Republic of the Philippines

OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION

READINGS IN PHILIPPINE HISTORY Preliminaries

Course Title Readings in Philippine History

No. of Units 3 units
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 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 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 I 3
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 wilt guides 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. (CMO No. 20,
series of 2013)
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, 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, broadminded, morally
upright and responsible citizens.

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

Learning Outcomes:

At the end of the course, students should be able 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 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

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester

Course Outline
Topics

1-2 Meaning and relevance of history; distinction of primary and secondary sources; external and
internal criticism; repositories of primary sources, and different kinds of primary sources
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
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
11-14 Social, political, economic and cultural issues in Philippine history
Mandated topics
1. Agrarian Reform Policies
2. The Philippine Constitution: 1899 (Malolos) Constitution; 1935 Constitution; 1973
Constitution;
1987 Constitution
3. Taxation
15-18 Critical evaluation and promotion of local and oral history, museums, historical shrines, cultural
performances, indigenous practices, religious rites and rituals, etc.
READINGS IN PHILIPPINE HISTORY Learning Plan

Learning Topics Methodology Resources Assessment

Outcomes
1. Evaluate I - Meaning and 1 Lecture/Discussion 1. Louis Gottschalk, 1 Produce examples
primary relevance of 2. Library, Museum Understanding of primary
sources for History, (pp. 41-61, 1
history; distinction and Archives sources and the
their 17-170).
of primary and visitation (depends Howell and Prevenient corresponding
credibility, secondary sources; on the location of secondary
authenticity, From Reliable Sources,
external and 3. the HEI) (pp. 17-68) sources derived
and
internal criticism, Comparative Santiago Alvarez, from them
provenance
repositories of analysis of primary Katipunan and the
primary sources, and secondary Revolution: Memoirs of a
and different kinds sources General, (pp. 82-88).
of primary sources. Teodoro Agoncillo,
(Weeks 1-2) History of the Filipino
People, (pp.
184-187).
Robert Fox, The Tabon
Caves, (pp. 40-44; 1091
19). [Human remains and
artifacts]
William Henry Scott,
Prehepatic Source
Materials for the Study of
Philippine History (pp.
90135

2. Analyze the Il — Content and 1. Lecture/Discussion 1. Antonio Pigafetta. First 1. Graded Reporting
context, contextual analysis 2. Library research Voyage Around the World, 2. Quizzes
 content, and of selected primary 3. Textual anal sis 2348 Chronicle 3. Critical Essa

perspective of sources; 4 Small group Juan de Plasencia, about a particular

different identification of the discussion Customs of the Tagalogs, primary source:
kinds of 5. Reporting (Garcia 1979, pp. 221-
historical students are to
primary Film Analysis
sources importance of the 6 234) [Friar account] discuss the
text; and Emilio Jacinto, "Kartilla importance of the
3. Determine the examination of the ng text, the author's
contribution author's main Katipunan" (Richardson, background, the
of different 2013, pp. 131-137)
kinds of argument and point context of the
of view (Weeks [Declaration of Principles] document, and its
primary
sources in 36) Emilio Aguinaldot Mga contribution to
understanding Gunita ng Himagsikan. understanding
Philippine (pp. 78-82; 95-100; 177- Philippine history
history 188; 212-227) [Memoirs]
National Historical
Develop Institute
critical and (1997). Documents of the
analytical 1898 Declaration of
skills with Philippine
exposure to Independence, The
primary Malolos Constitution
sources and the First Philippine
Republic. Manila:
National Historical
Institute (pp. 1923)
[Proclamation]
Alfred McCoy, Political
Caricatures of the
American Era
(Editorial cartoons)
 7. Commission on
Independence, Filipino
Grievances Against
Governor Wood Zaide

Learning Topics Methodology Resources Assessment

Outcomes
1990, vol. 11, pp.
230234). [Petition
letter]
8. Corazon Aquino,
President Corazon
Aguino's Speech
before the U.S.
Congress Sept. 18,
1986 [Speech]
9. Raiders of the Sulu
Sea
(film)
10. Works of Luna and
Amorsolo Paintings
5. Demonstrate Ill — "One past 1. Lecture/Discussion 1 Antonio Pigafetta. First 1. Debate a particular
the ability to but many 2. Document analysis Voyage Around the issue in Philippine
histories"' World, (pp. 23-32) history
formulate 3. Group discussion
controversies 2. Trinidad Pardo de
arguments and conflicting 4. Debate, round
Tavera, Filipino 2. Reaction/reflection
in favor or views in table discussion or Version of the paper on a sponsored
against a Philippine symposium Cavite Mutiny of activity like lecture,
particular history a. Site of
1872, symposium, round
issue using the First Mass
(Zaide 1990, vol. 7, table discussion, and
primary b. Cavite Mutiny
 sources c. Retraction of pp. the like
Rizal 274-280)
d. Cry of 3. Jose Montero y Vidal,
Balintawak or Spanish Version of the
Pugad lawin Cavite Munity of 1872
(Weeks 7-10) (Zaide 1990, vol. 7,
pp.
269-273)
4. Rafael Izquirdo,
Official Repon on the
Cavite
Mutiny, (Zaide 1990,
vol. 7, pp. 281-286)

Learning Topics Methodology Resources Assessment

Outcomes
 5. Ricardo P. Garcia, The
Great Debate: The
Rizal
Retraction (pp. 9-19; 3143)
6. Jesus Ma. Cavanna,
Rizal's Unfading Glory,
(pp. 1-52)
7. Ricardo R. Pascuall
Rizal Beyond the
Grave, (pp. 736)
8. Pio Valenzueia, Cry of
Pugad/awin, (Zaide
1990, vol. 8, pp.301-
302)
9. Santiago Alvarez, Cry
of Bahay Toro (Zaide
1990, vol. 8, pp. 303-
304)
10. Gregoria de Jesus,
Version of the First Cry,
(Zaide 1990, vol. 8, pp.
305-306)
11. Guillermo Masangkay,
Cry of Balintawak
(Zaide
1990, vol. 8, 307-309
6. Effectively IV — Social, 1. Lecture/Discussion Note: Students will be 1. Research output
communicate political, 2. Library and required to look for primary that may be in the
, using economic and Archival research sources on which they will form of a term
various cultural issues in 3. Document analysis base their narrative and anal paper, exhibit,
techniques Philippine 4. Grou re ortin sis of the to ic assi ned documenta
 and enres, history:

Learning Topics Methodology Resources Assessment

Outcomes
historical Mandated topics. 5. Documentary to presentation,
analysis of a 1. Agrarian Reform Film Showing them diorama, webpage,
particular event
Policies and other genres
or issue that
could help others 2. The Philippine where students can
understand the Constitution - express their ideas.
chosen topic; 1899 (Malolos) The output should
Constitution trace the evolution
Propose - 1935 of the chosen topic
recommendati
ons or solutions Constitution through at least
to present day - 1973 three periods.
problems based Constitution Group members
on their should collaborate
understanding of - 1987
to produce a
root causes, and Constitution
their anticipation synthesis that
3. Taxation
of future examines the role
scenarios Other sample of this issue in
topics: promoting/hinderin
Display the 1. Filipino Cultural g nation building,
ability to work heritage and provide
in a 2. Filipino- appropriate
multidisciplinary American
recommendations
team and relations
3. Government rooted in a
peace treaties historical
with Muslim understanding of
Filipinos the issue
 4. Institutional
history of
schools,
corporations,
industries,
religious groups,
and the like.
5. Bio ra h of a

Learning Topics Methodology Resources Assessment

Outcomes
contribute to a prominent
group Filipino (Weeks
endeavor 11-14)
Manifest V. Critical 1. Historical Data Papers 1. Reaction paper or
1 Lecture/Discussion critique of the
interest in evaluation and 2. Erecciön de Pueblos
local history promotion of
2. Research in Local
(Creation of Towns) shrines, historical
libraries and Local 3. Museums, Local Studies sites, museums
and show local and oral Studies Centers (if the students
concern in history, museums, available) Centers visited
4. Art Galleries, Painting
promoting and historical shrines, 3. Tour in local 2. Letter to the
preserving the cultural museums, collections
5. Historical landmarks and editor
country's performances, historical sites, art
galleries, UNESCO sites 3. Blogs
historical and indigenous 6. Performances that 4. Transcript of oral
archeological sites
cultural practices, and other places showcase traditional arts interview
heritage religious rites and where one could and culture
rituals, etc. see cultural and 7. Fiestas and similar local
(Weeks 15-18) heritage displays celebrations
4. Conduct Oral
interview
READINGS IN PHILIPPINE HISTORY Course Map
Readings In
G.E. Learning Outcomes Philippine
History
A. INTELLECTUAL COMPETENCIES Knowledg
e

1. Ana* ze texts written, visual, oral, etc. critical

2. Demonstrate proficient and effective communication writing Speaking and use of p
new technology

3. Use basic concepts across the domains of knowledge

4. Demonstrate critical, analytical, and creative thinking

B. PERSONAL AND RESPONSIBILITIES Values

1 Examine the contemporary world from both Phil. And global

2. Takes responsibility for knowing and being Filipino

p
3. Reflect critical on shared concern
o
4. Contribute personal and meaningful to the count s development
C. PRACTICAL SKILLS Skills

p
1. Work effectively in a group
p
2. Use current technology to assist and facilitate learning and research
o
3. Mana e one's knowledge, skills and values for responsible and productive living
 o
4. Organize one's self for lifelong learning
Legend
L = Learned
P = Practiced
O = Opportunity to learn
READINGS IN PHILIPPINE HISTORY Required Readings and Other Materials (Primary Sources)

Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan. Manila: C.A. Suntay.

Alvarez, Santiago. (1998). Katipunan and the Revolution: Memoirs of a General. Quezon City: Ateneo de Manila University Press.
Blount, James. (1968). The American Occupation of the Philippines, 1898-1912 Quezon City: Malaya Books Inc.
Cavanna, Jesus Ma. The Unfading Glory: Documentary Histoty of the Conversion of Jose Rizal. [s.n.l.
Del Pilar, Marcelo. (1957). Monastic Supremacy in the Philippines. Manila: Philippine Historical Association.
Forbes, William Cameron. (1928). The Philippine Islands, Vol. 2. New York: Houghton Mifflin.
Fox, Robert. (1970). The Tabon Caves. Manila: National Museum.
Historical Data Papers. Philippine National Library, Microfilm Collection.
Laurel, Jose P. (1962). War Memoirs of Jose P. Laurel. Manila: Jose P. Laurel Memorial Foundation.
Mabinit Apolinario. (1969) The Philippine Revolution. Manila: National Historical Commission.
McCoy, Alfred and Alfredo Roces. (1985). Philippine Cartoons: Political Caricature of the American Era, 1900-1941. Quezon City: Vera Reyes Inc.
National Historical Institute. (1997). Documents of the 1898 Declaration of Philippine Independence, The Malolos Constitution and the First Philippine
Republic. Manila: National Historical Institute.
National Historical Institute. (1978). Minutes of the Katipunan. Manila: National Historical Institute.
Nolledo, Jose. (1999). Principles of Agrarian Reform, Cooperatives and Taxation. Mandaluyong City: National Book
Store.
Philippine National Archives. Erecciön de Pueblos.
Pigafetta, Antonio. (1969). First Voyage Around the World. Manila: Filipiniana Book Guild.
Ricarte, Artemio. (1992). Memoirs of General Artemio Ricarte. Manila : NationalHistorical Institute
Richardsont Jim. (2013). The Light of Liberty: Documents and Studies on the Katipunan, 1892-1897. Quezon City: Ateneo de Manila Press.
Saleeby, Najeeb. (1976). Studies in Moro History, Laws and Religion. Manila: Filipiniana Book Guild.
Tuazon Bobby and Oscar Evangelista. (2008). The Moro Reader: History and Contemporary Struggles of the Bangsamoro People. Quezon City: CenPeg
Publications.
Zaide, Gregorio and Sonia Zaide. (1990). Documentary Sources of Philippine History. 12 vols. Manila: National Book Store.
INTERNET SITES:
Comprehensive Agrarian Reform Law of 1988 (R.A. 6657).
 http://www.lawphii.net/statutes/repacts/ra1988/ra_6657 1988.html
Decreeing the Emancipation of Tenants from the Soil (P. D. No. 27).
http://www.lawphil.net/statutes/presdecs/pd 1972/pd_27_1972.html

Land Reform Act of 1955 (R.A. 1400).

http://www lawphil.net/statutes/repacts/ra1955/ra_1400 1955.html
Philippine Organic Act of 1902. http://www gov.ph/constitutions/the-philippine-organic-act-of-1902/
President Corazon Aguino's Speech before the U.S. Congress Sept. 18, 1986. http://wwwrohan.sdsu.edu/dept/polsciwb/brianl/docs/1934Philippinelndep.pdf
Primary Sources in Philippine History. http://philhist.pbworks.com/w/page/16367040/FrontPage
Raiders of the Sulu Sea. https://www youtube.com/watch?v=bWmXEvU979c
Tydings-McDuffie Act of 1934 http://www-rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934Philippinelndep pdf
U.S.- P.l. Military Bases Agreement. http://kahimyang.info/kauswagan/articies/1007/today.in-philippinehistory-march-14-1947-the-military-bases-agreement-
was-signed

Using primary Sources.

http://philhist.pbworks.com/w/page/16367056/UsingPrimarySources#WhyUsePrimarySourcesinTeach ing
READINGS IN PHILIPPINE HISTORY Supplementary Readings and Other Materials
Agoncillo, Teodoro. (2012). History of the Filipino People. 8th edition. Quezon City: C & E Publishing, Inc.
(2001). The Fateful Years: Japan's adventure in the Philippines, 1941-1945. Quezon City: University of the Philippines Press. (1956)
The Revolt of the Masses: The story of Bonifacio and the Katipunan. Quezon City: University of the Philippines Press.
Blair, Emma Helen and James Alexander Robertson. (1961). The Philippine Islands, 1493-1898. Mandaluyong: Cachos Hermanos Inc.
Constantino, Renato. (1975). The Philippines: A Past Revisited. Quezon City: Renato Constantino.
Constantinot Renato and Letizia Constantino. (1978). The Philippines: The Continuing Past. Quezon City: The Foundation for Nationalist Studies.
Corpuz, Onofre. (1989). The Roots of the Filipino Nation. 2 volumes. Quezon City: Aklahi Foundation.
Fernandez, Pablo. (1979). History of the Church in the Philippines, 1521-1898. Manila: National Book Store, 1979.
Friend, Theodore. (1965). Between Two Empires: The Ordeal of the Philippines, 1929-1946. New Haven: Yale University press.
Gaiang Zoilo. (1950). Encyclopedia of the Philippines, Vol. 17. Manila: E. Floro.
Garcia, Mauro ed. (1969). Aguinaldo in Retrospect. Manila: Philippine Historical Association.
(1979). Readings in Philippine Prehistory. Manila: Filipiniana Book Guild.
Garcia, Ricardo. (1964). The Great Debate: The Rizal Retraction. Quezon City: R.P. Garcia.
Gottschalk, Louis. (1969). Understanding History: A Primer of Historical Method. New York: Alfred A. Knopf.
Hontiveros, Greg. (2008). A Fire on the Island: A fresh Look at the First Mass Controversy. Butuan City: Butuan City Historical and Cultural Foundation, Inc.
Howell, Martha and Walter Prevenier. (2001). From Reliable Source: An Introduction to Historical Methods. Ithaca: Cornell University Press.
Karnow, Stanley. (1989). In our Image: America's Empire in the Philippines. New York: Random House.
Majult Cesar Adib. (1973). Muslims in the Philippines. Quezon City: University of the Philippines Press.
Pascualt Ricardo. (1950). Rizal Beyond the Grave. A Reiteration of the Greatness of the Martyr of Bagumbayan. Manila: Luzon Publisher.
Querolt Mariano. (1974). Land Reform in Asia. Manila: Solidaridad Publishing House.
Salamanca, Bonifacio. (1968). The Filipinos Reaction to American Rule, 1901-1913. Quezon City: New Day Publishers.
Scheurs, Peter. (2000). The Location of Pigafetta's Mazaua, Butuan and Calagan, 1521-1571. Manila: Manila: National Historical Institute.
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.
Stanley, Peter. (1974). A Nation in the Making: The Philippines and the United States, 1899-1912. Massachusetts: Harvard University Press.
Taylor, John R.M. (1971). The Philippine Insurrection Against the United States. Vol. 1. Pasay City: Eugenio Lopez Foundation.
 READINGS IN PHILIPPINE HISTORY Rubrics
ASSESSMENT RUBRIC FOR GROUP PRESENTATION Module It
Criteria Outstanding 91- Very Good 81- Good Fair/Pass 61- Failure
100 90 71-80 70 Below 60
Background • The presentation • The presentation • The presentation The • There is no
of the includes a clear, includes a clear includes a clear introduction is background and
interesting and introduction that introduction that somewhat
primary introduction, or
effective introduction identifies how the identifies how inadequate in
source (20%) communicating the
that identifies how the material is related the material is
material is related to to the topic under related to the how the background/introd
the topic under discussion, as well topic under material is uction is not
discussion, as well as as to discussion. related to the useful in
to previouslydiscussed , The introduction topic under
understanding the
previouslydiscussed topics. provides a discussion.
Information relevance of the
topics. • The introduction sufficient
provided about material in
• The introduction provides the background on
the background understanding
effectively provides important the material
(who, what, of the material Philippine history.
all important background is incomplete or
background information on the when, where).
incorrect.
information on the material (who, • The introduction
The introduction
material (who, what, what, when, discusses the
when, where) in an where). identifies some
accurate and detailed refevance of the relevance Of the
manner.
• The introduction material in material in
discusses the understanding
• The introduction
relevance of the major
understanding
effectively discusses major
material in episodes/themes
the relevance of the episodes/themes
understanding in Philippine
material in in Philippine
major history.
understanding major history, but the
episodes/themes in
episodes/themes in discussion is lar
Phili ine
 Phili ine histo , as el su erficial
Criteria Outstanding 91- Very Good 81- Good Fair/Pass 61- Failure
100 90 71-80 70 Below 60
well as in developing history, and also or incomplete.
a historicallygrounded attempts to relate
understanding of the material to
contemporary contemporary
events/themesfissues. events/themes/iss
ues.
Contextual • The presentation of The presentation of •The presentation The discussion of • There is no
Analysis the author's the author's of the author's the historical discussion of the
(30%) background and background and background and context and historical
context is context is clear and context is clear importance of the context of the
exhaustive, clear and and accurate. The
accurate. accurate. The students identify document is too document.
students identify the problems that general and lacks
• The students identify
and analyze the and analyze the the document specific details.
problems that the problems that the wants to address. The background
document wants to document wants to •There is an of the author was
address. address. The attempt to not clearly
• The students explain students explain the explain the explained.
clearly the importance of the importance of the
importance of the
document in document in
document in
understanding the understanding the understanding the
issues of the given issues of the given issues of the
period. period. given period.
The document is
correlated with the
other documents
 dealing with the
same eriod.

Criteria Outstanding 91- Very Good Good Fair/Pass 61- Failure

100 81-90 71-80 70 Below 60
Content The important The important • The important Some of the • There is no
Analysis elements of the elements of elements of the important adequate
document are the document document are
(30%) elements of the discussion of
correctly are identified identified and
identified and and analyzed explained. There is a document are the content of
analyzed. • There is a little discussion of identified and the document.
• There is a thorough discussion of the the value and explained. There
discussion of the contributions of the is an attempt to
value and contents
value and of the
contributions of document discuss the value
contributions of the in
the contents of the understanding the and
contents of the
document in document in issues prevalent contributions of
understanding the understanding the during the period. the contents of
issues prevalent issues prevalent , There is an attempt the document in
during the period. during the period. to correlate the understanding
• The contents of the The contents of contents of the the issues
document are the document are document with the prevalent during
correlated with the
events that correlated with events that the period.
happened before it the events that happened before it
was written. happened before was written.
• The students are it was written.
able to identify the
inconsistencies and
shortcomings of the
document.
Organization The presentation is • The presentation The presentation is The • The presentation
and very well- is well- adequatelystructured. presentation is is done in a
Presentation structured, structured, and Transitions loosely haphazard
style (20%) providing a logical there is a 10 ical organized. It is manner, lackin a
se uence to the se uence not evident how
Criteria Outstanding Very Good 81-90 Good Fair/Pass 61- Failure
91-100 71-80 70 Below 60
discussion to the discussion. between topics help one topic is clear organization and
within the Presenters are in understanding the related to structure.
prescribed time confident, sometimes overall discussion. another in the Presenters were
period. using gestures, eye Presenters re presentation. unable to capture the
Presenters are contact, and tone of somewhat confident, Presenters lack attention of students.
confident, voice that keep the using occasional confidence, but Audio-visual aids are
effectively class engaged in the gestures, eye contact, there is
discussion. and tone of voice to occasional use not used, or are not
using gestures,
eye contact, • Audio-visual aids engage the class in of gestures, eye really helpful in the
and tone of are effective, leading the discussion. contact, and presentation
voice that keep to an appropriate • Audio-visual aids are tone of voice to Presenters cannot
the class understanding of key helpful in generating try to capture effectively
engaged in the information and the attention of
an understanding of communicate
discussion. ideas. students.
key information and information and ideas,
• Audio-visual Audio-visual
aids are well- • Presenters are ideas. Presenters are relying on a
aids are mostly
executed, paying largely articulate. In articulate. In general, verbatimreading of
not helpful in
careful attention general, there is use there is use of notes or text-heavy
the
to the grammaticallycorrec visual aids to convey
of presentation.
combination of t language. information and ideas.
elernents (e.g., grammaticallycorrec Visual aids
text and t language that is Occasional The use of
either lack
graphics) that also respectful of grammatical la ses grammaticallyincorrec
important
lead to both an diversity and do not t language is
information, or
effective sensitive to the pervasive.
understanding of are too
key information conditions of textheavy.
and ideas, and different groups. Presenters
continuing encounter some
interest in the difficulties in
discussion.
communicating
• Presenters are information
highly articulate, and ideas. The
using precise use of
and
grammatically-
correct
language.
Language used
is aiso
 Criteria Outstanding 91- Very Good Good Fair/Pass 61-70 Failure
100 81-90 71-80 Below 60
respectful of prevent an grammaticallyincorrect
diversity, and understanding language tends to be
sensitive to the of information pervasive.
conditions of and ideas that
different rou s. are conve ed.
ASSESSMENT RUBRIC FOR THE RESEARCH OUTPUT (Module IV)
Criteria Outstanding 91-100 Very Good 81- Good Fair/Pass 61-70 Failure
90 71-80 Below 60
Use of Uses a wide variety of • Uses many • Uses several Provides some No primary
Primary relevant, accurate and relevant and relevant sources sources but sources are used
Sources updated sources to accurate sources to provide evidence and evidences
(30%) provide evidence in to provide evidence in presented are presented are
support of key evidence in support of key vague and not irrelevant and
arguments. support of key ar arguments. always insufficient.
uments. relevant.
Effective and Supporting Supporting • Evidences used Evidences used Arguments are
Appropriate arguments use arguments use to support to support not supported by
Use of specific, relevant, and relevant and arguments are arguments are
primary and
highly persuasive mostly persuasive specific, relevant vague and
Sources secondary
evidence based on a evidence coming and persuasive. unpersuasive.
(30%) critical evaluation of from both sources. Paper
• Quotations and
primary and primary and • Uses quotations was directly
paraphrasing are
secondary sources. secondary and paraphrases copied from
sources. inappropriately
Uses the most appropriatety to sources without
used to su ort
• Uses uotations make an uotin

Page 7 of 8
Readings in Philippine History
 relevant quotations and paraphrases argument. arguments. paraphrasing, and
and paraphrases appropriately and acknowledging
appropriately and accurately to • An • The explanation
sources used.
explanation is of how the
accurately to present make an • Evidence
new perspectives on argument. provided of evidence
how the supporting
an argument. A clear and presented
evidence or opposing
• Clearly, thoughtfully, thoughtful supports each
and thoroughly explanation is presented the
supports each argument is not
explains or analyzes provided of arguments is
argument. clear and
the relationship how the missing.
between the evidence • Evidence thorough.
arguments and presented Evidence
for alternative
supporting evidences. supports each supporting or
argument. arguments are
Evidence for opposing the
Evidence for presented and
alternative arguments arguments are
alternative considered.
are presented and poorly
critically examined to arguments are integrated.
justify the chosen presented and
osition. compared

Effective A synthesis A synthesis • A synthesis A synthesis No synthesis or

Synthesis and effectively examines adequately identifies a identifies a a "synthesis"
Application how a common theme examines how a common theme common theme
does not connect
(20%) has evolved in the common theme and how it is and how it is
three periods covered. has evolved in the reflected in reflected in the different
The synthesis three periods different periods. different periods.
critically examines covered. The synthesis periods.
the multiple facets of The synthesis identifies the • The synthesis
an important problem examines the multiple facets identifies a few
in contemporary times multiple facets of an important facets of an
relevant to the of an important problem in important
common theme. problem in contemporary problem in
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 Offers plausible contemporary times relevant to contemporary
solutions and times relevant to the common times relevant to
the common theme. the common
alternatives rooted in
theme. Offers solutions theme.
an appropriate Offers plausible
historical
and alternatives • Offer some
solutions and rooted in a solutions, but
understanding of the alternatives rooted historical their basis on a
problem. in a historical understanding of historical
understanding of the problem. understanding of
the roblem. the problem is
unclear.
Effective Clear introduction; Clear • Introduction is • Introduction and Thesis and
Organization thesis is presented in introduction; mostly clear and main thesis are introduction are
a highly engaging and thesis is presented thesis is present but not missing. No
(20%)
compelling manner. in an engaging presented in a clear. clear arguments
Each argument manner. coherent, to support the
clearly supports an Each argument comprehensible • Arguments overall
overall structure. presented manner. presented does structure.
Paper uses supports an , Most arguments not support the Transitions
overall structure. overall structure.

consistent and Usually uses presented clearly Transitions arguments are

effective transitions effective support the between missing.
to develop ideas and transitions to arguments are
overall structure. Conclusion is
arguments logically; connect ideas and largely
has a compelling and arguments that Transitions are unclear. poorly connected
persuasive leads to a sometimes • Conclusion is to the paper's
conclusion. persuasive abrupt, but the either vague or major arguments.
• Conclusion conclusion. arguments and unclear.
synthesizes Conclusion conclusion
partly synthesizes,
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Readings in Philippine History
arguments that but it mostly mostly connect.
support the main presents the major Conclusion
idea/thesis. arguments to represents major
support the main arguments and
idea/thesis. connects them to
thesis.

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Readings in Philippine History