Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY – SOGOD CAMPUS

San Roque, Sogod, Southern Leyte, Philippines

College of Engineering and Technology

Syllabus in
READINGS IN PHILIPPINE HISTORY (RIPH)
First Semester, 2019 - 2020

NATIONAL GOAL : The attainment of empowered and globally competitive Filipinos through quality and excellent education, relevant and responsive to
changing environment, accessible and equitable to deserving students, efficient and effective in optimizing returns and benefits.

VISION : A high quality corporate Science and Technology University

MISSION : SLSU will produce S and T leaders and competitive professionals; generate breakthrough research in S and T- based disciplines;
transform and improve the quality of life in the communities in the service areas; and be self – sufficient and financially viable.

QUALITY POLICY :

We at Southern Leyte State University commit enthusiastically to satisfy our stakeholders’ needs and expectations by adhering to good governance,
relevance and innovations of our instruction, research and development, extension and other support services and to continually improve the effectiveness
of our Quality Management System in compliance to ethical standards and applicable statutory, regulatory, industry and stakeholders’ requirements.

The management commits to establish, maintain and monitor our quality management system and ensure that adequate resources are available.

UNIVERSITY GOALS:

The SLSU shall:

1. Develop comprehensive curricula to produce S and T leaders and professionals;

2. Establish a culture of Science and Technology-based research;
3. Facilitate adoption of technology to communities and service areas;
4. Intensify production capability; and
5. Establish a transparent, efficient and effective management system.
CORE VALUES :

S – Service Excellence
L – Leadership Competence
S – Stewardship and Accountability
U – Unity in Diversity

PROGRAM OUTCOMES:

A. COMMON TO ALL PROGRAMS AND ALL TYPES OF SCHOOLS :

a) Engage in lifelong learning and understand the need to keep abreast with the developments in the field of practice;
b) Communicate effectively;
c) Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor);
d) Practice professional, social and ethical attitudes, values and responsibilities;
e) Appreciate and value “Filipino historical and cultural heritage” and uphold constitutional and statutory guarantees.

B. COMMON TO THE DISCIPLINE – CET

C. SPECIFIC TO THE PROGRAM – BIT

D. GENERAL EDUCATION OUTCOMES:

1. Apply the latest development in the field of Industrial Technology;

2. Demonstrate broad and coherent knowledge and skills in the field of industrial technology for professional work and long life learning;
3. Formulate, and solve technical/technology problems which could result in innovation, invention or production in accordance with industry standard;
4. Apply knowledge of mathematics, science and technology to solve industry-related problems;
5. Perform tasks in accordance with industry standards and practices;
6. Execute the techniques, skills and modern technology tools necessary for drafting technology practices;
7. Execute managerial and supervisory skills drafting trade;
8. Generate and manage lucrative entrepreneurial activities;
9. Practice occupational health and safety practices.

INSTITUTIONAL OUTCOMES:

A caring creative and innovative scientific leader for designing the optional use of the natural elements to improve the quality of life.
 A. COURSE DETAILS

Course Title READINGS IN PHILIPPINE HISTORY

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.
Units 3
Prerequisite None

B. COURSE OUTCOME AND RELATIONSHIP TO GENERAL EDUCATION OUTCOMES

General Education Outcomes

Course Outcomes
A B C D E F G H I J K L M
At the end of the course, students should 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. Demonstrate the ability to use primary sources to argue in favor or against a particular issue

5. Develop critical and analytical skills with exposure to primary sources

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 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
 C. LEARNING PLAN

Intended Learning Time Teaching –Learning Resources / Instructional

Topics Assessment Tools
Outcomes (ILO) Allotment Activities Materials
1. Discuss the content of I. Introduction to the course, 1.5 Hr. 1. Lecture/Discussion Oral Recitation of the 1. Vision and Mission of the
the course. leveling of expectations and 2. Oral Graded Vision and Mission University
2. Identify course discussion of the grading Recitation 2. Student Handbook
requirements and system including the vision,
expectations. mission and the goals and
3. Explain the grading objectives of the college/unit
system and classroom (Week 1)
rules and policies.

4. Evaluate primary l - Meaning and relevance of 3.0 Hrs 1. Lecture/Discussion 1. Produce examples of 1. Louis Gottschalk,
sources for their history; distinction of primary 2. Library, Museum primary sources and Understanding History, (pp.
credibility, and secondary sources; and Archives the corresponding 41- 61; 117-170)
authenticity, and external and internal criticism visitation (depends secondary sources 2. Robert Fox, The Tabon
repositories of primary on the location of
provenance derived from them Caves, (pp. 40-44; 109- 119).
sources, and different kinds of the HEI)
primary sources. [mga labí ng tao at mga
3. Comparative artifak)
(Weeks 1-2)
analysis of primary 3. William Henry Scott,
and secondary Prehispanic Source Materials
sources for the Study of Philippine
History (pp. 90- 135)
5. Analyze the context, II — Content and 4.5 Hrs 1. Lecture/Discussio 1. Graded Reporting 1. Antonio Pigafetta. First
content, and contextual analysis of selected n 2. Quizzes Voyage Around the World,
perspective of primary sources; 2. Library research 3. Critical Essay about (pp. 23- 48) [Kronika]
different kinds of identification of the historical 3. Textual analysis a particular primary 2. Juan de Plasencia, Customs
importance of the text; and 4. Small group source: students of the Tagalogs, (Garcia
primary sources
examination of the author’s discussion are to discuss the
1979, pp. 221-234) [Ulat ng
5. Reporting importance of the
6. Determine the main argument and point of prayle]
6. Film Analysis text, the author’s
contribution of view background, the 3. Emilio Jacinto, ―Kartilla ng
different kinds of (Weeks 3- 6) context of the Katipunan (Richardson,
primary sources in document, and its 2013, pp. 131-137)
understanding contribution to [Deklarasyon ng mga
Philippine history understanding Simulain]
Philippine history 4. Emilio Aguinaldo, Mga
7. Develop critical Gunita ng Himagsikan. (pp.
and analytical 78- 82; 95-100; 177- 188;
 skills with
exposure to
primary sources
8. Demonstrate the III — "One past, but many
ability to formulate histories”: controversies
arguments in favor or
against a particular and conflicting views in
issue using primary Philippine history
sources
a. Site of the First Mass
b. Cavite Mutiny
c. Retraction of Rizal
d. Cry of Balintawak or
Pugadlawin
(Weeks 7-10)
Midterm Examination
9. Effectively IV — Social, political, economic
communicate, using and cultural issues in
various techniques Philippine history:
and genres, historical
analysis of a particular Mandated topics.
event or issue that
1. Agrarian Reform Policies
could help others
understand the 2. The Philippine Constitution:
chosen topic; - 1899 (Malolos)
Constitution
10.Propose - 1935 Constitution
recommendations or - 1973 Constitution
solutions to present - 1987 Constitution
day problems based 3. Taxation
on their understanding
of root causes, and Other sample topics:
their anticipation of 1. Filipino Cultural heritage
future scenarios 2. Filipino-American relations
3. Government peace treaties
11. Display the ability to with Muslim Filipinos
work in a multi- 4. Institutional history of
disciplinary team and schools, corporations,
contribute to a group industries, religious groups,
endeavor
and the like.
5. Biography of a prominent
Filipino
212-227)[Mga Memoir]
16.5 Hrs 1. Lecture/Discussion 1. Debate a particular 1. Antonio Pigafetta, First
2. Document analysis issue in Philippine Voyage Around the World,
3. Group discussion history (pp. 23- 32)
4. Debate, round table 2. Reaction/reflection 2. Trinidad Pardo de Tavera,
discussion or paper on a sponsored Filipino Version of the Cavite
symposium activité like lecture, Mutiny of 1872, (Zaide 1990,
symposium, round
table discussion, and
the like
1.5 Hrs Paper and Pencil Test
15.0 Hrs 1. Lecture/Discussion 1. Research output Note: Students will be required
2. Library and that may be in the to look for primary sources
Archival research form of a term paper, on which they will base
exhibit, documentary their narrative and analysis
3. Document analysis presentation,
of the topic assigned to
4. Group reporting diorama, webpage,
them
5. Documentary Film and other genres
Showing 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 a historical
understanding of the
 (Weeks 11-14) issue
12. Manifest interest in V. Critical evaluation and 10.5 Hrs. 1. Lecture/Discussion 1. Reaction paper or 1. Historical Data Papers
local history and show promotion of local and oral 2. Research in Local critique of the 2. Ereccion de Pueblos
concern in promoting history, museums, historical libraries and Local shrines, historical (Creation of Towns)
and preserving the shrines, cultural performances, Studies Centers (if sites, museums the 3. Museums, Local Studies
country’s historical indigenous practices, religious available) students visited Centers
and cultural heritage rites and rituals, etc. 3. Tour in local 2. Letter to the editor 4. Art Galleries, Painting
(Weeks 15-18) museums, 3. Blogs collections
historical sites, art 4. Transcript of oral 5. Historical landmarks and
galleries, interview UNESCO sites
archeological sites 6. Performances that showcase
and other places traditional arts and culture
where one could 7. Fiestas and similar local
see cultural and celebrations
heritage displays Southern Leyte:
4. Conduct Oral  First Mass in the
interview Philippines sa Isla ng
Limasawa
 Trece War Memorial sa
Bontoc
 Col. Kangleon Heritage
House sa Macrohon,
 Maasin Cathedral sa
Maasin (1800s)
 Sinugdan Festival
(include your local
historical sites)
Final Term Examination 1.5 Hrs Paper and Pencil Test

D. REFERENCES

1. Required Readings and Other Materials (Primary Sources)

Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan. Manila: C.A. Suntay.

Alvarez, Santiago. (1998). Katipunan and the Reno/onion.’ 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 Comers/on of Jose Rizal. [s.n.].
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 Cadoons: 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. Ereccion de Pueblos.
Pigafetta, Antonio. (1969). First Voyage Around the Wortd. 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 /Uoro Reader. History and Contemporary Struggles o/' the
Bangsamoro People. Quezon City: CenPeg Publications.

Zaide, Gregorio and Sonia Zaide. (1990). Documentary Sources of Philippine History. 12 vols. Manila: National Book Store.
2. Internet Sites:

Comprehensive Agrarian Reform Law of 1988 (R.A. 6657). http://www.IawphiI.net/statutes/repacts/ra1988/ra_6657_1988.html

Decreeing the Emancipation of Tenants from the Soil (P. D. No. 27). http://www.IawphiI.net/statutes/presdecs/pd1972/pd_27_1972.html
Land Reform Act of 1955 (R.A. 1400). http://www.lawphiI.net/statutes/repacts/ra1955/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/depVpoIsciwb/brianl/docs/1934Philippinelndep.pdf
Primary Sources in Philippine History. http://phiIhist.pbworks.com/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/poIsciwb/brianI/docs/1934PhiIippinelndep.pdf
U.S.- P.I. Military Bases Agreement. http://kahimyang.info/kauswagan/articles/1007/today-in-phiIippine- history-march-14-1947-the-military-bases-agreement-was-
signed
Using primary Sources. http://phiIhist.pbworks.com/w/page/16367056/UsingPrimarySources#WhyUsePrimarySourcesinTeach ing

3. Supplementary Readings and Other Materials

th
Agoncillo, Teodoro. {2012). History of the Filipino People. edition. Quezon City: C & E Publishing, Inc.

(2001). The Fateful Years: Japan’s adventure in the Philippines, 1941-1945. Quezon City: University of the Philippines Press.
. (1956) The Revolt of the Masses. The story of Bonifacio and the Katipunan. Quezon City: University of the Philippines Press.
Blair, Emma Helen and James Alexander Robertson. (1961). The Philippine Islands, 1493-1898. Mandaluyong: Cachos Hermanos Inc.

Constantino, Renato. (1975). The Philippines. A Past Revisited. Quezon City: Renato Constantino.
Constantino, Renato and Letizia Constantino. (1978). The Philippines. The Continuing Past. Quezon City: The Foundation for Nationalist Studies.

Corpuz, Onofre. {1989). The Roots of the Filipino Nation. 2 volumes. Quezon City: Aklahi Foundation.
Fernandez, Pablo. (1979). History of the Church in the Philippines, 1521-1898. Manila: National Book Store, 1979. Friend, Theodore. {1965). Between Two Empires:
The Ordeal of the Philippines, 1929-1946. New Haven: Yale University Press.

Galang Zoilo. (1950). Encyclopedia of the Philippines, Vol. 17. Manila: E. Floro.
Garcia, Mauro ed. (1969). Aguinaldo in Retrospect. Manila: Philippine Historical Association.
(1979). Readings in Philippine Prehistory. Manila: Filipiniana Book Guild. Garcia, Ricardo. (1964). The Great Debate.' The Rizal Retraction. Quezon City: R.P.
Garcia.
Gottschalk, Louis. (1969). Understanding History.’ A Primer of Historical Method. New York: Alfred A. Knopf.
Hontiveros, Greg. (2008). A Fire on the Island. A fresh Look at the First Mass Controversy. Butuan City: Butuan City Historical and Cultural Foundation, Inc.
Howell, Martha and Walter Prevenier. (2001). From Reliable Source: An Introduction to Historical Methods. Ithaca: Cornell University Press.
Karnow, Stanley. (1989). In our Image. America’s Empire in the Philippines. New York: Random House. Majul, Cesar Adib. {1973). Muslims in the
Philippines. Quezon City: University of the Philippines Press.
Pascual, Ricardo. (1950). Rizal Beyond the Grave. A Reiteration of the Greatness of the Martyr o/ Bagumbayan. Manila: Luzon Publisher.
Querol, Mariano. (1974). Land Reform in Asia. Manila: Solidaridad Publishing House.
Salamanca, Bonifacio. (1968). The Filipinos Reaction to American Rule, 1901-1913. Quezon City: New Day Publishers. Scheurs, Peter. (2000). The Location of
Pigafetta’s Mazaua, Butuan and Calagan, 1521-1571. Manila: Manila: National
Historical Institute.
Schumacher, John. (1992). Readings in Philippine Church History. Quezon City: Ateneo de Manila University Press. Scott, William Henry. (1984). Prehispanic Source
Materials for the Study of Philippine History. Quezon City: Newday Publishers.

Stanley, Peter. (1974). A Nation in the Making.' The Philippines and the United States, 1899-1912. Massachusetts: Harvard University Press.

Taylor, John R.M. (1971). The Philippine Insurrection Against the United States. Vol. 1. Pasay City: Eugenio Lopez Foundation.

E. GRADING SYSTEM:

A. Mid-Term Grade B. Final Term Grade C. Semestral Grade

1. Term Examinations 40% 1. Term Examinations 40% a. Midterm - 50%
2. Class Standing 60% 2. Class Standing 60% b. Final Term – 50%
2.1 Quizzes 30% 2.1 Quizzes 20% Final Average Grade – 100%
2.2 Participation and Attendance 20% 2.2 Term Paper 20%
2.3 Character/Behavior 10% 2.3 Participation and
_______ Attendance 20% _______
100% 100%

F. COURSE REQUIREMENTS :

1. Project (Term Paper): Students are required to submit a five-pages term paper based on the topics of the course. This paper will be submitted on or
before the final exam. Requirements that are submitted late or after the specified date will be marked with 75.0.

2. Class Attendance: Regular attendance is expected. Should there be absences; the same shall not exceed 20% of the required 54-hour contact time in a
semester. Students, who will come to class, 15 minutes after the instructor/professor enters the room/hall, will be marked absent.

3. Academic Integrity: Plagiarism is a serious offense. All work must at all times acknowledge intellectual honesty. Cut and paste will not be honoured.
Where a material requires permission from the publisher/author, the same must be strictly followed.

4. Class Deportment: Everyone must observe professional behavior at all time and shall maintain civil discourse throughout class time.
Disagreements/dissentions have to be anchored on reason and respect and should be discussion-hinged. Leaving the class other than to attend to
emergencies and personal necessities is discouraged. Further, cellphones and other similar gadgets have to be in silent mode discouraging their use
during class hours. Respect begets respect, in this manner, when one is talking, everybody should listen.

5. Test Honesty: Students caught cheating in major exams will be dealt with proper sanction as stipulated in the Students’ Handbook without prejudice to
academic freedom of the instructor/professor.
 G. PROVISION FOR FLEXIBILITY:
o Students With Disabilities: Students with special needs or with disabilities shall be dealt with appropriately depending on the course’s
activities/requirements
H. RUBRICS
A. Rubrics for Project/Term Paper
“A” PAPER
CRITERIA
10.0 POINTS
CLARITY AND Original thought or approach.
INTENTION Demonstrate a clear intention
that is responsive to the
assigned task. Contextualizes
the topic or text to be analyzed.
CONTENT Content explores complex ideas
DEVELOPMENT that are used to shape
compelling work. Provides
ample evidence to support
arguments. Employs logical and
smooth writing.
STRUCTURE Careful statement of thesis.
ANS Strong topic sentences and
ORGANIZATION paragraph connections.
Compelling conclusion
organically following from the
earlier ideas expanded in the
paper.
RESEARCH AND Skillfully uses at least five
USE OF scholarly secondary sources
SOURCES that do not always agree and
cites primary sources as
evidence to support well-
developed ideas.
LANGUAGE AND Careful editing; proper margins,
FORMATTING spacing footnoting, quotations,
paginations and bibliographical
citations using Chicago Manual
“B” PAPER
8.0 ‐ 9.9 POINTS
Demonstrate an adequate focus on
assigned task. Argument is fairly
obvious, clear, and coincide.
Content demonstrate consideration
of new ideas that are used to shape
solid work. Provides some but not
enough. Evidence to support main
point. Somewhat logical, but at
times wanders.
Contextualizes the topic and text to
be analyzed. Uneven in the
paragraph construction and
connections. Conclusion does not
support thesis very well.
Competently uses at least five
relevant scholarly sources that all
agree with each other and cites
primary sources as evidence to
support well-developed ideas.
Some errors and grammatical
errors. Less than five errors in CMS
footnoting and bibliography.
Respects required length specified
“C” PAPER
6.0 ‐ 7.9 POINTS
Demonstrate an attempt to
answer assigned task, but is
vague and is made of statements
rather than arguments.
Content demonstrate attention to
simple ideas that are evident in
their work. Student did not
master the materials due to
shallow researching and careless
reading. Difficult to follow, full of
digressions.
Paper does not provide context.
Paragraph do not have topic
sentences and are randomly
organized. Conclusion is weak
and hastily added at the end of
the paper.
Use less than five scholarly
sources that all agree with each
other. Sources sometimes are not
relevant. Often relies on personal
assumptions not based on
evidence.
Use of slang, colloquial
expressions or other informal
speech. Many spelling and
grammatical errors. More than
“D” PAPER
5.9 POINTS and Below
Demonstrate minimal attention
to the assigned task. Paper makes
no argument and has no direction
Content demonstrates
consideration of simple ideas that
are evident in some elements of
the paper. Thoughts are unclear
and unconnected.
There is no opening paragraph or
thesis. Paragraphs and sentences
are disjointed. No conclusion.
Attempts to use some sources
and evidence to support ideas,
but mostly relies on personal
assumptions.
Length of paper is significantly
shorter than required in the
assignment. Language is informal,
not respecting the standards of
 of Style (CMS). Flawless
spelling, grammar, typography
and punctuation. Respects
required length specified in
assignment.
Prepared by:
ANDRES A. HINAYAS, MAEd
Instructor
RAYMUND S. DAYUNAN
Part-time Instructor
in assignment. five CMS errors for footnoting an academic paper. Numerous
and bibliography. Length of paper spelling, grammatical, and
is up to two pages over or less typographical errors.
than specified in assignment.
Reviewed by and Recommended for Approval by: Approved by:
ELVIE D. DURAN, Ed. D.
Director, Institute of Arts & Sciences
CONFIRMATION AND ACKNOWLEDGEMENT
 This is to confirm that the contents of the course syllabus in GE-RIPH – Readings in Philippine History, First Semester of AY 2019-2020 at SLSU-MAIN
CAMPUS, Sogod, Southern Leyte, were discussed to us during the first day of class and a copy of which was provided for preproduction and individual reference and
guide.

Course Course
Name of Student Signature Name of Student Signature
and Year and Year
1. 31.
2. 32.
3. 33.
4. 34.
5. 35.
6. 36.
7. 37.
8. 38.
9. 39.
10. 40.
11. 41.
12. 42.
13. 43.
14. 44.
15. 45.
16. 46.
17. 47.
18. 48.
19. 49.
20. 50.
21. 51.
22. 52.
23. 53.
24. 54.
25. 55.
26. 56.
27. 57.
28. 58.
29. 59.
30. 60.