NORTHILLS COLLEGE OF ASIA (NCA), INC.

Maharlika Highway, Barangay Bautista, Labo, Camarines Norte

CP no. 09182050673

COURSE SYLLABUS

COLLEGE : COLLEGE OF BS ENTREPRENEURSHIP

COURSE CODE/Course : READINGS IN PHILIPPINE HISTORY WITH IP EDUCATION
Title
Credit Unit/ No. of Hrs./ : 3 UNITS
Week
Credit Hours / Weeks : 3 hours/weekend (Saturday & Sunday)
Prerequisite : NONE/FRESHMAN STANDING
Prerequisite to : NONE
Type of Course : GENERAL EDUCATION CURRICULUM (GE 2)

INSTITUTIONAL VISION, MISSION AND GOALS (VMG)

VISION
“Men and Women of the new generation, serving as agents for social transformation and poverty alleviation”.
MISSION
The institution is geared towards the provision of highly technological, managerial and entrepreneurial academic programs,
excellent faculties, and modern teaching strategy with research integration, values formation and social orientation.
GOALS
1. Produce graduates that will inspire others, God-fearing, nature-loving.
2. Generate jobs and employment irrespective of personal attributes.
3. Provide a world class and industry-based instruction leading to the entrepreneurial and technological development.
4. Produce a locally and globally competitive graduate with excellent skills and expertise.
5. Promote growth and development of the economy that will contribute to the improvement of the lives of the individual organizational
and societal as well.

1
COURSE DESCRIPTION:

Philippine History viewed from the lens of selected primary sources in different periods, analysis and interpretations.

Course Intended Learning Outcomes:

A. General
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 of 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.
B. Specific
 INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyze text (written, visual, oral, etc.) critically.
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies)
3. Use basic concepts across the domains of knowledge
4. Demonstrate critical, analytical, and creative thinking
 PERSONAL AND CIVIC RESPONSIBILITIES (Values)
1. Examine the contemporary world from both Philippine and global perspective
2. Takes responsibility for knowing and being Filipino
3. Reflect critically on shared concern
4. Contribute personally and meaningfully to the country’s development
 PRACTICAL SKILLS (Skills)
1. Work effectively in a group
2. Use current technology to assist and facilitate learning and research
3. Manage one’s knowledge, skills and values for responsible and productive living
4. Organize one’s self for lifelong learning.

2
LEARNING PLAN:
Resource/ Evaluation
Teaching and Learning Time
Learning Objectives Topic/Contents/Subject Matter Material Measure/
Activities/ Methodology Frame
Needed Assessment
 Demonstrate awareness  Orientation on:  Discussion VMG Posters Teacher- Week
on NCA VMG, NCA Vision, Mission, and Goals Student 1
School/Classroom School/Classroom Policies  Brainstorming Handbook for Rapport
Policies Outline of the Course School Policies
 Explain the guidelines on Course Content  Submission of index
face-to-face classes of the Course Requirements and Grading card (1/4) per Course Syllabus
System student with 1x1 for GEC 2
course
 Introduction to the course subject picture
 Discuss rules and
regulations during lecture
and other activities

 Demonstrate an Unit 1: CONTEXT ANALYSIS  Write a journal Learners’ Mod Week

understanding of history. shaping their Module ule/ 2
 Explain the significance of Lesson 1: Learning History experiences Hand
1. What is history; why study history and
history.  Activity 1: Form Cellphone outs
the meaning of “History”
 Analyze the content, groups of 5 discu
context & perspective of members. Pause for Computer ssion
the document. a few minutes & Lectu
think about or Internet source re
reflect on your past. Writt
has your past BATIS: Sources en
influenced you in in Philippine exerc
one way or another? History ises
How does your past Refle
shape your identity Readings in ction
& behavior? Philippine /
 Discuss your answer History Reac

3
 Resource/ Evaluation
Teaching and Learning Time
Learning Objectives Topic/Contents/Subject Matter Material Measure/
Activities/ Methodology Frame
Needed Assessment
with your tion
groupmates. Pape
 Activity 2: Research r
on what Teodoro Small
Agoncillo, Reynaldo Grou
Ileto & Renato p
Constantino said Discu
about history. Do ssion
you agree with techn
them? Share your ique
findings and Hom
opinions with the ewor
class. k/
Assig
nme
nt
Rubri
cs
 Identify the differences 1. Meaning and relevance of history.  Activity 1: Learners’ 1. Look for Week
between a primary source 2. Distinction of primary & secondary Comparative Module the sources 3
and a secondary source. sources. Analysis. Read the Books used by the
 Enumerate materials 3. External & internal criticism. excerpts on the Cellphone Philippines &
which can be considered 4. Repositories of primary sources; and article “Tabon Cave” Computer China in
primary sources. 5. Different kinds of primary sources by Robert B. Fox & Internet source their
 Evaluate materials in William Henry Scott LCD Projector respective
terms of authenticity, Quiz claims of
credibility and BATIS: Sources sovereignty
provenance. in Philippine over the
History Scarborough
Shoal &
Readings in identify the
Philippine sources.
4
 Resource/ Evaluation
Teaching and Learning Time
Learning Objectives Topic/Contents/Subject Matter Material Measure/
Activities/ Methodology Frame
Needed Assessment
History 2. Look also
ruling of the
Permanent
Court of
Arbitration
& present
the findings
in class.
 Analyze the content, UNIT 2: UNDERSTANDING  Lecture/discussion Learners’ Weeks
context & perspective of PERSPECTIVE  Interactive Module 1. Group 4-5
the document. Lesson 3: Magellan’s Voyage discussion Books into 3 or 4
 Discuss Magellan-Elcano around the world  Assignment Cellphone members.
expedition & experiences 1. Historical Context  Using graphic Computer Visit a
based on the journal. 2. About the Author organizers Internet source famous
 Explain the importance of 3. About the Book  Video viewing BATIS: Sources place in your
Pigafetta’s account on the  Activity worksheets in Philippine town &
study of Philippine History create a 5 to
History. 7 - minute
Readings in travel video.
Philippine Explain in
History the video
what you
Rubrics see, hear,
smell &
touch. Also
try to taste
some
famous food
& delicacies
in the area.
Present the
video in the
5
 Resource/ Evaluation
Teaching and Learning Time
Learning Objectives Topic/Contents/Subject Matter Material Measure/
Activities/ Methodology Frame
Needed Assessment
class.
PRELIMINARY EXAMINATION
Week 6
 Examine the context & Lesson 4: Customs of the Tagalogs  Homework/ Textbook/Other Activity 1: Week
perspective of the Assignment supplementary Reading 7
document. 1. Historical Context  Lecture/Discussion materials Articles
 Explain the relationship 2. About the Author Internet Source a. Excerpts
among the members of a 3. About the Text Group from
barangay. 4. Relevance Presentation Customs of
 Discuss the religious & Rubrics the Tagalogs
spiritual practices & beliefs BATIS: Sources b. Worships
of early Filipinos. in Philippine of the
 Determine the significance of History Tagalogs
the document to Philippine Activity 2:
History. Readings in Identify 2
Philippine urban
History legends in
your place &
research
about
people’s
stories
related to
them.
Form triads
& discuss
among
yourselves if
your stories
bear a
resemblance
to the
6
 Resource/ Evaluation
Teaching and Learning Time
Learning Objectives Topic/Contents/Subject Matter Material Measure/
Activities/ Methodology Frame
Needed Assessment
supernatural
beliefs
documented
by Fr.
Plasencia.
How similar
or different
were they?
Present your
findings in
class.
 Examine the context & Lesson 6: The Act of Activity 1: Rewrite a Textbook Hom Week
perspective of the Proclamation of Independence portion or ewor 8
document. of the Filipino condensed version Group k/
 Determine the main of the Kartilya of Presentation Assig
teachings & guiding 1. Historical Context Katipunan in a way nme
principles of the Kartilya. 2. About the Author that it can Rubrics nt
 Recognize the importance of 3. About the Text encourage
the Kartilya to the past & 4. The Act of Proclamation of millennials to read & BATIS: Sources Lecture/
today’s society. the Filipino People practice its in Philippine Discussion
5. Relevance teachings. Post it on History
your FB account &
see how your Readings in
friends will respond Philippine
to it. History

 Analyze the historical context Lesson 7: Speech of Corazon C.  Activity 1: Group Textbook Week
& perspective of the Aquino before the Joint Session Activity Working 9
document. of the United States Congress,  View the SONA of materials
7
 Resource/ Evaluation
Teaching and Learning Time
Learning Objectives Topic/Contents/Subject Matter Material Measure/
Activities/ Methodology Frame
Needed Assessment
 Examine the content of the Sept. 18, 1986 the Pres. Duterte &
document. 1. Historical Context discuss among BATIS: Sources
 Relate the speech to the 2. About the Speaker yourselves its in Philippine
country’s current socio- 3. About the Speech impact on the History
economic and/or socio- 4. Relevance different sectors of
political conditions the society. Readings in
 Activity 2: Conduct a Philippine
research or History
interview with the
representatives of
these sectors &
report your findings
in class. Each group
should take one
sector as follows:
 1. Women
 2. Youth/education
 3. IPs
 4. Health
 5. Govt. workers
 6. Informal sectors
 7. Formal sectors
MID-TERM EXAMINATION
Week 10
 Analyze artworks as sources Lesson 8: Artworks  Lecture Textbook Presentation Week
of historical data 1. Analyze artworks as sources of  Discussion Supplementary of artworks 11
 Examine the perspectives of historical data  Brainstorming books
these artworks. 2. Examine perspectives of these Internet source
 Create your own artworks artworks. BATIS: Sources
that will describe the 3. Create your own artwork that Work in groups at least in Philippine
country’s current socio- will describe the country’s current seven members each. History
economic or socio-political socio-economic or socio-political Produce an artwork that
8
 Resource/ Evaluation
Teaching and Learning Time
Learning Objectives Topic/Contents/Subject Matter Material Measure/
Activities/ Methodology Frame
Needed Assessment
conditions conditions will reflect or express any Readings in
pressing social, political or Philippine
socio-political, economic or History
environmental issue
(education) in our country.
Then share with the class
your work and the rationale
for using certain materials
(indigenous) as elements in
making your artworks. The
group may select from the
following activity:
1. Cartoon
2. Painting
3. Photo Essay
4. Photo Collage
5. Sculpture or mixed media
PRE-FINAL EXAMINATION
Week 12
 Identify the conflicting views UNIT 3: ANALYZING PRIMARY Activity 1: Reading of the Week
about the 1st Cry of the SOURCES article BATIS: Sources 13
Revolution. Lesson 9: The First Cry of the Access & watch the in Philippine
 Examine each source in its Revolution (August 1896) Youtube Video titled “Xiao History
account of the start of the 1. Historical Context Time” Ang Unang Sigaw ng
revolution. 2. The accounts of: Himagsikan sa Balintawak, Readings in
 Formulate arguments for and a. Dr. Pio Valenzuela Kalookan post PTV 5. Philippine
against a particular b. Santiago Alvarez Answer the following History
primary source. c. Guillermo Masangkay questions:
1. what does the video tell LCD Projector
you about the
many/different accounts?
2. is there a chance that all
9
 Resource/ Evaluation
Teaching and Learning Time
Learning Objectives Topic/Contents/Subject Matter Material Measure/
Activities/ Methodology Frame
Needed Assessment
sources are valid?
3. what other information
on the revolution did you
learn from the video?
Activity 2:
In a group with 5-7
members, research on one
primary source and his/her
account of a recent event.
Develop 5 to 10 arguments
that support the account or
that show the reliability of
the source. Present them in
class and be ready to
answer the questions that
may be raised by your
classmates
 Identify the conflicting views Lesson 10: The Tejeros Assembly  Activity 1: BATIS: Sources Class Week
about the Tejeros Assembly. 1. Historical Context One of each group in Philippine Discussion 14
 Examine the role of each person 2. Artemio Ricarte’s Account with 5 members. History
as a source of information in 3. Andres Bonifacio’s Account Research on the Group
the event.
4. Santiago Alvarez’s Account nominees for the Readings in Presentation
 Formulate arguments to
position of Pres., Philippine
support a position using
primary and secondary Vice-Pres., Capt. History
source. General, Director of

War & Director of
the Interior & make
a resumé showing
the credentials of
these people.
Present the output
in class.
10
 Resource/ Evaluation
Teaching and Learning Time
Learning Objectives Topic/Contents/Subject Matter Material Measure/
Activities/ Methodology Frame
Needed Assessment
 Identify the conflicting Lesson 11: The Rizal Retraction  Activity 1: BATIS: Sources Group Week
views/accounts about the 1. Historical Context Work in triads. Choose a in Philippine Presentation 15
Rizal retraction. 2. Fr. Vicente Balaguer’s account recent happenings or any History
 Analyze each view or source. 3. Fr. Pio Pi’s account pressing issue in our school
 Use primary sources in
4. Rafael Palma’s critical analysis or community and write a Readings in
presenting/writing about
5. Austin Coates’ critical analysis feature article about it. Philippine
local issue.
Make it sure that you will History
use primary sources in your
article. You may conduct
interviews which involved
parties/eyewitness/particip
ant; & other relevant official
documents among others.
 Identify historic sites & UNIT 4: EXPLORING HISTORY  Activity 1: BATIS: Sources Week
landmarks recognize by Lesson 12: Historic Sites and Landmarks Make a proposal study in Philippine Class 15
the National Historical recognized by the NHCP tour/trip to the historical History discussion
Commission of the 1. Luzon sites & landmarks in the
Philippines (NHCP). 2. Visayas locality & nearby provinces. Readings in Group
 Recognize the value of these 3. Mindanao Curate a photo gallery of Philippine Presentation
historical sites & these historic sites and History
landmarks in the study & landmarks
preservation of our history
& culture.
 Curate a photo gallery of

historic sites & landmarks

in your locale.
 Discuss by explaining change Lesson 13: Climate Change  Students provide BATIS: Sources Class Week
in climate, its occurrence, 1. What is climate change? activity by doing in Philippine discussion 16
causes and effects. 2. How does it occur? tree banking History
 Analyze the effect of global 3. What are the effects of climate change? Group
warming affecting the 4. How is climate change affecting the Readings in Presentation
climate of the Philippines. Philippines? Philippine
11
 Resource/ Evaluation
Teaching and Learning Time
Learning Objectives Topic/Contents/Subject Matter Material Measure/
Activities/ Methodology Frame
Needed Assessment
 Demonstrate awareness and 5. What can be done locally? History Video
concerns by adopting Handout on documentar
plausible measures to help climate change y
reduce problems on NSTP Book
climate change.
 Identify the Indigenous Lesson 14: Indigenous People of the  Activity 1: Other Video Week
people of the Philippines Philippines In group, do a supplementary documentar 17
 Recognize the places where 1. Aetas research and a short books on IP of y
they can be found; 2. Maranaos visit to one of the the Philippines
features and 3. Badjaos IPs found in your
characteristics 4. others locality.
 Identify IP in the locality Try to conduct a
 Analyze the pressing conversation and
problems and measures write information
being done by the about them
government to help these
people.
FINAL EXAMINATION
Week 18

GRADING SYSTEM:
Major Examination (40%) Preliminary Examination 10%
Midterm Examination 10%
Pre-final Examination 10%
Final Examination 10%
Class standing (60%) Class Standing 20%
Attendance (timeliness of 10%
module/handouts)
Recitation (activities; projects) 30%

12
 TOTAL 100%

CLASS POLICIES:

1. Students are allowed 20% of the total number of school days or 14 hours of absences inclusive of tardiness. All absences after that shall
mean excessive absences, which will merit a grade of 0.00. Attendance policies found in the Student Handbook apply.

2. Should the students fail to submit a requirement the following will be considered, such that:
a. they will be given a score of zero (0) with a corresponding grade of zero percent (0%) in a requirement which is not submitted under the
following conditions: a.1. they are given a chance to make-up for the said requirement and
a.2. they are given enough time to work on the make-up requirement.

b. they will be given a score of zero (0) with a corresponding grade of zero percent (0%) in a quiz which is given during their absence, under
the following conditions:
b.1. the absence is unexcused;
b.2. they are offered a make-up quiz and still fail to show-up during the given time and

3. they are given enough time to prepare for the make-up quiz.
c. In case the students submitted a requirement given by the instructor/professor to make-up for their lost grade, a certain percent will be
deducted on their actual grade.
c.1. The deduction will be determined by the subject teacher.
d. Home works will be due at the beginning of the class. No homework shall be accepted thereafter.
e. Special major examinations are scheduled a week after the administration of the major examinations. No special examination will be given
thereafter EXCEPT IN SPECIAL SITUATIONS. Moreover, there are no special practical examinations that will be given to those who failed to
take it on the scheduled date.

4. Students are expected to participate in small-group exercises and/or other class learning activities.
5. Cellular/Mobile phones and the likes should always be in silent mode during class hours; the use of cellular phones is prohibited in class
unless a special permission is sought. Tablets and laptops may be used to take down notes and may not be used to browse online resources
at the time of discussion otherwise such devices will be confiscated throughout the duration of the class except with the permission of the
professor.

6. Cheating and plagiarism in any form will merit a final grade of 0.00. To avoid cheating during examinations, handkerchief, jackets and
gadgets like cellphones, tablets and calculators (teacher’s prerogative) should be placed inside the school bags. Furthermore, these school
bags should be placed in front of the teacher’s table. a. Plagiarism is a form of cheating which will be strictly dealt with, in accordance to the
provisions stipulated in the Student’s Manual.
13
7. Any concerns (teaching, grades, interrelationship inside and relative to the class, etc.) should be properly addressed to the subject-teacher
for appropriate action. Students may seek the help and guidance of their academic/registration adviser in resolving the issue with the subject–
teacher. All policies (attendance, tardiness, decorum, grievances, etc.) will be subject to the provisions of the latest version of the Student
Handbook.

TEXTBOOK AND REFERENCES:

Ariola, Mariano M. Introduction to Art Appreciation, 2nd ed., C & E Publishing, Inc. 2014
Avillanoza, Adela T. & Bascara, Linda B. Ph.D. Humanities and the Digital Arts, Rex Bookstore. 2006
Caslib, Bernardo Nicolas, Jr., Garing, Dorothea C. & Casaul Jezreel Anne R., Art Appreciation, 1st ed. Rex Bookstore. 2018
Solmerano, Ernesto Thaddeus M. Art Appreciation, 1st ed., Books Atbp. Publishing Corp. 2019

Prepared: Noted:
ROGELIO L. TAN DR. ALEX P. ALANGCO
College Instructor College Dean

14