tangere as a
novel. Chapter 10: Noli Me Tángere,
3. Appreciate the importance of Continuing Relevance
- Reading analysis
Rizal as a thinker
14 - Student-Led Group Pagtatanghal ng
4. Relate the issues raised in a. Noli After the First
Discussion isang SKIT na
the novel to the changing Publication
landscape of the b. Noli and Study of a nagpapakita ng
contemporary world Colonial Society isang paksang
1. Mataya ang mahahalagang inilalarawan sa
karakter sa nobela at ang Noli Me Tangere
kinakatawan nila
2. Masuri ang kasalukuyang
kalagayan ng Filipinas sa
pamamagitan ng
halimbawang nabanggit sa
Noli Me Tangere.

Week 15 At the end of the chapters the Chapter 11: Looking at The - Interactive Lecture Formative and
students will able to: Filipino Past - Reflective Writing Summative
- Reading Analysis Assessment
1. Argue the reasons why Jose Chapter 12: Indolence or Industry - Student-Led Group
Rizal decided to Antonio Discussion
Morga’s work
2. Relate how Rizal’s

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 annotations conform with the
overall aims of the
Propaganda Movement
3. Explain the factors that
cause the Filipino
indolences.
4. Defend their personal views
on the indolence of the
Filipinos.

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 At the end of the chapters the Chapter 14: El Filibusterismo, Formative and
students will able to: Context and Content Summative
Assessment
1. Explain the historical context a. Filibustero: History and
in which El Filibusterismo Context
was written. b. Synopsis
2. Examine current events
through the eyes of the Chapter 15: El Filibusterismo, - Interactive Lecture
Grapikong
Week 16 characters. Continuing Relevance - Reading Analysis
3. Discuss the summary and - Student-Led Group Representasyon
the important themes in El a. Revolution as means of Discussion
Filibusterismo. Social Change Gamit ang venn
4. Makita ang pagkakatulad at b. On Leadership and Diagram, ilahad
pagkakaiba ng mga karakter, Governance ang pagkakatulad
banghay, at tema ng Noli Me c. On Education and at pagkakaiba ng
Tangere at El Filibusterismo Language akdang Noli Me
5. Mapahalagahan ang d. On the Filipino Youth Tangere sa El
tungkulin ng kabataan sa
pag-unlad at kinabukasan ng Filibusterismo
lipunan

Week 17 At the end of the chapters the Chapter 16: The Destiny of the - Interactive Lecture Formative and
students will able to: Filipino People - Discussion Forum Summative
- Reflective writing and Assessment
1. Summarize on their own artwork
words Rizal’s essay, “The - Student-Led Group
Philippines a Century Chapter 17: Biography and Discussion
Hence”. National History
2. Present Rizal’s arguments on
what the Philippines will be

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 like in the future.
3. Explain the history of
biographical writing in the
Philippines.

Week 18 Assessment: Coverage Week 13-17

9. Course Evaluation

Assessment 1= 30%

Assessment 2= 30%

Assessment 3= 40%

Assessment 1 + Assessment 2 + Assessment 3 =100%

10. Resources Needed

A. Textbooks

Obias, R.,Mallari, A., & Estella, J.,(2018) Life and Works of Rizal, Quezon City, Philippines, C & E Publishing Inc.
Javar, Roderick C. (2016). Kasaysayang Buhay: Pananaw, Pamamaraan, Pananaliksik. Saliksik E-Journal

A. Online Sources
https://ejournals.ph/article.php?id=11413, na-retrieved Agosto 8, 2020.
http://www.jstor.org/stable/40958868, na-retrieved Agostot 8, 2020.
Buhay-at-Akda-ni-Rizal Silabus.pdf, na- retrieved Agosto 8, 2020

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 B. Teaching Learning Facilities/Equipment
Lecture guide/modules, audio-visual presentations, varied educational technologies, Laptop, Android Phone, University Library
Social Media Platforms (Facebook and Messenger), Instructional Software Tool (Google Classroom, Google Meet, Google
Forms), CBSUA Virtual Learning Portal

Course Title Prepared by: Recommending Approval: Approved by:

GEC 9: Ang Buhay at mga

Akda ni Rizal
ELEANOR P. UNA JEROME HIPOLITO AURORA DS. BESMONTE, EdD
Date Effective:
Instructor Program Chairperson Dean, College of Education
1st Semester, AY 2023-2024
Date Signed:

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