History and Political Science Department

Silliman University
Dumaguete City

G.E. 2: READINGS IN PHILIPPINE HISTORY

Syllabus (pandemic)

Silliman University

Vision:
To be a leading Christian institution committed to total human development for the well-being of society and environment

Mission:
1. Infuse into the academic learning the Christian faith anchored on the gospel of Jesus Christ; provide an environment where
Christian fellowship and relationship can be nurtured and promoted.
2. Provide opportunities for growth and excellence in every dimension of University life in order to strengthen character,
competence and faith.
3. Instill in all members of the University community an enlightened social consciousness and a deep sense of justice and
compassion.
4. Promote unity among peoples and contribute to national development.

Meetings:
Instructor: Jesa S. Selibio
Office Phone number: 422-6002 local 355
Email address: jesasselibio@su.edu.ph
Course Title : Readings in Philippine History
No. of Units : 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 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, broadminded, morally upright and responsible citizens.

This course includes mandatory topics on the Philippine Constitution, agrarian reform, and taxation.

Learning Outcomes:

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. Develop critical and analytical skills with exposure to primary sources
5. Demonstrate the ability to use primary sources to argue in favor or against a particular issue
6. Effectively communicate, using various techniques and genres, their historical analysis of a particular event or issue that could
help others understand the chosen topic
7. Propose recommendations/solutions to present-day problems based on their understanding of root causes and their anticipation
of future scenarios.
8. Display the ability to work in a team and contribute to a group project.
9. Manifest interest in local history and concern in promoting and preserving our country’s national patrimony and cultural
heritage
 10. Number of Hours: 3 hours every week (both synchronous classes and asynchronous activities) for 18 weeks or 54 hours
in a semester

Course Outline

Week Topic
1-2 Meaning and relevance of history; distinction of primary and secondary sources; external and internal
criticism; repositories of primary sources, and different kinds of primary sources
3-6 Content and contextual analysis of selected primary sources; identification of the historical importance of
the text; and examination of the author’s main argument and point of view
7-10 “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
11-14 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
15-18 Critical evaluation and promotion of local and oral history, museums, historical shrines, cultural
performances, indigenous practices, religious rites and rituals, etc.
READINGS IN PHILIPPINE HISTORY Learning Plan

Learning Topics Methodology Resources Assessment

Outcomes
1. Evaluate primary I- Meaning and 1. Online Lecture/Discussion
sources for their relevance of history; via SOUL/google meet
credibility, distinction of (synchronous)
authenticity, and primary and 2. Comparative analysis of
provenance secondary sources; primary and secondary
external and internal sources
criticism;
repositories of Activity 1 (synchronous):
primary sources, and Comparative analysis of
different kinds of primary and secondary
primary sources. sources
(Weeks 1-2)
Activity 2 (asynchronous):
The class will be divided into
groups of 3 or 4 students and
be made to answer the
following questions
1. Based on the first 2
chapters of the book by
E. H. Carr make a
compilation of the
different meanings and
descriptions of history
by different scholars,
historians, and authors.
1. Edward H. Carr. What 1. Produce examples of
is History? Chapters 1-2 primary sources and
available @ the corresponding
https://drive.google.com/fil secondary sources
e/d/1KT13ypKL7DKs3P3d derived from them
Vvt8rwQk8JHJ2KGB/ (asynchronous –
view atsudents will be made
2. Louis Gottschalk, to submit their output
Understanding History, in their virtual
(pp. 41-61; 117-170). classroom in SOUL)
3. Teodoro Agoncillo,
History of the Filipino
People, (pp. 184-187).
4. William Henry Scott,
Prehispanic source
Materials for the Study of
Philippine History (pp.90-
135).

2. How does E. H. Carr

define history? Based on
Carr's definition, make a
 conceptual framework
that answers the
question: What is
history? Show in your
framework the
limitations, challenges,
and problems in the
writing of history

3. Activity (asynchronous):
Create a poster that would
highlight the
relevance/importance of
history (a poster that would
answer the question: Why
study history?)
The teacher will create an
FB page where students
will be made to upload
their output
2. Analyze the II – Content and 1. Online Lecture/Discussion 1. Antonio Pigafetta. 1. Graded Reporting
context, content, contextual analysis via SOUL or google meet. First Voyage Around the (synchronous)
and perspective of of selected primary 2. Textual analysis World, (pp. 23-48)
different kinds of sources; 3. Small group discussion [Chronicle] 2. Quiz (asynchronous
primary sources identification of the 4. Reporting 2. Juan de Plasencia, via SOUL platform)
historical importance 5. Film Analysis customs of the Tagalogs,
3. Determines the of the text; and (Garcia 1979, pp. 221-234) 3. Critical Essay about
contribution of examination of the Activity 1 (asynchronous): [Friar account] a particular primary
different kind of author’s main 3. Emilio Jacinto, “ source: students are to
primary sources in argument and point Students will be made to Kartilla ng Katipunan” discuss the importance
understanding of view choose a particular primary (Richardson, 2013, pp. of the text, the author’s
Philippine history (Weeks 3-6) source from the list of 131-137) [Declaration of background, the
resources. And will be made Principles] context of the
4. Develop critical to discuss the importance of document, and its
and analytical skills the text, the author's
with exposure to background, main argument
primary sources and point of view, the context
of the document, and its
contribution to understanding
Philippine history, which they
would later share in class
Activity 2 (synchronous):
Sharing of output from
Activity 1.
4. Emilio Aguinaldo, contribution to
Mga Gunita ng understanding
Himagsikan. (pp. 78-82; Philippine history
95-100; 177-188; 212-227) (synchronous/asynchro
[Memoirs] nous – students will be
5. National Historical made to submit their
Istitute (1997). Documents output in SOUL and
of the 1898 Declaration of later be asked to
Philippine Independence, present it in class)
The Malolos Constitution
and the First Philippine
Republic. Manila: National
Historical Institute (pp. 19-
23) [Proclamation]
6. Alfred McCoy,
Political Caricatures of the
American Era (Editorial
cartoons)
7. Commission on
Independence, Filipino
Grievevances Against
Governor Wood (Zaide
1990, vol. 11, pp. 230-
234). [Petition letter]
8. Corazon Aquino,
President Corzaon
Aquino’s Speech before
the U.S. Congress Sept. 18,
1986 [Speech]
9. Raiders of the Sulu
Sea (film)
10. Works of Luna and
Amorsolo [Paintings]

5. Demonstrate the III – “One past but 1.Online Lecture/Discussion
ability to formulate many histories”: via SOUL or google meet
arguments in favor controversies and (synchronous)
or against a conflicting views in 2. Document analysis
particular issue Philippine history 3. Group discussion
using primary a. Site of the First 4. Debate, online discussion
sources Mass or symposium
b. Cavite Mutiny
c. Retraction of Activity 1 (asynchronous
Rizal group activity):
d. Cry of Students will be made to
Balintawak or make a survey/list of the
Pugadlawin different views or versions of
(Weeks 7-10) the historical event assigned
to their group and be made to
write an essay that would
address the following:
1. What do the different
versions say or
suggest? In the case of
Rizal's retraction, the
controversy is whether
or not he did retract
and for the Cavite
Mutiny, whether or
not the aim of the
uprising is to win
Philippine
independence from
Spain.
Note: these resources are
available online
1. Antonio Pigafetta. 1. Graded reporting
First Voyage Around the (synchronous)
World, (pp. 23-32)
2. Trinidad Pardo de 2. Debate a particular
Tavera, Filipino Version of issue in Philippine
the Cavite Mutiny of 1872, history (synchronous).
(Zaide 1990, Vol. 7, pp.
274-280) 3. Quiz (asynchronous
3. Jose Montero y Vidal via SOUL platform)
Spanish Version of the
Cavite Mutiny of 1872
(Zaide 1990, vol. 7, pp.
269-273)
4. Rafael Izquirdo,
Official Report on the
Cavite Mutiny, (Zaide
1990, vol. 7, pp. 281-286)
5. Ricardo P. Garcia,
The Great debate: The
Rizal Retraction (pp. 0-19;
31-43)
6. Jesus Ma. Cavanna,
Rizal’s Unfading Glory,
(pp. 1-52)
7. Ricardo R. Pascual,
Rizal Beyong the Grave,
(pp. 7-36)
8. Pio Valenzuela, Cry
of Pugadlawin, (Zaide
1990, vol. 8, pp. 301-302)
 2. Analyze/evaluate the 9. Santiago Alvarez, Cry
primary source(s) used of bahay Toro (Zaide 1990,
by the different views vol. 8, pp. 303-304)
(of the First Mass and 10. Guillermo
the Cry of the Masangkay, Cry of
Katipuneros) or the Balintawak (Zaide 1990,
proponents who vol. 8, pp. 307-309)
claimed that Rizal
retracted and that the
aim of the Cavite
Mutiny was to win
Philippine
independence
(external and internal
criticisms -
authenticity and
accuracy; who, what,
where, when, why).
3. As a group, come up
with your own
conclusion. Which
view do you think is
more accurate or true?
Explain briefly why.

Activity 2 (synchronous):
Sharing/reporting of group
output
6. effectively IV – Social, 1. Online Lecture/Discussion Note: Students will be 1. Graded
communicate, using political, economic via SOUL or google meet required to look for online presentation/reporting
various techniques and cultural issues in 2.document analysis primary sources* on which of research output
and genres, Philippine history: 4. Group reporting they will base their
historical analysis Mandated topics: 5. Documentary Film narrative and analysis of
of a particular event 1. Agrarian Reform Showing the topic assigned to them
or issue that could Policies
help others 2. The Philippine Activity 1 (asynchronous *The National Committee
understand the Constitution: group activity): on Historical Research has
chosen topic; - 1899 (Malolos) Students will be instructed to produced an electronic
Constitution make a research output that compilation of primary
7. propose - 1935 Constitution would trace the evolution of sources dealing the
recommendations - 1973 Constitution the topic assigned to their different periods in
or solutions to - 1987 Constitution group through the different Philippine history for
present day 3. Taxation periods in Philippine history classroom use.
problems based on (Spanish, American, and the
their understanding Other sample topics: Post-war period). The
of root causes, and 1. Filipino Cultural research output may be in the
their anticipation of heritage form of a term paper,
future scenarios 2. Filipino-American documentary presentation,
relations webpage, video or slide show,
8. Display the 3. Government and other genres where the
ability to work in a peace treaties with student can express their
multi-disciplinary Muslim Filipinos ideas. Group members should
team and 4. Institutional collaborate to produce a
Contribute to a history of schools, synthesis that examines the
group endeavor corporations, role of the issue in
industries, religious promoting/hindering nation-
groups, and the like. building and provide
5. Biography of a appropriate recommendations
prominent Filipino rooted in a historical
(Weeks 11-14) understanding of the issue.

Topics to choose from:

1. Agrarian Reform
Policies
2. The Philippine
Constitution:
1899 (Malolos)
 Constitution; 1935
Constitution; 1973
Constitution; 1987
Constitution
3. Taxation
4. Filipino Cultural
heritage
5. Filipino-American
relations
6. Government peace
treaties with Muslim
Filipinos
7. Institutional history of
a school, corporation,
industry, or a religious
group
8. Biography of a
prominent
Filipino/Filipina

Note: Students should

include/indicate in their
output the primary sources
used in their narrative and
analysis of the topic assigned
to the group.
9. Manifest interest V. Critical 1. Online Lecture/ discussion 1. Historical Data Papers 1. Reaction paper or
in local history and evaluation and (synchronous) 2. Ereccion de Pueblos critique of the shrines,
show concern in promotion of local 2. Research in Local libraries (Creation of Towns) historical sites,
promoting and and oral history, and Local Studies Centers (if 3. Museums, Local museums the students
preserving the museums, historical available) Studies Centers visited
country’s historical shrines, cultural 3. Visit of museums, 4. Art Galleries, Painting 2. Webpage
and cultural performances, historical sites, art galleries, collections 3. Vlogs
 heritage indigenous practices, archeological sites and other 5. Historical landmarks 4. Transcript of oral
religious rites and places where one could see and UNESCO sites interview
rituals, etc. cultural and heritage displays 6. Performances that 5. Slide/video
(Weeks 15-18) in the students locality showcase traditional arts presentation
(barangay, town or city he/she and culture (pre-recorded 6. Picture collage
is residing) or online) 7. Poster
4. Conduct online/virtual
interview

Activity 1 (asynchronous):
Students will be made to
produce either picture collage,
poster, slideshow, video
presentation, vlog or a
webpage that would showcase
the cultural heritage of his/her
locality and explain their
importance to his/her town’s
or city’s history and identity.

READINGS IN PHILIPPINE HISTORY

Required Readings and Other Materials (Primary Sources dealing with the different periods in Philippine history in e-format
are available courtesy of the National Committee on Historical Research of the NCCA)

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

Alvarez, Santiago. (1998). Katipunan and the Revolution: Memoirs of a General. Quezon City: Ateneo de Manila University Press
Blount, James. (1968). The American Occupation of the Philippines, 1898-1912. Quezon City: Malaya books Inc.
Carr, Edward H. What is History? Vintage Books, 1967.
Cavanna, Jesus Ma. The Unfading Glory: Documentary History of the conversation of Jose Rizal. [s.n.].
Del Pilar, Marcelo. (1957). Monastic Supremacy in the Philippines. Manila: Philippine Historical Association.
Forbes, William Cameron. (1928). The Philippine Islands, Vol. 2. New York: Houghton Miffin.
Fox, Robert. (1970). The Tabon Caves Manila: National Museum.
Historical Data Papers. Philippine National Library, Microfilm Collection.
Laurel, Jose P. (1962). War Memoirs of Jose P. Laurel. Manila: Jose P. Laurel Memorial Foundation.
Mabini, Apolonario. (1969) The Philippine Revolution. Manila: National Historical Commission.
McCoy, Alfred and Alfredo Roces. (1997). Philippine Cartoons: Political Caricature of the American Era, 1900-1941. Quezon City:
Vera Reyes
Inc.
National Historical institute. (1997). Documents of the 1898 Declaration of Philippine Independence, The Malolos constitution and
the First
Philippine Republic Manila: National Historical Institute.
National Historical Institute. (1978). Minutes of the Katipunan. Manila: National Historical Institute.
Nolledo, Jose. (1999). Principles of Agrarian Reform, Coperatives and Taxation. Mandaluyong City: National Book store.
Philippine National Archives. Ereccion de Pueblos.
Pigafetta, Antonio. (1969). First Voyage Around the World. Manila: Filipiniana Book Guild.
Ricarte, Artemio. (1992). Memoirs of General Artemio Ricarte. Manila: National Historical Institute.
Richardson, Jim. (2013). The Light of Liberty: Documents and Studies on the Katipunan, 1892-1897. Quezon City: Ateneo de Manila
Press.
Saleeby, Najeeb. (1976). Studies in Moro History, Laws and Religion. Manila: Filipiniana Book Guild.
Tuazon Bobby and Oscar Evangelista. (2008). The Moro Reader: History and Contemporary Struggles of the Bangsamoro People.
Queszon City:
CenPeg Publications.
Zaide, Grgorio and Sonia Zaide. (1990). Documentary Sources of Philippine History. 12 vols. Manila: National Book Store.

INTERNET SITES:

Comprehensive Agrarian Reform Law of 1988 (R.A. 6657).

http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html

Decreeing the Emancipation of Tenants from the Soil (P.D. No. 27).
 http://www.lawphil.net/statutes/predecs/pd1972/pd_27_1972.html

Land Reform Act of 1955 (R.A. 1400).

http://www.lawphil.net/statutes/repacts/ra1955/ra_1400_1955.html

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

President Corazon 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://www/youtube.com/watch?v=bWmXEvU979c

Tidings-McDuffle 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#WhyUsePrimarySourcesinTeaching

READINGS IN PHILIPPINE HISTORY Supplementary Readings and Other Materials

Agoncillo, Teodoro. (2012). History of the Filipino People. 8th edition. Quezon City: C & E Publishing, Inc.
___________. (2001). The Fateful Years: Japan’s adventure in the Philippines, 1941-1945. Quezon City: University of the Philippines
Press.
___________. (1956) The Revolt of the Masses: The story of Bonifacio and the Katipunan. Quezon City: University of the Philippines
Press.
Blair, Emma Helen and James Alexander Robertson. (1961). The Philippine Islands, 1493-1898. Mandaluyong: Cachos Hermanos
Inc.
Constantino, Renato. (1975). The Philippines : A Past Revisited. Quezon City: Renato Constantino.
Constantino, Renato and Letizia Constantino. (1978). The Philippines: The Continuing Past. Quezon City: The Foundation for
Nationalist Studies.
Corpuz, Onofre. (1989). The Roots of the Filipino Nation. 2 volumes. Quezon City: Aklahi Foundation.
Fernandez, Pablo. (1979). History of the Church in the Philippines, 1521-1898. Manila: National Book Store, 1979.
Friend, Theodore. (1965). Between Two Empires: The Ordeal of the Philippines, 1929-1946. New Haven: Yale University Press.
Gaing Zoilo. (1950). Encyclopedia of the Philippines, Vol. 17. Manila: E. Floro.
Garcia, Mauro ed. (1969). Aguinaldo in Retrospect. Manila: Philippine Historical Association.
___________. (1979). Readings in Philippine Prehistory. Manila: Filipiniana Book Guild.
Garcia, Ricardo. (1964). The Great Debate: The Rizal Retraction. Quezon City: R.P. Garcia.
Gottschalk, Louis. (1969) Understanding History: A Primer of Historical Method. New York: Alfred A. Knopf.
Hontiveros, Geg. (2008). A Fire on the Island: A fresh Look at the First Mass Controversy. Butuan City Historical and Cultural
Foundation, Inc.
Howell, Martha and Walter Prevenier. (2001). From Reliable Source: An Inroduction to Historical Methods. Ithaca: Cornell
University Press.
Kamow, Stanley. (1989). In our Image: America’s Empire in the Philippines. New York: Random House.
Majul, Cesar Adib. (1973). Muslims in the Philippines. Quezon City: University of the Philippines Press.
Pascual, Rcardo. (1950). Rizal Beond the Grave: A Reiteration of the Greatness of the Martyr of Bagumbayan. Manila: Luzon
Publisher.
Querol, Mariano. (1974). Land Reform in Asia. Manila: Solidaridad Publishing House.
Salamanca, Bonifacio. (1968). The Filipinos Reaction to American Rule, 1901-1913. Quezon City: New Day Publishers.
Scheurs, Peter. (2000). The Location of Pigafetta’s Mazaua, Butuan and Calagan, 1521-1571. Manila: Manila: National Historical
Institute.
Schumacher, John. (1992). Readings in philippine Church History. Quezon City: Ateneo de Manila University Press.
Scott, William Henry. (1984). Prehispanic Source Materials for the Study of Philippine History. Quezon City: Newday Publishers.
Stanley, Peter. (1974). A Nation in the Making: The Philippines and the United States, 1899-1912. Massachusetts: Harvard University
Press.
Taylor, John R.M. (1971). The Philippine Insurrection Against the United States. Vol. 1. Pasay City: Eugenio Lopez Foundation.

READINGS IN PHILIPPINE HISTORY Course Map

Readings in Philippine
G.E. Learning Outcomes History
A. INTELLECTUAL COMPETENCIES (Knowledge)
1. analyze texts (written, visual, oral, etc.) critically L
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies P
3. Use basic concepts across the domains of knowledge L
4. Demonstrate critical, analytical, and creative thinking P
B. PERSONAL AND CIVIC RESPONSIBILITIES (Values)
1. Examine the contemporary world from both Phil. And global perspectives L
2. Takes responsibility for knowing and being Filipino L
3. Reflect critically on shared concern P
4. Contribute personally and meaningfully to the country’s development O
C. PRACTICAL SKILLS (Skills)
1. Work effectively in a group P
2. Use current technology to assist and facilitate learning and research P
3. Manage one’s knowledge, skills and values for responsible and productive living O
4. Organize one’s self for lifelong learning O

Legend
L = Learned
P = Practiced
O = Opportunity to learn

READINGS IN PHILIPPINE HISTORY Rubrics

 ASSESMENT RUBRIC FOR GROUP PRESENTATION (Module II)

Outstanding Very Good Good Fair/Pass Failure

Criteria 91-100 81-90 71-80 61-70 Below 60
Background  The  The  The  The  There is no
of the presentation presentation presentation introduction is background
primary includes a clear, includes a includes a somewhat and
source interesting and clear clear inadequate in introduction,
(20%) effective introduction introduction communicatin or the
introduction that identifies that identifies g how the background/in
that identifies how the how the material is troduction is
how the material is material is related to the not useful in
material is related to the related to the topic under understanding
related to the topic under topic under discussion. the relevance
topic under discussion, discussion.  Information of the material
discussion, as as well as to  The provided in
well as to previously introduction about the understanding
previously discussed provides a background of Philippine
discussed topics. sufficient the material is history.
topics.  The background incomplete or
 The introduction on the incorrect.
introduction provides the material  The
effectively important (who, what, introduction
provides all background When, identifies
important information where). some
background on the  The relevance of
information on material introduction the material in
the material (who, what,  Discusses the understanding
(who, what, when, relevance of major
when, where) in where). the material episodes/them
an accurate and  The in es in
detailed introduction understandin Philippine
manner. discusses the g major history, but
  The relevance of episodes/the the discussion
introduction the material mes in is largely
effectively in Philippine superficial or
discusses the understandin history. incomplete.
relevance of the g major
material in episodes/the
understanding mes in
major Philippine
episodes/themes history, and
in Philippine also attempts
history, as well to relate the
as in developing material to
a historically- contemporar
grounded y events/
understanding themes/
of issues.
contemporary
events/ themes/
issues.
Contextual  The  The  The  The  There is no
analysis presentation of presentation presentation discussion of discussion of
(30%) the author’s of the of the the historical the historical
background and author’s author’s context and context of the
context is background background importance of document.
exhaustive, and context and context the document
clear and is clear and is clear and is too general
accurate. accurate. The accurate. and lacks
 The students students  The students specific
identify and identify and identify the details.
analyze the analyze the problems that  The
problems that problems that the document background of
the document the document wants to the author was
wants to wants to address. not clearly
 address. address.  There is an explained.
 The students  The students attempt to
explain clearly explain the explain the
the importance importance importance
of the document of the of the
in document in document in
understanding understandin understandin
the issues of the g he issues of g the issues
given period. the given of the given
 The document period. period.
is correlated
with the other
documents
dealing with the
same period.
Content  The important  The  The  Some of the  There is no
Analysis elements of the important important important adequate
(30%) document are elements of elements of elements of discussion of
correctly the document the document the document the content of
identified and are identified are identified are identified the document.
analyzed. and and and explained.
 There is a analyzed. explained.  There is an
thorough  There is a  There is a attempt to
discussion of discussion of little discuss the
the value and the value and discussion of value and
contributions of contributions the value and contributions
the contents of of the contributions of the
the document in contents of of the contents of
understanding the document contents of the document
the issues in the document in
prevalent during understandin in understanding
the period. g the issues understandin the issues
 The contents of prevalent g the issues prevalent
 the document during the prevalent during the
are correlated period. during the period.
with the event  The contents period.
that happened of the  There is an
before it was document are attempt to
written. correlated correlate the
 Te students are with the contents with
able to identify events that the events
the happened that
inconsistencies before it was happened
and written. before it was
shortcomings of written.
the document.
Organization  The  The  The  The  The
and presentation is presentation presentation presentation is presentation is
Presentation very well- is well- is loosely done in a
Style (20%) structured, structured, adequately- organized. It haphazard
providing a and there is a structured. is not evident manner,
logical logical Transitions how one topic lacking a clear
sequence to the sequence to between is related to organization
discussion the topics help in another in the and structure.
within the discussion. understandin presentation.  Presenters
prescribed time  Presenters g the overall  Presenters were unable to
period. are discussion. lack capture the
 Presenters are confident,  Presenters confidence, attention of
confident, sometimes are but there is students.
effectively using somewhat occasional use  Audio-visual
using gestures, gestures, eye confident, of gestures, aids are not
eye contact, and contact, and using eye contact, used, or are
tone of voice tone of voice occasional and tone of not really
that keep the that keep the gestures, eye voice to try to helpful in the
class engaged in class contact, and capture the presentation.
the discussion. engaged in tone of voice attention of  Presenters
 Audio-visual the to engage the students. cannot
aids are well- discussion. class in the  Audio-visual effectively
executed,  Audio-visual discussion. aids are communicate
paying careful aids are  Audio-visual mostly not information
attention to the effective, aids are helpful in the and ideas,
combination of leading to an helpful in presentation. relying on a
elements (e.g., appropriate generating an Visual aids verbatim-
text and understandin understandin either lack reading of
graphics) that g of key g of key important notes or text-
lead to both an information information information, heavy visual
effective and ideas. and ideas. or are too aids to convey
understanding  Presenters  Presenters text-heavy. information
of key are largely are articulate.  Presenters and ideas. The
information and articulate. In In general, encounter use of
ideas, and general, there there is use some grammatically
continuing is use of of difficulties in incorrect
interest in the grammaticall grammaticall communicatin language is
discussion. y correct y correct g information pervasive.
 Presenters are language that language. and ideas. The
highly is also Occasional use of
articulate, using respectful of grammatical grammatically
precise and diversity and lapses do not incorrect
grammatically- sensitive to prevent an language
correct the understandin tends to be
language. conditions of g of pervasive.
Language used different information
is also groups. and ideas
respectful of that are
diversity, and conveyed.
sensitive to the
conditions of
different
groups.
ASSESSMENT RUBRIC FOR THE RESEARCH OUTPUT (Module IV)

Outstanding Very Good Good Fair/Pass Failure

Criteria 91-100 81-90 71-80 61-70 Below 60
Use of  Uses many  Uses many  Uses several  Provides some  No primary
Primary relevant and relevant and relevant sources but sources are
Sources accurate and accurate sources to evidence used and
(30%) updated sources to provide presented are evidences
sources to provide evidence in vague and not presented are
provide evidence in support of key always irrelevant and
evidence in support of arguments. relevant. insufficient.
support of key
key arguments.
arguments.
Effective  Supporting  Supporting  Evidences  Evidences  Arguments
and arguments arguments used to used to are not
Appropriate use relevant use relevant support support supported by
Use of and mostly and mostly arguments are arguments are primary and
Sources persuasive persuasive specific, vague and secondary
(30%) evidence evidence relevant and unpersuasive. sources.
coming from coming from persuasive.  Quotations  Paper was
both primary both primary  Uses and directly
and and quotations and paraphrasing copied from
secondary secondary paraphrases are sources
sources. sources. appropriately inappropriatel without
 Uses the  Uses to make an y used to quoting,
most relevant quotations argument. support paraphrasing,
quotations and  An arguments. and
and paraphrases explanation is  The acknowledgin
paraphrases appropriately provided of explanation of g sources
appropriately and how the how the used.
and accurately to evidence evidence  Evidence
accurately to make an presented presented supporting the
present new argument. supports each supports each arguments is
perspectives  A clear and argument. argument is missing.
on an thoughtful  Evidence for not clear and
argument. explanation alternative thorough.
 Clearly, is provided arguments are  Evidence
thoughtfully, of how the presented and supporting or
and evidence considered. opposing the
thoroughly presented arguments are
explains or supports poorly
analyzes the each integrated.
relationship argument.
between the  Evidence for
arguments alternative
and arguments
supporting are presented
evidences. and
 Evidence for compared.
 alternative
arguments
are presented
and critically
examined to
justify the
chosen
position.
Effective  A synthesis  A synthesis  A synthesis  A synthesis  No synthesis
Synthesis effectively adequately identifies a identifies a or a
and examines examines common common “synthesis”
Applicatio how a how a theme and theme and does not
n (20%) common common how it is how it is connect the
theme has theme has reflected in reflected in different
evolved in evolved in different different periods.
the three the three periods. periods.
periods periods  The synthesis  The synthesis
covered. covered. identifies the identifies a
 The  The multiple facets few facets of
synthesis synthesis of an an important
critically examines the important problem in
examines the multiple problem in contemporary
multiple facets of an contemporary times relevant
facets of an important times relevant to common
important problem in to the common theme.
problem in contemporar theme.  Offer some
contemporar y times  Offers solutions, but
y times relevant to solutions and their basis on
relevant to the common alternatives a historical
the common theme. rooted in a understanding
theme.  Offers historical of the
 Offers plausible understanding problem is
plausible solutions and of the unclear.
 solutions and alternatives problem.
alternatives rooted in a
rooted in an historical
appropriate understandin
historical g of the
understandin problem.
g of the
problem.
Effective  Clear  Clear  Introduction is  Introduction  Thesis and
Organization introduction; introduction; mostly clear and main introduction
(20%) thesis is thesis is and thesis is thesis are are missing.
presented in presented in presented in a present but  No clear
a highly an engaging coherent, not clear. arguments to
engaging and manner. comprehensibl  Arguments support the
compelling  Each e manner. presented overall
manner. argument  Most does not structure.
 Each presented arguments support the  Transitions
argument supports an presented overall between
clearly overall clearly support structure. arguments are
supports an structure. the overall  Transitions missing.
overall  Usually uses structure. between  Conclusion is
structure. effective  Transitions are arguments are poorly
 Paper uses transitions to sometimes largely connected to
consistent connect ideas abrupt, but the unclear. the paper’s
and effective and arguments and  Conclusion is major
transitions to arguments conclusion either vague arguments.
develop that leads to mostly or unclear.
ideas and a persuasive connect.
arguments conclusion.  Conclusion
logically; has  Conclusion represents
a compelling partly major
and synthesizes, arguments and
persuasive but it mostly connects them
 conclusion. presents the to thesis.
 Conclusion major
synthesizes arguments to
arguments support the
that support main
the main idea/thesis.
idea/thesis.