ASIA-PACIFIC CHRISTIAN COLLEGE AND SEMINARY

#1 Sitio Bangkal, Brgy. San Isidro, Rodriguez, Rizal

Contact number: (02) 334-7617; 0946-9251-942
Email Address: reg.apccs@gmail.com

Lecturer : Mandel John C. Tuang

Schedule : Friday, 1:00pm –4:00pm
Room # : EIM Workshop
Contact Info : johnmandel1992@gmail.com/ 09462796291

Course Name Readings in Philippine History

Course Credits 3 Units
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.
Contact Hours/Week 3 hours
Prerequisite None
Course Outcomes Cognitive:
(1) Have a glimpse of what historians do and what their methods are;
(2) Develop critical and analytical skills with exposure to several sources;
Affective:
(3) Appreciate the contributions of the Philippine presidents taken from their SONA speeches;
(4) Reflect on the contemporary context in light of the situations of the Filipino people then;
Psychomotor:
(5) Conduct an interview about the specific period in the past and synthesize it with research.

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COURSE OUTLINE AND TIMEFRAME
Course Content / Subject Matter
Week 1 Getting to Know, Setting Up Expectation, and Discussion of Syllabus
Week 2 A. Introduction to Philippine History: Why Study?
Week 3 B. The Historical Method
Week 4 C. Different Types of Sources
Week 5 D. The Traditional pre-colonial Filipino
Week 6 E. Highlights of Foreign Occupations
Week 7 F. Philippine Presidents: Manuel Quezon & Jose Laurel
Week 8 G. Philippine Presidents: Sergio Osmena & Manuel Roxas
Week 9 H. Midterm Exam
Week 10 I. Philippine Presidents: Elpidio Quirino & Ramon Magsaysay
Week 11 J. Philippine Presidents: Carlos Garcia & Diosdado Macapagal
Week 12 K. Philippine Presidents: Ferdinand Marcos
Week 13 L. The EDSA Revolution
Week 14 M. Philippine Presidents: Corazon Aquino & Fidel Ramos
Week 15 N. Philippine Presidents: Joseph Estrada, Gloria Arroyo and Benigno Aquino
Week 16 O. Submission of Final Requirement

Alignment of Course Outcome with Summative Assessment Tasks

Course Objectives Summative Assessment Task Details
(1) Have a glimpse of what This is more of sharing a particular experience they
historians do and what their On-class recitation have in their past.
methods are;

(2) Develop critical and They play a game to realize the importance of analyzing
analytical skills with Simulation of Games the source, its credibility and reliability and hopefully
exposure to several sources; suspend their judgment until they validate it.
(3) Appreciate the contributions This helps them to go back to the Philippine history by

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 of the Philippine presidents
taken from their SONA
speeches;
(4) Reflect on the contemporary
context in light of the
situations of the Filipino
people then;
having a picture of what it looked like from the SONA
speeches of the presidents. They can evaluate the
Group Reporting contribution and advocacy of each president. With this,
they can able to identify some important parts of history
that shape us to what we are today.

(5) Conduct an interview about
the specific period in the past
and synthesize it with
research.
This allows them to personally experience what it feels
Term Paper like to be when they act as the people in the past. They
have their own research from a particular history and
use their imagination to reconstruct the past based from
their gathered sources.

LEARNING PLAN
Desired Course Content/Subject Textbook/ References Teaching and Assessment Resources/ Time
Learning Matter Learning Tasks Materials Table
Outcome Activities

(1) 1. Have a A. Why Study History? Barrows, David. A Lecture & Group Share one of their PPT 3hrs
glimpse of what History of the Discussion past experiences;
historians do Philippines. New York: differentiate the
and what their American Book story from
methods are; Company, 1905. primary and
secondary source
B. The Historical Zafra, Nicos. Readings Lecture & Quiz PPT 3hrs
Method in Philippine History. Discussion
New ed. Manila: UP,
1956.
https://sia.libguides.com
(2) 2. Develop C. Different Types of /c.php?g=521408 A Game: Relay a Quiz Dynamics 3hrs
critical and Sources Message
analytical skills  Primary

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 with exposure to  Secondary
several sources;  Tertiary

D. The Traditional pre- Lecture & video Reflection PPT 3hrs

colonial Filipino Pigaffeta, Antonio. First presentation
Voyage Round the
World by Magellan.
New York, USA:
Cambridge University
Press, 2010.
E. Highlights of Foreign
Occupations Barrows, David. A Lecture & short Enumerate the PPT 3hrs
 Spaniards History of the film current practices
 Japanese Philippines. New York: influenced by
 American American Book these eras.
Company, 1905.
(3) 3. Appreciate F. Philippine Presidents: Reporting & Evaluation PPT 3hrs
the contributions www.officialgazette. Lecture through oral
 Elpidio Quirino
of the Philippine gov.ph/past-sona- recitation
 Ramon Magsaysay
presidents taken speeches/
from their Reporting & Evaluation PPT 3hrs
G. Philippine Presidents:
SONA www.officialgazette. Lecture through oral
 Carlos Garcia
speeches; recitation
 Diosdado Macapagal gov.ph/past-sona-
speeches/ Reporting & Evaluation PPT 3hrs
H. Philippine Presidents: Lecture through oral
 Ferdinand Marcos www.officialgazette. recitation
gov.ph/past-sona-
(4) 4. Reflect on the Documentary Evaluation PPT 3hrs
I. The EDSA speeches/
contemporary exposure through oral
Revolution recitation
context in light https://www.youtube.
of the situations com/watch?v=
of the Filipino Lecture & Evaluation PPT 3 hrs.
UdcuiX0ytPo
people then; Discussion through oral
J. Philippine Presidents: recitation
 Corazon Aquino www.officialgazette.
 Fidel Ramos

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 gov.ph/past-sona- Lecture & Evaluation PPT 3 hrs.
K. Philippine Presidents: speeches/ Discussion through oral
 Joseph Estrada, recitation
Gloria Arroyo and www.officialgazette.
Benigno Aquino
gov.ph/past-sona-
(5) 5. Conduct an
speeches/
interview
about the
specific period
in the past and
synthesize it
with research.

Suggested Readings
Blair, Emma Helen and James Alexander Robertson. The Philippine Islands, 1493-1898.
Mandaluyong: Caches Hermanos Inc, 1961.
Barrows, David. A History of the Philippines. New York: American Book Company, 1905.
Constantino, Renato. A History of the Philippines: From the Spanish Colonization to the
Second World War. New York: Monthly Review Press, 1975.
Dela Costa, Horacio. Readings in Philippine History: Selected Historical Texts Presented
With a Commentary. Manila: Bookmark, 1965. (Unavailable yet)
Morga, Antonio. History of Philippine Islands, vol. 1 & 2. Cleveland, Ohio: The Arthur
H. Clark Company, 1907.
Pigaffeta, Antonio. First Voyage Round the World by Magellan. New York, USA:
Cambridge University Press, 2010.
Zafra, Nicos. Readings in Philippine History. New ed. Manila: UP, 1956.

Internet sites:
Access of SONA speeches from 1935-2016, less year 1942-1944
http://www.officialgazette.gov.ph/past-sona-speeches/.
Comprehensive Agrarian Reform Law of 1988 (R.A. 6657)
www.lawphil.net/statutes/repacts/ra1988/ra_6657/1988.html.

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 Land Reform Act of 1955 (R.A 1400)
www.lawphil.net/statutes/repacts/ra1955/ra_1400_1955.html.
Primary Sources in Philippine History
philhist.pbworks.com.
kahimyang.com.
www.bohol.ph.
gutenberg.org.

Course Requirements A. Video Presentation

Grading System Attendance & Participation (20%)
Reflection Papers (25%)
Reporting (15%)
Term Paper (40%)
Unless for emergency cases, missed presentation of report will result of failing grades.

Learning Outcomes Theology 1

A. INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyze texts (written, visual, oral, etc.) critically L
2. Demonstrate proficient and effective communication (writing, speaking, and the use of new O
technologies
3. Use basic concepts across domains of knowledge P
4. Demonstrate critical, analytical, and creative thinking L
B. PERSONAL AND CIVIC RESPONSIBIILITIES (Values)
1. Examine the contemporary world from both Philippine and global perspective L
2. Takes responsibility for knowing and being Filipino L
3. Reflect critically on shared concern P
4. Contribute personally and meaningfully the country’s development O
C. PRACTICA SKILLS (Skills)
1. Work effectively in a group O
2. Use current technology to assist and facilitate learning and research L
3. Manage one’s knowledge, skills, values for responsible and productive living L

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 4. Organize one’s self for lifelong learning
READINGS IN PHILIPPINE HISTORY Rubrics
ASSESSMENT RUBRIC FOR REFLECTION PAPER
Criteria Outstanding
(96-100)
Depth of Response demonstrates an
Reflection in-depth reflection on, and
personalization of, the
theories, concepts, and/or
strategies presented in the
course materials to date.
Viewpoints and
interpretations are
insightful and well
supported. Clear, detailed
examples are provided, as
applicable.
Required Response includes all
Components components and meets or
exceeds all requirements
indicated in the
instructions. Each
question or part of the
assignment is addressed
thoroughly. All
attachments and/or
O
Very Good Good Fair
(90-95) (85-89) (80-84)
Response demonstrates a Response demonstrates a Response demonstrates a
general reflection on, and minimal reflection on, lack of reflection on, or
personalization of, the and personalization of, personalization of, the
theories, concepts, and/or the theories, concepts, theories, concepts, and/or
strategies presented in the and/or strategies strategies presented in the
course materials to date. presented in the course course materials to date.
Viewpoints and materials to date. Viewpoints and
interpretations are Viewpoints and interpretations are missing,
supported. Appropriate interpretations are inappropriate, and/or
examples are provided, as unsupported or unsupported. Examples,
applicable. supported with flawed when applicable, are not
arguments. Examples, provided.
when applicable, are not
provided or are
irrelevant to the
assignment.
Response includes all Response is missing Response excludes
components and meets all some components and/or essential components
requirements indicated in the does not fully meet the and/or does not address the
instructions. Each question requirements indicated requirements indicated in
or part of the assignment is in the instructions. Some the instructions. Many
addressed. All attachments questions or parts of the parts of the assignment are
and/or additional documents assignment are not addressed minimally,
are included, as required. addressed. Some inadequately, and/or not at
attachments and all.
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 additional documents are additional documents, if
included, as required. required, are missing or
unsuitable for the
purpose of the
assignment.
Structure Writing is clear, concise, Writing is mostly clear, Writing is unclear and/or Writing is unclear and
and well organized with concise, and well organized disorganized. Thoughts disorganized. Thoughts
excellent with good are not expressed in a ramble and make little
sentence/paragraph sentence/paragraph logical manner. There sense. There are numerous
construction. Thoughts construction. Thoughts are are more than five spelling, grammar, or
are expressed in a expressed in a coherent and spelling, grammar, or syntax errors throughout
coherent and logical logical manner. There are no syntax errors per page of the response.
manner. There are no more than five spelling, writing.
more than three spelling, grammar, or syntax errors
grammar, or syntax errors per page of writing.
per page of writing.
Evidence and Response shows strong Response shows evidence of Response shows little Response shows no
Practice evidence of synthesis of synthesis of ideas presented evidence of synthesis of evidence of synthesis of
ideas presented and and insights gained ideas presented and ideas presented and
insights gained throughout the entire course. insights gained insights gained throughout
throughout the entire The implications of these throughout the entire the entire course. No
course. The implications insights for the respondent's course. Few implications implications for the
of these insights for the overall teaching practice are of these insights for the respondent's overall
respondent's overall presented, as applicable. respondent's overall teaching practice are
teaching practice are teaching practice are presented, as applicable.
thoroughly detailed, as presented, as applicable.
applicable.

ASSESSMENT RUBRIC FOR GROUP REPORTING

Criteria Outstanding Very Good Good Fair
(96-100) (90-95) (85-89) (80-84)
Participation Participates actively.  Participates in group. Sometimes Participates minimally.

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 Helps direct the group in Shows concern for goals. participates in Shows a little concern
setting goals.  Participates in goal group.  for goals. 
Helps direct group in setting. Participates in Shows concern for Watches but doesn't
meeting goals.  meeting goals.  some goals.  participate in goal
Thoroughly completes Completes assigned Participates setting.
assigned tasks.  tasks. marginally in goal Completes assigned
Actively participates in Demonstrates effort to setting.  tasks late or turns in
helping the group work help the group work Participates in work incomplete.
together better. together. meeting goals.  
Completes some
assigned tasks.
Communication Shares many ideas related to Freely shares ideas. Shares ideas when Does not share ideas.
the goals.  Listens to others.  encouraged. Watches but does not
Encourages all group Considers other people's Allows sharing by contribute to discussions.
members to share their feelings and ideas.  all group members. Does not show
ideas.  Listens to others.  consideration for others.
Listens attentively to Considers other
others.  people's feelings
Empathetic to other people's and ideas. 
feelings and ideas. 

Criterion 4 3 2 1
Effort Produced additional Fully prepared; Minimal preparation; Little or no evidence of
resources for the group; completed all agreed superficial knowledge of preparation; no effort shown
extraordinary effort tasks; competent, but resources; minimal effort
demonstrated not extraordinary
Attitude Exceptionally positive and Positive; supportive; Neutral; neither Disparaging; negative,
constructive; encourages mostly constructive encouraging nor withdrawn or belligerent;
other group members and upbeat discouraging; disinterested absent
in the performance of others

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Contribution Outstanding contribution; Good quality work; Poor quality work; Poor quality; little, if any,
above-and-beyond; work few revisions or substantive errors; much contribution to group goals
is excellent in form and additions are revision and editing is
substance necessary required
 

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 ASSESSMENT RUBRIC FOR SYNTHESIS
CATEGORY 15 points
exceptional introduction
that grabs interest of
Introduction/ reader and states topic.
Thesis thesis is exceptionally
clear, well-developed, and
a definitive statement.
paper is exceptionally
researched, contains 3
Content knowledge: peer reviewed articles, the
Quality of Research 3 articles relate to the
thesis argument in a
logical manner.
References are correctly
cited
exceptionally critical,
Content application: relevant and consistent
Support of Thesis and connections made
Analysis between evidence and
thesis.
excellent analysis.
excellent summary of
thesis argument with
concluding ideas that
Conclusion impact reader.
introduces no new
information.
Writing is clear and
relevant, with no
11 points 7 points 3 points
proficient basic introduction that weak or no introduction
introduction that is states topic but lacks of topic.
interesting and states interest. paper’s purpose is
topic. thesis is somewhat clear unclear/thesis is weak
thesis is clear and and arguable. or missing.
arguable statement
of position.
information relates information relates to the information has little or
to the main topic. main topic, but few nothing to do with the
Paper, is well- details and/or examples thesis.
researched in detail are given. Shows a information has weak
and from 3 good limited variety of sources. or no connection to the
sources. References References are not cited thesis. References are
are correctly cited correctly not cited correctly.
consistent some connections made limited or no
connections made between evidence and connections made
between evidence thesis. between evidence and
and thesis some analysis. thesis.
good analysis. lack of analysis.
good summary of basic summary of topic lack of summary of
topic with clear with some final topic.
concluding ideas. concluding ideas.
introduces no new introduces no new
information. information.
Most ideas are stated Many ideas require Paper does not meet the
clearly and are clarification and/or are criteria for the
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 grammatical and/or related to the topic, off-topic or have assignment (too short or
spelling errors – polished with only minor marginal relevance to the incomplete, too long,
and professional. grammatical and/or assignment. Many and/or completely off-
Writing Reference section spelling errors. grammatical and/or topic). Reference
properly formatted. Reference section spellings errors section missing.
adequate. throughout the paper. The
paper is very challenging
to read due to poor
writing flow. Improper
reference section.

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