Flexible Learning A.Y.

2020-2021
DISTANCE EDUCATION COURSE STUDY GUIDE v.3

Course Title/No. of units:

RHIST – Readings in Philippine History (3 units)

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 discussion will tackle traditional topics in history and other interdisciplinary themes that
will deepen and broaden their understanding of the 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, broadminded, morally upright and responsible citizens.
This Course includes the mandatory topics on the Philippine Constitution, agrarian
reform and taxation.

Course Outcomes:
1. Demonstrate critical understanding of history by scrutinizing the identified credible and
authentic primary sources, and analyzing its content, context and perspectives.
2. Develop the ability to formulate arguments in favor or against a particular historical
issue and effectively communicate them using various techniques, genres, and social
media platforms.
3. Propose recommendations or develop solutions to present day social problems through
consultative or collaborative effort with an expert or multi-disciplinary group.
4. Develop advocacy in local history studies by a) arguing or formulating a historical topic
or interest on a particular social problem/issue and/or b) creative work with historical
implication.

Learning Evidence:
LE1: Comparing and Contrasting Historical Sources (Module1)
(“The Tejeros Convention:” Two Versions of the Historical Event)

You will do comparison and contrasting of the two written accounts on the Tejeros Convention
of 1897 by Santiago Alvarez (from “Memoirs of a General”) for the primary source and Teodoro
Agoncillo (“Seeds of Discontent” in Revolt of the Masses) for the secondary source. Using a
worksheet, as your guide, you will compare and contrast the Alvarez and the Agoncillo texts in
terms of the: Author’s background; When was the account written; Mention of the date(s);
Mention of place; key personal ties; Sequencing of events; Differences between two accounts.

LE2: Extracting Historical Understanding from Memes, Cartoons, Caricatures (Module 2)

(Political Memes, Cartoons, Caricatures in Times of Pandemic: Social-Historical Context)

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Guided by Alfred Mc Coy’s “Political Caricatures of the American Era” (Editorial Cartoons), you
will look for at least 10 memes in the social media (FB) or cartoons or caricatures in newspapers
and magazines. You will come up with a portfolio (Online portfolio in Canvas /FB/webpage)
with description or caption for each.

LE3: Debating or Arguing with History (Module 3)

(Two Sides of History: Continuing Claims and Tentativeness)

Come up with a Matrix divided into Side A and Side B. Side A will stand in favor of and Side B
will stand for against. To do this, you will have to understand and analyze the four controversial
and conflicting views in history, namely: Site of the First Mass; Cavite Mutiny; Retraction of
Rizal; and Cry of Balintawak or Cry of Pugadlawin (under “One Past but Many Histories”). The
template of your written debate/argument would look like the following:

One Past, Many History Text Side A

Site of the First Mass Limasawa Side Masao Side
Cavite Mutiny Spanish Version Filipino Version
Retraction of Rizal Did Retract Did not Retract
First Cry of Phil. Revolution Pugadlawin Balintawak

Read the above article from the book or text of the primary sources, and research further on
the topic from other sources (books, internet).

LE 4: History as a Continuing Experience/Account (Module 3)

(An Unforgettable Pandemic Time Story)

You have to look for and interview an individual person in your neighborhood or the local
community with unforgettable experiences in this time of pandemic. Capture his/her story and
come up with a 2 page biographical sketch.

LE 5: Looking for Historical Subject, as Learning Material (Module 4)

(Historical Worthiness of a Place, Social Organization, or Social Issue)

You will have to come up with a one or two-page proposal detailing the rationale (reasons or
considerations) why you are proposing that a particular place, social organization or social issue
be investigated/studied for historical purposes.

CLE (LE6): Popularizing Local History: An Advocacy as Pictured in Pictures (Module 6)

(Historical Places in Negros: My Birthplace, My Pride)

You will come up with a portfolio (reproduced/photocopied pictures or shot pictures or

downloaded and printed pictures or a combination thereof of pictures of places, artifacts,
documents/records and historical evidences). Group them according to places, sources, or
interrelatedness. You will have to describe or provide captions for each of this picture and
create a historical narrative.

Grading Plan

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 PRELIM MIDTERM ENDTERM FINAL
Coverage: Modules 1 Coverage: Module 1 Coverage: Modules 3
and 2 (1-6 weeks) (7-12 weeks) and 4 (13-14 weeks)

Quizzes (2) 20% Quizzes (2) 20% Quiz (1) 10% Prelims 25%
LE 1 40% LE 3 40% LE 5 40% Mid Term 25%
LE 2 40% LE 4 40% CLE/LE 6 50% End Term 50%

Total 100% Total 100% Total 100% Total 100%

Course Plan
Period Module Topics Assessment
PRELIM Module 1 – Two 1.1 Basic Ideas About Quiz 1 (Essay)
Week 1-2 Versions of Historic History LE 1: Worksheet
17-28 August Event 1.2 Versions on the “Tejeros Making and
Convention Discussion
Week 3-4 Module 2 – 2.1 First Voyage Around the LE 2: Portfolio of
1-11 Deciphering the World Political Memes,
September Mood of the 2.2 Customs of the Tagalogs Cartoons, Caricature
Historical Period 2.3 Kartilla of the Katipunan
2.4 Act of the Declaration of
Philippine Independence

Week 5-6 2.5 Political Caricatures of Quiz 2 (Objective,

14-25 the American Era Essay)
September 2.6 Filipino Grievances
Against Governor Wood
2.7 President Corazon
Aquino’s Speech Before the
US Congress
2.8 Mga Gunita at
Himagsikan
Week 7 Prelim Exam LE 1 and LE 2
MIDTERM Module 3 A – 3.1 Site of the First Mass: Is Quiz 1
History as Site of it Limasawa or is it Masao? LE 3 (Two Sides of
Week 8-9 Controversial and 3.2 Cavite Mutiny: Which is History)
4 Oct-16Oct Conflicting View True the Spanish Version or
the Filipino Version?
Week 10-11 Module 3 B – 3.3 Retraction of Rizal: Did Quiz 2
19-30 October Personal Rizal Retract or Did He Not? LE 4 (My Experiences
Experiences as 3.4 First Cry of Philippine during the Time of
Elements of History Revolution: Pugadlawin or Pandemic)
Balintawak?

Week 12 Midterm Exam LE 3 and LE 4

2-6 November
ENDTERM Module 4 – 4.1 Agrarian Reform issues LE 5 (Concept Paper:
Week 13-14 Capturing History in and policies (Historical
One’s Horizon Worthiness of a

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 9-20 4.2 Highlights of the Place/Social
November Philippine Constitutions Organization/Social
(Malolos, 1935, 1973, Issue)
1987)

Week 15-16 4.3 Taxation in the Quiz 1

23 Nov-4 Dec Philippines: Its Historical
Development
Week 17 Module 5 – 4.4 Virtual tour/educational CLE 6 (Vlog Entry or
7-11 Popularizing Local trips to local and oral ‘Coffee table’
December History: An history, museums, Portfolio: (Historical
Advocacy as historical shrines, Places in
Pictured in Pictures cultural performances, Negros/Place: My
indigenous practices, Birthplace, My
religious rites and rituals Pride))
Week 18 End Term Exam LE 5 and
14-18 Dec CLE (LE 6)

Flexible Learning Approach

Online Learning

Digital Modules – Self-paced learning modules will be designed in Canvas scheduled

according to the prepared course plan.

Synchronous class – An hour of synchronous class teaching per week will be conducted
through Zoom for students who opted for online learning.

Class consultation – Students who need to clarify fuzzy points encountered during self-
directed learning or synchronous teaching could consult the course facilitator through FB
Messenger or e-mail. Announcements will also be posted in class FB Group Page or in Canvas.

Feedbacking – Teacher’s feedback will be in the form of written comment in the

assessment rubric for graded inputs.

Distance Learning

Printed Modules – printed copy or pdf copy of self-paced learning modules will be sent
to students (by courier or by electronic mail) every term before the scheduled class according
to the prepared course plan.

Class/Open Consultation – Students who need to be clarified fuzzy points encountered

during self-directed learning could consult the course facilitator through FB Messenger
(Category 2) or mobile phone (Category 1). Important announcements will also be posted in
class FB group page.

Feedbacking – During term exam week, students will send their completed modules
together with other required output/s. Teacher feedback on student performance will be
written on submitted completed modules which will be sent back to student after each term.

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Communication Guidelines

Communication is considered as the core of online learning. To facilitate clear and

effective communication, online students should read the post “Netiquette Guide for Online
Courses” provided by the University of Florida Center for Teaching Excellence following this link
http://teach.ufl.edu/wp-content/uploads/2012/08/NetiquetteGuideforOnlineCourses.pdf.

When communicating through mobile phone and electronic mail, please don’t forget to
provide your full name and the class code you belong to. Respond to your emails and other
questions will occur within 24 hours during school days. Only urgent questions raised over the
weekend will be addressed. Questions repeatedly raised will be addressed through a
post/announcement to the entire class.

Responses to focus questions, required projects as learning evidences and tests on the
printed module shall be written neatly and legibly. Please try to be as concise as possible
without losing the main essence of your thought.

Academic Integrity

You are all prospective La Sallian professionals and honesty should be one of the values
you should exhibits in this course. Our “University strongly prohibits any form of intellectual
dishonesty, most common of which are cheating and plagiarism. Specifically prohibited are the
following acts of dishonesty: Cheating during examinations which may be in the form of copying
from another person’s answers, lifting from unauthorized materials, giving information to
another student, or colluding or attempting to collude with other students during an
examination, having somebody else take one’s examination or taking it for another person, and
using unauthorized notes or texts during an exam” (from the Student Handbook 2008-2009,
Sec. 9.5, pp. 75-76).

Online students should be conscientious of copyright and fair use of information of

every resource downloaded from the net. Credit all sources of credibility, for a visible record of
sources/ownership, and for professionalism or good practice. All citations will follow APA
format.

Course Facilitator Contact Information

Course instructor Contact details
Dr. Ma. Carlvina F. Cruz FB messenger: Carl Cruz
Email: c.cruz@usls.edu.ph
Phone: +63 9338192809
Elias P. Patriarca, Jr. FB messenger: Elias Patriarca
Email: e.patriarca@usls.edu.ph or
ely.patriarca@gmail.com
Mobile phone: 09258631607
Ms. Marife P. Varela FB Messenger: Ping Melocotn Pacurib-Varela
Email: m.varela@usls.edu.ph
Phone: 09369390758
Dr. Ariel Bravo FB Messenger: Ariel Bravo
Email: a.bravo@usls.edu.ph
Phone:09328747574
Dr. DZ Lariza FB Messenger: DZ Querubin Patriarca Lariza
Email: d.lariza@usls.edu.ph
Phone: 09293345697
Ms. Johanna Valdez Rodriguez Gozum FB Messenger: Johanna Valdez Rodriguez Gozum
Email: j.rodriguez-gozum@usls.edu.ph
Phone: 09955005981

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 Ms. Gladys Ann Ponteras FB Messenger: Min Min
Email:a.ponteras@usls.edu.ph
Phone: 09223430204
Mr. Glenn Henares FB Messenger: Glenn Henares
Email: g.henares@usls.edu.ph
Phone:09432483469
Atty. Eduard Dorsey Caratao Email: e.caratao@usls.edu.ph
Phone:09497511565

References:
A. READINGS IN PHILIPPINE HISTORY

Grey, E. J. and Biong,. (2017). Readings in Philippine History (Student’s Edition). Iloilo City:
Malones Printing Press and Publishing House.

Gerona, D. M. (2016). Ferdinand Magellan: The Armada de Maluco and the European
Discovery of the Philippines (Based on Primary Sources). Philippines: Spanish Galleon
Publishing.
B. PRIMARY SOURCES OF READINGS/ ARTICLES

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

2. Alvarez, Santiago. (1998). Katipunan and the Revolution: Memoirs of a General. University
Press.

3. McCoy, Alfred, and Alfredo Roces (1985). Philippine Cartoons: Political Caricatures of the
American Era. Quezon City: Vera Press.

4. Pigafetta, Antonio. (1969). First Voyage Around the World. Manila: Filipiniana Book Guild.

5. Electronic Sources

Philippine Organic Act of 1902. http://www.gov.ph/constitutions/the-philippine-organic-act-

of-1902/

President Corazon’s Aquino’s Speech before the U.S. Congress Sept 18, 1986. http://www-
rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf

Primary Sources in Philippine History.

http://philhist.pbworks.com/w/page/16367040/FrontPage

Raiders of the Sulu Sea. https://youtube.com/watch?v=bWmXEvU979c

Tydings-McDuffie Act of 1934. http://www-

rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf

U.S.-P.I. Military Bases Agreement. http://kahimyang.info/kauswagan/articles/1007/today-

in-philippine-history-march-14-1947-the-military-bases-agreement-was-signed

Using Primary Sources.

http://philhist.pbworks.com/w/page/16367056/UsingPrimarySources#WhyUsePrimarySour
cesinTeaching

Library Online Databases

PROQUEST URL: http://search.proquest.com User ID: uslsbacolod Password: uslsrc@1
TAYLOR & FRANCIS. URL: http://www.tandfonline.com. User ID: USLS2019
Password: USLS201

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