Rizal

CSTC COLLEGE OF SCIENCES, TECHNOLOGY AND COMMUNICATIONS, INC.
General Luna Street, Maharlika Hi-way Poblacion 3. Arellano Subdivision

Sariaya, Quezon
“SCHOOL OF TEACHER EDUCATION”
CSTC VISION
“ The CSTC College of Sciences, Technology and Communications, Inc. is committed to become a top learning community where students develop a balance between academic proficiency,
technical excellence and professional expertise, and emerge as socially responsible individuals”
CSTC MISSION
CSTC is committed to provide leadership and connections to help students rise to the challenge of business productivity and work competency.
CSTC, through its able and dedicated trainers, seeks to deliver the B.E.S.T. to produce the best in the students so that it can offer the BEST in business and industry-oriented courses.
Through its trainers, CSTC seeks to deliver the BEST by:
Projecting behavioral example so that students can BE the best.
Providing educational enrichment so that students can KNOW the best.
Promoting service excellence so that students can OFFER the best
Producing technical expertise so that students can DO the best.
COURSE LEARNING PLAN
Course Code Course Title Unit | Hours Pre-requisite

GECMAN LWR The Life and Works of Jose Rizal Three (3) | 3 hours per week None
A. 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.
B. Learning Outcomes
At the end of the course, the students will be able to:
1. Diagnose Jose Rizal’s life within the context of 19th century Philippines.
2. Analyze Rizal’s various works, particularly the novels Noli Me Tangere and El Filibusterismo.
3. Organize Rizal’s ideas into various themes
4. Demonstrate a critical reading of primary sources
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5. Interpret the values that can be derived from studying Rizal’s life and works
6. Display an appreciation for education and love of country
Numbers of Hours: 3 hours every week for 18 weeks or 54 hours in semester
Course Outline and Timeframe
Week Topics
1 Introduction to the course: Republic Act 1425
2 19th century Philippines as Rizal’s context
3 Rizal’s life: Family, Childhood and Early Education
4 Rizal’s Life: Higher Education and Life Abroad
5 Rizal’s Life: Exile, Trial and Death
6 Annotation of Antonio Morga’s Sucesos de las Islas Filipinas
7 Noli Me Tangere
8 El Filibusterism
9 The Philippines: A Century Hence (Other possible topics: Letter to the Women of Malolos/The Indolence of the Filipinos)
10 Jose Rizal and Philippine Nationalism- Bayani and Kabayanihan
11 Jose Rizal and Philippine Nationalism-National Symbol
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Learning
Topic/Content Methodologies Resources Assessment/Evaluation
Outcomes
 The students Orientation LIFE SKILLS  Course Learning Plan Table  Recitation
can explain the  Vision ,Mission, Listening Skills
essence of Core Values, Knowledge/Comprehension  Group Activity
Vision, Mission, Philosophy of  Make a list of values that
Core Values CSTC can be derived from the  Group Presentation
and philosophy discussion which can
of CSTC.  Course become useful in the
Requirements future chosen professions.
 Course Overview
 Explain the  Introduction to  Lecture: Historical  Text of the RA 1425 http://www. Gov.ph/1956/06/12/republic-act-no-1425/  Writing exercise:
history of the the course background and context of Compare and contrast
Rizal Law and Republic Act RA 1425; Why study the  Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial Politics. the views of those in
its important 1425 life and works of Rizal? QC: R. Constantino , 1982, pp. 244-247. favor and against RA
provisions 1425 , considering the
 Class Activity1: Read the  Jose B. Laurel Jr. The Trials of the Rizal Bill Historical bulletin Vol. 4 No.2 (1960): 130- context of the 1950s;
 Critically assess “Rizal Law” (RA 1425) 139. would similar
the arguments still have
effectiveness of  Class Activity 2: Think-  Schumacher, John. The Rizal Bill of 1956: Horacio de la Costa and the Bishops, force today?
the Rizal Course Group-Share: Opening Philippine Studies 59 no.4 (2011): 529-553.
question will be posted by OR
instructor: Think of a  Caroline S. Hau, Introduction in Necessary Fictions: Philippine Literature and the
recent novel/story that Nation, 1946-1980. Quezon City: Ateneo de Manila University Press 2000, pp. 1-14  Reflect on your
you’ve read. How did you secondary education:
learn from that story? Did your school comply
Apply this experience to with RA 1425? How
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Learning
Outcomes
Rizal’s writings. How effective is the Rizal Law
would reading Rizal’s in instilling patriotism
novels impart patriotism? among secondary
Reflect individually then school students?
discuss as a group. Present
results of group
discussions in class.
 Appraise the The Philippines in  Lecture: Brief summary of  Nelson, Gloria Luz. Mga Pananaw hinggil sa ugnayan ng talambuhay at lipunan, in  Pop Quiz: Graphic
link between the nineteenth Spanish colonization of the Diestro, D. et al. Si Heneral Paciano Rizal sa Kasaysayang Pilipino. Los Banos: UPLB Organizer/table
the individual century as Rizal’s Philippines as a Sentro ng Wikang Filipino, 2006. mapping the changes in
and society context background the nineteenth-century
 C. Wright Mills. The Promise, “the sociological imagination. Oxford: Oxford University Philippines, categorizing
 Analyze the  Economic: end of  Lecture: The Nineteenth Press, 1959. http:// legacy.lclark.edu/-Goldman /socimagination.html social, political,
various social, the galleon century as a century of economic, cultural
political, trade , opening of change  P. Sztompka. “Great Individuals as Agencies of Change” in the Sociology of Social changes
economic and the Suez Canal, Change. Wiley, 1993
cultural opening of ports  Class Activity: Film viewing Reflection paper about
changes that to world trade, of “Ganito Kami Noon,  John Schumacher. Rizal in the context of the 19th Century Philippines” in the Making of a the film
occurred in the rise of the export Paano Kayo Ngayon?” NATION: Essays on Nineteenth –Century Filipino Nationalism. Quezon City: ADMU Press, Guide Questions:
nineteenth crop economy, 1991.  Describe the
century and monopolies nineteenth-century
 Social: education,  Film: “Ganito Kami Noon, Paano Kayo Ngayon?” directed by Eddie Romero (1976) Philippines as
 Understand rise of the represented in the
Jose Rizal in the Chinese mestizo, film
context of hi8s rise of the
times inquilinous  Based on your
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Learning
Outcomes
reading and class
 Political: discussion, what
liberalism, impact can you say about
of the Bourbon the film’s
reforms, Cadiz representation of
constitution the nineteenth
century?
 Subtopic: seeing
the life of an  What is the main
individual in question that the
society and film seeks to
society in the life answer? What is
of an individual your own reflection
based on the film
and your
understanding?
 Analyze Rizal’s  Rizal’s Life:  Lecture. Rizal’s family,  Coates, Austin. Rizal: Filipino Nationalist and Matyr. Hong Kong: Oxford University  Students will write a
family, Family, childhood, childhood and early Press Quezon City: Malaya Books, 1969; or Filipino translation by Nilo S. Ocampo. Rizal: short biographical essay
childhood, and and early education Makabayan at Martir. Quezon City: University of the Philippines Press, 2007. that compare the
early education education student’s early
 Class activity: Read Rizal’s  Rizal, Jose. “Memoirs of Student in Manila,” Appendix Section Zaide’s Jose Rizal: Life, childhood with Rizal’s
 Evaluate the “Memoirs of a Student in Works and Writings own
people and Manila,” Chapter 1
events and
their influence  Class activity: Create a
on Rizal’s early timeline of Rizal’s
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Learning
Outcomes
life Childhood and Early
Education
 Explain the  Rizal’s Life:  Lecture: Rizal’s education at  Schumacher, John. The Propaganda Movement, 1880-1885: The Creation of a Filipino  Written document analysis
principle of Higher Education the Ateneo Municipal and at Consciousness,The Making of a Revolution. Quezon City: Ateneo de Manila University Press, worksheet
assimilation and Life Abroad the University of Santo 1997.
advocated by Tomas; Rizal’s life abroad
the Propaganda
Movement  Class activity: Read Jose
Rizal’s Brindis speech
 Appraise Rizal’s
relationship  Class activity: Read first issue
of La Solidaridad and analyze
with other
the aims stated therein;
Propagandists answer written document
analysis worksheet
 Analyze Rizal’s
growth as .
Propagandist
and disavowal
of assimilation
 Analyze the  Rizal’s Life: Exile,  Lecture: Rizal’s last years  Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hong Kong: Oxford University Press,  Graphic organizer for
factors that led Trial, and Death covering his exile, trial, and Quezon City: Malaya Books, 1969. activity on La Liga Filipina
to Rizal’s death
execution  Ileto, Reynaldo. “Rizal and the Underside of Philippine History” In Filipinos and their Revolution:  Reflection paper about the
 Class activity: Read the Event, Discourse, and Historiography. Quezon City: Ateneo de Manila University Press, 1998, film
 Analyze the Constitution of La Liga Filipina pp.29-78
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Learning
Outcomes
Effects of and fill out a table (graphic  Teodora Alonzo’s petition to Camilo Polavieja, Manila, 28 December 1896.  Describe the life of Jose
Rizal’s organizer with the aims of La Rizal as represented in
execution on Liga Filipina in one column the film
Spanish and examples of how these
aims could be attained in
colonial rule
another column
 Based on your reading
and the and class discussion,
Philippine what can you say about
Revolution  Class activity: Read Teodora
Alonzo’s letter to Governor the film’s representation
General Polavieja and write a of Jose Rizal?
similar letter persuading him
to spare Rizal’s life  What is the main
question that the film
 Film viewing: seeks to answer?
Option 1 : Jose Rizal, GMA
Films, directed by Marilou Diaz  What is your own
Abaya reflection based on the
film and your
 Option 2: Rizal sa Dapitan, understanding.
directed by Tikoy Aguiluz
First Long Examination
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Learning
Outcomes
 Analyze Rizal’s  Annotation of  Lecture on Rizal’s view of  Blumentritt, Ferdinand. Prologue to Jose Rizal, Annotated Copy of Antonio de Morga’s Sucesos de  Group discussion and oral
ideas on how to Antonio Morga’s Philippine History and las Islas Filipinas (Manila: National Centennial Commission, 1962) presentation on Rizal’s
rewrite Sucesos de las Historiography historiography
Philippine Islas Filipinas  Ocampo, Ambeth. “Rizal’s Morga and views of Philippine History” in Philippine Studies vol 46 no. 2
history  Class activity: Read (1998). http://www.philippinestudies.net/ojs/index.php/ps/article/viewFile/662/663
introduction and last chapter
 Compare and of Rizal’s Annotation of  Salazar, Zeus. “A Legacy of the Propaganda: The Tripartite View of Philippine History” in Antoy
contrast Rizal Antonio Morga’s Sucesos de Navarro and Flordeliza Lagbao-Bolante, eds. Mga Babasahin sa Agham Panlipunang Pilipino:
las Islas Filipinas Sikolohiyang Pilipinolohiya, at Pantayong Pananaw. QC: C&E Publishing, 2007.
and Morga’s
http://www.bagongkasaysayan.org/downloadable/zeus_005.pdf
different views
 Class activity: Read “A
about Filipinos Legacy of the Propaganda:  Rizal, Jose. Historical events of the Philippines Islands by Dr. Antonio de Morga, published in
and Philippine The Tripartite View of Mexico in 1609, recently brought to light and annotated by Jose Rizal, preceded by a prologue by
culture Philippine History” by Zeus Dr. Ferdinand Blumentritt.
Salazar Manila: Jose Rizal National Centennial Commission, 1962
 Class activity: Make a table

comparing and contrasting
Rizal and Morga’s views on
Filipino culture
 Appraise  Noli Me Tangere  Lecture on Rizal’s  Constantino, Renato. “ Our task: to make Rizal obsolete” in This Week, Manila Chronicle
important representation of the (14 June 1959)
characters in conditions and problems
the novel and of Philippine society in the  Daroy, Petronilo. Rizal contrary esays. Quezon City: Guro Books, 1968
what they nineteenth century
represent through the Noli Me  Almario. Virgilio. Si Rizal: Nobelista. Quezon City: University of the Philippines Press, 2008
Tangere
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Learning
Outcomes
 Examine the  Class activity 1: Present a  Rizal, Jose. Noli Me Tangere. Trans. Virgilio Almario or Soledad Maximo Locsin
present skit showcasing a theme
Philippine presented in the Noli  Anderson, Benedict. Why Counting Counts: A Study of Forms of Consciousness and
situation (some examples: Problems of Language in Noli Me Tangere and El Filibusterismo. Quezon City: Ateneo de
through the comparison of women in Manila University Press, 2008
examples the nineteenth century
mentioned in and in the present; social  Caroline S. Hau, “Introduction” in Necessary Fictions: Philippine Literature and the Nation,
the Noli change; colonization; 1946-1980. Quezon City: Ateneo de Manila University Press, 2000
church ministers; social
hierarchy; patriotism;
social reform)
 Class Activity 2: Write an

essay with the aim 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?
 Class Activity 3: Divide

class into groups and have
each group draw the
family tree of Crisostomo
Ibarra. Have each group
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Learning
Outcomes
present in class and
discuss: (1) What were the
changes from one
generation to the next,
and (2) What do these
changes suggest about the
Creoles in the Philippines?
 Class Activity 4: Write an

essay with the aim of
addressing the questions:
(a) What are the anti-
modern aspects of colonial
society portrayed in 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)
 Compare and  El Filibusterismo  Lecture on the background of  Daroy, Petronilo. Rizal contrary essays. Quezon City: Guro Books, 1968  Graphic organizer:
contrast the the publication of the El Compare and contrast,
characters, Filibusterismo  Lucas, Almario. Virgillo. Si Rizal: Nobelista. QC: UP Press, 2008 and show continuities
plot, and and/or changes in Rizal’s
theme of the  Anderson, Benedict. Why Counting Counts: A study of Forms of Consciousness and Problems of ideas expressed in the
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Learning
Outcomes
Noli and the El  Lecture on the major themes, Language in Noli Mw Tangere and El Filibusterismo. Quezon City: Ateneo de Manila University Noli and Fili
Fili plot, characters and ideas in Press, 2008
the novel  Reflection paper about
 Value the role  Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as ‘Science Fictionist’ in Humanities select chapters discussing
of the youth in Diliman vol. 10 no. 2 (2013). the role of youth in society (
 Class activity: Read the http://journals.upd.edu.ph/index.php/humanitiesdiliman/article/view/4168/3774 e.g.,
the
dedication to Gomburza Ch. 24, Ch. 39)
development
and the future  Rizal, Jose. El Filibusterismo. Trans. Virgillo Almario or Soledad Maximo Locsin
of society  Class activity: Group
Discussion on the differences
between the Noli and El
Filibusterismo
 Assess Rizal’s  The Philippines :  Lecture on “The Philippines a  Rizal, Jose. “The Philippines a century hence” Can be accessed through:  Essay writing: Write a
writings A Century Hence Century Hence” http://www.archive.org/stream/philippinescentu00riza/philippinescentuooriza_djvu.txt response to Jose Rizal with
the students situating
 Appraise the  Other possible topics:  Class activity: group themselves a century after
value of Letter to the Women discussion on Rizal’s essay Rizal’s time
understanding of Malolos/ On the and the arguments he
the past Indolence of the presented  Alternative : Give a speech
Filipinos that will serve as a
response to Rizal
 Frame
arguments
based on
evidence
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Learning
Outcomes
 Interpret views  Jose Rizal and  Lecture/Discussion on the  Eugenio, Damiana. Philippine Folk Literature: The Epics. QC: UP Press, 2001.
and opinions Philippine changing forms and
about bayani Nationalism – Bayani definitions of bayani and  Revel, Nicole, ed. Literature of voice: Epics in the Philippines. QC: ADMU Press, 2005.
and and Kabayanihan kabayanihan from precolonial
kabayanihan in Philippines to present
 Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” sa Diliman Review, vol
the context of
 Class Activity: Read select 45, no.2-3, 1997, pp. 14-18
Philippine
history and Philippine Epics
society  Salazar, Zeus A. “Ang Bayani bilang sakripisyo: pag-aanyo ng pag-aanyo ng pagkabayani
 Class Activity: Read Ricardo sa agos ng Kasaysayang Pilipino” in Kalamidad, Rebolusyon, Kabayanihan: Mga
Nolasco, “And Pinagmulan ng kahulugan nito sa kasalukuyang panahon. QC: ADHIKA ng Pilipinas, 1996
 Assess the Salitang Bayani” (2001)
concepts of
bayani and  De Ocampo, Esteban. “Who Made Rizal our Foremost National, and Why?” in Jose Rizal: Life,
 Group Activity: Each group
kabayanihan in Works, and Writings of a Genius, Writer , Scientist and National Hero, edited by Gregorio Zaide.
will choose their own bayani
the context of 1984
according to their standards
Philippine and present it to the class
society
 Examine the  Jose Rizal and  Lecture: Criteria for national  Joaquin, Nick. A question of heroes. Pasig: Anvil, 2005. (Chapters on Rizal, Bonifacio, and  Present a photo exhibit of
values Philippine heroes as determined by the Aguinaldo.) different Rizal monuments
highlighted by Nationalism – National Heroes Committee in the Philippines and
the various National Symbol created by Executive Order  Lahiri, Smitha. “Writer, hero, myth, and spirit: The changing image of Jose Rizal.” Cornell abroad. Write short
representations No. 75, 1993 University papers on Southeast Asia. descriptions about their
of Rizal as a http://www.seasite.niu.edu/Tagalog/Modules/Modules/PhilippineReligions/article_rizal.htm background and
national symbol  Class Activity: create a interpretations on their
cluster diagram on the values imagery and
highlighted by Rizal’s life representations.
 Advocate the
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Learning
Outcomes
values Rizal’s  Optional: Educational trip
life (possible places to visit :  Essay writing or speech
encapsulates Rizal Shrine, Calamba; Fort about a particular value
Santiago; Dapitan Shrine) Rizal advocated
 Students choose a key

issue (e.g., heroism and
the notion of sacrifice ;
literature and national
consciousness ; ethics and
our concepts of
leadership; ethnicity and
national belonging) to be
tackled in an integrating
project assigned by the
teacher (e.g., a
newspaper; an audio-
visual project; composition
of lyrics with musical
arrangement; or a painting
mural)
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A. Methods of Assessing
CRITERIA FOR EVALUATING STUDENT PERFORMANCE/ASSESSING THE STUDENTS
Midterm Grading Period Final Grading Period

Class Standing 60% 60%
Quizzes 50% 50%
Recitation 20% 20%
Project/Research 15% 15%
Assignment/Seatwork 10% 10%
Attendance 5% 5%
Major Exam 40% 40%

FINAL GRADE
(Midterm Grade * .40) + Pre-Final Grade * .60) 100%
GRADING SYSTEM
Percent Number Equivalent Letter Equivalent Percent Number Equivalent Letter Equivalent
97-100 1.00 A+ 83-84 2.25 B-
94-96 1.25 A 80-82 2.50 C+
91-93 1.50 A- 78-79 2.75 C
88-90 1.75 B+ 75-77 3.00 C-
85-87 2.00 B Below 75 5.00 D
B. Classroom Policy
 Fifteen (15) minutes late will be marked absent
 Students with 6 absences (two sessions per week) or 3 absences (one session per week) will be automatically dropped (DU).
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C. Textbook and Other Reading Materials
Coates , Austin. Rizal: Filipino Nationalist and Martyr. Hongkong: Oxford University Press, Quezon City: Malaya Books, 1969.
Rizal, Jose. El Filibusterismo (Translation by Virgillo Almario or Soledad Lacson-Locsin)
Rizal, Jose. Noli Me Tangere (Translation by Virgillo Almario or Soledad Lacson-Locsin)
Rizal, Jose. Historical events of the Philippines Islands by Dr. Antonio de Morga, published in Mexico in 1609, recently brought to light and annotated by Jose Rizal, preceded by a prologue by Dr. Ferdinand
Blumentritt. Manila: Jose Rizal National Centennial Commission, 1962.
Rizal, Jose. “The Philippines a Century Hence” In La Solidaridad
Almario. Virgillo. Si Rizal: Nobelista. Quezon City: University of the Philippines Press, 2008.
Anderson, Benedict. Why Counting Counts: A Study of Forms of Consciousness and Problems of Language in Noli Me Tangere and El Filibusterismo. Quezon City: Ateneo de Manila University Press, 2008.
Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal. Manila: Sentrong Pangkultura ng Pilipinas, 1991.
Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial Politics. Quezon City: R. Constantino, 1982.
Constantino, Renato. “Our task: to make Rizal obsolete” in This Week, Manila Chronicle (June 14, 1959).
Eugenio, Damiana . Philippine folk literature : The Epics . Quezon City: University of the Philippines Press, 2001.
Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City: Guro Books, 1968.
Diestro, Dwight David et al. Talambuhay at Lipunan: Si Heneral Paciano Rizal sa Kasaysayang Pilipino. University of the Philippines Los Baños Sentro ng Wikang Filipino. 2006.
Fast, Jonathan at Jim Richardson. Roots of Dependency: Political and Economic Revolution in the 19th Century Philippines. Quezon City: Foundation for Nationalist Studies, 1979.
Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National Heroes Commission, 1963.
Guillermo, Ramon G. “Si Rizal at ang Kanyang Konsepto ng Kabayanihan sa kanyang Liham sa mga Kababaihan ng Malolos” sa Diliman Review. Tomo 45, Bilang 2-3, 1997, pp. 26-29
Hau, Caroline S. Necessary Fictions: Philippine Literature and the Nation, 1946-1980. Quezon City: Ateneo de Manila University Press, 2000.
Ileto, Reynaldo. “Rizal and the Underside of Philippine History” In Filipinos and their Revolution: Event, Discourse, and Historiography. Quezon City: Ateneo de Manila University Press, 1998.
Ileto, Reynaldo. Pasyon and Revolution: Popular Movements in the Philippines, 1840-1910. Quezon City: Ateneo de Manila University Press, 1979.
Joaquin, Nick. A Question of Heroes. Pasig: Anvil, 2005.
Lahiri, Smitha. “Writer, hero, myth and spirit: The changing image of Jose Rizal. “Cornell University papers on Southeast Asia.
Laurel, Jose B. Jr. “The Trials of the Rizal Bill, “Historical Bulletin vol. 4, no. 2 (1960)
Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” sa Diliman Review, Tomo 45, Bilang 2-3, 1997, pp. 14-18.
Ocampo, Ambeth. Rizal’s Morga and views of Philippine History” in Philippine Studies vol 46 no. 2 (1998).
Ocampo, Ambeth. Rizal Without the Overcoat. Pasig City: Anvil Publishing Inc. 1990.
Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and Philippine Nationalism. Quezon City: Ateneo de Manila University Press. 1990.
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Sariaya, Quezon

Revel, Nicole. Ed. Literature of voice: Epics in the Philippines. Quezon City: Ateneo de Manila University Press, 2005.
Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as ‘Science Fictionist’ in Humanities Diliman vol. 10 no. 2 (2013).
Rizal, Jose. The Indolence of the Filipinos
Rizal, Jose. Letter to the Young Women of Malolos
Salazar, Zeus A. Bayani Bilang Isang Sakripisyo. 1997.
Salazar, Zeus A. A Legacy of the Propaganda: The Tripartite View of Philippine History. Nasa Kasaysayan at Kamalayan. Lunsod Quezon: Limbagang Pangkasaysayan.1998
Salazar, Zeus A. “Si Andres Bonifacio at ang Kabayanihan Pilipino, “Bagong Kasaysayan. Mga Pag-aaral sa Kasaysayan ng Pilipinas. Lunsod Quezon: Palimbagang Kalawakan. 1999.
Schumacher, John. “Rizal in the Context of the 19th Century Philippines” in The Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism. Quezon City: Ateneo de Manila University Press,
1991.
Schumacher, John. The Propaganda Movement, 1880-1185: The Creation of a Filipino Consciousness, The making of a Revolution. Quezon City: Ateneo de Manila University Press, 1997.
Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishop0s, “Philippine Studies 59 no. 4 (2011).
Sztompka, Piotr. ‘Great Individuals as Agencies of Change” in The Sociology of Social Change. United States. United States: Wiley, 1993.
Wickberg, Edgar. The Chinese in Philippine Life, 1850-1898. Quezon City: Ateneo de manila University press, 1965.
Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the Philippines. 1963.
Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat ng isang henyo, Manunulat, Siyentipiko at Pambansang Bayani. Quezon City: All nations Publishing Co. Inc., 1997.
D. Note
Please note that the above schedule for lectures, class discussion and other activities can be modified or revised if unforeseen circumstances dictate so or the changes are justified to address the needs or in
the best interest of students.
Effective Date: March 2018 Date Revised:

Prepared by: RIZALITO CADA Faculty
Reviewed: JOHN MARC R. MENDOZA Department Head, STE
Approved: JESS JAY SAJISE, DBA VPAA
16

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CSTC COLLEGE OF SCIENCES, TECHNOLOGY AND COMMUNICATIONS, INC.

General Luna Street, Maharlika Hi-way Poblacion 3. Arellano Subdivision

“SCHOOL OF TEACHER EDUCATION”

COURSE LEARNING PLAN

Course Code Course Title Unit | Hours Pre-requisite

“SCHOOL OF TEACHER EDUCATION”

Numbers of Hours: 3 hours every week for 18 weeks or 54 hours in semester

Course Outline and Timeframe

“SCHOOL OF TEACHER EDUCATION”

“SCHOOL OF TEACHER EDUCATION”

“SCHOOL OF TEACHER EDUCATION”

“SCHOOL OF TEACHER EDUCATION”

“SCHOOL OF TEACHER EDUCATION”

First Long Examination

“SCHOOL OF TEACHER EDUCATION”

 Class activity: Make a table

“SCHOOL OF TEACHER EDUCATION”

 Class Activity 2: Write an

 Class Activity 3: Divide

“SCHOOL OF TEACHER EDUCATION”

 Class Activity 4: Write an

“SCHOOL OF TEACHER EDUCATION”

“SCHOOL OF TEACHER EDUCATION”

“SCHOOL OF TEACHER EDUCATION”

 Students choose a key

“SCHOOL OF TEACHER EDUCATION”

Midterm Grading Period Final Grading Period

Major Exam 40% 40%

“SCHOOL OF TEACHER EDUCATION”

C. Textbook and Other Reading Materials

“SCHOOL OF TEACHER EDUCATION”

Effective Date: March 2018 Date Revised:

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