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Syllabus in Readings in Philippine History Syllabus in
Readings in Philippine History
Readings in Philippine History (Emilio Aguinaldo College)
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EMILIO AGUINALDO COLLEGE
School of Arts and Sciences
Department of Teacher Education
COURSE SYLLABUS FOR
BACHELOR IN ELEMENTARY EDUCATION (BEEd)
CMO No. 74, Series of 2017
READINGS IN PHILIPPINE HISTORY (General Education)
A.
COURSE DETAILS
Course Name
Course Number
Course Code
Course Credit
Pre-requisite
Hours Required
B.
Readings in Philippine History ( GE)
3 Units
None
3 Hours Every Week for 18 Weeks or 54 Hours in a
Semester
Class Schedule
Room Assignment
Consultation Hour
Medium of Instruction
Faculty Facilitator
Faculty Signature
English
COURSE DESCRIPTION
Philippine History viewed from the lens of selected primary sources in different periods, analysis, and interpretations.
The course aims to expose students to different facets of Philippine history through the lens of eyewitnesses. Rather than rely on secondary materials such as textbooks,
which is the usual approach in teaching Philippine history, different types of primary sources will be used – written (qualitative and quantitative), oral, visual, audio-visual,
digital – covering various aspects of Philippine life (political, economic, social, cultural). Students are expected to analyze the selected readings contextually and in terms of
content (stated and implied). The end goal is to enable students to understand and appreciate our rich past by deriving insights from those who were present at the time of
the event.
Context analysis considers the following: (i) the historical context of the source (time and place it was written and the situation at the time), (ii) the author’s background,
intent (to the extent discernable), and authority on the subject; and (iii) the source’s relevance and meaning today.
Content analysis, on the other hand, applies appropriate techniques depending on the type of source (written, oral, visual). In the process students, will be asked, for
example, to identify the author’s main argument or thesis, compare points of view, identify biases, and evaluate the author’s claim based on the evidences presented or
other available evidence at the time. The course will guide the students through their reading and analysis of the texts and require them to write reaction essays of varied
length and present their ideas in other ways (debate format, power point presentation, letter to the editor of the source, etc.)
The instructor may arrange the readings chronologically or thematically, and start with the present (more familiar) and go back to the earlier periods or vice-versa.
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.
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C.
COURSE OUTCOMES AND RELATIONSHIP TO STUDENT LEARNING OUTCOMES / PROGRAM OUTCOMES
Program Outcome / Student Learning Outcomes
Course Outcomes
At the end of this course, the students should be able to
demonstrate their ability to:
1. evaluate primary sources for their credibility, authentically, 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,
6. effectively communicate, using various techniques, and genres, their
historical analysis of a particular event or issue that could help other
understand the chosen topic,
7. propose recommendations/solutions to present-day problems based
on their understanding of root causes and their anticipation of future
scenarios,
8. display the ability to work in a team and contribute to a group project,
and
9. manifest interest in local history and concern in promoting and
preserving our country’s national patrimony and cultural heritage.
D.
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SLO 3
SLO 4
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COURSE OUTLINE
WEEK
1-6
SLO 1
TOPICS
TEACHING LEARNING
ACTIVITIES
Lecture / Discussion
General Orientation
EAC Student Handbook
Course Orientation
Grading System
Requirements
Relevance of the Course
Library / Museum and
Archives Visitation
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
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
ASSESSMENT
(With Rubrics)
Produce examples of
primary sources and the
corresponding secondary
sources derived from them
Comparative Analysis of
Primary and Secondary
Sources
Reporting
Small Group Discussion
Graded Reporting
Reporting
Quiz
Film Analysis
Critical essay about a
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LEARNING RESOURCES
Proquest E-Journal
http://search. Proquest.com
 Louis
Gottschalk,
Understanding
History
 Howell and Prevenier, From Reliable
 Santiago Alvarez, Katipunan and the
Revolution: Memoirs of a General
 Teodoro Agoncillo, History of the
Filipino People
 Robert Fox, The Tabon Caves
 William Henry Scott, Prehispanic
Source Materials for the Study of
Philippine History
Proquest E-Journal
http://search. Proquest.com
 Juan de Plasensia, Customs of the
Tagalogs, 1979
 Emilio Jacinto, Kartilla ng Katipunan,
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particular primary source;
students are to discuss the
importance of the text, the
author’s background, the
context of the document,
and its contribution to
understanding Philippine
history
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I
III. One Past But Many Histories:
Controversies and Conflicting Views in
Philippine History
a. Site of the First Mass
b. Cavite Mutiny
c. Retraction of Rizal
d. Cry of Balintawak or Pugadlawin
IV. Social, Political, Economic, and Cultural
Issues in Philippine History Mandated
Topics:
PRELIM EXAM
Lecture / Discussion
Debate a particular issue in
Philippine history
Document Analysis
Group Discussion
Debate, Round Table
Discussion or Symposium
Lecture / Discussion
Library and Archival
Research
Reaction / Reflection paper
on a sponsored activity like
lecture, symposium, round
table discussion and the like
Research output that may be
in the form of a term paper,
exhibit, documentary
presentation, diorama,
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2013
Emilio Aguinlado, Mga Gunita ng
Himagsikan
National Historical Institute, 199.
Documents of the 1898 Declaration of
Philippine Independence, The Malolos
Constitution and the First Philippine
Republic. Manila: national Historical
Institute
Alfred McCoy, Political Caricatures of
the American Era
Commission
on
Independence,
Filipino Grievances Against Governor
Wood (Zaide, 1990)
Corazon Aquino, President Corazon
Aquino’s Speech before the U.S.
Congress, 1986
Raiders of the Sulu Sea (Film)
Works of Luna and Amorsolo
(Paintings)
Proquest E-Journal
http://search. Proquest.com
 Antonio Pigafetta, First Voyage
Around the World
 Trinidad pardo de Tavera, Filipino
Version of the Cavite Mutiny of 1872
(Zaide, 1990)
 Jose Montero y Vidal Spanish Version
of the Cavite Munity of 1872 (Zaide,
1990)
 Rafael Izquirdo, Official Report on the
Cavite Munity, (Zaide, 1990)
 Ricardo P. Garcia, The Great Debate:
The Rizal Retraction
 Jesus Ma. Cavanna, Rizal’s Unfading
Glory
 Ricardo R. Pascual, Rizal Beyond the
Grave
 Pio Valenzuela, Cry of Pugadlwain
(Zaide, 1990)
 Santiago Alvarez, Cry of Bahay Toro
(Zaide, 1990)
 Gregorio de Jesus, Version of the
First Cry (Zaide, 1990)
 Guillermo
Masangkay,
Cry
of
Balintwak (Zaide, 1990)
Proquest E-Journal
http://search. Proquest.com
Students will be required to look for primary
sources on which they will base their
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Agrarian Reform Policies
The Philippine Constitution: 1899
Malolos Constitution, 1935
Constitution, 1973 Constitution,
1987 Constitution
Taxation
Document Analysis
narrative and analysis of the topic assigned
to them
Group Reporting
Documentary Film Showing
Other sample topics:
 Filipino Cultural Heritage
 Filipino-American Relations
 Government Peace Treaties with
Muslim Filipinos
 Institutional History of Schools,
Corporations, Industries, Religious
Groups, and the like
 Biography of a Prominent Filipino
13-17
webpage and other genres
where students can express
their ideas.
V. Critical Evaluation and Promotion of
Local; and Oral History, Museums, Historical
Shrines, Cultural Performances, Indigenous
Practices, Religious Rites, and Rituals, etc.
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 nation building,
and provide appropriate
recommendations rooted in
a historical understanding of
issue
MID TERM EXAM
Lecture / Discussion
Reaction paper or Critique of
the Shrines, Historical Sites,
Research in Local Libraries
Museums the Students
and Local Studies Centers
Visited
Tour in Local Museums,
Historical Sites, Art
Galleries, Archeological
Sites and other places
where one could see
cultural and heritage
displays
Letter to the Editor
Blogs
Historical Data Papers
Eression de Pueblos (Creation of Towns)
Museums, Local Studies Centers
Art Galleries, Painting Collections
Historical Landmarks and UNESCO sites
Performance that Showcase Traditional Arts
and Culture
Fiestas and Similar Local Celebrations
Transcript of Oral Interview
Conduct Oral Interview
FINAL EXAM
Suggestion for Improvement:
Computation of Grades:
Prepared by:
A. Lecture Class Standing (OBE Course Requirements) – 40%
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Exercises/Seatwork/Worksheets (15%)
Individual/Group Presentation (15%)
Round Table Discussion (10%)
Library Output (10%)
Assignments (10%)
Attendance (10%)
Quizzes (30%)
Total = 100%
B. Major Exams (Prelim/Midterm/Finals) – 60%
Total = 100%
C. Semestral Grade
(Prelim Grade + Midterm Grade + Final Grade) ÷ 3 = Semestral Grade
Renato R. Guerrero, LPT, M.A. Ed
College Secretary
Dr. Lino C. Reynoso
Dean
Noted by:
Approved by:
Ms. Erlinda B. Gonzalez
Chief Librarian
Dr. Ellen S. Salac
VPAA
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