Republic of the Philippines

Biliran Province State University

Naval, Biliran
Telefax No. 053-500-90-45
SUC LEVEL III-A
(Per DBM-CHED Joint Circular #1-B dated June 21, 2007)

SCHOOL OF ARTS AND SCIENCES

Bachelor of Arts in Economics

READINGS IN PHILIPINE HISTORY
Second Semester, SY 2019-2020

I. Course Code : GE-RPH

II. Course Title : Readings in Philippine History
III. Pre-requisite : None
IV. Co-requisite : None
V. Credit Units : 3 Units
VI. Time Allotment : 3 hours/week, 54 hours/semester

Prepared by: Reviewed: Approved:

FERNANDO A. VILLALINO, JR. ROSSINI ROMERO, Ph.D

Instructor VICENTE Q. SOLTEO, JR., LLB, DM Vice President for Research and Innovation
DQMR, Chairperson BSBA Department
Date: Date: Date:

BERNARDO R. BELCIÑA
Instructor
Date: :
JOHN ANTHONY D. ROMAGOS, DM.
Dean, School of Arts and Sciences
:
 VISION

A state university leading in research and innovation for human empowerment and societal development.

MISSION

To advance the university through innovative human resource, responsive research, sustainable production, and demand-driven extension services.

NSU-QUALITY POLICY

NSU is YES to, Open to, United to quality education by developing world class graduates and
Intensifying research and development, extension, and production in compliance to
statutory and regulatory requirements to ensure customer satisfaction that leads
to the continual improvement of the quality management system.

COLLEGE GOALS

1. Provision of advance instructions in the fields of tourism and hospitality industries;

2. Yielding globally competitive graduates of the dynamic needs of tourism and hospitality industry while inculcating professional ethics, traditional values and culture; and
3. Building strong linkages among industries, government and educational institutions; both local and international, via collaborative research works, community development,
and professional consultancy programs.
VII. OUTCOMES

Institutional
Program Outcomes Program Educational Objectives I,E,D Course Outcomes
Outcomes

CO1. Distinguish the historical evidences

Improve the potential of ABEcon second year and sources constituting Philippine history
Leading in PO4. Plan and improve historiographical research
students with research, extension, and
Research and methods by providing a good recommendation from the
production capabilities and leadership
Innovation research conducted.
qualities.

CO2. Analyze primary sources to argue in

PO1. Perform and maintain various knowledge on the
favor or against a particular issue
different historical evidences and sources of Philippine Improve potential ABEcon secondary happening in the Philippines.
history. students who are professionals,
Human
academically-competent, and effective
Empowerment
propagators of lifelong learning.
CO3. Criticize social, political, economic
and cultural issues in the Philippines using
PO2. Perform and provide full ideas on the different the lens history.
Produce competitive students and maintains
issues in Philippine history.
good employability.

Form God-fearing graduates with high moral

PO3. Provide feedbacks on the social, political, economic integrity and ethical standards and improved
Societal and cultural issues in the Philippine history. ideals and proactive in local, national, and CO4. Apply historiographical methods in
Development global development. writing the history of one’s locality.
III. COURSE DESCRIPTION.

The course analyzes Philippine history form multiple perspectives through the lens of selected primary sources coming from various disciplines and different genres. Students are
given opportunities to analyze the author background and main arguments, compare different points of view, identify biases and examine the evidences 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, brad-minded, morally upright and responsible citizens.

The course includes mandatory topics on the Philippine government, history and constitution.

IX. LEARNING PLAN

Week Course Outcomes Topics Teaching and Learning Activities Assessment Tasks Learning Resources Remarks
 Identify, explain,
and internalize the
vison, mission,
and goals of the
university. Course Overview Institutional
Students will explain the university
- BiPSU Vision, Mission, Students will accomplish and promotional video/s,
vison, mission and quality policy
1  Discuss the Goals present their one-minute Handouts, Reference
and college goals through a small
teacher education - Institutional, Program and paper. Materials (CMO 75, s.
group discussion.
program Course Outcomes 2017)
outcomes, BSEd
program
outcomes, and the
course outcomes.

II. Introduction to history:
Definition, issues, sources and
methodology.
- Definition of the subject
CO1
1-8 matter.
- Questions and issues in
history.
- History and historian.
- Historical sources.
III. Philippine History: Spaces for
Conflict and Controversies.
- Making sense of the Past:
Historical interpretation.
- Multiperspectivity
- Case Study 1: Where did
CO2
9-11 the first Catholic Mass take
place in the Philippines?
- Case Study 2: What
happened in the Cavite
Mutiny?
- Case Study 4; Where did
cry of Rebellion happen?
Students will expound the definition
of history, its underlying philosophy,
and methodology by conducting an
interview/interactive discussion.
In a small group with -6 members,
students will differentiate the types
of historical sources through
brainstorming/buzz session.
Teacher will explain the historical
interpretation and multiperspectivity
of interpreting the past through an
interactive discussion.
In a group of 4-6 members,
students will be given case studies
to be analyzed.
LCD Projector,
Laptop, Smart TV
Background knowledge probe
on the definition of history,
Students-generated
underlying philosophy and
intervie with teacher-
methodology used in the
made assessment
discipline through True or
tools (written
False test.
examinations)
Sample scenarios
Students will prepare a matrix
reflecting the comparison
Handouts on the types
among the different types of
of historical sources.
historical sources.
Louis Gotschalk,
Understanding History
(pp 41-61, 117-170).
Teacher-made
assessment tool (oral
examination).
Students will answer the
Sample case studies
teacher through strategic
questioning.
Related
articles//literature on
the cases
Students will present their
findings and analyses on the
Trinidad Pardo de
case studies provided.
Tavera, Filipino
version of the Cavite
mutiny of 1872 (Zaide,
1990, pp. 274-280

IV. Social, Political, economic, and
cultural issues in Philippine history.
CO3 - Effects of Spanish Rule on
12-13
the political, historical and
economic effects of
Philippine history.
- Historical basis of taxation
V. Doing history: A guide for
students
- Doing historical research
- Doing historical research in
CO4 libraries and archives
14-15
- Doing life histories and
biographical research
- Doing local and oral history
- Interacting with history
through historical shrines
and museums.
1 week (or equivalent to 3 hours)
X. References
Alphora, Veronica C. and Candelaria, John Lee P. (2018). Readings in Philippine History. Sampaloc, Manila: Rex Book Store, Inc.
Teacher will have a discussion on
the Evolution of the Philippine
constitution,
In a group of -6 members, students
will research on a particular
issue/problem in the country that
spans at least three periods in
Philippine history, tracing the roots
of the issue and proposing
solutions or recommendations.
Students will perform role play
about doing historical reseach.
In a group of 4-6 members,
students will work on a project by
doing an eyewitness interview.
Students will identify an eyewitness
to certain historical events in their
own locality (World war II, Martial
law, EDSA Revolutions, big
typhoons and related calamities
among others).
Students will devise questionnaire,
interview with eyewitness, and
transcribe the interview.
(Allotted to Major Exams)
Graphic organizer
Students will present and
Handouts on the
submit a graphic organizer
Evolution of the
or concept web on the
Philippine constitution.
evolution of the Philippine
constitution.
Related articles,
Students will present their
newspaper’s clippings
findings and solutions or
transcript of the
recommendations to the
presidential SONA
identified issue.
and other primary
sources.
Handouts on
Students will submit the script
historiographical
of their role play and
methods.
reflection paper on the
assigned historiographical
method.
ICT Tools
Students will present their
Eyewitness narratives
project with complete parts
in an oral defense.
Historical sites.
MID-TERM & FINAL EXAMINATION
 De Leon, Hector S. (2005). Textbook on Philippine constitution, Quezon City: Rex Publishing Co., Inc.
Halili, Maria Christine N. (2010). Philippine History 2nd edition. Sampaloc, Manila: : Rex Book Store, Inc.
Zaide, Sonia M. (2006). The Philippines: A Unique Nation Second Edition. Quezon city: All Nations Publishing Co. Inc.
Zaide & Zaide (2011). Philippines History and Government a Sixth Edition. Quezon City: All Nations Publishing Co. Inc.

XI. Suggested Readings

Frufonga, Ronaldo F. et.al. (2016). The impact of comprehensive agrarian reform program (CARP) on farmer beneficiaries in the 3rd congressional district of Iloilo, Philippines.
Asia Pacific journal of multidisciplinary research, 4(1), 81-90.

Primary sources in Philippine history

http://philhist.pbworks.comw/page/1637040/frontpage

using primary sources.

http://philhist.pbworks.comw/page/1637056/frontpage/using primary sources #why use primary sources in teaching

XII. Course Requirements

A. Major Examinations

Exam 1 Midterm Examination 50

Exam 2 Final Examination 50

B. Case Analysis Output

Case Study 1 Where did the first catholic mass take place in the 100
Philippines
Case Study 2 : What happened in the Cavite Mutiny? 100
Case Study 3 100
Case Study 4 Case Study 4; Where did cry of Rebellion happen? 100
 C. Reflection Paper

Reflection Paper 1 Reflection paper on the assigned historiographical 50

method as performed in a role play.

D. Historiographical Research

Historiographical Research Historiographical Research in one’s own locality 100

XIII. Grading Criteria

1. Performance Tasks - 30%

2. Written Tasks (Quizzes, Assignments, etc.) - 20%
3. Major Exams (Midterm & Finals) - 25%
4. Projects (Portfolio, Journal, IMs) - 15%
5. Attendance - 10%
TOTAL 100%

XIV. Classroom Policies

1. A student must be punctual and regular in his/her class attendance. An absence is justifiable if caused by illness or other grave reasons and must be accompanied by an
excuse letter noted by the immediate superior or by a physician if absence was due to a medical condition.
2. A student who has been tardy for three (3) times shall be considered as having absent once.
3. A student who incurs an absence of more than 20% of the total class hours in any given subject per semester will be dropped by the Professor concerned after notice has
been served.
4. For habitual absences, a student should present an excuse letter duly approved and signed by the guidance counselor when he/she reports to his classes.
5. No student is allowed to leave the classroom without due permission from the faculty member concerned.
6. Students should strive for academic excellence.
7. Every student must help keep the classrooms, restrooms, and surroundings clean and tidy.
8. Dishonesty, smoking, eating inside the classroom, and idle conversation during class sessions are strictly prohibited.
9. Students under the influence of liquor shall not be allowed to attend classes.
10. Avoid creating noise while waiting for the Professor. If the Professor is absent, leave the room quietly and study in library.
11. Texting during classes is strictly prohibited. All mobile gadgets or cell phones should be in silent mode and/or turned off during classes.
 12. All course requirements are to be submitted promptly. Failure to submit on time is equivalent to a grade of 5.0

XV. Consultation Hours

Every Monday and Thursday – 5:30-7:00 pm

XVI. Additional Requirements

A. Reading in Philippine history book

B. Portfolio
C. Journal
  Performance tasks (group/individual reports, presentations, etc.) will be graded using the following rubric:
TASKS EXEMPLARY (4)
Presents information in logical and
Organization interesting sequence which audience
can follow.
Subject Demonstrates full knowledge (more
Knowledge than required) of the topic.
Props/materials explain and
Props/Materials
reinforce topic and presentation.
Maintain eye contact with audience,
Eye Contact
seldom returning to script.
Voice is clear and shows correct,
precise pronunciation of terms so
Elocution
that all audience members can hear
the presentation.
SUPERIOR (3)
Presents information in logical
sequence which audience can
follow.
At ease with the expected topic.
Props/materials relate to topic
and presentation.
Maintain eye contact most of the
time but frequently return to
script.
Voice is clear and pronounces
most words correctly. Most
audience members can hear the
presentation.
SATISFACTORY (2)
Audience has difficulty following
the presentation because the
information jumps around.
Uncomfortable with information.
Props/materials did not support
the presentation.
Occasionally use eye contact,
but still read most of script.
Voice is low and incorrectly
pronounces terms. Audience
members have difficulty hearing
the presentation.
UNSATISFACTORY (1) SCORE
Audience cannot understand
presentation because there is no
sequence of information.
Has no grasp of information.
No Props/materials were used.
All of script with no eye contact.
Mumble, incorrectly pronounce
terms, and speak too quietly for
students at the back of the class
to hear.
Over-all Score
  Projects (journals, portfolios, instructional materials/devices, etc.) will be graded using the following rubric:
EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY
TASKS SCORE
(4) (3) (2) (1)

All tasks were done with outstanding Nearly all tasks were done with Nearly all tasks were done with Fewer than half of tasks were
Quality
quality; work exceeds expectations. high quality. acceptable quality. done with poor quality.

Complete, clear, well-organized,

Completeness, Complete, clear, well-organized, and
and most supporting Incomplete; supporting
all supporting documentations are Has many lacking components; is
documentations are available documentations is/are
Clarity, and located in sections clearly unorganized and unclear.
and/or in logical and clearly organized but lacking.
Organization designated.
marked locations.

Two days or more after the

Submission Before the deadline. On the deadline. A day after the deadline.
deadline.

Over-all Score