Republic of the Philippines

Eastern Visayas Ste University

College of Arts and Sciences
GENERAL EDUCATION DEPARTMENT
Tacloban City
PROGRAM : ALL PROGRAMS COURSE DESCRIPTION:
CLASSIFICATION OF SUBJECT : GENERAL EDUCATION The course analyzes Philippine history from multiple perspectives through the lens of selected primary
COURSE CODE : GEN ED 003 sources coming from various disciplines and of different genres. Students are given opportunities to
READINGS IN PHILIPPINE analyze the author’s background and main arguments, compare different points of view, identify biases
COURSE TITLE : and examine the evidences presented in the document. The discussions will tackle traditional topics
HISTORY
FIRST AND SECOND in history and other interdisciplinary themes that will deepen and broaden their understanding of
SEMESTER : Philippine political, economic, cultural, social, scientific and religious history. Priority is given to primary
SEMESTER
SCHOOL YEAR : 2019-2020 materials that could help students develop their analytical and communication skills. The end goal is
CREDIT UNITS : 3 UNITS to develop the historical and critical consciousness of the students so that they will become versatile,
TIME FRAME : 54 HOURS articulate, broad-minded, morally upright and responsible citizens.
PREREQUISITE COURSE : None
CO-REQUISITE : None
This course includes mandatory topics on the Philippine Constitution, agrarian, and taxation.
SCHEDULE :
CONSULTATION TIME :

VISION
A leading state university in technological and professional education.
MISSION
Develop a strong technologically and professionally competent productive human resource imbued
with positive values needed to propel sustainable development.
COLLEGE OF ARTS AND SCIENCES GOALS
1. Produce quality human resources responsive to the regional and national development
needs.
2. Develop competent and service-driven graduates imbued with positive values

1
Readings in Philippine History
COURSE OUTLINE
Course/
Learning
Weeks Learning Topics Sources Assessment Culminating Activity
Activities
Outcomes
1 At the end of Orientation Getting to know Student handbook and Each class will provide their own
1st week, 1. EVSU vision, each other, syllabus class policies, which will be signed
students are mission, goals orientation and by the teacher in charge and all the
expected to: making of students upon reaching an
and core values classroom agreement on the norms. These set
Be oriented 2. Course syllabus policies. of policies will then be laminated, or
with the framed, or whichever is comfortable,
university’s and should be present every class.
vision and The students will bring the
mission, the agreement every session, and the
goals and the teacher will regularly check the
objectives of presence of these policies inside the
the college. classroom every session. Failure to
Be introduced bring or present the policies during
to the course classes means the class session is
outline, void.
course
requirements,
grading
system and
classroom
policies.
2-3 At the end of Unit l. Introduction 1. The students Candelaria, John Lee and 1. Give more examples of primary The students will create
the 3rd week, A. Concept of will research on Veronica Alporha. (2018). sources and the corresponding caricatures/illustrations/
the students History the following: a) Readings in Philippine secondary sources derived from matrixes/timelines/collages to
are expected B. Importance of Concept and History: Manila: Rex Book them. represent their realization about
to: Studying Importance of Store, Inc. 2. Students will bring a primary Philippine History.
History History, b) source that can be used in the
Justify the C. History and the Theories and De La Costa, Horacio writing of their life history and
importance of Historian Approaches in (1992). Readings in present it to the class
history as an D. Historical Understanding Philippine History. Manila:
academic Sources Philippine History, Bookmark, Inc.
discipline and E. Theories and/or and c) Milestones
to be familiar Approaches in of the Philippine Halili, Maria Christine N.
with the Understanding Government/Chro (2010) Philippine History.
underlying Phil. History nology of Manila: Rex Book Store,
philosophy in Inc.
2
Readings in Philippine History
 assessing F. Milestones of the Philippine
and analyzing Philippine Historical Events. Torres, Jose Victor (2018)
existing Government/ Batis Resources in
historical Chronology of 2. The students Philippine History.
narratives Philippine will write their
Historical Events understanding or Supplementary Notes
Examine and explanation about (Chapter 1-17)
assess the following:
critically the a) Concept and
value of Importance of
historical History,
sources, b) Theories and
Approaches in
Understanding
Philippine History,
Differentiate and
primary and c) Milestones of the
secondary Philippine
sources of Government/Chron
historical ology of Philippine
records, Historical Events.

Identify 3. The students

possible will present their
repositories of written output to
primary the class.
sources; and
4. The students
Appreciate will make a matrix
the of the different
importance of ideas presented
history in the by the class.
social and
national life of 5. The students
the will formulate
Philippines their own
generalization
based on the
thoughts
presented by
them.

3
Readings in Philippine History
4-7 After the 7th Unit 2. Content & 1. The students Candelaria, John Lee and 1. Quiz There will be an Amazing Race. The
week, Contextual Analysis of will search for Veronica Alporha. (2018). 2. Critical essay about a particular class will be divided into several
students are Selected Primary primary sources Readings in Philippine primary source wherein students teams (least number of groups is 4),
expected to: Sources in Philippine related to the History: Manila: Rex Book will discuss the importance of and these teams will compete
History historical events Store, Inc. the text, the author’s against each other and race to the
Use primary A. Summary of the included in the background, the context of the finish line. The school is the venue
sources First Voyage unit. De La Costa, Horacio document and its contribution in for this race, with every section in the
through Around the World (1992). Readings in understanding Philippine history school be designated to a particular
content and by Magellan’s 2. The students Philippine History. Manila: 3. Matrix (Data Retrieval Chart) station. Like in the original series,
contextual Expedition: will present the Bookmark, Inc. each team must first do a challenge
examination Pigafetta’s different primary and if done successfully, will they be
of historical Account sources they Torres, Jose Victor (2018). allowed to take the question and start
documents, B. The “Kartilya ng have gathered. Batis Resources in answering it. Each team member
Katipunan” Philippine History. must bring with them the question
Analyze C. Reading the they got from each station. After
historical “Proclamation of 3. The students Supplementary Notes answering the question, a clue will be
narratives, Philippine will conduct (Chapter 12) given as to where the next station will
Independence” critical scrutiny of be. Advised minimum number of
Determine the D. A Glance at the different stations is 5. Once all the questions
contribution of Selected sources they have been gathered, and they’re
different kinds Philippine have presented. already done answering, the team
of primary Political must compile their answers together
sources in Caricature in 4. The students with the questions in a short brown
understanding Alfred McCoy’s will report their envelope labeled with the team’s
Philippine Philippine analysis of the name and the members. The team
history; and Cartoons: different historical who finishes first will get additional
Political events based on points for the said activity.
Develop Caricature of the the sources they
critical and American Era examined.
analytical (1900-1941)
skills with E. Revisiting 5. The students
exposure to Corazon Aquino’s will write their
primary Speech Before synthesis of the
sources the U.S. analysis of the
Congress different historical
events.

4
Readings in Philippine History
8-10 At the end of Unit 3. Philippine 1. Student will Candelaria, John Lee and Position paper on the sponsored activity The students will organize a variety
the 10th History: Spaces for conduct a Veronica Alporha. (2018). symposium show showcasing the controversies
weeks, Conflict and research and ask Readings in Philippine in Philippine history.
students are Controversies available sources History: Manila: Rex Book
expected to: A. Making Sense of then formulate Store, Inc.
the Past: their own
Demonstrate 1. Historical feedback De La Costa, Horacio
the ability to Interpretation regarding their (1992). Readings in
formulate 2. Multiperspecti personal Philippine History. Manila:
arguments in vity discovery. Bookmark, Inc.
favor or B. Case Studies
against a 1. Where did the 2. Students will Joaquin, Nick. A Question
particular First Catholic discuss their own of Heroes. (2016). Manila:
issue using Mass Take perspective about Anvil Publishing, Inc.
primary Place in the their thoughts
sources; and Philippines regarding the Torres, Jose Victor (2018).
2. What success and Batis Resources in
Happened in failures; tragedies Philippine History.
the Cavity and triumphs
Provide Mutiny? regarding their Supplementary Notes
recommendati 3. Where and selected historical (Chapter 13)
ons or when did the events.
solutions to Cry of
present-day Rebellion 3. Students will
social, happen? conduct a
political, historical survey
economic and regarding their
cultural issues selected
and problems significant events
in Philippine in history and
society. have a feedback
on the
authenticity,
veracity and
substance
regarding the
dates and places
of happenings.

4. Will conduct a
Symposium

5
Readings in Philippine History
 where we will
invite local
historians (like
Rolando
Borrinaga).

11 MIDTERM EXAM
12-15 At the end of Unit 4. Doing History: A 1. The students Torres, Jose Victor (2018). Make research paper about the history The students will create a vlog based
the 15th week, Guide for Students will research on Batis Resources in of their barangay from their cultural mapping of one’s
students are A. Doing Historical how to do local Philippine History. locality.
expected to: Research Online and oral history.
B. Doing Historical
Make a vlog Research in 2. The students
about the Libraries and will report their
history of Archives ideas to the class
one’s locality, C. Doing Life on how to do a
and; Histories and local and oral
Biographical history
Manifest Research
interest in D. Doing Local and 3. The students
promoting Oral History will present
and E. Interacting with samples of local
preserving the History through and oral history.
country’s Historical Shrines
cultural and Museums 4. The students
heritage will organize and
attend Historical
Mapping
Seminar-
Workshop
16-18 At the end of Unit 5. Social, Political, 1. The students Blanco, Thomas Lyndon B. 1. Debate a particular issue in The class will make an exhibit
the 14th week, Economic and Cultural will trace the and Sheldon Ives G. history showcasing everything that they
students are Issues in Philippine development of Agaton. Workbook in 2. Reaction paper have learned throughout the course.
expected to: History the Philippine Philippine History, Each class will be assigned a
A. Evolution of the Constitution Government and particular topic to exhibit and a room
Verbalize the Philippine from1897, 1899, Constitution. Tacloban: as to where their exhibits will be
commitment Constitution 1935, 1973, and EVSU. displayed.
to uphold the B. Policies on 1987.
social, Agrarian Reform De Leon, Hector (2014).
political, C. Evolution of 2. The students Textbook on the Philippine
economic and Philippine will report to the Constitution, Agrarian

6
Readings in Philippine History
 cultural Taxation class the agrarian Reform and Taxation,
heritage of provisions of all Manila: Rex Book Store.
the Filipino Constitutions
nation, and; developed. De Leon, Hector (2014).
Textbook on the Philippine
Propose 3. The students Constitution, Agrarian
recommendati will provide Reform and Taxation,
ons or conclusion on the Manila: Rex Book Store.
solutions to impact of fiscal
present day policy on
problems economic growth.
based on their
understanding 4. invite resource
of root persons from
causes, and concerned
their government
anticipation of offices/ agencies
future
scenarios

GRADING SYSTEM
Performance Task 60%
Written Requirement 25%
Exam 15%

POLICIES
1. Classroom Preparations and Procedures
a. Attendance is a must. Students must come to class on time and prepared for their lessons. Tardiness is discouraged.
b. Students are expected to participate in all class activities.
c. Please treat other students, the instructor, and guests with courtesy and respect.
d. Unnecessary noise is discouraged. For the courtesy of others, including the instructor, put cell phones and other noise makers on silent mode or turn them off. As a
rule, the use of mobile phones and digital devices during class sessions is strongly prohibited except for some urgent or emergency reason.
e. Cleanliness of the classroom must be maintained always. Make sure to turn off lights and fans after class.
f. The class president will be the contact person and is in-charge for the dissemination of information, if there is any, to his/her classmates.
2. Policies on Course Requirements
a. Students are expected to submit all the requirements for the subject.
b. Projects, assessments, culminating activities, and etc. must be submitted as scheduled.
c. Late submission would mean demerit.
d. Failure to submit would mean a grade of 5.0 for projects, assessments, culminating activities, and etc.

7
Readings in Philippine History
Rubrics for Unit 1
Criteria
Relevance
Creativity
Originality
Presentation
Rubrics for Unit 2
CRITERIA
Understanding of
literature/ texts
Idea Development
Organizational Pattern
Word Choice
Sentence Structure
Transitional Devices
Language Mechanics
Readings in Philippine History
5 4
Very much relevant
Very much creative
Very much unique
Excellent organization and
presentation
4 3
writing shows unusual insight
understanding
presents fresh thesis in an
original manner while
displaying unusual insight
strong, interesting; clear
beg/middle/end; strong
thesis that is marked on draft
fresh/vigorous; contributes to
"voice"
correct/varied
smooth & effective; marked
on draft
very few (if any) errors; very
well proofread
3 2 1
relevant Slightly relevant Poorly relevant Not relevant
creative Moderately creative Slightly creative Not relevant
unique Moderately unique Slightly unique Not unique
Very good organization Good organization and Poor organization and Not organized
and presentation presentation presentation presentation
2 1
writing shows adequate
writing shows strong, clear writing shows little or no
understanding but may be too
understanding understanding of text
general or superficial
presents a clearly defined
presents an effective thesis
thesis, but the development is poorly defined or inconsistent
and development using a consistent,
too general or may not be development of thesis that displays
careful manner
marked by independent little insight
incorporating examples
thought
somewhat organized; attempt
no attempt at organization; lacks clear
organized; clear beg/middle/end; clear at beg/middle/end; thesis is
beg/middle/ end; thesis lacking or
thesis that is marked on draft weak or unclear - not marked
inappropriate - not marked on draft
on draft
vivid/interesting; attempt to establish appropriate but not specific or
simple/vague; appears to lack "voice"
"voice vivid; weak "voice”
sometimes incorrect & lacks
_ correct, but lacks variety frequent errors & lacks variety
variety
many not smooth & some
somewhat smooth & generally not used &/or frequent errors in
errors in usage; many not
effective; most marked on draft usage; many not marked on draft
marked on draft
several errors; requires numerous errors; appears not to have
few errors; generally, well proofread
additional proofreading been proofread
8
Rubrics for Unit 3
Content
Did the presentation have
valuable material?
Collaboration
Did everyone contribute to
the presentation?
Did everyone seem well
versed in the material?
Organization
Was the presentation well
organized and easy to follow?
Presentation
Did the presenters speak
clearly?
Did the engage the
audience?
Was it obvious the material
had been rehearsed?
Readings in Philippine History
1 2 3 4
Presentation had moments where Presentation had an exceptional
Presentation contained little to no Presentation had a good amount of
valuable material was present but as amount of valuable material and was
valuable material. material and benefited the class.
a whole content was lacking. extremely beneficial to the class.
The teammates worked from others’
The teammates never worked from The teammates sometimes worked The teammates always worked from
ideas most of the time. And it seems
others’ ideas. It seems as though from others’ ideas. However it others’ ideas. It was evident that all
like every did some work, but some
only a few people worked on the seems as though certain people did of the group members contributed
people are carrying the
presentation. not do as much work as others. equally to the presentation.
presentation.
The presentation lacked The presentation had organizing The presentation was well
There were minimal signs of
organization and had little evidence ideas but could have been much organized, well prepared and easy to
organization or preparation.
of preparation. stronger with better preparation. follow.
Presenters were not consistent with Presenters were occasionally
Presenters were all very confident in
Presenters were unconfident and the level of confidence/ confident with their presentation
delivery and they did an excellent job
demonstrated little evidence of preparedness they showed the however the presentation was not
of engaging the class. Preparation is
planning prior to presentation. classroom but had some strong as engaging as it could have been
very evident.
moments. for the class.
9
Rubrics for Unit 4
ACTIVITY Exemplary
15-20 points
Has a clear picture of what they are trying to
Concept achieve. Adequate description of what they
are trying to do and generally how his/her
work will contribute to the final project.
12-15 points
The storyboard illustrates the video
presentation structure with thumbnail sketches
Script/ of each scene. Notes of proposed transition,
Storyboard special effects, sound and title tracks incl: text,
color, placement, graphics, etc. Notes about
proposed dialogue/ narration text are
included.
15-20 points
The content includes a clear statement of
purpose or theme and is creative, compelling
Content/ and clearly written. A rich variety of supporting
Organization information in the video contributes to the
understanding of the project’s main idea.
Events and messages are presented in a
logical order. Includes properly cited sources.
12-15 points
Movie was completed and had all required
elements. The video was well edited and
Quality
moves smoothly from scene to scene with
proper use of transitions. Audio and other
enhancements were well used.
12-15 points
Student met and had discussions regularly. All
students on the team contributed to the
Teamwork
discussion and were part of the final project.
Team members showed respect with each
other.
12-15 points
Timeliness
All project deadlines were met.
Readings in Philippine History
Proficient
10-14 points
Has a fairly clear picture of what they are trying to
achieve. Can describe what they are trying to do
overall but has trouble describing how his/her
work will contribute to the final project.
8-11 points
The storyboard includes thumbnail sketches of
each video scene and includes text for each
segment of the presentation, descriptions of
background audio for each scene, and notes
about proposed shots and dialogue.
10-14 points
Information is presented as a connected theme
with accurate, current supporting information that
contributes to understanding the project’s main
idea. Details are logical and persuasive
information is effectively used. The content
includes a clear point of view with a progression
of ideas and supporting information. Includes
properly cited sources.
8-11 points
Movie was completed and contained all required
items. Editing was not done as well as it should
have been. Some poor shots remain. Movie is
still somewhat choppy. Audio and other
enhancements were utilized, but not for
maximum effect.
8-11 points
Students met and had discussions regularly.
Most of the students on the team contributed to
the discussion and were part of the final project.
Team members mostly showed respect with each
other.
8-11 points
Most project deadlines were met. Those that
were late did not have significant impact on the
finished project.
Partially Proficient
5-9 points
Has brainstormed their concept, but no
clear focus has emerged. Goals/final
product not clearly defined.
4-7 points
The thumbnail sketches on the
storyboard are not in logical sequence
and do not provide complete
descriptions of the video scenes, audio
background, or notes about the
dialogue.
5-9 points
The content does not present a clearly
stated theme, is vague, and some of the
supporting information does not seem to
fit the main idea or appears as a
disconnected series of scenes with no
unifying main idea. Includes few
citations and few facts.
4-7 points
Movie was made but had very little if
any editing. Many poor shots remain.
Video was very fragmented and choppy
with little to no audio reinforcement.
4-7 points
Only a couple of team meetings were
held. Most of the students on the team
contributed at some level, but a majority
of the work was done by one or two.
4-7 points
Many project deadlines were not met,
resulting in some impact on the finished
project.
Incomplete
0-4 points
Little effort has been spent on brainstorming
and refining a concept. Unclear on the goals
and how the project objectives will be met.
0-3 points
There is no evidence of a storyboard or script.
0-4 points
Content lacks a central theme, clear point of
view and logical sequence of information.
Much of the supporting information is
irrelevant to the overall message. The viewer
is unsure what the message is because there
is little persuasive information and only one or
two facts about the topic are articulated.
Information is incorrect, out of date, or
incomplete. No citations included.
0-3 points
There was no movie, or tape was totally
unedited with no transitions or audio support
of any kind.
0-3 points
Meetings were not held and/or some of the
team members did not contribute at all to the
project. Low levels of respect were evident
within the team.
0-3 points
Deadlines were regularly missed, having a
significant impact on the final project.
10
Rubrics for Unit 5
Content
Content is rich, simple and
Excellent
clear. Content leads
90-100
viewers to new discovery
Very Good Content is complete and
80-89 includes relevant detail.
There is adequate
Good detail. Some extraneous
70-79 information and minor
gaps are included.
There is insufficient
Below Expectations
detail, or detail is irrelevant
60-69
and extraneous.
Readings in Philippine History
Presentation Interactive
Straightforward theme is
The display is visually
Introduced through a
effective, drawing the eye
simple, creative and well
to a logical starting place
designed interactive
followed by a sensible
device. Viewer
sequence of images and
engagement and curiosity
graphics.
are piqued.
A clear theme is
The display is visually introduced through a
sensible. The sequence is simple, well designed
clearly laid out for the Interactive device. Viewer
viewer. engagement and curiosity
is evident.
The main theme A theme is introduced
is still discernible, but through a plainly designed
the layout is visually interactive device. Viewers
confusing take some notice.
An interactive device is
Lacks visual clarity. A
present, but not clearly
central theme is lacking or
linked to a theme. Viewers
not evident.
fail to respond.
Imagery Text and Graphs
Straightforward theme is Textual and graphic
conveyed through a few material is concise,
finely crafted and detailed purposeful, and highly
images. Significant legible. There is an
creativity and personal opportunity for discovery
investment are evident. for the viewer.
A clear theme is conveyed
Textual and graphical
through a few well crafted
material is concise,
images. Personal
relevant to the central
investment is clearly
theme, and legible.
evident.
Textual and graphical
material is too extensive
Central theme is evident in
and includes
a few plainly crafted
extraneous information.
images despite some lack
Small print and poor
of clarity
graphics make material
hard to read
The designer relies too
heavily on printed
Central theme is not
information. Tests and
evident, and images are
graphics contain irrelevant
poorly rendered and too
and extraneous
numerous.
information and are
illegible.
11
Group Member Rubrics
Criterion Excellent (5) Good (4) Fair (3) Needs to Improve (2) Unacceptable (1) Missing (0)
Rarely restates what others say
Doesn’t restate what others
Routinely restates what Often restates what others Sometimes restates what before responding; often
say when responding; often
others say before say before responding; others say before responding; interrupts; rarely solicits others=
interrupts; doesn’t ask for
responding; rarely interrupts; usually does not interrupt; sometimes interrupts; contributions; does not make Never shows up and
Listening Skills contributions from others; is
frequently solicits others= often solicits others= sometimes asks for other eye contact; sometimes never contributes.
readily distracted; often talks
contributions; sustains eye contributions; makes eye contributions; sometimes converses with others when
with others when another
contact contact makes eye contact. another team member is
team member speaks
speaking
Listens to others= ideas
without interrupting; Listens to others= ideas Sometimes listens to others= Interrupts others= articulation
Interrupts others= articulation Never shows
Openness to responds positively without interrupting; ideas without interrupting; of their ideas; makes
of their ideas; does not up and never
others’ ideas to ideas even if rejecting; responds positively to the generally responds to the deprecatory
comment on the ideas contributes.
asks questions about the ideas even if rejecting ideas comments and/or gestures
ideas
Always completes
assignments; always
Typically completes Sometimes completes Sometimes completes Typically does not complete
comes to team sessions
assignments; typically assignments; sometimes assignments; sometimes assignments; typically Never shows up
with necessary documents
Preparation comes to team sessions comes to team sessions with comes to team sessions with comes to team sessions and never
and materials; does
with necessary documents necessary documents and necessary documents and without necessary contributes.
additional research,
and materials materials materials documents and materials
reading, writing, designing,
implementing
Rarely contributes;
contributions are often Never shows up
Always contributes; quality of Usually contributes; quality Sometimes contributes; quality Sometimes contributes; quality
Contribution peripheral or irrelevant; and never
contributions is exceptional of contributions is solid of contributions is fair of contribution is inconsistent
frequently misses team contributes.
sessions
Seeks opportunities to lead;
in leading is attentive to
Is willing to lead; in leading Will take lead if group insists; Resists taking on leadership May volunteer to lead but
each member of the team,
is attentive to each member not good at being attentive to role; in leading allows uneven does not follow through;
articulates outcomes for
of the team, articulates each member of the team, contributions from team misses team sessions, does Never shows up
each session and each
Leadership general direction for each sometimes articulates members, is unclear about not address outcomes or and never
project, keeps team on
session and each project, direction for sessions, has outcomes or direction, does direction for sessions or contributes.
schedule, foregrounds
attempts to keep team on some trouble keeping team on not make plans for sessions or projects, team members
collaboration and
schedule schedule projects become anarchical
integration of individual
efforts

12
Readings in Philippine History
 Member Rated Openness to
(Be sure to rate yourself, too!) Listening Skills Preparation Contribution Leadership
others’ ideas
543210 543210 543210 543210 543210
543210 543210 543210 543210 543210
543210 543210 543210 543210 543210
543210 543210 543210 543210 543210
543210 543210 543210 543210 543210

13
Readings in Philippine History