ONE ONE CAINTA COLLEGE

Cainta Cainta, Rizal

College Bachelor of Techical Vocational Teacher Education (BTVTed)
Course Title : READINGS IN PHILIPPINE HISTORY
Course Code : GE 105
Course Credit : 3 UNITS
Pre-Requisite : NONE
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 resources 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 analyse 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 actually 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 of today.
Content analysis, on the other hand, applies appropriate techniques depending on the type of sources (written, oral, visual).
In the process students will be asked, for example, to identify the author’s main argument or thesis, compare points of
views, 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, PowerPoint presentation, letter to the editor
of the course, 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. (CMO 20, series of 2013)
The course analyses 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 analyse the author’s background and main
arguments, compare different points of view identify biases and examine the evidences presented in the document. The
discussion will tackle traditional topics in history and other disciplinary themes that will deepen and broaden their
understanding of the Philippine political, economic, cultural, social, scientific and religious history. Priority is given to
primary materials that 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.

Institutional Learning Programs Outcomes Course Learning Outcomes

Outcomes
The OCC graduate is Common to the discipline (Teacher Education) At the end of the course students
expected to possess the PO 1. Articulate of education in philosophical, socio-cultural, historical, psychological, and should be able to:
following knowledge, skills political contexts. ● Evaluate the primary sources
and competencies: PO 2. Demonstrate mastery of subject matter/discipline. for their credibility, authenticity,
1. Personal and PO 3. Facilitate learning using a wide range of teaching methodologies and delivery modes and provenance
professional competence appropriate to specific learners and their environments. ● Analyse the context, content,
2. Effective communication PO 4. Develop innovative curricula, instructional plans, teaching approaches, and recourse and perspective of different
skills kinds of primary sources.
for diverse learners.
3. Critical thinking and ● Determine the contribution of
PO 5. Apply skills in the development and utilization of ICT to promote quality, relevant, and
problem-solving different kinds of primary
4. Social responsibility, sustainable educational practice (based on CHED_UNESCO ICT Competency source in understanding
ethics and global Standards for Teacher Education) Philippine History
understanding PO 6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and ● Demonstrate the ability to use
5. Teamwork and reporting learning processes and outcomes. primary sources to argue in
collaboration PO 7. Practice professional and ethical teaching standards sensitive to the local, national, favor or against a particular
6. Service and leadership and global realities. issue.
7. Cultural awareness ● Effectively communicate, using
various techniques and genres,
PO 8. Pursue lifelong learning for personal and professional growth through varied their historical analysis of a
experiential and field-based opportunities. particular event or issue that
could help others understand
Specific to sub-discipline and a major (Technical Vocational Teacher Education and the chosen topic.
Business Technology) ● Propose recommendations/
PO 9. Demonstrate the competencies required in the Philippine TVET Trainers Qualifications solutions to present-day
Framework (PTTQF). problems based on their
PO 10. Demonstrate broad and coherent, meaningful knowledge and skills in technology understanding of root causes
livelihood education and business education. their anticipation of future
PO 11. Apply with minimal supervision specialized knowledge and skills in technology and scenarios.
livelihood education and business education. ● Display the ability to work in a
PO 12. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning team and contribute to a group
skills needed for higher learning. project
PO 13. Manifest a deep and principled understanding of the learning processes and the role of ● Manifest interest in local history
and concerns in promoting and
the teacher in facilitating these processes in their students.
preserving our country’s
PO 14. Show a deep and principled understanding of how educational processes relate to national patrimony and cultural
target historical, social, cultural, and political processes. heritage.
PO 15. Apply a whole range of teaching process skills (including curriculum development, ●
educational assessment and teaching approaches).
PO 16. Reflect on the relationships among the teaching process skills, the learning processing
in the students, the nature of the content/subject matter, and other factors affecting
educational processes in order to constantly improve their teaching knowledge, skills
and practices.

COURSE OUTLINE:
WEEK TOPIC
Week 1-2 Meaning and relevance of history; distinction of primary and secondary source; external and internal criticism; repositories of
primary sources, and different kinds of primary sources
Week 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.
Week 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 Pugad Lawin

Week 11-14 Social, political, economic, and cultural issues in Philippine history
Mandate topics:
Agrarian Reform Policies
The Philippine Constitution: 1899 (Malolos ) Constitution; 1935 Constitution; 1973 Constitution; 1987 Constitution.
Week 15 - 18 Critical evaluation and promotion of local and oral history, museums, historical shrines, cultural performances, indigenous
practices, religious rites and rituals, etc.

COURSE PLAN
Strategy/ Evaluation of
We Lesson/ Topic Learning Outcomes Methodology/ Student Output Learning/ Resources
ek Activities Assessment
We Meaning and ● Identify differences ● Lecture/ ● Comparison chart of ● Teacher / ● Torres, Jose Victor.
ek relevance of history; between a primary discussion primary and peer BATIS Sources in the
1-2 distinction of source and a ● Library/ museum secondary sources evaluation Philippine History. C &
primary and and archives ● Written test E Publishing, Inc.
secondary source ● Presentation of
secondary source; visitation
● Enumerate materials findings on historical
external and internal (depends on the
which can be archive about Cainta
criticism; location of HIE)
repositories of considered as ● Comparative ● Produce examples of
primary sources, primary sources analysis of primary sources and
and different kinds ● Evaluate the primary primary and the corresponding
of primary sources sources for their secondary secondary sources
credibility, sources
derived from them
authenticity, and
provenance
Content and ● Analyse the context, ● Lecture/ ● Critical essay about a ● Written test ● Torres, Jose Victor.
We contextual analysis content, and discussion particular primary ● Critical essay BATIS Sources in the
ek of selected primary perspective of ● Library research source, students are ● Documentary Philippine History. C &
3-6 sources; different kinds of video E Publishing, Inc.
● Textual analysis to discuss the
identification of the primary sources. ● Philippine History
historical ● Determine the ● Cooperative importance of the
http://www.philippin
importance of the contribution of learning text, the author’s e-history.org/
text; and different kinds of ● Film analysis background, the Accessed March 8,
examination of the primary source in ● context of the 2018
author’s main understanding document, and its
argument and point Philippine History contribution to
of view. ● Develop critical and understanding
analytical skills with Philippine History
exposure to primary ● Visit a well-known
sources place near your town
and create a
five-seven minute
travel video. Explain
in the video the
relevance of the
place. Describe what
you see, hear, smell
and touch. Try to
taste famous food
and delicacies in the
area. Be ready to
present the video in
class.
One past but many ● Demonstrate ability to ● Lecture/ Look for sources of the ● Written test ● Torres, Jose Victor.
We histories.” formulate arguments discussion historical event assigned ● teacher/ peer BATIS Sources in the
ek Controversies and in favor or against a ● Document to you, read and critique evaluation Philippine History. C &
7-1 conflicting views in particular issue using analysis the documents citing the ● Document E Publishing, Inc.
0 Philippine history primary sources ● Cooperative part which you are Critique ● Philippine History
a. Magellan’s learning against or in favor, then http://www.philippin
Voyage Around ● Debate, round justify your arguments e-history.org/
table discussion by using primary sources Accessed March 8,
the World
● 2018
b. Customs of the ● Retraction of Rizal
Tagalogs http://varsitarian.net
c. Kartilya of the /news/20111004/riza
Katipunan ls_retraction_truth_v
d. Site of the First s_myth Accessed
March 8, 2018
Mass
● The Two Faces of the
e. Cavite Mutiny 1872 Cavite Mutiny.
f. Retraction of http://nhcp.gov.ph/th
Rizal e-two-faces-of-the-18
g. Cry of 72-cavite-mutiny/
Balintawak or Accessed March 8,
2018
Pugad Lawin

MIDTERM EXAM
Social, political, ● Effectively ● Lecture discussion Comparative chart of the ● Written test ● Torres, Jose Victor.
We economic, and communicate using ● Archival research different version of ● Teacher/peer BATIS Sources in the
ek cultural issues in various techniques ● Document constitution of the evaluation Philippine History. C &
11- Philippine history and genres, historical analysis Philippines ● Compilation E Publishing, Inc.
14 Mandate topics: ● Group reporting Exhibit of research of research ● Philippine History
analysis of a
● Agrarian ● Documentary film output output http://www.philippin
particular event or e-history.org/
Reform Policies showing
issue that could help ●
● The Philippine others understand Accessed March 8,
Constitution: the chosen topic 2018
1899 (Malolos ) ● Propose ● Constitution of the
Republic of the
Constitution; recommendations or
Philippines (Past and
solutions to present
Present).
1935 day problems based http://www.chanrobl
Constitution; on their es.com/philsupremel
1973
understanding of aw.htm#.WqEFqfmuy
Constitution;
root causes, and 00 Accessed March
1987 8, 2018
Constitution their anticipation of
future scenarios
● What is CARP or RA
6656?
● Display the ability to
http://www.dar.gov.p
work in a h/ra-6657-what-is-car
multidisciplinary p-comprehensive-agr
team and contribute arian-reform-program
to a group endeavor Accessed March 8,
2018
Critical evaluation ● Manifest interest in ● Lecture discussion ● Compilation of ● Reaction ● Torres, Jose Victor.
We and promotion of local history and ● Research in local reaction paper, paper or BATIS Sources in the
ek local and oral show concern in libraries and local critique critique of the Philippine History. C &
15- history, museums, promoting and study centers
● A blog about
shrine, E Publishing, Inc.
17 historical shrines, ● Tour of local historical ● Philippine History
preserving the historical places of a
cultural museums, sites, http://www.philippin
country’s historical town
performances, historical sites museums the e-history.org/
indigenous and cultural heritage and art galleries, students have Accessed March 8,
practices, religious archaeological visited 2018
rites and rituals, etc. sites and other ● A history blog ● Pasyal Rizal: History
places where one of a town and Culture
could see cultural ● Transcript of http://rizalprovince.p
and heritage oral interview h/tourismhistoryandc
displays
● Conduct oral ulture.html Accessed
interview March 8, 2018
75% correct
answers of the
We
Written exam
ek FINAL EXAMS
Submit a
18
learning
portfolio

References:
Books
Torres, Jose Victor. BATIS Sources in the Philippine History. C & E Publishing, Inc. 2018
Garcia, Carlito D. Philippine History for college student. 2015
Garcia, Carlito D. Philippine History and Government. 2015
Garcia, Carlito D. Philippine Government and Constitution. 2015
De la Costa, Horacio. Readings in Philippine History. 1992
Online Materials
Constitution of the Republic of the Philippines (Past and Present). http://www.chanrobles.com/philsupremelaw.htm#.WqEFqfmuy00 Accessed March 8, 2018
Pasyal Rizal: History and Culture http://rizalprovince.ph/tourismhistoryandculture.html Accessed March 8, 2018
Philippine History http://www.philippine-history.org/ Accessed March 8, 2018
Retraction of Rizal http://varsitarian.net/news/20111004/rizals_retraction_truth_vs_myth Accessed March 8, 2018
The Two Faces of the 1872 Cavite Mutiny. http://nhcp.gov.ph/the-two-faces-of-the-1872-cavite-mutiny/ Accessed March 8, 2018
What is CARP or RA 6656? http://www.dar.gov.ph/ra-6657-what-is-carp-comprehensive-agrarian-reform-program Accessed March 8, 2018

COURSE GRADING SYSTEM

Class Standing 70%
Midterm Grade + Final Term Grade = FINAL GRADE
● Quizzes 2
● Attendance
● Recitation/Performance Tasks
● Projects/Assignments/Seatwork/Special
Report

Midterm / Final Examinations 30%

Total 100%

Prepared Reviewed Approved DR. VICTORIA C. NAVAL

by: by: by:
Committee Program Chair College Administrator
Ver. 1_2018