ISO 9001:2015 Certified
Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
Telefax: (055) 2093657
COURSE SYLLABUS
1. COURSE SPECIFICATIONS
Course Title
Course Code:
READINGS IN PHILIPPINE HISTORY
GE 2
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 author’s 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 religious history. Priority is given to
primary materials that could help students develop their analytical and communication skills. The end goal is to develop the historical and critical
consciousness of the students so that they will become versatile, articulate, broad-minded, morally upright and responsible citizens.
This course includes mandatory topics on the Philippine Constitution, agrarian reform, and taxation.
SY/Semester
2023-2024/1st Semester
Credit Units
3 units = 3 hours lecture/week
Program(s) to which it
contributes
BSIT
Prerequisite
None
2.
VISION AND MISSION OF NwSSU
VISION
The premier technological university in the region providing transformative education
where graduates are globally competitive, innovative, and responsive to the demands
of a changing world.
(BOR No. 101 s. 2022)
MISSION
NwSSU shall lead in providing highly technical and professional education and lifelong
learning in the trade, fishery, agriculture, science, education, commerce, engineering,
forestry, nautical, and other emerging programs in the digital age. It shall generate
cutting-edge technology and undertake sustainable community development in
accordance with the university mandates, thrusts, and directions. (BOR No. 101 s. 2022)
3.
INSTITUTIONAL GRADUATE OUTCOMES (IGO)
NwSSU IGO
IGO1. Creative and
 Solves problems
Critical Thinkers
 Generates new and innovative ideas
 Exhibits questioning mind
Operational Indicators
 Receptive to new ideas
 Makes a sound judgment
IGO2. Life-long
Learners
 Manifests willingness to learn
 Updates knowledge, skills and qualification
 Accepts challenges while calculating risks
 Applies theory to practice
 Influences transformative change
IGO3. Effective
 Demonstrates good and oral and written communication
 Listens attentively and emphatically
Communicators
IGO4. Morally and
Socially Upright
Individuals








Expresses thoughts clearly and responsibly
Leads a morally and socially upright life
Demonstrates ethics and professionalism
Responds to community development needs
PROGRAM/DEGREE OUTCOMES (PGO)
NWSSU-IGO
Program Graduate
PGO
Attributes
Code
IGO1. Creative and Knowledge for
IT01
Critical Thinkers
Solving Computing
IT02
Problems
Problem Analysis
IT03
Responds to social issues and problems
Advocates environmental conservation and cultural preservation
Manifests gender sensitivity
Shows social maturity in dealing with others
4.
IT04
IGO3. Effective
Communicator
Design/
Development of
Solutions
Modern Tool Usage
Individual and
Team Work
Communication
IT05
IT06
IT07
IT08
IT09
IT10
IGO4. Morally and
Socially Upright
Individuals
Computing
Professionalism and
Ethics
IT11
IGO2. Life-long
Learner
Life-long Learning
IT13
5.
IT12
BSIT Program Graduate Outcomes
Apply knowledge of computing, science, and mathematics appropriate to the discipline.
Understand best practices and standards and their applications.
Analyze complex problems, and identify and define the computing requirements appropriate to its solution.
Identify and analyze user needs and take them into account in the selection, creation, evaluation and administration of
computer-based systems.
Design, implement, and evaluate computer-based systems, processes, components, or programs to meet desired needs
and requirements under various constraints.
Integrate IT-based solutions into the user environment effectively.
Apply knowledge through the use of current techniques, skills, tools and practices necessary for the IT profession.
Function effectively as a member or leader of a development team recognizing the different roles within a team to
accomplish a common goal.
Assist in the creation of an effective IT project plan.
Communicate effectively with the computing community and with society at large about complex computing activities
through logical writing, presentations, and clear instructions.
Analyze the local and global impact of computing information technology on individuals, organization, and society.
Understand professional, ethical, legal, security and social issues and responsibilities in the utilization of information
technology.
Recognize the need for and engage in planning self-learning and improving performance as a foundation for continuing
professional development.
LEARNING OUTCOMES (LO)
Learning Outcomes
LO1. Evaluate primary sources for their credibility, authenticity, and
provenance.
LO2. Analyze the context, content, and perspective of different kinds of
primary sources.
IT01
E
IT02
E
IT03
IT04
E
E
E
E
IT05
IT06
IT07
IT08
IT09
IT10
IT11
IT12
IT13
LO3. Determine the contribution of different kinds of primary sources
in understanding Philippine history.
LO4. Develop critical and analytical skills with exposure to primary E
sources
LO5. Demonstrate the ability to use primary sources to argue in favor or E
against a particular issue.
LO6. Effectively communicate, using various techniques and genres, E
their historical analysis of a particular event or issue that could help
others understand the chosen topic.
LO7. Propose recommendations/solutions to present-day problems
based on their understanding of root causes and their anticipation of
future scenarios.
LO8. Display the ability to work in a team and contribute to a group
project
LO9. Manifest interest in local history and concern in promoting and
preserving our country’s national patrimony and cultural heritage.
I – Introduce E – Enable
6.
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
D – Demonstrate
MAJOR COURSE OUTPUTS (MCO)/OTHER REQUIREMENTS AND GRADING SYSTEM
Learning Outcomes
LO1/ LO2/ LO3/
LO4/ LO5
LO5/ LO6/ LO8/ LO9
Required Output
Write a critical analysis discussing a historical case using some identified primary source/s in Philippine history.
Due Date
Week 9
Write their own life history with the use of primary sources; (Individual presentation) or
Conduct an eyewitness interview online regarding a historical event in their locality. (Group of 3 presentation)
Week 18
OTHER REQUIREMENTS:
Aside from the major course outputs stated above, this course requires two (2) major exams: midterm and final examinations. In addition, each of the topic will
require you to perform outputs.
GRADING SYSTEM:
To pass this course, one must accumulate at least 75 points through the course requirements discussed above. The maximum points that a student can obtain
through each requirement are shown below:
Requirement/Assessment Task
Major Exams
Points
30
Major Course Outcomes
Class Standing
TOTAL
50
20
100
Rubrics for Output Presentation Assessment:
CRITERIA
Use of Primary Source
(20%)
EXEMPLARY
4
•The presentation includes
a clear, interesting and
effective introduction that
identifies how the material
is related to the topic under
discussion, as well as to
previously- discussed
topics.
•The introduction
effectively provides all
important background
information on the material
(who, what, when, where)
in an accurate and detailed
manner.
•The introduction
effectively discusses the
relevance of the material in
understanding major
episodes/themes in
Philippine history, as well
as in developing a
historically- grounded
understanding of
contemporary
events/themes/issues.
ACCEPTABLE
3
•The presentation includes
a clear introduction that
identifies how the material
is related to the topic under
discussion, as well as to
previously- discussed
topics.
•The introduction provides
the important background
information on the material
(who,
what, when, where).
•The introduction
discusses the relevance of
the material in
understanding major
episodes/themes in
Philippine history, and also
attempts to relate the
material to contemporary
events/themes/issues
•The presentation of the
author’s background and
context is clear and
accurate.
•The students identify and
analyze the problems that
the document wants to
address.
•The students explain the
importance of the
document in understanding
DEVELOPING
2
•The presentation includes
a clear introduction that
identifies how the material
is related to the topic under
discussion.
•The introduction provides
a sufficient background on
the material (who, what,
when, where).
•The introduction
discusses the relevance of
the material in
understanding major
episodes/themes in
Philippine history
BEGINNING
1
•
The introduction is
somewhat inadequate in
communicating how the
material is related to the
topic under discussion.
•
Information
provided about the
background of the material
is incomplete or incorrect.
•
The introduction
identifies some relevance
of the material in
understanding major
episodes/themes in
Philippine history, but the
discussion is largely
superficial or incomplete.
NO OUTPUT
0
• There is no background
and introduction, or the
background/introduction is
not useful in understanding
the relevance of the
material in understanding
Philippine history.
Contextual Analysis
(30%)
Content Analysis
(30%)
Organization and
presentation style
•The presentation of the
author’s background and
context is exhaustive, clear
and accurate.
•The students identify and
analyze the problems that
the document wants to
address.
•The students explain
clearly the importance of
the document in
understanding the issues of
the given period.
•The document is
correlated with the other
documents dealing with
the same period
•The important elements of
the document are correctly
identified and analyzed.
•
There is a
thorough discussion of the
value and contributions of
the contents of the
document in understanding
the issues prevalent during
the period.
•The contents of the
document are correlated
with the events that
happened before it was
written.
•The students are able to
identify the inconsistencies
and shortcomings of the
document.
• The presentation is very
well-structured, providing
the issues of the given
period
•The presentation of the
author’s background and
context is clear and
accurate.
•The students identify and
analyze the problems that
the document wants to
address.
•The students explain the
importance of the
document in understanding
the issues of the given
period.
•The presentation of the
author’s background and
context is clear and
accurate.
•The students identify the
problems that the
document wants to
address.
•There is an attempt to
explain the importance of
the document in
understanding the issues of
the given period
•The discussion of the
historical context and
importance of the
document is too general
and lacks specific details.
•The background of the
author was not clearly
explained.
There is no discussion of
the historical context of the
document.
•The important elements of
the document are identified
and analyzed.
•There is a discussion of
the value and contributions
of the contents of the
document in understanding
the issues prevalent during
the period.
•The contents of the
document are correlated
with the events that
happened before it was
written.
•The important elements of
the document are identified
and explained.
•There is a little discussion
of the value and
contributions of the
contents of the document
in understanding the issues
prevalent during the
period.
•There is an attempt to
correlate the contents of
the document with the
events that happened
before it was written.
•Some of the important
elements of the document
are identified and
explained.
•There is an attempt to
discuss the value and
contributions of the
contents of the document
in understanding the issues
prevalent during the
period.
There is no adequate
discussion of the content of
the document.
• The presentation is wellstructured, and there is a
• The presentation is
adequately- structured.
• The presentation is
loosely organized. It is not
• The presentation is done
in a haphazard manner,
(20%)
7.
a logical sequence to the
discussion within the
prescribed time period.
•Presenters are confident,
effectively using gestures,
eye contact, and tone of
voice that keep the class
engaged in the discussion.
•Audio-visual aids are
well-executed, paying
careful attention to the
combination of elements
(e.g., text and graphics)
that lead to both an
effective understanding of
key information and ideas,
and continuing interest in
the discussion.
•Presenters are highly
articulate, using precise
and grammatically-correct
language. Language used
is also respectful of
diversity, and sensitive to
the conditions of different
groups.
logical sequence to the
discussion.
•
Presenters are
confident, sometimes using
gestures, eye contact, and
tone of voice that keep the
class engaged in the
discussion.
•
Audio-visual aids
are effective, leading to an
appropriate understanding
of key information and
ideas.
•
Presenters are
largely articulate. In
general, there is use of
grammatically- correct
language that is also
respectful of diversity and
sensitive to the conditions
of different groups.
Transitions between topics
help in understanding the
overall discussion.
•Presenters are somewhat
confident, using occasional
gestures, eye contact, and
tone of voice to engage the
class in the discussion.
•Audio-visual aids are
helpful in generating an
understanding of key
information and ideas.
•Presenters are articulate.
In general, there is use of
grammatically- correct
language. Occasional
grammatical lapses do not
prevent an understanding
of information and ideas
that are conveyed
evident how one topic is
related to another in the
presentation.
•Presenters lack
confidence, but there is
occasional use of gestures,
eye contact, and tone of
voice to try to capture the
attention of students.
•Audio-visual aids are
mostly not helpful in the
presentation.
Visual aids either lack
important information, or
are too text¬heavy.
•Presenters encounter some
difficulties in
communicating
information and ideas. The
use of grammaticallyincorrect language tends to
be pervasive.
lacking a clear
organization and structure.
•Presenters were unable to
capture the attention of
students.
•Audio-visual aids are not
used, or are not really
helpful in the presentation.
•Presenters cannot
effectively communicate
information and ideas,
relying on a
verbatim¬reading of notes
or text-heavy visual aids to
convey information and
ideas. The use of
grammatically- incorrect
language is pervasive.
LEARNING PLAN
Learning
Outcomes
Topics
• University Vision, Mission and
College Goals
• Overview of the CHED Memorandum
Order No. 20, series of 2013 –General
Education Curriculum:
• Introduction to the course.
Methodology
Orientation
• Participatory Discussion
- Introduction and familiarization of the
course and content
- Discussion of Syllabus
• Class Activity
•
•
Assessment
Resources
Pop quiz through Reflective thinking’
Short recitation through Socratic Method
of Questioning





•Syllabus, University
handbook
Textbook
Digital materials
Laptop/Smart phone
Internet Connection
Week
Week 1
LO1.
LO2-4.
I. Introduction to History: Definition,
 Online Lecture through Participatory
 Pop Quiz : “Recall the Basics:
Issues, Sources and Methodology
discussion
ReCall, ReLearn, ReDiscover
 Online Library/Websites, Museum and
 Meaning and relevance of
History
Archives visitation/Researches
history;
 Online quizzes
 History vs. Historiography and  Comparative analysis of different historical
 Assignment: Produce examples of
sources
other relevant concepts
primary sources and the
 Distinction and kinds of
corresponding secondary sources
Historical sources;
derived from them
 Distinction of historical
 Reaction/Reflection Paper :
criticisms;
Online viewing of museum tours. Historical
sites,art galleries,
archeological sites, etc.
II. Content and contextual analysis of
 Online Lecture/Discussion
•
Case Study/Analysis
selected primary sources;
 Class Activity:
•
 Critical Essay
- Research
•
 identification of the historical
 Graded Reporting
- Textual analysis
importance of the text; and
 Document Analysis on one selected •
 Small group discussion : Think-Group•
 examination of the author's
Primary Source
Share
main argument and point of
 Round Table Discussion
view
 Reporting
 Documentary Film Showing
 Class Discussion/Symposium
LO5.
III. “One past but many histories”:
Controversies and conflicting views in
 Online Lecture/Discussion
Philippine history
Class activity:
a. Site of the First Mass
 Document analysis
b. Cavite Mutiny
 Group discussion
c. Retraction of Rizal
 Debate
d. Cry of Balintawak or Pugadlawin
 Round table discussion or
symposium
LO6-8.
IV. Social, political, economic and
cultural issues in Philippine history:
 Policies on Agrarian Reform
 Evolution of The Philippine
Constitution
 Evolution of Taxation
 Online Lecture/Discussion
Class Activity:
 Library and Archival research
 Document analysis
 Group reporting
 Documentary Film Showing





Textbooks/Modules
Journals, Articles etc.
Youtube videos/Films
Laptop/Smart phone
Internet Connection
Weeks 2-3
Textbooks/Modules
Journals, Articles etc.
Youtube videos/Films
Laptop/Smart phone
Internet Connection
Weeks 3- 6



Online Recitation

Graded Debate: Did Rizal Retract? •
•
Case Analysis
•
•
Textbooks/Modules
Journals, Articles etc.
Youtube videos/Films
Laptop/Smart phone
Internet Connection
Weeks 7-10
Output Presentation
Graded Reporting
Online Quiz

•
•
•
•
Textbooks/Modules
Journals, Articles etc.
Youtube videos/Films
Laptop/Smart phone
Internet Connection
Week 11-14



LO9.
V. Critical evaluation and promotion of
local and oral history, museums,
historical shrines, cultural
performances, indigenous practices,
religious rites and rituals, etc.
 Doing History: A Guide for
Students
 Interacting with History through
Historical shrines and museums
SUMMATIVE TEST
8.





Online Lecture/Discussion
Library and Archival research
Digital Tour in local museums,
historical sites, art galleries,
archeological sites and other places
where one could see cultural and
heritage displays/Youtube videos



Reaction/Reflection Paper of the
historical shrine visit/s.
Writing Life History:
Autobiography or Eyewitness
Interview
Transcript/Synthesis: from the
results of Oral interview
Conduct Online Oral interview





Textbooks/Modules
Journals, Articles etc.
Youtube videos/Films
Laptop/Smart phone
Internet Connection
Week 15-17
Week 18
REFERENCE/S
Candelaria, John Leo P. and Aiporha, Veronica C. (2018). Readings in Philippine History. Quezon City: Rex Book Store
Agoncillo, Teodoro. (1990) Fifth Edition. History of the Filipino People. Quezon City: C & E Publishing Inc.
SUGGESTED READINGS
Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan. Manila: C.A. Suntay.
Alvarez, Santiago. (1998). Katipunan and the Revolution: Memoirs of a General. Quezon City: Ateneo de Manila University Press.
Blount, James. (1968). The American Occupation of the Philippines, 1898-1912. Quezon City: Malaya Books Inc.
Cavanna, Jesus Ma. The Unfading Glory: Documentary History of the Conversion of Jose Rizal. (s.n.J.
Del Pilar, Marcelo. (1957). Monastic Supremacy in the Philippines. Manila: Philippine Historical Association.
Forbes, William Cameron. (1928). The Philippine Islands, Vol. 2. New York: Houghton Mifflin.
Fox, Robert. (1970). The Tabon Caves. Manila: National Museum.
Historical Data Papers. Philippine National Library, Microfilm Collection.
Laurel, Jose P. (1962). War Memoirs of Jose P. Laurel. Manila: Jose P. Laurel Memorial Foundation.
Mabini, Apolinario. (1969) The Philippine Revolution. Manila: National Historical Commission.
McCoy, Alfred and Alfredo Roces. (1985). Philippine Cartoons: Political Caricature of the American Era, 1900-1941. Quezon City: Vera Reyes Inc.
National Historical Institute. (1997). Documents of the 1898 Declaration of Philippine Independence, The Malolos Constitution and the First Philippine Republic. Manila: National
Historical Institute.
National Historical Institute. (1978). Minutes of the Katipunan. Manila: National Historical Institute.
Nolledo, Jose. (1999). Principles of Agrarian Reform, Cooperatives and Taxation. Mandaluyong City: National Book Store.
Philippine National Archives. Erection de Pueblos.
Pigafetta, Antonio. (1969). First Voyage Around the World. Manila: Filipiniana Book Guild.
Ricarte, Artemio. (1992). Memoirs of General Artemio Ricarte. Manila : NationalHistorical Institute.
Richardson, Jim. (2013). The Light of Liberty: Documents and Studies on the Katipunan, 1892-1897. Quezon City: Ateneo de Manila Press.
Saleeby, Najeeb. (1976). Studies in Moro History, Laws and Religion. Manila: Filipiniana Book Guild.
Tuazon Bobby and Oscar Evangelista. (2008). The Moro Reader: History and Contemporary Struggles of the Bangsamoro People. Quezon City: CenPeg Publications.
Zaide, Gregorio and Sonia Zaide. (1990). Documentary Sources of Philippine History. 12 vols. Manila: National Book Store.
INTERNET SITES:
Comprehensive Agrarian Reform Law of 1988 (R.A. 6657).
http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html
Decreeing the Emancipation of Tenants from the Soil (P. D. No. 27).
http://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1972.html
Land Reform Act of 1955 (R.A. 1400).
http://www. lawphil. net/statutes/repacts/ra 1955/ra_1400_1955. html
Philippine Organic Act of 1902. http://www gov.ph/constitutions/the-philippine-organic-act-of-1902/
President Corazon Aguino’s Speech before the U.S. Congress Sept. 18, 1986. http://www- rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934Philippinelndep.pdf
Primary Sources in Philippine History. http://philhist.pbworks.eom/w/page/16367040/FrontPage
Raiders of the Sulu Sea. https://www.youtube.com/watch?v=bWmXEvU979c
Tydings-McDuffie Act of 1934 http://www-rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934Philippinelndep pdf
U.S.- P.l. Military Bases Agreement, http://kahimyang.info/kauswagan/articles/1007/today-in-philippine- history-march-14-1947-the-military-bases-agreement-was-signed
Using primary Sources.
http://philhist.pbworks.eom/w/page/16367056/UsingPrimarySources#WhyUsePrimarySourcesinTeaching
Republic of the Philippines
Northwest Samar State University
ISO 9001:2015 Certified
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
Telefax: (055) 2093657
9.
CLASSROOM POLICIES
a. Attendance in every session is necessary.
b. Taking note during lecture is highly recommended
c. Active participation and working with teams is greatly encouraged
d. Submission of the requirements on or before the deadline is necessary.
e. Respect to individuals (student and instructor)must be practiced at all times.
f. Maintain a gender-sensitive/ a gender-responsive classroom environment.
g. Pro-active attitude, positive reinforcement and classroom discipline must be encouraged and maintained.
h. Proper professional decorum must be observed at all times.
This class adheres to and adopts the applicable curricular, co-curricular, gender, health, and protection policies issued by this University as well as those issued by the
Commission on Higher Education (CHED). It also promotes universally accepted norms on academic freedom, critical thinking, and relevant higher education.
Prepared by:
Approved:
ABIGAIL G. ABANILLA
Faculty
FRANCISCO B. BACAMANTE, Jr., DIT
College Dean
Noted by:
NICOLAS L. FALLER, JD
Chair, Social Sciences
Date Submitted: August 1, 2023