SYLLABUS IN READINGS IN PHILIPPINE HISTORY
I. School’s Vision, Mission, Goal, Objectives,
Identity:
VISION: PECIT Envisions to be one of the Leading Educational institutions in the country that produces Globally Competent Individual Leaders through
excellence in Technology based instruction, Research and Extension.
MISSION: PECIT commits to:
 Excellence in instruction through qualified personnel and innovative curriculum..
 Catalyse breakthrough studies that are globally publishable.
 Transform the quality of life in the community through service oriented programs.
 Develop technologically driven and innovative individuals in their specific discipline.
II. Graduate Intended Learning Outcomes
(GILO):
1. Develop, initiate and organize, implement academic programs for the development of the technical and professional manpower for the social development
of the community.
2. Train, enhance, develop and produce professional skilled individual set to the standard requirements by the industry for the upliftment of economic
stability of the community.
3. Promote, inculcate and teach, discipline individual to uphold loyalty, integrity, patriotism, nationalism, and the respect of the distinct Filipino cultural
heritage, values, language and the profound sense of responsibility in the preservation of the environment and the community, and the nation as a whole.
III. Program Intended Learning Outcomes
(PILO):
A. INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyze “texts” (written, visual, oral , etc.) critically
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies)
3. Use basic concepts across the domains of knowledge
4. Demonstrate critical, analytical, and creative thinking
5. Apply different analytical modes in problem solving
B. PERSONAL AND CIVIC RESPONSIBILITIES (Values)
6. Appreciate the complexity of the human condition
7. Interpret the human experience from various perspectives
8. Examine the contemporary world from both Philippine and global perspectives
9. Take responsibility for knowing and being Filipino
10. Reflect critically on shared concerns
11. Generate innovative practices and solutions guided by ethical standards
12. Make decisions based on moral norms and imperatives
13. Appreciate various art forms
14. Contribute to aesthetics
15. Contribute personally and meaningfully to the country’s development
C. PRACTICAL SKILLS (Skills)
16. Work effectively in a group
17. Apply computing tools to process information effectively
18. Use current technology to assist and facilitate learning and research
19. Negotiate the world of technology responsibly
20. Create solutions to problems in various fields
21. Manage one’s knowledge, skills, and values for responsible and productive living
22. Organize one’s self for lifelong learning
PROGRAM MAPPING
I – Introduce
D – Demonstrate skills without Supervision
P – Practice skills with Supervision
Program Intended Learning Outcomes (PILOs)
After completion of the program, the student must be able to:
1. Analyze “texts” (written, visual, oral , etc.) critically
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies)
3. Use basic concepts across the domains of knowledge
4. Demonstrate critical, analytical, and creative thinking
5. Apply different analytical modes in problem solving
6. Appreciate the complexity of the human condition
7. Interpret the human experience from various perspectives
8. Examine the contemporary world from both Philippine and global perspectives
9. Take responsibility for knowing and being Filipino
10. Reflect critically on shared concerns
11. Generate innovative practices and solutions guided by ethical standards
12. Make decisions based on moral norms and imperatives
13. Appreciate various art forms
14. Contribute to aesthetics
15. Contribute personally and meaningfully to the country’s development
16. Work effectively in a group
17. Apply computing tools to process information effectively
18. Use current technology to assist and facilitate learning and research
19. Negotiate the world of technology responsibly
20. Create solutions to problems in various fields
21. Manage one’s knowledge, skills, and values for responsible and productive living
22. Organize one’s self for lifelong learning
IV. Course Code:
GEC-3
Graduate Intended
Learning Outcomes
(GILOs)
1
2
3
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P
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P
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P
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I
P
D
I
P
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I
P
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D
I
P
D
I
P
D
I
P
D
I
P
D
I
P
D
I
P
D
I
P
D
I
P
D
I
P
D
I
P
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I
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V. Course Name:
VI. Course Unit:
VII. Course
Description (Prerequisites / Corequisites):
VIII. Contact Hours:
IX. Course Intended
Learning Outcomes
(CILO)
READINGS IN PHILIPPINE HISTORY
3 UNITS
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 discussion 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.
3 CONTACT HOURS PER WEEK AT 18 WEEKS
At the end of the semester, the students will be able to:
1. Evaluate primary sources for their credibility, authenticity, and provenance.
2. Analyze the context, content, and perspective of different kinds of primary sources.
3. Determine the contribution of different kinds of primary sources in understanding Philippine history.
4. Develop critical and analytical skills with exposure to primary sources.
5. Demonstrate the ability to use primary sources to argue in favour 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-say 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
9. Manifest interest in local history and concern in promoting and preserving our country’s national patrimony
and cultural heritage.
COURSE MAPPING
(
)
I – Introduce
D – Demonstrate skills without Supervision
Course Intended Learning Outcomes (CILOs)
After completion 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 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 others understand the chosen
topic.
7. Propose recommendations / solutions to present-say
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
9. Manifest interest in local history and concern in
promoting and preserving our country’s national
patrimony and cultural heritage.
P – Practice skills with Supervision
Program Intended Learning Outcomes (PILOs)
1
2 3
4
5
7
8
9
10
11
12
13
14
15
16
17
P
P
P
P
P
18
19
20
21
P
D
D
D
P D
D
P
D
P
D
D
D
D
D
X. Contents
Hours
Competency
Intended
Learning
Contents /
Topics
Institutional
22
Modalities And
Performance Tasks
Resources or
Reference
Assessment
Task(s)
Course
Map
Code
Outcome /
Competencies
Understand and
internalize the
significant
meaning of the PECIT Mission &
school Vision,
Vision
Mission, and
Goal and put
into practice.
1 Hour
PECIT001
1 Hour
PECIT002
Internalize and
apply the core
values of the
school
PECIT003
Identify,
inculcate, and
advertise the
school’s
identity
1 Hour
2 Hours
PECIT004
1 Hour
PECIT005
2 weeks
CILO-01
Be aware and
comprehend by
heart the
school history
and milestones
Demonstrate
and explain the
meaning and
significance of
the school logo
Evaluate
primary sources
for their
credibility,
Values
1. Write a critically
reflection on the
school VMG
2. Memorize and
recite orally the
school mission &
vision
3. Quiz
1. Write a critical
essay on the school
core values
2. Recite orally the
school core values
3. Quiz
 Online lecture
and discussion
 Online forum &
Reporting
PECIT School
Core Values
 Online lecture
and discussion
 Online forum &
Reporting
PECIT School
Hallmark
 Online lecture
and discussion
 Online forum &
Reporting
Create a video
presentation of personal
version of PECIT
advertisement and
publish it in their FB
account.
PECIT School
History,
Milestone, and
Hymn
 Online lecture
and discussion
 Online forum &
Reporting
Memorize and
perform the singing of
the PECIT hymn
PECIT School
Logo
 Online lecture
and discussion
 Online forum &
Reporting
Explain orally the
meaning of PECIT
logo.
 Meaning and
relevance of
history;
 Distinction of
 Lecture /
Discussion
 Library, Museum
and Archives
 Louis
Gottschalk,
“Understandin
g History”,
1. Produce examples
of primary sources
and the
corresponding
authenticity,
and
provenance.
primary and
secondary
sources; 3.
External and
internal
criticism;
 4.
Repositories
of primary
sources, and
different
kinds of
primary
sources.
visitation
(Individually)
 Comparative
analysis of
primary and
secondary
sources





(pp.41-61; 117secondary sources
170).
derives from them.
2. Quiz
Howell and
Prevenier,
“From Reliable
Sources”,
(pp.17-68)
Santiago
Alvarez,
“Katipunan
and the
Revolution:
Memoirs of a
General”,
(pp.82-88)
Teodoro
Agoncillo,
“History of the
Filipino
People”,
(pp.184-187)
Robert Fox,
“The tabon
Caves”, (pp.4044; 109-119)
[Human
remains and
artefacts]
William Henry
Scott,
“Prehispanic
Source
Materials for
the Study of
Philippine

2 weeks
1 week
CILO-02
CILO-03
CILO-04
2 weeks
Analyze the
context,
content, and
perspective of
different kinds
of primary
sources
Determine the
contribution of
different kinds
of primary
sources in
understanding
Philippine
history.
Develop critical
and analytical
skills with
exposure to
primary
sources.

 Content and
contextual
analysis of
selected
primary
sources;
 Identification
of historical
importance
of the text;
and
 Examination
of the
author’s
main
argument
and point of
view.

 Lecture /
Discussion.
 Library / Internet
On-line Research
(Individually)
 Textual Analysis

 Forum Discussion
 Reporting
 Film Viewing

History”
(pp.90-135)
Antonio
Pigafetta, “First
Voyage Around
the World”,
(pp.23-28)
Juan de
Plasencia,
“Customs of
the Tagalog”,
(Garcia 1979,
pp.221-234)
Emilio Jacinto,
“Kartilla Ng
Katipunan”,
(Richardson
2013, pp.131137)
Emilio
Aguinaldo,”Mg
a Gunita Ng
Himagsikan”,
(pp.78-82; 95100; 177-188;
212-227)
National
Historical
Institution
(1977),
Documents of
the 1898
Declaration of
Philippine
Independence,
1. Critical Essay about
a particular primary
source (Students
are required to
discuss the
importance of the
text, the author’s
background, the
context of the
document, and its
contribu-tion to
understanding
Philip-pine history).
2. Film Showing with
critical Reaction /
Reflection Paper
3. Quizes
1. Debate a particular
issue in Philippine
History.
2. Critical Reaction /
Reflection paper
on activities like
research, lecture,
symposium,
discussion, and the
like.
3. Quizzes
4. Examination




The Malolos
Constitution
and the First
Philippine
Republic,
Manila:
National
Historical
Institute
(pp.19-23
Alfred McCoy,
”Political
Caricatures of
the American
Era,” (Editorial
Cartoons)
Commission on
Independence,
“Filipino
Grievance
Against
Governor
Wood”, (Zaide
1990, Vol.11 ,
pp. 230-234)
Corazon
Aquino,
”President
Corazon
Aquino’s
Speech Before
the US
Congress”.
(Sept. 18.1986)
Raiders of the
2weeks
CILO-05
Demonstrate
the ability to
use primary
sources to
argue in favor
or against a
particular issue.
2 weeks
CILO-06
Effectively
communicate
“One past but
Many
Histories”:
controversies
and conflicting
views in
Philippine
History...
 Site of the
First Mass
 Cavite
Mutiny
 Retraction of
Rizal
 Cry of
Balintawak
or Pugad
Lawin.
 Online lecture /
discussion
 Internet
Research
 Document
Analysis
 Discussion Board
Forum (blog)
 Online Reporting
 Online
Symposium
Social, political,
economic, and
 Online lecture /
Sulu Sea (Film)
 Works of Luna
and Amorsolo
(Paintings)
 Antonio
Pigafetta, ”First
Voyage Around
the World”
,(pp.23-32)
 Trinidad Pardo
de
Tavera,”Filipin
o Version of
the Cavite
Mutiny of
1872”, (Zaide
1990, Vol.7,
pp. 274-280)
 Jose Montero y
Vidal,”Spanish
Version of the
Cavite Mutiny
of 1872”,
(Zaide 1990,
Vol.7, pp. 269273)
 Rafael
Izquirdo,
”Official Report
on the Cavite
Mutiny”, (Zaide
1990, Vol.7,
pp.281-286)
Note: Student will
be required to
1 week
1 week
CILO-07
CILO-08
using various
techniques and
genres, their
historical
analysis of a
particular event
or issue that
could help
others
understand the
chosen topic.
Propose
recommendatio
ns / solutions to
present-say
problems based
on their
understanding
of root causes
and their
anticipation of
future
scenarios.
Display the
ability to work
in a team and
contribute to a
group project
cultural issues in
Philippine
History:
Mandated topics:
 Agrarian
Reform
Policies
 The Philippine
Constitution:
a) 1899
Malolos
Constituti
on
b) 1935
Constituti
on
c) 1973
Constituti
on
d) 1987
Constituti
on
 Taxation
 Other sample
topics:
a) Filipino
Cultural
Heritage
b) FilipinoAmerican
Relations
c) Governme
nt Peace
Treaties
with
Muslim
Filipinos
d) Institution




discussion
Internet and
Archival
research
Document
analysis
Online
reporting
Documentary
Film Showing
look for primary
sources on which
they will base
their narrative
and analysis of
the topic
assigned to them.
1. Research output
that maybe in the
form of a term
paper, exhibit,
documentary
presentation,
diorama, webpage,
and others genres
where students can
express their ideas.
2. The output should
trace the evolution
of the chosen topic
through at least
three (3) periods.
3. 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 a historical
al History
of
Schools,
Corporati
ons,
Industries,
Religious
Groups,
and the
like.
e) Biography
of a
Prominen
t Filipino.
1 week
CILO-09
Manifest
interest in local
history and
concern in
promoting and
preserving our
country’s
national
patrimony and
cultural
heritage.
Critical
evaluation and
promotion of
the following…
 Local and
oral history
 Museums
 Historical
shrines
 Cultural
performanc
es
 Indigenous
practices
 Religious
rites and
rituals, etc.
understanding of
the issue.
 Historical data
papers
 Online lecture /  Ereccion de
Pueblos
discussion
(Creation of
 Research in local
Towns)
libraries and
 Museums,
local studies
Local Studies
canters
Centers
 Visit in local
 Art Galleries,
museums,
Painting
historical sites,
Collections
art galleries,
archaeological
 Historical
sites and other
Landmarks and
places where
UNESCO Sites
one could see
 Performances
cultural heritage
that showcase
displays.
traditional arts
 Conduct online
and culture
oral interview.
 Fiestas and
similar local
celebrations
1. Visitation of local
museums, historical
shrines &
landmarks.
2. Reaction paper or
critique of the
shrines, historical
sites, museums
students visited.
2. Film showing of
Filipino cultural
performances,
indigenous
practices, religious
rites & rituals
3. Do research,
Documentation,
and write the
history of the
students’ locality
(Province, City,
Municipality,
Barangay)
VII. Grading System
Criteria
Major Examination (i.e. prelim, midterm, etc.)
Quizzes and Assignments, Activities, Projects etc
TOTAL Grade Percentage
Submitted by:
60 %
100 %
Checked by:
Noted by:
Program Coordinator
Instructor
Date:
Percentage
40 %
Date:
Approved by:
Department. Dean
Date:
Academic Affairs Director
Date: