Reading in Phil History

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE INC.
San Isidro Poblacion, Tinambac, Camarines Sur

S/Y 2019-2020
OBE Aligned Course Syllabus

1rst Semester, 2019-2020
COURSE CODE: INSTRUCTOR: RICHARD L. AGSANGRE

COURSE TITLE: Reading in Philippine history email: agsangre.richard.12@yahoo.com
CREDIT UNITS: 3 CONSULTATION TIME:

PRE-REQUISITE: NONE SCHEDULE:
PROGRAM: BTVTED Major in FOOD and SERVICE MANAGEMENT, AND TECHNICAL COLLEGE
I. VISION: SPJ International Technology Institute aims to be an educational leader in the region, respected and
recognized in the Philippines and abroad for its academic excellence, achievements in research,
commitment to community service, and pioneering technological advancement.
II. MISSION: As a recognized leader in affordable, quality education in Camarines Sur and its surrounding
communities, SPJ International Technology Institute offers programs that are responsive to the times yet rooted
in heritage and humanistic values. Its graduates realize their aspirations as well as society’s greater good. Its
employees strive to ever greater heights of academic and ethical excellence. And its research and outreach
programs address issues relevant to the communities it serves.
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III. GOALS:
1. To offer programs that will develop the youth into mature and productive individuals, life - long learners
and responsible community and world citizens.
2. To serve as an instrument for the socio-development and progress in the local, national and global
society.
IV. BTVTED PROGRAM OBJECTIVES

1. The technical teacher education curriculum shall impart a body of knowledge, skills, attitude, values and
experiences that will provide prospective teachers with the necessary competencies essential for
effective teaching.
2. Have basic and higher level understanding of physical education, sports history, fitness and wellness,
cultural and ethnic divides
3. Have a meaningful and comprehensive knowledge on the practice of theories and principles in dealing
with emergencies and natural disaster preparedness.
4. Can apply principles of food and nutrition in practicum setting for athletic program, wellness, fitness
centers and nutritional supplementation, preparedness and natural disaster preparedness in workplace,
school setting, recreational and sports facilities.
5. Exhibit moral and ethical standards in social and promote active healthy lifestyle, values of Fitness and
experience lifelong activity.
6. Can organize and supervise programs, and activities for physical education fitness, sports, tourism and
cultural programs
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7. Develop proficiency in verbal and written communication skills via reports, presentations, and work out in
various physical, sports activities and as research produce
8. Practice advocacy on the globalization of physical education, sports and wellness for a long lasting
positive impact on development, public health, peace, environment and economic growth.
9. Exhibit marketing and industrial economic skill in sports, fitness and wellness activities
10. Possess special skills of bringing individuals and communities together highlighting commonalities and
bridging.
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, broad--
‐minded, morally upright and socially responsible citizens. This course has mandatory topics on the Philippine
Constitution, Agrarian Reform and Taxation.
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Learning outcomes;
At the end of the course, the student should be able to;
Knowledge
1. Evaluate primary resources for their credibility, authenticity and provenance.

2. Develop critical and analytical skills with exposure to primary sources
3. Demonstrate the ability to use the primary sources to argue in favour or against a particular issue.
4. Effectively communicate, using various techniques and genres, their historical analysis of their particular event or
issue that would help others understand the chosen topic.
5. Display the ability to work in a team to contribute to a group project.
6. Manifest interest in local history and concern in promoting and preserving our country’s national patrimony and
cultural heritage.
Skills
1. Analyse and appraise works of arts based on aesthetic value, historical context, tradition and social relevance.
2. Analyse the context, content, and perspective of different kinds of primary sources.
3. Creates their own works of art curate their own production or exhibit.
4. Determine the contribution of the different kinds of primary sources in understanding Philippine History.
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Values
1. Deepen their sensitivity to self, community and society.

2. Appreciates the heroism of the fellow countrymen for the welfare of the nation.
3. Develop the sense of patriotism and nationalism.
4. Propose recommendations/solutions to present day problem based on their understanding of root causes and
their anticipation of their future scenarios.
Course outline and Time frame; Number of hours; _________
WEEK TOPICS
1 Course orientation, Grading systems, Requirements, Relevance of the course assumptions.
2 UNIT I. THE PHILIPPINES

Characterization and elaboration of the;
Lesson I. Origin of the Philippines
Lesson II. Physical features of Philippines
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Lesson III. Origin of the Filipino people

Philippine population and its implication
3-4 The Filipino character traits
Lesson IV. The people of the Philippines
The Filipino heritage
Origin of our people
The pygmies/Negritos
The Indonesians, Malays,
Malayan heritage of the Filipinos
5-6 UNIT II. SPANISH PERIOD (1565-1898)

Lesson I. European developments that influenced Spanish colonization of the Philippines.
Colonization of the Philippines
Geographical discoveries and explorations
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Lesson II. Spanish Colonial administrations

Aims of Spanish colonization, The power of the governor general, The Encomienda System
Taxation, Polo Y Servicio
Lesson III. The Muslims and their Islamic Faith
Government reforms and defects of Spanish Colonial system
UNIT III. THE PHILIPPINE REVOLUTION

7-12 Lesson I. The development of the Filipino Nationalism
Lesson II. The Katipunan
Lesson III. The revolution
Lesson IV. The first Philippine Republic
Course work and Post test
UNIT IV, THE AMERICAN PERIOD
Lesson I. Policy of America in Colonizing the Philippines
Lesson II. Filipinos Campain for Independence
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Lesson III. Development under American Regime

Lesson IV. The Commonwealth of the Philippines
Course work
UNIT V. JAPANESE INVASION
Lesson I. The Liberation of the Philippines
13-18 UNIT VI. THE THIRD PHILIPPINE REPUBLIC

Lesson I. Innaguaration of the Third Philippine Republic in Post-War Problems
The Roxas Administration (1946-1948)
The Quirino Administration (1948-1953)
The Magsaysay Administration (1953-1957)
The Garcia Administration
The Macapagal Administration (1961-1965)
Course work and Post test
UNIT VII.
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The Marcos Administration

The assassination of Ninoy Aquino and its effects
The 1986 Presidential Elections
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Reading in Philippine History Learning Plan;
Learning Outcomes Topic Methodology Assessment
 Lecture/Discussion  Produce examples

 Evaluate primary  Meaning and relevance of  Comparative of primary sources
resources for their history, distinction of analysis of the and the
credibility, primary and secondary primary and corresponding
authenticity and resources, internal and secondary sources. secondary sources
provenance. external criticism; derived from
repositories of primary them.
sources, and different
kinds of primary sources.
(Week 1-2)
 Analyse the  Context and Contextual  Lecture/Discussion

context, content,  Library research  Graded reporting
Analysis of selected
and perspective of  Textual analysis  Quizzes
primary sources
different kinds of  Small group  Critical Essay
primary sources.  Identification of the discussion
historical importance of  Reporting
 Students are to
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the text.  Film analysis discuss the

 Determine the  Examination of the importance of the
contribution of the authors main argument text, the authors
different kinds of
and point of view background and
primary sources in
understanding the context of the
(Week 3-6)
Philippine History. document,
 Develop critical
and analytical skills
with exposure to
primary sources
 Effectively
communicate,  Social, political, economic  Lecture/discussion Research output that
using various and culture issues in the  Library and archival may be in the form of a
techniques and Philippine history researches term paper, exhibit,
genres, their  Document analysis documentary
historical analysis of
 Group reporting presentation
their particular
 Documentary film
event or issue that Diorama, and other
would help others
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understand the showing genres where students

chosen topic. can express their ideas.
The output should trace
the evolution of the
chosen topic through at
least three periods.
 Manifest interest in  Lecture discussion

local history and  Critical evaluation and  Research in local  Reaction paper or
concern in promotion of the local and libraries and local critique on the
promoting and oral history, museums, studies centre (if important
preserving our available) happenings and
historical shrines, cultural
country’s national  Conduct oral events on times of
performances, indigenous different times of
patrimony and interview
practices regime
cultural heritage.
 Letter to the
UNIT VI. THE THIRD PHILIPPINE
author
REPUBLIC
 Blogs
1. The Roxas Administration  Transcript of oral
interview
(1946-1948)
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2. The Quirino Administration

(1948-1953)
3. Magsaysay Administration
(1953-1957)
4. The Garcia Administration
5. Macapagal Administration
(1961-1965)
General Education (G. E.) Outcomes Phil. History
KNOWLEDGE
1. Analyse texts (written, oral, visual etc.) critically L
2. Demonstrate proficient and effective communication (writing, speaking and use of new P
technologies.
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3. Use basic concepts across the domains of knowledge L
4. Demonstrate critical, analytical, and creative thinking. P
5. Apply different analytical models in problem solving. L
VALUES
1. Examine the contemporary world from both Philippine and Global perspectives. L
2. Take responsibility for knowing and being Filipino. L
3. Reflect critically on shared concerns. P
4. Contribute personally and meaningfully to the country’s development. O
SKILLS
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1. Work effectively in a group P
2. Use current technology to assist and facilitate learning and research. P
3. Manage ones knowledge, skills, and values for responsible and productive learning. O
4. Organize self for lifelong learning. O
Legend;
L- Learned
O- Opportunity to learn
P-Practiced
Prepared by;
RICHARD L. AGSANGRE
Instructor
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SPJ INTERNATIONAL TECHNOLOGY INSTITUTE INC.

San Isidro Poblacion, Tinambac, Camarines Sur

OBE Aligned Course Syllabus

COURSE CODE: INSTRUCTOR: RICHARD L. AGSANGRE

CREDIT UNITS: 3 CONSULTATION TIME:

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

IV. BTVTED PROGRAM OBJECTIVES

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

At the end of the course, the student should be able to;

1. Evaluate primary resources for their credibility, authenticity and provenance.

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

1. Deepen their sensitivity to self, community and society.

Course outline and Time frame; Number of hours; _________

1 Course orientation, Grading systems, Requirements, Relevance of the course assumptions.

2 UNIT I. THE PHILIPPINES

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

Lesson III. Origin of the Filipino people

5-6 UNIT II. SPANISH PERIOD (1565-1898)

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

Lesson II. Spanish Colonial administrations

UNIT III. THE PHILIPPINE REVOLUTION

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

Lesson III. Development under American Regime

13-18 UNIT VI. THE THIRD PHILIPPINE REPUBLIC

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

The Marcos Administration

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

Reading in Philippine History Learning Plan;

Learning Outcomes Topic Methodology Assessment

 Lecture/Discussion  Produce examples

 Analyse the  Context and Contextual  Lecture/Discussion

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

the text.  Film analysis discuss the

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

understand the showing genres where students

 Manifest interest in  Lecture discussion

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

2. The Quirino Administration

General Education (G. E.) Outcomes Phil. History

1. Analyse texts (written, oral, visual etc.) critically L

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

3. Use basic concepts across the domains of knowledge L

4. Demonstrate critical, analytical, and creative thinking. P

5. Apply different analytical models in problem solving. L

2. Take responsibility for knowing and being Filipino. L

3. Reflect critically on shared concerns. P

4. Contribute personally and meaningfully to the country’s development. O

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

1. Work effectively in a group P

2. Use current technology to assist and facilitate learning and research. P

4. Organize self for lifelong learning. O

SPJ INTERNATIONAL TECHNOLOGY INSTITUTE

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