COURSE SYLLABUS IN READINGS IN PHILIPPINE HISTORY CSSH-HIST-SYL-GEC 105

oRepublic of the Philippines

MINDANAO STATE UNIVERSITY
General Santos City
http://www.msugensan.edu.ph

COLLEGE OF SOCIAL SCIENCES AND HUMANITIES

Department of History
SYLLABUS IN GEC 105

VISION, MISSION, CORE VALUES, GOALS AND OBJECTIVES

MSU SYSTEM VISION “Mindanao State University, a world-class university in Southern Philippines.”

MSU-Gensan Campus
VISION “To be a globally competitive university in Southern Philippines.”

FILIPINO MAGUINDANAON BLAAN

“Maging isang unnibersidad sa Katimugang Pilipinas na “Maaden su Unbersidad sya sa sabangan sa Pilipinas “Mbaling too mligal gu gambit dini Bli Kabanwe Filipinas”
may kakayahng makipagsabayan sa kompetisyong sa makagaga idtigya sa langkom kunu intiro dunya”
global”
MSU-Gensan Campus
MISSION “ To provide competent human resources for the development of Southern Mindanao and to help improve the living condition of the Muslims and the Indigenous people.”

FILIPINO MAGUINDANAON BLAAN

“Makapaglaan ng mga propesyunal na may kakayahang “Mangaden sa mga kapakayam a mga mama ando “Mle dad to gmare di kimo kafye kagket I kabanwe dini di Bli
mapaunlad ang katimugang Mindanao at makatulong sa babay para sa kagkapya no sabangan Mindanao ando Mindanao na tmabeng I kafafye I kagka kne I dad Muslim na dad to
Muslim at Tribong Katutubo” adtabangan su mga Muslim amdo mga talainged kano muna mne di banwe”
kagkapya no kapaguyag-uyag nilan”
MSU-Gensan Campus Respect for others
CORE VALUES Acting with Integrity
Service to the people
Pursuing Excellence
CSSH GOALS L-To LEAD in innovative instruction, pursue relevant research and extension initiatives
E-To ENSURE incorporation of cultural integration, peace and development, and civic consciousness in all degree programs of the college
P-To PRODUCE competent graduates embodying the values of honesty and integrity, addressing the human resource requirement of the industry and
community
BA-HISTORY PROGRAM 1. To provide introductory and advanced courses that will expose students with historical methods of creating the past, equipped with skills of analysis
OBJECTIVE and ability in writing historical research;
2. To provide students with an understanding and appreciation of the broad foundations of historical studies through a critical-theoretical approach;
3. To train students of history to become critically aware and responsive to the needs of tri-people of their community and the country in general;
4. To produce graduates that will be academically competitive in the pursuit of their chosen career as professional historians, researches, educators,
and extension service providers for social development.

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 COURSE SYLLABUS IN READINGS IN PHILIPPINE HISTORY CSSH-HIST-SYL-GEC 105

COURSE DETAILS
Course No: GEC 105 Type: General Education (Basic) Credit Units: 3
Semester: 1st, 2nd, Summer
Course Title: Readings in Philippine History Prerequisite(s): None No. of Hours: 18

Course Description: The course analyzes Philippine history from multiple perspectives through the lens of selected primary sources coming from various disciplines and of different genres. Students are given
opportunities to analyze the author’s background and main arguments, compare different points of view, identify biases, and examine the evidence presented in the document. The discussions will tackle traditional topics
in history and other interdisciplinary themes that will deepen and broaden their understanding of Philippine political, economic, cultural, social, scientific, and religious history. Priority is given to primary materials that could
help students develop their analytical and communication skills. The end goal is to develop the historical and critical consciousness of the students so that they will become versatile, articulate, broad-minded, morally
upright, and responsible citizens.

Course Outcomes: At the end of this course, the student must:

1. Aware and understand the application of critical thinking in analyzing historical evidence, especially the primary sources.
2. Acquire knowledge about the experiences of the Filipino people in the past and the cultural diversity that exist in the Philippine archipelago, in multiple viewpoints.
3. Discern the causes and effects of foreign colonization by the Spaniards, Americans and Japanese in the past.
4. Discuss the role of the Philippines vis-à-vis- the international community.
5. Value the importance of Patriotism and Nationalism.

COURSE OUTLINE AND LEARNING PLAN

Program Outcomes Course Outcomes Learning Outcomes Learning Content Assessment Strategies Teaching-Learning Activities Time
frame
Online Blended Offline Online Blended Offline

Introduction of the Course Identity Identity Identity 1.5

Charts Charts Charts hrs –
Week
Video Video 1
conference conference
Equipped with skills Aware and 1. Meanings and Concept of Likert Scale Likert Scale Likert Scale Anticipation Anticipation Anticipation
to conduct, analyze understand the 1.1. Define history as a History Guides Guides Guides 1.5
and write historical application of critical discipline Activity 1 Activity 1 Activity 1 hrs –
researches relevant thinking in analyzing 1.1. What is history? Close Close Closed Week
to the efforts of historical evidence, 1.2. Identify the Nature of History Reading Reading Reading 1
national especially the different concepts of Protocol Protocol Protocol
development and primary sources. history 1.2. Concepts of History
strengthening of Video Video
national identity. 1.3. Discuss the 1.3. History from Filipino People lecture lecture
relevance of studying Point of View
history.
Exemplify training in
the discipline of 1.4 Explain what
history that can Pantayong Pananaw
conduct relevant (From Us-To Us

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 COURSE SYLLABUS IN READINGS IN PHILIPPINE HISTORY CSSH-HIST-SYL-GEC 105

works on Perspective) is.

professional fields
outside the 2. Thinking Like a Historian Exit Slip Exit Slip Exit Slip Word Word Word
academe. 2.1. Demonstrate how 2.1. Historical Thinking/Reading Search Search Search 3 hrs
to interpret historical Skills
evidence utilizing the 2.2. Referencing Activity 2 Activity 2 Activity 2 Close Close Close Week
historical thinking and 2.3. (Un) Historical Sources in Reading Reading Reading 2
reading skills. Philippine History Protocol Protocol Protocol

Video Video
lecture lecture
Summative
Assessment
Acquire knowledge 3.1. Familiarize the 3. Physical Features, See-Think- See-Think- See-Think-
about the important geographical Geological-Geographical Wonder Wonder Wonder 3 hrs –
Ability to experiences of the features of the Phil. Foundation and Peopling of Week
demonstrate Filipino people in Archipelago the Philippines Close Close Close 3
knowledge and the past and the Reading Reading Reading
applicable skills to cultural diversity 3.2. Explain the 3.1. Geological-Geographical Protocol Protocol Protocol
analyze major that exist in the different theories about Foundation
political, economic, Philippine the geological and Activity 3 Activity 3 Activity 3 Video Video
social, and cultural archipelago, in geographical lecture lecture
issues that influence multiple viewpoints. foundation in the Phil.
global foreign affairs. 3.2. Physical Geography
3.3. Compare and
Apply concepts and contrast the historical Directed Directed Directed
theories in arts or in and cultural Paraphrasing Paraphrasing Paraphrasing
social sciences in the implications of the 3.3. Peopling of the Phil.
analysis of social Discern the causes various theories of – Models of Migration
issues and effects of peopling in the Phil.
foreign colonization 4. Pre-Colonial Philippines Activity 4 Activity 4 Activity 4 Analyzing Analyzing Analyzing
Preserve and by the Spaniards, Images Images Images 6 hrs –
promote “Filipino Americans and 4.1. Describe the early 4.1. Trade Patterns in10th to 16th Hand Signals Hand Signals Hand Signals Week
historical and cultural Japanese in the trade patterns and its Century Philippines Close Close Close 4&5
heritage” (based on past. significance in the Reading Reading Reading
RA 7722) diffusion of cultures in 4.2. Pre-Colonial Culture and Protocol Protocol Protocol
the Philippines Society (Political, Economic,
Advocate for peace Socio-Cultural, Religion)
in multicultural 4.2. Pinpoint which Video Video
setting among the pre- 4.3. Coming of Islam lecture lecture
Hispanic Filipino
traditions still exist at Summative
Discuss the role of present. Assessment
the Philippines vis- 5. Colonial Period Activity 5 Activity 5 Activity 5
à-vis the 5.1. Identify and Chunking: Chunking: Chunking:
international explain the factors that 5.1. Spanish Colonial Period Circle, Triangle, Circle, Triangle, Iceberg Iceberg Iceberg 6 hrs –
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 COURSE SYLLABUS IN READINGS IN PHILIPPINE HISTORY CSSH-HIST-SYL-GEC 105

community. led to Spanish (1521-1898) Square Square Diagram Diagram Diagram

colonization Week
5.1.1.Colonial Motives Close Close Close 6&7
5.2. Pinpoint the Reading Reading Reading
instruments of 5.1.2. Early expeditions Protocol Protocol Protocol
‘pacification’ and
‘exploitation’ employed 5.1.3.Economic, Political, Socio- Video Video
Value the by Spaniards Cultural changes lecture lecture
importance of
patriotism and 5.3. Describe and
nationalism. evaluate the impact of
Spanish colonialism on
Philippine society and
culture
5.1.4.The Responses of the RSQC2 RSQC2 Activity 6 and Connect, Connect, Connect,
6.1. Determine the Filipinos Against Spanish Activity 7 Extend, Extend, Extend, 9 hrs –
causes and results of Colonialism Activity 6 and Activity 6 and Challenge Challenge Challenge Week
the Early Filipino Activity 7 Activity 7 8 to 10
revolts during Spanish 5.1.4.1. Early Filipino Uprisings Close Close Close
era Reading Reading Reading
5.1.4.2. Birth of Filipino Protocol Protocol Protocol
6.2. Explain the impact Nationalism
of European political, Video Video
economic, and 5.1.4.3. Reform/Propaganda lecture lecture
intellectual influences Movement
in the development of
Phil. Nationalism 5.1.4.4. Phil. Revolution: Phase
1 and Phase 2
6.3. Compare and
contrast La Solidaridad
and Katipunan in terms
of their objectives,
methods, and its
relevance to
development of Phil.
nationalism
5.2. American Period (1898 – Wrap Around Wrap Around Activity 8 S-I-T: S-I-T: S-I-T:
7.1. Trace the 1946) Surprising, Surprising, Surprising,
development leading to Activity 8 Activity 8 Interesting, Interesting, Interesting,
the establishment of 5.2.1.The Malolos Republic Troubling Troubling Troubling 6 hrs –
the Malolos Republic Week
after the outbreak of 5.2.2. Colonial Aims/Motives Close Close Close 11 &
Phil. Revolution Reading Reading Reading 12
5.2.3. Filipino Responses Protocol Protocol Protocol
7.2. Explain the

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 COURSE SYLLABUS IN READINGS IN PHILIPPINE HISTORY CSSH-HIST-SYL-GEC 105

reasons of American 5.2.4. Results of American Video Video

expansionism Occupation (political, lecture lecture
economic, socio-cultural)
7.3. Describe the
influences brought by 5.2.5.Independence Missions and
the American Commonwealth Government
colonization in Phil.

7.4. Expound how the

Americans grant the
Phil. Self-government
(commonwealth) in
1935.
5.3. Japanese Hegemony (1941- Save the Last Save the Last Activity 9 Stick Figure Stick Figure Stick Figure
8.1. Elucidate Japan’s 1945) Word For Me Word For Me Quotes Quotes Quotes
imperialism design in 3 hrs –
the context of the world 5.3.1.Motives Close Close Close Week
condition that time Activity 9 Activity 9 Reading Reading Reading 13
5.3.2.Results of Japanese Protocol Protocol Protocol
Occupation
8.2. Assess the Video Video
significance and impact 5.3.3. Filipino Responses lecture lecture
of Japanese (Collaboration and Guerilla
occupation on Movement)
Philippine society
5.3.4. Liberation of the Phil.
8.3. Explain the nature
of “collaboration” and
“guerilla movement”

8.4. Relate how the

Philippine was
liberated.
6. Philippine Republic (1946- Newspaper Newspaper Activity 10 One One Close
Discuss the role of 9.1. Expound the 2016) Headline Headline Question Question Reading 6 hrs –
the Philippines vis- highlights of the and One and One Protocol Week
à-vis the policies implemented Challenges Faced by the Phil. Activity 10 Activity 10 Comment Comment 14 &
international and the challenges Nation 15
community. encountered by the
Phil. nation after post- 6.1. Independence and
WWII period in terms Establishment of New
of: Republic
a. Grant of 6.2. Agrarian Reform
Independence and 6.3. Independent Foreign Policy
Establishment of New 6.4. Economic Nationalism

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 COURSE SYLLABUS IN READINGS IN PHILIPPINE HISTORY CSSH-HIST-SYL-GEC 105

Value the Republic

importance of b. Agrarian Reform 6.5. Martial Law (1972-1981)
patriotism and c. Independent Foreign 6.5.1.1986 EDSA Revolution
nationalism. Policy
d. Economic
Nationalism

9.2. Explain the

reasons behind the
declaration of Martial
Law in 1972

9.3. Assess the state of

the Philippine society
and its attendant
problems after EDSA 1,
and formulate possible
solutions to these
problems

Ability to conduct FINAL SUMMATIVE Jigsaw: Jigsaw: Jigsaw: 9 hrs –

historical research, ASSESSMENT Developing Developing Developing Week
analyze data and Community and Community and Community and 16 &
engage in historical Disseminating Disseminating Disseminating 18
writing Knowledge Knowledge Knowledge

Effectively Journals in a Journals in a Journals in a

communicate using Remote Remote Remote
English and Filipino, Learning Learning Learning
orally and in writing. Environment Environment Environment

TIMEFRAME: 54 hours
COURSE REQUIREMENTS AND GRADING SYSTEM
Course 1. Assessments (Formative and Summative)
Requirements 2. Activity Sheets
3. Journal/Synthesis Paper
4. Community Involvement
Grading Students will be rated based on the following indicators:
System a. Assessments (Formative and Summative) 50%
b. Activity Sheets 20%

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 COURSE SYLLABUS IN READINGS IN PHILIPPINE HISTORY CSSH-HIST-SYL-GEC 105

c. Journal/Synthesis Paper 30%

TOTAL 100%
REFERENCES

“The Historian’s Toolkit. Oxford Big Ideas. 214-221, Accessed on August 3, 2018, https://www.oup.com.au.
Bellwood, Peter. “A Hypothesis for Austronesian Origins,” Asian Perspectives, xxvi (1), 1984 – 1985: 107-117.
Blair, Emma, and Robertson, James, Eds. The Philippine Islands 55-Volumes, Cleveland, Ohio: The A. H. Clark Company, 1903-1909.
Boxer Codex. circa 1595
Brynes, Melissa. Guide for Writing About History. Texas, USA: Southwestern University, nd. https://www.southwestern.edu/live/files/4173-guide-for-writing-in-historypdf
Carr, E.H., What is History? New York: Knopf, 1962, 7-30.
Cole, Mabel. Selected folktales. Philippine Folktales, Chicago: A.C. McClurg & Co., 1916. https://www.gutenberg.org/files/12814/12814-h/12814-h.htm
Constantino, Renato. “Towards a People History” in A Past Revisited. Quezon City: Tala Publishing Services, 1975, 3-11.
Del Pilar, Marcelo H., Monastic Supremacy in the Philippines
Dullana, Raymon. “Look New Discovery Says First Philippine Humans Hundreds of Thousand Years Olders than Callao Man in Cagayan,” Northern Forum, Posted on May 3, 2018, http://northernforum.net/look-new-discovery-says-
first-philippine-humans-hundreds-of-thousands-years-older-than-callao-man-in-cagayan/
Jaena, Graciano Lopez. The Philippines in Distress
Jocano, F. “Geological Foundation” Philippine Prehistory: An Anthropological Overview of the Beginnings of Filipino Society and Culture, Manila: Community Publishers, Inc., 1975, 21-39.
La Solidaridad, Year 1, No. 1., February 18, 1889.
Leon, Sharon & Whelan, Sarah Historical Thinking Chart (CHNM, 2008), CC-NC-BY, http://www.6floors.org/teaching/wp-content/uploads/2016/08/Historical_Thinking_TAH.pdf
Majul, Cesar, Muslims in the Philippines. Quezon City: University of the Philippines Press.
Pres. William McKinley’s Benevolent Assimilation Proclamation, December 21, 1899
Paterno, Pedro. The Malolos Constitution. 1899.
Quick Guide on The Chicago Manual of Style 17th Edition (2018)
Richardson, Jim.. Katipunan Documents Translated, www.kasaysayan-kkk.info
Rizal, Jose. “Chapter 8”, Sucesos de las Islas Filipinas por el Doctor Antonio de Morga, obra publicada en Mejico el año de 1609 nuevamente sacada a luz y anotada (Events of the Philippine Islands of Dr. Antonio de Morga,
published in Mexico in 1609), Manila: Jose Rizal National Centennial Commission, p. 240-296.
Rizal, Jose, Constitution of the La Liga Filipina
Salazar, Zeus. “Pantayong Pananaw: Isang Pagpapaliwanag,” Accessed on August 4, 2018, https://bangkanixiao.files.wordpress.com/2012/09/zeus-salazar-pantayong-pananaw-isang-paliwanag.pdf
Scott, William. “Kalantiaw: The Code That Never Was” In Great Scott! The New Day William Henry Scott Reader. B. Ed. Uc-Kung. Quezon City: New Day Publishers, 2006, 76-87.
Solheim, Wilhelm II, “Taiwan, Coastal South China, and Northern Viet Nam and The Nusantao Maritime Trading Network,” JEAA 2, vol. 1-2 (2000): 273-284.
Taylor, John. Philippine Insurgent Records,1896-1901. Washington: Government Printing Office, 1903.

Visual Sources/ Movies:

Andres Bonifacio
Ang Tunay na Pag-Ibig ni Lolo Jose
Gintong Pamana
In Our Image
Maps in Historical Atlas of the Republic, 2016.
Paintings depicting Manifest Destiny
Selected Photographs during the EDSA Revolution, February 22-25, 1986
The Bloody War with the Japanese Invaders

Excerpts from Laws/ Decrees/Treaties/ Speeches or Address/ Constitutions:

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 COURSE SYLLABUS IN READINGS IN PHILIPPINE HISTORY CSSH-HIST-SYL-GEC 105

1935, 1973, and 1987 Phillippine Constitutions.

1947 Military Bases Agreement
1976 Tripoli Agreement
Act No. 1696 or the Flag law of 1907
Act No. 292 or Sedition Law of 1901
Act No. 518 or the Brigandage Law of 1902
Address Adopted by the Anti-Imperialist League, February 10, 1899
Address to the People of the Philippines by Lieutenant General Masaharu Homma, August 3, 1942.
Bonifacio Ilagan’s Narrative about his arrest and Torture in 1974
Cardinal’s Statement via Radio Veritas
Carlos P. Garcia’s Filipino First Policy excerpt from his Third SONA on January 25, 1960
General Order No. 1 and No. 2, September 22, 1972
Inaugural Address of President Jose P. Laurel, October 14, 1943
Laws enacted by the Congress - Excerpts from the Foreign Service Act of 1952 and Foreign Service Act of 1991
Philippine Autonomy Act of 1916 or the Jones Law
Philippine Independence Act of 1934 or the Tydings McDuffie Act
Philippine Organic Act of 1902 or Cooper Act
Philippine Trade Act or 1946 or Bell Trade Act
Proclamation 1081, September 21, 1972
Proclamation 889-A amended and issued by President Marcos on August 30, 1971
Proclamation No. 51 by President Manuel Roxas
Proclamation of General Douglas MacArthur to the People of the Philippines, October 23, 1944.
Republic Act No. 6657 or Comprehensive Agrarian Reform Law of 1988
Republic Act. No. 3844 of the Agricultural Land Reform Code
Retail Trade Nationalization Act of 1954 or Republic Act No. 1180
Treaty of General Relations and Protocol of 1946 or the Treaty of Manila
Treaty of Paris, December 10, 1898
Prepared by: Checked by: Approved:

HISTORY DEPARTMENT FACULTY MEMBERS

RICARDO J. DELAMBACA
History Chairperson

Classroom policies

Attendance Policy
Due to the emergency health situation experiencing at present, checking of attendance is not required. The instructor will monitor the progress of the students in
accessing the materials in the virtual learning platforms to be used.

Etiquette during Synchronous Class

If the instructor will conduct a synchronous class, he/she will give a link using Google Meet for video conferencing. Students, who have poor internet connection or
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any technical issues, are NOT REQUIRED to join the online video conference. During the onlicne session, the host will open the google meet conference 10
minutes before the schedule. In respect to the person hosting the class or talking during the class discussion, please mute the speaker's audio device.

Submission of Requirement/s
The student must submit all their requirements within the semester but HIGHLY ENCOURAGED to submit the activity sheets a month after it is being scheduled.
Submissions of requirements will vary to the instructor handling the course, of which plarforms they will submit it. Failure to miss submitting the requirements within
the semester, the student will result in an incomplete (INC) grade.

Assessments
Students are required to answer the assessments and activity sheets and submit them within the semester.

Online Journal Entries

The program encouraged the students to improve their writing, speaking, and critical-thinking skills. In this course, the students are required to share their ideas,
thoughts, reflections, critiques, or analyses to the topics being read/discussed.

Note: Students will be informed when necessary change(s) in the learning plan is needed.

Consultation hours
Consultation:
You can consult your instructor from 8:00 AM – 5:30 PM via VLE, FB Group Chat of your Section, to his/her institutional email or thru text.

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