Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY-SAN JUAN

San Juan, Southern Leyte

Course Syllabus in READINGS IN PHILIPPINE HISTORY (RIPH)

Course Credit : 3 Course Code : GE-SS-101-2

Program : Bachelor of Science in Industrial Technology Term : Second Semester
Pre-requisites : None Academic Year : 2019 - 2020

I. NATIONAL GOAL : The attainment of empowered and globally competitive Filipinos through quality and excellent education, relevant and responsive
to changing environment, accessible and equitable to deserving students, efficient and effective in optimizing returns and benefits.

II. VISION : A highly quality corporate Science and Technology University

III. MISSION : SLSU will produce S and T leaders and competitive professionals; generate breakthrough research in S and T- based disciplines;
transform and improve the quality of life in the communities in the service areas; and be self – sufficient and financially viable.
IV. UNIVERSITY GOALS:

The SLSU shall:

1. Develop comprehensive curricula to produce S and T leaders and professionals;
2. Establish a culture of Science and Technology-based research;
3. Facilitate adoption of technology to communities and service areas;
4. Intensify production capability; and
5. Establish a transparent, efficient and effective management system.

V.Institutional Outcome:
1. Develop comprehensive curricula to produce S and T leaders and professionals;
2. Establish a culture of Science and Technology-based research;
3. Facilitate adoption of technology to communities and service areas;
4. Intensify production capability; and
5. Establish a transparent, efficient and effective management system

Program Outcome:
A. Common to all programs in all types of schools
a.) Recognize the need for, and engage in life-long learning;
b.) Communicate effectively thru oral and in writing using both English and Filipino;
c.) Work effectively and independently in multi-disciplinary and multicultural teams;
d.) Act in recognition of professional, social, and ethical responsibility;
e.) Preserve and promote Filipino historical and cultural heritage.

B. Common to the disciplines

f.) Articulate and discuss the latest development in the field of Industrial Technology;
g.) Demonstrate broad and coherent knowledge and skills in the field of Industrial Technology for professional work and life-long learning;
h.) Identify, formulate, and solve technical/ technology problems which could result in innovation, invention or production;
i.) Apply knowledge of mathematics, science, and technology to solve industry-related problems;
j.) Perform tasks in accordance with industry standards and practices.

C. Specific to sub-discipline and major

k.) Use the techniques, skills, and modern technology tools necessary for automotive technology practices.
l.) Demonstrate industry standards in performing major and minor automotive maintenance services.
m.) Equip the students with managerial and entrepreneurial skills.

D. Industrial Technology GOAL:

Develop comprehensive curricula to produce the science and technology leaders as well as competitive professionals.
E. Course Description:
This subject provides comprehensive information on the approaches to the study in Philosophy, a brief learning description of its branches. It also covers with an
introduction to logic, creativity of writing and its styles of reasoning using examples from a variety of perspective: Law, Science, Religion, Education and everyday
experiences and the rules to correct reasoning or argumentation for validity and in critical thinking in writing and even speaking for better understanding and
communication in a complete world as a tools for modern and easy language application.
PROGRAM DESCRIPTION:

Bachelor of Science in Industrial Technology is a four-year degree program design to produce competent graduates in the industry.

VI. COURSE DETAILS

A. 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 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, broad-minded, morally upright and responsible citizens.
 This course includes mandatory topics on the Philippine Constitution, agrarian, and taxation.

VII. COURSE OUTCOMES AND RELATIONSHIP TO PROGRAM GOALS

Desired Learning Outcomes (DLO) Program Outcomes

At the end of the course, students should be able to: A B C D E F G H I J K L M N O P Q R S T U V W X Y

1. Identify credible and authentic primary sources that could be
used in reconstructing the rich history of the Filipino people from ̷
pre-colonial times to the present;
2. Analyze the context, content, and perspective of selected primary
sources and determine their contribution in understanding the ̷
history of the Filipino people;
3. Develop critical and analytical skills as they are exposed to
̷
primary sources;
4. Demonstrate the ability to use primary sources that will enable
̷
them to argue in favor or against a particular issue;
5. Effectively communicate, using various techniques and genres,
their historical analysis of a particular event or issue that could help ̷
other people understand the chosen topic;
6. Propose recommendations/solutions to present day problems
based on their own understanding of their root causes, and their ̷
anticipation of future scenarios;
7. Displays the ability to work in a team and can contribute to a
̷
group project; and
8. Manifest interest and concern in promoting and preserving our
̷ ̷
country’s national patrimony and cultural heritage.
VIII. COURSE MAP

Readings in
G.E. Learning Outcomes
Philippine History
A. Intellectual Competencies (Knowledge)
1. Analyze text (written, visual, oral, etc.) critically L
2. Demonstrate proficient and effective communication (writing , speaking, and use of new technologies) P
3. Use basic concepts across the domain of knowledge L
4. Demonstrate critical, analytical and creative thinking P
B. Personal and Civic Responsibility (Values)
1. Examine the contemporary world from both Philippines and global perspective L
2. Take responsibility for knowing and being Filipino L
3. Reflect critically on shared concern P
4. Contribute personally and meaningfully to country’s development O
C. Practical Skills (Skills)
1. Work effectively in a group P
2. Use current technology to assist and facilitate learning and research P
3. Manage one’s knowledge, skills and values for responsible and productive living O
4. Organize one’s self for lifelong learning O
Legend:
L - Learned
P - Practiced
O - Opportunity to Learn

IX. LEARNING PLAN

Desired Learning Time

Topics Methodology Assessment Resources
Outcomes Allotment
1. Discuss the Vision University’s Vision and 1.5 Hrs. 1. Discussion 1. Oral Recitation 1. Vision and Mission
and Mission of the Mission 2. Student Handbook
university. (Week 1)
2. Identify credible I - Meaning and relevance 9.5 Hrs. 1. Lecture/ 1. Give more 1. Louis Gottschalk, Understanding History,
and authentic of history; distinction of (Weeks 1-2) Discussion examples of (pp. 41-61; 117-170).
primary sources primary and secondary 2. Library, Museum primary sources 2. Howell and Prevenier, From Reliable
and know how to sources; external and and Archives and the Sources, (pp. 17-68)
evaluate their internal criticism; visitation corresponding 3. Santiago Alvarez, Katipunan and the
provenance; repositories of primary (depends on the secondary Revolution: Memoirs of a General, (pp. 82-
sources, and different location of the sources derived 88).
kinds of primary sources. HEI) from them. 4. Teodoro Agoncillo, History of the Filipino
3. Comparative People, (pp. 184-187).
analysis of 5. Robert Fox, The Tabon Caves, (pp. 40-44;
primary and 109-119). [Human remains and artifacts]
secondary sources 6. William Henry Scott, Prehispanic Source
Materials for the Study of Philippine
History, (pp. 90-135).

3. Analyze the context, II – Content and 12 Hrs. 1. Lecture/ 1. Graded 1. Antonio Pigafetta. First Voyage Around
 content, and contextual analysis of (Weeks 3- Discussion Reporting the World, (pp. 23-48) [Chronicle]
perspective of selected primary sources; 6) 2. Library research 2. Quizzes 2. Juan de Plasencia, Customs of the
different kinds of identification of the 3. Textual analysis 3. Critical Essay Tagalogs, (Garcia, (1979). pp. 221-234)
primary sources historical importance of 4. Small group about a [Friar account]
and determine how the text; and examination discussion particular 3. Emilio Jacinto, “Kartilla ng Katipunan”
they affected the of the author’s main 5. Reporting primary source (Richardson, (2013). pp. 131-137)
history of the argument and point of 6. Film Analysis wherein [Declaration of Principles]
Filipino people; view students will 4. Emilio Aguinaldo, Mga Gunita ng
discuss the Himagsikan. (pp. 78-82; 95-100; 177-
4. Develop critical and importance of 188; 212-227) [Memoirs]
analytical skills as the text, the 5. National Historical Institute. (1997).
they are exposed to author’s Documents of the 1898 Declaration of
primary sources; background, the Philippine Independence, The Malolos
context of the Constitution and the First Philippine
document and Republic. Manila: National Historical
its contribution Institute. (pp. 19-23)[Proclamation]
in 6. Alfred McCoy, Political Caricatures of the
understanding American Era (Editorial cartoons)
Phil. history 7. Commission on Independence, Filipino
Grievances Against Governor Wood
(Zaide, 11. pp. 230-234). [Petition letter]
8. Corazon Aquino, President Corazon
Aguino’s Speech before the U.S. 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 many 9.5 Hrs. 1. Lecture/ 1. Debate on a 2. Antonio Pigafetta. First Voyage Around the
ability to formulate histories”: controversies (Weeks 7- Discussion particular issue World, (pp. 23-32)
arguments in favor and conflicting views in 10) 2. Document in Philippine 3. Trinidad Pardo de Tavera, Filipino Version
or against a Philippine history analysis history of the Cavite Mutiny of 1872, (Zaide 7, pp.
particular issue a. Site of the First Mass 3. Group discussion 2. Reaction/reflect 274-280)
using primary b. Cavite Mutiny 4. Debate, round ion paper on a 4. Jose Montero y Vidal, Spanish Version of
sources; c. Retraction of Rizal table discussion sponsored the Cavite Munity of 1872 (Zaide 7, pp.
or symposium activity like 269-273)
d. Cry of Balintawak or
5. Panel Discussion lecture, 5. Rafael Izquirdo, Official Report on the
Pugadlawin 6. Talk Show symposium, Cavite Mutiny, (Zaide 7, pp. 281-286)
round table 6. Ricardo P. Garcia, The Great Debate: The
discussion and Rizal Retraction, (pp. 9-19;31-43)
the like. 7. Jesus Ma. Cavanna, Rizal’s Unfading Glory,
(pp. 1-52)
8. Ricardo R. Pascual, Rizal Beyond the Grave,
(pp. 7-36)
9. Pio Valenzuela, Cry of Pugadlawin, (Zaide
8, pp.301-302)
10. Santiago Alvarez, Cry of Bahay Toro,
(Zaide 8, pp. 303-304)
11. Gregoria de Jesus, Version of the First Cry,
(Zaide 8, pp. 305-306)
12. Guillermo Masangkay, Cry of
Balintawak, (Zaide 8, pp. 307-309)
Mid Term Examination 1.5 Hrs. Paper and Pen Test
6. Effectively IV – Social, political, 12 Hrs. 1. Lecture/ 1. Research output Note: Students will be required to look for
communicate, using economic and cultural (Weeks 11 Discussion which may be in primary sources from which they will base
various techniques issues in Philippine – 14) 2. Library and the form of a their narrative and analysis of the topic
and genres, their history: Archival research term paper, assigned to them
historical analysis of Mandated topics: 3. Document exhibit,
a particular event or 1.Agrarian Reform analysis documentary
issue that could help Policies 4. Group reporting presentation,
other people 2.The Philippine 5. Documentary diorama,
understand the Constitution: Film Showing webpage and
chosen topic; - 1899 (Malolos other genres
Constitution) where students
7. Propose - 1935 Constitution could express
recommendations or - 1973 Constitution their ideas. The
solutions to present - 1987 Constitution output should
 day problems based 3. Taxation trace the
on their own evolution of the
understanding of Sample topics: chosen topic
their root causes, through at least
and their 1. Filipino Cultural three periods.
anticipation of future heritage Group members
scenarios; 2. Filipino-American should
relations collaborate to
8. Display the ability to 3. Government peace produce a
work in a multi- treaties with the synthesis that
disciplinary team Muslim Filipinos examines the role
and can contribute to 4. Agrarian Reform of this issue in
a group endeavor; Policies implemented promoting/hinde
by the Phil. ring nation-
Government building, and
5. Evolution of Phil. provide
Constitutions appropriate
6. Institutional history of recommendation
schools, corporations, s rooted in a
industries, religious historical
groups and the like. understanding of
7. Biography of a the issue.
prominent Filipino

9.5 Hrs
9. Manifest interest in V. Critical evaluation and (Week 15 – 1. Lecture/ 1. Reaction paper  Historical Data Papers
local history and promotion of local and 18) Discussion or critique of the  Ereccion de Pueblos (Creation of Towns)
show concern in oral history, museums, 2. Research in Local shrines,  Cosas Notables de Bohol
promoting and historical shrines, libraries and Local historical sites, (Notable Events of Bohol)
preserving the cultural performances, Studies Centers (if museums that
country’s historical indigenous practices, available) they visited Ancient Historical Site,
religious rites and rituals, 3. Tour in local 2. Letter to the Historical landmarks, UNESCO sites and
and cultural
etc. museums, editor cultural heritage
heritage.
historical sites, art 3. Blogs
galleries, 4. Transcript of Southern Leyte:
archeological sites oral interview  First Mass in the Philippines in
and other places 5. Reflection Paper Limasawa Island
where one could  Trece War Memorial in Bontoc
see cultural and  Col. Kangleon Heritage House in
heritage displays Macrohon, Maasin Cathedral (1800s)
 4. Conduct Oral Leyte:
interview  Price Mansion (Temporary residence of
McArthur) and Redoňa Residence
(Temporary Residence of Sergio Osmena)
in Tacloban City,
 Leyte Provincial Capitol (seat of
Commonwealth Government),
 Leyte Landing Memorial National Park
in Palo.
 Hill 120 in Dulag (Another site of
American forces landing in Leyte)
 Santo Niňo Shrine in Tacloban City

Final Term Examination 1.5 Hrs. Paper and Pen Test

Note: Module IV Output: A research output which is in the form of a documentary presentation, (by group) about an issue or theme that is relevant to
nation-building. Using primary sources students must trace the evolution of the issue/theme through at least three periods of Philippine history. Every
member should have a specific assignment. They should collaborate to produce a synthesis that examines the role of this issue in promoting/hindering
nation-building. Lastly, they should provide appropriate recommendations rooted in a historical understanding of the issue.

IX. REFERENCES

A. Primary Sources

Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan. Manila: C.A. Suntay.

Alvarez, Santiago. (1998). Katipunan and the Revolution: Memoirs of a General. Lungsod Quezon: Ateneo de Manila University Press.
Blount, James. (1968). The American Occupation of the Philippines, 1898-1912. Lungsod Quezon: Malaya Books Inc. Cavanna, Jesus Ma. The Unfading Glory:
Documentary History of the Conversion of Jose Rizal. [s.n.].
Del Pilar, Marcelo (1957). Monastic Supremacy in the Philippines. Manila: Philippine Historical Association.
Forbes, William Cameron. (1928). The Philippine Islands. Vol. 2. New York: Houghton Mifflin.
Fox, Robert. (1970). The Tabon Caves. Manila: National Museum. Mga Papel Hinggil sa Kasaysayan. Pambansang Aklat ng Pilipinas, Koleksiyong Microfilm.
Laurel, Jose P. (1962). War Memoirs of Jose P. Laurel. Manila: Jose P. Laurel Memorial Foundation.
Mabini, Apolinario. (1969). The Philippine Revolution. Manila: National Historicall Commission.
McCoy, Alfred and Alfredo Roces. (1985). Philippine Cartoons: Political Caricature of the American Era. 1900-1941. Lungsod Quezon: Vera Reyes, Inc.
National Historical Institute. (1997). Documents of the 1898 Declaration of Philippine Independence, The Malolos Constitution and the First Philippine Republic.
Manila: National Historical Institute.
________________________________ (1978). Minutes of the Katipunan. Manila: National Historical Institute.
Nolledo, Jose. (1999). Principles of Agrarian Reform, Cooperatives and Taxation. Lungsod Mandaluyong: National Book Store. Pambansang Sinupan ng Pilipinas.
Erección de Pueblos.
Pigafetta, Antonio. (1969). First Voyage Around the World. Manila: Filipiniana Book Guild.
Ricarte, Artemio. (1992). Memoirs of General Artemio Ricarte. Manila: National Historical Institute.
Richardson, Jim. (2013). The Light of Liberty: Documents and Studies on the Katipunan, 1892-1897. Lungsod Quezon: Ateneo de Manila Press.
Saleeby, Najeeb. (1976). Studies in Moro History, Laws and Religion. Manila: Filipiniana Book Guild.
Tuazon, Bobby and Evangelista, Oscar. (2008). The Moro Reader: History and Contemporary Struggles of the Bangsamoro People. Lungsod Quezon: CenPeg
Publications.
Zaide, Gregorio and Sonia Zaide. (1990). Documentary Sources of Philippine History. 12 volc. Manila: National Book Store.

B. Internet Site

Comprehensive Agrarian Reform Law of 1988 (R.A. 6657). http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html

Decreeing the Emancipation of Tenants from the Soil (P.D. No. 27) http://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1972.html Land Reform Act of
1955 (R.A. 1400) http://www.lawphil.net/statutes/repacts/ra1955/ra_1400_1955.html
Philippine Organic Act of 1902. http://www.gov.ph/constitutions/the-philippine-organic-act-of-1902/
President Corazon Aquino’s Speech before the U.S. Congress Sept 18, 1986. http://www- rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf
Primary Sources in Philippine History. http://philhist.pbworks.com/w/page/16367040/FrontPage
Raiders of the Sulu Sea. https://www.youtube.com/watch?v=bWmXEvU979c
Tydings-McDuffie Act of 1934 http://www-rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf
U.S.-P.I. Military Bases Agreement. http://kahimyang.info/kauswagan/articles/1007/today-om-philippine-history-march-14-1947-the-military-bases-
agreement-was-signed
Using Primary Sources. http://philhist.pbworks.com/w/page/16367056/UsingPrimarySources#WhyUsePrimarySourcesinTeaching

1. Agrarian Reform

"The Philippine Rice Share Tenancy Act of 1933 (Act 4054) http://www.chanrobles.com/acts/actsno4054.html
"Agricultural Tenancy Act of the Philippines of 1954 (R.A. 1199) http://www.lawphil.net/statutes/repacts/ra1954/ra_1199_1954.html
Agricultural Land Reform Code of 1963 (R.A 3844) http://www.lawphil.net/statutes/repacts/ra1963/ra_3844_1963.html
P.D. 27 of 1972 http://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1972.html
Comprehensive Agrarian Reform Program of 1988 (R.A. 6657) http://www.gov.ph/downloads/1988/06jun/19880610-RA-6657-CCA.pdf
Comprehensive Agrarian Reform Program Extension with Reforms of 2009 (R.A. 9700)
http://www.chanrobles.com/republicacts/republicactno9700_pdf.php

2. Philippine Constitution

Malolos Constitution of 1899. http://www.lawphil.net/consti/consmalo.html

Commonwealth Constitution of 1935: http://www.gov.ph/constitutions/1935-constitution-ammended/
1973 Constitution: http://www.gov.ph/constitutions/1973-constitution-of-the-republic-of-the-philippines-2/
1987 Constitution, http://www.gov.ph/constitutions/1987-constitution/
 3. Taxation

Valencia, Edwin G and Gregorio F. Roxas. (2013). Income Taxation: Principles and Laws with Accounting Applications. Baguio City: Valencia
Educational Supply.
Dizon, Efren Vincent M. (2013). Taxation Law Compendium. Manila: Rex Book Store.
Duncano, Danilo A. (2010). Philippine Taxation Handbook. Mandaluyong City: National Book Store. Saguinsin, Artemio T. (2009). Taxation in the
Philippines. Mandaluyong City: National Book Store. De Leon, Hector and Hector de Leon Jr. The Fundamentals of Taxation. Manila: Rex Book
Store.

4. Martial Law

Declaration of Martial law in the Philippines Sept. 21, 1972, https://www.youtube.com/watch?v=14iz1eZlNuU

Proclamation No. 1081 ―Proclaiming the State of Martial Law in the Philippines. http://www.gov.ph/downloads/1972/09sep/19720921-PROC-1081-
FM.pdf
Marcos, Ferdinand. (1973). Vital Documents on Proclamation no. 1081 Declaring a State of Martial Law in the Philippines. Manila: National Media Production
Center.
Vizmanos, Danilo. (2003). Martial Law Diary and other Papers. Quezon City: Publication Information.

X. COURSE REQUIREMENTS:

1. Project (Term paper): Students are required to submit a ten-pages term paper based on their individual report. This paper will be submitted on or before
the final exam. Requirements that are submitted late or after the specified date will be graded with 75.

2. Class Attendance: Regular attendance is expected. Should there be absences, the same shall not exceed 20% of the required 54-hour contact
time in a semester. Students who will come to class, 15 minutes after the instructor/professor enters the room/hall, will be marked absent.

3. Academic Integrity: Plagiarism is a serious offense. All work must at all times acknowledge intellectual honesty. Cut and paste will not be
honored. Where a material requires permission from the publisher/author, the same must be strictly followed.

4. Class Deportment: Everyone must observe professional behavior at all time and shall maintain civil discourse throughout class time.
Disagreements/dissentions have to be anchored on reason and respect and should be discussion-hinged. Leaving the class other than to attend
to emergencies and personal necessities is discouraged. Further, cell-phones have to be in silent mode discouraging their use during class
hours. Respect begets respect, in this manner when one is talking, everybody should listen.

5. Oral Report: Topics will be distributed to every student to be reported orally either individual or group. Reporting will be done using computers through
power point presentation.

6. Test Honesty: Students caught cheating in major exams will be dealt with proper sanction as stipulated in the Students’ Handbook without prejudice to
academic freedom of the instructor/professor.
 7. Written Report: Aside from oral report, a written report will be submitted at the end of the semester.

XI. GRADING SYSTEM

Term Test 40%
Quiz 15%
Classroom Participation 15%
Project 20%
Attendance 10%
TOTAL 100%

XII. RUBRICS

A. Assessment Rubrics for Group Presentation (Module II)

Outstanding Very Good Good Fair/Pass Failure

Criteria 91-100 81-90 71-80 61-70 Below 60
Background • The presentation • The presentation • The presentation • The introduction is • There is no
of the includes a clear, includes a clear includes a clear somewhat inadequate background and
primary interesting and effective introduction that introduction that in communicating how introduction, or the
source (20°/») introduction that identifies how the identifies how the the material is related background/intro-
identifies how the material is related to material is related to to the topic under duction is not useful
material is related to the the topic under the topic under discussion. in understanding the
topic under discussion, discussion, as well as to discussion. • Information provided relevance of the
as well as to previously- previously- discussed • The introduction about the background material in
discussed topics. topics. provides a sufficient of the material is understanding
• The introduction • The introduction background on the incomplete or Philippine history.
effectively provides all provides the important material (who, what, incorrect.
important background background when, where). • The introduction
information on the information on the • The introduction identifies some
material (who, what, material (who, what, discusses the relevance of the
when, where) in an when, where). relevance of the material in
accurate and detailed • The introduction material in understanding major
manner. discusses the understanding major episodes/themes in
• The introduction relevance of the episodes/themes in Philippine history, but
effectively discusses the material in Philippine history. the discussion is
relevance of the understanding major largely superficial or
material in episodes/ themes in incomplete.
understanding major Philippine history,
 episodes/themes in
Philippine history, as
well as in developing a
historically- grounded
understanding of
contemporary
events/themes/issues.
Contextual • The presentation of the
Analysis author's background and
(30°/») context is exhaustive, clear
and accurate.
• The students identify and
analyze the problems
that the document
wants to address.
• The students explain
clearly the importance
of the document in
understanding the
issues of the given
period.
• The document is
correlated with the
other documents
dealing with the same
period.
Content • The important
Analysis elements of the
(30°/») document are
correctly identified
and analyzed.
• There is a thorough
discussion of the value
and contributions of
the contents of the
document in
understanding the
issues prevalent
during the period.
• The contents of the
and also attempts to
relate the material to
contemporary
events/themes/issues. ,
• The presentation of the • The presentation of the • The discussion of the • There is no
author’s background author’s background historical context and discussion of the
and context is clear and context is clear importance of the historical context of
and accurate. and accurate. document is too general the document.
• The students identify • The students identify and lacks specific
and analyze the the problems that the details.
problems that the document wants to • The background of the
document wants to address. author was not clearly
address. • There is an attempt to explained.
• The students explain explain the importance
the importance of the of the document in
document in understanding the issues
understanding the issues of the given period.
of the given period.
• The important • The important • Some of the • There is no
elements of the elements of the important elements adequate discussion
document are document are of the document are of the content of the
identified and identified and identified and document.
analyzed. explained. explained.
• There is a discussion of • There is a little • There is an attempt to
the value and discussion of the value discuss the value and
contributions of the and contributions of contributions of the
contents of the the contents of the contents of the
document in document in document in
understanding the issues understanding the understanding the
prevalent during the issues prevalent during issues prevalent during
period. the period. the period.
• The contents of the • There is an attempt to
 document are correlated
with the events that
happened before it was
written.
• The students are able
to identify the
inconsistencies and
shortcomings of the
document.
Organization The presentation is
and very well-structured,
Presentation providing a logical
Style (20°/«) sequence to the
discussion within the
prescribed time
period.
• Presenters are confident,
effectively using gestures,
eye contact, and tone of
voice that keep the class
engaged in the
discussion.
• Audio-visual aids are well-
executed, paying careful
attention to the
combination of elements
(e.g., text and graphics)
that lead to both an
effective understanding of
key information and
ideas, and continuing
interest in the discussion.
• Presenters are highly
articulate, using precise
and grammatically-correct
language. Language used
is also respectful of
diversity, and sensitive to
the conditions of different
groups.
document are correlated
with the events that
happened before it was
written.
The presentation is
well-structured, and
there is a logical
sequence to the
discussion.
• Presenters are confident,
sometimes using
• Presenters are
gestures, eye contact,
and tone of voice that
keep the class engaged in
the discussion.
• Audio-visual aids are
effective, leading to an
appropriate
 Audio-visual aids are
understanding of key
information and ideas.
• Presenters are largely
articulate. In general,
 Presenters are articulate
there is use of
grammatically- correct
language that is also
respectful of diversity
and sensitive to the
conditions of different
groups.
• grammatically-
correlate the contents
of the document with
the events that
happened before it was
written.
The presentation is
adequately- structured.
Transitions between
topics help in
understanding the
overall discussion.
somewhat confident,
using occasional
gestures, eye contact,
and tone of voice to
engage the class in the
discussion.
helpful in generating in
understanding of key
information and ideas.
in general, there is use of
grammatically-correct
language. Occasional
grammatical lapses do
not prevent in
understanding of
information and ideas
that are conveyed.
 The presentation is The presentation is
loosely organized. It is done in a
not evident how one haphazard manner,
topic is related to one lacking a clear
another in the organization and
presentation. structure.
• Presenters were
 Presenters lack
unable to capture
confidence, but there is
the attention of
occasional use of
students.
gesture eye contact,
• Audio-visual aids
and tone of voice to try
to capture the are not used, or
are not really
attention of students.
helpful in the
 Audio-visual aids are
presentation.
mostly not helpful in
• Presenters cannot
the presentation.
effectively
Visual aids either lack
communicate
important information,
information and
or are too text-heavy.
ideas, relying on a
 Presenters encounter verbatim- reading
some difficulties in
of notes or text-
communicating
heavy visual aids
information and ideas.
to convey
The use of
information and
grammatically- ideas. The use of
incorrect language
tends to be pervasive. incorrect language
is pervasive.
 B. ASSESSMENT RUBRIC FOR THE RESEARCH OUTPUT (Module IV)
Criteria Outstanding
91-100
Use of • Uses a wide variety of
Primary relevant, accurate and
Sources updated sources to
(30°/») provide evidence in
support of key
arguments.
Effective and • Supporting arguments
Appropriate use specific, relevant, and
Use of Sources highly persuasive
(30"/) evidence based on a
critical evaluation of
primary and secondary
sources.
Uses the most relevant
quotations
and paraphrases
appropriately and
accurately to present new
perspectives on an
argument.
• Clearly, thoughtfully, and
thoroughly explains or
analyzes the relationship
between the arguments
and supporting evidences.
• Evidence for alternative
arguments are presented
and critically examined to
justify the chosen position.
Effective • A synthesis effectively
Very Good Good Fair/Pass Failure
81-90 71-80 61-70 Below 60
• Uses many relevant and • Uses several relevant • Provides some sources • No primary sources are
accurate sources to sources to provide but evidence used and evidences
provide evidence in evidence in support of presented are vague presented are
support of key hey arguments. and not always irrelevant and
arguments. relevant. insufficient.
• Supporting arguments • Evidences used to • Evidences used to • Arguments are not
use relevant and mostly support arguments are support arguments are supported by primary
persuasive evidence specific, relevant and vague and and secondary
coming from both persuasive. unpersuasive. sources.
primary and secondary Uses quotations and Quotations and Paper was directly
sources. paraphrases appropriately paraphrasing are copied from sources
Uses quotations and to make an argument. inappropriately used to without quoting,
paraphrases • An explanation is support arguments. paraphrasing, and
appropriately and provided of how the • The explanation of how acknowledging sources
accurately to make an evidence presented the evidence used.
argument. supports each presented supports • Evidence supporting
• A clear and thoughtful argument. each argument is not or opposing the
explanation is • Evidence for clear and thorough. arguments is missing.
provided of how the alternative arguments • Evidence supporting or
evidence presented are presented and opposing the arguments
supports each considered. are poorly integrated
argument.
• Evidence for alternative
arguments are presented
and compared.
• A synthesis adequately • A synthesis identifies a • A synthesis identifies a • No synthesis or a
Synthesis and examines how a common examines how a common theme and common theme and how “synthesis" does not
Application theme has evolved in the common theme has how it is reflected in it is reflected in different connect the different
(20"/«) three periods covered. evolved in the three different periods. periods. periods.
• The synthesis critically periods covered. • The synthesis identifies • The synthesis identifies
examines the multiple • The synthesis the multiple facets of an a few facets of an
facets of an important examines the multiple important problem in important problem in
problem in contemporary facets of an important contemporary times contemporary times
times relevant to the problem in relevant to the common relevant to the common
common theme. contemporary times theme. theme.
• Offers plausible relevant to the common • Offers solutions and • Offer some solutions,
solutions and theme. alternatives rooted in a but their basis on a
alternatives rooted in an • Offers plausible historical historical understanding
appropriate historical solutions and understanding of the of the problem is
understanding of the alternatives rooted in a problem. unclear.
problem. historical understanding
of the problem.

Effective • Clear introduction; thesis • Clear introduction; • Introduction is mostly • Introduction and main • Thesis and
Organization is presented in a highly thesis is presented in an clear and thesis is thesis are present but not introduction are
(20”/») engaging and compelling engaging manner. presented in a clear. missing.
manner. • Each argument coherent, • Arguments presented • No clear arguments to
• Each argument clearly presented supports an comprehensible does not support the support the overall
supports an overall overall structure. manner. overall structure. structure.
structure. Usually uses effective Most arguments Transitions between Transitions between
Paper uses consistent and transitions to connect presented clearly arguments are largely arguments are
effective transitions to ideas and arguments support the overall unclear. missing.
develop ideas and that leads to a structure. • Conclusion is either • Conclusion is poorly
arguments logically; has a persuasive conclusion. • Transitions are vague or unclear. connected to the paper's
compelling and
• Conclusion partly sometimes abrupt, but major arguments.
persuasive conclusion. the arguments and
synthesizes, but it
• Conclusion synthesizes mostly presents the conclusion mostly
arguments that support the major arguments to connect.
main idea/thesis. support the main • Conclusion represents
idea/thesis. major arguments and
connects them to thesis.

XIII. Provision for Flexibility

• Students with special needs shall be dealt with appropriately depending on the course activities/ requirements.
• Students have problems in writing and styles of reasoning shall be dealt on one on one discussion and clarification for good of their
profession.

Prepared by: Recommending Approval: Approved by:

ANIE JANE P. DUGADUGA VIRGILIO L. PEREZ, MTE CERENIO G. ADRIATICO, Ph.D.

Faculty Department Head Assistant Director-ARI
 CONFIRMATION AND ACKNOWLEDGEMENT

Ito ay nagpapatunay na ang laman ng silabus sa BABASAHIN HINGGIL SA KASAYSAYAN NG PILIPINAS, Unang Semestre, AY 2018 - 2019 ng
SLSU- CBM, San Juan, Southern Leyte, ay tinalakay sa unang araw ng klase at ang kopya nito ay ipinamahagi para maging gabay sa mga estudyante.

Kurso at Kurso at
Pangalan ng Estudyante Lagda Pangalan ng Estudyante Lagda
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