THE COLLEGE OF MAASIN

“Nisi Dominus Frustra”

Maasin City, So. Leyte

LIBERAL ARTS AND EDUCATION DEPARTMENT

BACHELOR OF ARTS IN POLITICAL SCIENCE

OUTCOMES - BASED EDUCATION (OBE) COURSE DESIGN IN GE-2 – READINGS IN PHILIPPINE HISTORY
First Semester, A.Y. 2020-2021

Instructor: Ernesto T. Lamoste

Mobile: 09064717162
Email: ernestolamoste@gmail.com

THE COLLEGE OF MAASIN

VISION: The College of Maasin as a dynamic learning institution commits its life resources and ministry toward the development of
persons, nurtured by faith in God and the liberating process of excellent learning toward holistic and creative action for social
renewal.

MISSION: The College of Maasin with the dynamic integration of instruction, research and extension, commits itself in seeking a life of
faith, learning and action to develop people into becoming God-loving citizens with integrity in character, intellectually
competent and honest, morally and ethically sensitive, excellent in work performance, creatively aware and responsive to the
needs and aspirations of people for the realization of a just, free and responsible Christian social order.

GOALS:1. Provide a general education program that will promote national identity, cultural consciousness, moral integrity and spiritual vigor.
2. Train the nation’s manpower in the skills required for national development.
3. Develop the professions that will provide leadership for the nation, advance knowledge through research work and apply new
knowledge improving the quality of human life and responding effectively to change societal needs and conditions.

PROGRAM: LIBERAL ARTS AND EDUCATION

VISION: A dynamic department of The College of Maasin which envisions itself as one of the premier teacher-training, socio-politically-
engaged institution.
MISSION: To provide quality and relevant liberal arts and teacher education programs toward producing competitive, honest, responsible
and productive political analyst and teachers who are able to meet the demands of the Government and Non-Government and
the Basic Education sectors.

GOALS: 1. Develop political analysts and educators who are responsive to the educational needs of the Philippine society imbued with
sincerity for the service to bring about holistic development of the learners.
2. Develop political analyst in society and teachers in basic education by providing advance professional and academic training
basically designed to harness the potentials and capabilities of the learners.

PROGRAM OUTCOMES. LIBERAL ARTS AND EDUCATION LEARNERS ARE EXPECTED TO:

A. Common to all programs in all types of schools:

a. Articulate and discuss the latest developments in the specific field of practice
1. Effectively communicate orally and in writing using both English and Filipino.
2. Work effectively and independently in multi-disciplinary and multi-cultural teams.
3. Act in recognition of professional, social and ethical responsibility.
4. Preserve and promote ‘Filipino historical and cultural heritage’.
B. Common to the discipline
b. Articulate the relationship of education to larger historical, social, cultural and political processes.
c. Facilitate learning using a wide range of teaching methodologies in various types of environment.
d. Develop alternative teaching approaches for diverse learners.
e. Apply skills in curriculum development.
f. Demonstrate basic and higher level of thinking skills in planning, assessing and reporting.
g. Practice professional and ethical teaching standards to respond to the demands of the community, and
h. Pursue lifelong learning for personal and professional growth.

C. Common to a horizontal type as defined in CMO No. 51, series of 2017.

i. Critique, judge, and respond to the current issues and problems based on a substantive understanding of the history and
contemporary developments in the national and global contexts

2 Readings in Philippine History

 j. Manifest a predisposition towards ethical political involvement and practice in various forms and on different levels of
engagement
D. Institutional Learning Outcomes:
The people and the learners with:
k. Developed Christian values and attitude of honesty, moral and ethical sensitivity for the total well-being of a man (physical,
emotional and spiritual)
l. Developed intellectual competence for creative awareness and responsiveness to the needs of people
m. Developed collaborative competencies such as entrepreneurial skills, productive and social skills to meet the human resource
demands of the local, national and global communities

COURSE DETAILS:

Course Name : READINGS IN PHILIPPINE HISTORY

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, social, cultural). Students are expected to analyse 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: (1) the historical context of the source (time and place it
was written and the situation at the time, (2) the author’s background, intent (to the extent
discernible), and authority on the subject, and (3) the source’s relevance and meaning today.

3 Readings in Philippine History

 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.

COURSE OUTCOME/S : At the end of the course, the student is able to:

1. Anaylze the content, context and perspective of different kinds of primary sources of
Philippine history and relevance
2. Determine the contribution of different kinds of primary sources in understanding Philippine
history
3. Assess primary sources from different perspectives of various authors to argue in favour or
against a particular issue.

ASSESSMENT TOOLS/RUBRICS.

Rubrics for Critical Analysis Paper

HIGHLY PROFICIENT PROFICIENT AVERAGE POOR
(9-10 pts.) (7-8 pts.) (4-6 pts.) (1-3 pts.)
ORGANIZATION Clear organization, the Clear organization but Organization is not so Organization is not clear
reader stays through the deviates slightly from topic clear or it may be clear but and the paper veers away
paper and does not stray with irrelevant details from the topic
off topic

4 Readings in Philippine History

 ARGUMENTATION The paper is supported by Paper has arguments but Paper has arguments but Paper has little or no
strong arguments somewhat weak merely descriptive in arguments at all but just
nature an essay
SUPPORT The argument is Details and facts support Arguments are supported Little or no relevant facts
supported by several the arguments but by some details but not or details to support
sources and documents documents are not so sufficient to be convincing arguments
that are relevant reliable or relevant

CONTENT KNOWLEDGE Excellent understanding of
content is demonstrated
and is comfortable with
the nature of materials
ORIGINALITY Originality is excellent be it
in the creation of new
arguments or in relating
facts to new sources
LEVEL OF DISCOURSE Has variety of good and
cohesive sentence
structures providing for
smooth flow of discourse
VOCABULARY Demonstrates use of good
diction and appropriate
vocabulary
GRAMMAR No major errors although
with a few minor errors
that are not distracting
Conveys content properly Has access to basic Basic content is not
but lacks elaboration content but is not correct or substantially
comfortable with the lacking
material
Some semblance of Relies mainly on Shows no effort to provide
analytical originality in arguments already taken original analysis
creating new arguments or up in class and with
in relating new facts minimal originality
Show some variety of Use of cohesive sentence There is little or no use of
cohesive sentence structures is limited cohesive sentence
structures. structures
Substantial use of varied Limited vocabulary with Vocabulary is erroneous
vocabulary with minor some not accurate and limited
errors in diction
With one major error or Two to three major errors Plenty of major errors
some minor errors that plus some minor errors
are not distracting

COURSE LEARNING OUTCOMES AND ITS RELATIONSHIP TO PROGRAM OUTCOMES.

5 Readings in Philippine History

 INTENDED LEARNING OUTCOMES a b c d e f g h i j k l m

1. Evaluate primary sources of history for their credibility, authenticity

and provenance            

2. Analyze the context, content and perspectives of different kinds of

          
primary sources of history

3. Determine the contribution of different kinds of primary sources in

          
understanding Philippine history

4. Demonstrate the ability to use primary sources to argue in favor or

           
against a particular issue
5. Effectively communicate, using various techniques and genres,
historical analysis of particular event or issue that could help others             
understand the chosen topic

6 Readings in Philippine History

LEARNING PLAN.

INTENDED LEARNING ASSESSMENT

No. COURSE OBJECTIVES RESOURCES
As evidence of METHODOLOGY
OUTCOMES of In order to achieve
/MATERIALS
CONTENT the outcome, the
achieving the unit To achieve the outcome,
At the end of the course, learners
Weeks (TOPICS) outcome, the learner the learning activities are:
will be able to: learner is able to:
is assessed as follows:
Meaning and
relevance of
Understand the
history,
concept of
distinction of
history and pre-
primary and
history, gain Power point
secondary
insights into the Essay writing, Video viewing presentation
sources, external
origin of Filipinos,
1.Evaluate primary sources and internal
discuss the Presentation of Sharing of knowledge http://philhist.pbw
of history for their criticisms,
3 wks meaning and examples of and understanding of orks.com
credibility, authenticity and repositories of
importance of primary and topic
provenance primary sources
history, secondary
and different
distinguish the sources Lecture/discussion
kinds of primary
difference via ZOOM
sources
between primary
and secondary
Insights into the
sources of history
origin of Filipinos

Content and Discuss the

contextual contents of
2. Analyse the context, Quiz
analysis of selected primary
content and perspectives of Lecture/discussion Power point
3 wks selected primary sources and the
different kinds of primary Pre-midterm via ZOOM presentation
sources; importance of
sources exam
identification of the historical
historical events from the
7 Readings in Philippine History
 importance of the point of view of
text; and the author
examination of
the author’s main
argument and
point of view
Selection of
historical events
3. Determine the Discuss the Essay writing
from primary Lecture/discussion
contributions of different significance of
sources via ZOOM Power point
kinds of primary sources in 3 wks historical Mid-term
presentation
understanding Philippine accounts from Examination
History primary sources

“One past but

Discuss different
many histories”,
views or accounts
controversies and
regarding the
conflicting views
first mass at
in Philippine
Limasawa
history:
Quiz Power point
4. Demonstrate the ability to Video viewing
Discuss the presentation
use primary sources to argue Site of first mass
5 wks significance of Pre-final
in favour or against a Lecture discussion
Rizal’s retraction examination http://philhist.pbw
particular historical issue Retraction of Jose via ZOOM
orks.com
Rizal
Discuss and Reaction papers
examine what
EDSA People
the EDSA People
Power Revolution
Power Revolution
was all about

8 Readings in Philippine History

 Discuss the
cultural
influences on
The Filipino Filipino culture
5. Effectively communicate,
cultural heritage
using various techniques
Discuss the
and genres, historical
Filipino-American agrarian reform
analysis of a particular 4 wks
Relations program of the
event or issue that could Class discussion
Philippines Power point
help others understand via ZOOM
Agrarian Reform Final examination presentation
the chosen topic
Policies Discuss the origin
Video showing
and nature of http://philhist.pbw
Filipino-American orks.c0m
relations

9 Readings in Philippine History

GRADING/RATING SYSTEM.

Major Examinations 40%

Written Works 30%
Quiz
Essay
Analysis Paper
Critique Paper
Blog post
Class Participation 30%
Reporting
Documentary Video
Podcast
_____
100 %

REFERENCES.

Bernad, Miguel A (1983)The Site of the First Mass in the Philippines, National Book Store, Manila (PDF)
Costa, de la, Horacio o(1992) Readings in Philippine History, Bookmark, Inc., Makati City
Halili, Maria Christine N. (2004) Philippine History, Rex Book Store, Inc. Quezon City
Ongsotto, Rebecca R. O(2005) The Study of Philippine History, Rex Book Store, Inc. Quezon City
Zafra, Nicolas (1956) Readings in Philippine History, UP Manila (PDF)

INTERNET SITES:

Primary Sources in Philippine History. http://philhist.pbworks.com

Pre-Colonial Philippines Through the Account of Antonio Pigafetta. you tube. com
Aguinaldo’s Manifesto Protesting the U. S. Claim of Sovereignty Over the Philippines, search. yahoo com/search?
Strickland, Ashley. Humans Were in the Philippines Thousands of Years Before Previously Thought. search. yahoo com/search?

10 Readings in Philippine History

 Resignation Letter of Salvador H. Laurel from the Cory Aquino Administration. Kahimyang.com/kauswagan/general-blogs

Prepared by: Checked by: Recommending Approval: Approved by:

ERNESTO T. LAMOSTE CHRISTINE P. LONOY, MAREXA CRISTEAN PIA SUMELHEG, LPT, MAeD JANNES E. BARRERA, LPT, MA
Course Instructor Director, Research & Curriculum Program Head, College of Education & Acting Vice-President for Academic
Development Liberal Arts Affairs & Director, Basic Education

11 Readings in Philippine History