DIVINE MERCY COLLEGE FOUNDATION INC.

129 University Avenue, Caloocan City

GENERAL EDUCATION DEPARTMENT

NEW NORMAL SYLLABUS IN

GEC 2 – RPH (Readings in Philippine History)
First Semester, A.Y. 2023 – 2024

A. COURSE DETAILS
Course Name Readings in Philippine History Class Schedule
Course Number Room Assignment
Course Code GEC 2 Faculty Facilitator
Course Credit 3 Units Faculty Signature
Pre – requisite None
Hours Required 3 Hours every week for 18 weeks

B. COURSE DESCRIPTION

Philippine History viewed from the lens of selected primary sources in different periods, analysis, and interpretations.

The course aims to expose students to different facets of Philippine history through the lens of eyewitnesses. Rather than rely on secondary materials such as textbooks, which is the usual
approach in teaching Philippine history, different types of primary sources will be used – written (qualitative and quantitative), oral, visual, audio-visual, digital – covering various aspects of
Philippine life (political, economic, social, cultural). Students are expected to analyze the selected readings contextually and in terms of content (stated and implied). The end goal is to enable
students to understand and appreciate our rich past by deriving insights from those who were present at the time of the event.

Context analysis considers the following: (i) the historical context of the source (time and place it was written and the situation at the time), (ii) the author’s background, intent (to the extent
discernable), and authority on the subject; and (iii) the source’s relevance and meaning today.

Content analysis, on the other hand, applies appropriate techniques depending on the type of source (written, oral, visual). In the process students, will be asked, for example, to identify the
author’s main argument or thesis, compare points of view, identify biases, and evaluate the author’s claim based on the evidences presented or other available evidence at the time. The course will
guide the students through their reading and analysis of the texts and require them to write reaction essays of varied length and present their ideas in other ways (debate format, power point
presentation, letter to the editor of the source, etc.)

The instructor may arrange the readings chronologically or thematically, and start with the present (more familiar) and go back to the earlier periods or vice-versa.

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

The DMCFI Blended Learning Approach

Situation Learners w/ Connectivity Learners w/o Connectivity or Internet Connection Assessment Tool
Classes will be conducted using the following: Offline Method shall be used: Bring Home Test or Examinations, Chapter
 Use of E-book, the link will be provided by the  Video teaching exercise in each module, Guided test using social
Instructor/Professor  Guided learning using prepared learning module media platforms
 Internet materials, the link will be provided by the  Employing procedure exercises or homework, and lesson
Instructor/Professor guide
 By e-mail  Employing case studies and practice exercises as homework
 Subscribe online Program-on-line subjects/courses, the link will be  Using blended learning
provided by the Instructor/Professor
 Lecture Streaming Method by Facebook Styles stated above w/ the observance of social distancing, class grouping
 Webinar via messenger or Zoom cloud shall be observed, class group will be scheduled (by course)
 Using social media platform besides Facebook
 Guided learning by faculty prepared learning module
 Using blended learning w/ limit face to face contact & with the
integration of on-line learning strategy
In face to face learning model, the following shall be observed: Segregation of learners by year level for social distancing can also be Bring home test/homework/guided learning
 Social distancing instituted approach
 Class grouping shall be observed
 Class grouping will be scheduled (by course)
The on-line learning for blended learning shall be used. Using the following The Professors/Instructors are mandated to submit their Learning Face to face Examination
strategy: Modules to their Chair/Program Coordinator for quality assurance.
 Using Facebook (FB)
 Use of e-book w/ link Further, the learning module shall be examined for purposes of quality
 Internet Materials w/ link assurance by the Campus Instructional Materials Team.
 Subscribe on-line learning lesson
Employing Webinar Chapter Bring Home Test
Using Social media platform besides FB

Program Learning Outcome of Readings in Philippine History (GE-RPH)

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.
GEC 2- RPH (Readings in Philippine History) Learning Plan

TEACHING AND LEARNING ACTIVITIES REFERENCES ASSESSMENT TOOL

INTENDED LEARNING TOPIC Blended Learning Blended Learning Online Not Online Blended Learning Blended
TIME ALLOTMENT OUTCOMES Asynchronous Synchronous Asynchronous Learning
Synchronous

Week 1  Discuss the scope of  Role of this  Students’ https:// Student’s Google Classroom
the course course in the interpretation classroom.g Handbook
attainment of through oogle.com/
 Establish the Course poster/slogan/ c/ Syllabus
connection of this Objectives essay output NjE4Nzkw
NjA1NzI1 Textbook in History
course to the Grading
attainment of system
learning program  Leaflets of
outcomes, Course
. Objectives and
Grading System
 Discuss the course
requirements and
grading system.
 TEACHING AND LEARNING ACTIVITIES REFERENCES ASSESSMENT TOOL
INTENDED
TIME ALLOTMENT LEARNIN TOPIC Blended Learning Blended Learning Online Not Online Blended Learning Blended Learning
G Asynchronous Synchronous Asynchronous Synchronous
OUTCOMES

Weeks 2 -3  Define history  Introduction  Literature  Lecture / Scanned Text Book Scanned Text Book Documentary PowerPoint Output presentation with
according to to History: Review through Discussion Candelaria, J.P., & Candelaria, J.P., & Presentation about the rubrics:
different Definition, TEACHING AND LEARNING ACTIVITIES
E-Library Links Alporha, V.C. (2018). concepts, approaches,
Alporha, V.C. REFERENCES ASSESSMENT TOOL
1898 Declaration of
INTENDED academic Issues,  Library / (2018). Readings in Readings
Philippine in Philippine stages, and issues on
TIME LEARNING disciplines TOPIC
Sources, and Blended Learning Blended Learningand
Museum Online Not Online primaryBlended Learning
and secondary Blended
Philippine History. Independence, The
ALLOTMENT OUTCOMES  Compare and Methodology Asynchronous Archives
Synchronous sources Asynchronous Learning
Visitation Quezon City: Rex Malolos Constitution
contrast Synchronous
E-mail Book Store, Inc. and the First
History. QuezonPhilippine
City:
primary and Republic. Manila: Venn diagram
secondary Messenger  Comparative Rex Book Store, Inc.
 Analyze the sources  Content and Contextual Diagram connecting the Guided learning using
Analysis of Scanned Text National
Antonio Historical
Pigafetta. Guided
First Output test using social Produce examples
The Philippine Institute (pp. 19-23) presentation with
Weeks 4 -6 context, content,
 Compile Analysis of Selected concepts to the different prepared learning
PrimaryModule/
and Book
Islands Candelaria, Voyage Around the media
rubrics: platforms of primary sources
and perspective of [Proclamation]
World,(pp. 23-48) and the
articles that Primary Sources in kinds of historical sources. course packSecondary J.P., & Alporha,
http://philhist.pbw
different kinds discuss
of the Philippine History Sources V.C. (2018).
orks.com/w/page/1 [Chronicle] Documentary PowerPoint corresponding
primary sourcesconcepts of Internet Links Alfred McCoy, Political Presentation via video secondary sources
Lecture/Discussion Readings in
6367055/ThePhilip (send output thru email,
Video teaching  Caricatures of the
Juan de Plasencia
Books: application derived from them
primary and Philippine
pineIslands messenger)
 Determine the secondary American
Customs ofEra
the (Editorial
Document Analysis History. Quezon Abinales, P.N. &
contribution ofsources for cartoons)
Tagalogs,D.J. (2017).
• Video  City: Rex Book Amoroso,
different kinds their
of  Student
presentation of primary Group Discussion Store, Inc. (Garcia
State and1979,
Society pp.in the Chapter exercises based on
primary sources in Commission
221-234) (Friar on the module/course pack
credibility, Presentation
and secondary sources via Philippines. Quezon
understanding authenticity, Independence,
account] Filipino
Video City: Ateneo de
Grievances Manila
Against
Philippine history
and origin. University Press.
• reflection paper
Application Governor Wood"Kartilla
(Zaide
Emilio Jacinto,
 Develop critical 1990,
ng vol. 11, pp.230-
and analytical skills Agoncillo
234). T. (2012)
[Petition letter] (send output thru email,
Katipunan"
History of the(Richardson,
Filipino
with exposure to 2013, messenger & other electronic
primary sources (Guided learning by faculty People.
Corazon 8thAquino,
Edition. media platforms)
pp. 131-137)
prepared learning Quezon
PresidentCity: C&E
Corazon
[Declaration of
Publishing,
Aquino's Inc. before
Principles)Speech
module)
the U.S. Congress Sept.
Other
EmilioReferences
18, Aguinaldo, Mga
1986
Gunita[Speech]
ng Himagsikan.
Carr, E (1991).
(pp. 78-82; What is
95-100;
History.
177- London,
Raiders of the Sulu Sea
188; 212-227)
(film)
[Memoirs]
Works
NationalofHistorical
Luna and
Amorsolo
Institute [Paintings]
(1997). Documents of the
United
 TEACHING AND LEARNING ACTIVITIES REFERENCES ASSESSMENT TOOL
INTENDED
TIME LEARNING TOPIC Blended Learning Blended Learning Online Not Online Blended Learning Blended Learning
ALLOTMENT OUTCOMES Asynchronous Synchronous Asynchronous Synchronous

 Demonstrate the Historical Interpretations in On the spot questioning Lecture/Discussion Guided

Weeks 7 -10 ability to use Philippine History: Spaces for Conflict Scanned Text Scanned Text Book test/question using Debate a particular
primary sources to and Controversies. Document Analysis Book Candelaria, Candelaria, J.P., & social media issue in Philippine
argue in favor or Think aloud inquiry J.P., Alporha, V.C. platforms History.
against a particular Group Discussion & Alporha, V.C. Reaction / Reflection
issue One Past But Many Histories: paper on a sponsored
 Create a Venn Controversies and Conflicting Documentary activity like lecture,
diagram to Views in Philippine History PowerPoint symposium, round
compare and  Site of the First Mass Presentation on table discussion and
contrast the  Cavite Mutiny primary and
the like
historical  Retraction of Rizal secondary sources
controversies  Cry of Balintawak or via video application
(2018). Readings (2018). Readings in
based on the Pugadlawin
sources. in Philippine Philippine History.
 Outline the issues Concept mapping History. Quezon Quezon City: Rex (send output thru
and controversies City: Rex Book Book Store, Inc. email, messenger &
based on the Store, Inc. other electronic
different sources. Timeline making media platforms)
Chua M.C. (2016) Alvarez, S. (1998).
“Retraction ni Jose Katipunan and the
Rizal: Mga Revolution:
(employing webinar/video
Dokumento at Memoirs of a
conferencing) General. Quezon
Pananaw.” In GMA
(Guided learning by faculty prepared City: Ateneo de
News Online.
Manila University
learning module) http://www.gmanet
Press.
work.com//news/lif
estyle/artandcultur
e/594027retraction
-ni-jose-rizal-mga-
bagong-
dokumento-at-
pananaw/story/
Retrived 18
October 2017

TEACHING AND LEARNING ACTIVITIES REFERENCES ASSESSMENT TOOL

INTENDED
TIME LEARNING TOPIC Blended Learning Blended Learning Online Not Online Blended Learning Blended
ALLOTMENT OUTCOMES Asynchronous Synchronous Asynchronous Learning
Synchronous
Bernad, M.A.
(1981). “Butuan or
Limasawa? The Site of
First Mass in the
Philippines: A
Reexamination of
Evidence.”Kinaadm
an: A Journal of
Southern Philippines,
Vol.III,1-35.

Chua M.C. (2016)

“Retraction ni Jose
Rizal: Mga
Dokumento at
Pananaw.” In GMA
News Online.
http://www.gmanetw
ork.com//news/lifest
yle/artandculture/59
4027retraction-ni-
jose-rizal-mga-
bagong-dokumento-
at-pananaw/story/
Retrived 18 October
2017.
 TEACHING AND LEARNING ACTIVITIES REFERENCES ASSESSMENT TOOL
INTENDED LEARNING
TIME OUTCOMES TOPIC Blended Learning Blended Learning Online Not Online Blended Learning Blended Learning
ALLOTMENT Asynchronous Synchronous Asynchronous Synchronous

Phelan, P., & Reynolds

P.(1996). Argument and
Evidence: Critical
Analysis for the Social
Sciences. London:
Routledge.

Pigaffeta, A. (1969).
First Voyage Around
the World.
Manila:Filipiniana
Book Guild.

Zaide, G.,& Zaide

S.(1990).
Documentary Sources of
Philippine History.12
Vols.Manila:National
Book Store.
 TEACHING AND LEARNING REFERENCES ASSESSMENT TOOL
INTENDED ACTIVITIES
TIME LEARNING TOPIC Blended Blended Learning Online Not Online Blended Learning Blended Learning
ALLOTMENT OUTCOMES Learning Synchronous Asynchronous Synchronous
Asynchrono
us
Weeks 11 -14  To analyze  Social, On the spot questioning Lecture/Discussion Guided test using social media Research output that may be in
social, political, Political, Scanned Text Book Scanned Text platforms the form of a term paper, exhibit,
economic and Economi c, Document Analysis Candelaria, J.P., Book documentary presentation,
cultural issues in and Cultural Think aloud inquiry & Alporha, V.C. Candelaria, diorama, webpage and other
the Philippines Issues in Group Discussion J.P., & Alporha, genres where students can
using the lenz of Philippin e V.C. (2018). express their ideas.
history. History Readins in
 Propose Philippine The output should trace the
evolution of the chosen topic
recommendation s/
through at least three periods.
solutions to
present-day Group members should
problems based collaborate to produce a
on their synthesis that examines the role
understanding of of this issue in promoting nation
root causes and building, and provide appropriate
their anticipation recommendations rooted in a
of future historical understanding of issue
scenarios
(2018). Readings History.
Quezon City:
in Philippine Rex Book
Concept mapping History. Quezon Store, Inc.
City: Rex Book
Store, Inc.
Timeline making
Comprehensive Agrarian
Reform Law of 1988 - Chan
(employing webinar/video Robles & Associates Law
conferencing) Firm https://www.chanro
bles.com/legal4agr
(Guided learning by arianlaw.htm#.Xwf
faculty prepared learning _RPkzbIU
module) https://www.official
gazette.gov.ph/198
8/06/10/republic- act-no-
6657/
 TEACHING AND LEARNING ACTIVITIES REFERENCES ASSESSMENT TOOL
INTENDED
TIME Flexible Learning Flexible Learning Online Not Online For For
LEARNING TOPIC
ALLOTMENT Approaches to Learners Approaches to Learners Learners Learners
OUTCOMES
with Connectivity without Connectivity with without
Connectivity Connectivity
Week 15-18  Manifest interest in Critical Evaluation and  photo exhibit on local Lecture / Discussion Output presentation with Reaction paper or
local history and Promotion of Local; and history rubrics: Critique of the
concern in Oral History, Museums, Research in Local Shrines, Historical
presentation via Video
Historical Shrines, Libraries and Local (present output thru Sites, Museums the
promoting and Applications: e.g.
Cultural Performances, Studies Centers Students Visited
preserving our Google Classroom, email, electronic
Indigenous Practices,
country’s national Religious Rites, and Google Meet, Zoom Tour in Local
media platforms)
Letter to the
patrimony and Rituals, etc. Museums, Historical
cultural heritage Sites, Art Galleries, Editor Blogs
 Demonstrates a Archeological Sites
clear and deep and other places Transcript of Oral
understanding of an where one could see Interview
issue/problem related cultural and heritage
to human growth displays
and development
 Gain a thorough Conduct Oral Interview
analysis on the
chosen exhibit
 Readings in Philippine History Course Map

GE LEARNING OUTCOMES READINGS IN PHILIPPINE 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 concerns 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 = Practices
O = Opportunity to learn

REFERENCES:
Books
Abinales, P.N. & Amoroso, D.J. (2017). State and Society in the Philippines. Quezon City: Ateneo de Manila University Press.
Agoncillo T. (2012) History of the Filipino People. 8th Edition. Quezon City: C&E Publishing, Inc.
Candelaria, J.P., & Alporha, V.C. (2018). Readings in Philippine History. Quezon City: Rex Book Store, Inc.
Garcia, Carlito D.(2009), Philippine History and Government for College Students,: Mandaluyong City. Books Atbp, Publishing Corp.
Zaide, G., & Zaide, S. (2002) Philippine History and Government 4th Ed Quezon City, All Nations Publishing Co., Inc.
Electronic Sources:
Comprehensive Agrarian Reform Law of 1988 (R.A. 6657). http://www.lawphil.net/statutes/repacts/ra 1988/ra_6657_1988.html
Comprehensive Agrarian Reform Law of 1988 - Chan Robles & Associates Law Firm https://www.chanrobles.com/legal4agrarianlaw.htm#.Xwf_RPkzbIU
https://www.officialgazette.gov.ph/1988/06/10/republic-act-no-6657/
Decreeing the Emancipation of Tenants from the Soil (P D. No. 27). https://www.officialgazette.gov.ph/1972/10/21/presidential-decree-no-27/ https://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1972.html
Land Reform Act of 1955 (R.A. 1400). https://www.lawphil.net/statutes/repacts/ra1955/ra_1400_1955.html Philippine Organic Act of 1902.
https://www.officialgazette.gov.ph/constitutions/the-philippine-organic-act-of-1902/
President Corazon Aguino's Speech before the U.S. Congress Sept. 18, 1986. https://www.americanrhetoric.com/speeches/corazonaquinouscongressjointsession.htm https://www.youtube.com/watch?v=WX9ysynaIq0

GRADING SYSTEM:
Preliminary - 30%
Midterm – 30%
Finals – 40%

Distribution of Weights
A. Seatworks – 10%
B. Quizzes – 20%
C. Project – 15%
D. Recitation – 10%
E. Attendance – 10%
F. Exam – 35%

Prepared by: Reviewed by: Approved by:

Dyna R. Bonaobra _________________ ______________________

Faculty _