SYLLABUS

(GEC 105 – Readings in Philippine History)

Vision
MSU-Main Campus aspires to be a Center of Excellence in Instruction, Research and Extension transforming itself into a premier and globally competitive national peace university.

Mission MSU-Main Campus Core Values

MSU-Main Campus is committed to: Mutual Respect
Lead in social transformation through peace education and integration of the Muslims and Service Orientedness
other cultural minority groups into the mainstream society; Unity and Teamwork
Ensure excellence in instruction, research development, innovation, extension, and Multiculturalism with Means-tested Benefits
environmental education and discovery; Academic Excellence
Advance national and international linkages through collaborations and, Integrity and Trustworthiness
Demonstrate greater excellence, relevance, and inclusiveness for Mindanao and the Nobility and Professionalism
Filipino nation.

CSSH Goals
To enable learners to become more critically responsive in rendering sound judgement to vital social issues and global realities and appreciation of Filipino cultural heritage.
To capacitate faculty and staff and student researchers with the current trends in institutionalized research programs.
To draw linkages from the vast field of external support programs to generate sustained enthusiasm for research programs.
To publish scholarly research done by the college faculty members and graduate students.
To generate and publish relevant researches about the cultural heritage of diverse communities and those that promotes social development, mutual understanding and environmental
integrity.
To help people acquire necessary knowledge and skills for their own welfare and development.
To develop self-sustaining, innovative and creative generation of intellectual, physical and financial capabilities.

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GEC 105 – Readings in Philippine History
 CSSH Objective
To make the students aware of the meaning and significance of the lives of heroes, events that continually shape the destiny of our country, and the root-causes of the present problems of
the region as well as the nation.
To make sure that the students’ research training on historical methodologies are updated and relevant and would serve not only as academic requirements but also as grounding for
lifetime research service.
To train students to view and understand the Philippine situation in relation to world conditions.
To produce graduates who will be responsive and responsible citizens of the country committed to peace and development.
To provide the students a concrete grasp on current development issues by courses on Philippine history and the Third World.
To emphasize clearly to history majors the issues of globalization, sustainable development, and neo-colonialism.
To include in the teaching of basic courses, gender and environmental issues such as global warming, and assault on the natural habitat of various species.
To make learners aware of the current debates in the post-modern and modernist schools of thoughts in the discipline.
To regularly provide students and faculty members essential inputs on on-going programs in economic development, good governance and peace-building initiated by the Philippine
Republic.

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GEC 105 – Readings in Philippine History
 GEC105 – Readings in Philippine History

A. Course Details
COURSE NAME Readings in Philippine History

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 lends of
eyewitnesses. Rather than rely on secondary sources 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 form 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
NUMBER OF UNITS authority on the subject; and (iii) the source’s relevance and meaning today. Content analysis, on the other
3 units
Pre-Requisite hand, applies appropriate techniques depending on the type of source (written, oral, visual). In the process
None
students will be asked, for example, to identify the author’s main argument or thesis, compare 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 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,
power point presentation, letter to the editorof the source, etc.).
(CMO No. 20, Series of 2013).
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GEC 105 – Readings in Philippine History
 B. Course Outline

Week Topic/s Common Teaching Common

Strategies Assessment/Evaluation
CLASSROOM ORIENTATION • Discussion Give the learners some
⚫ The Mindanao State University • Group/Individual situational questions to
➢ Brief history Activities answer.
1 ➢ Philosophy
➢ Mission
➢ Vision

I. Meaning and Relevance of History • Lecture • Response Essay

⚫ Distinction of Primary and Secondary Sources • Small Group • Oral/Video
2-3 ⚫ External and Internal Criticism Discussion Presentation
⚫ Repositories of Primary Sources • Video Watching • Creative Artwork
⚫ Different Kinds of Primary Sources
⚫
II. Philippine History • Lecture/Discussion • Response Essay
• Group/Individual • Oral/Video
⚫ Geography Activities Presentation
4-10 ⚫ Pre-colonial Philippines • Video Watching • Assignment
⚫ Spanish Colonization Period
⚫ Propaganda and Philippine Revolution
⚫ The American Period
⚫ World War II and the Japanese Period
⚫ Post War Era
⚫ Martial Law and People Power
⚫ Philippine Presidents
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GEC 105 – Readings in Philippine History
 III. “Scrutinizing Primary Sources” • Lecture/Discussion • Quiz
• Group/Individual • Assignment
⚫ The First Voyage Around the World Exercises • Oral
⚫ Cavite Mutiny Presentation/Reporting
11-12 ⚫ Cry of Balintawak or Pugadlawin
⚫ Caricature by Alfred McCoy

13 Preliminary Examination Oral Presentation

Philippine Blank Map Exam
IV. Critical Evaluation and Promotion of Local and Oral History • Lecture • Group Presentation or
⚫ Museums • Group Discussion Reporting
14-15 ⚫ Historical Shrines, • Video Watching • Quiz
⚫ Cultural Performances • Problem Set
⚫ Indigenous Practices
16 ⚫ Religious Rites and Rituals Webinar/Seminar • Lecture/Discussion • Thought Paper
⚫

17
Midterm Examination Comprehensive Written Exam

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GEC 105 – Readings in Philippine History
18 FINAL EXAMINATION/PERFORMANCE Presentation of the Different Philippine Cultures
“Bring the Museum”/
Documentary Presentation, “My Heritage: My Pride”

C. Learning Resources

Textbook:

Howell, Martha and Walter Prevenier. (2001). From Reliable Source: An Introduction to Historical Methods. Ithaca: Cornell University

Press. Scott, William Henry. (1984). Prehispanic Source Materials for the Study of Philippine History. Quezon City: Newday Publishers.

John Lee P. Candelaria and Veronica C. Alporha. Readings in Philippine History.

Agoncillo, Teodoro. (2012). History of the Filipino People. 8th edition. Quezon City: C & E Publishing, Inc.
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.

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GEC 105 – Readings in Philippine History
Suggested Reading Materials:

Jose Victor Torres . Batis: Sources in Philippine History.

Agoncillo, Teodoro. . (2002). The Fateful Years: Japan’s adventure in the Philippines, 1941-1945. Quezon City: University of the Philippine Press

. (1956). The Revolt of the Massess: The Story of Bonifacio and the Katipunan. Quezon City: University of the Philippine Press.

Blair, Emma Helen and James Alexander Robertson. (1961). The Philippine Islands, 1493-1898. Mandaluyong: Cachos Hermanos Inc.

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.

Fernandez, Pablo. (1965). Between Two Empires: The Ordeal of the Philippines, 1929-1946. New Haven: Yale University Press.

Galang, 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.

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. Butuan City: Butuan City Historical and Cultural Foundation, Inc.
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. From Reliable Source: An Introduction to Historical Methods. Ithaca: Cornell University Press.
GEC 105 – Readings in Philippine History

Karnow, Stanley. (1989). In our Image: America’s Empire in the Philippines. New York: Random House.
Majul, Cesar Adib. (1973). Muslim in the Philippines. Quezon City: University of the Philippines

Press. Querol, 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: National Historical Institute.

Schumacher, John. (1992). Readings in Philippine Church History. Quezon City: Ateneo de Manila University Press.

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.

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GEC 105 – Readings in Philippine History
 • Internet Sites:

Comprehensive Agrarian Reform Law of 1988 (R.A. 6667).

http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html

Comprehensive Agrarian Reform Law of 1988 (R.A. 6667).

http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html

Decreeing the Emancipation of Tenants from the Soil (P.D. NO. 27).

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

Philippine Organic Act of 1902.

http://www.gov.ph/constitutions/the-philippine-organix-act-of-1902
President Corazon Aquino’s Speech before the U.S. Congress Sept. 18, 1986. http://www-rohan.sdsu.edu/dept/polsciewb/brianl/docs/1934PhilippineIndep.pdf

D. Course Learning Outcomes

Upon completion of the course, the students will 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
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GEC 105 – Readings in Philippine History
 3. Determine the contribution of different kinds of primary sources
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 heritage.
E. Classroom Policies

• Only learners who are officially enrolled in the course are allowed to attend the class;
• Attendance is checked every meeting. Students incurring three (3) consecutive unexcused absences or accumulated absences of more than
20% of the total number of class hours shall automatically be dropped from the class;
• Observe cultural sensitivity and avoid wearing inappropriate attire inside the class;
• Use of mobile phones and other electronic gadgets during classes are strictly prohibited unless they can be appropriately incorporated into
the learning environment;
• Problem Sets, assignments/homeworks, projects, and other classroom requirements are to be passed on or before the set deadline;
• During examinations, no student is allowed to go out of the room once the exam has started, unless he is done has submitted his examination
papers;
• Special exams are given for students who were not able to take exams but with a valid reason;
• Cheating is strictly prohibited; and
• Other policies set by the University are to be carried out.

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GEC 105 – Readings in Philippine History
F.Grading System

Classroom Performance
(quizzes, group/individual 20%
activities, assignments)

Preliminary Examination
25%
Midterm Examination
25%
Final Exam/Performance 30%
TOTAL 100.0%

G. Grading Scale

Percentage Grade Remark

96 – 100 1.00
Excellent
95-91 1.25
90 – 86 1.50
Very Good
85-80 1.75
79-73 2.00
Good
72-67 2.25
66-61 2.5 Satisfactory
60-55 2.75
54-49 3.0 Passed Page 11 of 17
Below 48 5.0 Failed GEC 105 – Readings in Philippine History
RUBRICS

Rubrics for Oral Presentation

Criteria Excellent Good Satisfactory Failed
Preparation (Materials ie Preparation is Preparation is well Preparation Preparation is poor
Visual Aid, PowerPoint, Props) impressive organized is adequate
10% and thorough

Mastery of the Subject Mastery of the subject Mastery of the Mastery of the Performance is poor
(Delivery/Performance) is highly subject is very much subject is passable
40% commendable present
Analysis of the Report Analysis is Analysis is Analysis is not very There is no
(Historical Acuity) praiseworthy; acceptable; present; Application analysis and
50% Application of Application of of Internal and application of
Internal and External Internal and External External Criticisms is External and
Criticisms is Criticisms is used barely seen Internal Criticism
remarkable effectively

Score

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GEC 105 – Readings in Philippine History
Rubrics for Critical Essay
Criteria Excellent Good Satisfactory Failed
Relevance of the Answer Answer the question Answer the question with Answer the question with Answer is not accurate at
precisely average accuracy minimal precision all/No answer

Clarity of idea /Reasoning Ideas are well Ideas are decent and Ideas are present with Ideas and organization is
established and organization of thought are minimum clarity and not present at all;
organize; acceptable. Reasoning is organization; Reasoning Reasoning is not
Logical reasoning is highly adequate is barely passable applied/No Answer
visible

Language and Grammar Language used is proficient Language and grammar are Language and grammar are Language and grammar are
and grammar is exceptional within high standards appropriate problematic /No Answer

Score

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GEC 105 – Readings in Philippine History
 Rubrics (My Heritage, My Pride)
Criteria Excellent (91-100) Very Good (80-90) Satisfactory (50-79) Failed (Below 50)
Accuracy of Contents [60%] The accuracy of the The accuracy of the The accuracy of the The accuracy of
(Cultural Practices, Rituals, contents is highly contents is sufficient contents is passable contents is doubtful
Historical Places, or Objects) remarkable and and informative while and informative while due to unreliable
informative while using some credible using a minimum primary sources
using various primary sources to number of credible
credible and reliable support data primary sources to
primary sources to discussions. support data
support data discussions.
discussions.
Heritage Presentation The Heritage The Heritage The Heritage Heritage Presentation
(Organization, Presentation is Presentation is Presentation is is dull
Creativity and Virtual incredible and virtually impressive and efficient and virtually
Concept) [30%] engaging. virtually appealing interesting

Audio and Video Quality Audio and Video Audio and Video Audio and Video Audio and Video
[10%] Quality is perfectly Quality is Quality is sufficient Quality is poor
clear commendable
Score 1.0-1.25 1.5-1.75 2.0-3.0 5.0

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GEC 105 – Readings in Philippine History
Rubrics for Cultural Presentation and Museum Exhibit
Criteria Excellent Good Satisfactory Failed

Stage (Hall Stage Presentation is Stage Presentation is Stage Presentation is Stage Presentation and
Preparation/Museum and artistic and quite adequate; Exhibit passable with less Exhibit is with no effort
Heritage Exhibit) extraordinary; covers mostly what is preparation; Exhibit at all
40% Exhibit is required barely displays the
comprehensive required information
covering all the
required information
Cultural Presentation Cultural Presentation is Cultural Presentation Cultural Presentation is Cultural Presentation is
(Practices, People, Song, well organized with a is organized with acceptable with few not organized and
Dance, Rituals) thorough and competent performances performance is poor
40% impressive variety of performances
performances
Entertainment Factor Class is very Class is entertained and Class is not really Class is not listening
20% entertained and attentive paying attention at all
highly attentive
Score

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GEC 105 – Readings in Philippine History
 FACULTY HANDLING THE COURSE

Name: Zizzle Dawn A. Sayson

Course and Section: Gec105- Readings in Philippine History
Semester and Academic Year: 1st Semester 2024-2025
Office: History Department
Consultation Hours: Monday and Wednesday(10-12pm); Tuesday and Thursday(2:30-4:30pm); Friday (11:30-1pm/4-4:30pm)
Email Address: [email protected]

Prepared by:
__________________________
Course Coordinator

Approved by:

ADAM T. ACMAD, PhD MONAIMAH G. MANABILANG, PhD

Department Chairperson College Dean

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GEC 105 – Readings in Philippine History
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GEC 105 – Readings in Philippine History