RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL INC

Office of the College of Teacher Education

Purok Waling-Waling, Arellano Street, Koronadal City (9506)
Telephone/Fax No. 083-228-2880
INSTITUTIONAL GRADUATE INSTITUTIONAL LEARNING OUTCOMES
Document Type: Document No.: ATTRIBUTES (IGA’s) (ILO’s)
Instructional Materials Issue No.: 01 Revision No.: 01
a. Demonstrate creative and innovative
Document Title: Effective Date: thinking.
GE201 - READINGS IN PHILIPPINE HISTORY Page 1Critical
of 11 and Analytical Thinker b. Employ problem-solving skills in
formulating sound decisions.
c. Express ideas effectively through
Effective Communicator
VISION
CORE VALUES multidisciplinary communication.
d. Work collaboratively as members and
1. Resilience 2.isModesty
RMMC-MI a premier learner-centered
3. Mindfulness institution committed
4. Compassion 5. to quality standard
Motivation and
6. Integrity Team Player
innovative development. leaders of diverse groups.
e. Uphold personal and professional
MISSION Ethically and Socially
integrity.
RMMC-MI shall set a quality instruction, research and extension, and effective resource
management. f. Exhibit global efficiency without
Glocally Competent
neglecting local identity.
GOALS AND OBJECTIVES

Aligned with the vision and mission are specific goals for Key Result Areas (KRAs) on
Instruction, Research, Extension and Resource management:

KRA 1: INSTRUCTION.
 Produce life-long learners through outcome-based teaching and learning curriculum.
KRA 2: RESEARCH.
 Create strong research culture.
 Disseminate research findings responsive to the needs of the community.
KRA 3: EXTENSION.
 Establish strong industry and academe partnership, collaboration and linkages.
 Conduct highly visible community outreach programs.
KRA 4. RESOURCE MANAGEMENT.
 Establish effective quality management system through continuous monitoring of
facilities, facultyand staff development programs, and student services.
 ILO
Program Learning Outcomes (PLO) V M
a b c d e f
a. Develop skills in gathering, organizing, refining, analyzing and evaluating information
b. Apply ideas necessary for solving a variety of issues
c. Express themselves clearly and appropriately in various social, academic, and professional contexts
d. Engage in academic, personal, and professional development necessary for the advancement of the field and
society as a whole
e. Engage in self-appraisal voluntarily for academic, personal, and professionals advancement
f. Contribute their knowledge and skills to their own communities and the broader society

PLO
Course Learning Outcomes (CLO)
a b c d e f
Knowledge
1. Discuss history and its relevance to the society.
2. Differentiate the different kinds of sources: recognize the different terms which are involve in Philippine History.
3. Evaluate primary sources for their credibility, authenticity and provenance.
4. Analyze the context, content and perspective of different kinds of primary sources.
5. Determine contribution of different personalities in understanding Philippine History.
6. Propose recommendation/ solutions to present- day problem based on their understanding of root causes and their anticipation of future
scenarios.
Skills
7. Deliver ideas effectively through oral, audio-visual, and/or web-based presentation for different target audiences in local and global
setting.
8. Display the ability to work in a team and contribute to a group project.
Values
9. Manifest interest in social history and concern in promoting and preserving our country’s national patrimony and cultural heritage.
10. Reflect the importance of valuing the traditional customs, beliefs and practices of Filipinos to their daily lives.

COURSE DESCRIPTION
Philippine History viewed in lens of selected primary sources in different periods, analysis and interpretation. The course aims to exposure 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 reach past by deriving insights from those who were actually present at the time of the event.

PRE-REQUISITE(S)
None

CONTROL NUMBER
1111

CREDIT
UNIT
3

TIME ALLOTMENT
5 hours lecture every week

COURSE CONTENTS

Time Course Learning Teaching Strategies or

Course Content or Topic Topic Learning Outcome (TLO) Assessment Activity Resources
Frame Outcome (CLO) Methodology
Prelim
Chapter 1 | Introduction to After undergoing this topic, Collaborative Learning (PPT) Enabling Activities:
History: Definitions, issues, learners are expected to: (Introduction to school policies a. The teacher will have
sources and methodology a Schematic Diagram
1. understand the meaning of and classroom rules and Activity to the
 Definition and history as an academic discipline regulation) students to show how
CMO 1 and to be familiar with the students’ will CL (Classroom
subject matter underlying philosophy and conceptualize history Learning):
methodology of the discipline; in his own word.  Visual aids (for
5 hours  Questions and 2. apply the knowledge in Interactive Learning (PPT) activities and
CMO 3 historical methodology and lecture)
(about what is history, Main Tasks:
issues in history philosophy in assessing and
a. The teacher will  PowerPoint
analyzing existing historical meaning of history and
conduct individual Presentations
 History and historian narratives; relevance of history)
3. examine and assess critically activity pertaining to  Projector
CMO 1 the topic discussed.
the value of historical evidences  PDFs
 Historical Sources b. The teacher will
and sources; and  Google classroom
CMO 2 conduct post-
4. appreciate the importance of
Class Discussion assessment to the
history in the social and national
life of the Philippines. (about methods in history, class with the use of
quizizz. ODL (Online Distance
questions and issues in Learning):
c. The teacher will send
history, history and historians an articles to the  Schoology
and historical sources) students through  And other online
schoology and they platforms
will have to determine
what sources does it
Assignment belong.
 (about repository of primary
sources and different kind of Reinforcement Tasks:
a. The students will
primary sources) show to the class an
object which has a
relevant memory to
them and they will
explain its relevance
to the class.
b. Each student should
share their insights
about the topic
Chapter 2 | Content and Visual Learning (PPT) discussed.
Contextual analysis of After undergoing this topic, (discuss the content and CL (Classroom
selected primary sources in learners are expected to: Contextual analysis of Enabling Activities: Learning):
Philippine History selected primary sources in a. The teacher will show  Visual aids (for
1. familiarize oneself with Philippine History) dates and months to activities and
 A brief summary of the primary documents in the class and they will lecture)
CMO 1 the First Voyage different historical identify the events
Solitary Learning (PPT)  PowerPoint
around the world by periods of the that occur on that
(interpret the articles given Presentations
Magellan by Antonio Philippines; specific date.
and examine the context and  Projector
Pigafetta 2. learn history through
primary sources; content of the document) Main Tasks:  PDFs
-Analysis of 3. property interpret primary a. The teacher will ask  Google classroom
Pigafetta’s Chronicle sources through Class Discussion each student to make
CMO 5
5 hours  The KKK and the examining the content (about first voyage around the an outline and
CMO 1 “Kartilya ng and context of the words, KKK, proclamation of summary of the topic ODL (Online Distance
Katipunan” document; and the Philippine Independence, discussed on Chapter
Learning):
4. understand the context Political Caricature and 2.
behind each selected Corazon Aquino’s Speech) b. The teacher will ask  Schoology
- Analysis of the
“Kartilya ng document. the students to make  And other online
CMO 5
Katipunan” Assignment an analysis on each platforms
(about the brief summary of of the different events
 Reading the the first voyage around the that was discussed
CMO 1 “Proclamation of the world and the questionable and send it out
Philippine events during that time) through email.
Independence”
 - Analysis of the
CMO 5 “Proclamation of the Reinforcement Tasks:
Philippine c. The students will
Independence” discuss their own
perspectives to Cory
 A glance of selected Aquino’s Speech and
CMO 1 Philippine Political how does it imply to
Caricature in Alfred the political system in
McCoy’s Philippine the Philippine.
Cartoons: Political d. Each student should
Caricature of the share their insights
American Era (1900- about the topic
1941) discussed.

- Analysis of the
CMO 5 Political Caricatures
during the American
Period

 Revisiting Corazon
CMO 1 Aquino’s Speech
before the U.S
Congress

- Analysis of Cory
CMO 5 Aquino’s Speech

Midterm
Chapter 3 | Philippine After undergoing this topic, Visual Learning (PPT) Enabling Activities:
History: Spaces for Conflict learners are expected to: (discuss the Chapter 3, a) The teacher will show CL (Classroom
and Controversies spaces for conflict and pictures about the Learning):
1. to interpret historical controversies.) events in the past  Visual aids (for
CMO 7  Making sense of the events using primary such as Cavity activities and
Past: Historical sources; Mutiny, 1st mass in lecture)
Solitary Learning (PPT)
Interpretation 2. recognize the multiplicity the Philippines, the
(analyze the content and  PowerPoint
CMO 4  Multiperspectivity of interpretation than can cry of rebellion, etc.
reasons about the case study Presentations
CMO 2 be read from historical
  Case Study 1: text; 2 about cavity mutiny) Main Tasks:  Projector
Where did the First 3. identify the advantages Class Discussion b) The teacher will ask  PDFs
Catholic Mass take and disadvantages of (about Historical each student to  Google classroom
place in the employing critical tools in Interpretation, interpret the conflict
CMO 3 Philippines? interpreting historical Multiperspectivity, and Case and controversies
 Case Study 2: What events through primary Studies 1-4) which governs the
sources; and event in chapter 3. ODL (Online Distance
happened in the
Cavity Mutiny? 4. demonstrate ability to Assignment c) The teacher will ask Learning):
argues for or against a (examine case study 3 and 4 the students to read  Schoology
- Spanish Accounts particular issue using and give self-implications and Case Study 2 and  And other online
of the Cavite Mutiny primary sources. interpretation on the events) what does Spaniards platforms
do to convert the
- Differing Accounts Filipinos.
of the events of 1872
CMO 3 Reinforcement Tasks:
CMO 2  Case Study 3: Did d) The students will
5 hours Rizal Retract argue on a specific
issue using primary
-The Balanguer sources.
Testimony e) Each student should
share their insights
-The Testimony of about the topic
Cuerpo de Vigilancia discussed.
CMO 3
CMO 2  Case Study 4:
Where did the cry of
Rebellion Happen?

-Different Dates and

places of cry Enabling Activities:
f) The teacher will show
After undergoing this topic, to the class a picture
Chapter 4 | Social, Political, learners are expected to: Visual Learning (PPT) of the different CL (Classroom
Economic and Cultural (showing clips, images and evolution of the Learning):
Issues in Philippine History 1. analyze social, political, videos about social, political, Philippine
economic, and cultural  Visual aids (for
economic and cultural issues Constitution and who
CMO 1 issues in the Philippines activities and
 Evolution of the in the Philippine History) have spearheaded
CMO 2 using the lens of history; lecture)
Philippine the change of
2. recognize that the  PowerPoint
 Constitution problems of today are republic. Presentations
consequences of  Projector
-1897: Constitution decisions and events that Peer Learning (PPT) Main Tasks:  PDFs
of Biak-Na-Bato happened in the past; (analyze the social, political, g) The teacher will ask  Google classroom
-1899: Malolos 3. understand several economic and cultural issues each student to read
Constitution enduring issues in in the Philippine History and the articles about the
-1935: The Philippine Society relate it to the present) evolution of Philippine
Commonwealth through history; and Constitution and they ODL (Online Distance
Constitution 4. propose will make a feedback Learning):
Class Discussion
-1973: Constitutional recommendations or (about Evolution of the
to the article.  Schoology
Authoritarianism solutions to present-day Philippine Constitution, h) The teacher will  And other online
-1987: Constitution problems based on the Policies on Agrarian Reform choose one policy on platforms
after Martial Law understanding of the past and Evolution of Philippine agrarian reform and
-Attempts to amend and anticipation of the Taxation) interpret a deeper
or Change the 1987 future through the study meaning from the text
Constitution of history. Assignment itself and how does it
CMO 11 (write that relevance of affect the nation’s
5 hours CMO 9  Policies on Agrarian understanding several future.
Reform enduring issues in Philippine
Society through history) Reinforcement Tasks:
-Landownership in i) The students will
the Philippines under propose
Spain recommendations or
-Landownership in solutions to present-
the Philippines under day problems based
the Americans on the understanding
-Post-War of the past and
Interventions toward anticipation of the
Agrarian Reform future through the
-Agrarian Reform study of history.
Effort under Marcos j) Each student should
-Post-1986 Agrarian share their insights
Reform about the topic
-CARPER and the discussed.
Future of Agrarian
Reform in the
Philippines
 Final
(continuation)

Chapter 4 | Social, Political,

Economic and Cultural
Issues in Philippine History

CMO 1  Evolution of
Philippine Taxation

-Taxation in Spanish
Philippines
-Taxation under the
Americans
-Taxation during the
Commonwealth
Period
-Fiscal Policy from
1946 to Present

Chapter 5 | Doing History: A After undergoing this topic, Visual Learning (PPT) Enabling Activities: CL (Classroom
Guide for Students learners are expected to: (showing video clips of a. The Learning):
historical shrines and
CMO 11  Visual aids (for
 Doing Historical 1. manifest interest in local museum) Main Tasks:
activities and
research online history and cultural
CMO 10 heritage; lecture)
 Doing Historical Individual Learning (PPT) Reinforcement Tasks:
research on libraries 2. apply historiographical a.  PowerPoint
(identify and reflect local and
and archives methods in writing the Presentations
oral history)
CMO 6  Doing Life Histories history of one’s locality or  Projector
and biographical country;  PDFs
Class Discussion
research 3. incorporate technology in  Google classroom
5 hours (about Doing history: A guide
 Doing local and oral the discipline of history;
for students)
CMO 9 history and
ODL (Online Distance
 Interacting with 4. appreciate the value of
Assignment Learning):
History through doing history to the
(write the relevance of history  Schoology
Historical Shrines present day.
to the present day)  And other online
and Museums
platforms
RUBRICS

COURSE REQUIREMENTS
Students are required to do the following:
1. Reading of assigned text and other materials.
2. Regular class attendance.
3. Punctual performance of assigned tasks such as performance tasks, quizzes, class/home works, reflective papers, reports, projects, major examinations, etc.
4. Active participation in oral activities and discussions.
5. Avoid too much noise while the class is on-going.
6. Keep yourself ready for unexpected activity.
7. Practice Clay-Go before and after the class.
8. Put into practice what they learned inside and outside the campus.
COURSE POLICIES
1. Students should submit requirements, activities, quizzes, assignments and examinations on time.

GRADING SYSTEM

Prelim Midterm Final

CS = A + Q + R CS = A + Q + R CS = A + Q + R
3 3 3
PFG = CS x 2 + E MFG = CS x 2 + E FFG = CS x 2 + E
3 3 3
Legend:
A = Assignment PFG = Prelim Final Grade
Final Average Grade
Q = Quiz MFG = Midterm Final Grade
PFG + MFG + FFG
R = Recitation FFG = Final Final Grade
3
CS = Class Standing E = Exam

REFERENCES
 TEXTBOOKS
 Acero, V., Javier, E., & Castro, H. (2003). Principles and Strategies of Teaching. Manila: Rex Book Store, Inc.
 Agricultural Land Reform Code of 1963 (Republic Act 3844). Comprehensive Agrarian Reform Law of 1988 (Republic Act 6657). Decreeing the Emancipation of Tenants from the Soil (Presidential
Decree No. 27).
 Aquino, C. (1986). "Restoring Democracy by the Ways of Democracy." In Http://www.coryaquino.ph/ind ex.php/works/article/353b 89aa-f2dc11df-b3cf-001617d76479. Retrieved 18 May 2017.
 Bautista, A. (1898). "Declaration of the Philippine Independence." trans. Sulpicio Guevarra in The Laws of the First Philippine Republic 1972. Manila: National Historical Commission.
 Bernad, M. A. (1981). "Butuan or Limasawa? The Site of the First Mass in the Philippines: A Reexamination of Evidence." Kinaadman: A Journal of Southern Philippines, Vol. III, 1–35.
  Black, J., & MacRaild, D. (2000). Studying History. Basingstoke, New Hampshire: Macmillan.
 Blair, E. H., & Robertson, J. A. Eds. and trans. (1903-1909). The Philippine Islands, 1493-1898. 55 volumes. Cleveland: The Arthur and Clark Company.
 Carr, E. (1991). What Is History. London, United Kingdom: Penguin.
 Chua, M. C. (2016). “Retraction ni Jose Rizal: Mga Bagong Dokumento at Pananaw." In GMA News Online. http://www.gmanetwork.com/news/ lifestyle/artandculture/594027/retraction-ni-jose-rizal-
mga-bagongdokumento-at-pananaw/story/ Retrieved 18 October 2017.
 Jacinto, E. (1896). "Kartilya ng Katipunan ng mga Anak ng Bayan." trans. Gregorio Nieva, 1918. Text from Philippine Center for Masonic Studies, http://www.philippinemasonry.org/kartilya-ng-
katipunan.html. Retrieved 18 October 2017.
 Land Reform Act of 1955 (Republic Act 1400).
 Lemon, M. (1995). The Discipline of History and the History of Thought. New York, United States of America: Routledge.
 Marius, R. (1999). A Short Guide to Writing About History. New York: Longman.
 McCoy, A. (2000). Lives at the Margin: Biographies of Filipinos Obscure, Ordinary, and Heroic. Quezon City: Ateneo de Manila University Press.
 McCoy, A., & Roces, A. (1985). Philippine Cartoons: Political Caricature of the American Era, 1900-1941. Quezon City: Vera-Reyes.
 National Commission for Culture and the Arts (NCCA). (2000), Philippine Archives Directory: A Nationwide Survey of Government and Private Archives and Archival Holdings. Manila: National
Commission for Culture and the Arts.
 National Heroes Commission. (1964). Letters Between Rizal and Family Members. Manila: National Heroes Commission.
 National Historical Institute. (1997). Documents of the 1898 Declaration of Philippine Independence, the Malolos Constitution and the First Philippine Republic. Manila: National Historical Institute.
 Navarro A Campomanes, A., & Candelaria, J. Eds. (2008). Kaalaman at Pamamaraan sa Pagtuturo ng kasaysayan, Quezon City: U.P. Lipunang Pangkasaysayan,
 Nolledo, J. (1999). Principles of Agrarian Reform, Cooperatives and Taxation. Mandaluyong City: National Book Store. Philippine Organic Act of 1902.
 Phelan, P., & Reynolds, P. (1996). Argument and Evidence: Critical Analysis for the Social Sciences. London: Routledge.
 Pigafetta, A. (1874). The First Voyage Around the World by Magellan. trans. Lord Stanley of Alderley. London: Hakluyt Society.
 Pigafetta, A. (1969). First Voyage Around the World. Manila: Filipiniana Book Guild
 Querol, M. (1974). Land Reform in Asia. Manila: Solidaridad Publishing House.
 References Alvarez, S. (1998). Katipunan and the Revolution: Memoirs of a General. Quezon City: Ateneo de Manila University Press.
 Sztompka, P. (1993). The Sociology of Social Change. (First Ed). Oxford, United Kingdom: Wiley-Blackwell.
 Tosh, J. (2002). The Pursuit of History: Aims, Methods and New Directions in the Study of Modern History (Revised 3rd Ed.). London, United Kingdom: Pearson Education Ltd.
 Tosh, J. (2002). The Pursuit of History: Aims, methods and New Directions in the Study of Modern History (Revised 3rd Ed.). London, United Kingdom: Pearson Education Ltd.
 Zaide, G., & Zaide, S. (1990). Documentary Sources of Philippine History. 12 Vols. Manila: National Book Store.

 PRINT AND ONLINE REFERENCES

https://www.youtube.com/watch?v=oAZZv77lY8A
https://www.youtube.com/watch?v=Qjgdx0LnR84
https://www.youtube.com/watch?v=dGRSX8GkBuw
https://www.youtube.com/watch?v=cE3fZ1aqNuo
https://www.youtube.com/watch?v=lCcrr7ie27U
https://www.youtube.com/watch?v=hLE-5ElGlPM

Prepared by: Reviewed by: Reference reviewed by: Noted by:

APRIL JOHN P. ABELLA, LPT KYLE S. RONQUILLO, LPT RICHIE LUZ S. CENTENO, RL, MLIS JOHNNY S. BANTULO, EdD
Faculty Faculty Head, Library Services Program Director
Date:__________ Date: __________ Date: __________ Date: __________

Recommending approval: Approved by:

ALBERT P. BALONGOY, PhD MA. ANDREA PATRICIA M. MILLADO

Vice President for Academic Affairs President
Date: __________ Date: __________