OBE- READINGS IN THE PHILIPPINE HISTORY

COURSE SYLLABUS IN READINGS IN THE PHILIPPINE HISTORY
CRONASIA FOUNDATION COLLEGE INC.

Andres-Dizon Bldg. Pioneer Avenue, General Santos City
COURSE SYLLABUS IN READINGS IN THE PHILPPINE HISTORY
COURSE CODE: GEC 1

COURSE TITLE: READINGS IN THE PHILIPPINE HISTORY
CREDIT UNITS: 3
PRE-REQUISITES: NONE
INSTRUCTOR: MARK DOMINIC M. OREIRO, LPT
OFFICE: BASIC EDUCATION DEPARTMENT
CONTACT/EMAIL: 0926-924-1253/ m.oreiro@cfci.ph.education
CONSULTATION TIME: Anytime
COURSE DESCRIPTION:
This course analyzes Philippine History from multiple perspectives through the lens of selected primary and secondary sources coming from various disciplines and
different genres. Students are given opportunities to analyze the author’s background and main arguments, compare different points of view, identify bias and
examine evidences presented in the document. The discussion will tackle traditional topics in history and other interdisciplinary themes that will deepen and
broaden their understanding of Philippine political, economic, cultural, social and religious history. Priority is to develop the historical and critical consciousness of
the students so that they will become versatile, articulate, broad--‐ minded, morally upright and socially responsible citizens. This course has mandatory topics on
the Philippine Constitution, agrarian reform and taxation.
COURSE LEARNING OUTCOMES: At the end of the course, students should be able to:
1. Search, compile and interpret examples of primary sources and the corresponding secondary sources derived from local history.
1
“Kalidad na edukasyon sa abot-kayang

Email Address: m.oreiro@cfci.ph.education
• Meaning and relevance of history, the distinction of primary and secondary sources
• Content and Contextual Analysis
2. Formulate arguments of conflicting historical accounts in the following: Site of the First Mass, Cavite Mutiny, Retraction of Rizal, Cry of Balintawak, and First
Blood Compact Site
using primary and secondary sources.
• “One past but many histories…”
3. Create posters, brochures or newsletters informing audience about specific historical events and issues like Philippine History, Agrarian Reform Policies and
Taxation and postings in
Social Media for information dissemination
4. Compare and contrast the five (5) different Philippine Constitutions.
• Social, political, economic and cultural issues in Philippine History
5. Critically evaluate documents relating to a specific historical account.
TEACHING-LEARNING PHILOSOPHY: Cronasia Foundation College, Inc. As an educational institution commits to the teaching-learning philosophy that is
committed to alleviate socio-cultural and economic disparity by promoting specialized instructions for academic excellence in providing accessible and affordable
education through outcomes-based education in order to develop responsible and competent graduates.
COURSE CONTENT:
Module Trainin Digital Intended Topic/s and Teaching-Learning Activities Assessme

g Time Platform Learning Resources nt and
s Outcomes Agreeme
and Apps nt
FOR ONLINE/DIGITAL LEARNING

2

Orientation Google Course

Week meet, FB Orientation
Messenge 3 units course = 54
r, hours
Google Activities/
Classroo Exercises/
m Projects and
Face to Assignments are
Face part of the modular
MWF, instruction
TTH, Requirements at
SAT, the end of the
SUN course must have
complied:
Quizzes
Major Exams
Prelim,
Midterm,
Semi-Finals, and
Finals
Activities/
Exercises/
Projects and

Assignments
(The students will
secure a textbook
as prescribed by
the teacher.)
Google At the end of the THE MEANING OF Let the students watch a short video clip; QUIZ 10
The Meaning of History. items
meet, FB session, students: HISTORY;
https://www.youtube.com/watch?v=G7SsZSVlb5s
Messenge 1.Discuss the *Limitation of https://www.youtube.com/watch?v=o85GnxYXpu
8
r, significance of historical
HOTS Questions:
Google history. knowledge What is the etymology of the word history?
_________________________________
Classroo 2. Demonstrate *History as the
What is the importance of studying history?
m consciousness on Subjective process of _________________________________
Why study Philippine history?
Face to the significance of recreation
_________________________________
Face studying history *Historical Method Activity 1:
Students will examine the Philippine map, identify
MWF, 3.Trace the and
the three-component islands, and write their significant
TTH, component islands historiography. historical landmarks.
SAT, of the Philippines
SUN in the map and
write their
4

historical
landmarks.
Assignme
nt
Google At the end of the SOURCES OF Activity/Exercises: QUIZ 20

HISTORICAL Refer to your textbook Readings in Philippine items
meet, FB session, the
students: DATA History by Dr. Nery et al. (2019)
Messenge a. Discuss the 1.Written Sources of
r, importance of the History HOTS Questions:
different sources 2. Non-Written What is historical data?
Google of Sources of History ______________________________
Classroo historical data. 3. Primary Versus Why is primary source important?
b. Analyze the Secondary Sources ______________________________
m
characteristics of What is the purpose of a secondary source?
Face to primary and https:// _________________________________
secondary www.youtube.co What is the main distinction between a primary
Face
source materials. m/watch?v=pmno- and a secondary source?
MWF, c. Cite samples of Yfetd8 _____________________________________
TTH, both https:// https://www.historydiscussion.net/history/impo
primary and www.youtube.co rtant-sources-of-history-primary-and secondarysources/
SAT, m/watch?
secondary
SUN sources. v=PNOV6zUi0DI

Assignme
nt
Google At the end of the HISTORICAL Activity/Exercises: Critical

session, the CRITICISM The students will explore more elaboration on Analysis
meet, FB
students: Historical Criticism Historical Criticism via websites to discover Rubrics
Messenge a. Write a critical External Criticism arguments that ignite learning. Required
r, analysis based on Internal Criticism Write a critical analysis based on the historical elements
historical Test of Authenticity argument of an event. Idea
Google argument/or of an Analysis
Classroo event. https:// Deepening Questions: Graphics
www.youtube.co Why are historical writings important? relevance
m Attractive
m/watch? _______________________________
Face to v=SMxkN81QhK What is the importance of historical analysis? ness
Face w _______________________________
https:// What is Historical Criticism?
MWF, www.youtube.co ______________________________
TTH, m/watch? What is Historical Criticism? Assignme
v=32PO5dIHQn ________________________________ nt
SAT, Trace the
Q
SUN First
Voyage
Around
the World
using

primary
sources.
Google At the end of the FIRST VOYAGE Activity: Assessme

AROUND nt
meet, FB session, the The students will:
students: THE WORLD Read the narrative of the voyage, which is a
Messenge (a) Trace the first Overview: The translation by Lord Stanley of Alderly, refer to your Timeline
voyage around the Complete textbook. p.19-26. Drafting
r,
world. knowledge of the past. After reading the narrative, fill in the sample
Google (b) Create a diagram for their timeline drafting, guided by a
timeline Historical Method is primary source-based historical document of the
Rubrics
Classroo
the Accuracy
about the first First voyage.;
m process of critically of
voyage Go to your textbook (Readings in Philippine History
Face to around the world. examining the records informatio
by Dr. Nery et al. (2019)
and n
Face (c) Present an
survival of the past Content
example
MWF, (Gottschalk,1969) Organizati
of a primary For deepening, answer the following guide
Content Analysis on
TTH, source of questions below.
Concept Notes: Critical
historical data 1. What is the primary reason of the author in
SAT,
relating to https:// writing the document? How was it Thinking
SUN the first voyage. books.google.com. produced?
ph/books/about/ ___________________________
The_First 2. What is the main theme in the document?
_Voyage_Around_the Explain briefly
_Wo ____________________________.
rld_1519_1.html? 3. What specific information of importance is Assignme
id=Mcgy in the text? nt:

9Xn2KkEC&redir_esc= ___________________________ What are

y • The teacher checks the output of the the works
https:// students and will give feedback afterward. of
www.bookdeposit Juan Luna
ory.com/First- and
Voyagearound- Fernando
World-1519-1522- Amorsolo
Antonio-
Assignme
Pigafetta/
nt:
9781487525408 Read/
Watch the
video
of THE
SPEECH
OF
CORAZON
C.
AQUINO
in
the U.S
Congress
Washingto
n D.C.
At the end of the

session students: Activity/Exercises: p 41
(a) Present the Kindly refer to Readings in Philippine History
purpose of Compare famous paintings of Luna and Amorsolo.
historical paintings Discuss their ideas of the pictures:
and political WORKS OF JUAN
caricatures. LUNA
AND FERNANDO Deepening Exercises: Guide Questions QUIZ
(b) Discuss the
8

difference AMORSOLO AND Exercise 2: Give a concise explanation/discussion 10 items

between the POLITICAL on the following items.
famous paintings CARICATURES 1. What do you know about the period of the
of Luna and Historical Paintings painting? Include in the readings/research the
Amorsolo and Understanding Politics following:
interpret a Political Caricatures • biographical data of the artist,
caricature. Historical Paintings information about how the
(c) Show Juan Luna and painting is significant at that time
appreciation and Amorsolo • important social, political, and
are subject to analysis Assignme
understanding of socio-economic constructs of the
nt:
historical paintings and time.
Rhetorical
and political discussion. 2. What are the qualities profound in the painting
analysis of
caricatures Juan Luna (1857- that shows the skill of the artist in replicating
the
1899) reality?
speech
Fernando Amorsolo 3. What evidences can you provide to support
Rubrics:
(1892-1972) your claim on the significant depiction of the
Political Caricature painting?
Ample time is given to students to answer the given
exercises.
https:// The teacher checks the output
www.pinterest.ph
Assessme
/elizf/fernando-
nt
amorsolopaintings/ Narrative
At the end of the Report
lesson, the Rubrics
Logic
students: Ideas
Activity :
The students will read citations
a. Examine one of
Historical
the /watch on video the whole speech of the Late
connectio
speeches of Former President of the Philippines
Corazon C. Corazon Cojuangco Aquino. n
Aquino.
b. Analyze the THE SPEECH OF
9

Speech of CORAZON After reading/watching the video of the whole

Corazon C. Aquino C. AQUINO speech, for more understanding, answer the
rhetorically. following guide questions in the exercises given
below.
.
https://www.officialgazette.gov.ph/1986/09/18/s
peech-of-president-corazon-aquino-during-thejoint-
session-of-the-u-s-congress-september-18-
1986/
Deepening Exercises:
2. What is your comment on this line, in the
speech of Corazon Aquino: “…and so began the
revolution that has brought me to democracy’s
most famous home, the Congress of the United
States.” Which concept in this line is important
to you? Why?
3. What did Corazon Aquino mention in her
speech about the aspiration of the Filipino
people? What are the specific lines for this?
SITE OF THE What do you feel about these lines
FIRST MASS
At the end of the Activity:

session, students: https://www.slideshare.net/chad4510/
a. Create siteoffirstmassinthephilippines-
narratives based history14
on readings of After readings Pigaffeta, Antonio 1956, the site of
primary the First Mass p. 56-63, the students will write a
sources on the Narrative Report on their version or interpretation
controversy of the historical facts on the event of the actual Site
of the site of the of the Fist Mass by applying knowledge on
Historical sources and historical criticism.
first mass.
10

Rubrics:
11

At the end of the CAVITY MUTINY: Activity 1: Brainstorming Assessment

session, students: SPANIARDS VERSION
OF CAVITY What are the factors that ignited the Filipinos
The Cavity Mutiny sense of nationhood? Reaction
a. Present one of
1. How do you understand the word Paper
the
Spaniards Version of the “mutiny”?
factors that ignited
Cavity Mutiny ___________________________ Rubrics;
the
2. What does the account of Jose Montero y Use of
Filipino sense of
Filipino Version of the Vidal tell us? To which version does this primary
nationhood.
Cavity Mutiny account relates. Explain: sources
b. Write a reaction Synthesis
___________________________
paper and
https://www.slideshare.net/soldierofloki/rizal-
about their Application
43896873
viewpoint Organization
https://www.slideshare.net/heyitsmebianca/therise-
in the Cavite
of-filipino-nationalism
Mutiny.
c. Express
sympathy on
the martyrdom of
the
GomBurZa
At the end of the MUTINY / FILIPINOS The students will do readings of the different
session, the 12 Narrative

At the end of the THE OFFICIAL 1. How did Governor Izquierdo describe Cavite Contextual
session,the REPORT OF Mutiny compared from the version of Dr. Trinidad Analysis
students: GOVERNOR H. Pardo de Tavera on the 3
(a) Assess the IZQUIERDO Write a contextual analysis on the following: Versions of
different ON THE CAVITE Among the three versions of the Cavite mutiny, the
versions on the MUTINY which one is the most credible? Why? Cavity
dates of the https://nhcp.gov.ph/ A.Spaniards Version of the Cavity Mutiny Mutiny.
first Cry of the thetwo-
faces-of-the-1872- B. Filipino Version of the Cavity Mutiny Rubrics:
revolution as
cavite-mutiny/ C. The Official Report of Governor Izquierdo on the Cavite Content
well as its venue. Organization
https://filipinojournal.com Mutiny of 1872
b) Resolve simple Logic
and /the-1872-cavite-mutiny/
Historical
important
contemporary facts
socio-economic
issues.
(c) Advocate
nationalism in
addressing
contemporary
socio-economic Assignment
concerns. :
Read: The
Cry of
Balintawak
and Pugad
Lawin.
At the end of the

session, the QUIZ
13

students: After reading on the Mutiny controversy on your textbook,

(a) Analyze the THE CRY OF the students will answer the activity below:
political, BALINTAWAK Activity 1: Give a concise explanation/discussion Assignment
religious, and on the following items. :
economic Kindly refer to the textbook (Readings in Philippine Write a
aspects of friars in History) Short Essay
the 1.What does the issue on the First Cry on
The
Philippines during depict about the Filipinos?
importance
the late ____________________________
of the
19th century. 2.How does the account of Santiago integration
(b) Write an essay Alvarez differs from all other versions? of the spirit
on ___________________________ of
national integrity 3.Which account do you believe? nationalism
addressing any Why? ______________________________ in
current ___________________ addressing
political, religious, Ample time is given to the students to any current
and answer the given exercises. political,
economic aspects • The teacher checks the output of the religious,
in the students and will give feedback afterward. economic
Philippines. issues in the
Philippines?
Rubrics:
Focus
Relevance
Organization
Content
At the end of the MONASTIC Activity 1: Short Essay

session, the SUPREMACY After reading the excerpts of Marcelo H del Pilar”s
14

students: IN THE PHILIPPINES la Soberenia Monacal en Filipinas: Rubrics

(a) Analyze the An excerpt from Give a concise explanation/discussion on the Focus
political, religious, Marcelo H. Del Pilar’s following items: Organization
and economic La Kindly refer to the textbook (Readings in Philippine Relevance
aspects of friars in Soberenia Monacal en History by Ligan et al. (2018). Pages 88-91 Content
the Philippines Filipinas, first published http://www.philippinemasonry.org/marcelo-hdel-
during the late in pilar.html
19th century. Barcelona, Spain, in 1889 a. What does the document La Soberania
(b) Write an essay and reprinted in Manila in Monacal en Filipinas try to convey?
on 1898 Discuss.
national integrity (Translated by Dr. ______________________________
addressing any Encarnacion Alzona b. What is national integrity? Do you think
1957Quezon City: national integrity is important? Justify your
current political,
Philippines
religious, and answer.
Historical Association.)
economic aspects _____________________________________
in the Philippines d. Ample time is given to the students to
(c)Demonstrate the answer the given exercises.
spirit of e. The teacher checks the output of the. Assignment
nationalism in students and will give feedback afterward
addressing any
current political,
religious, and
economic aspects
in the Philippines.
15

COURSE POLICIES AND MANAGEMENT
1. ACADEMIC INTEGRITY POLICY
Academic integrity is the guiding principle for all students, faculty and staff that require them to recognize and acknowledge information derived from others
and take credit only for ideas and work that are their own. You violate the principle of academic integrity when you: cheat on an exam or help another to cheat,
plagiarize, or submit the same work for two different courses without prior permission from teachers. Plagiarism is a grave form of academic dishonesty,
whether intended or not. Plagiarism is failure to properly assign authorship to a paper, a document, an oral presentation, assignment, research, project and/or
other materials, which are not your original work.
In case of academic dishonesty, the teacher will meet with the student to discuss, and present evidence for the particular violation, giving the student
opportunity to refute or deny the charge(s). If the teacher confirms the violation(s), he/she, in consultation with the Department Chair, may take any of the
following actions: allow the student to redo the assignment, lower the grade for the work in question, assign a grade of F for the work in question, assign a grade
of F for the course. Students caught cheating will get zero (0) in that particular exam. In serious academic fraud, the teacher may recommend dismissal or
appropriate sanction that will be deliberated by the Student Disciplinary Board.
2. ATTENDANCE
16

o Regular attendance is a must to all students. Counting of attendance starts from the first day of regular classes, regardless of the date of the student’s
enrolment. As provided for by Sec. 151 of the Manual of Regulations for Private School, a student who has incurred absences of more than 20% of total
class meetings (10 absences for MWF schedule and 7 absences for TTH schedule) should not be given credit.
o An absence from class whether personal or official is still to be recorded as an absence. Tardiness beyond fifteen (15) minutes is considered as an
absence. However, three (3) instances of being late, not exceeding 15 minutes should be counted as one absence for the purpose of record keeping.
3. COURSE RULES
 Use of mobile and other gadgets are prohibited during class time.
 Performing tasks not related to the lesson is not allowed.
 Turn off electric fans and other electrical equipment when not in use.
 Keep the room clean and well-organized.
 Submission of late assignment, project will have a 10% deduction per day from the total score.
4. REQUIREMENTS
1. Completed Performance tasks
17

5. GRADING SYSTEM
Accumulation of Point
≥ 95 94 93 92 91 90 89 88 87 86 85 84 83 82 80-81 79 78 77 76 75 ≤74
1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0 5.0
Prepared by:
MARK DOMINIC M. OREIRO, LPT

READINGS IN THE PHILIPPINE HISTORY, Instructor
18


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COURSE SYLLABUS IN READINGS IN THE PHILIPPINE HISTORY

CRONASIA FOUNDATION COLLEGE INC.

COURSE CODE: GEC 1

“Kalidad na edukasyon sa abot-kayang

Module Trainin Digital Intended Topic/s and Teaching-Learning Activities Assessme

FOR ONLINE/DIGITAL LEARNING

“Kalidad na edukasyon sa abot-kayang

Orientation Google Course

“Kalidad na edukasyon sa abot-kayang

“Kalidad na edukasyon sa abot-kayang

Google At the end of the SOURCES OF Activity/Exercises: QUIZ 20

“Kalidad na edukasyon sa abot-kayang

Google At the end of the HISTORICAL Activity/Exercises: Critical

“Kalidad na edukasyon sa abot-kayang

Google At the end of the FIRST VOYAGE Activity: Assessme

“Kalidad na edukasyon sa abot-kayang

9Xn2KkEC&redir_esc= ___________________________ What are

At the end of the

“Kalidad na edukasyon sa abot-kayang

difference AMORSOLO AND Exercise 2: Give a concise explanation/discussion 10 items

“Kalidad na edukasyon sa abot-kayang

Speech of CORAZON After reading/watching the video of the whole

At the end of the Activity:

“Kalidad na edukasyon sa abot-kayang

“Kalidad na edukasyon sa abot-kayang

At the end of the CAVITY MUTINY: Activity 1: Brainstorming Assessment

“Kalidad na edukasyon sa abot-kayang

At the end of the

“Kalidad na edukasyon sa abot-kayang

students: After reading on the Mutiny controversy on your textbook,

At the end of the MONASTIC Activity 1: Short Essay

“Kalidad na edukasyon sa abot-kayang

students: IN THE PHILIPPINES la Soberenia Monacal en Filipinas: Rubrics

“Kalidad na edukasyon sa abot-kayang

COURSE POLICIES AND MANAGEMENT

1. ACADEMIC INTEGRITY POLICY

“Kalidad na edukasyon sa abot-kayang

“Kalidad na edukasyon sa abot-kayang

MARK DOMINIC M. OREIRO, LPT

“Kalidad na edukasyon sa abot-kayang

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