Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

BAAO COMMUNITY COLLEGE
San Juan, Baao, Camarines Sur

OUTCOMES-BASED EDUCATION SYLLABUS

Name of Faculty : RHONA C. ARNIDO – MONPONBANUA

Course Title : Readings in Philippine History
Course Number : General Education – 2
Course Prerequisite : none
Number of Credits : 3
Course Placements :
Semester/Term : First Semester
Time/Room : Work from Home
Contact Information : Facebook Messenger GC / Mobile Messaging
Consultation Time : 8:00 – 11:00 Saturdays and Sundays
Consultation Venue : Work from Home - Google Classroom, Google Meet, Facebook Messenger
LMS Link / Passcode :

A. COURSE DESCRIPTION
Philippine History viewed from the lens of selected primary sources in different periods, analysis and interpretations.

The course aims to expose students to different facets of Philippine history through the lens of eyewitnesses. Rather than rely on
secondary materials such as textbooks, which is the usual approach in teaching Philippine History, different types of primary
sources will be used – written (qualitative and quantitative), oral, visual, audio-visual, digital – covering various aspects of Philippine
life (political, economic, social, cultural). Students are expected to analyze the selected readings contextually and in terms of
 content (stated and implied). The end goal is to enable students to understand and appreciate our rich past by deriving insights
from those who were actually present at the time of the event.

Context analysis considers the following: (i) the historical context of the source (time and place it was written and the situation at
the time), (ii) the author’s background, intent (to the extent discernable), and authority on the subject; and (iii) the source’s
relevance and meaning today.

Content analysis, on the other hand, applies appropriate techniques depending on the type of source (written, oral, visual). In the
process students will be asked, for example, to identify the author’s main argument or thesis, compare points of view, identify
biases, and evaluate the author’s claim based on the evidences presented or other available evidence at the time. The course will
guide the students through their reading and analysis of the texts and require them to write reaction essays of varied length and
present their ideas in other ways (debate format, power point presentation, letter to the editor of the source, etc.)

The instructor may arrange the readings chronologically or thematically, and start with the present (more familiar) and go back to
the earlier periods or vice-versa (CMO No. 20, series of 2013)

B. PROGRAM LEARNING OUTCOMES

Graduates of the BEED/BSED Program are teachers who:
1. Articulate the relationship of education to larger historical, social, cultural and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational
assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the community.
7. Pursue lifelong learning for personal and professional growth.

C. LEARNING OUTCOMES
 At the end of the course, students should be able to:
1. Describe, analyze, and appreciate the rich history of the Filipino people, from pre-colonial times to the present, through the lens
of selected primary sources;
2. Critically examine, from various perspective, primary sources that will enable them to understanding deeper the social, political,
economic, religious, and other major problems now faced by the Filipino people;
3. Analyze and comprehend the context, content, and perspective of selected primary sources to determine their meaning,
significance and relevance in terms of the sources’ contribution to our understanding of Philippine history;
4. Effectively communicate and articulate, using various techniques and genres, their historical analysis of a particular event or
issue that could help other people understand and manage present day issues and concerns; and
5. Recommend possible solutions to present day problems based on their own understanding of their root causes, and their
anticipation of and assessment of alternative scenarios for the future.

D. COURSE RATIONALE
This course critically analyzes Philippine history from multiple perspectives through the lens of selected primary sources. Priority
will be given to primary sources that describe the important turning points in Philippine history from prehistoric times up to the
contemporary period and articulate various perspectives.

The approach, though historical, will deal with interdisciplinary subjects so as to broaden and deepen the student’s understanding
of Philippine political, economic, social and cultural history and equip the learner with the competencies necessary to analyze and
evaluate different types of information: print, visual and audio-visual, and quantitative. The end goal is to develop the historical and
critical consciousness of the students so that they will become versatile, broad-minded, morally upright and responsible citizens.

E. LEARNING PLAN

Specific Learning Performance Instructional Instructional Assessment Tasks Time

Objectives Learning Content Standards Delivery Resources Allotmen
t
Relate the general Introduction and The students Synchronous Copies of Course Explain the relevance
objectives of the Orientation of the can articulate session Syllabus of studying the 1
course to the subject. on their Readings of Philippine
realization of the expectations of History in your life as:
mission, vision, goals 1. Expectation the subject 1. Student
and objectives of the Setting matter. 2. Citizen
teacher education 2. Course 3. Future
program; Description Educators
and Content
Be informed of the 3. Course
course’s content, its Requirements
requirements and 4. Class
rating criteria. Policies
5. Grading
System
1. Evaluate the I. Meaning and At the end of Synchronous 1. Louis 1. Produce 2
primary relevance of the session, and Gottschalk, examples of
sources for history; 85% of the Asynchronous Understanding primary sources
their credibility , distinction of students are discussions History, and the
(pp.41-61; corresponding
authenticity and primary and expected to
117-170) secondary
provenance secondary differentiate 1. Comparative
2. Howell and sources derived
sources; primary sources analysis of
Prevenier, from them.
external and and secondary primary and
From Reliable
internal sources. secondary
Sources
criticism; sources.
(pp.17-68)
repositories of At the end of 2. Reading of 3. Santiago
articles Alvarez,
primary the session,
sources, and 85% of the Katipunan and
 different kinds students are the Revolution:
of primary able to produce Memoirs of a
sources. examples of General,
primary sources (pp.82-88)
4. Teodoro
and the
Agoncillo,
corresponding
History of the
secondary Filipino
sources derived People,
from them. (pp.184-187)
5. Robert Fox,
The Tabon
Caves, (pp.
40-44; 109-
119). [Human
remains and
artifacts]
6. William Henry
Scott,
Prehispanic
Source
Materilas for
the Study of
Philippine
History (pp.90-
135)
2. Analyze the II – Content and At the end of the Synchronous 1.Antonio 1. Critical Essay about 4
context and contextual session, 85% of and Pigafetta, First a particular primary
perspective of analysis of the students will Asynchronous Voyage source; students
different kinds of selected primary be able to write a discussions Around the are to discuss the
primary sources. sources; critical essay World, (pp.23- importance of the
 identification of about a particular 1. Web research 48) [Chronicle] text, the author’s
3. Determine the the historical primary source. 2. Textual analysis 2.Juan de background, the
Contribution of importance of the 3. Film Analysis Plasencia, context of the
different kinds of text; and At the end of the Customs of the document, an its
primary sources examination of the session, 85% of Tagalogs, contribution to
in understanding author’s main the students are (Garcia 1979, understanding the
Philippine argument and able to discuss pp. 221-234) Philippine history.
History. point of view. the importance of [Friar account] 2. Online Quiz
the text, the 3.Emilio Jacinto, 3. Recitation
4. Develop critical author’s “Kartilla ng
and analytical background, the Katipunan”
skills with context of the (Richardson,
exposure to document, and 2013, pp. 131-
primary sources. its contribution to 137)
understanding [Declaration of
Philippine Principles]
history. 4.Emilio
Aguinaldo,
Mga Gunita ng
Himagsikan.
(pp.78-82; 95-
100; 177-188;
212-227)
[Memoirs]
5.National
Historical
Institute
(1997).
Documents of
the 1998
Declaration of
 Philippine
Independence,
The Malolos
Constitution
and the First
Philippine
Republic.
Manila:
National
Historical
Institute
(pp.19-23)
[Proclamation]
6.Alfred McCoy,
Political
Caricatures of
the American
Era I (Editorial
Cartoons)
7.Commission on
Independence,
Filipino
Grievances
Against
Governor
Wood (Zaide,
1990, vol. 11,
pp. 230-234)
[Petition Letter]
8.Corazon Aquino,
President
 Corazon
Aquino’s
Speech before
the US
Congress
Sept. 18. 1986
[Speech]
9.Raiders of the
Sulu Sea (film)
10. Works of Luna
and Amorsolo
(Paintings)
5. Demonstrate the III – “One past but At the end of the Synchronous 1.Antonio 1. Online debate on
ability to many histories”: session, 85% of and Pigafetta. First a particular issue 4
formulate controversies and the students are Asynchronous Voyage in Philippine
arguments in conflicting views in able to discuss discussion Around the history
favor or against Philippine history their stance on a World, (pp. 2. Reaction /
a particular issue particular issue 23-32) Reflection paper
1. Lecture /
using primary a. Site of the in Philippine 2.Trinidad PArdo on a sponsored
Discussion
sources. First Mass history. de Tavera, activity like
2. Document
b. Cavite Mutiny Filipino lecture,
Analysis
c. Retraction of At the end of the Version of the symposium and
3. Group
Rizal session, 85% of Cavity Mutiny round table
Discussion
d. Cry of the students are of 1872 (Zaide discussion and
4. Debate,
Balintawak or able to write a 1990, vol. 7, the like
round table
Pugadlawin reaction/reflectio pp.274-280)
discussion
n paper on a 3.Jose Montero y
or
sponsored Vidal, Spanish
symposium
activity like Version of the
lecture, Cavity Mutiny
symposium, of 1872 (Zaide
round table 1990, vol 7, pp
discussion and 269-273)
the like. 4.Razael Izquirdo,
Official Report
on the Cavite
Mutiny, (Zaide
1990, vol 7, pp
281-286)
5.Ricardo P.
Garcia, The
Great Debate:
The Rizal
Retraction (pp.
9-19; 31-43)
6.Jesus MA.
Cavanna,
Rizal;s
Unfading
Glory, (pp.1-
52)
7.Ricardo R.
PAscual, Rizal
Beyond the
Grave, (pp. 7-
36)
8.Pio Valenzuela,
Cry of
Pugadlawin,
(Zaide 1990,
vol.8 pp. 301-
302)
 9.Santiago
Alvarez, Cry of
Bahay Toro
(Zaide 1990,
vol. 8 pp. 303-
304)
10. Gregoria de
Jesus, Version
of the First
Cry, (Zaide
1990, vol 8, pp
305-306)
11. Guillermo
Masangkay,
Cry of
Balitawak
(Zaide 19990,
vol 8, pp. 307-
309)
6. Effectively IV – Social, Poltical, At the end of the Synchronous Note: Students will 1. Research output
communicate, Economic and session, 85% of and be required to look that may be in the 4
using various Cultural Issues in the students are Asynchronous for primary form of a term
techniques and Philippine history: able to make a discussion sources on which paper, exhibit.
genres, historical video they will base their Documentary
analysis of a Mandated Topics: presentation of a narrative and presentation,
1. Lecture /
particular event 1. Agrarian chosen topic on analysis of the diorama, webpage
Discussion
or issue that Reform nation building. topic assigned to and other genres
2. Library and
could help others Policies them. where students can
Archival
understand the 2. The Philippine express their ideas.
Research
chosen topic; Constitution 1.The EDSA The output should
3. Document
- 1899 REVOLUTION trace the evolution
7. Propose (Malolos) Analysis 1 of the chosen topic
recommendations Constitution 4. Group 2.THE EDSA through at least
of solutions to - 1935 Reporting REVOLUTION three periods.
present day Constitution 5. 2 Group members
problems based - 1973 3.PRES. should collaborate
on their Constitution Documentar ESTRADA to produce a
understanding of - 1987 y Film CONVICTED synthesis that
root causes, and Constitution Showing FOR examines the role of
their anticipation 3. Taxation PLUNDER this issue in
of future 4.ISSUE OF promoting /
scenarios Other Sample Topics: OWNERSHIP hindering nation
1. Filipino OF THE building, ad provide
8. Display the Cultural KALAYAAN appropriate
ability to work, in Heritage GROUP OF recommendations
a multi- 2. Filipino- ISLANDS, rooted in a historical
disciplinary team American SCARBOROU understanding of
and contribute to Relations GH SHOAL the issue.
a group 3. Government 5.PHILIPPINE’S
endeavor. Peace FIRST
Treaties with AUTOMATED
Muslim ELECTION
Filipinos 6.DUTERTE’S
4. Institutional WAR ON
History of DRUGS
Schools, 7.EXTRA
Corporations, JUDICIAL
industries, KILLINGS
religious
groups and
the like.
5. Biography of
 a prominent
Filipino.

9. Manifest interest in V. Critical evaluation At the end of the Synchronous 1. Historical Data 1. Reaction paper
local history and show and promotion of session, 85% of and Papers on critique of the 3
concern in promoting local and oral the students are Asynchronous 2. Errecion de shrines, historical
and preserving the history, museums, able to make a discussion Pueblos sites, museums
country’s historical and historical shrines, short video (Creation of and the students
cultural heritage. cultural presentation of Towns) visited
1. Lecture /
performances, the history of 3. Museums, 2. Letter to the editor
Discussion
indigenous their own locality Local Studies 3. Blogs/Vlogs
2. Research in
practices, religious Centers 4. Transcript of the
Local Libraries
rites and rituals, At the end of the 4. Art Galleries, Oral Interview
and Local
etc. session, 85% of Painting
Studies Centers
the students are Collections
(if available)
able to compose 5. Historical
3. Tour in Local
a reaction paper Landmarks and
Museums,
or critique on UNESCO Sites
historical sites,
shrines, historical 6. Performances
art galleries,
sites, museums that showcase
archeological
the students traditional arts
sites and other
visited. and culture.
places where
7. Fiestas and
one could see
At the end of the similar local
cultural and
session, 85% of celebrations
heritage
the students
displays.
have posted a
VLOG or BLOG
on the class FB
page regarding
an assigned
 topic or chosen
topic

F. CLASSROOM VENUE : Work From Home / Online Class Via Google Meet/Google Classroom/ FB Group
Chat
G. COURSE REQUIREMENTS : a. Project/s, Output/s per Unit
b. Class Standing / Participation / Regular Attendance
c. Examinations
H. GRADING SYSTEM
Quizzes /Paper Submission 20%
Class Attendance / Participation 20%
Performance Assessment / Projects 30%
Examinations 30%
TOTAL 100%
I. CLASSROOM POLICIES
a. ATTENDANCE - Total Number of absences by the students should not be more than 20% of the total number of meetings
or 22 hours for this subject. Students who incurred more than 22 hours of absence automatically gets a failing
grade regardless of class standing.
b. SUBMISSION OF ASSESSMENT TASKS - Late submissions of learning activities will not be accepted. Unless with valid reason
supporting
documents of its validity.
c. WRITTEN EXAMINATION - There will be at least 1 quiz every week. The major examinations will be the summative assessment. If a
student is caught cheating, he or she will be given the grade of zero (0). And if the same incident happened, the
student will be subject to disciplinary action.
d. COURSE PORTFOLIO - Assessment Tools will have to complied and collected before the end of the semester as part of the
subject requirement.

DIFFICULTIES / CHALLENGES
POSSIBLE SOLUTIONS
Expected Difficulties / Challenges
 Unstable / No Internet  Give ample time for students to accomplish the task.
 Connectivity in some areas  Record sessions like Online classes, Webinars, chat sessions and others so that
others can go through it again even after the session ends.
 Coordination among  Set a regular online class session
members during group  Plan activities ahead of time to prepare and adjust future activities
activity  Encourage students to explore other communication platforms that they could use
in their activities
 Needs clarifications and  The instructor should schedule a specific time for consultation aside from the online
other concerns to the classes schedule.
instructor  Provide a contact number to the students so as they could reach out you if they
have some questions and clarifications.

SYLLABUS ACKNOWLEDGEMENT
I affirm that I have read the entire syllabus for the course, Readings in Philippine History, and I understand the information and
responsibilities specified.

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Date:
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