Republic of the Philippines

BACOLOD CITY COLLEGE

Taculing Road, Bacolod City, 6100, Email:a.bacolodcitycollege@yahoo.com
Taculing Campus, (034)707-7469, Sum-ag Campus,(034) 704-5843,
Fortune Towne Campus,(034) 704-5844
Tel #: (034) 707-7469

Bachelor of Elementary Education (1st Year)

Bachelor of Secondary Education (1st Year)

*COURSE SYLLABUS*

BCC Vision, Mission & Vision: A leading Educational Institution meeting global demands in the
Goal fields of education, business, and technology.
Mission: To provide quality and affordable education for the holistic
development of students to become globally competitive
graduates.
Goal: Empowered graduate to become an active contributor to the
development of the country and the world.
BCC GRADUATE A graduate who is diverse, committed, and globally competitive professional
ATTRIBUTES who manifests Moral integrity, Innovativeness, Competence, Accountability,
and is People-oriented.
BCC CORE VALUES The CORE VALUES of BCC have the acronym SHINE,
S - Service
H - Humility
I - Integrity
N- Nobility
E - Excellence
S – Spiritually blessed
Program Learning 1. Acquire in-depth knowledge of the unique K to 12 Social Studies
Outcomes (PLO): curriculum framework and competencies addressing the
challenges of the new-normal educational landscape.
2. Learn and relearn chronological events/major issues in
Philippine history that were erroneous, discuss its evolution and
be able to correct it.
3. Be equipped with skills on contextualization/localization/
indigenization and its significance to teaching and learning.
4. Create and utilize comprehensive learning materials in different
modalities best suited to 21st century learners.
5. Craft assessment/testing materials which will develop the
learner’s critical thinking abilities.
6. Show appreciation on the significance of the course, its
application to daily living with the end goal of life-long learning.
7. Connect the course to other disciplines and the effects of these
events/issues/controversies to economy, politics and society.
8. Distinguish the similarities and difference of primary and
secondary sources and the role it plays in correcting
events/issues/controversies in Philippine history.
9. Facilitate learning using a wide range of teaching methodologies
in various types of environment and modalities.
10. Develop alternative teaching approaches for diverse learners.
11. Apply skills in curriculum development, lesson planning,
 materials development, instructional delivery and educational
assessment.
12. Demonstrate basic and higher levels of thinking skills in
planning, assessing and reporting.
13. Practice professional and ethical teaching standards to respond
to the demands of the community.
14. Pursue lifelong learning for personal and professional growth.
Code GE 2
Descriptive/Course Title Readings in Philippine History
Program: Bachelor of Elementary/Secondary Education
Credits: 3
Level: 1st Year
College: Teacher Education
Pre-requisites: None
Co-requisites:
Academic year: AY 2023-2024
Semester: First
Instructor: DR. RHOD G. TORBELA
Contact number:
E-mail address:
Learning hours: Approx. 54 contact hours, the exact nature of which is specified in course
syllabus
Course Description/Overview
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
author’s background and main arguments, compare different points of view, identify biases and examine
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 communications 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 Philippine History, its evolution and controversies/topics that
needs to be corrected as result of research and further scientific queries and investigation.

Course Learning Outcomes (CLO)

On successful completion of this course, students will be able to:

Knowledge
K1: Analyze the context, content, and perspective of different kinds of primary/
secondary sources.
K2: Determine the contribution of different kinds of primary/secondary sources
in understanding Philippine history.
K3: Propose recommendations or solutions to present day problems based on one’s
understanding of root causes, and their anticipation of future scenarios and events.
K4: Acquire new/updated research-based knowledge on known/unknown local and
national history and inclusion of such updates in teaching the subject Philippine History.

Skill
S1: Evaluate primary sources for their credibility, authenticity, and provenance;

S2: Develop critical and analytical skills with exposure to primary/secondary sources;
 S3: Demonstrate the ability to formulate arguments in favor or against a particular issue using
primary/secondary sources.

Competence
C1: Effectively communicate using various techniques and genres, historical analysis of a
particular event or issue that could help others understand the chosen topic.
C2: Display the ability to work in a multidisciplinary team and contribute to a group endeavor
Manifest interest in local history and show concern in promoting and preserving the
C3: country’s historical and cultural heritage

Course Instructions/Guidelines

Each week, students are expected to work through lessons on Philippine history, review various sources of
information, and analyze specific aspects that are relevant to current events. This will allow students to be
critical of any information that could be misleading and would require fact checking, understand how the
Filipino psyche was shaped by previous generations and relate this to their future job as teaching professionals.

At the end of each module are activity questions that are relevant to the topics discussed. Students will be
required to provide the answers to the exercises/learning tasks as cited as these will earn marks for this course
and will determine students’ grade.

Teaching and Learning Approach

This course will combine a variety of the following teaching and learning methodologies to maximize I
student’s intellectual abilities and develop their learning capabilities:
Various media will be utilized to augment face to face communication through Zoom and Google Meet.
Interaction will be supplemented by group chat and commentaries and downloadable files at the Google
Classroom.
Lecture notes, powerpoint presentations, multimedia files are provided to guide learners during lecture for
advance reading as well as review. Enrichment write-shop, worksheets exercises, reflection activities and
reading articles are provided whenever needed, worksheets and other activity guidelines are shared.
Varied teaching methods aligned to the CLO will be used, most specifically from the following sources:
https://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-
COVID-19-pandemic.pdf
https://serc.carleton.edu/econ/teaching_methods/index.html
https://fctl.ucf.edu/wp-content/uploads/sites/5/2020/03/Pedagogical-Suggestions-for-Moving-Courses-Online.pdf

Assessment Methods
Assignments, self-learning activities, and projects/outputs will be required from students to assess their
level of learning. The exam will consist of multiple-choice questions that are of higher thinking order, as well as
essay type of questions.
Indicators of students’ learning performance shall be determined and marked as variables for grading
purposes through their finished outputs of worksheets, guided exercises, reflection activities and other activity
requirements. Links are provided for the online learning portfolio, rubrics and guides/formats for the required
projects shall be disseminated.
Assessment tools from these resources are used whenever appropriate.
https://classroom.synonym.com/teachers-assessment-tools-7903589.html#:~:text=Teachers
%27%20assessment%20tools%20come%20in%20various%20forms%2C%20including,tools%20can
%20be%20formative%2C%20summative%2C%20objective%20and%20subjective.
https://store.hp.com/us/en/tech-takes/best-online-assessment-tools-for-teachers
Midterm and Final Exams will be conducted at a scheduled time of the test as mandated by the Office of
the Vice President for Academics/ Dean of Instruction through the Program Heads. However, failure to take the
exams, valid reasons should be presented to the Dean/Faculty in authority on why the exam was not taken
during its scheduled date/time.

Attendance Policy/Compliance Of Course Outputs

Due to the COVID-19 pandemic, no attendance policy shall be implemented. However, it is importantly
emphasized that deadlines of submission of required worksheets, and other relevant outputs MUST be observed
and complied with on the dates as specified as attendance requirements.

Should a synchronous class meeting be required through Google meet/ Virtual platform, students are
required to attend during the schedules specified by the teacher, with preferential dates identified by the teacher.

Moreover, compliance of exercises or activity sheets must be with quality and neatness, questions must be
answered properly, handwritten/computerized in a short-sized bond paper, or intermediate pad paper (white
sheet for clarity of picture output) get a picture of the answered sheets and upload to the designated portal/chat
or e-mail account.

For the major output/chapter compliance, upload the documents and strictly adhere to the suggested format.

CALENDAR OF LEARNING ACTIVITIES

Weeks Dates Deadline of Submission of Course

Requirements
Week 0 August 17-20, 2021 Online Orientation of Professors
Preparation of Syllabus/Modules
Weeks 1 & 2 August 23 - September 4, 2021 Online Election of Officers
Orientation of Students
Module 1 (September 4, 2021)
Weeks 3 & 4 September 6 – 18, 2021 Module 2 (September 18, 2021)
Weeks 5 & 6 September 20 - October 2, 2021 Module 3 (October 2, 2021)
Weeks 7 & 8 October 4 -16, 2021 Module 4 (October 16, 2021)
Week 9 October 18 - 23, 2021 MIDTERM EXAMS
Weeks 10 & 11 October 25 - November 6, 2021
Weeks 12 & 13 November 8 - November 20, 2021
Weeks 14 & 15 November 22 - December 4, 2021
Weeks 16 & 17 December 6 -16, 2021 Module 5 (December 16, 2021)
Week 18 December 17 - 23, 2021 FINAL EXAMS
Major required outputs MUST be submitted via e-mail account of the Instructor
rhod.torbela@deped.gov.ph., not later than December 16, 2021.
 CONTENT AMPLIFIED Learning Learning Assessment
Outcomes Activities Schemes
INTRODUCTION
Introduction: Course Expectations,
Requirements & Implementing Guidelines
WEEKS 1 & 2: MODULE 1
Curriculum Foundation
The Comprehensive Study of Philippine
History

Walkthrough of the K to 12 Social Studies K1 Online Lecture/ a. Mastery of the

Curriculum Guide, 2016 Walkthrough of competencies
(Download copy at www.deped.gov.ph or any Social Studies relevant to the
reliable sources) CG 2016/MELC subject

Walkthrough of the Most Essential Learning S1 Online Lecture, b. Present

Competencies (MELC) in this time of COVID- Online examples of
19 Pandemic Presentations, primary
(Download copy at www.deped.gov.ph or any Assigned sources and
reliable sources) Reading/s the
corresponding
secondary
sources
derived from
them

Meaning and relevance of history; distinction or K1 Online Lecture, a. Graded

primary and secondary sources; external and K2 Online Presentation
internal criticism; repository of primary sources, S2 Presentation of b. Quizzes
and different kind of primary sources. Topics, c. Critical essay
Assigned about a
Reading/s particular
Content and contextual analysis of selected primary
primary sources; identification of the historical source;
importance of the text; and examination of the students are
author’s main argument and point of view. to discuss the
importance of
the text, the
author’s
background,
the context of
the document,
and its
contribution to
understanding
Philippine
history.
WEEKS 3 & 4: MODULE 2
Analysis on Controversial Points in
Philippine History
“One Past But Many Histories”: controversies
and conflicting views in Philippine history.
a. Site of the First Mass S3 Online Lecture a. Debate
(Limasawa Island vs Masao, Butuan, K1 Presentation (Online) on a
Agusan del Norte S2 and Discussion particular
b. 3 Stars of the Philippine Flag - K2 Assigned issue in
Luzon, Mindanao and Panay in the Readings Philippine
Visayas (essence of the Cry of Santa history
Barbara headed by General Martin b. Reaction/
Delgado in relation to the inclusion of Reflection
Panay vs. Visayas in the 3 stars of the Paper
Philippine flag) c. Analysis
Paper

Analysis of the Real Stories Behind

c. The Tejeros Convention and Death of
Bonifacio brothers and its alleged
relation to Emilio Aguinaldo
d. Death of General Antonio Luna and its
alleged relation to Emilio Aguinaldo
WEEK 5 & 6 MODULE 3
The Historical Events not Taught in Philippine
History
 1. The Balangiga Bells of Samar that S2 Online Lecture a. Reaction
resulted to “Howling Wilderness,” K4 Presentation Paper/
Bringing of the Bells to Wyoming, USA and Discussion Reflection
and its return during the time of Assigned Paper/
President of Duterte Reading/s Analysis
2. The Tasadays and Its Controversies Paper
- 9 Waves of Refugees in the
Philippines
1. The Tubabao Odyssey (White S2 Online Lecture a. Reaction
Russians) during the Time of President K4 Presentation Paper/
Quirino and Discussion Reflection
2. Rescue of the Jews during the Assigned Paper/
Holocaust at the Time of President Reading/s Analysis
Manuel Quezon, Updates and Paper
Blessings of this Act to the Filipinos
3. Rescue of the Vietnamese Refugees b. Video
“Boat People” Analysis
4. 6 Other Waves of Migration not
Mentioned in #s 1-3
WEEKS 7 & 8 MODULE 4
A Multi Lens Approach on History
Social, political, economic, and cultural issues
in Philippine history. a. Collaborative
1. Agrarian Reform Policies K1 Online Lecture, output
2. The Philippine Constitution: 1899 Online b. Reaction
(Malolos) Constitution, C1 Presentations Paper/
1935 Constitution, 1973 Constitution, Assigned Reflection
1987 Constitution C2 Reading/s Paper/
3. Evolution of Philippine Taxation c. Analysis
including TRAIN Law K3 Paper
4. Government Peace Treaties with
Muslim Filipinos
5. Plane Crash of President Magsaysay
6. The Aquino and Marcos Controversies
(The Untold History)
- Assassination of Ninoy Aquino
(Controversies of his death)
- Plaza Miranda Bombing and
NPA Insurgencies
- Cojuangco Wealth Controversy
- Marcos Gold and Wealth
Week 9: MIDTERM EXAMS
WEEKS 10 to 17 MODULE 5
In-Depth Study of Local History and Culture
Bacolod, Negros Island and Western
Visayas
(Grade 2 and Grade 3 Social Studies,
Competencies in CG 2016 and MELC 2020)

Note: Professors/Students may choose the

topics to be presented/discussed
dependent on class size/time allocation
Critical evaluation and promotion of local and C2
oral history, museums, historical shrines, C3
cultural performances, indigenous practices,
religious rites and rituals, etc.
1. Ang Binukot of Panay K4 Online Lecture, a. Reaction
2. The Unknown Tindalo Tree K4 Assigned paper or
(Bacolod Public Plaza) Readings critique of the
3. Local History of Bacolod and K4 shrines and
Pedro C. Hernaez, October 19 museums
to June 18 Bacolod Charter Day from virtual
4. Tana Dicang (Enrica Alunan K4 tour
Lizares of Talisay) b. Letter to the
5. Leon Kilat (Carcar, Cebu and K4 editors
Bacong, Negros Oriental) c. Blogs
K4 d. Transcript of
6. XIX Martyrs of Aklan
Interviews
7. Barter of Panay and the 10
K4 e. Readings of
Bornean Datus and the Code of BANAS
Kalantiaw Bacolod
8. Molo Church and Jose Rizal K4 Compendium,
Jaro Church and Belfry BANAS
9. Plaza Libertad, Iloilo City K4 Negros and
10. Nicholas Loney and the Sugar K4 BANAS
Industry Panay, 2020
11. Macarion Peralta and Sunburst K4 f. Site visit of
Plaza, Iloilo City Bacolod
12. Teresa Magbanua of Pototan, K4 historical sites
Iloilo
13. Patrocinio Gamboa, Jaro K4
14. Ermita Church, Dumangas K4
15. Pueblos of Sum-ag and K4
Granada
K4
16. WWII History at Patag, Silay
City
K4
17. Green Beach Liberation Marker,
Pulupandan
18. Pfc Theodore C. Vinther, K4
(Monument found in Bacolod
Public Plaza)
19. Fr. Mauricio Ferrerro, OAR K4
Builder of Bacolod
20. 50 Iloilo’s First in Philippine K4
History
Wee 18 Final Exams
Assessment Type Percentage %
Attendance (Online/Offline) 10
Quiz/Exercises 20
Assignments/Project/ 30
Class Participation
Exam 40
Total 100%

MIDTERM 50%
FINAL TERM 50%
FINAL GRADE 100%

Indicative Reading List

The course will draw upon a range of Power Point presentation, as well as printed and
electronic sources suitable to reflect on the contemporary issues of the subject material.
Students enrolled in the course are encouraged to read relevant websites and related
publication articles to keep abreast with current developments in Educational Research
and Research and relevant Teacher Education information.
URL for Supplementary Reading notes.
Santiago Alvarez, Katipunan and the Revolution: Memoirs of the General
https://books.google.com.ph/books?id=F3q-
krDckHwC&printsec=frontcover&redir_esc=y#v=onepage&q&f=false
Teodoro Agoncillo, History of the Filipino People
https://www.scribd.com/doc/184787039/History-of-the-Filipino-People-Agoncillo
Robert Fox, The Tabon Caves
https://pages.upd.edu.ph/sites/default/files/pawlik/files/fox_1970_the_tabon_caves_-
_archaeological_explorations_and_excavations_on_palawan_ocr.pdf
William Henry Scott, Prehispanic Source Materials for The Study of Philippine History
http://www.philippinestudies.net/files/journals/1/articles/1764/public/1764-3509-1-PB.pdf
Antonio Pigafetta, First Voyage Around the World
https://www.jstor.org/stable/10.3138/9781442684928
https://www.sciencedirect.com/science/article/abs/pii/0191659985900828
Emma Helen Blair, The Philippine Islands
https://www.gutenberg.org/files/13701/13701-h/13701-h.htm
Damon Woods, From Wilderness to Nation: the Evolution of Bayan
https://escholarship.org/content/qt24m1q0f9/qt24m1q0f9.pdf?t=krnbaa
Juan De Plasencia, Customs of the Tagalogs
https://prezi.com/p/vjiz6mscj-2-/customs-of-the-tagalogs-by-juan-de-plasencia/
Emilio Jacinto, Kartilla ng Katipunan
http://www.kasaysayan-kkk.info/membership-documents/emilio-jacinto-katipunan-nang-
manga-a-n-b---sa-may-nasang-makisanib-sa-katipunang-ito-the-kartilya?tmpl=%2Fsystem
%2Fapp%2Ftemplates%2Fprint%2F&showPrintDialog=1
http://www.philippinemasonry.org/kartilya-ng-katipunan.html
John Schumacher, The Religious Character of the Revolution
http://www.philippinestudies.net/files/journals/1/articles/1442/public/1442-1440-1-PB.pdf
Emilio Aguinaldo, Mga Gunita ng Himagsikan
https://www.scribd.com/document/421887839/Mga-Gunita-Ng-Himagsikan-by-Emilio-
Aguinaldo
https://www.scribd.com/presentation/398859728/Mga-Gunita-Ng-Himagsikan
Alfred Mccoy, Political Caricature of the American Era
https://www.academia.edu/32103484/
Selected_sections_and_cartoons_from_Philippine_Cartoons_Political_Caricature_of_the_A
merican_Era_1900_1941_edited_by_Alfred_W_McCoy_and_Alfredo_R_Roces_1985_
https://www.researchgate.net/publication/
315678206_Selected_sections_and_cartoons_from_'Philippine_Cartoons_Political_Caricatu
re_of_the_American_Era_1900-
1941'_edited_by_Alfred_W_McCoy_and_Alfredo_R_Roces_1985

Ricardo Pascual, Rizal Beyond the Grave

http://www.xeniaeditrice.it/rpascualocrpdf.pdf
Ajid Thotir, A Historical Overview and Initiating Historiography of Islam in the Philippines
https://www.researchgate.net/publication/
318657248_A_Historical_Overview_and_Initiating_Historiography_of_Islam_in_the_Philippi
nes
Michael Hawkins, Muslim Integration in the Philippines
https://www.researchgate.net/publication/
250278427_Muslim_Integration_in_the_Philippines_AHistoriographical_Survey
Cesar Adib Majul, The Role of Islam in the History of the Filipino People
https://asj.upd.edu.ph/mediabox/archive/ASJ-04-02-1966/majul-islam-history-filipino-
people.pdf
Diana Dunham Scott, Understanding and Engaging the Muslims of the Southern Philippines
https://www.rand.org/content/dam/rand/pubs/rgs_dissertations/2012/RAND_RGSD301.pdf
Other Learning Materials/Sources

K to 12 Social Studies Curriculum Guide, 2016

Social Studies Most Essential Learning Competencies (MELC), 2020

BANAS BACOLOD Compendium, Volume I, 2020

BANAS NEGROS Compendium, Volume I, 2020

BANAS PANAY Compendium, Iloilo City/Iloilo Province, Volume I, 2020

BANAS PANAY Compendium, Province of Aklan, Volume I, 2020

BANAS PANAY Compendium, Province of Antique, Volume I, 2020

BANAS PANAY Compendium, Province of Capiz, Volume I, 2020

Araling Panlipunan Self-Learning Modules (Grade 5), Yuhom Bacolod, 2020

Araling Panlipunan Self-Learning Modules (Grade 6), Yuhom Bacolod, 2020

Non-Print Materials (Video Documentaries)

Suggested Videos Only (Teacher/Students can use other videos/sources with relevant content to the
topics)

The Greatest Hoaxes in Philippine History

Tasaday The Real Story

Tasaday, A Documentary

Tubabao Odyssey: Refugee in the Philippines

Isla sa Samar, Naging Pangalawang Bahay ng mga Russian Refugee

Open Door: Rescue in the Philippines, Jewish Refuge During the Holocaust

The Role of the Philippines in Saving the Jews

How Filipinos became heroes during the Holocaust

UN Vote 1947

Why Filipinos Don’t Need Visas to Enter Israel

Duterte to US: Return Balangiga bells to Ph

The Bells of Balangiga

The Balangiga Bells of Eastern Samar, Finally Home after 117 years
80,000 Vietnamese Tumakas sa Vietnam at Nagtago sa Pilipinas. Tumira sa Bataan at

Palawan

Viet Refugee Camp Today

June 24, 1979 Vietnamese Boat People – The Price of Freedom

Xiao Time: Bangsamoro, Ang Kasaysayan ng Muslim Mindanao at ng Digmaan Dito

Government Peace Treaties with Muslim Filipinos

Cost of War in Mindanao

Why are there no Filipino Muslim heroes?

Xiao Time: Sultan Kudarat

Prepared by:

RHOD G. TORBELA,LPT, PhD

Instructor, GE 2

Recommending Approval:

ELIAS T. ALIAS, LPT, PhD

Dean of Instruction

Approved:

MA. JOHANNA ANN R. BAYONETA, PhD

College Administrator