GE 2-Reading in The Phil History

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
ISO 9001:2015 Certified
COURSE SYLLABUS
1. COURSE SPECIFICATIONS
Course Title READING IN PHILIPPINE HISTORY Course Code: GE 6
Course The course analyzes Philippine history from multiples perspectives through the lens of selected primary source
Description coming from various disciplines and of other genres. Student are given opportunities to analyze the author’s
background and main arguments, compare of different view, identify biases and examine the evidence 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 minded, morally upright and responsible citizens.
This course includes mandatory topics on the Philippine Constitution, agrarian reform, and taxation.
SY/Semester 2018-2019/1st Semester Credit Units 3 units = 3 hours lecture/week for 18 weeks or
54 hours/sem.
Program(s) to BS CIVIL ENGINEERING Prerequisite None
which it
contributes
2. VISION AND MISSION OF NwSSU

VISION MISSION
A provider of relevant and quality education to a society where citizens are An academic institution providing technological, professional, research
expected to become competent, skilled, dignified, and community- and extension programs to form principled men and women of
oriented. competencies and skills responsive to local and global development
needs.
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3. INSTITUTIONAL GRADUATE OUTCOMES (IGO)

NwSSU IGO Operational Indicators
IGO1. Creative and  Solves problems  Receptive to new ideas
Critical Thinkers  Generates new and innovative ideas  Makes a sound judgment
 Exhibits questioning mind
IGO2. Life-long  Manifests willingness to learn  Applies theory to practice
Learners  Updates knowledge, skills and qualification  Influences transformative change
 Accepts challenges while calculating risks
IGO3. Effective  Demonstrates good and oral and written communication  Listens attentively and emphatically
Communicators  Expresses thoughts clearly and responsibly  Responds to social issues and problems
IGO4. Morally and  Leads a morally and socially upright life  Advocates environmental conservation and cultural
Socially Upright  Demonstrates ethics and professionalism preservation
Individuals  Responds to community development needs  Manifests gender sensitivity
 Shows social maturity in dealing with others
4. PROGRAM/DEGREE OUTCOMES (PGO)

NWSSU-IGO PGO BSCE Program Graduate Outcomes
Code
IGO1. Creative CEA Apply knowledge of mathematics and science to solve civil engineering problems
and Critical CEB Design and conduct experiments, as well as to analyze and interpret data
Thinkers CEC Design a system, component, or process to meet desired needs within realistic constraints, in accordance with standards
IGO2. Life-long CED Function in multidisciplinary and multi-cultural teams

Learner CEE Identify, formulate, and solve civil engineering problems
CEF Understand professional and ethical responsibility
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IGO3. Effective CEG Communicate effectively civil engineering activities with the engineering community and with society at large
Communicator CEH Understand the impact of civil engineering solutions in a global, economic, environmental, and societal context
CEI Recognize the need for, and engage in life-long learning
IGO4. Morally CEJ Know contemporary issues
and Socially CEK Use techniques, skills, and modern engineering tools necessary for civil engineering practice
Upright CEL Know and understand engineering and management principles as a member and leader of a team, and to manage projects in a
Individuals multidisciplinary environment
CEM Understand at least one specialized field of civil engineering practice
5. LEARNING OUTCOMES (LO)
Learning Outcomes: CEA CEB CEC CED CEF CEG CEH CEI CEJ CEK CEL CEM
At the end of the course, the students should be able to:
LO1. Evaluate primary sources for their credibility,
authenticity, and provenance.
LO2. Analyze the context, content, and perspective of 2 2 2
different kinds of primary sources.
LO3. Determine the contribution of different kinds of primary
sources in understanding Philippine history.
LO4. Develop critical and analytical skills with exposure to 2 2
primary sources.
LO5. Demonstrate the ability to use primary sources to
argue in favor or against a particular issue.
LO6. Effectively communicate using various techniques and 3
genres, their historical analysis of a particular event or issue
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that could help others understand the chosen topic.

LO7. Propose recommendations/solutions to present-day 2 2 2
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 2
a group project.
LO9. Manifest interest in local history and concern in
promoting and preserving our country’s national patrimony
and cultural heritage.
1-Introduce 2-Reinforced 3- Practiced
6. MAJOR COURSE OUTPUTS (MCO)/OTHER REQUIREMENTS AND GRADING SYSTEM
Learning Outcomes Required Output Due Date

LO1 MCO1: The students learn to evaluate primary sources for their credibility, authenticity, and 1st – 4TH WEEK
provenance.
LO2 MCO2: The students can analyze the context, content, and perspective of different kinds of 5TH – 7TH WEEK
primary sources.
LO3 MCO3: The students learn to determine the contribution of different kinds of primary sources 8TH – 10TH WEEK
in understanding Philippine history.
LO4 MCO4: The students learn to develop critical and analytical skills with exposure to primary 11TH – 18TH WEEK
sources.
LO5 MCO5: The students learn to demonstrate the ability to use primary sources to argue in
favor or against a particular issue.
LO6 MCO6: The students learn to effectively communicate using various techniques and genres,
their historical analysis of a particular event or issue that could help others understand the
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chosen topic.
LO7 MCO7: The students learn to propose recommendations/solutions to present-day problems
based on their understanding of root causes and their anticipation of future scenarios.
LO8 MCO8: The students learn to display the ability to work in a team and contribute to a group
project.
LO9 MCO9: The students learn to manifest interest in local history and concern in promoting and
preserving our country’s national patrimony and cultural heritage.
ASSESSMENT:
The student will be assessed by the following:

 Quizzes/Oral Reporting
 Research works
 Essay
 Debate
 Final Exam
GRADING SYSTEM:
To pass this course, one must accumulate at least 75 percent of the course requirements discussed above. The maximum
grades that a student can obtain through each requirement are shown below:
Requirement/Assessment Task Percent (%)

Quizzes/Oral Reporting 15
Research works 15
Essay 20
Debate 20
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Final Exam 30
TOTAL 100
7. LEARNING PLAN
LEARNING Teaching and Learning WEEK

TOPIC Assessment Resources
OUTCOME Activities (Methodology) NO.
LO1 - Course orientation 1-2

- Grading system
- Class Requirements
- Meaning and relevance of history; - Lectures/ Discussion - Produce examples of - Louis Gottschalk,
distinction of primary and secondary - Library, Museum and primary sources and Understanding History,
(pp. 41-61, 117-170)
sources; external and internal Archives visitation. corresponding - Howell and Prevenier,
criticism; repositories of primary - Comparative analysis of secondary sources From Reliable Sources,
sources, and different kinds of primary and secondary derived from them. (pp. 17-68)
primary sources. sources - 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. 109-119).
(Human remains and
artifacts)
- William Henry Scott,
Prehispanic Source
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Materials for the Study of

Philippine History
(pp. 90-135)
LO2 - Content and contextual analysis of - Lectures/ Discussion - Graded Reporting - Antonio Pigafetta, First Voyage 3-6
selected primary sources; - Library, research - Quizzes Around the World, (pp. 23-48)
[Chronicle]
identification of the historical - Textual analysis - Critical Essay about a - Juan de Plasencia, Customs of
importance of the text; and - Small group discussion particular primary the Tagalogs, Garcia 1979, pp.
examination of the author’s main - Reporting source; students are to 221-234) [Friar account]
argument and point of view. - Firm Analysis discuss the importance - Emilio Jacinto, “Kartilla ng
LO3 of the text, the author’s Katipunan” (Richardson, 2013, pp.
131-137) [Declaration of
background, the context Principles]
of the document, and its - Emilio Aguinaldo, Mga Gunita ng
contribution to Himagsikan, (pp. 78-82, 95-100,
understand Philippine 177-188, 212-227) [Memoirs]
history. - National Historical Institute (1997)
Documents of the 1898
LO4 Declaration of Philippine
Independence. The Malolos
Constitution and the First
Philippine Republic. Manila
National Historical Institute (pp. 19-
23) [Proclamation]
- Alfred McCoy, Political
Caricatures of the American Era
(Editorial Cartoons)
- Commission on Independence,
Filipino Grievances Against
Governor Wood (Zaide 1990, vol.
11, pp. 230-234). [Petition letter]
- Corazon Aquino, President
Corazon Aquino’s Speech before
the U.S. Congress Sept. 18, 1986
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[Speech]
- Raiders of the Sulu Sea (Film)
- Works of Luna and Amorsolo
[Paintings]
LO5 - “One past but many histories”; - Lecture/Discussion - Debate a particular - Antonio Pigafetta, First Voyage 7-10
controversies and conflicting views - Document analysis issue in Philippine Around the World, (pp. 23-32)
[Chronicle]
in Philippine history - Group discussion history - Trinidad Pardo de Tavera, Filipino
 Site of the First Mass - Debate, round table - Reaction/reflection Version of the Cavite Mutiny of
 Cavite Mutiny discussion or symposium paper on a sponsored 1872. (Zaide 1990, vol. 7, pp. 274-
 Retraction of Rizal activity like lecture, 280)
- Jose Montero y Vidal Spanish
 Cry of Balintawak or symposium, round table
Version of the Cavity Mutiny of
Pugadlawin discussion and the like. 1872 (Zaide 1990, vol. 7, pp. 269-
273)
- Rafael Izquirdo, Official Report on
the Cavite Mutiny (Zaide 1990, vol.
7, pp. 281-286)
- Ricardo P. Garcia, The Great
Debate; The Rizal Retraction (pp.
9-19, 31-43)
- Jesus Ma. Cavanna, Rizal’s
Unfading Glory, (pp. 1-52)
- Ricardo R. Pascual, Rizal Beyond
the Grave, (pp. 7-35)
- Pio Valenzuela, Cry of
Pugadlawin, (Zaide 1990, vol. 8,
pp. 301-302)
- Santiago Alvarez, Cry of Bahay
Toro, (Zaide 1990, vol. 8, pp. 303-
304)
- Gregoria de Jesus, Version of the
First Cry, (Zaide 1990, vol. 8, pp.
305-306)
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- Guillermo Masangkay, Cry of

Balintawak, (Zaide 1990, vol. 8, pp.
307-309)
LO6 - Social, political, economic and cultural - Lectures/ Discussion - Research output that may Note: Students will be required to 11-14
issues in Philippine history. - Library and Archival be in the form of a term look for primary sources on which
paper, exhibit, documentary they will base their narrative and
Mandated topics: research presentation, diorama, analysis of the topic assigned to
 Agrarian Reform Policies - Document analysis webpage, and other genres them.
 The Philippine Constitution - Group reporting when students can express
- 1899 (Malolos) Constitution - Documentary Film Showing their ideas. The output
LO7 - 1935 Constitution should trace the evolution of
- 1973 Constitution the chosen topic through at
- 1987 Constitution least three periods. Group
 Taxation members should collaborate
to produce a synthesis that
Other sample topics: examines the role of this
 Filipino Culture heritage issue in promoting/hindering
 Filipino-American relations nation building and provide
LO8 appropriate
 Government peace treaties with
Muslim Filipinos recommendations rooted in
 Institutional history of schools, a historical understanding of
corporations, industries, religious the issue.
groups and the like
 Biography of a prominent Filipinos
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LO9 - Critical evaluation and promotion of - Lectures/ Discussion - Reaction papers or critique - Historical Data Papers 15-17
local and oral history, museums, - Research in Local libraries of the shrines, historical - Ereccion de Pueblos (Creation of
and Local Studies Centers (if sites, museums the students Towns)
historical shrines, cultural visited - Museums, Local Studies Centers
performances, indigenous practices, available)
- Letter to the editor - Art Galleries, Painting collections
religious rites and rituals etc. - Tour in local museums,
Blogs - Historical landmarks and
historical sites, art galleries, - Transcript of oral interview. UNESCO sites
archeological sites and other - Performances that showcase
places where one could see traditional arts and culture
cultural and heritage displays - Fiestas and similar local
- Conduct Oral interview celebrations
LO1 – LO9 Evaluation - Review LO1 – LO9 Final Exam. - Test Booklet 18
8. REFERENCES
1. Louis Gottschalk,
2. Howell and Prevenier,
3. Santiago Alvarez, Katipunan and the Revolution, Memoirs of a General
4. Teodoro Agoncillo, History of the Filipino People
5. Robert Fox, The Tabon Caves
6. Antonio Pigafetta, First Voyage Around the World
7. Juan de Plasencia, Customs of the Tagalogs, Garcia 1979
8. Emilio Jacinto, “Kartilla ng Katipunan” (Richardson, 2013)
9. Emilio Aguinaldo, Mga Gunita ng Himagsikan
10. National Historical Institute (1997) Documents of the 1898 Declaration of Philippine Independence. The Malolos Constitution and the First
Philippine Republic. Manila National Historical Institute
11. Alfred McCoy, Political Caricatures of the American Era (Editorial Cartoons)
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Telefax: (055) 2093657
12. Commission on Independence, Filipino Grievances Against Governor Wood (Zaide 1990
10. CLASS POLICIES
1. Research Works and Art Composition must be submitted on the week as indicated in this syllabus.
2. There will be long/short quizzes and one final exam in this course. Make – up exams will be given provided that the reason for not taking the
exam is excused as approved by the dean of the college.
3. Regular attendance is expected. Attendance policy as stipulated in the student handbook will be implemented.
4. Final grade of students will be posted on – line (please refer to the school calendar regarding the schedule). During the grade consultation day,
students can meet with the faculty (time and date will be posted on – line and at the department’s bulletin board) with regard to the computation
of the final grade.
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Republic of the Philippines

Northwest Samar State University

2. VISION AND MISSION OF NwSSU

3. INSTITUTIONAL GRADUATE OUTCOMES (IGO)

4. PROGRAM/DEGREE OUTCOMES (PGO)

IGO2. Life-long CED Function in multidisciplinary and multi-cultural teams

5. LEARNING OUTCOMES (LO)

that could help others understand the chosen topic.

6. MAJOR COURSE OUTPUTS (MCO)/OTHER REQUIREMENTS AND GRADING SYSTEM

Learning Outcomes Required Output Due Date

The student will be assessed by the following:

Requirement/Assessment Task Percent (%)

LEARNING Teaching and Learning WEEK

LO1 - Course orientation 1-2

Materials for the Study of

- Guillermo Masangkay, Cry of

10. CLASS POLICIES

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