AKLAN STATE UNIVERSITY

College of Human Development and Performance Sciences

Makato, Aklan

Course Syllabus in CRPH – READINGS IN PHILIPPINE HISTORY

Program: Bachelor of Technology and Livelihood Education (BTLEd)
Date of Effectivity: Second Semester, A.Y. 2023-2024
Date Revised: January 8, 2024

I. INSTITUTIONAL VISION, MISSION, AND OUTCOMES

Vision : A leading university in the Asia-Pacific Region for global competitiveness and sustainable development.

Mission : Advance transformational education in agriculture and other disciplines to produce empowered and globally competitive graduates.
Strengthen positive values to hone spiritually-anchored and environmentally-accountable individuals.
Uphold excellence and innovativeness through relevant research, responsive extension programs, and sustainable
agricultural and industrial production

Institutional Outcomes : ASU SAILS…

Strategic and research-based experts sustaining resilience in communities;
Adaptive, gender-responsive and pro-active nation builders;
Innovative and transformative professionals and entrepreneurs;
Leading and ethical human resource managers and administrators; and
Socially active and diplomatic international planners and collaborators
II. COLLEGE GOAL

Goals : Generate upstanding and highly esteemed professionals in the global village.

III. PROGRAM GOALS/OBJECTIVES (If Applicable)

The BTLEd program aims to develop highly competent and motivated teachers in Technology and Livelihood Education for Grades 4-8.

The technology livelihood education curriculum shall impart a body of knowledge, skills, attitudes, values and experiences that will provide prospective Grade 4-8 EPP/TLE Teachers with the necessary
competencies essential for effective teaching and at the same time are accredited TVET Trainors and Assessors.

The specified body of knowledge, skills, attitudes, values and experiences shall include the following:
a. A general education component, consistent with the CHED issuance per CMO No. 20, series of 2013.
b. A professional education component to include courses under four broad categories: 1) theory and concept courses, 2) pedagogical content knowledge, 3) experiential learning courses, and 4) special
topics courses.
 The theory and concept courses provide the broad frameworks within which students can understand, rationalize, and reflect on the various methods, strategies, processes, issues and other matters
related to the teaching profession.
c. The pedagogical content knowledge courses aim to develop in students a wide range of skills to facilitate and evaluate learning among diverse types of students in a variety of learning environments.
ICT-integration in teaching is an essential part of the methods and strategies courses to equip the teacher with competencies on the use of technology in teaching and in training.
d. The pedagogical content knowledge is based on the Philippine TVET Trainers Qualification Framework (PTTQF). PTTOF ensures consistent delivery of quality training services across the country. It
aims to qualify and certify prospective EPP/TLE Teachers from Grades 4-8 to ensure their competence in trade qualifications, and training and assessment methodologies.
e. The experiential learning courses are intended to provide students with practical learning experiences in which they can observe, verify, reflect on and actually experience different components of the
teaching-learning processes in actual school and industry settings.
The special topics courses give the students an opportunity to explore special topics and current issues related to their field of study.
f. A specialization component that includes industry exposure to equip the teacher with in-depth knowledge of the content and specified skills in the major field.

IV. PROGRAM OUTCOMES

The minimum standards for the Bachelor in Technology and Livelihood Education (BTLED) program are expressed in the following minimum set of learning outcomes:

Common to all programs in all types of schools

The graduates have the ability to:

a. Articulate and discuss the latest developments in the specific field of practice. Philippine Qualifications Framework level 6 descriptor)
b. Effectively communicate orally and in writing using both English and Filipino
c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
d. Act in recognition of professional, social, and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage “(based on RA 7722)

Common to the Discipline (Teacher Education)

f. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
g. Demonstrate mastery of subject matter/discipline
h. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
i. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
j. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
k. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes.
l. Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities.
m. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
Specific to a sub-discipline and a major (Bachelor in Technology and Livelihood Education)

n. Demonstrate the competencies required of the Philippine TVET Trainers-Assessors Qualifications Framework (PTTQF);
o. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
p. Apply with minimal supervision specialized knowledge and skills in technology and livelihood education;
q. Demonstrate higher level literacy, communication, numeracy, critical thinking learning, learning skills needed for higher learning;
r. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
 s. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes;
t. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches); and
u. 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.

Common to a horizontal type as defined in CMO 46, 2012

a. Graduates of professional institutions demonstrate service orientation in their respective professions.

b. Graduates of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly in response to the needs of the communities they
serve.
c. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects.

V. COURSE SPECIFICATION

Course Code and Title : CRPH – READINGS IN PHILIPPINE HISTORY

Prerequisites/Co-Requisite : None
Course Credit/Unit : 3 Units – 3 Hours Lecture
Course Description : This course is designed to tackle Philippine History viewed from the lens of selected primary sources in different periods, analysis, and

interpretation.

VI. COURSE OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES

COURSE OUTCOMES PROGRAM OUTCOMES

After completion of the course, the students must be able to: a b c d e f g h i j k l m n o p q r s t u

CO1 Evaluate primary sources for their credibility, authenticity and provenance. l P P I/P P/D D I/P P P D I I I P P P I I D D D

CO2 Analyze the context, content and perspective of different kinds of primary sources. l P P I/P P/D D I/P P P D I ID I P P P I I D D D

CO3 Determine the contribution of different kinds of primary sources in understanding Philippine history. l I P I/P P D I/P P P D I ID 1D P P I I P D D D

CO4 Develop critical and analytical skills with exposure to primary sources. l P P I/P P D I/P P P D I D ID P P I I P D D D

CO5 Demonstrate the ability to use primary sources to argue in favor or against a particular issue. l P P I/P P/D D I/P P P D I ID ID P D D D D D D D
 Effectively communicate, using various techniques and genres, the historical analysis of a particular event or issue
CO6 l P P I/P P/D D I/P P P D I ID ID P D D D D D D D
that could help others understand the chosen topic.

Propose recommendations/solutions to present-day-to-day problems based on their understanding of root causes

Co7 l I P I/P P D I/P P P D I ID ID P D D D D D D D
and their anticipation of future scenarios.

CO8 Display the ability to work in a team and contribute to a group project. l I P I/P P D I/P P P D I ID ID P D D D D D D D

Manifest interest in local history and concern in promoting and preserving our country’s national patrimony and
CO9 l P P I/P P D I/P P P D I ID ID P D D D D D D D
cultural heritage.

Legend: I – Introduced P – Practiced D – Demonstrated

VII. OUTCOMES-BASED TEACHING AND LEARNING (OBTL) PLAN

TIME
ASSESSMENT
FRAME COURSE
INTENDED LEARNING TEACHING LEARNING
TOPICS
OUTCOMES (ILO) ACTIVITIES (TLA)
OUTCOMES TASK PERFORMANCE EVALUATION RECOMMENDATION
WK# HRS
TARGET RESULT

After completion of the
lesson, the students must
be able to:
Internalize the vision,
mission of the University
and the institutional,
program and course
outcomes,
1. Vision, Mission, and 1 1 CO1 o Lecture Observe classroom
Outcomes o Discussion standards and demonstrate
o Consultation proper behavior in the 85% of the 95% of the Giving an interactive
a. The University Vision, classroom as well as inside students will students will discussion, uses of
Mission, and the campus vicinity. passed passed situation scenario in
Institutional Outcomes assessment assessment order for the student to
b. The Program Outcomes
learn about the topic
c. The Course Outcomes
2. Intellectual Property being discusses
Fundamentals
 3. RA 7877 Orientation

Acquainted with the a. Anti-sexual

content of the course Harassment
syllabus, course policies b. Bawal Bastos Law
and standards, the c. ANTI-RAPE
d. Gender
grading system, their Mainstreaming Issues
course facilitator and
classmates, and
suggestions for success 4. Grading System,
in the course; and Policies, Standards, and
Suggestions for Success
Develop awareness
about Gender Equality
Awareness (GAD).

Discussed their
expectations from the
course and the facilitator.

At the end of the unit, the Introduction to History

student will be able to: • Lecture/discussion
1. Meaning and relevance of • Quiz 85% of the 95% of the
• Library, museum and
1. Define history history • Oral Recitation students will students will
archives visitation
2. Determine the 2. Distinction of primary and passed passed
• Comparative analysis • Essay writing
relevance of history secondary sources
3. External and internal CO1, CO2, of primary and • Produce examples of assessment assessment
in society 2-4 9
criticism CO3 secondary sources primary sources and
3. Differentiate
external and internal 4. Repositories of primary • Group discussion the corresponding
criticism sources • Reporting secondary sources
Identify the different kinds • Film showing/Audio derived from them.
of primary sources and its Visual Presentation
• Role Playing
repositories

At the end of the unit, the Analysis and Examination 1. Quiz

CO1, CO2, 1. Lecture/discussion
student will be able to: 5-7 9 2. Oral Recitation
2. Content/contextual
CO3 3. Critical essay about a 85% of the 95% of the
analysis
particular primary students will students will
3. Brainstorming
source students are
1. Conduct an analysis 1. Content and contextual 4. Small Group to discuss the passed passed
of the content and analysis of selected Discussion importance of the assessment assessment
context of primary primary sources 5. Reporting text, the author’s
sources. 2. Identification of the 6. Film Analysis background, the
2. Determine the historical importance of 7. Library Research context of the
importance of the the text 8. Textual Analysis document, and its
text. 3. Examination of the contribution to
Examine an argument and author’s main argument understanding the
point of view. and point of view Philippine history
4. Reaction paper
5. Term papers/project

At the end of the unit, the Controversies and

student will be able to: Conflicting Views in 1. Quiz
Philippine History 1. Lecture/discussion 2. Oral Recitation 85% of the 95% of the
1. Give opinion on a 2. Debate 3. Debate a particular students will students will
particular issue 1. “One past but many 3. Document analysis issue in Philippine passed passed
Explain controversies and histories” controversies 4. Group discussion History assessment assessment
conflicting issues with and conflicting views in CO4, CO5, 5. Reporting 4. Reaction/reflection
8-9 6
supporting Philippine history CO6 6. Film showing/audio paper on a sponsored
a. Site of the first visual presentation activity like lecture,
evidences/facts
mass 7. Library research
8. Round table symposium, round
b. Cavite mutiny
c. Retraction of Rizal discussion table discussion and
d. Cry of Balintawak or 9. Symposium the like.
Pugadlawin

MIDTERM EXAMINATION 9

At the end of the unit, the Social, Political, Economic 1. Quiz

1. Lecture/discussion
student will be able to: and Cultural Issues in 2. Oral Recitation
2. Document analysis
Philippine History 3. Research output that 85% of the 95% of the
3. Documentary film
1. Identify the may be in the form of students will students will
showing
economic issues in 1. Agrarian Reform Policies a term paper, exhibit, passed passed
10- CO7, CO8, 4. Group discussion
Philippine history 2. The Philippine documentary
15 5. Reporting assessment assessment
2. State the distinction Constitution 14 CO9 presentation,
6. Library and archival
of different -1899 (Malolos diodrama, webpage
research: Students will
Philippine and other genres
Constitution) be required to look for
Constitution where students can
-1935 Constitution primary sources on
3. Determine the law express their ideas.
-1973 Constitution which they will base
governing taxation The output should
-1987 Constitution their narrative and
trace the evolution of
4. Identify some of the 3. Taxation analysis of the topic the chosen topic
historical 4. Filipino Cultural Heritage assigned to them through at least three
background of 5. Filipino-American 7. Role playing periods. Group
schools and other Relations members should
social institutions 6. Government peace collaborate to
Identify the contribution of treaties with Muslim produce a synthesis
a prominent Filipino Filipinos that examines the
7. Institutional history of role of this issue in
schools, corporations, promoting/hindering
industries, religious nation building, and
groups and the like. provide appropriate
8. Biography of a prominent recommendations
Filipino rooted in a historical
understanding of the
issue.
At the end of the unit, the Historical Places, Practices 1. Lecture/discussion
student will be able to: and Oral History 2. Research in local 1. Quiz
libraries and local 2. Oral Recitation 85% of the 95% of the
studies center (if 3. Reaction paper or
1. To identify the local 1. Local History students will students will
available) critique of shrines,
and oral history 2. Oral history 14- CO7, CO8, passed passed
3. Educational tour historical sites,
2. Give critical 3. Museums and historical 12 assessment assessment
17 CO9 4. Conduct oral interview museum the students
evaluation to shrines
visited
historical places, 4. Cultural performances
4. Letter to the editor
practices and rituals 5. Indigenous practices
5. Blogs
Promote local Philippine 6. Religious rites and rituals
6. Transcript of oral
history interview

FINAL EXAMINATION 18

VIII. GRADING PLAN

Course work will be graded by the following criteria:

Criteria for Grading:

Lecture: Examination:

Quizzes/Activity 25%
Midterm/Final Exam 35% Midterm 50%
Output 20% Final Term 50%
Class Interaction 10% 100%
 Values 10%
Total 100%

Note: Absences for which medical or court excuse is provided will be recorded but not figured in the attendance grade. Likewise, an absence for which advance notice is given by phone or in person will not be figured
in attendance grade if he presents a valid excuse letter upon coming back to class. Tardiness or early departure from class will be figured as a half absence. A student who has ten (10) hours successive unexcused
absences will be dropped from the course. Behavior is graded to the observation of the Instructor.

Performance Target: 85% of the class will get passing grade

VII. LEARNING RESOURCES

A. Books
1. 2013 University Code
2. 2011 ASU Student Handbook
3. Louis Gottschalk, Understanding History, (pp.41-61;117-170)
4. Howell and Prevenier, From Reliable Sources, (pp.17-68)
5. Santiago, Alvarez, Katipunan and the Revolution: Memoirs of a General, (pp.82-88)
6. Teodoro, Agoncillo, History of the Filipino People, (pp.184-187)
7. Robert Fox, The Tabon Caves, (pp.40-44, 109-119) Human remains and artifacts).
8. William Henry Scott, Prehispanic source Materials for the study of the Philippine History (pp.90-135).
9. Antonio Pegafetta, First Voyage around the World, (pp.23-38) {Chronicle}
10. Juan de Palencia, Customs of the Tagalogs, (Garia 1979, pp.221-234), {Friar account}
11. Emilio Jacinto “Kartilla ng Katipunan” (Richardson, 2013, pp. 131-137) {Declaration of Principles}
12. Emilio Aguinaldo, Mga Gunita ng Himagsikan, (pp.78-82, 95-100, 177-88, 212-227) {Memoirs}
13. National Historical Institute (1997) Documents of the 1898 Declaration of Philippine Independence, The Malolos Constitution and the First Philippine Republic, Manila: National Historical Institute (pp19-
23) {Proclamation}
14. Commission on Independence, Filipino Grievances against Governor Wood (Zaide 19990, vol. 11, pp. 230-234). {Petition Letter}
15. Corazon Aquino, President Corazon Aquino’s Speech before in the U.S. Congres Sept. 18, 1986 {Speech}

B. Instructional Aids
1. Laptop
2. Projector
3. Handouts

VIII. COURSE POLICIES AND STANDARDS

1. This course will rely heavily on discussion and thus, recitation is highly valued.
2. All requirements must be submitted on time.
 3. Food and drinks are allowed as long as shared to everyone.
IX. CLASSROOM POLICIES

1. No communication gadgets or music players are allowed for use in class.

2. Minimal eating is allowed inside the classroom
3. Native languages should not be utilized in the duration of this course.
4. Assignments should not be done in class. Writing time is not free time.
5. When nature calls, go out quietly without disturbing the class.
6. Students are expected to exhibit proper behavior inside the class.
7. Opinions of others must be respected all the time.

X. EMERGENCY PROCEDURES

1. Be aware of evacuation procedures and instructions/signs in corridors of the building in case of emergency.
2. Call the attention of security guards on post in case of trouble inside the campus.
3. Report any problems immediately to school authorities.
4. For health problems, look for the school nurse at the medical clinic located inside the Office of the Student Affairs

XI. SUGGESTIONS FOR SUCCESS

Review your lessons after classroom discussions. Being intelligent is not enough to be successful; you also need to be patient, industrious and always prepare for surprise quizzes and activities. Take a part
on classroom interaction, what you may know will contribute much to the learning of others. Excellence cannot be attained instantly. We are what we repeatedly do. Excellence, therefore, is not a simple act but a
habit. Intelligence plus character is the true essence of education (Martin Luther King, Jr).

XII. SUGGESTIONS FROM STUDENTS

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XIII. COMMENTS (Guest Observer/Program Chair/Department Chair)

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Prepared by:

Name of Faculty : ABBYGAIL S. DELA CRUZ

Office and Location : ASU – Makato, College of Human Development and Performance Sciences, Makato, Aklan
Office Tel/Mobile No. : 272 - 3923
Consultation Schedule : Wednesday, 1:00 – 3:00 PM, Thursday, 9:00-10:00 AM, Friday, 2:00-4:00 PM
Email Address : abbygaildelacruz94@gmail.com

Evaluated by: Approved:

MARGIE C. TIPAN, PhD AMELIA T. NAVEJAS, PhD

Department/Program Chairperson Campus Head