COLLEGE OF EDUCATION

GE - Social Sciences and Philosophy

COURSE SYLLABUS
COURSE TITLE READINGS IN PHILIPPINE HISTORY
COURSE CODE SOCSCI2
CREDIT UNITS 3
COURSE None
PREREQUISITE
COURSE 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
DESCRIPTION given opportunities to analyze the authors’ 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 religion history. Priority is given to primary materials that could help students develop their analytical and communicative 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.

VISION MISSION CORE VALUES

To be recognized as the #1 local university of employable To provide a comprehensive education that enhances the lives of QCU Jointness of undertaking and
graduates. students for nation building and as world citizens. Organizational adaptability with
Yoke of Efficiency and Effectiveness

INSTITUTIONAL OUTCOMES PROGRAM OUTCOMES COURSE OUTCOMES

QCU graduates are:
Qualified in their chosen field locally and globally
Competent and effective communicators
Unique in demonstrating their sense of genuine
nationalism and patriotism
a. Demonstrate basic and higher-level literacy, communication,
necessary critical thinking, and learning skills needed for higher
learning.
b. Apply research skills acquired in various subjects.
c. Execute a wide range of teaching process skills (including
curriculum development, lesson planning, materials
development, educational assessment, and teaching
approaches) applicable in various contexts (community, nation,
and world) and life-long learning.
d. Exhibit employable skills, competencies, and work attitudes
that will meet manpower requirements of educational
At the end of the course, the student should be able to:
1. Evaluate primary sources for their credibility, authenticity, and
provenance.
2. Analyze the context, content 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
favor or against a particular issue

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 institutions and businesses for social and economic 6. Effectively communicate, using various techniques and genres,
development. their historical analysis of a particular event or issue that could
e. Share expertise in literacy, numeracy, and livelihood help others understand the chosen topic
technology to the adopted community. 7. Propose recommendations/solutions to present-day problems
f. Use various educational tools and technologies in day-to-day based on their understanding of the root causes and their
lessons to facilitate learning. anticipation of future scenarios
g. Keep abreast with technological changes affecting lifestyle and 8. Display the ability to work in a team and contribute to a group
workplaces to be globally competitive. project
h. Display high level of leadership and organizational skills in 9. Manifest interest in local history and concern in promoting and
school and classroom management. preserving our country’s national patrimony and cultural
i. Practice the professional and ethical requirements of the heritage
teaching profession.
j. Acquire higher levels of comprehension (textual, visual, etc.).
k. Develop the proficient and effective communication (writing,
speaking, and use of new technologies).
l. Understand the basic concepts across the domains of
knowledge.
m. Develop critical, analytical and creative thinking.
n. Apply different analytical modes (quantitative and qualitative,
artistic and scientific, textual and visual, experimental,
observation, etc.) in tackling problems methodically.
o. Appreciate of the human condition.
p. Develop capacity to personally interpret the human
experience.
q. Develop ability to view the contemporary world from both
Philippine and global perspectives.
r. Establish self-assurance in knowing and being Filipino.
s. Develop the capacity to reflect critically on shared concerns
and think of innovative, creative solutions guided by ethical
standards.
t. Develop the ability to reflect on moral norms/imperatives as
they affect individuals and society.
u. Develop the ability to appreciate and contribute to artistic

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 beauty.
v. Understand and respect human rights.
w. Develop the ability to contribute personally and meaningfully
to the country’s development.
x. Work effectively in a group.

OUTCOMES-BASED TEACHING AND LEARNING (OBTL) PLAN

WEEK LEARNING OUTCOMES TOPIC METHODOLOGY LEARNING AND TEACHING ASSESSMENT and TASKS
Flexible Teaching Learning RESOURCES
Activities
Week 1 At the end of the session, students will be able to: Orientation 1. Syllabus
1. Understand the course requirements, class rules, 1. Class Rules Class orientation 2. Student Handbook
and grading system. 2. Grading system (synchronous/asynchronou 3. Powerpoint presentation
3. Course introduction s)
Week 2 1. Understand the significance of history. I. Understanding History Lecture / Discussion 1. Louis Gottschalk, Reflective essay on the
2. Discuss the significance of history in their lives. (synchronous/asynchronou Understanding History, (pp. importance of studying
a. Meaning and relevance of history s) 41-61; 117-170). (Digitalized history.
book)
b. Historical Method

Week 3 1. Determine the credibility and authenticity of II. Using Primary and Secondary Sources 1. Lecture/ Discussion 1. Louis Gottschalk, 1. Library Search; Find
primary sources. Understanding History, (pp. examples of primary
2. Distinguish between external and internal criticism. a. Primary and secondary sources are 2. Presentation of 41-61; 117-170). (Digitalized sources and the
Examine the historical sources' provenance. distinguished, as are external and internal comparative matrix book) corresponding secondary
criticism. 2. Howell and Prevenier, sources from the
(synchronous/asynchronou From Reliable Sources, (pp. library/on line.
b. primary source repositories and various s) 17-68) (Digitalized book) 2. Comparative analysis of
types of primary sources 3. Santiago Alvarez, primary and secondary
Katipunan and the sources
Revolution: Memoirs of a
General, (pp. 82-88).

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 (Memoir)
4. Teodoro Agoncillo,
History of the Filipino
People, (pp. 184-187).
(Book)
5. Power point presentation
Week 4-8 1. Examine the context, content, and perspective of III. Context and Content Analysis of 1. Textual analysis 1. Antonio Pigafetta. First 1. Textual analysis
various types of primary sources. Selected Primary and Secondary Sources 2. Small group discussion Voyage Around the World, 2. On-line quiz
2. Determine how these primary sources influenced 3. Individual / Group (pp. 23-48) [Chronicle] 3. Individual / Group
the Filipino people's history. (Identification of the historical importance presentation 2. Juan de Plasencia, presentation
3. As they are exposed to primary sources, they will of the text and examination of the author’s 4. Film analysis Customs of the Tagalogs, 4. Film Analysis
develop critical and analytical skills. (Garcia, (1979). pp. 221-234)
main argument and point of view)
(synchronous/asynchronou [Friar account]
1. First Voyage Around the World by s) 3. Emilio Jacinto, “Kartilla ng
Katipunan” (Richardson,
Antonio Pigafetta.
(2013). pp. 131-137)
[Declaration of Principles]
2. Customs of the Tagalogs by Juan de
(online article)
Plasencia 4. Emilio Aguinaldo, Mga
Gunita ng Himagsikan. (pp.
3. “Kartilla ng Katipunan” by Emilio Jacinto 78-82; 95-100; 177-188;
212-227) [Memoirs]
4. Mga Gunita ng Himagsikan by Emilio 5. Documents of the 1898
Aguinaldo Declaration of Philippine
Independence, The Malolos
5. Documents of the 1898 Declaration of Constitution and the First
Philippine Independence, The Malolos Philippine Republic by
Constitution and the First Philippine National Historical Institute.
Republic by National Historical Institute. (1997).
(1997). 6. Works of Luna and
Amorsolo [Paintings]
6. Works of Luna and Amorsolo [Paintings] 7. Political Caricatures of the
American Era by Alfred

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 7. Political Caricatures of the American Era
by Alfred McCoy
8. Filipino Grievances Against Governor
Wood by the Commission on Independence
9. President Corazon Aquino’s Speech
before the U.S. Congress Sept. 18, 1986
[Speech] / Proclamation of Martial Law,
September 21, 1972 (Document)
10. Raiders of the Sulu Sea (film)
Week 9 MIDTERM EXAMINATION
Week 10-12 1. Demonstrate ability to formulate arguments in favor IV. Historic Controversies
or against a specific issue using primary sources. “One past but many histories”:
controversies and conflicting views in
Philippine History
1. Cavite mutiny
2. Cry of Balintawak or Pugadlawin
3. Filipino Collaborators
4. Martial Law
5. Charter Change
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McCoy
8. Filipino Grievances
Against Governor Wood by
the Commission on
Independence
9. President Corazon
Aquino’s Speech before the
U.S. Congress Sept. 18, 1986
[Speech] / Proclamation of
Martial Law, September 21,
1972 (Document)
10. Raiders of the Sulu Sea
(film)
11. Power point
presentation
1. Document analysis 8. Message of President 1. Position and Rebuttal
2. On-line debate/Face-to- Roxas asking the paper
face debate Concurrence of Congress to 2. Reaction/ reflection
the Amnesty Proclamation, paper on an sponsored
(synchronous) January 29, 1948 activity like lecture,
www.officialgazzette.gov.ph symposium, round table
9. Proclamation No. 51, s. discussion and the like.
1948, A Proclamation 3. Recorded Debate/Face-
Granting Amnesty to-face
www.officialgazette.gov.ph
10. Proclamation 1081, s.
1972, Proclaiming a State of
Martial Law in the
Philippines
www.officialgazette.gov.ph
11. Resolution of Both
 Houses No. 15, Proposing
the Revision of the 1987
Constitution of the Republic
of the Philippines
www.congress.gov.ph
12. Power point
presentation
Week 13-15 1. Effectively communicate, using a variety of V. Social, political, economic and cultural 1.Document analysis 1. "The Philippine Rice Share The students trace the
techniques and genres, their historical analysis of a issues in Philippine history 2.Archival research Tenancy Act of 1933 (Act evolution of the chosen
specific event or issue that may assist others in 3.Interview 4054) topic through at least
4. Group presentation 2. "Agricultural Tenancy Act three periods. Group
understanding the chosen topic;
5. Lecture discussion of the Philippines of 1954 members collaborate to
Mandatory topics: (R.A. 1199) produce a synthesis that
2. Propose recommendations or solutions to current
(synchronous/asynchronou 3. Agricultural Land Reform examines the role of this
problems based on their understanding of the
1. Agrarian Reform Policies and Taxation s) Code of 1963 (R.A 3844) issue in
underlying causes and their projections of future 2. The Philippine Constitution: P.D. 27 of 1972 promoting/hindering
scenarios; 1899 (Malolos) Constitution, 4. Comprehensive Agrarian nation-building.
1935 Constitution, Reform Program of 1988 Students must provide
3. Demonstrate ability to work in a multidisciplinary (R.A. 6657) appropriate
team and contribute to a group project. 1973 Constitution,
5. Comprehensive Agrarian recommendations rooted
1987 Constitution Reform Program Extension in a historical
3. Peopling of the Philippines with Reforms of 2009 (R.A. understanding of the
4. Filipino-American Relations 9700) issue.
5. Peace Treaties with the Muslims 6. Saguinsin, Artemio T.
(2009). Taxation in the
Philippines.
7. De Leon, Hector and
Hector de Leon Jr. The
Fundamentals of Taxation.

8. Malolos Constitution of
1899.
9. Commonwealth

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 Constitution of 1935:
10. 1973 Constitution:
11. 1987 Constitution,

Highlights in the History of

Philippine-American
Relations, September 27,
1943 by Office of Special
Services, Commonwealth of
the Philippines.
www.officialgazette.gov.ph
Week 16 -17 1. Locate local museums and historical sites in their VI. Appreciating Historical and Heritage 1. Lecture discussion 1. Historical Data Papers Students must submit a
areas. Sites 2. Ereccion de Pueblos travel blog/travelogue/on-
2. Research in Local (Creation of Towns) line exhibit evaluation that
2. List the dos and don'ts of visiting museums and Critical evaluation and promotion of local libraries and Local Studies 3. Museums, Local Studies includes the following:
historical sites. and oral history, museums, historical Centers (if available) Centers 1. Location map and
4. Art Galleries, Painting picture of the façade
shrines, cultural performances, indigenous
3. Visit the local museums, as well as historical and 3. (Virtual) Tour in local collections 2. Background (builder,
practices, religious rites and rituals, etc.
cultural sites. museums, historical sites, 5. Historical landmarks and purpose, evolution, etc.)
UNESCO sites 3. Description of its
art galleries, archeological
4. Promote your community's history. 6. Performances where one collections
sites and other places could see traditional arts 4. Prominent Primary
where one could see and culture Sources
5. Create strategies for promoting and preserving the
cultural and heritage 7. Fiestas and similar local 5. Personal evaluation of
nation's historical and cultural heritage.
displays celebrations the strength and
8. Power point presentation weaknesses of the place
4. Conduct Oral interview 6. Their own ways on how
to promote and preserve
(asynchronous) historical/cultural sites.

Week - 18 FINAL EXAMINATION

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 SUGGESTED READINGS AND REFERENCES

Agoncillo, T. (2010). Philippine History: Expanded and Updated Version. C & E Publishing Inc.

Agoncillo, T. (1990). History of the Filipino People. C & E Publishing Inc.

Agricultural Land Reform Code of 1963 (1963, August 8). Official Gazette. https://www.officialgazette.gov.ph/1963/08/08/republic-act-no-3844/

Agricultural Tenancy Act of the Philippines of 1954 (1954, August 30). Official Gazette. https://www.officialgazette.gov.ph/1954/08/30/republic-act-no-
1199/#:~:text=%E2%80%94Agricultural%20tenancy%20is%20the%20physical,agrees%20to%20share%20the%20harvest

Candelaria, J. and Alporha, V. (2018). Readings in Philippine History (GEC Series). Rex Bookstore.

Comprehensive Agrarian Reform Program Extension with Reforms of 2009 (2009, August 7). Official Gazette. https://www.officialgazette.gov.ph/2009/08/07/republic-act-no-9700/

Comprehensive Agrarian Reform Program of 1988 (1988, June 10). Official Gazette. https://www.officialgazette.gov.ph/1988/06/10/republic-act-no-6657/

Highlights in the History of Philippine-American Relations. (1943, September 27). Official Gazette. https://www.officialgazette.gov.ph/1943/09/27/highlights-in-the-history-of-philippine-american-relations-
september-27-1943/

Message of President Roxas asking the Concurrence of Congress to the Amnesty Proclamation (1948, January 29). Official Gazette. https://www.officialgazette.gov.ph/1948/01/29/message-of-president-roxas-
asking-the-concurrence-of-congress-to-the-amnesty-proclamation/#:~:text=I%20have%20decided%20to%20issue,the%20Philippines%20throughout%20the%20war.

P.D. 27 of 1972 (1972, October 21). Official Gazette. https://www.officialgazette.gov.ph/1972/10/21/presidential-decree-no-27-s-1972/

Philippine Constitution: Malolos Constitution of 1899, Commonwealth Constitution of 1935, 1973 Constitution & 1987 Constitution (n.d.). Official Gazette. https://www.officialgazette.gov.ph/constitutions/

Proclamation No. 51, s. 1948, A Proclamation Granting Amnesty (1948, January 28). Official Gazette. https://www.officialgazette.gov.ph/1948/01/28/proclamation-no-51-s-1948/

Proclamation 1081, s. 1972, Proclaiming a State of Martial Law in the Philippines Constitution (n.d.). Official Gazette. https://www.officialgazette.gov.ph/featured/declaration-of-martial-
law/#:~:text=Marcos%20signed%20Proclamation%20No.,itself%20was%20dated%20September%2021.

Resolution of Both Houses No. 15, Proposing the Revision of the 1987 Constitution of the Republic of the Philippines (n.d.). Official Gazette. https://www.officialgazette.gov.ph/constitutions/the-1987-
constitution-of-the-republic-of-the-philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-xvii/

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The Philippine Rice Share Tenancy Act of 1933 (Act 4054) (n.d.). Department of Agrarian Reform. http://www.lis.dar.gov.ph/documents/216

Zaide, G. & Zaide, S. (2002). Philippine History and Government 5th Edition. All Nations.
COURSE POLICIES AND STANDARDS
Expectation from Student
The student’s responsibility is to come to each class prepared, and to participate actively in the discussions. Student should read the assigned coursework prior to class, and to present reports as scheduled.
S/he is also expected to take all quizzes and examinations and to submit all course requirements on the dates scheduled. S/he is expected to observe proper and polite behavior at all times, adhering to the
rules and policies of QCU.

Language of Instruction
The language of instruction is English.

Attendance
Students are required to attend all classes starting with the first meeting. Non-attendance in any required class or academic activity constitutes an absence. A student who has been absent for more than 20
percent of the hours of recitation, lectures, or any other scheduled work in this course shall be automatically dropped from the class roll and the Registrar shall be advised accordingly.

Student Rights and Responsibilities

The QCU Student Manual establishes students' freedoms and protections as well as expectations of appropriate behavior and ethical academic work. The Handbook includes items such as the Policy on Student
Rights, the Policy on Student Conduct, and the Academic Integrity Policy.

Academic Integrity
Any work that students submit should be their own work (i.e., not borrowed/copied from any other source, including their classmates). When using other people’s ideas to substantiate their ideas, students are
expected to properly cite the original source. Proper citation procedures shall be discussed in class. Any act of cheating or plagiarism shall be treated in accordance with the Institute’s Policy on Academic
Integrity. Depending upon the individual violation, students could face penalties ranging from failing the assignment to failing the class.

Grading System
The College of Education – Social Sciences and Philosophy Department follows the university grading system given below:

Middle term Grade (MTG) Final Term Grade (FTG) FINAL GRADE:
Class Standing 60% Class Standing 60% Midterm Grade 50%
Midterm Exam Grade 40% Final Exam Grade 40% Final Term Grade 50%
Total 100% Total 100% Total 100% or (MTG + FTG)/2

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In addition, the Department follows the class standing grade distribution given below:

Active Participation (Online Discussion and Online Classroom Activities) – 15%

Quizzes – 15%
Project – 20%
Assignment – 10%_
Total 60%

Student Course Portfolio

All exercises, activities and requirements for the course must be compiled by the students and must be submitted to the instructor before the end of the semester.

Learners with Disabilities

The University and the College of Education – Social Sciences and Philosophy Department strives to make all learning experiences as accessible as possible. If a student anticipates or experiences barriers based
on their disability (including mental health, chronic or temporary medical conditions), the students need to inform their instructor immediately so that they can discuss options privately. To establish reasonable
accommodations, the students need to register in the “List of Learners with Disabilities” at the Office of Student Affairs and Services.

Syllabus Flexibility
The instructor reserves the right to amend or change this syllabus as needed. For example, the instructor may modify content, and/or substitute assignments in response to institutional, weather, or class
situations. Any modification, however, must be communicated by the instructor to the Dean through the Chairperson. Approved changes shall be discussed by the instructor in class.

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 EFFECTIVITY AND REVISION PREPARED BY REVIEWED BY RECOMMENDING APPROVAL APPROVED BY
Issue No. 01 Revision No. 01

QA Doc No. 01 Effectivity Michelangelo B. Fulo Dianne D. Lumibao, MP Randel D. Estacio, PhD Bradford Antonio C. Martinez,
AY 2022-2023 Faculty Chair, Social Science Dean, College of Education DBA Vice-President for Academic
Affairs
The original copy of this document is filed at the Office of the Dean copy furnished the Quality Assurance Office.
//gar22

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