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Code: SLSU-QF-IN01-B
Revision: 00
Date: 29 July 2019

Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY
San Juan Campus, San Juan, Southern Leyte
Website: www.slsuonline.edu.ph
Email: slsu.sj@slsuonline.edu.ph

COURSE SYLLABUS
GE-SS 201 READINGS IN PHILIPPINE HISTORY
1st Semester; AY: 2020-2021

National Goals: The attainment of empowered and globally competitive Filipinos through quality and excellent education, relevant
and responsive to changing environment, accessible and equitable to deserving students, and efficient in optimizing
returns and benefits

SLSU Vision: A high quality corporate University of Science, Technology and Innovation.

SLSU Mission: SLSU will develop science, technology and innovation leaders and professionals; produce high impact technologies
from research and innovations; contribute to sustainable development through responsive community engagement
programs; and generate revenues to be self-sufficient and financially viable.
University Goal:
 Upgrade the quality of instruction with emphasis on Science, Technology and innovation;
 Provide responsive and pro-active student programs and quality services for optimum student welfare and development
 Intensify human capability development for research and innovation;
 Imbibe research attitude in the university;
 Develop and sustain a culture of research and innovation;
 Implement responsive extension programs/projects/activities for sustainable development;
 Generate sustainable revenue streams to implement SLSU Development Plans and Programs; and
 Enhance the transparency, efficiency, and effectiveness of the Management System.

Quality Policy: We, at Southern Leyte State University, commit enthusiastically to satisfy our stakeholders’ needs and expectations by
adhering to good governance, relevance, and innovations of our instruction, research, extension and other support services
 and to continually improve the effectiveness of our quality management system in compliance to ethical standards and
applicable statutory, regulatory, industry and stakeholders’ requirements.
The management commits to maintain, monitor and continually improve our Quality Management System and ensure that
adequate resources are available.

Core Values: Service Excellence

Leadership Competence
Stewardship and Accountability
Unity in Diversity

Program Objectives : The Bachelor of Secondary Education graduates would be able to:
To prepare pro-active S&T oriented school teachers in the secondary education who:
1. effectively transfer contextualized knowledge and skills to secondary schools students through innovative education
approaches;
2. exhibit 21st century skills to become effective leaders dedicated to edify the lives in the community through research
and extension;
3. maximize the use of educational technology to promote its adoption by the community;
4. manifest professional and ethical behaviors that would inspire others towards a sensible outlook in life; and
5. internalize the values of service, leadership, accountability, and unity the SLSU way.

Program Outcomes
: Common to all programs in all types of schools

The graduates have the ability to:

a. articulate and discuss the latest developments in the specific field of practice;
b. effectively communicate in English and Filipino, both orally and in writing;
c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and
multi-cultural teams;
d. act in recognition of professional, social, and ethical responsibility; and
e. preserve and promote “Filipino historical and cultural heritage”.

Common to the discipline (Teacher Education)

f. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and

political contexts;
 g. Demonstrate mastery of subject matter/discipline;
h. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to
specific learners and their environments;
i. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse
learners;
j. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices;
k. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning
processes and outcomes;
l. Practice professional and ethical teaching standards sensitive to the local, national, and global realities;
and
m. Pursue lifelong learning for personal and professional growth through varied experiential and field
based opportunities.
n. Utilize research findings for classroom instruction, for production of innovative instructional materials,
and for involvement in extension activities.

Specific to Bachelor BSEd (English)

A BSEd graduate should have developed the ability to:
o. Possess broad knowledge of language and literature for effective learning.
p. Use English as a global language in multilingual context as it applies to the teaching of language and
literature.
q. Acquire extensive reading background , language, literature , and allied fields .
r. Demonstrate proficiency in oral and written communication.
s. Show competence in employing innovative language and literature teaching approaches , methodologies
and strategies.
t. Use technology in facilitating language learning and teaching.
u. Inspire students and colleagues to lead relevant and transformative changes to improve learning and
teaching language and literature.
v. Display skills and abilities to be a reflective and research oriented language and literature teacher.

General Education outcomes in relation to the program

 a. Develop proficient and effective communication in the higher levels of comprehension;
b. Demonstrate collaborative effort;
c. Apply current technology to assist and facilitate learning and research;
d. Communicate through the world of technology responsibly;
e. Manage one’s knowledge, skills, and values for productive living;
f. Prepare one’s self for lifelong learning;
g. Reflect innovative and creative solutions based on ethical standards;
h. Ability to contribute personally and meaningfully to the country’s development.

Institutional Outcomes : SLSU BSED graduate should be:

A caring, creative, and innovative molder of future leaders.

Graduate Attributes: Science and Technology leader

Competent and competitive
Effective communicator
Value-oriented individual

A. COURSE DETAILS

COURSE NAME Readings in Philippine History

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. This course includes
mandatory topics on the Philippine Constitution, agrarian, and taxation.

Number of Units 3
Prerequisite None

B. COURSE OUTCOMES AND RELATIONSHIP TO GENERAL EDUCATION OUTCOMES

COURSE OUTCOMES

At the end of the course, students should be able to: A B C D E F G H

KNOWLEGDE

1. Identify credible and authentic primary sources that could be used in reconstructing
the rich history of the Filipino people from pre-colonial times to the present; / / / / /

2. Analyze the context, content, and perspective of selected primary sources and
/ / /
determine their contribution in understanding the history of the Filipino people;

3. Develop critical and analytical skills as they are exposed to primary sources; / / /

VALUES
4.Manifest interest and concern in promoting and preserving our country’s national
/ / /
patrimony and cultural heritage

5. Effectively communicate, using various techniques and genres, their historical analysis
/ / / / / /
of a particular event or issue that could help other people understand the chosen topic;

SKILLS

4. Demonstrate the ability to use primary sources that will enable them to argue in favor
/ / / /
or against a particular issue;

6. Propose recommendations/solutions to present day problems based on their own

/ / / / / / / /
understanding of their root causes, and their anticipation of future scenarios;

7. Displays the ability to work in a team and can contribute to a group project. / / / /

B. LECTURE LEARNING PLAN

Allotted Teaching-
Intended Learning Learning Instructional
Topics Time in Assessment Tasks
Outcomes Materials
hours Activities

At the end of the MODULE 1: INTRODUCTION 9.5 Hrs. To attain the learning outcomes, o Course
module, the TO HISTORY: student must complete the following Module
student must (Weeks 1- activities:
2) 1. Determine what are the primary
have:
and secondary sources based
from the examples provided.
 o Mediated
Modular
 Understood Topic 1: Questions and Issues Activities/Sel 2. Answer the following questions:
the in History f- paced
o Online- open 1. In the absence of primary
introduction
of History: forum via sources, what do you think
Definitions, Facebook/Me will happen to the
Topic 2: History and the ssenger interpretation of data?
Issues,Source
s, and Historian 2. Give one example of a
methodology situation that you are
 Classified the considered as a primary
source used Topic 3: Historical Sources source. State your example
by a certain completely.
historical (Primary Source, Secondary 3. Write your reflection on the
source based source, Tertiary Source) purpose and value of the
from the subject Readings in
given Philippine History.
scenarios.

At the end of the MODULE 2: CONTENT AND 12 Hrs. To attain the learning outcomes, o Course
module, the student CONTEXTUAL ANALYSIS OF student must complete the following Module
must have: SELECTED PRIMARY (Weeks 3- activities: o
6) 1. Students make their own
SOURCES
 Evaluated the analysis about the following
content of article:
some  Antonio Pigafetta’s Chronicle,
selected Topic 1: A Brief Summary if  Kartilya ng Katipunan and
Primary the First Voyage Around the the
Sources in World by Magellan by Antonio  Proclamation of Philippine
 Philippine Pigafetta o Mediated Independence.
History Modular
 Interpreted . Activities/Sel
the primary f- paced
Topic 2: KKK and the ‘Kartilya o Online- open
sources
ng Katipunan’ forum via
through
examining Facebook/Me
Topic 3: Reading the ssenger
the context
‘Proclamation of the Philippine
and content
Independence’
 Examined the
analysis
given for
each primary
source
 Determined
the level of
importance
for each
primary
source

Mid Term Examination

At the end of the MODULE 3: PHILIPPINE 9.5 Hrs. To attain the learning outcomes, o Course
module, the HISTORY: SPACES FOR student must complete the following Module
student must CONFLICT AND (Weeks 7- activities:
10) 1. Reaction/reflection paper on
have: CONTROVERSIES o Mediated different historical issues
  Analyzed Modular and case studies in
four Activities/Sel Philippine history:
historiograph CASE STUDIES: f- paced  Case Study 1: Where Did the
ical problems o Online- open First Catholic Mass Take
Topic 1: Making Sense forum via Place in the Philippines?
in Philippine
of the Past: Historical Facebook/Me  Case Study 2: What
history
Interpretation ssenger
 Interpreted happened in the Cavity
the conflict
Mutiny?
and
controversies Topic 2:  Case Study 3: Did Rizal
of the Multiperspectivity Retract?
Philippine
history
 Provided Topic 3: Different Case
insights on a Studies in Philippine History
particular
issue
 Provided the
advantages
and dis
advantages
in
interpreting
historical
events

At the end of the MODULE 4: SOCIAL, 12 Hrs. To attain the learning outcomes, o Course
module, the POLITICAL, ECONOMIC, AND student must complete the following Module
activities:
student must CULTURAL ISSUES IN (Weeks  identify the important
have: PHILIPPINE HISTORY 11 – 14) events and issues in the
evolution of the Philippine
 Understood Constitutions using a flow
the social, chart
Economic, Topic 1: Evolution of
and Cultural Philippine Constitution  Study case- study the
Issues in current agrarian reform in
(1897:Constitution of o Mediated the Philippines under the
Philippine Modular
Biak na Bato, administration of President
History Activities/Sel
1899:Malolos Rodrigo “Roa” Duterte and
 Analyzed the f- paced make a report about some
social, Constitution, 1935: o Online- open important details with
Economic, The Commonwealth forum via explanation and examples.
and Cultural Constitution, 1973: Facebook/Me
Issues in Constitutional ssenger
Philippine Authoritarianism,1987
History : Constitution After
 Proposed Martial Law)
solutions to  Attempts to amend or
the social, change the 1987
Economic, Constitution
and Cultural Topic 2: Policies on Agrarian
Issues in Reform
Philippine
History ( Landownership in
 Anticipated the Philippines under
future Spain, Landownership
scenarios in the Philippines
based from under the Americans,
the social, Post war interventions
Economic, toward agrarian
and Cultural reform, agrarian
 Issues in reform efforts under
Philippine Marcos, Post-1986
History Agrarian reform

Topic 3: Evolution of Taxation

Final Term Examination

C. REFERENCES

A. Books

Pigafetta, Antonio. (1969). First Voyage Around the World. Manila: Filipiniana Book Guild.
Zaide, Gregorio and Sonia Zaide. (1990). Documentary Sources of Philippine History. 12 volc. Manila: National Book Store.

B. Electronic Resources

Comprehensive Agrarian Reform Law of 1988 (R.A. 6657). http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html

Decreeing the Emancipation of Tenants from the Soil (P.D. No. 27) http://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1972.html Land
Reform Act of 1955 (R.A. 1400) http://www.lawphil.net/statutes/repacts/ra1955/ra_1400_1955.html
Philippine Organic Act of 1902. http://www.gov.ph/constitutions/the-philippine-organic-act-of-1902/
President Corazon Aquino’s Speech before the U.S. Congress Sept 18, 1986. http://www-
rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf
Primary Sources in Philippine History. http://philhist.pbworks.com/w/page/16367040/FrontPage
Raiders of the Sulu Sea. https://www.youtube.com/watch?v=bWmXEvU979c
Tydings-McDuffie Act of 1934 http://www-rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf
U.S.-P.I. Military Bases Agreement. http://kahimyang.info/kauswagan/articles/1007/today-om-philippine-history-march-14-1947-the-military-
bases- agreement-was-signed
Using Primary Sources. http://philhist.pbworks.com/w/page/16367056/UsingPrimarySources#WhyUsePrimarySourcesinTeaching

D.COURSE REQUIREMENTS :
 1. Completion of Course Modules (Midterm and Finals)
2. Compliance of the Integrative Documentary Portfolio

E.GRADING SYSTEM

1. Completion of Course Modules (Midterm and Finals) 80%

2. Compliance of the Integrative Documentary Portfolio 20%
Total 100%

F. PROVISIONS FOR FLEXIBILITY

 Students must submit their integrative documentary portfolio from the learning tasks given in each subject as a requirement for midterm
and final term
 There should be equal opportunity for men and women to take leadership responsibility in every learning tasks/performance given.

Prepared by: Recommended for Approval: Approved by:

MARJORIE R. PATUAL VANGILIT G. RETOME,Ed.D CERENIO G. ADRIATICO, CPA, PhD

Instructor I Head, BSEd Department Assistant Director, ARI

ACKNOWLEDGMENT RECEIPT
 This is to confirm that the contents of the course syllabus in GE-SS 201 (Readings in Philippine History), 1st semester of
AY 2020-2021 at SLSU-San Juan, Southern Leyte, were discussed to us during the first day of class and a copy of which was provided for
reproduction and individual reference and guide.

Numbe
Name of Student Course and Year Signature
r
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
 RUBRIC FOR ESSAY
Criteria Description Points Points Obtained
Content The content was well-thought of; the question was thoroughly 2
answered.
Organization The discussion was well-written with ideas that convey the 2
reader. Information is relevant and presented in a logical order.
Sentence Structure, Grammar, Mechanics, & Sentences are well constructed and have varied structure and 1
Spelling length; with no errors in grammar, mechanics, and/or spelling.
TOTAL 5