COURSE SYLLABUS
COURSE CODE
:
Mathematics in the Modern
World Credit Unit / No. of Hrs / Week
:3 Unit / 3 Hours a Week
Prerequisite to
:
None
Type of Course
:
General Education
Term
:
First Semester
School Year
:
2023-2024
Course Description : This course deals with nature of Mathematics, appreciation of its practical,
intellectual, and aesthetic dimensions, and application of mathematical tools in daily life.
The course begins with an introduction to the nature of mathematics as an exploration of patterns (in
nature and the environment) and as an application of inductive and deductive reasoning. By exploring
these topics, students are encouraged to go beyond the typical understanding of mathematics as
merely a set of formulas but as a source of aesthetics in patterns of nature, for example and a rich
language in itself (and of science governed by logic and reasoning.
The course then proceeds to survey ways in which mathematics provides a tool for understanding
and dealing with various aspects of present-day living, such as managing personal finances, making
social choices, appreciating geometric designs, understanding codes used in data transmission and
security, and dividing limited resources fairly. These aspects will provide opportunities for actually
doing mathematics in a broad range of exercises that bring out the various dimensions of
mathematics in a broad range of exercises that bring out the various dimensions of mathematics as a
way of knowing and test the students’ understanding and capacity (CMO No. 20, Series of 2013)
● Learning Objectives :
● Knowledge
1. Discuss and argue about the nature of mathematics, what it is and how
it is expressed.
2. Use different types of reasoning to justify statements and arguments
made about.
3. Discuss the language and symbols of mathematics.
Skills
4. Use variety of statistical tools to process and manage numerical data
5. Analyze codes and coding schemes used for identification, privacy and
security
6. Use mathematics in other areas such as finance, voting, health and
medicine but recreation.
Values
1. Appreciate the nature and uses of mathematics in everyday life.
2. Affirm honesty and integrity in the application of mathematics to
various human.
Learning Outcomes
Topics
1. Identity
Section
1.
The
of
Patterns
in Nature
nature
and Mathematics:
regularities in
● Mathematics
the world.
in our world
(Week 1-2)
2. Articulate the
importance
of
Mathematics
3. Argue about
the nature of
mathematics,
what it is and
how it is
4. Express
appreciation
for
mathematics
as a human
endeavor
● Core
idea-Mathema
tics is a useful
way to think
about nature
and our world
Methodology
Video
watching Pair
sharing
Journal
writing
Questions:
What
is
Mathematics?
● Mathematics
Mathematics
helps predict
has no place
behavior
of
in my life
nature
and
phenomena in
the world.
● Mathematics
has numerous
applications in
the
world
making
it
indispensable
Modeling
Patterns in
the natural
world
Assessment
Evaluation and
Req.
Short
Response/Essa
y writing at the
end of the class
What
role
does
mathematics
play in
your world?
● Pattern
and
Numbers
in
nature
and Many pattern
the world
and
occurrences
exist in nature
● Mathematics
in our world
helps
and in our
organize
life.
pattern
and
the world
Mathematics
is just for the
books,
confined
in
the
classroom.
● Mathematics
helps control
nature
and
occurences in
the world for
our
own
wnds.
Resources
Nature
Number by
Ian Stewart
Days
adventure
in
Math
Wonderland
by Akiyama
& Ruiz
The
students
are unable to
elicit ideas and
concepts from
the reading and
video.
The
students
are able to elicit
ideas
from
readings
and
video and
shows correct
understanding
of these.
The student not
only elicit the
correct
ideas
from readings
and
videos
shows evidence
of internalizing
these,
and
consistently
contributes
additional
thoughts to the
core idea.
5. Discuss
the
language,
symbols
and
conventions
of
mathematics.
6. Explain
the
nature
of
mathematics as a
language
7. Perform
Operations
on
mathematical
expressions
correctly.
8. Acknowledge that
mathematics is
a
useful
language
● The
Nature
Mathematics
● Mathematical
Language
symbols
of Individual or small
group
exercises
including games.
and
Whole
class
discussion of
the comparison
between
the
English language
and mathematical
language.
Core Idea
Compilation
of
● Like any language mathematical
and
mathematics has its symbols
own symbols, syntax notations and their
symbols
and
and rules.
● Characteristics
of notations and their
meanings.
mathematical
language,
precise,
concise and powerful. Some ideas
to
and
● Expressions
vs elicit
encourage;
Sentences
Mathematics is a
● Conventions in
language in itself.
the mathematical
language.
● Four basic concepts; Mathematics as a
sets,
functions, language is clear
relations,
binary and objective
operations.
● Elementary
logic, Language
connectives negation conventions are
variables.
necessary
in
mathematics for it
to be understood
by all.
Mathematics is not
a language but a
useless
set
of
formal rules and
alien symbols.
Mathematics
confuses
the
communication of
concept and ideas.
Mathematics is full
off
unnecessary
symbol rules
Required
for
Instructions:
Jamison
R
E
(2000)
Learning
the
Language
of
Mathematics.
Language
and
Learning
across
the disciplines.
Required
Students:
for
The Language of
Mathematics (from
One Mathematical
Cat,
Language and
Grammar
of
Mathematics (both
attached)
9. Use different
types
of reasoning
to
justify
statements
and
arguments
made
about
mathematical
concept.
● The
nature
of
mathematics
● Problem
solving and
reasoning
● Inductive
and
deductive
reasoning.
10. White clear
and logical
proof
11. Solve
problems
involving
pattern
and
recreational
problems
following
Polya’s
four steps.
12. Organize
one’s method
and
approaches
for
proving
and
solving
problems.
13. Use a variety
of statistical
tools
to
process
and manage
numerical
data
● Institution,
proof and
certainly
● Polya’s for
steps in
solving
problems
Activities:
1. Reading and
writing proofs
2. Small group
problem
solving
3. Whole class
discussion of
key problems
and solutions
Mathematics
requires not only
facilities
with
numbers but also
the
ability
to
critically
think
through situation, to
reason and argue
logically
and
creatively
solve
problems.
Mathematics is an
active
human
endeavor.
Mathematics is for
everyone
● Mathematical
Problems
involving
patterns.
Mathematical
solving
problem
takes time.
There may be be
more than one
mathematical
approach
Activities to do:
Lecture
● Mathematics
as a tool
Evaluation
Requirement:
Required:
Mathematical
Excursions by
R. Aufman et al.
What
is
mathematics really?
Recommended:
● Problem
solving
strategies
● Recreation
al Problem
solving
and conventions.
Mathematics, A
Practical Odyssey
by
Johnsons and
Mowry
The
number
Devil
by
Enzensberger
Proffesor Stewart’s
cabinet
of
mathematical
curiosities
by Ian
Stewart
One take
home problem set
Quiz on
proving using
deductive or
inductive
reasoning
Standard/Basis for
grading to use
0- Students
did
not
make any
attempt to
solve
the
problem set
or prove to
any
statement
1- The
students
attempted
to
solve 50%
of the
problem
in the
problem set
or
displayed
2- The
student
attempted
to solve the
problem set
or
displayed.
3- The
student is
able
to
completely
solve
50%
of
the
problem
4- The
student is
able
to
completely
solve
75%
of
the
problem set
14. Use
the
methods of
linear
regression
and
correlation to
predict
the value
15. Advovate the
use
of
statistical
data
in
making
important
decisions.
16. Apply
Geometric
concept
especially
isometrics in
describing
and creating
designs.
● Statistical
tools
derived
from
mathematics are
useful
in
processing
and
managing
numerical data in
order to described
a
phenomenon and
predict
values.
● Mathematics as a
tool.
in
the
problem.
Work
with
appropriate
computer statistical
approach
Activities to do:
Required:
Evaluation:
Small group or
class sharing of
various indigenous
designs
Geometry
Shapes,
Pattern and
Design a
chapter for a
New edition of
the Math 12
Textbook for
Ateneo De
Manila
University
Requirements:
a. 1 Problem
set
b. 1 long test
c. Class
exhibit of
created
collected
indigenous
design.
17. Contribute to
the
enrichment of
the
Filipino
culture and
arts
using
concepts in
geometry
Geometric
Designs
Core Idea:
Geometry can help
enhance one’s artistic
prowess as well as
enrich one’s own culture.
● Recognizing and
analyzing
geometric shapes
● Transformation
● Patterns and
diagram
● Designs, Arts and
Culture
Activities:
1. Role Playing
2. Lectures
3. Written
Exercises
4. Computer
Exercises
Required:
For all practical
purposes,
Introduction to
Contemporary
Mathematics
2nd Edition by
COMAP, Inc. A
student’s Guide
to Coding and
Information
Theory by
Moser and
Chen
Evaluation
requirement:
3 quizzes
1 long test
Standard basis off
grading Numerical
Scores
18. Use
Linear Programming
Mathematical
concepts and
● Linear Inequalities
tools in other
● Geometry of
areas such
Linear
as in finance,
● Simplex Method
voting, logic,
business
networks and
system
Activities:
Evaluation:
1. Problem
Set
2. An
1. Lectures
2. Role Playing
3. Written
Excercises
integrating
Project
Ex. Create a
poster aimed and
recruiting students
to join a club that
promotes
mathematics as an
important tool in
everyday life.
MATHEMATICS IN THE MODERN WORLD COURSE MAP
GE Learning Outcomes
Mathematics in the Modern World
Knowledge (Intellectual Competency)
1. Analyze Text
2. Demonstrate proficient and effective
communication
3. Use basic concept across the
domains of knowledge
4. Demonstrate critical, analytic and
creative thinking
5. Apply different analytical modes in
problem solving
Values (Personal and Civic Responsibility)
1. Appreciate the complexity of the
human condition
2. Interpret the human experience
from various perspective
3. Examine the contemporary world
from both Phil and Global
perspective
4. Take responsibility for knowing and
being a Filipino
5. Relect critically on shared concern
6. Generate innovate practices guided
by ethical standard
7. Make decisions
8. Appreciate various art form
Skills (Practical Skills)
1. Work effectively in a group
2. Apply computing tools
3. Use current technology
4. Negotiate the world
5. Create Solutions
6. Manage one’s knowledge skills and
values Organize one’s self
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References;
COMAP Inc. For all Practical Purposes
Fisher, Carol Bums. The Language of Mathematics
Fisher, Carol Bums. The Language of Mathematics and Grammar
Hersh, R. What is Mathematics really?
Johnson and Mowry, Mathematics a Practical Odysseuy
Moser Chen A Student Guide to Coding
Stewart.lans Natures Number
Vistro, Yu. C. Geometry:Shapes, Patterns and Designs
COURSE SYLLABUS
COURSE CODE
:
Understanding the Self
Credit Unit / No. of Hrs / Week
:
3 Unit / 3 Hours a Week
Prerequisite to
:
None
Type of Course
:
General Education
Term
:
First Semester
School year
:
SY 2018-2019
Course Description :
Purposive communication is about writing, speaking, and presenting
to different audiences and for various purposes.
Purposive communication is a three-unit course that develops students communicative competence
and enhances their cultural and intellectual awareness through multimodal task that provide them
opportunities for communicating effectively and appropriately to a multicultural audience in local or
global context. It equips students with tools for critical evaluation of a variety of texts and focuses on
the power of language and the impact of images to emphasize the importance of conveying
messages responsibly. The knowledge, skills, and insights that students gain from this course may be
used in their other academic endeavors, their chosen disciplines, and their future careers as they
compose and produce relevant oral, written, audio visual and/or web-based output for various
purposes.
Learning Outcomes:
At the end of the course, students should be able to:
Knowledge
● Describe the nature, elements, and functions of verbal and non-verbal communication
in various and multicultural contexts.
● Explain how cultural and global issues affect communication.
● Determine culturally appropriate terms, expression and images.
● Evaluate multimodal texts critically to enhance receptive.
● Summarize the principles of academic text structure.
Skills
● Convey ideas through oral, audio visual/or web based presentation.
● Create clear, coherent and effective communication materials.
● Present ideas persuasively using appropriate language register tone facial
expression and gestures.
● Write and present academic papers using appropriate tone.
Values
● Adapt cultural and intercultural awareness and sensitivity in communication.
● Appreciate the differences of varieties of spoken and written language
● Adapt awareness of audience and context in presenting ideas
● Appreciate the impact of communication on society and the world.
Course Outline and Timeframe
Week
1
1
2
2
3
4-6
7-10
11-18
Topics
Communication processes, principles and ethics
Communication and globalization
Local and global communication in multicultural settings
Varieties and registers of spoken and written language
Evaluating messages and/or images of different types of text reflecting different
cultures
1. What is the message?
2. What is the purpose of the message?
3. How is the message conveyed by the text or image?
4. Who is the target audience?
5. What other ways of presenting the message are there?
Communication aids and strategies using tools of technology
Communication for various purposes
1. To obtain, provide and disseminate information
2. To persuade and argue
Communication for various and purposes
Communication for Academic Purposes
Learning Outcomes
● Describe the
nature,
elements and
functions of
verbal
communication
in various and
multicultural
context
Topics
Methodology
Communication
● Lecture and
Precesses,
class
Principles and
discussion on
Ethics
elements and
types of
communication
● Group work on
identifying the
elements of
communication
Resources
LCD projector
Audio and
video
Text from
newspaper
Websites
Assessment
Quizzes and
seatwork on
identifying the
elements of
comm
Books,
Newspaper
Explain how cultural
and global issues
affect communication
Communication
and
Globalization
Appreciate the impact
of communication on
society
And the world
Determine culturally
appropriate terms,
expression
Local and
Global Comm.
Varieties and
Registers of
and images
adopt cultural
and
intercultural
awareness and
sensitivity in
communication
of ideas
Spoken and
written
language
● Class
discussion of
essay “How
social media
can make
history” or
“winning a web
for global
good”
● Lecture and
class
discussion
● LCD
Projector
● Manila
Paper
● Video
● Articles
Reaction
Paper or
discussion
forum on the
impact of
globalization
● LCD
Projector
● Invited
students
Quiz
and
seatwor
k
● Class
discussion of
cultural
appropriateness
communication
● Excercising on
using culturally
appropriate terms
and expressions
● Interview invited
speakers/students
Research and
report on
● Films or
videos
● Websites
various
cultural and
intercultural
modes of
comm.
Evaluate
multimodal
texts critically
to enhance
receptive
skills.
Convey ideas
through oral,
audio –visual
or web based
presentation
Adopt
awareness of
audience and
context in
presenting
ideas
Evaluating
messages of
different types of
texts reflecting
different cultures.
1. What is
the
message?
2. What is
the
purpose
of the
message
3. How is the
message
conveyed
by the text
or image?
4. Who is
the target
audience?
5. What
other
ways of
presenting
the
message
are there
●
Lecture and
class discussion
●
Exercises on
the context of
various texts
●
LCD
Projector
●
Manil
a Paper
●
Video
●
Articles
Invitation
for people
to join
cause
oriented
events
using
various
media
Convey ideas
through oral,
audio-visual or
web based
presentation.
Create clear,
coherent and
effective
communication
Communication
for various
purposes
1. To obtain,
provide and
disseminate
information
to persuade
and argue
Present ideas
persuasively
using
appropriate
language
Adopt
awareness or
audience and
context in
presenting
ideas
Write and
present
academic
papers using
appropriate
tone, style and
convention
and reference
style
Communication
for academic
purposes
● Lecture and
class
discussion on
informative
persuasive,
and
argumentative
● Lecture and
discussion on
types of
speeches
● Short
exercises
asking for in
formation
through
inquiry
letter or
interview
response.
● LCD
Projector
● Invited
student
s
● Films or
videos
● Websites
● Lecture and
class
discussion for
academic
purposes
● Independent
research
● LCD
Projector
● Manil
a
Paper
● Bulloc
k book
Convey ideas
through oral,
audio-visual or
web based
presentation
for different
target
audiences in
local ang
global setting
using
appropriate
registers
Editorial about
environmental
issues
Formal one
minute
Speech
Formal
one-minute
speech
● Websites
Adopt
awareness of
audience and
context in
presenting
ideas
Public
announcements
Analysis paper
Academic
presentation
Final Project
multimodal
Advocacy
campaign
PURPOSIVE COMMUNICATION Course Map
GE Learning Outcomes
Knowledge (Intellectual Competency)
1. Analyze Text
2. Demonstrate proficient and effective communication
3. Use basic concept across the domains of knowledge
4. Demonstrate critical, analytical and creative thinking
5. Apply different analytical modes in problem solving
Values (Personal and Civic Responsibility)
1. Appreciate the complexity of the human condition
2. Interpret the human experience
3. Examine the contemporary world from both Phil and Global perspective
4. Take responsibility for knowing and being a Filipino
5. Relect critically on shared concern
6. Generate innovate practices guided by ethical standard
7. Make decisions
8. Appreciate various art form
Skills (Practical Skills)
1. Work effectively in a group
2. Apply computing tools
3. Use current technology
4. Negotiate the world
5. Create solutions
6. Manage one’s knowledge skills and values Organize one’s self
PURPOSIVE COMMUNICATION Required Readings and other Materials
Adler, R Elmhorst, J M and Lucas. Communicating at work Strategies for success in Business
McGraw Hill 2012
Chase R. and Shamo, S Elements of Effective Communication 4th Edition
Daiton, M. and Zelley E. Applying Comm. Theory
Lucas, S. The Art of Public Speaking
Mooney, A. Language Society and Power
PURPOSIVE COMMUNICATION Suggested Readings
Miller K. Communication Theories Perspective, Processes and context
Wallace, C. Critical Reading in Language Education
COURSE SYLLABUS
COURSE CODE
:
Reading in Philippine
History Credit Unit / No. of Hrs / Week
:3 Unit / 3 Hours a Week
Prerequisite
:
None
Prerequisite to
:
None
Type of Course
:
General Education
Term
:
First Semester
School year
:
2019-2020
Course Description :
This course undertakes a multidisciplinary exploration of reproductive function in humans, including
physiology and evolution as well as the impact on behavior and society. Examples is other species
ranging from seasonal reproductive physiology and behavior in deer to effects of testosterone on
songbird’s vocalizations and behavior help provide perspectives on the complex process of human
reproduction and the intricacy of its regulation by hormones. The ability of humans to understand and
manipulate the influence of these hormones has had an impact on our lives, healthcare system and
society. The impact on society ranges from significant advances in women’s health to passionate
controversies on limiting reproduction to scandals involving androgen use in sports. Different impacts
of androgens and estrogens on cognition and behavior are an evolving field in neuroscience,
business and politics.
Learning Outcomes:
At the end of the course, students should be able to:
A. Competencies
1. Distinguish different interpretations of and approaches to globalization
2. Describe the emergence of global economic, political, social, and cultural systems
3. Analyze the various contemporary drives of globalization
4. Understand the issues confronting the nation-state
5. Assess the effects of globalization on different social units and their responses
B. Skills
1. Analyze contemporary news events in the context of globalization
2. Analyze global issues in relation to Filipinos and the Philippines
3. Write as research paper with the proper citations on a topic related to globalization
C. Values
1. Articulate personal positions on various global issues
2. Identify the ethical implications of global citizenship
Learning Outcome
Topic
Introduction
Course Overview
- Introduce
self to
Class Policies
classmate
and teachers
- List
expectation
for the
course
- Recall
course rules
● Classification
● Democracy
of
● Monarchy
Government
● Dictatorship
● Utinary
● Oligarchy
● 1987
Definition of
Constitution
Philippine
Constitution
● Classification
of
Constitution
● Preamble
Resources
Course Syllabus
Introduce
textbook
Assessment
Leacture
Reading
Materials
● Textbook
Lecture/discussion Quiz on the
reading
materials
Discussion
Reading
Materials
● Textbook
Quiz
Lecture/discussion Quiz on
reading
materials
Debate
● Nutrition
Reading
and stress
Materials
influence on
the
● Textbook
● Preamble
Methodology
Classroom
sharing
(Introductions)
Reading
Materials
● Textbook
Recitation
Lecture/discussion Quiz on the
reading
materias
Discussion
Recitation
and Quiz
Lecture/discussion Quiz on the
reading
materials
Recitation
● Article I-XVII
1-18
● National
territory
● Declaration
of Principles
and state
● Bill of rights
● Citizenship
● Suffrage
● Legislative
department
● Executive
department
● Judicial
department
● Constitution
al
commission
● Local
government
● Accountabili
ty of public
office
● National
Economy
and
Patrimony
● Social
justice and
human
rights
● Education,
science and
technologhy
, arts,
culture and
sports
GENERAL EDUCATION (G.E) LEARNING OUTCOMES
A. INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyze “texts” (written, visual, oral etc,)
2. Analyze “texts” (written, visual, oral, etc.)
3. Use basic concepts across the domains of knowledge
4. Demonstrate critical, analytical, and creative thinking
5. Apply different analytical models in problem solving
B. PERSONAL AND CIVIC COMPETENCIES (VALUES)
1. Appreciate the complexity of the human condition
2. Interpret the human experience from various perspectives
3. Examine the contemporary world from both Philippines and global
perspectives
4. Take responsibilities for knowing and being a Filipino
5. Reflect critically on shared concerns
6. Generate innovative practices and solutions guided by ethical
standards
7. Make decisions based on moral norms and imperatives
Ethics
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8. Appreciate the values art forms
9. Contribute to aesthetics
10. Advocate respect for human rights
11. Contribute personally and meaningfully to the country’s
development
C. SKILLS (PRACTICAL SKILLS)
1. Work effective in a group
2. Apply computing tools to process information effectively
3. Use current technology to assist and facilitate learning and
reasearch
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Course Title
Contact Hours
Pre-Requisite
:
:
:
Reading in Philippine History
54 HRS
None
Course Code
Credit Units
Academic Year
:
:
:
3
First Semester 2019-2020
I.
Course Description
: 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 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 history. And other interdisciplinary themes that will deepen and broaden
develop 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 will become versatile, articulate,
broad-minded, morally upright and responsible citizens.
This course includes mandatory topics on the Philippine Constitution, agrarian reform and taxation.
II. Course Outcome
: At the end of the course, the student must 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 source
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
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
7. Propose recommendations/solutions to present-day problems based on their understanding of the root causes and their anticipation of future scenarios
8. Display the ability to work in a team and contribute to a group project
9. Manifest interest in local history and concern in promoting and preserving our country’s national patrimony and cultural heritage
Learning Plan
Time
Allotment
/ No. of
Hours
LEARNING
OUTCOMES
CHAPTER / UNIT TOPICS
METHODOLOGY
RESOURCES
ASSESSMENT TASK
Week 1 ● Recite the
(1.5 hrs.)
RSST VISION
/MISSION
● Explain the
significance of
Vision-Mission of
RSST
Orientation
RSST Vision, Mission, Goal
and Objectives
Rules & regulations in using
designated academic rooms
Course Requirements
Week 1
(1.5 hrs.)
Week 2
(3 hrs.)
RSST HAND BOOK
Course Syllabi
PowerPoint
Presentation
Lecture/Class
Discussion
LO1: Evaluate primary
sources for their
credibility, authenticity
and provenance
I - Meaning and relevance of
history; distinction of primary
and secondary sources;
external and internal criticism;
repositories of primary
sources, and different kinds of
primary sources.
Laptop, Pen, LCD
Projector
Library, Museum and
Archives visits
Comparative
Analysis of
Primary and
Secondary Source
1. Louis
Gottschalk,
Understanding
History, (pp.
41-61; 117-170).
2. Howell and
Prevenier, From
Reliable
Sources, (pp.
17-68)
3. Robert Fox, The
Tabon
Caves, (pp.
40-44; 109-119).
[Human remains
and artifacts]
4. William Henry
Scott,
Pre-hispanic
Source
Materials for the
Study of
Philippine
History, (pp.
90-135).
Laptop, Map, Pen
and Paper, LCD
projector.
Recitation
2. Prepare comparative
matrix on the 2 sources.
Week
3-4
(6 hrs.)
LO2: Analyze the
context, content and
perspective of different
kinds of primary
sources.
I - Meaning and relevance of
history; distinction of primary
and secondary sources;
external and internal criticism;
repositories of primary
sources, and different kinds of
primary sources.
Comparative
Analysis of primary
and secondary
sources
Laptop, Map, Pen
and Paper, LCD
projector.
1. Comparative matrix
showing the
content and
implication to the
historical narrative
2.
Reflection
paper
on the importance of
primary and secondary
sources.
Week 5
Week
6
( 3 hrs.)
LO3: Determine the
contribution of different
kinds of primary
sources in
understanding
Philippine History.
II. Content and contextual
analysis of selected primary
sources; identification of the
historical importance of the
text; and examination of the
author’s main argument and
point of view.
PRELIMINARY EXAMINATION
1. Antonio
Pigafetta. First
Voyage Around
the World, (pp.
23-48)
[Chronicla]
Lecture/Discussion
Library Research
2. Juan de
Role playing on the
Plasencia,
different customs of
Customs of the
Tagalogs.
Tagalogs,
(Garcia, (1979).
pp. 221-234) [
Friar account]
3. Emilio Jacinto,
“Kartilla ng
Katipunan”
(Richardson,
(2013). pp.
131-137)
[Declaration of
Principles]
4. Emilio
Aguinaldo, Mga
Gunita ng
Himagsikan.
(pp. 78-82;
95-100,
177-188;
212-227)
[Memoirs]
Map or google
earth, almanac,
Laptop, LCD
projector
Quiz
Reflection Paper or
Critical essay about a
particular primary source.
Group Presentation
Week 7
(3 hrs.)
Lecture.Discussion
LO4: Develop critical
and analytical skills
with exposure to
primary sources
II. Content and contextual
analysis of selected primary
sources; identification of the
historical importance of the
text; and examination of the
author’s main argument anf
point of view.
Textual Analysis
Small group
discussion
Reporting
Video clip viewing
and Film Analysis
1.
National
Historical Institute.
(1997). Documents of
Quiz
Graded reporting
the 1898 Declaration of
Philippine
Independence, The
Malolos Constitution
and the First Philippine
Republic. Manila;
National Historical
Institute. (pp.
19-23)[Proclamation]
Group presentation:
Students are to discuss
the ff.
a.Importance of the text
Laptop, Map, Pen
and Paper, LCD
projector
b.Author’s background
c.Context of
the document
d.Contribution to
understanding
Philippine
History
2.
Works of Luna
and Amorsolo
[Paintings]
Week 8
(3 hrs.)
4: Develop critical and
analytical skills with
exposure to primary
sources
II. Content and contextual
analysis of selected primary
sources; identification of the
historical importance of the
text; and examination of the
author’s main argument and
point of view.
Lecture/Discussion
Case study analysis
3. Alfred McCoy,
Political
Caricatures of
the American
Era (Editorial
cartoons)
4. Commission on
Independence,
Filipino
Grievances
Against
Governor Wood
(Zaide, 11.
pp.230-234).
[Petition letter]
Computer/Laptop,
LCD projector,
pen and paper
Quiz
Group presentation:
Students are to discuss
the ff:
a.Importance of the text
b.Author’s background
c.Context of
the document
d.Contribution to
understanding
Philippine
History
Reflection paper on
Caricatures
Week 9
(3 hrs.)
4: Develop critical and
analytical skills with
exposure to primary
sources
II. Content and contextual
analysis of selected primary
sources; identification of the
historical importance of the
text; and examination of the
author’s main argument and
point of view.
Lecture/Class
Discussion
Video showing of the
speech
Textual Analysis
Film analysis
5.
Corazon Aquino,
President Corazon
Aquino’s Speech
before the U.S.
Congress Sept. 18,
1986 [Speech]
6.
Critical essay on the
a.Importance of the text
b.Author’s background
c. Context of the
document
Raiders of the
Sulu Sea (film)
7
5: Demonstrate the
ability to formulate
arguments in favor or
against a particular
issue using primary
sources;
III - “One past but many
histories”: controversies and
conflicting views in Philippine
history:
Lecture/Discussion
Document Analysis
Group Discussion
A.
Site of the First Mass
B.
Cavite Mutiny
Debate, round table
discussion or
symposium
1.
Antonio
Pigafetta. First Voyage
Around the World, (pp.
23-32)
2.
Trinidad Pardo
de Tavera, Filipino
Version of the Cavite
Mutiny of 1872, (Zaide
7, pp. 274-280)
3.
Jose Montero y
Vidal, Spanish Version
of the Cavite Mutiny of
1872 (Zaide 7, pp.
269-273)
4.
Rafael Izquirdo,
Official Report on the
Cavite Mutiny, (Zaide 7,
pp. 281-286)
10
MIDTERM EXAM
d.Contribution to
understanding
Philippine History
Computer/Laptop,
World and
Philippine map
LCD projector,
pen and paper.
1.
Debate a
particular issue in
Philippine History
2.
Reaction or
reflection paper on a
sponsored activity like
lecture symposium,
round table discussion
and the like.
Week
10 -11
( 6 hrs.)
5: Demonstrate the
ability to formulate
arguments in favor
arguments in favor or
against in favor or
against a particular
issue using primary
sources;
III - “One past but many
histories”: controversies and
conflicting views in Philippine
history:
C. Retraction of Rizal
D. Cry of Pugadlawin or
Balintawak
Document Analysis
Group Discussion
Debate, round table
discussion or
symposium
5.
Ricardo P.
Garcia, The Great
Debate: The Rizal
Retraction, (pp.
9-19;31-43)
6.
Jesus Ma.
Cavanna, Rizal’s
Unfading Glory, (pp.
1-52)
7.
Ricardo R.
1.
Debate a
particular issue in
Philippine History
Computer/Laptop,
LDC projector,
Pen and Paper
2.
Reaction or
reflection paper on a
sponsored activity like
lecture symposium,
round
Pascual, Rizal Beyond
the Grave, (pp. 7-36)
table discussion and the
like.
8.
Pio Valenzuela,
Cry of Pugadlawin,
(Zaide 8, pp. 301-304)
3. Design and present
own meaning epitaph
9.
Santiago
Alvarez, Cry of Bahay
Toro, (Zaide 8,pp.
303-304)
10.
Gregoria de
Jesus, Version of the
First Cry, (Zaide 8,pp.
305-306)
11.
Guillermo
Masangkay, Cry of
Balintawak, (Zaide 8,
pp. 307-309)
12-13
(9 hrs.)
6: Effectively
communicate, using
various techniques and
genres, their historical
analysis of a particular
event or issue that
could help other people
understand the chosen
topic
7: Propose
recommendations or
solutions to present
day problems based
on their own
understanding of their
root causes, and their
anticipation of future
scenarios;
Week 14
a.Agrarian Reform
IV - Social, political, economic
and cultural issues in
Philippine history:
Lecture/Discussion
Mandated topics:
1.
Agrarian Reform
Policies
2.
The Philippine
Constitutions:
-1899 (Malolos Constitution)
-1935 Constitution
-1973 Constitution
-1987 Constitution
3. Taxation
Document Analysis
Documentary Film
Showing
“The Philippine Rice
Share Tenancy Act of
1933 (Act 4054)
“Agricultural Tenancy
Act of the Philippines of
1954 (R.A. 1199)
Agricultural Land
Reform Code of 1963
(R.A. 3844) P.D. 27 of
1972
Comprehensive
Agrarian Reform
Program of 1988 (R.A.
6657)
Comprehensive
Agrarian
Reform Program
Extensions with
Reforms of 2009 (R.A.
9700)
b. Philippine
Constitution
Malolos Constitution
Commonwealth
Constitution of 1935:
1973 Constitution
1987 Constitution
Pre-final Examination
Computer/Laptop,
References, LCD
projector, Pen and
Paper
Research output that
may be in the form of a
term paper, exhibit,
documentary
presentation, diorama,
webpage, and other
genres where students
can express their ideas.
The output should trace
the evolution of the
chosen topic through at
least three periods. Group
members should
collaborate to produce a
synthesis that examines
the role of this issue in
promoting/hindering
nation building, and
provide appropriate
recommendations rooted
in historical understanding
of the issue.
Comparative matrix in the
similarities/differences of
contents of the
constitutions.
Week
15
(3 hrs.)
Other topics:
8. Display the ability to
work in a
multi-disciplinary team
and can contribute to a
group endeavor;
A. Filipino Cultural
Heritage
Library/Archival
Research
B. Filipino American
relations
Document Analysis
C. Government Peace
Treaties with Muslim
Filipinos
Interview
This depends on the
sources that the
students will get during
their library and
archival research.
*** They are required to
produce/bring copies
Computer/Laptop
different
references, LCD
projector, Pen and
Paper, Marker
Research output on the
topic assigned and
PowerPoint
presentation during the
presentation.
D. Institutional history of
schools, corporations,
industries, religious
groups and the like.
E. Biography of a
prominent Filipino.
Week
16 - 17
(6 hrs.)
Critical evaluation and
promoting of local and oral
1. Lecture/Discussion 1.
Historical
2.
Research in
Data Papers
Local libraries and
2. Ereccion de Pueblos
Local
1. Reaction
paper or
critique
9: Manifest interest in
local history and show
concern in promoting
and preserving the
country’s historical and
cultural heritage.
history, museums, historical
shrines, cultural
performances, indigenous
practices, religious rites and
rituals, etc:
Studies Centers (if
available)
3. Tour in local
museums, historical
sites, art galleries,
archeological sites
and other places
Individual/Group Tour:
where one could see
1. Angono-Binangonan
Petroglyphs, Morong Museum cultural and heritage
displays.
4. Conduct Oral
Interview
(Creation of Towns)
3. Museums
, Local
Studies
Centers
4. Art
Galleries,
Painting
Collection
5. Historical
landmark
s and
UNESCO
sites
6. Performa
nces
where
one could
see
traditional
arts and
culture
7. Fiesta
and
similar
local
Week 18
III. Course Policies
A. Attendance.
▪
6 absences will signify failure from the subject.
Final Examination
Computer/Laptop
different
references, LCD
projector, Video
camera, Voice
recorder, Pen and
Paper.
paper of
shrines,
historical
sites,
museum
s that
they
visited.
2. Letter to
the editor
3. Blogs
4. Transcript
of oral
interview.
5. Travelogue
6. Short
Documenta
ry
film/news
reporting
7. Poetry on
historical
significanc
e
▪
Turning in late for 3 times will be equivalent to 1 day absent
B. Submission of Hands-on Activities.
For Quizzes
▪ There will be no special quizzes.
For Hands on Activities
▪ Activities should be submitted on the scheduled date of submission. No extension unless with valid
reason. For Term Exams
▪
Term Examination can be given to student who has valid reason for not taking the exam.
▪
Student caught cheating will automatically have a grade of 5.0 for that particular exam.
▪
Failure to take term exams and final project will be marked as incomplete.
Language of Instruction. English is the medium of instruction.
Decorum. Complete uniform is required to wear during the attendance in the class.
IV.
Grading System
Scheduled Examination (Prelim/Midterm/Prefinals/Finals)
Quizzes
Attendance
Written and Hands-on Activities/Laboratories
Total
Prepared:
Approved:
-
40%
15%
15%
30%
100%
Course Title
Contact Hours
Pre-Requisite
:
:
:
Physical Education 1
36 HRS
None
Course Code
Credit Units
Academic Year
:
:
:
2
First Semester 2019-2020
I.
Course Description
: The course is designed to expose the student in many fitness activities. Through this variety of fitness skills, one will be more knowledgeable
as to process of continued fitness throughout one’s lifetime. The course is also intended to introduce the students to the method of procedure for teaching fitness, nutritional
health, and general wellness principles. Students will complete assessment measuring aerobics fitness, strength, flexibility and nutrition.
This course includes mandatory topics on the Philippine Constitution, agrarian reform and taxation.
II.
Course Outcome :
various activities.
At the end of the course, the student must be able to develop skills competencies and apply an understanding of the rules, skills and strategies of
Learning Plan
Time
Allotment
/ No. of
Hours
Week 1
(2 hrs.)
LEARNING
OUTCOMES
● Recite the
RSST VISION
CHAPTER / UNIT TOPICS
Orientation
RSST Vision, Mission, Goal
and Objectives
METHODOLOGY
RESOURCES
RSST HAND BOOK
Course Syllabi
Laptop, Pen, LCD
Projector
ASSESSMENT TASK
Recitation
/MISSION
● Explain the
significance of
Vision-Mission of
RSST
Week 2
(2 hrs.)
Week
3-4
(4 hrs.)
Rules & regulations in using
designated
academic
rooms
Course
Requirements
Concept of
Education
● Introduction
PowerPoint
Presentation
LO1: Discuss the
importance of physical
activities for the
enhancement of
growth and
development.
I.
Physical Lecture/Class
Discussion
LO2: assess and
analyze his/her level of
fitness
II. Functions
of Physical
Lecture/Class
Education
Discussion
II.a Objectives
● History
● Definition
●
●
●
●
●
Mental Development
Social Development
Emotional Development
Social Development
Spiritual
and
Moral Development
III. Body Awareness
Week 5
Week
6
(2 hrs.)
5. Dimapilis,
Espeso, Isip,
Muli; Physical
Education 1 (pp.
1-12).
Pen and Paper,
Whiteboard,
Laptop
Dimapilis, Espeso, Isip,
Muli; Physical
Education 1 (pp. 13-23). Laptop, Pen and
Paper,
Pen and Paper
Assessment
Interpretative Dance
Pen and Paper
Assessment
Activity:
Draw Yourself.
PRELIMINARY EXAMINATION
LO3. Develop variety
of fitness skills, which
will provide a
foundation for teaching
fitness skills to others.
IV. Physical Fitness
● Definition
● Components of Physical
Fitness
● Principles of Exercise in
Physical Fitness
V.
Philippine
Physical
Lecture/Discussion
Dimapilis, Espeso, Isip,
Muli; Physical
Education 1 (pp. 35 44).
Laptop, Pen and
Paper, Visual Aids
Word Hunt
Fitness Test
● Values of exercise and
physical fitness
● Factor that influence
fitness
Week 7-8 LO4. Engage in
(3 hrs.) different physical
activities to improve
one’s fitness level.
Week 8
-9
(3 hrs.)
LO5. Perform the test
accurately and properly
VI.
Philippine Physical Demonstration of the
Physical Fitness
Fitness Test (I-III)
Tests. (I-III)
● Standing Long jump
● Sit-Ups
● Sit and Reach
VII.
Philippine Physical Demonstration of the
Physical Fitness
Fitness Test (IV-VI)
Tests. (IV-VI)
● Shuttle Run
● Push Ups
● Step Test
Week 10
Week 11
(2 hrs.)
Week 12
(2 hrs.)
LO6. Enumerate and
describe the different
types of body
movements
Gymnastics
● Body Movements
● Introduction
● History
LO7. Identify the
different basic position
in gymnastics
Basic Position in Gymnastics
● Standing
● Sitting
● Kneeling and,
● Lying
Dimapilis, Espeso, Isip,
Muli; Physical
Education 1 (pp. 45 60).
Pen and Paper,
Chalk, Meter
Stick, Marker
Pen and Paper
Assessment
Executing the Physical
Fitness Tests (I-III)
Dimapilis, Espeso, Isip,
Muli; Physical
Education 1 (pp. 61 76).
Stopwatch, high
step bench,
wooden blocks,
pen and paper
Pen and Paper
Assessment
Executing the Physical
Fitness Tests (IV-VI)
Laptop, board and
marker,
Pen and paper
assessment
MIDTERM EXAM
Lecture and
Dimapilis, Espeso, Isip,
Discussion
Muli; Physical
Education 1 (pp. 77 96).
Lecture and
discussion
Demonstration
Dimapilis, Espeso, Isip,
Muli; Physical
Education 1 (pp. 97 110).
Mattress, or banig, Proper execution of the
pen and paper
basic position of
gymnastics
Week 13
(2 hrs.)
LO8. Identify more basic Position in Gymnastics
position in gymnastics,
● Arms Support
stunts and floor skills
● Four Based
● Hands
● Arms
Lecture and
discussion
Demonstration
Dimapilis, Espeso, Isip, Mattress, or banig,
Muli; Physical
pen and paper
Education 1 (pp. 111 165).
Proper execution of the
basic position of
gymnastics, stunts and
floor skills
Stunts
Floor Skills
Week 14
Week
15
(2 hrs.)
LO9. Enumerate the
basic principles of
exercise
Basic Principles of Exercise
● Overload
● Progression
● Specificity
Week
16 - 17
(4 hrs.)
LO10. Enumerate the
basic principles of
aerobic exercise
Aerobics
● History
● Types
● Benefits
● Aerobic Program
Week 18
V. Course Policies
C. Attendance.
▪
6 absences will signify failure from the subject.
▪
Turning in late for 3 times will be equivalent to 1 day absent
D. Submission of Hands-on Activities.
Pre-final Examination
Lecture and
Dimapilis, Espeso, Isip,
discussion
Muli; Physical
Education 1 (pp. 167 188).
Lecture and
discussion
Dimapilis, Espeso, Isip,
Muli; Physical
Education 1 (pp. 189 210).
Final Examination
Laptop, board and
marker,
Pen and paper
assessment
Laptop, board and
marker,
Create an aerobic routine
and present it in the class.
For Quizzes
▪ There will be no special quizzes.
For Hands on Activities
▪ Activities should be submitted on the scheduled date of submission. No extension unless with valid
reason. For Term Exams
▪
Term Examination can be given to student who has valid reason for not taking the exam.
▪
Student caught cheating will automatically have a grade of 5.0 for that particular exam.
▪
Failure to take term exams and final project will be marked as incomplete.
Language of Instruction. English is the medium of instruction.
Decorum. Complete uniform is required to wear during the attendance in the class.
VI.
Grading System
Scheduled Examination (Prelim/Midterm/Prefinals/Finals)
Quizzes
Attendance
Written and Hands-on Activities/Laboratories
Total
-
40%
15%
15%
30%
100%