Doc.

Code: SLSU-QF-IN01-B
Revision: 01
Date: 29 July 2019
Republic of the Philippines
SOUTHERN LEYTE STATE UNIVERSITY-TOMAS OPPUS CAMPUS
San Isidro, Tomas Oppus, 6605 Southern Leyte
website: www.slsuonline.edu.ph
email: [email protected]
Contact Nos.: 09533563909; 09296179362

Course Syllabus in
GE-SS 201 -1 - READINGS IN PHILIPPINE HISTORY
First Semester, AY, 2021 – 2022

National Goal : The attainment of globally competitive Filipinos through quality and excellent education, relevant and responsive to changing environment,
accessible and equitable to deserving students, and efficient and effective in optimizing returns and benefits.

Vision : A highly quality corporate University of Science, Technology and Innovation.

Mission : SLSU will: a. Develop Science, Technology and Innovation leaders and professionals;
b. Produce high-impact technologies from research and innovations;
c. Contribute to sustainable development through responsive community engagement programs; and
d. Generate revenues to be self-sufficient and financially-viable.

University Goals : Goal 1: Upgrade the quality of instruction with emphasis on Science, Technology and Innovations.
Goal 2: Provide responsive and pro-active student programs and quality services for optimum student welfare and development.
Goal 3: Intensify human capability development for research and innovation.
Goal 4: Imbibe research attitude in the university.
Goal 5: Develop and sustain a culture of research and innovation.
Goal 6: Implement responsive extension programs/projects/activities for sustainable development
Goal 7: Generate sustainable revenue streams to implement SLSU development plans and programs.
Goal 8: Enhanced the transparency, Efficiency and effectiveness of the Management System.

Quality Policy : We, at Southern Leyte State University, commit enthusiastically to satisfy our stakeholders' needs and expectations by adhering to good
governance, relevance, and innovations of our instruction, research and development, extension and other support services and to continually
improve the effectiveness of our Quality Management System in compliance to ethical standards and applicable statutory, regulatory, industry
and stakeholders' requirements.

The management commits to establish, maintain and monitor our quality management system and ensure that adequate resources are
available.

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Core Values : Service Excellence
Leadership Competence
Stewardship and Accountability
Unity in Diversity

Goals of the College of Teacher Education:

Goal 1: Produce Science and Technology oriented teachers imbued with reflective thinking and with theoretical, technical, and practical competence;
Goal 2: Develop a sense of progressive leadership in helping build an economically viable community through S&T-based research and extension;
Goal 3: Optimize future teachers’ abilities to transfer the technology of one’s field of specialization to communities and other service areas;
Goal 4: Capacitate prospective teachers with the skills in managing their professional, social and personal aspects of living; and
Goal 5: Imbibe SLSU’s core values of Service excellence, Leadership competence, Stewardship and accountability and Unity in diversity.

Program Objectives of the Bachelor of Science in Business Administration (BSBA):

PO1: Deliver an excellent mode of instruction and training adequate to prepare students for a career in business that underpins the principles of, and important
facts regarding human relations, effective communication, economics, management, finance accounting and business law.
PO2: Advocate for a socially responsible and proactive management professionals and entrepreneurs who can meet challenges in the local and global
industries.
PO3: Provide opportunities for students to organize entrepreneurial activities and hone their skills in managing a business profitably.
PO4: Provide opportunities for both faculty and students to be actively involved in research and extension activities.
PO5: Transform students into highly ethical professionals with concern for environment preservation and nation building.

Program Outcomes:

A. Common to all programs in all types of schools

a. Articulate and discuss the latest developments in the specific field of practice.
b. Effectively communicate orally and in writing using both English and Filipino
c. Work effectively and independently in multi-disciplinary and multi-cultural teams.
d. Act in recognition of professional, social, and ethical responsibility.
e. Preserve and promote “Filipino historical and cultural heritage”.

B. Common to the Business and Management Discipline

a. Perform the basic functions of management such as planning, organizing, staffing, directing and controlling.

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b. Apply the basic concepts that underlie each of the functional areas of business (marketing, finance, human resources management, production and
operations management, production and operations management, information technology, and strategic management) and employ these concepts in
various business transactions.
c. Select the proper decision making tools to critically, analytically and creatively solve problems and drive results.
d. Express oneself clearly and communicate effectively with stakeholders both in oral and written froms.
e. Apply information and communication technology (ICT) skills are required by the business environment.
f. Work effectively with other stakeholders and manage conflict in the workplace.
g. Plan and implement business related activities.
h. Demonstrate corporate citizenship and social responsibility.
i. Exercise high personal, moral and ethical standards.

C. Specific to Business Administration Program

a. Analyze the business environment for strategic direction.

b. Prepare operational plans.
c. Innovate business ideas based on emerging industry.
d. Manage a strategic business unit for economic sustainability.
e. Conduct business research.

D. Common to a Graduate of a University

a. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects.

Graduate Attributes:

 Critical and Strategic Thinker

 Adaptive to Global Market
 Management and Entrepreneurial Innovator
 Business Manager and Organizational Lead

A. COURSE DETAILS

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,
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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.
Course Credit 3
Prerequisite None

B. COURSE OUTCOME AND RELATIONSHIP TO GENERAL EDUCATION OUTCOMES

Course Outcomes Program Outcomes

Common to the Business Common to a
Specific to Business
At the end of the course, students should be able to: Common to all and Management Graduate of a
Administration
Discipline University
a b c d e a b c d e f g h i a b c d e a
1. Evaluate primary sources for their credibility,
L L P O
authenticity, and provenance
2. Analyze the context, content, and perspective of different
L L O
kinds of primary sources
3. Determine the contribution of different kinds of primary
L L O
sources in understanding Philippine history
4. Demonstrate the ability to use primary sources to argue L L O
in favor or against a particular issue
5. Develop critical and analytical skills with exposure to P P P P
primary sources
6. Effectively communicate, using various techniques and
genres, their historical analysis of a particular event or P P P L O
issue that could help others understand the chosen topic
7. Propose recommendations/solutions to present-day
problems based on their understanding of root causes P L O
and their anticipation of future scenarios
8. Display the ability to work in a team and contribute to a P O O
group project
9. Manifest interest in local history and concern in
promoting and preserving our country’s national P P L P
patrimony and cultural heritage

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C. COURSE DESIGN MATRIX

Time Teaching –
Graduate and Intended Learning Outcomes Assessment Resources / Instructional
Topics Allot- Learning
Attribute CDIO (ILO) Tools Materials
ment Activities
Skills
1. Discuss the content of the Introduction to the 1.5 Hr.  Modular  Online 1. Vision and Mission of the
course. course, leveling of  Online session Recitation University
2. Identify course requirements expectations and 2. Student Handbook
and expectations. discussion of the 3. Syllabus
3. Explain the grading system grading system
and classroom rules and including the vision,
policies. mission and the goals
and objectives of the
college/unit
(Week 1)
4. Evaluate the definition of l. Meaning and 9.0 Hrs  Modular  Guide 1. Module
Critical and history and historiography. relevance of history  Online Questions 2. Selected materials
Strategic CO3, CO9, ILO1  History and discussion  Rubric  Louis Gottschalk,
Thinker Historiography  Textual  Quiz #1. Understanding History,
5. Demonstrate understanding of  Meaning of analysis  Modified (pp. 41- 61; 117-170)
the importance of the study of History  Scenario- True of  Robert Fox, The Tabon
history.  Importance of based learning False Caves, (pp. 40-44; 109-
CO3, CO9, ILO2 History  Quiz #2. 119). [mga labí ng tao at
 Historical  Identifica mga artifak)
6. Determine the contribution of Method tion  William Henry Scott,
primary sources in  Historiograph Prehispanic Source
understanding our y Materials for the Study
historiography specifically of  Historical of Philippine History (pp.
our pre-colonial history. Sources and 90- 135)
CO1, CO3, CO5, ILO3 Criticisms
 Historical
7. Evaluate primary sources for Sources
their credibility, authenticity, - Primary
and provenance. - Secondary
CO1, ILO4  Source
Criticism
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8. Analyze the context, content, - Internal
and perspective of different - External
kinds of primary sources.
CO2, ILO5 (Weeks 1-2)

9. Determine the contribution of

different kinds of primary
sources in understanding
Philippine history.
CO3, ILO6

10. Develop critical and analytical

skills with exposure to
primary sources.

CO5, ILO7

11. Compare and contrast the II. Content and 10.5  Modular  Guide 1. Module
Critical and ways on how to analyze the contextual analysis Hrs  Online Questions 2. Primary sources
Strategic content and contextual of selected primary discussion for  Emilio Jacinto. Kartilya
Thinker analysis of primary sources. sources  Textual/Docu Contextual ng Katipunan.
CO2, CO5, ILO8  The analysis of mentary and Content  Juan de Plasencia,
historical analysis Analysis of Customs of the
12. Demonstrate understanding documents and primary Tagalogs, (Garcia 1979,
of the different perspectives perspectives sources/ pp. 221-234) [Ulat ng
or point of views that explain  Contextual documents prayle]
events of the past. analysis  Gregoria de Jesus. Mga
CO2, CO4, LO9 - Historical Tala ng Aking Buhay.
importance
13. Analyze what perspective is of the text
appropriate for us Filipinos  Content
that would help us in analysis
understanding our past. - Understandi
CO2, CO5, ILO10 ng the
author’s
14. Analyze the importance of perspective/
historical text. point of view

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ICO2, CO5, LO11
(Weeks 3-4)
15. Familiarize oneself with the
primary documents in
different historical periods of
our history.
CO1, CO4, CO6, ILO12

16. Analyze primary sources

through examining its content
and context in relation to its
author.
CO2, CO5, ILO13

Critical and Performance Task or Output for the Midterm 6.0  Analysis of  Argumentati  Ambrosio Bautista. Acta
Strategic Hrs. Primary ve Essay de la Proclamacion de
Thinker Source/  Rubric Independiente de
Document Filipinas.
17. Demonstrate the ability to III. "One past, but 7.5  Modular  Position 1. Module
formulate arguments in favor many histories” Hrs.  Online Paper 2. Primary sources
or against a particular issue  Controversies discussion  Rubric  Antonio Pigafetta, First
using primary sources. and Conflicting  Analysis of Voyage Around the
CO4, ILO14 Views in Our primary World, (pp. 23- 32)
History sources/  Jose Montero y Vidal,
Critical and 18. Analyze primary sources  Site of the Documents Spanish Version of the
Strategic through examining its content First Mass Cavite Mutiny of 1872,
Thinker and context in relation to its  Cavite Mutiny (Zaide, 1990)
author.  Retraction of  Trinidad Pardo de
CO2, CO5, ILO15 Rizal Tavera, Filipino Version
 Cry of of the Cavite Mutiny of
Balintawak or 1872, (Zaide, 1990)
Pugadlawin (Note: Students will be
(Weeks 6) required to look for
primary sources on
which they will base
their narrative/position
paper of the topics for
further analysis.)
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19. Effectively communicate, IV. Social, political, 13.5  Modular  Guide 1. Module
using various techniques and economic and Hrs  Online Questions 2. Selected learning
genres, historical analysis of a cultural issues in discussion  Essay materials
Critical and particular event or issue that Philippine history:  Problem  Rubric  Santiago, F.A. (n.d.) The
Strategic could help others understand  Mandated solving Pursuit of Social Justice
Thinker the chosen topic. topics. in the Countryside:
CO6, ILO16  Agrarian Agrarian Reform in the
Reform Philippines. De La Salle
20. Propose recommendations or Policies University
solutions to present day  The  Ferdinand C. Importado.
problems based on their Philippine (2014) The general
understanding of root causes, Constitution principle of taxation.
and their anticipation of future  Taxation https://www.slideshare
scenarios. (Weeks 7-8) .net/fimportado/genera
CO7, ILO17 l-principles-of-taxation
 Constitutional history of
21. Display the ability to work in the Philippines.
a multi- disciplinary team and Constitutionnet.org.
contribute to a group International IDEA.
endeavor. https://constitutionnet.
CO8, ILO18 org/country/constitutio
nal-history-philippines
Performance Task or Output for the Final Term 6.0  Case Study  Rubric for 1. Module
Hrs. Analysis case study 2. Online materials
analysis  Guide for writing a case
study analysis

D. REFERENCES:

1. Required Readings and Other Materials (Primary Sources)

 Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan. Manila: C.A. Suntay.
 Alvarez, Santiago. (1998). Katipunan and the’ Memoirs of a General. Quezon City: Ateneo de Manila University Press.
 De Leon, Hector. (2008 Ed.). The Philippine Constitution. Quezon City: Rex Book Store
 Nolledo, Jose. (1999). Principles of Agrarian Reform, Cooperatives 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.

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2. Online Sources:
 Comprehensive Agrarian Reform Law of 1988 (R.A. 6657). http://www.IawphiI.net/statutes/repacts/ra1988/ra_6657_1988.html
 Land Reform Act of 1955 (R.A. 1400). http://www.lawphiI.net/statutes/repacts/ra1955/ra_1400_1955.html
 Primary Sources in Philippine History. http://phiIhist.pbworks.com/w/page/16367040/FrontPage
 Tydings-McDuffie Act of 1934. http://www-rohan.sdsu.edu/dept/poIsciwb/brianI/docs/1934PhiIippinelndep.pdf
 Using primary Sources. http://phiIhist.pbworks.com/w/page/16367056/UsingPrimarySources#WhyUsePrimarySourcesinTeaching

3. Supplementary Readings and Other Materials (RLanugan Collection)

 Agoncillo, Teodoro. (1956) The Revolt of the Masses. The story of Bonifacio and the Katipunan. Quezon City: University of the Philippines Press.
 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.
 Gottschalk, Louis. (1969). Understanding History.’ A Primer of Historical Method. New York: Alfred A. Knopf.
 Lanugan, Romulo. (2007). Readings and Supplementary Materials in the Study of Philippine History. SLSU-TO
 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.

E. COURSE REQUIREMENTS:

1. Learning Tasks: Students are required to submit outputs based on the Learning Tasks/Activities in their module.

2. Performance Task: Students are required to submit a Performance Task after each term as indicated in the learning materials.

3. Academic Integrity: Plagiarism is a serious offense. All work must at all times acknowledge intellectual honesty. Cut and paste will not be honoured.
Where a material requires permission from the publisher/author, the same must be strictly followed.

F. GRADING SYSTEM:
a. Term Grade b. Semestral Grade
1. Learning Assessment Tasks 60% 1. Midterm 50%
2. Performance Task (Output) 40% 2. Final Term 50%
100% Final Average Grade 100%

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G. AUTHENTIC ASSESSMENT TOOLS:

a. Rubric for Argumentative Essay

Proficient Advanced Developing Under Developed

CRITERION (21-25) (15-20) (8-14) (7 and below)

Argument focusses clearly and Argument includes attention to the Argument is limited regarding task, Argument lacks task, purpose, and
Clear completely on the task, purpose, and task, purpose, and audience. purpose, and audience. audience.
audience.
Argument regularly uses precise and Argument includes precise and Argument has limited precise and Argument lacks precise and
Coherent knowledge-able claims knowledge-able claims. knowledge-able claims. knowledge-able claims.
Argument regularly uses facts and Argument is supported by facts and Argument has limited support by facts Argument misuses or does not include
Convincing concrete details from the source. concrete details from the source. and concrete details from the source. facts and concrete details from the
source.
Argument regularly utilizes Argument offers some inferences, Argument put forward limited Argument does not include inferences,
Craft inferences, claims and evidence. claims and evidence. inferences, claims and evidence. claims and evidence.

b. Rubric for Other Paper Requirements

Proficient Advanced Developing Under Developed

OUTCOME
A B C D
Relevant and Excels in responding to assignment. A solid paper, responding Adequate but weaker and less effective, Does not have a clear central
interesting Interesting, demonstrates appropriately to assignment. Clearly possibly responding less well to idea or does not respond
ideas are used sophistication of thought. Central states a thesis/central idea, but may assignment. Presents central idea in appropriately to the
in response to idea/ thesis is clearly communicated, have minor lapses in development. general terms, often depending on assignment. Thesis may be too
worth developing; limited enough to Begins to acknowledge the platitudes or clichés. Usually does not vague or obvious to be
prompt.
be manageable. Paper recognizes complexity of central idea and the acknowledge other views. Shows basic developed effectively. Paper
(35 pts.) some complexity of its thesis: may possibility of other points of view. comprehension of sources, perhaps with may misunderstand sources.
acknowledge its contradictions, Shows careful reading of sources, lapses in understanding. If it defines (1–14 pts.)
qualifications, or limits and follow out but may not evaluate them critically. terms, often depends on dictionary
their logical implications. Attempts to define terms, not definitions.
Understands and critically evaluates always successfully. (15–29 pts.)
its sources, appropriately limits and (20–30 pts.)
defines terms.
(31-35 pts.)

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Writing is Uses a logical structure appropriate to Shows a logical progression of ideas May list ideas or arrange them randomly May have random organization,
organized and paper's subject, purpose, audience, and uses fairly sophisticated rather than using any evident logical lacking internal paragraph
coherent. thesis, and disciplinary field. transitional devices; e.g., may move structure. May use transitions, but they coherence and using few or
(30 pts.) Sophisticated transitional sentences from least to more important idea. are likely to be sequential (first, second, inappropriate transitions.
often develop one idea from the Some logical links may be faulty, but third) rather than logic-based. While each Paragraphs may lack topic
previous one or identify their logical each paragraph clearly relates to paragraph may relate to central idea, sentences or main ideas, or may
relations. It guides the reader through paper's central idea. logic is not always clear. Paragraphs have be too general or too specific to
the chain of reasoning or progression (18-24 pts.) topic sentences but may be overly be effective. Paragraphs may
of ideas. general, and arrangement of sentences not all relate to paper's thesis.
(25-30 pts.) within paragraphs may lack coherence. (1-9 pts.)
(10-17 pts.)

Appropriate Uses evidence appropriately and Begins to offer reasons to support Often uses generalizations to support its Depends on clichés or over
and effective effectively, providing sufficient its points, perhaps using varied points. May use examples, but they may generalizations for support, or
evidence is evidence and explanation to convince. kinds of evidence. Begins to be obvious or not relevant. Often offers little evidence of any
used in (31-35 pts.) interpret the depends on unsupported opinion or kind.
evidence and explain connections personal experience, or assumes that May be personal narrative
support of
between evidence and main ideas. evidence speaks for itself and needs no rather than essay, or summary
argument. Its examples bear some relevance. application to the point being discussed. rather than analysis.
(35 pts.) (20–30 pts.) Often has lapses in logic. (1–14 pts.)
(20–30 pts.)

c. Rubric for Case Study Analysis

CRITERION 5 4 3 2 1
A. Identification of The main problem of the Circumstantial problems Additional problems General issues about the No specific problem is
the issue case study is clearly derivative of the main issue related to circumstantial case study are stated identified
identified and stated is identified but the main problems are implied
problem is implied
B. Analysis and Presents insightful and Presents thorough analysis Presents thorough analysis Presents superficial Presents an
evaluation thorough analysis of all of the most issues identified, of the most issues identified analysis of some issues incomplete analysis
issues identified, focusing focusing on the main identified of the issues identified
on the main problem problem
C. Tool application Makes appropriate and Makes appropriate Makes appropriate yet Makes vague connections Makes little
and relation to powerful connections connections between the vague connections between the issues and connections between
class concepts between the issues identified issues identified and between the issues and concepts and fails to fulfill the issues and concepts
and concepts studied in class concepts studied in class and concepts yet somehow analytical tools and fails to fulfill
and analytical tools (as analytical tools (as required) complies analytical tools requirement analytical tools
required) requirement
D. Recommendations Presents detailed, realistic Presents specific and Presents realistic or Presents realistic or Presents realistic
and appropriate realistic recommendations appropriate appropriate recommendations but
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recommendations clearly clearly supported by the recommendations recommendations vaguely not supported by the
supported by the information presented and supported by the supported by the information presented
information presented and concepts acquired information presented and information presented and and concepts acquired
concepts acquired concepts acquired concepts acquired

H. PROVISION FOR FLEXIBILITY:

o Students with Disabilities: Students with special needs or with disabilities shall be dealt with appropriately depending on the course’s activities/
requirements

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Prepared by:

JHEAN MIRA NARES

Part-time Instructor

Reviewed by:

ROMULO L. LANUGAN, PhD ENRIQUE E. BALILI JR., MAEd

Chair, Review Committee Member, Review Committee

Recommended for Approval:

CANDY ELIZABETH G. SALAPI, MBA

Department Head, Business Administration

Approved by:

CERENIO ADRIATICO, PhD

Dean, Business Administration

MARVIN S. DAGUPLO, PhD

Asst. Dir., Academics, Research and Innovations

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CONFIRMATION AND ACKNOWLEDGEMENT

This is to confirm that the contents of the course syllabus in GE –SS-201-1 –READINGS IN PHILIPPINE HISTORY First Semester of AY 2021-
2022 at SLSU-Tomas Oppus, College of Teacher Education, San Isidro, Tomas Oppus, Southern Leyte, were discussed to us during the first day of class
and a copy of which was provided for reproduction and individual reference and guide.
Name Course & Year Signature Name Course &Year Signature
1. 21.
2. 22.
3. 23.
4. 24.
5. 25.
6. 26.
7. 27.
8. 28.
9. 29.
10. 30.
11. 31.
12. 32.
13. 33.
14. 34.
15. 35.
16. 36.
17. 37.
18. 38.
19. 39.
20. 40.

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