Republic of the Philippines Course Code: GE 2

LUGAIT COLLEGE Course Title: Readings in

Philippine History
UPPER TALACOGON, LUGAIT, MISAMIS ORIENTAL
Unit: 3 (lecture)
1st Semester AY 2020 – 2021
Instructor: JANETH USMAN Subject Schedule:
SARSUELO, MIH
Wednesday ( 5:00- 8:00 pm)
Facebook Group:
Mobile Number: 09752421668
GE 2 – Phil. History
Messenger Group Chat:
e-mail: sarsuelo.janeth@gmail.com
GE 2 – Phil. History

Contact Schedule: Weekdays, from 8:00 am

– 4:00pm )

Module 1
Topic: Desired Learning Outcomes:
Institutional and Program Orientation  Discuss the Institutional and Program Orientation
Duration: 3 hours  Be informed of the topics to be discussed and
rules/policies to be followed.
DISCUSSION
Student orientation programme plays an important role in students’ transition to a college life. Orientation
programmes are aimed at familiarizing the students to an unknown campus environment, its faculties and
infrastructure. It enables them to make essential connection with studies and develop network among other
peers. “Where will be my classroom? What will be my majors, What is the course structure?” Umpteen
numbers of questions loom in the minds of students, when they start their college life.

In the beginning of the first year, students need to be made acquainted to their surroundings in the campus.
This includes introductory sessions, giving them an overview of the university life; the rules and regulations
mandated for each student in a particular college/ faculty. It is an essential period at the beginning of the
college session, which allows the students to get settled in their new environment.
Teacher coordinator of every stream sets a model of introductory orientation programme that includes
academic as well as social activities.
Introducing Students to a college life : This is the most essential aspect of an orientation programme in any
university, irrespective of the nature of the course. Students need to be made aware of the social environment
of their university/college. This social factor most definitely includes the extracurricular activities, social
clubs, events, workshops and other special training programmes available in the college course. This
encourages them and helps them in getting socially integrated with the college culture. In the early few weeks
of the college itself, a student should be able to discover his interest in any of the college activities other than
the mainstream course. Social involvement will make sure that students don’t lose interest in the college life
and hence are regular with their attendance. Introductory sessions most importantly aim at giving an overview
about the academic course, pursued by the students. By giving a rough idea of academic expectations, students
are prepared for the challenges they might face during their graduation/post graduate programmes.
Often in the orientation programmes, eminent lecturers and experts in various fields are introduced to the new
students, to mentally prepare them for awaited professional life they have set out to achieve.
Orientation programmes in colleges also give opportunities to students where they can self- evaluate their
aptitude level, by participating in the workshops and discussion sessions. Attending Orientation enables
students to make important connections with the collegiate environment, academic studies, peers and network
with the campus community.
LUGAIT collage is an institution that need the student to be aware the meaning of logo behind, the
Philosophy of the institution, the mission, vision, and the institutional learning outcomes:
PHILOSOPHY OF THE INSTITUTION: Anchored on moral integrity and truth, LUGAIT College fosters
responsive, relevant and quality education through holistic human development.
MISSION; LUGAIT College commits to develop competent, value-laden, self-reliant and civically engaged
manpower resources with dedication towards local economic sustainability for service excellence.
VISION; A stronghold of competency-based education in supporting agri-based economy, business firms and
tourism industry and peace-loving community through quality education, viable entrepreneurship, and
proactive leadership.
INSTITUTIONAL LEARNING OUTCOME; Lugait College strives to achieve these desired results to meet
the avowed mission and vision.
1. Demonstrate High Performance Rate in Licensure Examinations, Civil Service Career Exam, &
TESDA National Certificates and Assessment
2. Ensure High Employment Rate of Graduates
3. Develop Service-Oriented & Responsible Professionals with Integrity and Competence
4. Build strong entrepreneurial and leadership skills among graduates with developed EQ
Develop gender-sensitive and eco-consciousness professionals in promoting peace and sustainable
environment.

ASSESSMENT TASK:

Explain briefly the following; (10 points each)

a. The Philosophy of the Institution.
b. The mission and vision of Lugait College.
c. The institutional Learning outcome.
d. Make a reflection about the institutional and program orientation.(15pts)
e. Identify the meaning behind of the LOGO of Lugait Community College. (15pts)

Republic of the Philippines Course Code: GE 2

LUGAIT COLLEGE Course Title: Readings in
Upper Talacogon, Lugait Misamis Oriental Philippine History
1st Semester AY 2020 – 2021 Unit: 3 (lecture)
 Instructor: JANETH USMAN Subject Schedule:
SARSUELO, MIH
Wednesday ( 5:00- 8:00 pm)
Mobile Number: 09752421668
Facebook Group:
e-mail: sarsuelo.janeth@gmail.com
GE 2 – Phil. History
Contact Schedule: Weekdays, from 8:00
am – 4:00pm ) Messenger Group Chat:
GE 2 – Phil. History

Module 2

Topic: Desired Learning Outcomes:

Meaning and relevance of history; distinction of  Evaluate primary sources for their credibility and
primary and secondary sources, external and authenticity, and provenance
external criticism, repositories of primary
sources and different kinds of primary sources.

Duration: 3 hours

DISCUSSION
Focused Listing

HISTORY AND ITS IMPORTANCE

1. Let the students share their prior knowledge about history. Let them jot down at least 5 importance of
studying the subject.

2. On the board, draw a word web. In the middle bubble, write "Primary Sources." Students will participate in a
Think-Write-Share to answer the question, "What do you think you know about primary sources?" (Think-
Write-Share is a variation of the Think-Pair-Share.)
3. Students may record their answers in their notes or you can provide them with a copy of a word web.

Introduction to New Material

4. Ask students if they know the difference between a primary and a secondary source. Tell students they will
be using primary sources in today's lesson, but before they can begin, they must know the difference
between the two.
5. Create a T-Chart on a sheet of paper. In one column, write "Primary," in the other write "Secondary." Use
two different colors of markers. In one color, write the definition of a primary and secondary source. The
definition of a primary source is as follows: "A primary source is an original document or physical object
that was written or created during the time period of study." The definition of a secondary source is as
follows: "A secondary source is written about the time period. A secondary source might offer an analysis of
the primary source." (To save time, this chart can be prepared ahead of time and revealed at the appropriate
time.)
6. Have students share their examples of each. Write them in the chart as students share. Some examples of
primary sources may come from the answers students shared during the Do Now.  If, during the Do Now, a
student incorrectly shared an example of a secondary source instead of a primary source, this is a great
"teachable moment," where the student's answer can be listed correctly under the column "Secondary."

Guided Practice
7. Pass out an enlarged copy of a primary source or project the image on a screen. Tell students that they will be
participating in an exercise called "See-Think-Wonder" on a topic that they have already been studying in class.
8. In the "see" stage, students should share what they notice about the source. Discourage interpreting what they see and
explain that you are only interested in what detail they notice about the source.  Model this step if students struggle.
9. In the "think" stage, encourage students to think about the source. If the source is an image, students may be asked
what they think is happening in the image.  If the source is a document, ask students what the document makes them
 think about. Help students to dig deeper by asking, "Why do you say that?"
10.In the "wonder" stage, students should be encouraged to ask broad questions and to share questions that are
raised by the source's content, as opposed to asking questions directly related to the source, e.g. "I wonder
what that object is."
11. To extend this part of the lesson, students can participate in a Think-Pair-Share or a Think-Write-Share at
each stage. If this lesson is broken into two class periods, you may give students more than one primary
source with which to practice the "See-Think-Wonder" exercise.

Independent Practice
12. Prepare multiple primary sources that depict differing perspectives on one historical event. This strategy is
best used with a controversial historical event or a historical event about which people have multiple
perspectives.  Try to reflect the multiple perspectives in the sources you choose. You may adapt the number
of sources you use to fit the amount of class time you want to dedicate to the lesson.
13. Tell the students that they will use the "See-Think-Wonder" strategy to investigate many different
perspectives on one event in history. Either project the images of the primary sources or pass out enlarged
copies.  Have students apply the "See-Think-Wonder" strategy to the sources independently.  Students can
record their answers in their notebooks or in a graphic organizer.

ASSESSMENT TASK:

1. Brief essay: Why do we need to study history?

2. Produce examples of primary and secondary sources. Then justify why it is considered primary or
secondary.

Republic of the Philippines Course Code: GE 2

LUGAIT COLLEGE Course Title: Readings in
Upper Talacogon, Lugait Misamis Oriental Philippine History
1st Semester AY 2020 – 2021 Unit: 3 (lecture)

Instructor: JANETH USMAN Subject Schedule:

SARSUELO, MIH
Wednesday ( 5:00- 8:00 pm)
Mobile Number: 09752421668
Facebook Group:
e-mail: sarsuelo.janeth@gmail.com
GE 2 – Phil. History
Contact Schedule: Weekdays, from 8:00
am – 4:00pm ) Messenger Group Chat:
GE 2 – Phil. History
 Module 3

Topic: Desired Learning Outcomes:

Content and contextual analysis of selected  Analyze the content, context, and perspective of
primary sources identification of the historical different kinds of primary sources
importance of the text and examination of the
author’s man argument and point.

Duration: 3 hours

DISCUSSION

1. Opening Question for Students: How can I tell the difference between a primary and a secondary source?
Review “Fact Sheet: Primary Sources”
2. Write the Guiding Question across the top of the board
3. Teach students about primary and secondary sources through completion of “What it Really Means” and
Primary Source web diagram worksheets
4. Complete the “Source Scenarios” activity with students
5. Have students complete the Exit Ticket(s) and share their answers with the class
6. Ask if students have any remaining questions about the difference between primary and secondary sources.
7. Guide the students that all the activity sheets can be retrieved from this link
file:///C:/Users/dell/Downloads/ElementaryLP_PrimarySecondarySources_Web.pdf

ASSESSMENT TASK:

1. Formative Quiz
2. Completion of bubble map