UNIVERSITY OF SCIENCE AND TECHNOLOGY Document Code No.

FM-USTP-ACAD-13
OF SOUTHERN PHILIPPINES Rev. No. Effective Date Page No.
Alubijid | Cagayan de Oro | Claveria | Jasaan | Oroquieta | Panaon 01 12.01.21 1 of 11

SYLLABUS
USTP - Main Campus- Alubijid Course Title: Life and Worsk of Rizal
General Education Unit Course Code: Rizal
Credits: 3 units
USTP Vision Semester/Year: 2nd semester, A.Y. 2023 - 2024 Prerequisite(s): None
Schedule: MW (06:30pm - 08:00pm)
A nationally-recognized Bldg./Rm. No.Online Co-requisite(s): None
Science and Technology
(S&T) university providing Instructor: Jundy Vidad Intao Consultation Schedule: Monday to Friday-8:00-5:00PM
the vital link between Email: junday.intao@ustp.edu.ph Bldg.Rm. No.: Online
education and the economy Mobile No.: 09676242549 Office Phone No./Local:
Faculty Room:
USTP Mission
I. Course Description:
Bring the world of work As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, Dr. Jose Rizal. Among the topics covered
(industry) into the actual
are Rizal’s biography, the 19th Century Philippines as Jose Rizal’s era, his writings, particularly the novels Noli Me Tangere and El Filibusterism,
higher education and training
of the students; some of his essays and various correspondences.

Offer entrepreneurs of the

opportunity to maximize ■ CHED compliance on CMO 1, s 2019 (refer to general outcome, and course outcomes 3 and 4)
their business potentials
through a gamut of services
from product
conceptualization to
commercialization;

Contribute significantly to
the national development
goals of food security and
energy sufficiency through
technology solutions.
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General Outcome: II. Course Outcome:

Produce individuals that are

able to demonstrate a strong General Education Learning Outcomes (GELOs)
sense of patriotism and Course Outcomes (CO)
a b c d e f g h i j k l m n o p q r s t u v w
nationalism in accordance to
Jose Rizal’s sacrifices and CO1: Analyze the heroic deeds of
love for the country that will Rizal and its impact to Filipino
eventually lead to attainable nationalism.
peace and sustainable growth CO2: Expound the nature, scope and
through a critically thought relevance of the life of Jose Rizal
integrated group project. to the present times.
E D I D E I E E D E I D E I D D D I E I E I E
CO3: Explain Rizal’s ways of
General Education portraying himself as a Man of
Learning Outcomes; Peace.
CO4: Relate Rizal’s life and works
Knowledge (Intellectual in the attainment of peace in the
Competencies): present society.
a. Analyze “texts”
(written, visual, Legend: I = Introductory E = Enabling D = Demonstrating
oral, etc) critically;
b. Demonstrate
III. Course Outline:
proficient and
effective
communication Course
(writing, speaking Allotted Intended Learning Suggested Teaching-Learning Assessment Grading
Outcomes Topic/s Remarks
and use of new Time Outcomes (ILO) Readings Activities Tasks/Tools Criteria
(CO)
technologies);
c. Use basic concepts Classroom Policies Student
List expectations for Please
across the domains Handbook Class Discussion Group
Course Overview refer to
of knowledge; the course ; Discussion and
matrix
d. Demonstrate Learning Expectations USTP Oral
3.0 hrs on
critical, analytical Website Recitations
VMGO of USTP Grading
Knowledgeable on the
and creative System
USTP Vision and
thinking; Mission.
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e. Apply different Course

analytical modes IM/work text
in problem
solving;
1. Describe the Introduction to the Group Discussion: In Quiz
importance of Rizal Course: Republic Act view of the issues at
Values (Personal and Law; 1425 stake in the passage
Civic Responsibilities) 2. Explain the of RA 1425, is Oral Recitation Please
circumstances of Jose teaching of Rizal’s refer to
3.0 hrs CO1
f. Appreciate the life as a hagiography matrix
Rizal’s life in the RA 1425
complexity of the consistent with the Thought Paper: on the
context of the 19th
human condition; Work text law? “Given the grading
century; characteristic of system
g. Interpret the
human experience literature and below
from various Brainstorming: What the hazards of
is the relationship translation. Is
perspectives;
between literature RA 1425
h. Examine the
3. Relate the context and society? How realistic? Why?
contemporary 19th Century Philippines
of Rizal’s works in does one learn
world from both as Rizal’s Context “patriotism” and
literature and society.
Philippine and 3.0 hrs CO1 “nationalism” from
global literature?
perspectives;
i. Take responsibility
for knowing and
being a Filipino;
j. Reflect critically 1. Examine the R2A Discussion (Think,
on shared theory of Pair and Share –
Rizal’s Life: Family, Refer to
concerns; Nationalism; Diads): The Nation
Childhood and Early grading
2. Relate R2B as Imagined
k. Generate Education matrix
Rizal’s famiy and Community
innovative Rizal’s Life: Higher
practices and education to his works
6.0 hrs CO1 Education and Life R2C
solutions guided and writings;
Abroad What is a Nation and
by ethical 3. Illustrate the
Why is is imagined?
standards; important events of WT
l. Make decisions Rizal’s time which
lead to his ideals of Oral Recitation
based on moral What is nationalism?
Nationalism. How does Rizal and
his works relate to
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norms of Philippine Submission of

imperatives; nationalism? Rizal’s
m. Appreciate various timeline:
art forms; written or video
n. Contribute to Create a timeline of
aesthetics; Rizal’s childhood
o. Advocate respect early and higher
education, and his
for human rights;
life abroad.
p. Contribute
personally and 1. Recognize Rizal’s Life: Exile, R3A Discussion: Rizal’s Reflection
meaningfully to the important events Trial and Death last years. Paper about the
the country’s of Rizal’s life film
development; particularly his exile, R3B Refer to
trial and death as it Annotation of Antonio Film Viewing: JOSE grading
relates to patriotism. Morga’s “Sucesos de RIZAL: GMA Films Guide matrix
Skills (Practical Skills) las Islas Filipinas” R3C directed by Marilou Questions:
q. Work effectively 2. Interpret the
Diaz Abaya Describe the
in a group; values that can be life of Rizal as
r. Apply computing 6.0 hrs CO1 derived from Rizal’s WT represented in
tools to process exile, trial and death. Local Museum the film.
information 3. Critique the Visitation (optional)
effectively; annotation of Antonio
s. Use current Morga’s “Sucesos de What is the
technology to las Islas Filipinas”. Lecture on Rizal’s main question
assist and facilitate views of Philippine that the film
History and seeks to
learning and
hagiography answer?
research;
t. Negotiate the
world of Class Activity: Group
Technology Read-Introduction discussion and
responsibility and Last Chapter of oral
u. Create solutions to Rizal’s Annotation of presentation of
problems in Antonio Morga’s Rizal’s
various fields; “Sucesos de las Islas hagiography.
v. Manage one’s Filipinas”.
knowledge, skills
and values for
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responsible and Class Activity: Make

productive living. a table comparing
w. Organize oneself and contrasting Rizal
for lifelong and Morga’s views
learning. on Filipino culture.

3.0 MID-TERM EXAMINATIONS

1. Identify the Noli Me Tangere R4A Class Discussion: Long Quiz

acts of nationalism Rizal’s
portrayed by the representation of the
characters of Noli Me El Filibusterismo R4B conditions and Novel Refer t
Tangere and El problems of Analysis: Grading
Filibusterismo Philippine society in Matrix
Noli Me
6.0 hrs CO1 WT the 19th century
2. Illustrate Tangere
through the Noli Me
how these acts of
Tangere and El
nationalism are Filibusterismo
manifested by El
Filipinos in the 21 st Filibusterismo
Century Class Activity: Draw
3. Analyze the the Family Tree of Graphic
values that can be Ibarra and Elias. Organizer:
derived from Noli Me Describe the key Compare and
Tangere and El characters. contrast and
Filibusterismo show
continuities
Class Activity: and/or changes
Group discussion on in Rizal’s ideas
the differences expressed in the
between Noli and El Noli and Fili.
Fili.

1. Evaluate Peace Education: R8A Class and Group Group

Rizal’s portrayal of Discussion on Discussion and
1. Rizal’s WT (Jose Refer to
peace in his Noli, El Contemporary Presentation of
Peaceful Rizal’s Grading
Fili and other works. Essays: Outputs.
Actions Essays and Matrix
During the Articles)
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3.0 hrs CO2 2. Compare Spanish Era Published 1. Rizal’s Individual

and contrast Rizal’s Applied to the Articles Philosophy Thought Paper:
CO3
peaceful actions Present about Peace of Non- Relevance of
CO4 amidst ongoing Generation. Education Violence; Rizal’s life in
revolutions against in the and promoting
the actions of youth in Philippines 2. Jose Rizal: peace in
2. Peace Mindanao
the present society. An
Education: A Internation
Transformati al Man of
ve Response Peace.
to Major
Societal
Challenges

3. Peace
building in
Mindanao,
Philippines,
During the
COVID-19
Pandemic by:
Myla Jabilles
Leguro-JUne
15.2020

1. Discuss The Philippines: A R5A Class Discussion: Extemporaneou Refer to

analytically the Letter Century Hence (Other The Philippines: A s speech that Grading
to the Women of topics: Letter to the Century Hence will serve as a matrix
Malolos and the Women of Malolos/The R5B (Other Topics: Letter response to
Indolence of the Indolence of the to the Women of Rizal
Filipinos. Filipinos) Malolos and The
WT .
Indolence of the
2. Demonstrate
3.0 hrs CO2 Filipinos)
the ability to make
inferences from
primary sources. Class Activity.
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Group Discussion on
Rizal’s essay and the
arguments he
presented.

1. Outline Jose Rizal and R6A Lecture and Oral Recitation Refer to
Rizal’s views on Philippine Nationalism: Discussion on the Grading
3.0 hrs CO2 Long Test
nationalism; Bayani at Kabayanihan changing forms and Matrix
2. Critique R6B definitions of Bayani
Rizal’s experiences and Kabayanihan
R6C
under the Spanish rule from precolonial
WT Philippines to
that helped develop his
present.
sense of patriotism,
and
3. Demonstrate
the ability to appreciate
literary works
creatively.

1. Summarize Jose Rizal and R7A Discussion: Criteria Present a photo Refer to
Rizal’s contribution to Philippine Nationalism: for National Heroes exhibit of Grading
the Filipino nation; National Symbol. as determined by the different Rizal Matrix
2. Compare R7B National Heroes monuments in
and contrast Committee created the Philippines
3.0 hrs CO2 WT
nationalism during by Executive Order and abroad.
No. 75, 1993.
Rizal’s time and the
21st century context; Write short
3. Articulate Class Activity: descriptions
the significance of Create a cluster about their
national symbol to diagram on the values background and
Filipino nationalism. highlighted by interpretation
Rizal’s life. on their
imagery and
representations.
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1. Produce INTEGRATION: Presentation of Final Integration: Refer to

creative work that Integrated Project Group Project Grading
Group Project: (which
conveys the with a brief Matrix
can take any creative
significance of Rizal essay of at most
form). It must present
for in the current 1,200 words in
Jose Rizal in an
generation; English.
interesting way to
3.0 hrs CO2 Submitted in
2. Evaluate young Filipinos.
Hard and soft
one’s specific location copies.
in history and
personal relationship
to nation building.
3. Work
cooperatively with
others.

3.0 FINAL EXAMINATIONS

I. Course Requirements and Guidelines:

1. a. Requirements:
Every student is required to:
a.1 Have a USTeP account as the official online Platform. All the lecture notes, video materials and requirements will be uploaded on the
platform;
a.2 Join a group chat created for communication purposes.
a.3 Be present online on the first day of class for orientation. During the session, course/study guide is provided to the st udents;
a.4 Form a group of 4 members. At least one member of each group must have access to the internet. He/She will be the group representative
who is responsible to communicate to the members what has been discussed during virtual class/meet-up; and
a.5 Sign the attendance sheet with their email addresses and phone numbers for monitoring.
NB Students are highly encouraged to have a copy of the worktext of the course which will serve as the module to be used all thr oughout the
semester.

b. Guidelines:
b.1. Every virtual meet-up, the group representative who has the internet connection must be in attendance to listen to the lecture and present
the given assignment/s but, all students in the class are encouraged to join the virtual discussion.
b.2. E-assignments should be passed in the agreed online platform in a maximum of two weeks after the virtual meet-ups wherein the instructor
would start checking it up. The assignment blogs should be written up clearly and succinctly. The students may also lose points if his/her blog is
out of topic from the discussion.
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b.3. Screenshots of worksheets/summative tests from the worktext will be submitted within a day after the online discussion through the agreed
platform.
b.4. Students are given the chance to pass the requirement a month after the virtual class assuming there is difficulty of the internet connectivity.
Non-submission thereof after the extension given is marked zero
b.5 Major Exam should be taken on the USTeP Platform

2. Course Readings/Materials/References:

a. Worktext (WT):
Mañebog, Jensen D.G., et al. Life and Works of Rizal, Biography, Writings, and Legacies of our Bayani. (CHED Curriculum Guide
Compliant), Philippines: Mutya Publishing House, Inc. c 2018.
b. Readings (R):
a. Titles, Authors and Editions of textbooks and other materials, required and recommended.
1A. Republic Act 1425, Republic of the Philippines. Available online.
http://www.gov.ph/1956/06/12republic-act-no-1425/.
1B. Schumacher, John. 2011. The Rizal Bill of 1956: Horacio de la Costa and the Bishops.
Philippine Studies 59 (4):529-53.
1C. Mojares, Resil. 2013. Jose Rizal and the Invention of A National Literature. In Isabelo’s Archive, 213-21,
Mandaluyong City: Anvil.
1D. C. Wright Mills. “The Promise”. The Sociological Imagination. Oxford: Oxford University Press, 1959.
http://legacy.lclark.edu/-goldmans/socimagination.html.
2A. Anderson, Benedict. 1991. Introduction. In Imagined Communities: Reflections on the Origins and Sp read of
Nationalism, 9-36. Revised Ed. London and New York. Verso, Pasig City: Anvil, 2003 Ph Edition. JC311 A656
1994; JC311 A656 2003.
2B. Rizal, Jose. “Memoirs of a Student in Manila,” Appendix Section of Gregorio Zaide’s Jose Rizal: Life, Works and Writings.
2C. Schumacher, John. The Propaganda Movement, 1880-1885. The Creation of Filipino consciousness, The Making of
A Revolution Quezon City: Ateneo de Manila University Press, 1997.
3A. Ileto, Reynaldo. 1998. Rizal and the Underside of Philippine History. In Filipinos and Their Revolution: Event,
Discourse and Historiography, 29-78. Quezon City: Ateneo de Manila University Press. DS 678 143.
3B. Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History” in Philippine Studies Vol 46 No. 2 (1998).
http://www.philippinestudies.net/ojs/index.php/ps/article/viewsFile/662/663.
3C. Salazar, Zeus. “A Legacy of the Propaganda: The Tripartite View of the Philippine History” in Atoy Navarro and
Flordeliza Lagbao-Bolante, eds. Mga Babasahin sa Agham Panlipunang Pilipino: Sikolohiyang Pilipino,
Pilipinolohiya at Pantayong Pananaw. QC: C & E Publishing 2007.
http://www.bagongkasaysayan.org/downloadable/zeus_005.pdf.
4A. Rizal, Jose 1996. Noli Me Tangere, Trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. PQ8897 R5 N531 1996
(Read Dedication and Chaps. 1-32).
4B. Rizal, Jose. 1996. El Filibusterismo, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. PQ8897 R5 F431 1996
(Read “To the Filipino People and Their Government.” “To the Memory of the Priests,” and Chapsters 1-19).
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4C. Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as “Science Fictionists” in Humanities Diliman Vol. 10 No. 2
(2013). http://journals.upd.edu.ph/index,php/humanitiesdiliman/article/view/4168/3774.
4D. Anderson, Benedict. 2008. Why Counting Counts: A Study of Reforms of Consciousness and Problems of Language
in Noli Me Tangere and El Filibusterismo, pp 38-87. Quezon City: Ateneo de Manila University Press.
4E. Aguilar, Filomeno. 2011. Filibustero, Rizal and the Manilamen of the Nineteenth C entury. Philippine Studies,
59 (4): 429-69.
5A. Aguilar, Filomeno. 2005. Tracing Origins: Ilustrado Nationalism and the Racial Science of Migration Waves. Journal
of Asian Studies 64(3):605-37.(focus of pp. 620-32).
5B. Rizal, Jose. “The Philippines, A Century Hence”. Can be accessed through:
http://www.archive.org/stream/philippinescentu00rizal/philippinescebtu00riza_fjvu.txt.
6A. De Ocampo, Esteban. “Who Made Rizal our Foremost National Hero, and Why?” in Jose Rizal: Life, Works and
Writings as a Genius, Writer, Scientist and National Hero, Edited by Gregorio Zaide. 1984.
6B. Nolasco, Ricardo Ma D. “Pinagmulan ng Salitang Bayani”. Sa Diliman Review, vol. 45, no. 2-3, 1997, pp. 14-18.
6C. Revel, Nicole, ed. Literature of Voice: Epics in the Philippines. QC: ADMU Press, 2005.
7A. National Commission for Culture of the Arts NCCA). 2015. Selection and the Proclamation of National Heroes and Laws
Honoring Filipino Historical Figures (1995). Online, http://ncca.gov.ph/about-culture-and
arts/culture_profile/selection-and-proclamation-of-nationalheroes-and-laws-honoring-filipino-historical-figures/
8A. Various Peace Education Articles online.
*Other References maybe added.
b. Supplies/Resources Needed:
i. Desktop/Laptop/Internet Connection/Wifi/Data/WorkText
ii. Downloaded Videos
iii. Powerpoint slides

c. URLs for online resources

i. http://www.joserizal.ph/bg01.html
1. Assignments, Assessment and Evaluation
● Policy concerning homework – 6 homework/assignment in a term;
● Policy on make-up exams – refer to student handbook
● Policy on late assignments/requirements – students are given 1 month to submit the assignment without demerit;
● Preliminary information on term papers or projects, with due dates – information is given at the start of the semester
● List of assignments that will impact the final grade and % weight given each – 3 assignments per term
● Description in detail of grading processes and criteria (how many quizzes, tests, papers; weighting of each; amount of
homework, etc) or the Grading Policy (Passing Rate is 70%).
● Major Exams (Mid-Term and Finals) shall be accessed through USTeP.
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TERM GRADE (University Grading System):

Lecture Course and/or Laboratory Course

Quizzes, Recitations - 40% Laboratory Report/Exercises - 0%

Term Exam - 30% Term Exam - 0%
Performance Task - 20% Hands-on Performance - 0%
Behavior - 10% Total 00%
Total 100%
FFG = MTG + FG (2
3

Note: Performance Task includes all class participation activities such as written exercises, assignments, homework, etc.
Drill Problems/Seatwork/Lab Reports/Attendance and Assignments (DSLA)

Prepared By: Recommending Approval: Approved by:

JUNDY VIDAD INTAO KIMBERLY G. MARATAS, LPT ENGR. JASPER JAY A JEMENTIZA
Faculty Coordinator, General Education Unit Academic Head, USTP Main Campus
Date: Date: