HOLY ANGEL UNIVERSITY

School of Engineering & Architecture

Architecture Program

4RIZAL

University Vision, Mission, Goals and Objectives:

Mission Statement (VMG)

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our

core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and

compassion. We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of

the most influential, best managed Catholic universities in the Asia-Pacific region. We will be guided by our core values of Christ-

centeredness, integrity, excellence, community, and societal responsibility. All these we shall do for the greater glory of God. LAUS

DEO SEMPER!

Vision

A center of excellence in engineering and architecture education imbued with Catholic mission and identity serving as a role-

model catalyst for countryside development

Mission

The School shall provide accessible quality engineering and architecture education leading to highly competent professionals;

continually contribute to the advancement of knowledge and technology through research activities; and support countryside

development through environmental preservation and community involvement.

Goals

The School of Engineering and Architecture is known for its curricular programs and services, research undertakings, and

community involvement that are geared to produce competitive graduates:

- who are equipped with high impact educational practices for global employability and technopreneurial opportunities; - whose performance in national licensure examinations and certifications is consistently above national passing rates

and that falls within the 75th to 90th percentile ranks; and, - who qualify for international licensure examinations, certifications, and professional recognitions.

Objectives

In its pursuit for academic excellence and to become an authentic instrument for countryside development, the School of

Engineering and Architecture aims to achieve the following objectives:

1. To provide students with fundamental knowledge and skills in the technical and social disciplines so that they may develop a sound perspective for competent engineering and architecture practice;

2. To inculcate in the students the values and discipline necessary in developing them into socially responsible and globally competitive professionals;

3. To instill in the students a sense of social commitment through involvement in meaningful community projects and services;

4. To promote the development of a sustainable environment and the improvement of the quality of life by designing technology solutions beneficial to a dynamic world;

5. To adopt a faculty development program that is responsive to the continuing development and engagement of faculty in research, technopreneurship, community service and professional development activities both in the local and international context;

6. To implement a facility development program that promotes a continuing acquisition of state of the art facilities that are at par with leading engineering and architecture schools in the Asia Pacific region; and,

7. To sustain a strong partnership and linkage with institutions, industries, and professional organizations in both national and international levels.

Relationship of the Program Educational Objectives to the Mission of the School of Engineering & Architecture:

Architecture Program

Educational Outcomes (PEOs):

Within a few years after

graduation, the graduates of the

BS Architecture program should

have:

Mission

The School shall provide

accessible quality engineering

and architecture education

leading to highly competent

professionals.

The School shall continually

contribute to the advancement

of knowledge and technology

through research activities.

The School shall support

countryside development

through environmental

preservation and community

involvement.

1. Demonstrated professional

competencies in accordance

with the scope of the global and

local practice of architecture.

2. Shown a commitment to life-

long learning and receptiveness

to new ideas and knowledge

through scientific research.

3. Shown success in their

chosen profession or career.

4. Directed and focused the

thrust of architecture to the

needs and demands of society

and its integration into the

social, economic, cultural and

environmental aspects of nation

building.

Relationship of the Architecture Program Outcomes to the Program Educational Objectives:

Architecture Engineering Program Outcomes (POs):

At the time of graduation, BS Architecture Engineering program graduates should be able to:

PEOs

1 2 3 4

(a) create architectural solutions by applying knowledge in history, theory, planning, building technology and utilities, structural concepts and professional practice

(b) use concepts and principles from specialized fields and allied disciplines into various architectural problems.

(c) interpret and apply relevant laws, codes, charters and standards of architecture and the built environment.

(d) apply research methods to address architectural problems.

(e) use various information and communication technology (ICT) media for architectural solutions, presentation, and techniques in design and construction.

(f) acquire entrepreneurial and business acumen relevant to architectural practice.

(g) involve themselves in the management of the construction works and building administration and preparation of contract documents, technical reports and other legal documents used in architectural practice adhering to applicable laws, standards and regulations.

(h) recognize the professional, social and ethical responsibilities and the service orientation of the architectural profession.

(i) effectively communicate orally and in writing using English or Filipino.

(j) perform effectively and efficiently in multi-disciplinary and multi-cultural teams in diverse fields of practice.

(k) participate in the generation of new knowledge such as pioneering concepts and ideas of site and

building design beyond the regular physical and location boundaries and contexts.

(l) engage in service-learning program for the promotion and preservation to local culture and tradition as well as to community and pastoral initiatives.

(m) participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves.

COURSE SYLLABUS

Course Title RIZAL’S LIFE, WORKS AND WRITINGS Course Code 4RIZAL

Course Credit Lecture – 3 Units Year Level

Pre-requisite: NONE Course Calendar 2nd Semester

COURSE DESCRIPTION:

This course deals with the life, works and writings of national hero Jose P. Rizal. It puts emphasis on the impact of his

martyrdom and to present a critical view of the social order in which he lived, his opinions on nationalism, government,

religion as well as his philosophy of life through an analysis of his works and letters and relevance of these ideas to

contemporary Philippine scene.

COURSE LEARNING OUTCOME (CLO’s)

Upon completion of the course students will be able to:

CLO1 Explain the circumstances of Jose Rizal in the context of the nineteenth century CLO2 Analyze the context of Rizal’s various works, particularly his novels Noli me Tangere and El Filibusterismo, his

annotations of Chapter 8 of Morga, his essay on Sobre la Indolencia de los Filipinos and other works. CLO3 Evaluate Rizal’s various works through meaningful communication that states convincingly a particular interpretation CLO4 Articulate the significance and paradoxes of Rizal’s contributions to Filipino nationals CLO5 Relate the present national situation making use of the values imparted by Rizal’s life as a comparison of Filipino

sense of nation building CLO6 Produce a creative work such as portfolio that conveys personal thoughts of Rizal’s life and works for the current generation CLO7 Appreciate the value of primary sources as a vital way of re-reading the course.

COURSE CONTENT:

Timetable

Desired Learning

Outcomes

Topic

HAU Core

Values

Specific

Expression of values

Teaching and Learning Activities

(Methodology)

Assessment

Task/Student

Output

Evaluation Tool/Perform

ance indicators

Resource Materials

Week 1

1. Discuss the student manual focusing on the explanation of student attendance, computation of grades, submission of requirements and passing of related school works, and expected behavior in and outside the classroom as mandate in the student manual

2. Explain the Republic Act 1425, its scope and limitations with an

Republic act 1425

Integrity Excellence

Teach students the value of honesty and the practice of transparency and hardwork. Inculcate the value of nation-state nationalism and sense of national identity among

Interactive discussion on the orientation and preliminary planning

Group class

activity:

Answer a

worksheet with

the following

questions: (1)

Cooperative Learning activity. The class will present their answers in the class.

Rubric for the cooperative learning activity

College

Student Manual

http://www.offic

ialgazette.gov.p

h/1956/06/12/re

public-act-no-

1425/

The Life and

Works of Jose

Rizal: Obias

et.al(Chapters

1-2)

emphasis on the arguments of its approval

3. Relate the issues of Rizal Bill to present-day Philippines

Integrity Societal Responsibility

students. Enlighten students on the ideals of being a national hero and heroism. Teach the students the value of critical thinking on socio-political issues.

Considering

the context of

the 1950s,

what issues

and interests

were at stake

in the debate

over the Rizal

Bill? (2) Do

these issues

remain

pertinent in the

present day?

Interactive

discussion

Week 2

1. Establish the vital contributions of Jose Rizal’s works and writings that helped in nation building.

2. Explore Rizal’s

life as a child with emphasis on his family lineage

Significa

nce of

Rizal

Course:

Rizal as

a

National

Hero

Excellence Community

Impress upon the students the importance of Rizal’s works in nation building. Impart to students the importance of education and the significance of familial support to one’s achievement

Interactive discussion

Power point presentation

Lecture

Group discussion

Submission of essay explaining the Pueblo system in the Spanish era

Rubric

The Life and

Works of Jose

Rizal:Obias et.al

(Chapter 3-4)

3. Discuss the cultural way of living in Rizal’s time as to give explanation to pueblo system, as means of socio-cultural and political status in the nineteenth century.

and progress. Acquaint students on the transition of political governance in the country.

Week 3-5

1. Identify the

different

important events

that happened in

the nineteenth

century with

emphasis on the

following:

a.Opening of

Suez Canal

b.Secularization

c.Frailocracy

d. Birth of middle

class/reformers

e. Call for representative in the Spanish

Philippine condition during Rizal’s time

Excellence Community Societal responsibility

Inculcate the value of socio-cultural phenomenon as a continuing part of history. Teach the students how to develop their analytical

Interactive discussion

Power point presentation

Lecture

Group Assignment

Individual class activity: KWHLAQ chart

Rubric Paper and pen test

https://www.scribd.com/doc/135167190/John-N-Schumacher-S-J-Rizal-in-the-Context-of-Nineteenth-Century-Philippines The Life and Works of Jose Rizal:Obias et.al (Chapters 5-7)

Cortes. f. The role of the

Chinese and Chinese Mestizos

g. Agrarian Disputes

2. Analyze the

condition of the

Philippines in the

aspect of socio-

cultural and

political aspects

in the midst of

the identified

world events that

served as a

gateway for

enlightenment.

inquiry on social issues.

Week 6-

1. Discuss Rizal’s childhood time with connection on the social, cultural and political condition of the Philippines of which Rizal was born and raised

Childhoo

d of Rizal

and

Educatio

n

Excellence Social

Analyze the relevance of Rizal’s time in relation to the contemporary setting. Inculcate to the students

Interactive discussion

Power point presentation

Group Assignment

Output of the group assignment (portfolio) to be presented in the class “factors that molded Rizal’s thinking and sense of nationalism

Rubric Paper and pen test

The Life and Works of Jose Rizal:Obias et.al (Chapter 4)

2. Analyze the

system of education that Rizal experienced in his formal education in Binan, Ateneo,UST and abroad.

3. Identify the remarkable events that happened while Rizal is still a student, which played a vital role to his growing age such as:

a.)the unjust

arrest and

imprisonment of

his mother

b)the execution

of GOMBURZA

Responsibil

ity

Integrity

the ideals of social justice. Impress upon the students the value of fairness in our dealings with others.

”

Week 7-8

1. 1.Explain the relationship of literature and society

2.Give an

assessment on

Rizal’s

interpretations

of

Morga’sSuccess

osdelas Islas

Filipinas

3. Convey a

personal

conviction on

how one learns

“patriotism and

“nationalism”

from literature.

Jose

Rizal and

the

invention

of a

national

literature

Morga’s

Success

osdelas

Islas

Filipinas

Chapter8

Excellence

Teach the students how to analyze counter narrations and historical findings of Rizal.

Interactive discussion

Power point presentation

Lecture

Group Activity/Advance readings

Make an essay as a part of portfolio, regarding Rizal’s life, its significance and role to the present generation Group class activity: Each group will formulate 3 questions about the readings. Every group will be given an opportunity to answer the questions.

Rubric Paper and pen test

Mojares,

Resil.2013. Jose

Rizal and the

invention of a

national

literature. In

Isabelo’s

archive,213-

21.Mandaluyong

City:Anvil.

https://prezi.com

/qawe8nczviaq/ri

zals-annotation-

of-sucesos-de-

las-islas-

filipinas/

The Life and

Works of Jose

Rizal: Obias

et.al (Chapter 8

and 11)

Week 9

MID TERM EXAMS

Week

10

1. Identify the different women who were romantically involved with

Rizal’s personal struggle on marriage and

Integrity

Inculcate to the students the value of

Interactive discussion

Power point

Reaseach on the background of the different women who

Rubric

http://www.joserizal.ph/lv01.html

Jose Rizal 2. Examine the

reason behind Rizal’s decision not to be married.

3. Discuss

Rizal’s descriptions of German women and how he wanted the Malolos women to emulate them

relationship.

honor and commitment. (Objectives 1 to 3)

presentation

Lecture

Individual assignment

were romantically involved to Dr Jose Rizal with an analysis on the issue that Rizal was not married to Josephine Bracken

http://lifestyle.inquirer.net/154917/gemma-reveals-rizals-true-love/ http://lifestyle.inquirer.net/230676/jose-rizal-in-romantic-heidelberg-his-thoughts-on-women/

Week 11 and 12

1. Revisit Rizal’s life abroad with focus of discussion on the different organizations and groups he joined that made historical marks, touching on the following: a. Propa

ganda Movement

Rizal’s life in Europe

Community Societal Responsibility

Teach the students the value of solidarity and communion for a common goal.

Interactive discussion

Power point presentation

Lecture

Individual Research Paper about propaganda movem

A written essay explaining the role of Propaganda movement and the issues that were confronted by the leaders of the movement

Rubric

The Life and Works of Jose Rizal: Obias et.al (Chapter 8)

b. La Solidaridad

2. Discuss the different historical events Rizal’s witnessed while he was in Europe with an analysis on Rizal’s response and reactions to each event, with emphasis to:

a. Igorot Human exhibition

b. Students demonstrations in defense to Professor Morayta

3. Analyze the conflict that took place among the Illustrados in an attempt to explain the reasons for all the

ent the conflict with the members of the organization

misunderstanding

Week 13-16

1. Evaluate what the propaganda movement is and what it stood for.

2. Examine

Rizal’s involvement in the movement

3. Review Noli

and ElFili as two novels known to be works of propaganda movement

4. Describe the

context in which Rizal wrote Noli Me Tangere and El Filibusterismo

5. Identify the

different characters in Noli Me

Excellen

ce

Introduce

to the

students

the

significant

role of the

propagand

a in the

developme

nt of

national

consciousn

ess.

(Objectives

1 and 2)

Impress

upon the

students

the value of

analysis of

social

issues

within the

context of

the present

times.

(Objectives

3 to 5)

Noli Me

Tangere

El

Filibusterismo

Interactive discussion

Power point presentation

Lecture

Group Assignment

Students

take turns

leading

discussion

in a

cooperative

group.

Activity: Say

Something

The faculty

asks the

learners to

analyze the

different

charcatres

in Noli

andEl Fili

depicting

real life

scenario in

Rizal’s time.

Activity: Quick think

Rubric

Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda movement: 1880-1895; The creators of Filipino consciousness, the makers of the revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila University Press. Online access:

(Schumacher)

https://www.google.com/search?q=Schumacher+John+the+propaganda+movement&ie=utf-8&oe=utf-8&client=firefox-b-ab&gfe_rd=cr&ei=uhNRWY6mBo_D8AeVi6TADw The Life and

Tangere and who they immortalized in real life.

6. Compare and

contrast Noli Me Tangere and El Filibusterismo in the context of its manner and style of writing, content and ending

Works of Jose

Rizal: Obias et.al

(Chapters 9-

10,13-14)

Week 17

7. Review the kind of court proceedings given to Rizal as a part of his trial.

8. Analyze the results of Rizal’s trial that led to his final judgment of execution

9. Evaluate the political arena in Rizal’s time of trial and execution

10. Discuss

Excellen

ce

Integrity

Acquaint

students on

the justice

system of

the past

and

present.

(Objectives

1 and 2)

Enlighten

students on

the value of

Rizal’s Trial and Execution

Retraction

Interactive discussion

Power point presentation

Film showing

Film showing “Jose Rizal’ Informal debate on Rizal issue of retraction Probing evidences of the retraction issue

Individual though paper Rizal retraction issue : An Analysis of from a millennial perspective

(videos and documentations.) Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 24 and 25, pages 251-263 Rizal without the Overcoat:Ambeth Ocampo

COURSE REQUIREMENTS:

1. Quizzes, Major Exam 2. Oral Presentation 3. Research Paper/Thought Paper 4. Active participation in group and individual discussions, exercise, workshop 5. Active participation in film showings, lecture, forum 6. Portfolio 7. Educational outbound tour/Museum Visit

the nature of “Retraction” as one of the issues in Rizal’s execution.

11. Investigate on the evidences that would prove or question what is really behind the retraction issue.

truth and

personal

conviction.

(Objectives

3 to 5)

Week 18

FINAL EXAM

GRADING SYSTEM

Grading Scheme: 70% Class Standing & 30% Major Examination(s)

Formulas:

CSM- Class Standing Midterms ME- Midterm Examination

CSF- Class Standing Final FE- Final Examination

Final Grade = 70% (CSM) + 30% (ME) + 70% (CSF) + 30% FE)

2

50% Passing

Classroom Policies:

1. Attendance and Punctuality The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.

2. Active class participation The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe.

Please refer also to Expectations from Student below.

3. Group work requirements

The student is expected to work harmoniously with his/her group mates and contribute to the preparation of their group

work.

4. Peer group evaluation The student shall also be evaluated by his/her peers and feedback shall be taken into consideration.

Expectations from students:

The student’s responsibility is to come to each class prepared. He/She is also expected to take all examinations on the date

scheduled. He/She is also expected to attend each class and participate actively in the discussions.

ACADEMIC DISHONESTY:

All students taking the course are expected to be academically honest. Cheating, lying, and other forms of immoral and unethical

behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements

will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of

unauthorized books, notes, or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the

work of another person as one’s own; collaborating without authority, with another student during an examination or in preparing

academic work; signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.

POLICY on ABSENCES:

The allowed number of absences for college students enrolled in a 1-hour class is a maximum of 10 absences and 7 absences for a

1-1/2 hour class-based on student handbook. Request for excused absences or waiver of absences must be presented upon

reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility

of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also

his/her responsibility to consult with the teacher, chair, or dean should his/her case be of special nature.

REQUIRED READING REFERENCES

TEXTBOOK:

Obias,Rhodalyn W. Et al (2018). The Life and Works of Rizal

References:

1. Canonigo, Cristina Santos (1991). 100 selected poems for young and adults : plus nursery rhymes and limericks and famous poems of Dr. Jose Rizal. Published by Palinsad, Manila

2. Delos Santos, Andres R. (2013). A Review on the life and works of the first Filipino : Jose Rizal. Published by Jimczyville Publications, Malabon City

3. Mercene, Floro L. (2007). Manila men in the new world : Filipino migration to Mexico and the Americas from the sixteenth century. University of the Philippines Press, Quezon City

4. Ocampo, Nilo S. (2001). Istiloko : Rizal romatik, mgatalangpag-asam at pag-ibig 5. Quibuyen, Floro C. (2008). A Nation aborted : Rizal, American hegemony, and Philippine nationalism. Ateneo de Manila

University Press, Quezon City 6. Rizal, Jose. (1997). Jose Rizal : El Filibusterismo:subversion:a sequel to Noli Me Tangere. 7. Mojares, Resil.2013. Jose Rizal and the invention of a national literature. In Isabelo’s archive,213-21.Mandaluyong City:Anvil. 8. Schumacher, John 1997.Journalism and Politics,1883-1886. In the propaganda movement: 1880-1895; The creators of

Filipino consciousness, the makers of the revolution, 19-39. Also read page 236. Quezon City: Ateneo de Manila University Press.

9. Maranan, Ruben D. (2015). Jose Riza;First Global Filipino Hero 10. Ocampo,Nilo S. (2016). Etikang Tagalog:Ang Di Tapos na Ikatlong Nobela ni Rizal 11. Ocampo,Nilo S. ((2014). Kristong Pilipino 12. http://lifestyle.inquirer.net/154917/gemma-reveals-rizals-true-love/

13. http://lifestyle.inquirer.net/230676/jose-rizal-in-romantic-heidelberg-his-thoughts-on-women/