GENESISCOLLEGES,INC.

Zone 1, Caroyroyan, Pili, Camarines Sur

[email protected]
(054)884-2097/ 0981-0456-988

Course Title : Reading in the Philippine History Course Code : 10063

Contact Hours : Credit Units : 3
units
Pre-Requisite : None Academic Year : 2023-2024

I. VISION/MISSION/AND THE CORE VALUES

VISION
 We envision our graduates to be the next generation of leaders in their respective calling of work place, taking every opportunity to live a life of competence, character,
compassion and commitment to God.

MISSION
 We are a Christ loving institution that provides an innovative learning solution for young generations by providing quality and accessible education that will help in building
a Filipino nations. All for the glory of God.

CORE VALUES
L- ove for God & others
O- bedience to the bible & authority
V - olunteerism & helpfulness
E-ngage a lifelong learners for maximum impact

L-eadership
I - ntegrity
F-aith
E- xcellence
II. 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)
III. Course Outcome : At the end of the course, the student must be able to:

Knowledge:
1. Evaluate primary sources for their credibility, authenticity, and provenance
2. Analyze the context, content, and perspective of different kinds of primary sources
3. Determine the contribution of different kinds of primary sources in understanding Philippine history
4. Develop critical and analytical skills with exposure to primary sources
5. Demonstrate the ability to use primary sources to argue in favor or against a particular issue
6. Effectively communicate, using various techniques and genres, their historical analysis of a particular event or issue that could
help others understand the chosen topic
7. Propose recommendations/solutions to present-day problems based on their understanding of root causes and their anticipation
of future scenarios
8. Display the ability to work in a team and contribute to a group project
9. Manifest interest in local history and concern in promoting and preserving our country's national patrimony and cultural heritage

Number of Hours: 4 hours every week for 18 weeks or 544 hours in a semester
READINGS IN PHILIPPINE HISTORY Learning Plan

Time
Allotment LEARNING OUTCOMES CHAPTER/UNITTOPICS METHODOLOGY REFERENCES ASSESSMENT TASK
/No. of Hours
Introduction to Course
A. Meaning and relevance  Louis Gottschalk, • Produce examples
 Evaluate primary of history; distinction of  Lecture/Discussion  Understanding History, of primary sources
sources for their primary and secondary  Library,  (pp. 41-61; 117-170). and the
credibility, sources; external and Museum and  Howell and Prevenier, From corresponding
authenticity, and internal criticism; Archives visitation Reliable Sources, (pp. 17-68) secondary sources
provenance repositories of primary (depends on the  Katipunan and the Revolution: derived from them
Week 1-2 sources, and different kinds location of the HEI) Memoirs of a General, (pp. 82-88).
( 4 hours ) of primary sources  Comparative  Teodoro Agoncillo, History of the
analysis of primary Filipino People, (pp. 184-187).
and  Robert Fox, The Tabon Caves, (pp.
secondary 40-44; 109- 119). [Human remains
sources and artifacts]
 Prehispanic Source Materials for
the Study of Philippine History
(pp. 90- 135).

 Analyze the B. Content and  Library research  Antonio Pigafetta. First Voyage  Activities
context, content,  Textual analysis Around the World, (pp. 23-48)  Homework
contextual analysis of
and perspective of 
Lecture/Discussion [Chronicle]  Graded Reporting
selected primary sources;
different kinds of  Juan de Plasencia, Customs of the  Quizzes
identification of the
primary sources  Small group
Tagalogs, (Garcia 1979, pp. 221-  Critical Essay
historical importance of
Week 3-6 discussion 234) (Friar account]  about a particular
the text; and examination
( 4 hours )  Emilio Jacinto, “Kartilla ng primary source:
of the author's main
 Reporting
Katipunan” (Richardson, 2013, pp. students are to
argument and point of
 Film Analysis 131-137) [Declaration of Principles] discuss the
view {Weeks 3- 6)
 Emilio Aguinaldo, Mga Gunita importance of the
  Determine the ng Himagsikan. (pp. 78-82; text, the author's
contribution of 95-100; 177- 188; 212-227) background, the
different kinds of [Memoirs] context of the
primary sources in  National Historical Institute (1997). document, and its
understanding Documents of the 1898 Declaration contribution to
Philippine history of Philippine Independence, The understanding
Malolos Conslilution and the First Philippine history
Philippine Republic. Manila: National
Historical Institute (pp. 19- 23)
[Proclamation]
 Develop critical and  Alfred McCoy, Political Caricatures of
analytical skills with the American Era (Editorial cartoons)
exposure to  Commission on Independence,
primary sources Filipino Grievances Against
Governor Wood (Zaide

 Demonstrate the C. One past but many  Lecture/Discussion  Antonio Pigafetta. First Voyage • Activities
ability to formulate histories”: controVersies  Document analysis Around the World, (pp. 23-32) • Homework
Week 7-10 arguments in favor or and conflicting Views in  Group discussion  Trinidad Pardo de TaVera, Filipino • Quiz
( 4 hours ) against a particular Philippine history  Debate, round Version of file Cavite Mutiny of • Debate a
issue using primary table discussion or 1872, (Zaide 1990, VOI. 7, pp. 274- • particular issue in
sources  Site of the First Mass symposium 280) • Philippine history
 CaVite Mutiny  Jose Montero y Vidal, Spanish •
 Retraction of Rizal Version of the Cavite Munity of Reaction/refJectio
 Cry of Balintawak Or 1872 (Zaide 1990, vOl. 7, pp. 269- n paper on a
Pugadlawin (Weeks 7- 273) sponsored activity
10)  Rafael Izquirdo, Official Report like lecture,
on the Cavite Mutiny, (Zaide symposium,
1990, vOl. 7, pp. 281-286) round table
discussion, and
the like

Midterm
  Activities
 Effectively  Lecture/Discussion  Note: Students will be required to  Homework
A. Social, political,
communicate, using  Library and Archival look for primary sources on which  Research output
economic and cultural
various techniques research they will base their narrative and  that may be in the
issues in Philippine
Week 11 and genres historical  Document analysis analysis of the topic assigned to them form of a term
history:
( 4 hours ) analysis of a  Group reporting paper, exhibit,
particular event or  Documentary Film documentary
issue that could help Showing
others understand
the chosen topic;
Mandated topics.
 . Research output
 Propose 1. Agrarian that may be in the
recommendations or Reform Policies form of a term
solutions to present 2. The Philippine paper, exhibit,
day problems based Constitution: documentary
on their presentation,
- 1899 (Malolos)
understanding of root diorama, webpage,
Constitution
causes, and their and other genres
anticipation of future - 1935 where students
scenarios Constitution can express their
- 1973 ideas. The output
 Display the ability to Constitution should trace the
work in a multi- - 1987 evolution of the
disciplinary team and Constitution chosen topic
contribute to a group through at least
3. Taxation
endeavor three periods.
Other sample topics: Group members
1. Filipino Cultural should collaborate
heritage to produce a
2. Filipino- synthesis that
American examines the role
of this issue in
relations
promoting/hinderin
1. Government g nation building,
peace treaties
 with Muslim and provide
Filipinos appropriate
recommendations
2. Institutional
rooted in a
History of schools, historical
corporations, industries, understanding of
religious groups, and the like. the issue
1. Biography of a
prominent
Filipino

 Manifest interest in C. Critical

evaluation and  Lecture/Discussion  Historical Data Papers  Activities
local history and promotion of local and  Research in Local  Erecciân de Pueblos  Homework
show concern in oral history, museums, libraries and Local  (Creation of Towns)  Reaction paper or
Week 15 promoting and historical shrines, cultural Studies Centers (if  a. Museums, Local Studies Centers critique of the
( 4 hours ) preserving the performances, indigenous available)  Art Galleries, Painting collections shrines, historical
s.
country's historical practices, religious rites  Tour in local  Historical landmarks and sites, museums the
and cultural heritage and rituals, etc. museums, historical UNESCO sites students visited
sites, art galleries,  6. Performances that  Letter to the editor
archeological sites  showcase traditional arts and  Blogs
and other places culture  Transcript of oral
z.
where one could  Fiestas and similar local interview
see cultural and celebrations
heritage displays
 Conduct Oral
interview


12 Finals

II. Course Policies

 A. Attendance.
i. 6 absences will signify failure from the subject.
ii. Turning in late for 3 times will be equivalent to 1 day absent
iii. Students are required to attend all classes. Non-attendance in any required class or academic activity constitutes an absence. Time lost due
to late enrollment shall also be considered as absence.
iv. A student shall be considered absent from class if he/she is not present within the first third fraction of the schedule class time, in other
words, a student is considered absent if he/she arrives after:
A. The first (45) minutes of a three-hour class.
B. The first (30) minutes of a two-hour class.
C. The first twenty (20) minutes for a one-hour class.
v. A student considered late or tardy if he/she arrives in class during the third fraction of the scheduled class time, that is, if he/she arrives
within the time schedules describes above.
vi. Three incidences of tardiness shall be considered as one absence from class.
vii. Any student who has absented himself from class must, whenever required by the trainer/instructor concerned, obtain an excuse slip from
the Guidance Counseling Office.
viii. Absence authorized in writing by the institution because the student concerned officially represented the institution at some function or affair
shall be excused. The director/chairperson shall inform the trainer/instructor(s) concerned.
ix. Absence due to illness may be excused if the student submits a medical certificate issued by any physician.
x. Excused absences are for time missed only. All work covered by the instructor concerned to the Guidance and Counseling Office who shall
call for the students.
xi. In excess to 20% of absences on the attendance means drop-out in the training
 B. Submission of Hands-on Activities.

For the Quizzes

III. There will be no special quizzes.

For Activities
IV.Activities should be submitted on the scheduled date of submission. No extension
unless with valid reason. For Term Exams
V. Term Examination can be given to student who has valid reason for not taking the
exam.
VI.Student caught cheating will automatically have a grade of 5.0 for that particular
exam
VII. Failure to take term exams and final project will be marked as incomplete.
VIII. Portfolio

Language of Instruction. English is the medium of instruction.

Decorum. Complete uniform is required to wear during the attendance in the class

IX.Grading System

Scheduled Examination(Midterm//Finals) - 50%

Performances - 25%
Written and Hands-on Activities - 25%
Total - 100%

Prepared By: Noted By:

FERDINAND P. VERDEJO MAE PURPLE JAN R. LARGO

Instructor College Coordinator

Received By: Approved By:

JEMIMAH I. CORPORAL DR. ELEONOR M. IRAULA Ph.D

Assistant Dean/Educ. Coordinator Vice President for Academic Affairs