INFORMATIC TECHNOLOGICAL COLLEGE OF SAN FRANCISCO INC.

Prk. 2A, Distic 1, Barangay 5(Pob.), San Francisco, Agusan del Sur

Course Code Soc. Sci. 1

Course title Readings Philippine History
No. of hours 54
Credit/Unit 3
Prerequisite None
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 biases 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, broadminded, morally upright and socially responsible citizens. This course has mandatory topics on the
Philippine Constitution, agrarian reform and taxation
Vision Informatic Technological College of San Francisco, Inc. envisions to be a leading technical school in Region XIII, Committed to uphold
standards of quality affordable technical education in producing skilled man power with positive work values that will contribute to the
social, moral and economical development of Agusan del Sur and neighbouring provinces.
Mission Our mission is to provide affordable, relevant, efficient and high-quality technical education and produce highly skilled graduates
endowed with desirable work values and attitudes that will prepare them for gainful employment.
Core Values Innovation
Tenacity
Compassion
Skill
Flexibility
Goals 1. Implement a comprehensive quality management system to improve product/service quality and customer satisfaction.
2. Adopt cutting-edge technologies to improve productivity and competitiveness.
3. Promote diversity, equity, and inclusion within the workplace.
4. Ensure compliance with ethical standards and regulations in all aspects of operations.
5. Identify and establish strategic partnerships to expand market reach and create new business opportunities.
 Objectives At the end of the course, students are expected 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 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.

Course Content
Week Lesson/Topic Learning Objectives Strategy/ Student Output Evaluation of Learning/
Methodology/Activities Evaluation Tool
1 Evaluate primary sources for  Lectures/ Submission of works that  Quiz 20 items
their credibility, authenticity, discussion includes the summary of objective type
and provenance  Brainstorming learnings acquired in this  Presentation/
 Research period. Discussion and

The Analyze the context, content, and

perspective of different kinds of
primary sources
output
 Question Quizzes to be submitted
after class at a certain
submission of
research outputs
 Oral Participation

Nature Determine the contribution of

different kinds of primary sources
time in discussion

of in understanding
history
Philippine

Mathema
 tics
 An Introduction to
Philippine
Historiography

 Types of Historical
Sources and
Discourses
2-3  History of the Understand the Historical  Lecture Method Submission of works that  Quiz 20 items
Philippine Islands Background of the pre-  Library includes the summary of objective type
colonization Philippines. Research learnings acquired in this  Oral Participation
 The Manunggul Jar Determine the Historical  Cooperative period. in discussion
 The Laguna importance of learning pre- learning Student as a resource  Reporting
Copperplate colonization Philippine history.  Interactive- speaker/reporter assign a  Presentation/
discussion student to talk on a Discussion and
 Group Activity specific topic. Let the submission of
student discuss the topic research outputs
by presenting the details
of the concepts. Let the
other students raise
questions.

Quizzes to be submitted
after class at a certain
time

4  Historical Identify the difference  Group Activity Submission of works that  Quiz 25 items
Revisionism, between Historical Revisionism,  Discussion/ includes the summary of objective type
Denialism and Denialism, and Distortion. Lecture learnings acquired in this  Group
Distortion period. Presentation
Demonstrate the ability to  Debate
 formulate arguments in favor or Quizzes to be submitted
against a particular issue using after class at a certain
primary sources. time

Student as a resource
speaker/reporter assign a
student to talk on a
specific topic. Let the
student discuss the topic
by presenting the details
of the concepts. Let the
other students raise
questions.
5-6  Duties of the Discuss the core values of the  Lecture Method Submission of works that  Oral Recitation
Katipunan of the Sons KKK.  Library includes the summary of
of the People (KKK) Research learnings acquired in this  Deepening
Understand the history of the  Cooperative period. Activity
 Act of Declaration of Philippines’ pursuit for learning
Independence independence.  Interactive- Quizzes to be submitted  Quiz 25 items
discussion after class at a certain objective type
time
7-8  1899 Constitution of Discussed the determinants of  Lecture Method Submission of works that  Graded
the Republic of the collective behaviour.  Video- clip includes the summary of Reporting
Philippines (Malolos Presentation learnings acquired in this
Convention)  Group Activities period.  Individual Oral
Recitation/Repor
 Treaty of Peace Quizzes to be submitted t
between the United after class at a certain
States of America and time.  Deepening
the Kingdom of Spain Activity
(Treaty of Paris) Student as a resource
speaker/reporter assign a  Quiz 25 items
student to talk on a objective type
 specific topic. Let the
student discuss the topic
by presenting the details
of the concepts. Let the
other students raise
questions.
9-10  Jose Rizal’s Retraction Propose recommendations or  Lecture Method Submission of works that  Quiz 30 items
Controversy solutions to present day problems  Group Activities includes the summary of objective type
based on their understanding of  Reflection learnings and studies  Oral Participation
 The Agrarian Reform root causes, and their anticipation  Games (Quiz acquired in this period.
of future scenarios. Bee)
Analyze certain historical and Quizzes to be submitted
political issues in a more critical after class at a certain
sense. time.
11-12  Convention between Identify the territory of the  Lectures/ Student as a resource  Quiz 20 items
the United States of Republic of the Philippines. discussion speaker/reporter assign a objective type
America and Great  Brainstorming student to talk on a  Presentation/
Britain Delimiting the Understand the History of the  Research specific topic. Let the Discussion and
Boundary between Philippine Islands’ territory and output student discuss the topic submission of
the Philippine sovereignty.  Dimensional by presenting the details research
Archipelago and the question of the concepts. Let the Outputs.
State of North approach other students raise  Oral Participation
Borneo. questions.

 Minutes of the Quizzes to be submitted

Proceedings on the after class at a certain
National Territory of time
the 1971
Constitutional
Convention
13  The Role of Islam in Determine the role and  Lectures/ Student as a resource  Quiz 20 items
the History of the contribution of Islam in the discussion speaker/reporter assign a objective type
Filipino People History of the Philippines  Brainstorming student to talk on a  Presentation/
  Question and specific topic. Let the Discussion and
 History of Terrorism Display the ability to go against answer strategy student discuss the topic submission of
in the Philippines prejudices and better analyze  Research by presenting the details research outputs
such prejudice. output of the concepts. Let the  Reporting
 Group Activity other students raise  Oral Participation
questions.  Debate

Quizzes to be submitted
after class at a certain
time
14  History of Taxation in Gain an understanding on the  Lecture and Submission of works that  Quiz 20 items
the Philippines history of taxation in the Discussion includes the summary of objective type
Philippines  Group Activities learnings and studies  Reporting
acquired in this period.  Oral Participation

Quizzes to be submitted
after class at a certain
time.
16  Agreement on Peace Comprehend how peace can be  Lectures/ Submission of works that  Quiz 30 items
between the attained within a Nation and its discussion includes the summary of objective type
Government of the People.  Brainstorming learnings and studies  Presentation/
Republic of the  Question and acquired in this period. Discussion and
Philippines and the Identify the aspects mentioned in answer strategy submission of
Moro Islamic the peace agreements between  Research Quizzes/Projects to be research outputs
Liberation Front the Government of the Republic Project output submitted after class at a  Reporting
of the Philippines and the Moro  Group Activity certain time.  Oral Participation
Islamic Liberation Front.  Debate
17  Report of the Cholera Be able to identify how epidemics  Lectures/ Student as a resource  Reporting
Epidemic in the can start in a community. discussion speaker/reporter assign a  Quiz 20 items
Philippines.  Brainstorming student to talk on a objective type
Formulate solutions to avoid past  Group Activity specific topic. Let the
 The Difference and future issues to manifest. student discuss the topic
between and by presenting the details
 Epidemic, Pandemic, of the concepts. Let the
and an Endemic. other students raise
questions.

Quizzes to be submitted
after class at a certain
time.
18  Mintal “The Little Gain an understanding on the  Lectures/ Student as a resource  Reporting
Tokyo of the Pre-War influences of the Japanese to the discussion speaker/reporter assign a  Quiz 20 items
Philippines” Philippines.  Brainstorming student to talk on a objective type
 Japanese Occupation Comprehend the role of the  Group Activity specific topic. Let the  Quiz Bee
in the Philippine Philippines during World War II. student discuss the topic
by presenting the details
of the concepts. Let the
other students raise
questions.

Quizzes to be submitted
after class at a certain
time.

Rubrics

POWERPONT PRESENTATION (Reporting) GROUP ACTIVITY

Content -50% Contribution/ Participation -30%
Slide creation (Mechanics) -30% Information Sharing -20%
Pictures, Clip Arts & Background -20 % Group output -50%
Total 100% Total 100%
WRITTEN WORKS INDIVIDUAL REPORT/PROJECT

Content - 50% Content -30%

Organization -20% Organization -15%
Grammar - 25% Communicative skills - 40%
Writing Mechanics -5% Use of ICT/ Visual Aids -15%
Total -100 Total 100%

Grading System

Grades are determined by computing a student’s performance over the term for both lecture and laboratory. A failing grade may be given to a student who
does not meet attendance requirements.

The school adopts the following grading system with the corresponding equivalence
GRADE EQUIVALENCE DESCRIPTION
1.00 98-100% Excellent
1.25 95-97% Very Good
1.50 92-94%
1.75 89-91%
2.00 86-88% Satisfactory
2.25 83-85%
2.50 80-82%
2.75 77-79% Fair
3.00 75-76%
5.00 Below 75% Failed due to poor performance, absences or withdrawal
without notice
DRP Officially Dropped Dropped with approved dropping slip
P Passed To be used only for courses specified as having non-numeric
F Failed grades.

The course grade is based on the percentage distribution for each periodical grade to be expressed in percentage from rounded to the nearest unit.
For CHED and TESDA courses, which are semestral-based, the percentage distribution is as follows:

PRELIMS 20 % Example 2.25

MIDTERMS 20 % 1.25
PRE-FINALS 20 % 2.00
FINALS 40 % 1.00
Course Grade is 1.50

For other TESDA courses offered in modular forms, the percentage grade distribution within a block is as prescribed in the syllabus.

In courses with a combination of lecturer and laboratory, the course grade is based on the proportion of lecture to laboratory units. Hence, the course
grade for a three (3) unit course with two (2) units of lecture and one (1) unit of laboratory shall be of ratio of 2:1, lecture: laboratory, and rounded off to
the nearest numeric grade.

Example: Final lecture grade is 1.50

Final laboratory grade is 1.75
Course grade is 1.58

PERIODICAL GRADE

Recommended periodical grade components for:

Lecture Units Laboratory Units

Class Participation 10% Laboratory Exercises 10%
Exercise and Seatwork 20% Case Studies and Projects 90%
Quizzes 30%
Periodical Examination 40%

Deviation from the recommended components may be decided or approved by the Dean upon the recommendation of the Department Chairman/Program
Coordinator and faculty to suit the program objectives and requirements.
Prepared by: Reviewed: Recommending Approval: Approved:

Marc Russel N. Padilla Alberto N. Condolon Leizl L. Jagape Marcelino C. Anino

Instructor School Administrator Vice President for Academics School President