Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

MAASIN CITY CAMPUS
Tunga-tunga, Maasin City, Southern Leyte
Website: www.slsuonline.edu.ph
Email: slsumaasincitycampus11079@gmail.com

COURSE SYLLABUS
READINGS IN PHILIPPINE HISTORY (RIPH)
Second Semester, AY 2019-2020

I. 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.

II. VISION : A high quality corporate Science and Technology University

IIII. 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.

IV. 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.

V. 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.
VI. CORE VALUES:

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

VII. 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 disciplines

f) Articulate and discuss the latest development in the field of Industrial Technology;
g) Demonstrate broad and coherent knowledge and skills in the field of Industrial Technology for professional work and life-long learning;
h) Identify, formulate, and solve technical/technology problems which could result in innovation, invention or production;
i) Apply knowledge of mathematics, science, and technology to solve industry-related problems;
j) Perform tasks in accordance with industry standards and practices.

C. Specific to the program - BPA

a) Adequate knowledge and understanding of fundamentals of good governance;

b) High appreciation for the demands and challenges of public service;
c) High ethical values for public service, accountability, nationalism, and sustainability
d) Strong sense of duty to promote and protect public interest especially for the depressed and the marginalized communities;
e) Adequate skills in management including planning, implementation, monitoring and human, material and resource management for government
and civil society organizations;
f) Adequate ability to engage in scientific research and national decision – making.

D. General Education outcomes in relation to the program

a) Develop proficient and effective communication in the higher levels of comprehension;

b) Express awareness of the basic concepts across the domains of knowledge;
c) Construct an analytical, critical, and creative mode in tackling problems methodically;
d) Demonstrate collaborative effort;
 e) Apply current technology to assist and facilitate learning and research;
f) Communicate through the world of technology responsibly;
g) Create solutions to problems in various fields;
h) Manage one’s knowledge, skills, and values for productive living;
i) Prepare one’s self for lifelong learning;
j) Reflect critically the human experience and human rights from Philippine and global contexts and perspectives;
k) Reflect innovative and creative solutions based on ethical standards;
l) Advocate morality, nationalism, and artistry to individuals and societies; and
m) Ability to contribute personally and meaningfully to the country’s development.

VIII. Institutional Outcomes:

SLSU graduates from BPA Program have developed the ability to:
1. Practice and serve as professionals occupying technical and administrative positions, executive and policy-making positions in the government and
civil society with the required knowledge, values, innovations, and skills.

IX. Graduate Attributes: (set of attributes per program)

Academic Distinction
• In-depth knowledge on public administration
• Creative and pragmatic decision-maker
• Innovative and research-oriented
• Excellent organization and negotiating skills
• Excellent communication skills
• Time-management skills
• Logical
Active Citizenship
• Entrepreneurial skills
• Good in interpersonal relationship;
• Catalyst of change
• Commendable leadership skills

Integrity and Self-Awareness

• Independent, creative, and flexible thinkers
• Highly ethical individuals
• Passionate problem solvers
• Enthusiastic and committed to politics, policy issues and current affairs
• Confident and well-driven
• Gender sensitive
X. COURSE DETAILS

Course Title READINGS IN PHILIPPINE HISTORY

Course Description The course analyses 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 communications kills. 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

XI. 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 interesting local history and concern in promoting and preserving our country’s national
/ / / / / / / / / / / / /
patrimony and cultural heritage
XII. LEARNING PLAN
Intended Learning
Outcomes (ILO)
1. Discuss the content of the I. Introduction to the course,
course.
2. Identify course
requirements and
expectations.
3. Explain the grading
system and classroom
rules and policies.
4. Evaluate primary sources l - Meaning and relevance of
for their credibility,
authenticity, and
provenance
5. Analyze the context, II — Content and
content, and perspective
of different kinds of
primary sources
6. Determine the
contribution of different
kinds of primary sources
in understanding
Philippine history
7. Develop critical and
analytical skills with
exposure to primary
sources
Time Teaching –Learning Resources / Instructional
Topics Assessment Tools
Allotment Activities Materials
1.5 Hr. 1. Lecture/Discussion Oral Recitation of the 1. Vision and Mission of the
leveling of expectations and 2. Oral Graded Vision and Mission University
discussion of the grading Recitation 2. Student Handbook
system including the vision,
mission and the goals and
objectives of the college/unit
(Week 1)
3.0 Hrs 1. Lecture/Discussion 1. Produce examples of 1. Louis Gottschalk,
history; distinction of 2. Library, Museum primary sources and Understanding History,
primary and secondary and Archives the corresponding (pp. 41- 61; 117-170)
sources; external and visitation(depends secondary sources 2. Robert Fox, The Tabon
internal criticism on the location of derived from them Caves, (pp. 40-44; 109-
repositories of primary the HEI)
sources, and different kinds 119). [mga labí ng tao at
3. Comparative analysis mga artifak)
of primary sources.
(Weeks 1-2) of primary and 3. William Henry Scott,
secondary sources Prehispanic Source
Materials for the Study of
Philippine History (pp. 90-
135)
4.5 Hrs 1. Lecture/Discussion 1. Graded Reporting 1. Antonio Pigafetta. First
contextual analysis of 2. Library research 2. Quizzes Voyage Around the World,
selected primary sources; 3. Textual analysis 3. Critical Essay about (pp. 23- 48) [Kronika]
identification of the 4. Small group a particular 2. Juan de Plasencia, Customs
historical importance of the discussion primary source: of the Tagalogs, (Garcia
text; and examination of the 5. Reporting students are to
1979, pp. 221-234) [Ulat
6. Film Analysis discuss the
author’s main argument ng prayle]
importance of the
and point of view text, the author’s 3. Emilio Jacinto, ―Kartilla
(Weeks 3- 6) background, the ng Katipunan(Richardson,
context of the 2013, pp. 131-137)
document, and its [Deklarasyon ng mga
contribution to Simulain]
understanding 4. Emilio Aguinaldo, Mga
Philippine history Gunita ng Himagsikan.
(pp. 78- 82; 95-100; 177-

8. Demonstrate the ability to
formulate arguments in
favor or against a
particular issue using
primary sources
Midterm Examination
9. Effectively communicate,
using various techniques
and genres, historical
analysis of a particular
event or issue that could
help others understand
the chosen topic;
10. Propose recommendations
or solutions to present
day problems based on
their understanding of root
causes, and their
anticipation of future
scenarios
11. Display the ability to work
in a multi- disciplinary
team and contribute to a
group endeavor
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
(Weeks 7-10)
IV — Social, political, economic
and cultural issues in
Philippine history:
Mandated topics.
1. Agrarian Reform Policies
2. The Philippine Constitution:
- 1899 (Malolos)
Constitution
- 1935 Constitution
- 1973 Constitution
- 1987 Constitution
3. Taxation
Other sample topics:
1. Filipino Cultural heritage
2. Filipino-American relations
3. Government peace treaties
with Muslim Filipinos
4. Institutional history of
schools, corporations,
industries, religious groups,
and the like.
5. Biography of a prominent
Filipino
(Weeks 11-14)
188; 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 Filipino Version of the
symposium sponsored activité Cavite Mutiny of 1872,
like lecture, (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
2. Library and Archival That may be in the required to look for
research form of a term primary sources on
paper, exhibit, which they will base
3. Document analysis documentary
their narrative and
4. Group reporting presentation,
analysis of the topic
5. Documentary Film diorama, webpage,
and other genres assigned to them
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
issue
12. Manifest interest in local
history and show concern
in promoting and
preserving the country’s
historical and cultural
heritage
Final Term Examination
V. Critical evaluation and
promotion of local and oral
history, museums, historical
shrines, cultural
performances, indigenous
practices, religious rites and
rituals, etc.
(Weeks 15-18)
1.5 Hrs
10.5 Hrs. 1. Lecture/Discussion 1. Reaction paper or 1. MgaPapelnaNaglalaman
2. Research in Local critique of the ng DatosPangkasaysayan
libraries and Local shrines, historical 2. Erección de Pueblos
Studies Centers (if sites, museums the (Creation of Towns)
available) students visited 3. MgaMuseo, mgaSentro ng
3. Tour in local 2. Letter to the editor LokalnaPag-aaral
museums, historical 3. Blogs 4. MgaGaleriyangPansining,
sites, art galleries, 4. Transcript of oral mgakoleksiyongpintura
archeological sites interview 5. Mgamakasaysayangpook
and other places at mga UNESCO site
where one could see 6.
cultural and heritage Mgapagtatanghalnanagpa
displays pakita ng
4. Conduct Oral mgatradisyonalnasining at
interview kulturaMgapista at
katuladnalokalnapagdiriw
ang
Southern Leyte:
 First Mass in the
Philippinessa Isla ng
Limasawa
 Trece War Memorial
saBontoc
 Col. Kangleon Heritage
HousesaMacrohon,
 Maasin
CathedralsaMaasin
(1800s)
 Sinugdan Festival
Paper and Pencil Test
XIII. REFERENCES

1. Required Readings and Other Materials (Primary Sources)

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

Alvarez, Santiago. (1998). Katipunan and the Reno/onion.’ Memoirs ofaGeneral. Quezon City: Ateneo de Manila UniversityPress.

Blount,James.(1968).TheAmericanOccupationofthePhilippines,1898-1912.QuezonCity:MalayaBooksInc.
Cavanna,JesusMa.TheUnfadingGlory.DocumentaryHistoryoftheComers/onofJoseRizal.[s.n.].
DelPilar,Marcelo.(1957).MonasticSupremacyinthePhilippines.Manila:PhilippineHistoricalAssociation.
Forbes,WilliamCameron.(1928).ThePhilippineIslands.Vol.2.NewYork:HoughtonMifflin.
Fox, Robert. (1970). TheTabon 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, TheMalolos 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 dePueblos.
Pigafetta, Antonio. (1969). First Voyage Around the Wortd. Manila: Filipiniana Book Guild.
Ricarte, Artemio. (1992). Memoirs of General ArtemioRicarte. Manila :NationalHistoricalInstitute.
Richardson,Jim.(2013).TheLightofLiberty.DocumentsandStudiesontheKatipunan,1892-1897.QuezonCity: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/UoroReader. History and Contemporary Struggles o/' the
BangsamoroPeople. Quezon City: CenPeg Publications.

Zaide,GregorioandSoniaZaide.(1990).DocumentarySourcesofPhilippineHistory.12vols.Manila:NationalBook 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/FrontPageRaiders 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#WhyUsePrimarySourcesinTeaching

3. Supplementary Readings and Other Materials

Agoncillo,Teodoro.{2012).HistoryoftheFilipinoPeople.thedition. Quezon City: C & E Publishing,Inc.

(2001).TheFatefulYears:Japan’sadventureinthePhilippines,1941-1945.QuezonCity:Universityofthe PhilippinesPress.
.(1956)TheRevoltoftheMasses.ThestoryofBonifacioandtheKatipunan.QuezonCity:Universityofthe PhilippinesPress.
Blair,EmmaHelenandJamesAlexanderRobertson.(1961).ThePhilippineIslands,1493-1898.Mandaluyong:CachosHermanosInc.

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).BetweenTwoEmpires:TheOrdealofthePhilippines,1929-1946.NewHaven:YaleUniversityPress.

GalangZoilo. (1950). Encyclopedia of the Philippines, Vol. 17. Manila: E. Floro.

Garcia, Mauro ed. (1969). Aguinaldo in Retrospect. Manila: Philippine Historical Association.
(1979).ReadingsinPhilippinePrehistory.Manila:FilipinianaBookGuild. Garcia,Ricardo.(1964).The Great Debate.' The Rizal Retraction.QuezonCity: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 toHistoricalMethods. Ithaca: Cornell UniversityPress.
Karnow,Stanley.(1989).InourImage.America’sEmpireinthePhilippines.NewYork:RandomHouse.
Majul,CesarAdib.{1973).MuslimsinthePhilippines.QuezonCity:UniversityofthePhilippinesPress.
Pascual,Ricardo.(1950).RizalBeyondtheGrave.AReiterationoftheGreatnessoftheMartyro/Bagumbayan.Manila: LuzonPublisher.
Querol, Mariano. (1974). Land Reform in Asia. Manila: Solidaridad Publishing House.
Salamanca,Bonifacio.(1968).TheFilipinosReactiontoAmericanRule,1901-1913.QuezonCity:NewDayPublishers.
Scheurs,Peter.(2000).TheLocationofPigafetta’sMazaua,ButuanandCalagan,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: NewdayPublishers.

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.

XIV. GRADING SYSTEM:

Class Standing: - 60%

Term Output - 40%
Total - 100%

XV. 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.
XVI. 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
XVII. 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.
“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.
“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.
“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.
 LANGUAGE AND Careful editing; proper margins,
FORMATTING spacing footnoting, quotations,
paginations and bibliographical
citations using Chicago Manual
of Style (CMS). Flawless
spelling, grammar, typography
and punctuation. Respects
required length specified in
assignment.
Some errors and grammatical
errors. Less than five errors in CMS
footnoting and bibliography.
Respects required length specified
in assignment.
Use of slang, colloquial
expressions or other informal
speech. Many spelling and
grammatical errors. More than
five CMS errors for footnoting
and bibliography. Length of paper
is up to two pages over or less
than specified in assignment.
Length of paper is significantly
shorter than required in the
assignment. Language is informal,
not respecting the standards of
an academic paper. Numerous
spelling, grammatical, and
typographical errors.

Prepared by: Recommending Approval: Approved by:

JAMES MICHAEL P. AMRINTO KARINA G. GUTIERREZ, MPA INOCENCIA M. CAÑON, Dev. Ed.D
Faculty Head, Public Administration Department Assistant Director for Academics,
Research and Extension
 CONFIRMATION AND ACKNOWLEDGEMENT
This is to confirm that the contents of the course syllabus in GE-112, 2nd semester of AY 2019-2020 at SLSU- Maasin City Campus, 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.