Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

BAAO COMMUNITY COLLEGE
San Juan, Baao, Camarines Sur

OUTCOMES-BASED EDUCATION SYLLABUS

Name of Faculty : RHONA C. ARNIDO – MONPONBANUA

Course Title : Readings in Philippine History
Course Number : General Education – 2
Course Prerequisite : none
Number of Credits : 3
Course Placements :
Semester/Term : First Semester
Time/Room : Work from Home
Contact Information : Facebook Messenger GC / Mobile Messaging
Consultation Time : 8:00 – 11:00 Saturdays and Sundays
Consultation Venue : Work from Home - Google Classroom, Google Meet, Facebook Messenger
LMS Link / Passcode :

A. COURSE DESCRIPTION
Philippine History viewed from the lens of selected primary sources in different periods, analysis and interpretations.

The course aims to expose 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 rich past by deriving insights from those who were actually
present at the time of the event.

Context analysis considers the following: (i) the historical context of the source (time and place it was written and the situation at the
time), (ii) the author’s background, intent (to the extent discernable), and authority on the subject; and (iii) the source’s relevance and
meaning today.

Content analysis, on the other hand, applies appropriate techniques depending on the type of source (written, oral, visual). In the process
students will be asked, for example, to identify the author’s main argument or thesis, compare points of view, identify biases, and
evaluate the author’s claim based on the evidences presented or other available evidence at the time. The course will guide the students
through their reading and analysis of the texts and require them to write reaction essays of varied length and present their ideas in other
ways (debate format, power point presentation, letter to the editor of the source, etc.)

The instructor may arrange the readings chronologically or thematically, and start with the present (more familiar) and go back to the
earlier periods or vice-versa (CMO No. 20, series of 2013)

B. PROGRAM LEARNING OUTCOMES

Graduates of the BEED/BSED Program are teachers who:
1. Articulate the relationship of education to larger historical, social, cultural and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational
assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
 6. Practice professional and ethical teaching standards to respond to the demands of the community.
7. Pursue lifelong learning for personal and professional growth.

C. LEARNING OUTCOMES
At the end of the course, students should be able to:
1. Describe, analyze, and appreciate the rich history of the Filipino people, from pre-colonial times to the present, through the lens of
selected primary sources;
2. Critically examine, from various perspective, primary sources that will enable them to understanding deeper the social, political,
economic, religious, and other major problems now faced by the Filipino people;
3. Analyze and comprehend the context, content, and perspective of selected primary sources to determine their meaning, significance
and relevance in terms of the sources’ contribution to our understanding of Philippine history;
4. Effectively communicate and articulate, using various techniques and genres, their historical analysis of a particular event or issue that
could help other people understand and manage present day issues and concerns; and
5. Recommend possible solutions to present day problems based on their own understanding of their root causes, and their anticipation
of and assessment of alternative scenarios for the future.

D. COURSE RATIONALE
This course critically analyzes Philippine history from multiple perspectives through the lens of selected primary sources.   Priority will be
given to primary sources that describe the important turning points in Philippine history from prehistoric times up to the contemporary
period and articulate various perspectives. 
 
The approach, though historical, will deal with interdisciplinary subjects so as to broaden and deepen the student’s understanding of
Philippine political, economic, social and cultural history and equip the learner with the competencies necessary to analyze and evaluate
different types of information: print, visual and audio-visual, and quantitative.   The end goal is to develop the historical and critical
consciousness of the students so that they will become versatile, broad-minded, morally upright and responsible citizens.
 E. LEARNING PLAN

Specific Learning Performance Instructional Instructional Assessment Tasks Time

Objectives Learning Content Standards Delivery Resources Allotment
Relate the general Introduction and The students can Synchronous Copies of Course Explain the relevance of
objectives of the Orientation of the articulate on session Syllabus studying the Readings of 1
course to the subject. their Philippine History in your
realization of the expectations of life as:
mission, vision, goals 1. Expectation the subject 1. Student
and objectives of the Setting matter. 2. Citizen
teacher education 2. Course 3. Future Educators
program; Description
and Content
Be informed of the 3. Course
course’s content, its Requirement
requirements and s
rating criteria. 4. Class Policies
5. Grading
System
1. Evaluate the I. Meaning and At the end of the Synchronous and 1. Louis 1. Produce examples 2
primary sources relevance of session, 85% of Asynchronous Gottschalk, of primary sources
for their history; the students are discussions Understanding and the
credibility , distinction of expected to History, (pp.41- corresponding
61; 117-170) secondary sources
authenticity and primary and differentiate 1. Comparative
2. Howell and derived from them.
provenance secondary primary sources analysis of
Prevenier, From
sources; and secondary primary and
external and sources. secondary Reliable Sources
internal sources. (pp.17-68)
criticism; At the end of the 2. Reading of 3. Santiago
repositories of session, 85% of articles Alvarez,
Katipunan and
primary sources, the students are
the Revolution:
and different able to produce
Memoirs of a
kinds of primary examples of
General, (pp.82-
sources. primary sources 88)
and the 4. Teodoro
corresponding Agoncillo,
secondary History of the
sources derived Filipino People,
from them. (pp.184-187)
5. Robert Fox, The
Tabon Caves,
(pp. 40-44; 109-
119). [Human
remains and
artifacts]
6. William Henry
Scott,
Prehispanic
Source
Materilas for
the Study of
Philippine
History (pp.90-
135)
2. Analyze the II – Content and At the end of the Synchronous and 1. Antonio 1. Critical Essay about a 4
context and contextual analysis session, 85% of Asynchronous Pigafetta, First particular primary
perspective of of selected primary the students will discussions Voyage Around source; students are
different kinds of sources; be able to write a the World, to discuss the
primary sources. identification of the critical essay 1. Web research (pp.23-48) importance of the
historical about a particular 2. Textual analysis [Chronicle] text, the author’s
3. Determine the importance of the primary source. 3. Film Analysis 2. Juan de background, the
Contribution of text; and Plasencia, context of the
different kinds of examination of the At the end of the Customs of the document, an its
primary sources in author’s main session, 85% of Tagalogs, contribution to
understanding argument and the students are (Garcia 1979, understanding the
Philippine History. point of view. able to discuss the pp. 221-234) Philippine history.
importance of the [Friar account] 2. Online Quiz
4. Develop critical text, the author’s 3. Emilio Jacinto, 3. Recitation
and analytical background, the “Kartilla ng
skills with context of the Katipunan”
exposure to document, and its (Richardson,
primary sources. contribution to 2013, pp. 131-
understanding 137)
Philippine history. [Declaration of
Principles]
4.Emilio Aguinaldo,
Mga Gunita ng
Himagsikan.
(pp.78-82; 95-
100; 177-188;
212-227)
[Memoirs]
5. National
 Historical
Institute (1997).
Documents of
the 1998
Declaration of
Philippine
Independence,
The Malolos
Constitution
and the First
Philippine
Republic.
Manila:
National
Historical
Institute (pp.19-
23)
[Proclamation]
6.Alfred McCoy,
Political
Caricatures of
the American
Era I (Editorial
Cartoons)
7. Commission on
Independence,
Filipino
Grievances
Against
 Governor Wood
(Zaide, 1990,
vol. 11, pp. 230-
234) [Petition
Letter]
8.Corazon Aquino,
President
Corazon
Aquino’s Speech
before the US
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 At the end of the Synchronous and 1. Antonio 1. Online debate on a
ability to many histories”: session, 85% of Asynchronous Pigafetta. First particular issue in 4
formulate controversies and the students are discussion Voyage Around Philippine history
arguments in conflicting views in able to discuss the World, (pp. 2. Reaction /
favor or against a Philippine history their stance on a 1. Lecture / 23-32) Reflection paper
particular issue particular issue in Discussion 2. Trinidad PArdo de on a sponsored
using primary a. Site of the First Philippine history. 2. Document Tavera, Filipino activity like lecture,
sources. Mass Analysis Version of the symposium and
b. Cavite Mutiny At the end of the 3. Group Cavity Mutiny of round table
c. Retraction of session, 85% of Discussion 1872 (Zaide discussion and the
Rizal the students are 4. Debate, 1990, vol. 7, like
d. Cry of able to write a round table pp.274-280)
Balintawak or reaction/reflection discussion or 3. Jose Montero y
Pugadlawin paper on a symposium Vidal, Spanish
sponsored activity Version of the
like lecture, Cavity Mutiny of
symposium, round 1872 (Zaide
table discussion 1990, vol 7, pp
and the like. 269-273)
4.Razael Izquirdo,
Official Report
on the Cavite
Mutiny, (Zaide
1990, vol 7, pp
281-286)
5. Ricardo P. Garcia,
The Great
Debate: The
Rizal Retraction
(pp. 9-19; 31-43)
6.Jesus MA.
Cavanna, Rizal;s
Unfading Glory,
(pp.1-52)
7. Ricardo R.
PAscual, Rizal
Beyond the
Grave, (pp. 7-
36)
8.Pio Valenzuela,
 Cry of
Pugadlawin,
(Zaide 1990,
vol.8 pp. 301-
302)
9.Santiago Alvarez,
Cry of Bahay
Toro (Zaide
1990, vol. 8 pp.
303-304)
10. Gregoria de
Jesus, Version
of the First Cry,
(Zaide 1990, vol
8, pp 305-306)
11. Guillermo
Masangkay, Cry
of Balitawak
(Zaide 19990,
vol 8, pp. 307-
309)
6. Effectively IV – Social, Poltical, At the end of the Synchronous and Note: Students will 1. Research output that
communicate, Economic and Cultural session, 85% of Asynchronous be required to look may be in the form of 4
using various Issues in Philippine the students are discussion for primary sources a term paper, exhibit.
techniques and history: able to make a on which they will Documentary
genres, historical video 1. Lecture / base their narrative presentation,
analysis of a Mandated Topics: presentation of a Discussion and analysis of the diorama, webpage
particular event 1. Agrarian chosen topic on 2. Library and topic assigned to and other genres
or issue that Reform nation building. Archival them. where students can
 could help others Policies Research express their ideas.
understand the 2. The Philippine 3. Document 1. The EDSA The output should
chosen topic; Constitution Analysis REVOLUTION 1 trace the evolution
- 1899 (Malolos) 4. Group 2. THE EDSA of the chosen topic
7. Propose Constitution Reporting REVOLUTION 2 through at least
recommendation - 1935 5. Documentar 3. PRES. ESTRADA three periods. Group
s of solutions to Constitution y Film CONVICTED members should
present day - 1973 Showing FOR PLUNDER collaborate to
problems based Constitution 4.ISSUE OF produce a synthesis
on their - 1987 OWNERSHIP OF that examines the
understanding of Constitution THE KALAYAAN role of this issue in
root causes, and 3. Taxation GROUP OF promoting /
their anticipation ISLANDS, hindering nation
of future Other Sample Topics: SCARBOROUG building, ad provide
scenarios 1. Filipino H SHOAL appropriate
Cultural 5. PHILIPPINE’S recommendations
8. Display the ability Heritage FIRST rooted in a historical
to work, in a 2. Filipino- AUTOMATED understanding of the
multi-disciplinary American ELECTION issue.
team and Relations 6.DUTERTE’S WAR
contribute to a 3. Government ON DRUGS
group endeavor. Peace Treaties 7. EXTRA JUDICIAL
with Muslim KILLINGS
Filipinos
4. Institutional
History of
Schools,
Corporations,
industries,
 religious
groups and the
like.
5. Biography of a
prominent
Filipino.
9. Manifest interest in V. Critical evaluation At the end of the Synchronous and 1. Historical Data 1. Reaction paper on
local history and show and promotion of session, 85% of Asynchronous Papers critique of the 3
concern in promoting local and oral the students are discussion 2. Errecion de shrines, historical
and preserving the history, museums, able to make a Pueblos sites, museums
country’s historical and historical shrines, short video 1. Lecture / (Creation of and the students
cultural heritage. cultural presentation of Discussion Towns) visited
performances, the history of 2. Research in 3. Museums, Local 2. Letter to the editor
indigenous their own locality Local Libraries Studies Centers 3. Blogs/Vlogs
practices, religious and Local Studies 4. Art Galleries, 4. Transcript of the
rites and rituals, etc. At the end of the Centers (if Painting Oral Interview
session, 85% of available) Collections
the students are 3. Tour in Local 5. Historical
able to compose a Museums, Landmarks and
reaction paper or historical sites, art UNESCO Sites
critique on galleries, 6. Performances
shrines, historical archeological sites that showcase
sites, museums and other places traditional arts
the students where one could and culture.
visited. see cultural and 7. Fiestas and
heritage displays. similar local
At the end of the celebrations
session, 85% of
the students have
 posted a VLOG or
BLOG on the class
FB page regarding
an assigned topic
or chosen topic

F. CLASSROOM VENUE : Work From Home / Online Class Via Google Meet/Google Classroom/ FB Group Chat
G. COURSE REQUIREMENTS : a. Project/s, Output/s per Unit
b. Class Standing / Participation / Regular Attendance
c. Examinations
H. GRADING SYSTEM
Quizzes /Paper Submission 20%
Class Attendance / Participation 20%
Performance Assessment / Projects 30%
Examinations 30%
TOTAL 100%
I. CLASSROOM POLICIES
a. ATTENDANCE - Total Number of absences by the students should not be more than 20% of the total number of meetings or 22
hours for this subject. Students who incurred more than 22 hours of absence automatically gets a failing grade
regardless of class standing.
b. SUBMISSION OF ASSESSMENT TASKS - Late submissions of learning activities will not be accepted. Unless with valid reason supporting
documents of its validity.
c. WRITTEN EXAMINATION - There will be at least 1 quiz every week. The major examinations will be the summative assessment. If a
student is caught cheating, he or she will be given the grade of zero (0). And if the same incident happened, the
student will be subject to disciplinary action.
d. COURSE PORTFOLIO - Assessment Tools will have to complied and collected before the end of the semester as part of the subject
requirement.
 DIFFICULTIES / CHALLENGES
Expected Difficulties / Challenges
 Unstable / No Internet
Connectivity in some areas
 Coordination among members
during group activity
 Needs clarifications and other
concerns to the instructor
I affirm that I have read the entire syllabus for the course, Readings in Philippine History, and I understand the information and responsibilities
specified.
POSSIBLE SOLUTIONS
 Give ample time for students to accomplish the task.
 Record sessions like Online classes, Webinars, chat sessions and others so that others
can go through it again even after the session ends.
 Set a regular online class session
 Plan activities ahead of time to prepare and adjust future activities
 Encourage students to explore other communication platforms that they could use in
their activities
 The instructor should schedule a specific time for consultation aside from the online
classes schedule.
 Provide a contact number to the students so as they could reach out you if they have
some questions and clarifications.
SYLLABUS ACKNOWLEDGEMENT
_____________________________________________
SIGNATURE OVER PRINTED NAME
Date: _______________________________________
Contact Information: _________________________