COURSE SYLLABUS IN READINGS IN PHILIPPINE

CSSH-HIST-SYL-GEC
HISTORY 105

oRepublic of the Philippines

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

COLLEGE OF SOCIAL SCIENCES AND HUMANITIES

Department of History
SYLLABUS IN GEC 105
VISION, MISSION, CORE VALUES, GOALS, AND OBJECTIVES

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

VISION

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

“Maging isang unnibersidad sa Katimugang Pilipinas na may “Maaden su Unbersidad sya sa sabangan sa Pilipinas sa makagaga idtigya sa “Mbaling too mligal gu gambit dini Bli Kabanwe Filipinas”
kakayahng makipagsabayan sa kompetisyong global” langkom kunu intiro dunya”

MSU-Gensan
Campus “To provide competent human resources for the development of Southern Mindanao and to help improve the living condition of the Muslims and the Indigenous people.”
MISSION
FILIPINO MAGUINDANAON BLAAN
“Makapaglaan ng mga propesyunal na may kakayahang “Mangaden sa mga kapakayam a mga mama ando babay para sa kagkapya no “Mle dad to gmare di kimo kafye kagket I kabanwe dini di Bli
mapaunlad ang katimugang Mindanao at makatulong sa sabangan Mindanao ando adtabangan su mga Muslim amdo mga talainged kano Mindanao na tmabeng I kafafye I kagka kne I dad Muslim na
Muslim at Tribong Katutubo” kagkapya no kapaguyag-uyag nilan” dad to muna mne di banwe”
MSU-Gensan Respect for others
Campus Acting with Integrity
CORE VALUES Service to the people
Pursuing Excellence

CSSH GOALS L-To LEAD in innovative instruction, pursue relevant research and extension initiatives
E-To ENSURE incorporation of cultural integration, peace and development, and civic consciousness in all degree programs of the college
P-To PRODUCE competent graduates embodying the values of honesty and integrity, addressing the human resource requirement of the industry and community

BA-HISTORY 1. To provide introductory and advanced courses that will expose students with historical methods of creating the past, equipped with skills of analysis and ability in writing
PROGRAM historical research.
OBJECTIVE 2. To provide students with an understanding and appreciation of the broad foundations of historical studies through a critical-theoretical approach.
3. To train students of history to become critically aware and responsive to the needs of tri-people of their community and the country in general.
4. To produce graduates that will be academically competitive in the pursuit of their chosen career as professional historians, researchers, educators, and extension
service providers for social development.

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Approved by: Prof. Ricardo Delambaca College Dean:
 COURSE SYLLABUS IN READINGS IN PHILIPPINE
CSSH-HIST-SYL-GEC
HISTORY 105

COURSE DETAILS
Course No: GEC 105 Type: General Education (Basic) Credit Units: 3
Semester: 1st, 2nd, Summer
Course Title: Readings in Philippine History Prerequisite(s): None No. of Hours: 54 hours for 18 weeks

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

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

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

COURSE OUTLINE AND LEARNING PLAN

Learning Content
Intended Desired Learning Assessment/Outputs Time
Teaching-Learning Activities Evidence of Attainment
Course Outcomes Outcomes frame

Introduction of the Course Identity Charts 1.5 hrs – Week 1

Video conference
Aware and 1. Meanings and Concept of Likert Scale Anticipation Guides 75% of the students can define what
understand the 1.1. Define history as a History 1.5 hrs – Week 1 history is, identify the concepts of history
application of critical discipline Activity 1 Close Reading Protocol and discuss the relevance of Pantayong
thinking in analyzing Pananaw in studying Phil. history.
historical evidence, 1.2. Identify the different 1.1. What is history? Video lecture
especially the concepts of history Nature of History
primary sources
1.3. Discuss the relevance 1.2. Concepts of History
of studying history.
1.3. History from Filipino
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1.4 Explain what Pantayong
Pananaw (From Us-To Us
Perspective) is.
2.1. Demonstrate how to
interpret historical evidence
utilizing the historical
thinking and reading skills.
Acquire knowledge
about the
experiences of the
Filipino people in the
past and the cultural 3.1. Familiarize the
diversity that exist in important geographical
the Philippine features of the Phil.
archipelago from Archipelago
multiple viewpoints.
3.2. Explain the different
theories about the
geological and
geographical foundation in
the Phil.
Discern the causes
and effects of foreign 3.3. Compare and contrast
colonization by the the historical and cultural
Spaniards, implications of the various
Americans, and theories of peopling in the
Japanese in the Phil.
past.
4.1. Describe the early
trade patterns and its
significance in the diffusion
of diverse cultures in the
Discuss the role of Philippines
the Philippines vis-à-
vis the international 4.2. Pinpoint which among
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COURSE SYLLABUS IN READINGS IN PHILIPPINE
People Point of View
2. Thinking Like a Historian
2.1. Historical
Thinking/Reading Skills
2.2. Referencing
2.3. (Un) Historical Sources in
Philippine History
1st Summative
3. Physical Features,
Geological-Geographical
Foundation and Peopling
of the Philippines
3.1. Geological-Geographical
Foundation
Directed Paraphrasing
3.2. Physical Geography
3.3. Peopling of the Phil.
– Models of Migration
4. Pre-Colonial Philippines
4.1. Trade Patterns in10th to
16th Century Philippines
4.2. Pre-Colonial Culture and
Society (Political,
Economic, Socio-
Cultural, Religion)
CSSH-HIST-SYL-GEC
HISTORY 105
Exit Slip Word Search 75% of the students are aware and
3 hrs - understand the application of critical
Close Reading Protocol thinking in analyzing selected primary
Activity 2 Week 2 sources.
Video lecture
75% of the students passed the
Assessment Assessment.
See-Think-Wonder 75% of the students are able to
3 hrs – Week 3 familiarize the important geographical
Activity 3 Close Reading Protocol features of the Phil., identify the relevant
theories in relation to the country’s
Video lecture geological-geographical foundation, and
peopling in the archipelago.
Activity 4 Analyzing Images 90% of the students can describe the
6 hrs – Week 4 & 5 significance of the early trade patterns in
Hand Signals Close Reading Protocol the Philippine history which contributes to
the present and existing Filipino traditions
and cultures.
Video lecture
Close Reading Protocol
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community. the pre-Hispanic Filipino
traditions still exist at
present.
5.1. Identify and explain the
Value the factors that led to Spanish
importance of colonization
patriotism and
nationalism. 5.2. Pinpoint the
instruments of ‘pacification’
and ‘exploitation’ employed
by Spaniards
5.3. Describe and evaluate
the impact of Spanish
colonialism on Philippine
society and culture
6.1. Determine the causes
and results of the Early
Filipino revolts during
Spanish era
6.2. Explain the impact of
European political,
economic, and intellectual
influences in the
development of Phil.
Nationalism
6.3. Compare and contrast
La Solidaridad and
Katipunan in terms of their
objectives, methods, and its
relevance to development
of Phil. nationalism
7.1. Trace the development
leading to the
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COURSE SYLLABUS IN READINGS IN PHILIPPINE
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HISTORY 105
4.3. Coming of Islam
2nd Summative 75% of the students passed the
Assessment Assessment.
5. Colonial Period Activity 5 80% of the student explain the motives of
Chunking: Iceberg Diagram Spanish colonization and its impact to the
5.1. Spanish Colonial Period Circle, Triangle, Square 6 hrs – society and culture in the history of the
(1521-1898) Close Reading Protocol Philippines.
Week 6 & 7
Video lecture
5.1.1.Colonial Motives
5.1.2. Early expeditions
5.1.3.Economic, Political,
Socio-Cultural changes
5.1.4.The Responses of the RSQC2 Connect, Extend, Challenge 80% of the students can express and
Filipinos Against Spanish 9 hrs – Week 8 to 10 value the importance of nationalism and
Colonialism Activity 6 and Activity 7 Close Reading Protocol patriotism after analyzing the primary
resources related to Early Filipino
5.1.4.1. Early Filipino Video lecture Uprisings, Reform/Propaganda
Uprisings Movement, and Katipunan.
5.1.4.2. Birth of Filipino
Nationalism
5.1.4.3. Reform/Propagand
a Movement
5.1.4.4. Phil. Revolution:
Phase 1 and Phase
2
3rd Summative 75% of the students passed the
Assessment Assessment.
5.2. American Period (1898 – Wrap Around S-I-T: Surprising, Interesting,
1946) Troubling 80% of the students explain the factors
Activity 8 behind American expansionism and its
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establishment of the
Malolos Republic after the
outbreak of Phil. Revolution
7.2. Explain the reasons of
American expansionism
7.3. Describe the influences
brought by the American
colonization in Phil.
7.4. Expound how the
Americans grant the Phil.
Self-government
(commonwealth) in 1935.
8.1. Elucidate Japan’s
imperialism design in the
context of the world
condition that time
8.2. Assess the significance
and impact of Japanese
occupation on Philippine
society
8.3. Explain the nature of
“collaboration” and “guerilla
movement”
8.4. Relate how the
Philippine was liberated.
9.1. Expound the highlights
of the policies implemented
and the challenges
encountered by the Phil.
nation during post-WWII
period in terms of:
a. Grant of Independence
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COURSE SYLLABUS IN READINGS IN PHILIPPINE
CSSH-HIST-SYL-GEC
HISTORY 105
5.2.1.The Malolos Republic Close Reading Protocol 6 hrs – Week 11 & impact to the history of the Philippines.
12
5.2.2. Colonial Aims/Motives Video lecture
5.2.3. Filipino Responses Video lecture
5.2.4. Results of American
Occupation (political,
economic, socio-cultural)
5.2.5.Independence Missions
and Commonwealth
Government
5.3. Japanese Hegemony Save the Last Word For Stick Figure Quotes
(1941-1945) Me 80% of the students can elucidate the
Close Reading Protocol 3 hrs – Week 13 impact of Japan’s imperialism and
5.3.1.Motives colonial rule in the history of the
Activity 9 Video lecture Philippines.
5.3.2.Results of Japanese
Occupation
5.3.3. Filipino Responses
(Collaboration and
Guerilla Movement)
5.3.4. Liberation of the Phil.
4th Summative 75% of the students passed the
Assessment Assessment.
6. Philippine Republic Newspaper Headline 80% of the students can expound the
(1946-2016) Activity 10 6 hrs – Week 14 & policies implemented and how the
Close Reading Protocol 15 different administrations responded to
Challenges Faced by the Phil. different challenges after the WWII in the
Nation Video lecture history of the Philippines.
6.1. Independence and
Establishment of New
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HISTORY 105

and Establishment of New Republic

Republic
b. Agrarian Reform
c. Independent Foreign
Policy
d. Economic Nationalism
9.2. Explain the reasons
behind the declaration of
Martial Law in 1972
6.2. Agrarian Reform
6.3. Independent Foreign
Policy
6.4. Economic Nationalism
6.5. Martial Law (1972-1981)
6.5.1.1986 EDSA Revolution

9.3. Assess the state of the

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

5th Summative
Assessment
Write a brief FINAL SUMMATIVE Jigsaw: Developing 9 hrs – Week 16 &
synthesis ASSESSMENT/ SYNTHESIS Community and 18 80% of the students able to write
paper of any PAPER Disseminating syntheses papers related to the course.
topic of Knowledge
interest
related to the Journals in a Remote
history of the Learning Environment
Philippines.

TIMEFRAME: 54 hours
COURSE REQUIREMENTS AND GRADING SYSTEM
Course 1. Assessments (Formative and Summative)
Requirements 2. Activity Sheets
3. Journal/Synthesis Paper
4. Community Involvement
Grading Students will be rated based on the following indicators:
System a. Assessments (Formative and Summative) 40%
b. Activity Sheets 30%
c. Journal/Synthesis Paper 30%
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 COURSE SYLLABUS IN READINGS IN PHILIPPINE
CSSH-HIST-SYL-GEC
HISTORY 105

TOTAL 100%
REFERENCES

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

Visual Sources/ Movies:

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

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

1935, 1973, and 1987 Phillippine Constitutions.
1947 Military Bases Agreement

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

1976 Tripoli Agreement

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

Prepared by: Checked by: Approved:

HISTORY DEPARTMENT FACULTY MEMBERS

RICARDO J. DELAMBACA

History Chairperson
Classroom policies
a. Attendance Policy
Due to the emergency health situation that we are experiencing, checking attendance is not required. The instructor will monitor the students' progress in accessing the materials in the virtual
learning platforms to be used.
b. Etiquette during Synchronous Class
If the instructor conducts a synchronous class, he/she will give a link using Google Meet for video conferencing. Students, who have poor internet connection or any technical issues, are NOT
REQUIRED to join the online video conference. During the online session, the host will open the google meet conference 10 minutes before the schedule. Please mute the microphone with
respect to the person hosting the class or talking during the class discussion.
c. Submission of Requirement/s
The student must submit all their requirements within the semester but is HIGHLY ENCOURAGED to submit the activity sheets a month after it is scheduled. Submissions of requirements will
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CSSH-HIST-SYL-GEC
HISTORY 105

vary to the instructor handling the course, on which platform they will submit it. Failure to miss submitting the requirements within the semester will result in an incomplete (INC) grade.
d. Assessments
Students are required to answer the Summative Assessments and Activity Sheets and submit them within the semester. Rubrics will be provided for every activity or assessment to guide the
students on how the instructor will assess the outputs.
e. Online Journal Entries/Synthesis Paper
The program encouraged the students to improve their writing, speaking, and critical-thinking skills. In this course, the students must share their ideas, thoughts, reflections, critiques, or
analyses of the topics being read/discussed.

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

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

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