BUKIDNON STATE UNIVERSITY

College of Arts and Sciences

Social Sciences Department

Course Syllabus
Social Science 106
Rizal’s Life, Works and Writings

I. DESCRIPTION OF THE COURSE:

Rizal’s life, works and writings, this course is the study of the
life and works of Rizal and his nationalism. The background on Rizal’s
era includes the global scenario and the Philippine condition during
Spanish colonization. The biography of Rizal during his formative
years, his travels in the different countries, the organizations he
founded that revealed his gift on leadership, his exile in Dapitan and
his martyrdom in Bagumbayan. This includes the different discussion
of the different writings of Rizal, poems, essays and novels.

II. CREDIT UNITS: 3

III. TIME DURATION: 54 HOURS

IV. MISSION/VISION REFLECTION:

In this course, the students are provided with opportunities for

enriching their knowledge on their foremost national hero as well as
the opportunities for self-improvement and leadership training as they
emulate the Filipino who worked for the liberation of his people from
Spanish tyranny and depression. It is hoped that this course will
engender nationalism among students and will help on their integral
development as future leaders of the region so they effect the needed
changes not only in themselves but also in the society as whole. The
course therefore is geared towards the preparation of the students to
become responsible and effective leaders in nation building and
promotion of social justice.

V. GOALS

National Goals:

1. Quality and Excellence – Provide quality programs in the arts

and sciences whose standards are comparable with those
offered by other leading HEIs in the country.
2. Relevance and Responsiveness – Generate, adapt and
disseminate knowledge that equips CAS graduates with
competencies, values and skills relevant to dynamically
changing domestic environment.
3. Access and Equity – provide opportunities for affordable
quality higher education programs and services to qualified and
deserving CAS students.
4. Efficiency and Effectiveness – Strengthen complementation
and partnership between and among public and private HEIs as
well as with other concerned sectors.

Regional Goals:

1. Quality and excellence – Evaluation of programs to establish

quality indicators in the region where graduates will be
absorbed.
2. Relevance and Responsiveness – Respond to the manpower
need of the region.
3. Access and Equity – Provide access and Equity to deserving
students in the region.
4. Efficiency and Effectiveness – Provide efficiency and
effectiveness through its faculty and students to respond to the
changing needs of the region.

Institutional Goals:

1. Quality and Excellence – Attain a broad general education in

the humanities, social sciences, natural sciences, mathematics
and language and letters to think critically and prepare students
for responsible leadership and active members in the society.
2. Relevance and Responsiveness – To have essential foundation
for development into productive and well-rounded citizens to
investigate and analyze questions and problems carefully and
to present results that clearly appreciate human values, social
justice, cultural heritage and to formulate ones improvements
as one human being.
3. Access and Equity – Provide access and equity to deserving
students in order to facilitate the integral development of
individual to effect change in himself and in his environment.
4. Efficiency and Effectiveness – Develop competence in one’s
chosen field either in humanities, social sciences, natural
sciences, mathematics or language and letters necessary for
immediate and gainful employment or as a foundation for
further training beyond the baccalaureate degree.

Program Goals:

1. Quality and Excellence:

 To develop broad understanding in the fields of arts,
humanities and culture.
 To develop in the students the art of critical thinking.

2. Relevance and Responsiveness:

 To develop students to become more nationalistic and
responsible partners in nation building,
 To ingrain into students the value of moral and social
responsibility.
 To make the students aware and responsive to the various
needs of the Philippine society.
 3. Access and Equity:
 To train students for community service and basic
leadership roles.
 To help students be empowered and become active
participants in the democratic process.

4. Efficiency and Effectiveness:

 To develop students to become more rational and well-
rounded human beings.
 To train students to become productive and proactive
members of the society.

VI. GENERAL OBJECTIVES:

1. Identify factual information on the life and works of Rizal.

2. Gain deeper understanding of Rizal’s nationalism and be able
to relate it with one own nationalism.
3. Act, live and imitate Rizal’s virtue and love for his country and
the people.
4. Develop social awareness, interconnectedness and promote
peace and non-violent way of life.

VII. VALUES INTEGRATION

The values that the students will derive from this course are the
following:

1. Develop appreciation of the efforts rendered by our foremost

national hero in his quest for independence.
2. Develop student’s awareness in his responsibilities for
promoting justice, love, care, compassion and safety of our
nation.
3. To awaken the nationalism and patriotism that is caged in every
individual.
4. Gain deeper appreciation of the works and writings of Rizal
and its contribution to the awareness of every Filipino.

VIII. COURSE CONTENT

Part 1 Introduction: Relevance of the study

4 hours

1. Why it is that Rizal is our foremost national hero?

 2. Who made Rizal as our foremost national hero?

SPECIFIC OBJECTIVES:

1. To understand the essence of studying the life, works and

writings of Rizal.
2. To identify the factual information why Rizal became our
foremost national hero.

TEACHING STRATEGIES:
- Lecture, interaction, mini debate (resolve that Bonifacio
should be the National Hero)

Part 2 Concept of Nationalism

5 hours

1. Rizal and his nationalism.

SPECIFIC OBJECTIVES:

1. To define what is Nationalism.

2. To appreciate Rizal’s love for our country.
3. To develop students love and compassion of our country.

TEACHING STRATEGIES:
- Lecture, Group Reporting, Student Activity: Individual
sharing of ideas of ways how to show love of the country – a
reflection paper.

Part 3 During Rizal’s Time

11 hours

1. The world during Rizal’s time.

2. The Philippines during Rizal’s time.

SPECIFIC OBJECTIVES:

1. To study the different background of the world and the

Philippines during Rizal’s time.
2. To describe the Philippine condition during the Spanish
colonization.
3. To discuss human dignity and social justice and the
importance of peace and non- violent way of life.

TEACHING STRATEGIES:
- Discussion, Panel Discussion,
Interdisciplinary/Multidisciplinary Approach

Part 4 Formative Years of Rizal

4 hours
 1. Rizal’s hometown and Family
2. Childhood influences and memories of Rizal.

SPECIFIC OBJECTIVES:

1. To describe Rizal’s hometown and family.

2. To study the different influences of Rizal during his
childhood.
3. To relate how this influences molded him and make effect
to him of becoming a hero.

TEACHING STRATEGIES:
- Discussion, Students Activity: share students’ childhood
memories that molded their traits, personality and perceptions
in life.

Part 5 Education
5 hours

1. Rizal as a student.
2. Spanish system of education.

SPECIFIC OBJECTIVES:

1. To study the accomplishments of Rizal when he was a

student.
2. To describe the Spanish system of education in the
Philippines.

TEACHING STRATEGIES:
- Lecture, Group Interaction, Poem Interpretation: Through
Education Our Motherland Receives Light

Part 6 Women in the Life of Rizal

4 hours

SPECIFIC OBJECTIVES:

1. To describe the different women in Rizal’s life.

2. To discuss the importance of marrying the right person at
the right time.
3. To develop the value of being a man and a woman.

TEACHING STRATEGIES:
- Role Playing, Group discussion on the qualities of an ideal
man and woman, Interaction

Part 7 Travels Abroad

5 hours
 SPECIFIC OBJECTIVES:

1. To identify the different countries sojourned by Rizal.

2. To react on the impressions of Rizal in the countries he
visited.
3. To discuss Rizal’s achievements in his travels.
4. To discuss productivity and proper utilization of resources.

TEACHING STRATEGIES:
- Map Reading, Discussion, Group Activity

Part 8 Writings of Rizal

4 hours

Mi Ultimo Adios, Through Education Our Motherland

Receives Light, Council of the gods, To the Filipino Youth, Sa Aking
Mga Kababata

SPECIFIC OBJECTIVES:

1. To study the main theme of the poems of Rizal.

2. To appreciate his writings.

TEACHING STRATEGIES:
- Group Discussion, Reporting, Interaction

Part 9 Essays
2 hours

Love of Country and Indolence of the Filipino People

SPECIFIC OBJECTIVES:

1. To study the essays of Rizal.

2. To awaken the nationalism and patriotism of the students.
3. To identify and describe the present factors why Filipinos
are indolent.
4. To develop love and compassion of the students in our
country.
TEACHING STRATEGIES:
- Class Discussion, Group Discussion

Part 10 Martyrdom of the Hero

4 hours

SPECIFIC OBJECTIVES:

1. To describe the important events in the last hours of Rizal.

2. To appreciate Rizal’s effort and struggle for our country’s
independence.
3. To explain what is a meaningful and fulfilling life.
 TEACHING STRATEGIES:
- Discussion, Film Viewing, Song Interpretation, Reflection
Paper

Part 11 Noli Mi Tangere and El Filibusterismo

SPECIFIC OBJECTIVES:

1. To compare the two great novels of Rizal.

2. To study the important events in the novels.
3. To explain why the novels were entitled “Noli Mi Tangere”
and “El Filibusterismo”

TEACHIING STRATEGIES:
- Group Discussion, Lecture, Drama Presentation

IX COURSE ACTIVITIES

1. Drama Presentation
2. Poem Interpretation
3. Reflection Paper
4. Appreciation Letter
5. Resource Speaker
6. Song Composition
7. Film Viewing
8. Panel Discussion
9. Mini-debate

X COURSE REQUIREMENTS

1. Regular attendance
2. Good class participation
3. Good marks in the objective and essay tests
4. Participation in the drama presentation

XI EVALUATION

Midterm Grade / Semi-Final Grade

50% - quizzes, projects, class participation

50% - examinations

Final Grade:

1/3 of Midterm Grade + 2/3 of Semi-Final Grade

XII PERFORMANCE CONTRACT

The students are expected to fulfill all the requirements of the

course including projects and assignments. They are expected to give
reports, appreciation of the life, works and writings of the foremost
national hero with hope that when they become professionals, they
will become good public figures.

XIII REFERENCES

Zaide, Gregorio F. & Zaide, Sonia – Jose Rizal Life, Works and
Writings
All-Nations Publishing Co., Inc. Cubao, Q.C.
Philippines, 1994

Guerero, Leon Ma. – The First Filipino

National Historical Institute, Manila, 1997

Locsin, Ma. Soledad Lacson – Noli Mi Tangere (Translated)

Bookmarks Incorporated, Makati City,
Phil., 1996

Locsin, Ma. Soledad Lacson – El Filibusterismo (Translated)

Bookmark Incorporated, Makati City,
Phil., 1997

Reyes, Soledad S. – Noli mi Tangere: A Century after an

Interdisciplinary Perspective
Phoenix Publishing House, Q. C. Philippines, 1987

http://www.joserizal.ph/in01.html

PREPARED BY:

MR. GOMER A. SABUT

Guest Lecturer

APPROVED BY:

DR. BEULAH ROSE RUBIO TORRES

Chairperson, Social Sciences Department

DR. BEATRIZ C. GARCIA

Dean, College of Arts and Sciences