VISION An enlightened and empowered Catholic learning institution in the service of God, for others and the rest of creation. MISSION 1. To develop dynamic curriculums, excellent institution, efficient facilities for the development of competencies and multiple skills. 2. To witness to the Gospel Values, build basic ecclesial communities and demonstrate preferential opinion for the poor. 3. To promote and strengthen social justice, human rights and integrity of creation. 4. To instil national pride and appreciation of Filipino culture and heritage and those of others. City of Malaybalay Tel No.: 088-813-5541 Website: sic.edu.ph Webmail: info@sic.edu.ph SCHOOL OF EDUCATION . . Semester: Academic Year: GRADUATE ATTRIBUTES God-fearing (Faith in God) Competent (Competence) Disciplined (Self-discipline) Service-oriented (Service Orientation) 2020 – 2021 . . Instructor: Email: Mobile: MELODIA S. TADLAS ylemsaldat@gmail.com 09261741597 Course Code: Course Title: Credit Units: Pre-requisites: Co-requisites: . . . . I. 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 various correspondences. . II. COURSE OUTCOMES (CO) At the end of the course, the students should be able to: 1. Discuss Jose Rizal’s life within the context of the 19th Century Philippines. 2. Analyze Rizal’s various works, particularly the novels Noli Me Tangere and El Filibustrismo. 3. Organize Rizal’s ideas into various themes. 4. Demonstrate critical reading of primary sources. 5. Interpret the values that can be derived from studying Rizal’s life and works. 6. Display an appreciation for education and love for country. 5. To conduct relevant researches. CORE VALUES Discipline and Character Excellence Faith Industry Nationalism and Cultural Integration Social Responsibility FIRST SYLLABUS GEC 109 The Life and Works of Jose Rizal lec 54 hrs lab hrs 3 . 1 2 3 PROGRAM OUTCOMES (PO) 4 5 6 7 8 9 10 11 12 13 PROGRAM EDUCATIONAL OUTCOME In general, the San Isidro College graduates have well-developed knowledge, competencies, multiple skills, and desirable attitudes in the service of God, humanity, the changing environment. 1. 2. 5. Demonstrate love of God and practices the behaviour, attitude, and values pertinent to the teachings of one’s faith; earnestly religious and prayerful. 6. Competent (Competitive) Discipline (Self – Discipline) Practices good behaviour, orderly conduct, positive disposition toward self and others, has a personality and character of good mental health and moral qualities and acts in accordance with one’s professional, social, and ethical responsibility. 4. 1. 2. 3. 4. God – Fearing (Faith in God) Demonstrate a well-develop knowledge, skills, attitude, and values pertinent to the teachings of one’s faith; earnestly religious and prayerful. 3. III. PROGRAM OUTCOMES Service Oriented (Service Orientation) Demonstrate diligence, patience, grit, and compassion in doing things in the service of people, and values work, tasks, roles, functions, service for the community and world with preferential option for the poor, marginalized and unprivileged. 7. 8. 9. 10. 11. 12. 13. The BEED and BSED graduates possess the following competencies and is ready for a professional career. He / She is: A professional ethical teacher of Basic Education. Communicatively competent in spoken and written English and Filipino. Proficient in numeracy problem–solving. Competent and conversant with theories, concept, and principles of learning and their application. Adept at recognizing and using Basic Education students’ physical, social, mental, emotional characteristics, and needs in the educational process. Skilled in socio–civic, historical, and philosophical concepts and principles as applied in teaching–learning tasks. Competent in choosing and utilizing tasks and activities from a repertoire of outcomes–based teaching strategies. Competent in curriculum choice and preparation of materials for selected target learners. Versatile in planning and carrying out specific learning tasks with appropriate assessment. Proficient in critical decision–making processes to generate creative and innovative problem–solutions and alternatives. Well–versed in national and international issues/ concerns/ advocacies and espouses those relevant to the profession. Capable as leader and model community member. God–fearing, competent, disciplined, and service–oriented. PROGRAM EDUCATIONAL OUTCOMES God – Fearing Competent Disciplined ✔ Service – Oriented ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ IV. SYLLABUS/LEARNING PLAN TIME ALLOTMENT 3 hours 3 hours WEEK 1 2 CO Code Link 1 2 3 INTENDED LEARNING OUTCOME (ILO) 4 Student should be able to: 1. Discuss SIC’s Vision, Mission, Core Values, and Graduate Attributes; and 2. Create a presentation which embodies SIC’s Vision, Mission, Core Values and Graduate Attributes Student should be able to: 1. Explain the history of the Rizal Law and its important provisions. 2. Critically assess the effectiveness of the Rizal Course TOPIC SUGGESTED READINGS SIC’s Vision, Mission, Hand-out on SIC’s Mission, Core Values, and Vision, Graduates Attributes. Core Values, and Graduate Attributes. Republic Act 1425 Read the “Rizal Law” (RA 1425) TEACHING & LEARNING ACTIVITIES (TLA) Make an advertisement show casing the visionmission, core values and graduate attributes of an Isidran. Think of a recent novel story that you’ve read. How did you learn from that story? Apply this experience to Rizal’s writings. How would reading Rizal’s novel impart patriotism? ASSESSMENT METHODS/ TOOLS GRADING CRITERIA Reflection paper on SIC’s Vision, Mission, Core Values, and Graduate Attributes Rubric 1. Compare and Contrast in views of those in favor and against RA 1425, considering the of the 1950’s, would similar arguments still have force today? 2. Assessment task 2 Rubric Reflect on your secondary education: Did your school comply RA 1425? How effective is the Rizal law in instilling patriotism among secondary school students? 3 hours 3 hours 3 hours 3 4 5 Student should be able to: 1. Appraise the link between the individual and society. 2. Analyze the various social, political, and economic, and cultural changes that occurred in the nineteenth century. 3. Understand Jose Rizal in the context of his time. Student should be able to: 1. Analyze Rizal’s family, childhood and early education. 2. Evaluate the people and events and their influence on Rizal’s early life. The Philippines in the Nineteenth-Century Economic and Social aspect Read about the Philippines in the Nineteenth Century Political Aspect Rizal’s Life: Family, Childhood and Early Education Read Rizal’s memoirs of a student in Manila 3 hours 6 Student should be able to: 1. Explain the principle of assimilation advocated by the Propaganda Movement Graphic organizer/table mapping the changes in the nineteenth century Philippines, categorizing social, political, economic and cultural changes. Film viewing of “Ganito Kami Noon, Paano Kayo Ngayon” directed by Eddie Romero, 1976 Create a timeline of Rizal’s childhood and early education. Rizal’s Life: Higher Education and Life Abroad Read about Rizal’s Higher Education at Ateneo Municipal and at the Read Jose Rizal’s Brindis Speech Reflection Paper about the Film: Guide questions: 1. Describe the nineteenth century Philippines as represented in the film. 2. Based on your reading and class discussion, what can you say about the film’s representation of the nineteenth century? 3. What is the main question that the film seeks to answer? 4. What is your own reflection based on the film and your understanding? Write a short biographical essay that compare your early childhood with Rizal’s own. Read the first issue of La Solidaridad and analyze the aims stated therein, answer Rubric Rubric Worksheet 2. Appraise Rizal’s relationship with other Propagandists 3. Analyze Rizal’s growth as a propagandist and disavowal assimilation Student should be able to: 1. Analyze the factors that led to Rizal’s execution. 2. Analyze the effects of Rizal’s execution on Spanish colonial rule and the Philippine Revolution. 6 hours 3 hours 6 hours university of Santo Tomas Read about Rizal’s Life Abroad Read the Rizal’s Life: Exile, Trial and Death Constitution of La Liga Filipina and fill-out a table (graphic organizer) with the aims of La Liga Filipina in one column and examples of how these aims could be attained in another column. Read Rizal’s last letters to family members and Blumentritt. Reads Teodora Alonzo’s letter to Governor General Polavieja and write similar letter persuading him to spare Rizal’s life. 7&8 Film Viewing: Jose Rizal, GMA Films Directed by: Marilou DiazAbaya Reflection Paper about the Film: Guide questions: 1. Describe the life of Rizal’s represented in the film. 2. Based on your reading and class discussion, what can you say about the film’s representation of Jose Rizal? 3. What is the main question that the film seeks to answer? 4. What is your own reflection based on the film and your understanding? Worksheet Rubric MIDTERM EXAMINATION 9 10 & 11 document analysis worksheet Student should be able to: 1. Analyze Rizal’s ideas on how to Annotation of Antonio Morga’s Sucesos de las Islas Filipinas Read the annotation of Rizal on Antonio Morga’s Sucesos Read introduction and last chapter of Rizal’s Annotation of Antonio Morga’s Make a table comparing and contrasting Rizal and Morga’s views rewrite Philippine History 2. Compare and contrast Rizal and Morga’s different views about Filipinos and Philippine culture. Student should be able to: 1. Appraise important characters in the novel and what they represent. 2. Examine the present Philippine situation through examples mentioned in the Noli. 6 hours 6 hours de las Islas Filipinas Noli Me Tangere Read the summary of the novel Noli Me Tangere El Filibusterismo Read the summary of El Filibusterismo Sucesos de las Islas Filipinas Reas “ A Legacy of the Propraganda: The Tripartite View of Philippine History” by Zeus Salazar on Filipino culture. Make a comparison of the women in the nineteenth century and in the present; social change, colonization; church minister’s; social hierarchy; patriotism; social reform . i. Write an essay with the sim of answering the following: a. What is freedom? b. How is the lack of freedom portrayed in the novel? c. How is the situation in the novel different from today? ii. Write an essay with the aim of addressing the questions: a. What are the entimodern aspects of colonial society portrayed in the Noli Me Tangere? b. Why can modernity be considered as the central problem of Rizal’s novel? (for reference, see Introduction in Caroline Hau 2000) Rubric i. Read the dedication to Gumburza ii. Discuss the differences between the Noli and El Filibusterismo i. Compare and contrast, and show continuities and/or changes in Rizal’s Rubric 12 & 13 14 & 15 Student should be able to: 1. Compare and contrast characters, plot, and theme of the Noli and El Fili. 2. Value the role of the youth in the development and future of society. 3 hours 16 3 hours 17 3 hours 18 Prepared by: Student should be able to: 1. Assess Rizal’s writings 2. Appraise the value of understanding the past 3. Frame arguments based on evidence The Philippines: A Century Hence Read About The Philippines: A Century Hence Student should be able to: Jose Rizal and Philippine Nationalism-Bayani and Kabayanihan Read Ricardo Nolasco, “And Pinagmulan ng Salitang Bayani” (2001) 1`. Interpret views and opinions about bayani and kabayanihan in the context of Philippine History and Society. 2. Assess the concepts of bayani and kabayanihan in the context of Philippine society. FINAL TERM EXAMINATION Approved by: MELODIA S. TADLAS Instructor i. Discuss Rizal’s essay and the arguments he presented ideas expressed in the Noli and El Fili. ii. Reflection paper about select chapters discussing the role of the youth in society ( e.g.,chapter 24 and chapter 39) i. Essay writing: Write a response to Jose Rizal with you situating themselves as a century after Rizal’s time. ii. Alternative: Make a speech that will serve as a response to Rizal. Choose your own bayani according to your standards and defend your bayani by citing his/her contributions to the country. You can also cite your sources. Noted by: SOL G. SIMBULAN, PhD EVANGELINE I. GARCIA, PhD Dean School of Education Vice President for Academic Affairs Rubric Rubric