Syllabus TLED 122 (SIR LIMON

MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTLED-SYL-SOCSC 01
COLLEGE OF TEACHER EDUCATION

Revision No. 0 Page 1 of 2
SYLLABUS IN SOCSC 01 - READINGS IN PHILIPPINE HISTORY Effectivity Date January 13, 2020
VISION OF THE UNIVERSITY A premier Philippine university by 2028.
MISSION OF THE UNIVERSITY To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
CORE VALUES Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.
Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of society.
Professionalism – Reared in a merit-based environment, we commit ourselves to the hi
ghest standards of ethics and professionalism.
Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God, humanity and the
environment.
INSTITUTIONAL OUTCOMES Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are qualities that MMSU
graduates must possess.
MMSU graduates should be able to:
1. Demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy;
2. Maintain a high degree of ethics, professionalism, discipline and accountability;
3. Communicate effectively and articulate ideas through various modalities and in diverse contexts;
4. Commit themselves to lifelong learning and personal development to achieve excellence;
5. Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and global communities;
6. Display spiritual values through respect for and service to God, humanity, and country;
7. Practice social and environmental responsibility;
8. Collaborate with and maintain harmonious relationships with others;
9. Respect multicultural diversity;
10. Engage in activities that promote growth and empowerment for all sectors of society;
11. Make informed, intelligent, fair and equitable decisions; and
12. Show appreciation for and contribute to the development and preservation of cultural heritage.
GRADUATE ATTRIBUTES Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be:
1. globally competent;
2. professional;
3. effective communicator;
4. lifelong learner;
5. innovative;
6. spiritual;
7. socially responsible;
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to compliance to the Documented Information Procedure
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8. collaborative;
9. respectful to diversity;
10. empowered;
11. critical thinker; and
12. culturally responsive.
COLLEGE GOALS 1. Provide quality professional preparation for teachers in the basic education levels.
2. Offer adequate instruction in the elementary, secondary, and collegiate levels.
3. Undertake research and extension on relevant areas to improve the quality of higher education in particular and the quality of life in general.
4. Conduct continuing education and training of teachers and allied clients through the various programs of the Center for Teaching Excellence and
Graduate Education Program.
5. Develop innovative materials for instruction and training.
PROGRAM OUTCOMES The Bachelor of Technology and Livelihood Education (BTLEd) graduates must:
1. Demonstrate the competencies required of the Philippine TVET Trainers – Assessors Qualification Framework (PTTQF).
2. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
3. Apply with minimal supervision specialized knowledge and skills in technology and livelihood education.
4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.
5. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
6. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes.
7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment,
and teaching approaches.
8. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and
other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.
COURSE OUTCOMES At the end of the course, students should be able to:
1. evaluate primary sources for their credibility, authenticity and provenance.
2. analyze the content, context and perspective of different kinds of primary sources.
3. determine the contribution of different kinds of primary sources in understanding Philippine history.
4. develop critical and analytical skills with exposure to primary sources.
5. demonstrate the ability to use primary sources to argue in favour or against a particular issue.
6. effectively communicate, using various techniques and genres, their historical analysis of a particular event or issue that could help others
understand the chosen topic.
COURSE SYLLABUS

COURSE CODE SOCSC 01

COURSE TITLE Readings in Philippine History
CREDIT UNITS 3
COURSE PREREQUISITE None
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 and 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 time of the event.
CONTENT OUTLINE AND TIMEFRAME
Time Frame Course Content /Subject Matter
Chapter 1 – Meaning and Relevance of History

• Basics of Historiography
• Distinction of Primary and Secondary Sources
6 hours
• External and Internal Criticism
• Repositories of Primary Sources
• Different Ki\ds of Primary Sources
Chapter 2 - Content and Contextual Analysis of Selected Primary Sources
12 hours • Identification of the Historical Importance of the Text
• Examination of the Author’s Main Argument and Point of View
Chapter 3 -“One past but many histories” : Controversies and Conflicting Views in Philippine History
 Site of the First Mass
12 hours  Cavite Mutiny
 Retraction of Rizal
Cry of Balintawak or Pugadlawin
12 hours Chapter 4 - Social, Political, Economic and Cultural Issues in Philippine History
 Agrarian Reform Policies

 The Philippine Constitution: 1899 (Malolos) Constitution; 1935 Constitution; 1973 Constitution; 1987 Constitution
Taxation
12 hours Chapter 5 - Critical Evaluation and Promotion of Local and Oral History, Museums, Historical Shrines, Cultural Performances, Indigenous Practices, Religious Rites and Rituals
LEARNING PLAN:
Desired Learning Outcomes Teaching and Resource Materials Values

Assessment Task Time
(DLO) Course Content/Subject Matter Learning Learned/Comp
(AT’s) Table
Activities (TLA’s) etencies
At the end of the unit, the students must Chapter 1 – Meaning and  Power point Groups are Xiao Time/Video Clips on:
have: Relevance of History presentations tasked to do  Ano ang Kasaysayan relevance of
 Video clips the following:  Ang Kodigo ni Kalantiaw History in
• Basics of Historiography
evaluated primary sources for their  Lecture/ report on their  Ang Historyador na si everyday life
credibility, authenticity and provenance • Distinction of Primary and Discussion assigned teodoro Agoncillo
Secondary Sources readings; and  Renato at Letizia Importance of
produce Constantino examining
• External and Internal Criticism
examples of  Dr. Zeus A. Salazar, Ama information as
• Repositories of Primary Sources primary ng Bagong Kasaysayan factual or not
sources and  History subject, boring 6
• Different Kinds of Primary
the nga ba hours valuing the
Sources
corresponding  Special Academic heritage of the
secondary Convocation- Reynaldo past
sources Ileto
derived from  The Henry Ford &
them. Greenfield Village
Paper and pencil

test
At the end of the unit, the students must Chapter 2 - Content and  Power point Groups are  Pigafetta, Antonio. “First Voyage 12 Fair judgment
have: Contextual Analysis of Selected presentation tasked to Around the World.” In the hours on different
Primary Sources  Lecture/ discuss the Philippine Islands, Vol. 33, edited point of views
1. analyzed the context, content Discussion importance of by E. Blair and J. Robertson, 175,
and perspective of different • Identification of the Historical the text, the 177, 179, 181. Cleveland: A.H. Appreciating
kinds of primary sources; Importance of the Text author’s Clark, 1909. Reprinted by Cacho primary
2. determined the contribution • Examination of the Author’s background, Hermanos, 1973. sources as
of different kinds of primary Main Argument and Point of View the context of  Juan de Plasencia Customs of the references for
sources in understanding the document, Tagalogs (Garcia, (1979), pp 221- historical
Philippine history; and and its 234 information
3. developed critical and contribution  Emilio Jacinto “Kartilla ng
analytical skills with exposure to Katipunan” (Richardson, (2013) Rational
to primary sources. understanding pp 131-137), Declaration of critical and
Philippine Principles analytical
history.  National Historical Institute. analysis
(1997) Documents of the 1898
Paper and pencil Declaration of Philippine
test Independence, The Malolos
Constitution and the First
Philippine Republic. Manila:
National Historical Institute (pp
19-23) (Proclamation)
 Alfred McCoy, Political
Caricatures of the American era
(editorial cartoons)
 Commission on Independence,
Filipino Grievances Against
Governor Wood (Zaide, 11 pp
230-2343) Petition Letter
You may also include any of the
following:
 Transliteration of the Laguna
Copperplate Inscription by
Antoon Postma. Available online.
 Excerpts from History of the
Philippine Islands by Antonio de
Morga
 Excerpts from History of the
Philippine Province of the Society
of Jesus by Pedro Chirino
 Excerpts from A Historical View
of the Philippine Islands
Exhibiting their Discovery,

Population, Language,
Government, Manners, Customs,
Productions and Commerce by
Joaquin Martinez De Zuniga
 Selected Chapters from Paul
Dumol (translator), The Manila
Synod of 1582, 3-33.
 Selected Chapters from William
Henry Scott, Barangay:
Sixteenth-Century Philippine
Culture and Society, 189-216.
“Declaration of Philippine
Independence.” In The Laws of
the First Philippine Republic (The
Laws of Malolos), edited by
Sulpicio Guevara, 203-206.
Manila: National Historical
Commission, 1972
 Library Resources
At the end of the unit, the students must Chapter 3 -“One past but many  Videoclips Groups are  Antonio Pigafetta. First 12 Fair-minded
have: histories” : Controversies and  Round tasked to Voyage Around the World hours judgment on
Conflicting Views in Philippine Table/Panel report on their (pp. 23-32) various
1. demonstrated the ability History Discussion assigned  Trinidad Pardo de Tavera, arguments
to formulate arguments in  Site of the First Mass  Lecture/ readings and Filipino Version of the from the
favour or against a  Cavite Mutiny Discussion debate a Cavite Mutiny of 1872, claims of
particular issue using  Retraction of Rizal particular (Zaide 1990, vol. 7, pp. different
primary sources.  Cry of Balintawak or issue in 269-273) historians
Pugadlawin Philippine  Jose Montero y Vidal,
society. Spanish Version of the
Cavite Mutiny of 1872
Paper and pencil (Zaide 1990, vol. 7, pp.
test 269-273)
 Rafael Izquierdo, Official

Report on the Cavite

Mutiny, (Zaide 1990, vol.
7, pp.281-286)
 Ricardo P. Garcia, The
Great Debate: The Rizal
Retraction (pp. 9-19; 31-
43)
 Jesus Ma. Cavanna, Rizal’s
Unfading Glory, (pp. 1-52)
 Ricardo R. Pascual, Rizal
Beyond the Grave, (pp. 7-
36)
 Pio Valenzuela, Cry of
Pugadlawid, (Zaide 1990,
vol. 8, pp. 301-302)
 Santiago Alvarez, Cry of
Bahay Toro (Zaide 1990,
vol. 8, pp. 303-304)
 Gregoria de Jesus, Version
of the First Cry (Zaide
1990, vol. 8, pp. 305-306)
 Guillermo Masangkay, Cry of
Balintawak (Zaide 1990, vol. 8,
pp. 307-309)
 Ricardo P. Garcia, The Great
Debate: The Rizal Retraction (pp.
9-19; 31-43)
You may include any of the
following:
 Milagros Guerrero, Emmanuel
Encarnacion and Ramon Villegas.
“Andres Bonifacio and the 1896
Revolution”, Sulyap Kultura, 2-
12.
 Vivencio Jose, “Ang Diskurso ng
Kaisipan at Layunin ng

Katipunan” in Pagbabalik sa
bayan: mga lektura sa
kasaysayan ng historiograpiya at
pagkabansang Pilipino, 117-138.
 Jim Richardson, The light of
liberty: documents and studies on
the Katipunan, 1892-1897, 125-
137; 189-206.
 Library Resources
At the end of the unit, the students must Chapter 4 - Social, Political,  Socialized Groups are  The Philippine Rice Share 12
have: Economic and Cultural Issues in recitation tasked to Tenancy Act of 1933 (Act 4045) hours Effective
Philippine History  Lecture/ conduct http://www.chanrobles.com/acts communicatio
1. effectively communicated  Agrarian Reform Policies Discussion interview in /actsno4045.html n
using various techniques  The Philippine their own A. “Agrarian Reform Policies
and genres, their historical Constitution: 1899 community  The Philippine Rice Share Collaborative
analysis of a particular (Malolos) Constitution; regarding the Tenancy Act of 1933 (Act 4045) teamwork
event or issue that could 1935 Constitution; 1973 status of http://www.chanrobles.com/acts
help others understand Constitution; 1987 agrarian /actsno4045.html Empathy
the chosen topic; Constitution reform and  “Agricultural Tenancy Act of the towards
2. proposed  Taxation reactions/ Philippines in 1954” (RA 1199) farmers and
recommendations/ opinions of http://www.lawphil.net/ other Filipino
solutions to present-day townfolks on  Agricultural Land Reform Code of workers
problems based on their taxation to be 1963 (RA 3844)
understanding of root presented in http://www.lawphil.net/statutes
causes and their class. /repacts/ra1963/ra_3844_1963.h
anticipation of future tml
scenarios; and Paper and pencil  P.D. 27 of 1972
3. displayed the ability to test http://www.lawphil.net/statutes/p
work in a team and resdecs/pd1972/pd_27_1972.ht
contribute to a group ml Comprehensive Agrarian
project. Reform Program of 1988
 RA 6657
http://www.gov.ph/downloads/19
88/06jun/19880610-RA-6657-
CCA.pdf
 Comprehensive Agrarian Reform

Program Extension with Reforms

of 2009 (RA 9700)
http://www.chanrobles.com
/republicacts/republicactsno970
0_pdf.php
B. Philippine Constitution
 Malolos Constitution of 1899.
http://www.lawphil.net/consti/con
smalo.htm
 Commonwealth Constitution of
1935.
http://www.gov.ph/constitutions
/1935-constitution-amended/
 1973 Constitution.
http://www.gov.ph/constitutions/1
973-constitution-of-the-republic-
of-the-philippines-2/
 1987 Constitution.
http://www.gov.ph/constitutions/1
987-constitution/
C. Taxation
 Edwin Valencia and Gregorio
Roxas, Income Taxation:
Principles and Laws with
Accounting Applications
 Efren Vincent Dizon, Taxation
Law Compendium.
 Danilo Duncano, Philippine
Taxation Handbook.
 Artemio Saguinsin, Taxation in
the Philippines.
 Hector S. de Leon and Hector de
Leon Jr., The Fundamentals of
Taxation

At the end of the unit, the students must Chapter 5 - Critical Evaluation and  Round Groups are  Ilocos Norte Provincial Deep
have: Promotion of Local and Oral Table/Panel tasked to Profile appreciation
History, Museums, Historical Discussion share their  Spanish Period: Revolts on national
1. manifested interest in Shrines, Cultural Performances,  Lecture oral/local and Uprisings of the and local
local history and concern Indigenous Practices, Religious  Videoclips history to be Ilokanos heritages
in promoting and Rites and Rituals presented in
 Propaganda Movement
preserving our country’s class. Strengthened
national patrimony and and Juan Luna nationalism
cultural heritage. Making an  Katipunan : Valentin Diaz
autobiography of Paoay, Antonio Luna, of
using primary Badoc, and Artemio
sources as Ricarte of Batac
attachment.  Japanese Occupation :
Roque Ablan Sr of Laoag
Writing a
reflection City, Josefa Llanes
paper about a Escoda,, and Simeon 12
local historical Valdez of Batac hours
shrine or  Philippine History and
museum Ferdinand E. Marcos
visited.  Documents on building of
towns: Historical Papers,
Ereccion de Pueblo
 Archives, museums, local
studies centers
 Art galleries, painting
collections
 Historical landmarks,
UNESCO heritage sites
 Performances that
showcase traditional arts
and customs
 Fiestas and related
activities

References
A. Textbooks
Caday, M.A.R.T., and Pangilinan, M.C. (2015). History of the Philippines. Intramuros, Manila. Mindshapes Co. Inc.
Constantino, Renato (1995).Volume 1 – The Philippines: A Past Revisited. Manila, Philippines.
Corpuz, R.M. (2012). Philippine History and Constitution (Rev. Ed.). Intramurals, Manila. Mindshapes Co. Inc.
De Leon, Hector S. (2011). Textbook on the Philippine Constitution. Quezon City. Rex Printing Company, Inc.
De Leon, Hector S. (2012). Textbook on Agrarian Reform and Taxation. Quezon City. Rex Printing Company, Inc.
De Leon, Hector S. (2013). The Law on Income Taxation (14th Ed.). Quezon City. Rex Printing Company, Inc.
Delos Santos, Andres, et. al (2014). Philippine History: A Review on the Continuous Tribulations and Triumphs (2nd Edition). Malabon City. Jimcyzville Publications.
Garcia, C.D. (2015). The Filipinos and their Struggles for Freedom and Survival: A Textbook on Philippine History of College Students (Rev.Ed.) Mandaluyong City. Books, atbp Publishing.
Lazo, H.S. (2015). An Introduction to Ilocos History. Quezon City. Central Book Supply.
Lucilles, Bernardo M. (2013). Introduction to Tax and Taxation. Quezon City. Rex Printing Company, Inc.
B. Internet Resources
The Philippine Rice Share Tenancy Act of 1933 (Act 4045) Retrieved at http://www.chanrobles.com/acts/actsno4045.html
“Agricultural Tenancy Act of the Philippines in 1954” (RA 1199) Retrieved at http://www.lawphil.net/
Agricultural Land Reform Code of 1963 Retrived at (RA 3844) http://www.lawphil.net/statutes/repacts/ra1963/ra_3844_1963.html
P.D. 27 of 1972 Retrieved at http://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1972.html Comprehensive Agrarian Reform Program of 1988
RA 6657 Retrieved http://www.gov.ph/downloads/1988/06jun/19880610-RA-6657-CCA.pdf
Comprehensive Agrarian Reform Program Extension with Reforms of 2009 (RA 9700) Retreived at http://www.chanrobles.com /republicacts/republicactsno9700_pdf.php
Malolos Constitution of 1899. Retrived at http://www.lawphil.net/consti/consmalo.htm
Commonwealth Constitution of 1935. Retrived at http://www.gov.ph/constitutions/1935-constitution-amended/
1973 Constitution. Retrived at http://www.gov.ph/constitutions/1973-constitution-of-the-republic-of-the-philippines-2/

1987 Constitution. Retrived at http://www.gov.ph/constitutions/1987-constitution/
COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

Critical Analysis on Documents
Reflective writing Class Standing – 25%
Accomplished activity sheets and worksheets Product/Performance – 30%
Collection of created and solved problems Midterm Test – 20%
Written Examinations Final Test – 25%
Performance Activities TOTAL – 100%
COURSE POLICIES Students enrolled in this course are expected to observe the following rules:
1. Official enrolment form (Form 5) of students should be validated.

2. Students should come to class on time
3. Course requirements and assignments should be submitted on time.
4. Actively participate in classroom discussions and group work.
CONSULTATION PERIOD 2:00 -4:00 TTH, SEd Faculty Office
FACULTY-IN-CHARGE NIÑA CHRISTELLE M. SUMINTAC
Academic Rank: Instructor I
PRC #: 1391289 (valid up to 12/06/2021)
Mobile: 09306689465
Email Address: ninasumintac@gmail.com
PREPARED BY: RECOMMEND APPROVAL: APPROVED:
SOCSC 01 GROUP (Faculty Training for New GE Courses) EDWIN B. RIVERA ELIZA T. SAMSON PRIMA FE R. FRANCO
Chairperson, Technical-Vocational and Livelihood Education Department Dean Vice President for Academic Affairs



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MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTLED-SYL-SOCSC 01

COLLEGE OF TEACHER EDUCATION

VISION OF THE UNIVERSITY A premier Philippine university by 2028.

MMSU graduates should be able to:

Disclaimer: Reproduction of this document is allowed subject

COURSE CODE SOCSC 01

CONTENT OUTLINE AND TIMEFRAME

Time Frame Course Content /Subject Matter

Chapter 1 – Meaning and Relevance of History

Disclaimer: Reproduction of this document is allowed subject

Desired Learning Outcomes Teaching and Resource Materials Values

Paper and pencil

Disclaimer: Reproduction of this document is allowed subject

Disclaimer: Reproduction of this document is allowed subject

Report on the Cavite

Disclaimer: Reproduction of this document is allowed subject

Disclaimer: Reproduction of this document is allowed subject

Program Extension with Reforms

Disclaimer: Reproduction of this document is allowed subject

Disclaimer: Reproduction of this document is allowed subject

Disclaimer: Reproduction of this document is allowed subject

1987 Constitution. Retrived at http://www.gov.ph/constitutions/1987-constitution/

COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

1. Official enrolment form (Form 5) of students should be validated.

PREPARED BY: RECOMMEND APPROVAL: APPROVED:

Disclaimer: Reproduction of this document is allowed subject

Disclaimer: Reproduction of this document is allowed subject

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