BATAAN PENINSULA STATE UNIVERSITY

DEPARTMENT OF ARTS
AND SCIENCES
City of Balanga 2100 Bataan
PHILIPPINES

Course Information:

Program : Bachelor of Technical Vocational Teacher Education

Course Code : NGEC0113

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.

Course Credits : 3 units/ 3 hours per week / 18 weeks

Pre-requisite : None

Co-Requisite : None

Schedule :

Term & Academic Year : First Semester, 2020-2021

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 1 of 21

University Vision : A leading university in the Philippines recognized for its proactive contribution to Sustainable Development through equitable and
inclusive programs and services by 2030
(Nangungunang pamantasan sa Pilipinas na kinikilala sa maagap na pag aambag sa Pagpapanatiling Pag-unlad sa pamamagitan ng mga karampatan
at pinagsamang programa at serbisyo at sa taong 2030)

University Mission : To develop competitive graduates and empowered community members by providing relevant innovative and transformative
knowledge, research, extension and production programs and services through progressive enhancement of its human resource
capabilities and institutional mechanisms.
(Makalinang ng mga magsipagtapos na nakikipagtagisan at sa mga mamamayang pinalakas sa pamamagitan ng pagbibigay ng program at serbisyong
pangkaalaman, pananaliksik, ekstensyon at produksyon na may katuturan, makabago at transpormatibo gamit ang progresibong pagpapahusay ng mga
kawani at institusyunoal na mekanismo.)
Quality Policy : Bataan Peninsula State University commits itself to providing only the best to its stakeholders by:
Building culture of quality in all core functions of the University;
Providing responsive, relevant, innovative and transformative academic, research, extension and production programs and services to all
its stakeholders;
Sustaining the University’s nationally and internationally recognized standards through adherence to statutory and regulatory
requirements and continual improvement of its quality management system; and
Upholding transparency in governance through participatory policy-making and development planning

Program Outcomes :

PO-001 - Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor)
PO-002 - Effectively communicate orally and in writing using both English and Filipino
PO-003 - Work effectively and independently in multi-disciplinary and multicultural teams (PQF level 6 descriptor)
PO-004 - Act in recognition of professional, social, and ethical responsibility
PO-005 - Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)
PO-006 - Participate in the generation of new knowledge or in research and development projects. (CMO 46, series of 2012)
PO-007 - Acquire the competencies to support “national, regional and local development plans. (RA 7722)
Program Specific Outcomes (CMO No. 79, Series of 2017)
PO-008 - Articulate the rootedness of education in Philosophical, socio-cultural, historical, psychological, and political context
PO-009 - Show deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political
process
PO-010 - Participate in various type of employment, development activities, and public discourses, particularly in response to the needs of
the communities one serves.

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 2 of 21

 Course Outcomes Program Outcomes

Upon completion of the course, the students should be able to : PO-001 PO-002 PO-003 PO-004 PO-005 PO-006 PO-007 PO-008 PO-009 PO-010

A. INTELLECTUAL COMPETENCIES (Knowledge)

CO-001 Analyze “ text” (Written, visual, oral etc.) critically L L L L L L L L L L

Demonstrate proficient and effective communication( writing,

CO-002 speaking, and use of new technologies) L L L L L L L L L L

CO-003 Use basic concepts across the domains of knowledge L L L L L L L L L L

CO-004 Demonstrate critical, analytical, and creative thinking L L L L L L L L L L

CO-005 Apply different analytical modes in problem solving L L L L L L L L L L

B. PERSONAL AND CIVIC RESPONSIBILITIES (Values)

CO-006 Appreciate the complexity of the human condition O O O O O O O O O O

CO-007 Interpret the human experience from various perspective O O O O O O O O O O

Examine the contemporary world from both Philippine and Global

CO-008 perspectives O O O O O O O O O O

CO-009 Take responsibility for knowing and being Filipino O O O O O O O O O O

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 3 of 21

CO-010 Reflect critically on shared concerns O O O O O O O O O O

Generate innovative practices and solutions guided by ethical

CO-011 standards O O O O O O O O O O

CO-012 Make decisions based on moral norms and imperatives O O O O O O O O O O

CO-013 Appreciate various art form O O O O O O O O O O

CO-014 Advocate respect for human rights O O O O O O O O O O

Contribute personally and meaningfully to the country’s

CO-015 development O O O O O O O O O O

C. PRACTICAL SKILLS ( Skills)

CO-016 Work effectively in a group P P P P P P P P P P

CO-017 Apply computing tools to process information effectively L L L L L L L L L L

CO-018 Use current technology to assist and facilitate learning research L L L L L L L L L L

CO-019 Negotiate the world of technology responsibly L L L L L L L L L L

CO-020 Create solutions to problems in various fields O O O O O O O O O O

Manage one’s knowledge, skills, and values for responsible and

CO-021 productive living O O O O O O O O O

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 4 of 21

 CO-022 Organize one’s self for lifelong learning O O O O O

Correlating Course Outcome and Program Outcome

(Lecture/Theory-Based Courses) (Health-Related/Shop/Laboratory Courses)
L Learned in the course I Introduce the skills in the course
P Practiced in the course P Practice skills in the course with supervision
O Not yet learned or practiced but there's an opportunity to exist D Demonstrate skills in the course without supervision

Course Outline and Learning Plan:

Course Learning Outcomes Methodology

Resources
Wee Topic Textbook / (Teaching- Assessment
Outcom (Instructional Time Frame
k Knowledge Skills Attitude (Content) References Learning (Tools and Tasks)
e Code Resources)
Activities)
Apply the  Brief Lecture
 Group
Week Identify the Vision and Adopt the  Online Group
CO-001 Mission, Vision,  University  Laptop Reports
1 Vision and Mission of the Vision and Discussion
CO-002 Goals and Vision and  Digital Resources  Individual 3 hours
Day Mission of the University in Mission of the  Synchronous/
CO-004 Objectives Mission Reflection
1-2 University. their own University. Asynchronous
personal lives.
Meaning and
relevance of  Online class
 Brief Lecture
History  Laptop recitation
 Readings in  Online Focus
 Digital resources (open-ended
Philippine Group
a. Distinction of from Historical question)
Evaluate History. Ligan, Discussion
Realize the primary and facts (e.g.:  Concept
primary Apsay, et. al  Synchronous/
Explain the importance of secondary Ambeth Mapping
Week CO-001 resources for  Batis Sources Asynchronous
definition of historical facts sources Ocampo)  Plus-Minus-
2 Day CO-002 their credibility, in Philippine 3 hours
history and its and documents b. external and  Videos from Interesting
1-2 CO-004 authenticity, History. Jose
components to the present internal criticism YouTube about Chart
and Victor Torres Design the
times. c. repositories of History
provenance.  Understanding methodology for
primary sources, Design your
History. teaching learning
and different Learning Module assessment for
Gottschalk, L. activities in
kinds of primary (Flexible Learning) Flexible
Flexible learning
sources. Learning

Week CO-001 Identify the Trace the Realize the  Readings in  Brief Lecture  Laptop  Online class 3 hours

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 5 of 21

 recitation
 Online Focus (open-ended
Group question)
Philippine  Digital resources
Discussion  Creative
History. Ligan, from the first
contributions of impact of the effects of the  Synchronous/ Historical
Antonio Apsay, et. al voyage
the first voyage first voyage first voyage Asynchronous -Timeline
3 Pigafetta. First  Batis Sources  Videos from
CO-002 around the around the around the with Guide
Day Voyage Around in Philippine YouTube about
CO-004 world to the world to the world to our Questions
1-2 the World History. Jose the first voyage
history of the history of the history and Design the (see rubric)
Victor Torres
Philippines. Philippines. society. methodology for
Learning Module
teaching learning Design your
(Flexible Learning)
activities in assessment for
Flexible learning Flexible
Learning
 Online class
 Readings in  Brief Lecture  Laptop
recitation
Philippine  Online Focus  Digital resources
(open-ended
Identify History. Ligan, Group from the Juan
question)
the different Adopt the Apsay, et. al Discussion Plasencia
Juan de  Photo Voice
Examine the customs and values learned  Batis Sources  Synchronous/  Videos from
Week CO-001 Plasencia, with Guide
society of the traditions of from the in Philippine Asynchronous YouTube about
4 Day CO-002 Customs of the Questions 3 hours
Pre-Spanish Pre-colonial to various customs History. Jose the Pre-Hispanic
1-2 CO-004 Tagalogs (see rubric)
Philippines. Hispanic period of the Tagalogs. Victor Torres Design the to Hispanic
in the  Reading in methodology for Philippines
Design your
Philippines. Philippine teaching learning
assessment for
History. activities in Learning Module
Flexible
Garcia, M. Flexible learning (Flexible Learning)
Learning
Week CO-001 Analyze the Evaluate how Recognize the Emilio Jacinto,  Katipunan and  Brief Lecture  Laptop  Online class 3 hours
5 Day CO-002 documents of the “Kartilla ng values stated in “Kartilla ng the Revolution:  Online Focus  Digital resources recitation
1-2 CO-004 “Kartilla ng Katipunan” the “Kartilla ng Katipunan” Memoirs of a Group of “Kartilla ng (open-ended
Katipunan” worked during Katipunan” to General. Discussion Katipunan” question)
and its function the Revolution. achieve the Santiago, A.  Synchronous/  Videos from  Editorial
to the Philippine  Readings in Asynchronous YouTube about Paper on
Philippine Independence Philippine the Katipunan Kartilla ng
Revolution. History. Ligan, Design the and Philippine Katipunan
Apsay, et. al methodology for Revolution with Guide
 Batis Sources teaching learning Questions
in Philippine activities in Learning Module (see rubric)
History. Jose Flexible learning (Flexible Learning)
VictorTorres Design your

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 6 of 21

 assessment for
Flexible
Learning
 Laptop
 Brief Lecture  Digital resources
 Online class
Documents of  Online Focus of 1898
recitation
the 1898 Group Philippine
(open-ended
Discuss the Criticize the Recognize the Declaration of Discussion Independence
question)
events leading content of 1898 importance of Philippine  1898  Synchronous/  Videos from
Week CO-001  BookTube
to the documents on 1898 Philippine Independence, Declaration of Asynchronous YouTube about
6 Day CO-002 (see rubric) 3 hours
independence declaration of Independence The Malolos the Philippine the 1898
1-2 CO-004
of the Philippine to the present Constitution and Independence Design the Philippine
 Design your
Philippines. Independence times the First methodology for Independence
assessment
Philippine teaching learning
for Flexible
Republic activities in  Learning Module
Learning
Flexible learning (Flexible
Learning)
 Online class
 Brief Lecture  Laptop recitation
 Online Focus  Digital resources (open-ended
Realize the
Group of Philippines question)
impact of Alfred
Examine the Alfred McCoy, Discussion during American  Infographic
Distinguish the McCoy’s  Readings in
various political Political  Synchronous/ Era on the
Week CO-001 various Political Philippine
caricatures Caricatures of Asynchronous  Videos from influence of
7 Day CO-002 elements of a caricatures History. Ligan, 3 hours
published the American YouTube about Americans
1-2 CO-004 political during Apsay, et. al
during the Era Design the the American Era (see rubric)
caricature. American Era to
American Era. methodology for
our current
teaching learning  Learning Module  Design your
society.
activities in (Flexible assessment
Flexible learning Learning) for Flexible
Learning
Classify the Corazon  Readings in  Brief Lecture  Laptop  Online class
Present the issues faced by Reflect upon the Aquino, Philippine  Online Focus  Digital resources recitation
situation of the the Philippines speech of President History. Ligan, Group of Philippines (open-ended
Week CO-001 Philippines by analyzing Corazon Corazon Apsay, et. al Discussion after the 1986 question)
8 Day CO-002 within the the speech of Aquino and its Aquino’s Speech  Batis Sources  Synchronous/ EDSA Revolution  Video 3 hours
1-2 CO-004 speech of Corazon significance to before the U.S. in Philippine Asynchronous  Videos from Analysis with
Corazon Aquino. our current Congress Sept. History. Jose YouTube about guide
Aquino. society. 18, 1986 VictorTorres Design the the speech of questions (see
Judge the  Corazon methodology for Corazon Aquino rubric)

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 7 of 21

  Online quiz
through
in US Congress.
Google Forms
speech of Pres. Aquino Speech. teaching learning
Aquino without Official activities in  Learning Module
 Design your
political bias Gazette. Flexible learning (Flexible
assessment
Learning)
for Flexible
Learning
Week MIDTERM
3 hours
9 EXAMS
Recognize the  Online class
 Laptop
impact of Cavite  Brief Lecture recitation
 Digital resources
Mutiny to our  Online Focus (open-ended
“One past but of Philippines
Examine the current society.  Readings in Group question)
many histories”: during Cavite
historical Philippine Discussion  Editorial
Compare and controversies Mutiny
Week controversies History. Ligan,  Synchronous/ analysis with
CO-001 contrast the and conflicting  Videos from
10 during the Apsay, et. al Asynchronous guide
CO-002 different views in YouTube about 3 hours
Day Spanish  Batis Sources questions (see
CO-004 versions of the Philippine the Cavite
1-2 colonial Period in Philippine Design the rubric)
Cavite Mutiny. history: Mutiny
in the History. Jose methodology for
Cavite Mutiny
Philippines Victor Torres teaching learning  Design your
 Learning Module
activities in assessment
(Flexible
Flexible learning for Flexible
Learning)
Learning
Criticize the  Laptop  Online class
multiple stories  Digital resources recitation
 Brief Lecture
about the Cry of of Philippines (open-ended
 Readings in  Online Focus
Balintawak or during Cry of question)
Philippine Group
Pugadlawin. Reflect the Balintawak or  Video
Identify the History. Ligan, Discussion
importance of Pugadlawin Documentary
Week most important Cry of Apsay, et. al  Synchronous/
CO-001 Cry of  Videos from Analysis with
11 events of the Balintawak or  Batis Sources Asynchronous
CO-002 Balintawak or YouTube about guide 3 hours
Day Revolutionary Pugadlawin in Philippine
CO-004 Pugadlawin in the Cry of questions (see
1-2 Period of the History. Jose Design the
the present Balintawak or rubric)
Philippines. VictorTorres methodology for
times. Pugadlawin
teaching learning
Design your
activities in
 Learning Module assessment for
Flexible learning
(Flexible Flexible
Learning) Learning
Week CO-001 Distinguish the Examine Recognize  Textbook on the  Brief Lecture  Laptop  Online class 6 hours

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 8 of 21

 recitation
(open-ended
The Philippine  Digital resources question)
Constitution: of various  Content
various  Online Focus
important or - 1899 (Malolos Philippine Analysis with
changes in constitutions in Group
salient Constitution) Constitution. guide
important the Philippines Discussion
provisions of - 1935 Philippine  Videos from questions (see
12-13 provisions in and its
CO-002 various Constitution Constitution YouTube about rubric)
Day the importance to Design the
CO-004 constitutions of - 1973 2011. De Leon, the evolution of  Online quiz
1-2 constitutions the Filipino methodology for
the Philippines. Constitution H and H. Philippine through
people. teaching learning
- 1987 Constitution. Google Forms
activities in
Constitution
Flexible learning
Learning Module Design your
(Flexible Learning) assessment for
Flexible
Learning
 Laptop
 Online class
 Digital resources
 Brief Lecture recitation
Identify the of various
 Online Focus (open-ended
issues on Agrarian Reform
Social, political, Group question)
agrarian reform Recognize the policies in the
Evaluate the economic and Discussion  News Article
policies and the impact of  Textbook on Philippines.
Week agrarian reform cultural issues in  Synchronous/ Analysis with
CO-001 various agrarian reform Agrarian  Videos from
14 policies Philippine Asynchronous guide
CO-002 agrarian program in the Reform and YouTube about 3 hours
Day throughout our history: questions (see
CO-004 legislations Philippines. Taxation. De the evolution of
1-2 history. Agrarian Design the rubric)
implemented Leon, H. Agrarian reform
Reform Policies methodology for
throughout the policies in the
teaching learning Design your
Philippines. Philippines.
activities in assessment for
Flexible learning Flexible
Learning Module
Learning
(Flexible Learning)
Week CO-001 Describe the Differentiate the Recognize the Taxation  Textbook on  Brief Lecture  Laptop  Online class 3 hours
15 CO-002 historical various taxation impact of Agrarian  Online Focus  Digital resources recitation
Day CO-004 context of system in the taxation to the Reform and Group of various (open-ended
1-2 taxation system Philippines in Filipino people Taxation. De Discussion Taxation policies question)
in the different Leon, H.  Synchronous/ in the  Digital/Creati
Philippines. historical  Philippine Asynchronous Philippines. ve poster with
context. Taxation  Videos from guide
Handbook. Design the YouTube about questions (see
Enumerate the Duncano, D. methodology for the evolution of rubric)

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 9 of 21

 Taxation policies
in the
importance of teaching learning  Design your
Philippines.
taxes in the activities in assessment
Philippines Flexible learning for Flexible
Learning Module
Learning
(Flexible Learning)
 Online class
recitation
 Brief Lecture  Laptop (open-ended
Critical
 Online Focus  Digital resources question)
evaluation local
Group of local history of  Digital/Creati
Discuss the and oral history,
Analyze the Discussion Bataan. ve
local history of Promote and museums,  Batis Sources
Week various  Synchronous/  Videos from promotional
CO-001 Bataan in the appreciate the historical in Philippine
16 elements of the Asynchronous YouTube about materials:
CO-002 context of local history of shrines, cultural History. Jose 3 hours
Day local history of the local history brochure,
CO-004 social, cultural, Bataan. performances, Victor Torres
1-2 Bataan. Design the of Bataan. poster (see
political and indigenous
methodology for rubric)
economics. practices,
teaching learning  Learning Module
religious rites
activities in (Flexible  Design your
and rituals, etc
Flexible learning Learning) assessment
for Flexible
Learning
 Online class
recitation
 Brief Lecture  Laptop (open-ended
 Online Focus  Digital resources question)
Group of local history of  Powerpoint
Promote and Discussion Bataan. presentation
Identify the IPs in Bataan  Batis Sources
Week CO-001 appreciate the  Synchronous/  Videos from on the IPs of
different Trace the Brief History in Philippine
17 CO-002 contributions of Asynchronous YouTube about Bataan (see
characteristics origins of IPs in Demographic & History. Jose 3 hours
Day CO-003 the IPs to the the local history rubric)
of IPs in the Bataan. Geography VictorTorres
1-2 CO-004 betterment of Design the of Bataan.  Online quiz
province of Culture.
the Filipino methodology for through
Bataan.
society. teaching learning  Learning Module Google Forms
activities in (Flexible  Design your
Flexible learning Learning) assessment
for Flexible
Learning
Week
FINAL EXAMS 3 hours
18

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 10 of 21

Readings and References:

 Agoncillo, Teodoro. (2012). History of the Filipino People. 8th edition. Quezon City: C & E Publishing, Inc.
 Alvarez, Santiago. (1998). Katipunan and the Revolution: Memoirs of a General. Quezon City: Ateneo de Manila University Press.
 Comprehensive Agrarian Reform Law of 1988 (R.A. 6657). http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html
 Constantino, Renato. (1975). The Philippines: A Past Revisited. Quezon City: Renato Constantino.
 De Leon, H. (1994). Textbook on Agrarian Reform and Taxation with Cooperatives. REX Book Store. Manila City.
 De Leon, H. S. and De Leon, H. M. (2011). Textbook on the Philippine Constitution. REX Book Store. Manila City.
 Duncano, D. (2009). Philippine Taxation Handbook A Simplified Course. National Book Store. Mandaluyong City.
 Garcia, Mauro ed. (1979). Readings in Philippine Prehistory. Manila: Filipiniana Book Guild.
 Gottschalk, Louis. (1969). Understanding History: A Primer of Historical Method. New York: Alfred A. Knopf.
 Land Reform Act of 1955 (R.A. 1400). http://www.lawphil.net/statutes/repacts/ra1955/ra_1400_1955.html
 National Historical Institute. (1997). Documents of the 1898 Declaration of Philippine Independence, The Malolos Constitution and the First Philippine
Republic. Manila: National Historical Institute.
 President Corazon Aguino’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
 Batis Sources in Philippine History. Jose VictorTorres

Course Output (Performance Indicators)

Course Outcomes Course Major Output

Due Date
Upon completion of the course, the students should be able to : (Major Task Assessment Tool)

Gain intellectual competencies through analysis of texts, Photo Voice on Juan de Plasencia, Customs Week 8
proficient and effective communication, and critical, analytical, of the Tagalogs
CO-001
and creative thinking.

Develop values of personal and civic responsibilities by BookTube on the 1898 Philippine Week 11
examining the contemporary world from both Philippines and Independence
CO-002 global perspectives, taking responsibility for knowing and being
Filipino, reflecting critically on shared concern, and contributing
personally and meaningfully to the country's development.

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 11 of 21

 Demonstrate practical skills such as working with a group, Powerpoint presentation on the IPs of Week 14
using current technology to facilitate learning, managing skills Bataan
CO-003
and knowledge for productive living, and organizing one's self
for lifelong learning.
Digital/Creative promotional materials: Week 17
Final Requirement (Final Task Assessment)
brochure, poster

Rubric for BookTube

Exemplary Proficient Partially Proficient Incomplete

Concept 15-25 points 10-14 points 5-9 points 0-4 points

Has a clear picture of what they
are trying to achieve. Adequate
description of what they are
trying to do and generally how
his/her work will contribute to
the final project.
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.
Has brainstormed their
concept, but no clear focus has
emerged. Goals/final product
not clearly defined.
Little effort has been spent
on brainstorming and
refining a concept. Unclear
on the goals and how the
project objectives will be met.

Content/ Organization 15-25 points 10-14 points 5-9 points 0-4 points

The content includes a clear
statement of purpose or theme
and is creative, compelling and
clearly written. A rich variety
of supporting 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.
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.
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.
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

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 12 of 21


Quality 12-25 points
Movie was completed and had
all required elements. The
video was well edited and
moves smoothly from scene to
scene with proper use of
transitions. Audio and other
enhancements were well used.
Timeliness 12-25 points
All project deadlines were met.
Final Score
Source: https://www.niu.edu/facdev/_doc/evaluation_rubric_for_videoproject_v2.docx
Rubric for Group Presentation and Infographic
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
Most project deadlines were
met. Those that were late did
not have significant impact on
the finished project.
COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) |
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
Many project deadlines were
not met, resulting in some
impact on the finished project.
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
Deadlines were regularly
missed, having a significant
impact on the final project.
Page 13 of 21
Criteria Outstanding Very Good Good Fair/Pass Failure
91 - 100% 81 - 90% 71 - 80% 70 - 61% Below 60

Background of The presentation includes The presentation includes a clear The presentation includes a The introduction is somewhat There is no background
the primary a clear, interesting and introduction that identifies how the clear introduction that inadequate in communicating and introduction, or the
source (20%) effective introduction material is relayed to the topic under identifies how the material how the material is related to background/introductio
that identifies how the discussion, as well as to previously- is related to the topic under the topic under discussion. n is not useful in
material is related to the discussed topics. discussion. Information provided about the understanding the
topic under discussion, as The introduction provides the The introduction provides a background of the material is relevance of the material
well as to previously- important background information sufficient background on the incomplete or incorrect. in understanding
discussed topics. on the material (who, what, when, material (who, what, when, The introduction identifies Philippine history.
The introduction where). where). some relevance of the material
effectively provides all The introduction discusses the The introduction discusses in understanding major
important background relevance of the material in the relevance of the material episodes/themes in Philippine
information on the understanding major in understanding major history, but the discussion is
material (who, what, episodes/themes in Philippine episodes/themes in largely superficial or
when, where) in an history, and also attempts to relate Philippine history. incomplete.
accurate and detailed the material to contemporary
manner. events/themes/issues.
The introduction
effectively discusses the
relevance of the material
in understanding major
episodes/themes in
Philippine history, as
well as in developing a
historically-grounded
understanding of
contemporary
events/themes/issues.

Contextual The presentation of the The presentation of the author’s The presentation of the The discussion of the historical There is no discussion of
Analysis (30%) author’s background and background and context is clear and author’s background and context and importance of the the historical context of
context is exhaustive, accurate. context is clear and accurate. document is too general and the document.
clear and accurate. The students identify and analyze The students identify the lacks specific details.
The students identify and the problems that the document problems that the document The background of the author
analyze the problems wants to address. wants to address. was not clearly explained.
that the document wants The students explain the importance There is an attempt to
to address. of the document in understanding explain the importance of
The students explain the issues of the given period. the document in
clearly the importance of understanding the issues
COURSE of FOR NGEC0113 (Readings in Philippine History) | Page 14 of 21
SYLLABUS
the document in the given period.
understanding the issues
Source: CHED
Rubric for Photo Voice
Exemplary
Concept 15-25 points
Has a clear picture of what
they are trying to achieve.
Adequate description of what
they are trying to do and
generally how his/her work
will contribute to the final
project.
Content/ Organization 15-25 points
The content includes a clear
statement of purpose or theme
and is creative, compelling and
clearly written. A rich variety
of supporting information in
the photo contributes to the
understanding of the project’s
main idea. Events and
messages are presented in a
logical order. Includes
properly cited sources.
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.
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.
COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) |
Partially Proficient
5-9 points
Has brainstormed their
concept, but no clear focus has
emerged. Goals/final product
not clearly defined.
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.
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.
0-4 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.
Page 15 of 21
 Quality 12-25 points
The photo was excellent and
had all required elements. The
photo was well edited and the
explanation of the picture was
clear and concise to the main
idea of the topic.
Timeliness 12-25 points
All project deadlines were met.
Final Score
Source:
https://www.pecu.edu/techdev/_doc/evaluation_rubric_for_photovoice_v2.docx
Rubric for Situational Analysis
Excellent 4 pts.
Org. Culture and analysis The author provides a
thorough and detailed analysis
of the organization studied.
Situational analysis and
computations are clearly
8-11 points
The photo was completed and
contained all required items.
The photo was not done as
well as it should have been.
Some poor shots remain and
the elements are not present in
the main idea of the topic that
has been discussed.
8-11 points
Most project deadlines were
met. Those that were late did
not have significant impact on
the finished project.
Good 3pts.
The author provides a good
amount of analysis. Situational
analysis and computations are
applied and discussed in the
paper.  however, either more analysis
COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) |
4-7 points
Picture was made, but had
very little if any editing. Many
poor shots remain. Photo was
very fragmented and pixilated
with a lesser idea of the topic.
4-7 points
Many project deadlines were
not met, resulting in some
impact on the finished project.
Fair 2pts.
The author provides an
adequate amount of analysis.
Situational analysis and
computations are discussed
0-3 points
There was no movie, or tape
was totally unedited with no
transitions or audio support
of any kind.
0-3 points
Deadlines were regularly
missed, having a significant
impact on the final project.
Poor 1 pt.
Little or no analysis is provided
on the organization. A less than
average amount of Situational
analysis and computations are
provided in the paper. 
Page 16 of 21
 applied in the discussion.  or cultural discussion could
Content Topic interesting, of
appropriate breadth for length
of paper & an appropriate topic
for research.
Support for thesis complex,
complete, & in-depth.
Writer involved with subject,
not merely doing an
assignment.
Clear and appropriate
organization, with effective
transitions, introduction, and
conclusion. 
Grammar and Mechanics Consistent and appropriate
voice.
Sophisticated and precise word
choice.
No spelling errors.
No errors in agreement,
pronouns/antecedents, or
tense.
No punctuation or
capitalization errors.
Met all style and min/max page
requirements.
Style Chooses word for their precise
meaning and uses an
appropriate level of specificity.
Sentence style fits paper's
audience and purpose.
Sentences are varied, yet
clearly structured and carefully
Topic somewhat broad or
narrow for length of paper
and/or a questionable topic for
research.
Support for thesis sufficient,
but lacking in depth or
complexity.
Organization, transitions,
introduction, and conclusion
slightly lacking clarity and/or
appropriateness.
Voice mostly consistent and
appropriate.
Fairly effective word choice.
No more than 2 spelling errors.
Fewer than 1 errors in
agreement,
pronouns/antecedents, or tense.
Fewer than 2 punctuation or
capitalization errors.
Met most style and min/max
page requirements.
Generally uses words
accurately and effectively, but
may sometimes be too general.
Sentences generally clear, well
structured, and focused,
though some may be awkward
or ineffective.  or confusing.
COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) |
have been shared. 
Topic too broad or narrow for
length of paper and/or a poor
topic for research.
Support for thesis barely
sufficient, and/or.
Organization, transitions,
introduction, and conclusion
lacking clarity and/or
appropriateness.  appropriateness.
Voice somewhat consistent and
appropriate.
Correct word choice.
More than 3 spelling errors.
More than 2 errors in
agreement,
pronouns/antecedents, or tense.
More than 3 punctuation or
capitalization errors.
Failed to meet style and/or
min/max page requirements.
Uses relatively vague and
general words, may use some
inappropriate language.
Sentence structure generally
correct, but sentences may be
wordy, unfocused, repetitive,
Topic too broad or narrow for
length of paper and/or a poor
topic for research.
Support for thesis barely
sufficient, and/or.
Organization, transitions,
introduction, and conclusion
lacking clarity and/or
 
Voice somewhat consistent and
appropriate.
Correct word choice.
More than 4 spelling errors.
More than 3 errors in
agreement,
pronouns/antecedents, or tense.
More than 4 punctuation or
capitalization errors.
Failed to meet style and/or
min/max page requirements.
Usually contains many
awkward sentences, misuses
words, employs inappropriate
language. 
Page 17 of 21
 focused, not long and
rambling. 

Rubrics for Creative/Digital Poster

Criteria Outstanding Very Good Good Fair/Pass Failure

91 - 100%
The poster includes all
required elements as
Required well as additional
Elements information.
All graphics are related
to the topic and make it
Graphics - easier to understand
Relevance
The poster is
very attractive
Attractive in terms of design,
layout, and neatness.
81 - 90%
Almost all the required
elements are included on
the poster.
Almost all graphics are
related to the topic and
most make it easier to
understand
The poster is attractive
in terms of design,
layout, and neatness.
71 - 80% 70 - 61% Below 60
Some required Minimal required Many required
elements are included elements are included on elements are missing.
on the poster. the poster.
Some graphics are related Minimal graphics are Graphics do not relate
to the topic. related to the topic to the topic
The poster is somewhat The poster is The poster is
attractive in terms of acceptably attractive distractingly messy or
design, layout, and though it may be a bit poorly designed. It
neatness. messy. is not attractive.

Rubrics for Essay

Criteria Outstanding Very Good Good Fair/Pass Failure

91 - 100%
The situation and
opinion given was
Quality of Writing excellent.
81 - 90%
The situation and opinion
were informative and
organized.
71 - 80%
The situation and opinion
were vague and general.
70 - 61% Below 60
The situation and opinion The situation and opinion
given was somehow not given was poorly
related to the concepts. organized and not related
to the given concept.

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 18 of 21

 No grammatical errors Few spelling or Almost half of the answer Every paragraph contains Many spelling or
Grammar Usage grammatical errors contains spelling or spelling or grammatical grammatical errors
grammatical error errors.

Rubric for Reflection Paper

Excellent 4 pts. Good 3pts. Fair 2pts. Poor 1 pt.

Organization & Clarity: Completely clear and orderly Mostly clear and orderly in all Clear in some parts but not Unclear and disorganized
presentation parts overall throughout
Main arguments and responses
are outlined in a clear and
orderly way.
Use of Argument:  Very strong and persuasive Many good arguments given, Some decent arguments, but Few or no real arguments
arguments given throughout with only minor problems some significant problems given, or all arguments given
Reasons are given to support had significant problems
the resolution.
Use of cross-examination and Excellent cross-exam and Good cross-exam and rebuttals, Decent cross-exam and/or Poor cross-exam or rebuttals,
rebuttal:  defense against Negative with only minor slip-ups rebuttals, but with some failure to point out problems in
team’s objections significant problems Negative team’s position or
Identification of weakness in failure to defend itself against
Negative team’s arguments and attack
ability to defend itself against
attack. 
Presentation Style:  All style features were used Most style features were used Few style features were used Very few style features were
convincingly convincingly convincingly used, none of them
Tone of voice, clarity of convincingly 
expression, precision of
arguments all contribute to
keeping audience’s attention

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 19 of 21

 and persuading them of the
team’s case.

Source: http://www.csun.edu/~ds56723/phil338/hout338rubric.htm

Grading System

Class Standing Percentage Midterm Final

Written Examination – Quizzes 30% Class Standing - 70% Class Standing - 70%
Online Class Participation / 10% Term Exam - 30% Term Exam - 30%
Attendance Final Rating
Learning Packets output 20% Midterm Grade (50%) + Final Grade (50%) = Final Rating
Term Requirement 40%
TOTAL 100%

Course Policies and Standards:

The following policies are to be observed and implemented inside the classroom by both the Professor and Students.
 Online Class attendance and punctuality must be strictly observed.
 Maintain respect and discipline during Synchronous classes.
 Active participation during synchronous classes through sharing of ideas and experiences is encouraged.
 Observe tranquility to maintain an environment of focus learning.
 Always check the google classroom for the additional activities, relevant readings, and other announcements.
 Be prompt in submitting outputs and other requirements.

Prepared and submitted by:

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 20 of 21

 Faculty : WILMA C. MAGTALAS
Email Address : wcmagtalas@bpsu.edu.ph
Contact Number :
Consultation Hours :

Reviewed by:

FRANK ELIE V. MORALES JENNIFER S. GARCIA ANTONIO ZAPANTA

Cluster Member Cluster Member Cluster Member
09/06/2021 09/06/2021 09/06/2021

Endorsed by: Approved:

JENETTE C. ABAD THELMA D. MANANASALA, Ed.D.

Cluster Chair, Social Science Dean, Department of Arts and Sciences
09/06/2021

Cluster Member Cluster Member

08

COURSE SYLLABUS FOR NGEC0113 (Readings in Philippine History) | Page 21 of 21