COLEGIO DE MONTALBAN

Kasiglahan Village, San Jose, Montalban, Rizal

INSTITUTE OF EDUCATION

A. COURSE & FACULTY INFORMATION:

COURSE CODE: GE-2 PROGRAM: BACHELOR OF TECHNOLOGY AND LIVELIHOOD EDUCATION-ICT

COURSE TITLE: READING HISTORY IN THE PHILIPPINES NAME OF FACULTY: INSTITUTE OF EDUCATION

CREDIT UNITS: 3 units CONSULTATION DAYS/TIME: Friday 4:00pm-6:00pm

PREREQUISITE(S): CONSULTATION VENUE: Face to Face/Google meet
TOTAL NUMBER OF HOURS: 54 HRS EMAIL ADDRESS/CONTACT INFO: jhoan.comajig@gmail.com
COURSE DESCRIPTION:
It enables the students to produce their own contextual and historical analyses of a specific local significant event or site based on their readings using different
primary and secondary sources that are available. Students have opportunities to critically analyze historical phenomena/events in different periods based on the
comparative viewpoints, arguments, biases, and backgrounds given by Historical authors and scholars as well as on evidence reflected in the various sources of historical
documents/data. Societal issues and challenges are tackled through an in-depth examination of the social, economic, religious, and political situations in the different
periods of Philippine History.
This course tackles topics on sources of historical data and historical criticisms, content, contextual analysis, and interpretation of selected primary sources,
controversies, and conflicting views in Philippine History, social, economic, and political issues in the Philippines, local History, Philippine Constitution, agrarian reform, and
taxation. 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.

B. COURSE GOALS AND OBJECTIVES:

INSTITUTIONAL LEARNING OUTCOMES (ILO)
Colegio de Montalban continously aims for excellence
COURSE INTENDED LEARNING OUTCOMES
(CILO)
PROGRAM INTENDED LEARNING OUTCOMES (PILO)
At the end of the course, the students are
expected to:
Graduate Outcomes Course Outcomes
Nurture students to become value oriented and competitive 1. Search, compile and interpret examples of

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 COLEGIO DE MONTALBAN
Kasiglahan Village, San Jose, Montalban, Rizal
INSTITUTE OF EDUCATION

in transforming individuals into responsible,
productive, and globally competitive citizens.
professionals who can contribute their expertise to
the community.
primary sources and the corresponding
secondary sources derived from local history.
• Meaning and relevance of history, the
distinction of primary and secondary sources
• Content and Contextual Analysis
2. Formulate arguments of conflicting historical
accounts in the following: Site of the First
Mass, Cavite Mutiny, Retraction of Rizal, Cry of
Balintawak, and First Blood Compact Site
using primary and secondary sources.
• “One past but many histories…”
3. Create posters, brochures or newsletters
informing audience about specific historical
events and issues like Philippine History,
Agrarian Reform Policies and Taxation and
postings in
Social Media for information dissemination
4. Compare and contrast the five (5) different
Philippine Constitutions.
• Social, political, economic, and cultural issues
in Philippine History
5. Critically evaluate documents relating to a
specific historical account.
6. Critically evaluate and promote local and
oral history, museums, historical shrines,
cultural performances, indigenous practices,
religious rites, and rituals

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 COLEGIO DE MONTALBAN
Kasiglahan Village, San Jose, Montalban, Rizal
INSTITUTE OF EDUCATION

C. LEARNING PLAN:
TEACHING &
WEEK/ TIME INTENDED LEARNING VALUES ASSESSMENT TASKS
TOPICS LEARNING ACTIVITIES RESOURCES
ALLOTMENT OUTCOMES (ILO) INTEGRATION (ATs)
(TLA)
1. Demonstrate understanding of
history
I. Meaning and Relevance of
2. Explain the significance of
History
history
a. Importance of History
3. Appreciate the importance of Produce examples of Textbook Readings in
b. Differentiate: - Primary Demonstrate Lecture/Discussion
history in the social economic and primary sources the Philippine History by
and secondary sources - consciousness on the Comparative analysis of
cultural life of the Filipino corresponding Ligan et al. (2018) Mutya
External and internal significance of primary and secondary
4. Enable the primary sources for secondary sources Publishing House
evidence c. studying history sources
their credibility authenticity and derived from them. Inc.p.9-10
Repositories where primary
provenance 5. Determine the
sources can be found d.
contribution of different kinds of
Types of primary sources
primary sources in understanding
Philippine history
1. Analyze the context, content, and II. Content and analysis of Lecture/Discussion Graded Reporting 1. Antonio Pigafetta,
perspective of document. context of selected primary Library research Textual Quizzes First Voyage Around the
2. Understand the contact behind sources a. Importance of analysis Small group Critical Essay World, (pp. 23-48)
each selected document. textual criticism on discussion Reporting (Chronicle).
3. Interpret primary sources Philippine history b. Document analysis 2. Juan de Plasencia,
through looking at the content and Analyzation of primary Customs of the Tagalogs,
conflict of the document arguments and ideas of the (Garcia 1979, pp. 221-
4. Identify the difference between a other 234) (Friar Account)
primary source and secondary 3. Emilio Jacinto “
source 5. Develop critical thinking Kartilla ng Katipunan”
and thought of having exposure to (Richardson, 2013, pp.
various primary sources 131-137) (Declaration of
Principles)
4. Emilio Aguinaldo, Mga
Gunita ng Himagsikan
(pp. 78- 82;95-100, 177-
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Outcome- Based Education Syllabus in (Course Title) (COURSE CODE)

1. Demonstrate the ability to
formulate arguments in favor
or against a particular issue
using primary courses
2. Explain the importance of
Pigafetta’s account on the
study of Philippine history
3. Interpret historical events
using primary sources
4. Identify the conflicting
news/accounts about the Rizal
retractions
5. Identify the conflicting views
about the forts cry of the
revolution
6. Examine each source in its
account of the revolution
1. Effectively communicate, using
various techniques and genres,
historical analysis of a particular
event or issue that could help
others understand the chosen
topic;
2. Propose recommendations or
solution to present day problems
based on their understanding of
root causes and their anticipation
of future scenarios
Outcome- Based Education Syllabus in (Course Title) (COURSE CODE)
COLEGIO DE MONTALBAN
Kasiglahan Village, San Jose, Montalban, Rizal
INSTITUTE OF EDUCATION
188; 212-227)
(Memoirs).
1. Antonio Pigafetta.
First Voyage Around
the World (pp. 23-
III. “One past but many 32) 2. Trinidad
histories”, controversies Debate a particular issue Pardo de Tavera,
Lecture/Discussion
and conflicting views in in Philippine History Filipino Version of
Document analysis
Philippine history Reaction/reflection the Cavite Mutiny of
Group discussion
1. Site of the First Mass paper on a sponsored 1872, (zaide 1990,
Debate, round
2. Cavite Mutiny activity like lecture, vol. 7, pp. 274- 280)
table discussion or
3. Retractions of Rizal symposium, round table 3. Jose Montero y
symposium
4. Cry of Balintawak or discussion, and the like. Vidal, Spanish
Pugadlawin version of the Cavite
Mutiny of 1872
(Zaide 1990, vol 7,
pp. 269 -273)
IV. Social, political, Lecture/Discussion Research output that 1. Fernandez, P.
economic and cultural Library and may be in the form of a (1984). The
issues in Philippine Archival research term paper, exhibit, Philippine
history Mandated topics: Document analysis documentary Constitution of 1935
Group reporting
1. Agrarian Reform presentation, diorama, Revisited. Philippine
Documentary Film
Policies webpage, and other Law Journal, 59(2),
2. The Philippine showing. genres where students 84th ser.
Constitution - 1899 can express their ideas. 2. Jimenez, J.
(Malolos) Constitution. - Note: Students will The output should trace (2014). The Two
1935 Constitution -1973 be required to look the evolution of the Sovereignties.
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 COLEGIO DE MONTALBAN
Kasiglahan Village, San Jose, Montalban, Rizal
INSTITUTE OF EDUCATION

3. Display the ability to work in a

multi-disciplinary team and Constitution -1987
contribute to a group endeavor Constitution
4. Explain the importance oof a 3. Taxation
chosen topic through at
constitution in a nation.
5. Trace the development of the
least three periods.
Other sample topics:
Philippine Constitution Group members should Ateneo Law Journal,
1. Filipino Cultural
6. Discuss the significant collaborate to produce a 58(8), 2014th ser.
heritage for primary sources
provision incorporated in the synthesis the role of this 3. Bernas, J. (1977).
2. Filipino-American on which they will
Philippine Constitution issue in promoting Filipino
relations base their narrative
7. Trace the history of the land /hindering nation Consciousness of
reform program in the
3. Government peace and analysis of the
building, and Provide Civil and Political
Philippines treaties with Muslim topic assigned to
appropriate Rights. Philippine
8. Evaluate the comprehensive Filipinos them
recommendations Studies, 25(2),
Agrarian Reform program 4. Intuitional history of
rooted in a historical 1977th ser.
9. Explain the nature and schools, corporations,
understanding
purpose of taxation industries, religious
10. Identify the national and local
of the issue
groups and the like
taxes 5. Biography of a
11. Argue for or against a current prominent Filipino
taxation issues
1. Manifest interest in local 1. Historical data Papers Reaction paper or
history and show concern in V. Critical evaluation and 2. Ereccion de Pueblos critique of the
Lecture/Discussion
promoting and preserving the promotion of local and 3. Museums, Local shrines,
Research in Local
country’s historical and cultural oral history, museums, Studies Centers historical sites,
libraries and local
heritage historical shrines, cultural 4. Art Galleries, Painting museums the
Studies Centers
2. Identify historic sites and performances, collections students visited.
(if available)
landmarks recognized by the indigenous practices, 5. Historical landmarks
Conduct Oral
National Historical Commission religious rites, and ritual, and UNESCO sites Letter to the editor
interview
of the Philippines. etc 6. Performances that
3. Recognize the value of the showcase traditional arts Blogs Transcript of
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Outcome- Based Education Syllabus in (Course Title) (COURSE CODE)
 COLEGIO DE MONTALBAN
Kasiglahan Village, San Jose, Montalban, Rizal
INSTITUTE OF EDUCATION

Historic sites and landmarks in

the study and preservation of
our history and culture.
4. Demonstrate the ability to and culture
work with their group. 7. Fiestas and similar
oral interview.
5. Show interest in local culture local celebrations 15 –
and promote solicitude 18 weeks
towards stronger foundation in
cultural and history of the
Philippines

D. COURSE OUTPUTS/LEARNING EVIDENCE:

As proof of achievement of the above-mentioned outcomes, students are required to submit/demonstrate the following:

E. GRADING SYSTEM:
Attendance is a must. If the student will miss the class session, please inform the professor beforehand. The students have one free unexcused absence.
After that, unexcused absences will affect the student’s grade. Over three absences (excused or unexcused) can affect the student’s grade significantly, simply
by creating a low class participation grade. In addition to attending classes, the student is expected to share his or her work with the class through power point
presentation of personal work and to speak in the class. Furthermore, students must comply with all the requirements stipulated in this syllabus.

F. CLASSROOM POLICIES AND REMINDERS:

60% Class Standing and 40% major exams = 100%

Participation/Recitation --------------------------20
Output (written/research) ---------------------- 20
Project -----------------------------------------------10
Attendance/Attitude ------------------------------10

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Outcome- Based Education Syllabus in (Course Title) (COURSE CODE)
 COLEGIO DE MONTALBAN
Kasiglahan Village, San Jose, Montalban, Rizal
INSTITUTE OF EDUCATION

Prepared by: Checked by: Reviewed by: Approved by:

JHOAN T. COMAJIG MR. DANIEL BAUTISTA NIMFA DC. BAUTISTA,MAED RHEA MAUREEN JOY Y. GABINETE, MBA,
Name of faculty Program Head Director of Instruction LPT
Vice President for Academic Affairs
(September/ 25/ 2023) (Month/ Date/ Year) (Month/ Date/ Year) (Month/ Date/ Year)
Date Date Date Date

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Outcome- Based Education Syllabus in (Course Title) (COURSE CODE)