Cit-At-Syl-Pi 01

MARIANO MARCOS STATE UNIVERSITY Document Code CIT-AT-SYL-PI 01
COLLEGE OF INDUSTRIAL TECHNOLOGY

Revision No. 0 Page 1 of 14
SYLLABUS IN PI 01: THE LIFE AND WORKS OF JOSE RIZAL
Effectivity Date August 17, 2020
VISION OF THE UNIVERSITY A premier Philippine university by 2028.
MISSION OF THE UNIVERSITY To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
CORE VALUES  Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.
 Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of
society.
 Professionalism – Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism.
 Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God, humanity and
the environment.
INSTITUTIONAL OUTCOMES Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are qualities that
MMSU graduates must possess.
MMSU graduates should be able to:

1. Demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy;
2. Maintain a high degree of ethics, professionalism, discipline and accountability;
3. Communicate effectively and articulate ideas through various modalities and in diverse contexts;
4. Commit themselves to lifelong learning and personal development to achieve excellence;
5. Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and global
communities;
6. Display spiritual values through respect for and service to God, humanity, and country;
7. Practice social and environmental responsibility;
8. Collaborate with and maintain harmonious relationships with others;
9. Respect multicultural diversity;
10. Engage in activities that promote growth and empowerment for all sectors of society;
11. Make informed, intelligent, fair and equitable decisions; and
12. Show appreciation for and contribute to the development and preservation of cultural heritage.
GRADUATE ATTRIBUTES Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be:
1. globally competent;
2. professional;
3. effective communicator;
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
4. lifelong learner;
5. innovative;
6. spiritual;
7. socially responsible;
8. collaborative;
9. respectful to diversity;
10. empowered;
11. critical thinker; and
12. culturally responsive.
COLLEGE GOALS The College shall provide advanced technology education and training for countryside development.
The college is committed to educate and train students to become skilled workers, knowledgeable and competent home economics and technology
teachers, and effective managers who will contribute immensely to the attainment of socio-economic stability of the region and the whole nation.
PROGRAM OUTCOMES The Bachelor in Automotive Technology (BAT) designed as a ladderized curriculum to train automotive engineering technologists, industrial technicians
and entrepreneurs for supervisory and managerial positions to cater the needs of automotive industries globally and to generate employment in the
field of Automotive Technology.
Specifically, the program aims to produce graduates who are able to:
1. Grounded in the knowledge, skills, attitudes and ethics related to automotive technology.
2. Fit to carryout managerial supervisory tasks.
3. Socially and environmentally responsible.
4. Empowered entrepreneur.
COURSE OUTCOMES At the end of the semester, the students must have:
Knowledge
1. discussed the historical background of the RA 1425;
2. described the sacral culture of the Filipinos;
3. enumerated the issues and challenges towards the development of nationalism among Filipinos; and
4. enumerated the activities, ideas and views of Rizal in espousing and defending human rights and fundamental freedom of the
Filipinos.
Skills
1. applied the skills in literature, arts, sports and others as what Rizal did to improve his life as a Filipino; and
2. shared talent and skills to the community whenever needed; and
Values
1. constructed a road map as guide to the attainment of dreams and heightened set of virtues for life; and
2. developed a sense of appreciation and gratitude to the national hero on his exemplary contributions to Filipino society.
COURSE SYLLABUS
COURSE CODE PI 01
COURSE TITLE The Life and Works of Rizal
CREDIT UNITS 3
COURSE PREREQUISITE None
COURSE DESCRIPTION As mandated by RA 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
correspondence.
CONTENT OUTLINE AND TIMEFRAME
TIME FRAME COURSE CONTENT /SUBJECT MATTER MODE OF DELIVERY (FACE –to-FACE and/or ONLINE)
CLASS ORIENTATION Blended/Flexible Mode of Delivery
1. VMGO (Realtime/Zoom, offline learning materials/print media (e.g.
2. Class Orientation modules, worksheets, workbooks, etc.), online activities,
1 hour
1.1 School Rules and Regulations other alternative delivery modes)
1.2 Course Requirements
1.3 Grading System
CHAPTER I. INTRODUCTION TO LIFE AND WORKS OF RIZAL Blended/Flexible Mode of Delivery
1. Rizal Law and the Catholic Hierarchy (Realtime/Zoom, offline learning materials/print media (e.g.
4 hours
2. The Trial of Rizal Bill modules, worksheets, workbooks, etc.), online activities,
3. The Rizal Law and Philippine Literature other alternative delivery modes)
CHAPTER II. RIZAL AND THE THEORY OF NATIONALISM Blended/Flexible Mode of Delivery
1. The Nation as an Imagined Community (Realtime/Zoom, offline learning materials/print media (e.g.
6 hours
2. Rizal and Popular Nationalism modules, worksheets, workbooks, etc.), online activities,
other alternative delivery modes)
CHAPTER III. RIZAL’S SOCIAL ORIGINS AND HISTORICAL CONTEXT Blended/Flexible Mode of Delivery
1. Ascendance of Chinese Mestizos (Realtime/Zoom, offline learning materials/print media (e.g.
2. Agrarian Relations and the Friar Lands modules, worksheets, workbooks, etc.), online activities,
3. Intraclergy Conflicts and the Cavite Mutiny other alternative delivery modes)
9 hours
3.1 Pedro Pelaez, Leader of Filipino Clergy
3.2 Jose Burgos, A Documentary history with Spanish Documents and their Translation
3.3 The Cavite Mutiny
3.4 The Burgos Manifesto
CHAPTER IV. RIZAL IN EUROPE, THE PROPAGANDA MOVEMENT, AND NOLI ME TANGERE Blended
1. The Propaganda Movement and La Solidaridad (Realtime/Zoom, offline learning materials/print media (e.g.
1.1 Early Filipino students’ Activities in Spain modules, worksheets, workbooks, etc.), online activities,
1.2 Rizal’s Toast to Luna and Hidalgo other alternative delivery modes)
9 hours 1.3 Journalism and Politics
1.4 La Solidaridad
1.5 The New Filipino Newspaper in Barcelona
1.6 Legacy of the Propaganda Movement
2. Noli Me Tangere
CHAPTER V. THE MORGA AND RIZAL’S SEARCH FOR ORIGINS Blended/Flexible Mode of Delivery
1. The Pacto de Sangre in the 19th Century (Realtime/Zoom, offline learning materials/print media (e.g.
2. Rizal’s Morga and Illustrado Views of the Preconquest Past modules, worksheets, workbooks, etc.), online activities,
9 hours
2.1 Sucesos de las Islas Filipinas other alternative delivery modes)
2.2 The Filipino Past and Education for the Future
2.3 Tracing Origins: Illustrado Nationalism and Racial Science of Migration
CHAPTER VI. RIZAL’S CHANGING VIEW ON SPANISH RULE AND EL FILIBUSTERISMO Blended/Flexible Mode of Delivery
1. Indolence and Spanish Colonial Rule (Realtime/Zoom, offline learning materials/print media (e.g.
8 hours
2. Rizal’s Abandonment of Assimilation modules, worksheets, workbooks, etc.), online activities,
3. El Filibusterismo other alternative delivery modes)
CHAPTER VII. RIZAL’S VIEW OF THE FUTURE AND THE CREATION OF THE FILIPINO NATION Blended/Flexible Mode of Delivery
1. Rizal’s View of the Future and the Filipino Nation (Realtime/Zoom, offline learning materials/print media (e.g.
8 hours
2. Rizal: Biography and National History modules, worksheets, workbooks, etc.), online activities,
other alternative delivery modes)
LEARNING PLAN:
TEACHING AND
DESIRED LEARNING OUTCOMES COURSE CONTENT/SUBJECT ASSESSMENT TASK RESOURCE TIME VALUES
LEARNING
(DLO) MATTER (AT) MATERIALS TABLE LEARNED/COMPETENCIES
ACTIVITIES (TLA)
At the end of the orientation, the CLASS ORIENTATION  Class discussion/ forum  Essay writing Student Handbook 1 hour Self-Discipline
students must have: 1. Vision, Mission, Goals, (online)  Assignment Cleanliness
1. stated their expectations of the course Objectives  MMSU corporate video  Oral exam Laptop/PC Diligence
grading system, classroom policies, 2. Class Orientation presentation Patience
course requirements; and 2.1 School Rules and  Journal writing Mobile device Honesty
2. recited the MMSU Vision, Mission as Regulations
well as the goals of the college and 2.2 Course Requirements LCD projector
the objectives of the department. 2.3 Grading System
Internet connection
MMSU Corporate
Video
At the end of the chapter, the students CHAPTER I. INTRODUCTION  Online and Face-to-  Long exam Lecture Handouts 4 Nationalistic spirit

TEACHING AND
LEARNING
ACTIVITIES (TLA)
must have: 1. Rizal Law and the Catholic Face Lectures  Completion of (online and offline) hours
1. determined the issues and interest Hierarchy (powerpoint learning packets Protectionism
at stake in the debate over the 2. The Trial of Rizal Bill presentations, for Chapter I Video
Rizal Bill 3. The Rizal Law and handouts and other documentaries Social responsibility
in relation to the issues of present Philippine Literature reading materials)
day Philippines;  Socialized Recitation Laptop Appreciation of cultural
 Cooperative Learning heritage
2. identified the relationship between
Tasks Internet
literature and society; and
 Learning Packets connection Assertiveness to individual
3. differentiated patriotism and and collective rights
nationalism. Learning packets
At the end of the chapter, the students CHAPTER II. RIZAL AND THE  Online and Face-to-  Long exam Lecture Handouts 6 Critical thinking
must have: THEORY OF NATIONALISM Face Lectures  Completion of (online and offline) hours
1. defined important concepts 1. The Nation as an Imagined (powerpoint learning packets Creative Thinking
(nation, nationalism, nationality); Community presentations, for Chapter II Video
2. assessed the characteristics of a 2. Rizal and Popular handouts and other documentaries Appreciation of cultural
nation; Nationalism reading materials) heritage
3. proved how Rizal and his works  Learning Packets Laptop
 Brainstorming Mindful thinking
contributed to Philippine
Activities Internet
nationalism;
 Concept Map connection
4. compared and contrasted official  Venn Diagram on
review from the popular view of Official View and Learning packets
Rizal; and Popular Views of
5. evaluated Rizal in terms of popular Rizal
nationalism.  Independent
Readings
At the end of the chapter, the students CHAPTER III. RIZAL’S SOCIAL  Online and Face-to-  Long exam Lecture Handouts 9 Openness and respect to
must have: ORIGINS AND HISTORICAL Face Lectures  Completion of (online and offline) other cultures
TEACHING AND
LEARNING
ACTIVITIES (TLA)
1. narrated the historical conditions that CONTEXT (powerpoint learning packets hours
led to the emergence of Chinese 1. Ascendance of Chinese presentations, for Chapter III Video Social grace
mestizos as an important element of Mestizos handouts and other documentaries
Philippine society ; 2. Agrarian Relations and the reading materials) Social responsiveness and
2. listed the implications of the Friar Lands  Learning Packets Laptop mutual understanding
ascendance of the Chinese mestizos; 3. Intraclergy Conflicts and  Roleplay: Socio-
3. traced the history of agrarian relations the Cavite Mutiny cultural Activities of Internet Empathy and social
and friars lands during the Spanish 3.1 Pedro Pelaez, Leader of the Chinese Evident connection tolerance
colonial period; Filipino Clergy in Philippine
4. critiqued why the Indios were willing 3.2 Jose Burgos, A Communities Learning packets
to become the kasama of mestizos Documented History
inquilinos; with Spanish
5. evaluated the conflicts that marred Documents and their
relations between the secular and Translation
regular clergy; and 3.3 The Cavite Mutiny
6. related how these conflicts impinged 3.4 The Burgos Manifesto
on the Philippine’s history in general
and on Rizal’s politics in particular.
At the end of the chapter, the students CHAPTER IV. RIZAL IN EUROPE,  Online and Face-to-  Long exam Lecture Handouts 9 Appreciation of cultural
must have: THE PROPAGANDA MOVEMENT, Face Lectures  Completion of (online and offline) hours heritage
1. described what the propaganda AND NOLI ME TANGERE (powerpoint learning packets
movement is and what it stood for; 1. The Propaganda presentations, for Chapter IV Video Assertiveness to individual
2. proved that Rizal was involved in Movement and La handouts and other  Midterm exam documentaries and collective rights
the movement; Solidaridad reading materials)
3. identified the factors which made 1.1 Early Filipino students’  Learning Packets Laptop Critical thinking
Activities in Spain
Rizal wrote Noli Me Tangere; and
1.2 Rizal’s Toast to Luna Internet
4. made arguments that Noli Me and Hidalgo connection
Tangere is a charter of 1.3 Journalism and Politics
Nationalism. 1.4 La Solidaridad Learning packets
TEACHING AND
LEARNING
ACTIVITIES (TLA)
1.5 The New Filipino
Newspaper in
Barcelona
1.6 Legacy of the
Propaganda Movement
2. Noli Me Tangere
At the end of the chapter, the students CHAPTER V. THE MORGA AND  Online and Face-to-  Long exam Lecture Handouts 9 Critical thinking
must have: RIZAL’S SEARCH FOR ORIGINS Face Lectures  Completion of (online and offline) hours
1. summarized how Rizal portrayed 1. The Pacto de Sangre in the (powerpoint learning packets Creative Thinking
the precolonial past; 19th Century presentations, for Chapter V Video
2. analyzed the reason for his 2. Rizal’s Morga and handouts and other documentaries Appreciation of cultural
portrayal; Illustrado Views of the reading materials) heritage
3. provided a survey of Rizal’s view of Preconquest Past  Learning Packets Laptop
2.1 Sucesos de las Islas  Individual Thought Mindful thinking
the pre-conquest past;
Filipinas Paper: Internet
4. explained Rizal’s view in light of 2.2 The Filipino Past and connection Literary skills development
-Annotations that
current studies. Education for the Future Rizal Made on
2.3 Tracing Origins: Morga’s Chapter 8 Learning packets
Illustrado Nationalism -Rizal’s Views of the
and Racial Science of Pre-conquest Past.
Migration
At the end of the chapter, the students CHAPTER VI. RIZAL’S CHANGING  Online and Face-to-  Long exam Lecture Handouts 8 Appreciation of cultural
must have: VIEW ON SPANISH RULE AND EL Face Lectures  Completion of (online and offline) hours heritage
1. outlined the structure of Philippine FILIBUSTERISMO (powerpoint learning packets
history as presented by Rizal in his 1. Indolence and Spanish presentations, for Chapter VI Video Cooperation and solidarity
essay ”On the Indolence of Colonial Rule handouts and other documentaries
Filipinos”; 2. Rizal’s Abandonment of reading materials) Mindful thinking
2. defended Rizal’s view on what are Assimilation  Learning Packets Laptop
3. El Filibusterismo  Thought Paper on
the causes and solutions to
Internet
TEACHING AND
LEARNING
ACTIVITIES (TLA)
indolence of Filipinos; the Indolence of connection
3. explained the campaign for Filipinos
assimilation and why Rizal decided  Group Activity (Diad, Learning packets
to abandon this campaign; triad, brainstorming)
4. determined the implications of report the result of
discussion by group
Rizal’s abandonment to the
about Assimilation
campaign;  Group Activity: Venn
5. compared and contrasted El diagram/graphic
Filibusterismo and Noli Me organizer on El
Tangere; and Filibusterismo and
6. justified that the El Fili has Noli Me Tangere
contributed to national
consciousness and the revolution.
At the end of the chapter, the students CHAPTER VII. RIZAL’S VIEW OF  Online and Face-to-  Completion of Lecture Handouts 8 Critical thinking
must have: THE FUTURE AND THE Face Lectures learning packets (online and offline) hours
1. discussed Rizal’s view of the future; CREATION OF THE FILIPINO (powerpoint for Chapter VII Creative Thinking
2. presented individual reactions on NATION presentations,  Rubrics for Video
Rizal’s concept of the Filipino 1. Rizal’s View of the Future handouts and other Bagong Bayani documentaries Appreciation of cultural
nation; and and the Filipino Nation reading materials) Candidate heritage
3. described the characteristics of a 2. Rizal: Biography and  Learning Packets  Final exam Laptop
National History  Film Viewing on Mindful thinking
hero.
“Rizal” and identify Internet
the events or connection Literary skills development
episodes that define
Jose Rizal a Hero Learning packets
 Research on Bagong
Bayani Candidate
(listing of local hero

TEACHING AND
LEARNING
ACTIVITIES (TLA)
candidates with
justifications)
A. TEXTBOOK AND REFERENCES (APA Format 7TH Ed)

Books
Aguilar, F. Elusive Peasant, Weak State: sharecropping & the changing meaning of debt
Aguilar, F. Tracing Origins: Ilustrado nationalism and the racial science of migration waves
Aguilar, F. Romancing tropicality
Aguilar, F. Filibustero, Rizal and the Manilamen of the nineteenth century
Anderson, B. Why counting counts
Anderson, B. In the world-shadow of Bismark and Nobel
Anderson, B. Hard to Imagine
Anderson, B. Why Counting Counts
Anderson, B. Introduction to Unimagined Communities
Anderson, B. Cultural Roots: Imagined Communities
Anderson, B. Creole Pioneers: Imagined Communities
Blanco, R. Pedro Pelaez, leader of the Filipino clergy
Constantino, R. The Rizal Law and the Catholic Hierarchy
De Dios, M. Indolence, incentives and institutions
Foronda, M. Cults honoring Rizal
Ileto, R. Rizal and the underside of the Philippine history
Laurel, J.B.J. The Trials of the Rizal Bill
Mojares, . Jose Rizal and the Invention of a national literature
Schumacher, J. The Rizal Bill of 1956: Horacio dela Costa and the Bishops
Schumacher, J. The Cavity Mutiny
Schumacher, J. The Burgos Manifesto
Schumacher, J. Rizal’s break with del Pilar
Scott, W.H. Barangay; Sixteenth-century Philippine culture and society
Thomas, M. Isabelo delos Reyes and the Philippine Contemporaries
Wickberg, E. The Chinese Mestizo in Philippine History

Wolters, O.W.: History, culture and region in Southeast Asian perspectives.
COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

 Class Participation Class Standing 20 %
 Quizzes/Long Test Major Outputs/Projects 40 %
 Midterm and Final Examinations Midterm Examination 20 %
 Group Outputs Final Examination 20%
 Online/Offline Activities Total 100%
COURSE POLICIES Students enrolled in this course are expected to observe the following rules:
Attendance
Students are not allowed to have 20% or more absences of the total class hours; otherwise, they will be graded as follows:
 Dropped – if majority of the excessive absences are excused;
 Failed – if majority of the excessive absences are unexcused
Classroom (Face-to-face) decorum
Students are required to:
1. Wear their identification card, and observe proper dress code at all times;
2. Turn off in silent mode their cellular phones during class hours;
3. Maintain cleanliness and orderliness of the room at all times; and
4. Come to class on time.
Online decorum
Students are required to:
1. Attend online synchronous classes;
2. Wear proper attire;
3. Active participation in the discussion; and
4. Observe proper online netiquette
Examination/Evaluation
1. Class participation is expected and will form a part of the final grade. Students are expected to come to all classes and be on
time. Roll will be checked each class meeting. Classes missed for legitimate reasons, such as illness, temporary duty, are
excusable; however, the student must make up for the missed work by completing class exercise sheets and attending
alternate activities.
2. Students are required to read all assigned material prior to class and be prepared to discuss them and apply them to
problem solving situations presented in class.
3. In this course you are encouraged to discuss problems with your peers and to seek help from others in understanding the
topic. Material submitted for grading should be the synthesis of your own ideas and the input (lectures) you have received.
Instances discovered of UNFAIR ADVANTAGE being taken of any other individual or group will result in a loss of grade
substance.
4. Plagiarism: All academic work submitted by students, written or otherwise, is expected to be the result of their own
independent thought and research. In cases where students submit work professing to be their own, but uses the ideas,
organization, wording or anything else from another source without the appropriate acknowledgment, then the student(s)
is/are guilty of plagiarism.
5. Students may discuss assignments among themselves or with a professor or tutor, but the actual work/report/result to be
submitted should be done completely solely by the student. In cases where a student's report or assignment involves
research in outside sources or information, the student must carefully acknowledge exactly what, where and how he/she
has utilized the sources or information.
6. Cheating during examinations is a big no-no! Students caught cheating in any form will have their papers confiscated and
will be sent out of the examination room and not allowed to retake the exam anymore.
7. Make-up policy: Students who are unavoidably absent from an examination (long exams or major exams) or recitation must
submit an excuse letter duly signed by any of his/her parents before he/she can take the missed examination. If the cause
of the absence is illness, then the student must present a medical certificate. Quizzes and exercises missed because of valid
absences will be prorated.
8. All requirements should be submitted on or before the agreed upon due dates.
Name : LEAH C. SAMBRANO
FACULTY-IN-CHARGE Academic Rank : Associate Professor I
Email Address : leah_sambrano@yahoo.com
CONSULTATION PERIOD TBA
Name : DIAN ANTONETTE N. REANTILLO
FACULTY-IN-CHARGE Academic Rank : Assistant Professor II
Email Address : dianreantillo@mmsu.edu.ph
Name : JASPER KIM M. RABAGO
FACULTY-IN-CHARGE Academic Rank : Assistant Professor I
Email Address : jasperkimmirasol@yahoo.com.ph

Name : RAYMUND VINCENT B. ESPEJO
FACULTY-IN-CHARGE Academic Rank : Instructor I
Email Address : emon.espejo@gmail.com
Name : MARC CLINTON A. DACUYCUY
Email Address : mcadacuycuy@mmsu.edu.ph
Name : DAN JEROME L. MALAPIRA
Email Address : malapirad3cl@gmail.com
PREPARED BY: RECOMMEND APPROVAL: APPROVED:
LEAH C. SAMBRANO FERDINAND P. HUENDA CESARIO Y. PACIS PRIMA FE R. FRANCO

Faculty-in-Charge Chairperson, Automotive Technology Department Dean, CIT Vice President for Academic Affairs
DIAN ANTONETTE N. REANTILLO

Faculty-in-Charge
JASPER KIM M. RABAGO

Faculty-in-Charge
RAYMUND VINCENT B. ESPEJO

Faculty-in-Charge
MARC CLINTON A. DACUYCUY

Faculty-in-Charge
DAN JEROME L. MALAPIRA

Faculty-in-Charge


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MARIANO MARCOS STATE UNIVERSITY Document Code CIT-AT-SYL-PI 01

COLLEGE OF INDUSTRIAL TECHNOLOGY

VISION OF THE UNIVERSITY A premier Philippine university by 2028.

MMSU graduates should be able to:

COURSE TITLE The Life and Works of Rizal

COURSE PREREQUISITE None

CONTENT OUTLINE AND TIMEFRAME

Disclaimer: Reproduction of this document is allowed subject

Disclaimer: Reproduction of this document is allowed subject

A. TEXTBOOK AND REFERENCES (APA Format 7TH Ed)

Wickberg, E. The Chinese Mestizo in Philippine History

COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

CONSULTATION PERIOD TBA

PREPARED BY: RECOMMEND APPROVAL: APPROVED:

LEAH C. SAMBRANO FERDINAND P. HUENDA CESARIO Y. PACIS PRIMA FE R. FRANCO

DIAN ANTONETTE N. REANTILLO

JASPER KIM M. RABAGO

RAYMUND VINCENT B. ESPEJO

MARC CLINTON A. DACUYCUY

DAN JEROME L. MALAPIRA

Disclaimer: Reproduction of this document is allowed subject

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