I.

Module 1: Overview/Introduction:

This module is designed to analyze the major personality theories as well as the forces and
factors that lead to the understanding of the development and maintenance of personal identity -
the self. It highlights adolescence since this is the development stage commonly thought to be a
time of physical, emotional, and psychological vulnerability. Moreover, this course develops
students’ awareness affirmation of their capabilities and potentials, recognition, and respect to
people’s individuality.
II. Course Outline
1. Course Introduction
2. Meaning and Relevance of History
3. Context Contextual Analysis of selected primary sources
4. The KKK and the Kartilya ng Katipunan
5. A Glance of Selected Philippine Political Caricature
6. Code of Kalantiaw
7. Site of the First Mass
8. Cavite Mutiny

III. Learning Outcomes

1. Recognize the TIP Vision and Mission/TIP Graduate Attributes/Institutional Intended
Outcomes/Course Objectives
2. Be familiar with the course requirements; grading system; and classroom rule
3. Exemplify USPF core values of professionalism, integrity, excellence and social
responsibility
4. Create a positive self-image based on philosophical, psychological, sociological, and
biological factors learned
5. Reflect how population growth affects economic, social and environmental aspects of the
community
IV. Learning Activities

Lecture Notes/Discussion

 Discussion about the institutional and the college vision, mission, goals, and attributes, as
well as the grading system and the policies, origin, and definition of History as
propounded by different authors that include beliefs, knowledge, art law, morals, and
customs and any other capabilities or habits acquired by the students as a member of the
educational institution.
Readings in Philippine History Syllabus.docx
V. Assessment:
Assignment:
Since the classes are conducted online, to dissuade students from cheating, it is the
intention of this instructor just to guide them in the application and analyzing using their
knowledge in the basics of historical sources. Hence, essay questions are being opted for in
assessing the learning of the students.

Q1. Explain the kinds of primary sources in the study of history?

Q2. Distinguish primary sources from secondary sources of history?
Q3. Describe the concept of a contextual analysis?
Q4. What are the two criticisms of historical sources? Compare them.

I. Module 2: Meaning and Relevance of History

II. Overview/Introduction:

This module is designed for the students to recognize the origin and the definition of History,
cross-cultural difference comparison, contrast home, and cultures.

Acquire flexibility and openness of mind in distinguishing primary and secondary sources.

Develop insight into the criticism of historical sources.

III. Learning Outcomes:
The students should be able to:

1. evaluate primary sources to their credibility, authenticity, and provenance;

2. display higher levels of comprehension (visual, textual, etc.);
3. communicate proficiently and effectively (writing, speaking, and use of new technologies);
4. show appreciation of the human social-historical condition; and
5. demonstrate an understanding of basic concepts across domains of knowledge.

IV.Learning Activities:

Lecture Notes/Discussion

 Discussion about the origin and definition of History as propounded by different authors
that include beliefs, knowledge, art law, morals, and customs and any other capabilities
or habits acquired by man as a member of society.

Focused Topics of this Module:

 Origin of History

- History was derived from the Greek word historia which means “ knowledge
acquired through inquiry or investigation.” Historia became known as the account of the past
of a person or group of people through written documents and historical evidence. It became
the historian's duty to write about the lives of important individuals like monarchs, heroes,
saints, etc.
History has played various roles in the past. States use history to unite a nation It can be used
as a tool to legitimize regimes and forge a sense of collective identity through collective
memory.

 Definition of History
-The word ‘History’ entered the English Language in 1390 with the meaning of
“relation of the incident story”.
-History (from Greek historia, meaning “inquiry, knowledge acquired by
investigation”) is the study of the human past. Scholars who write about history are called
historians. It is a field of research which uses a narrative to examine and analyze the
sequence of events, and it sometimes attempts to investigate objectively the patterns of cause
and effect that determine events.
 Primary and Secondary Sources
With the past as history’s subject matter, the historian’s most important research tools
are historical sources. In general, historical sources can be classified between primary and
secondary sources. The classification of sources depends on the historical subject being
studied.
  Primary Sources
- those produced at the same time as the event, period, subject being studied. For
example, if a historian wishes to study the Commonwealth Constitution Convention of 1936,
his primary sources can include the minutes of the conversation, newspaper clippings.
Philippine commission report of the U.S etc.

On the other hand, secondary sources are those which are produced by an author who used
primary sources to produce the material. For example. on the subject of the Philippine
Revolution of 1898 students can read Teodoro Agoncillo’s Revolt of the Masses: The Story
of Bonifacio and the Katipunan published originally in 1956.

 Criticism of Historical Sources

The historian should be able to conduct an external and internal criticism of the source,
especially the primary sources which can age in centuries.
 External Criticism
Physical characteristics of the time when it was produced, and the materials used for the
evidence.
-evidence is examined based on physical characteristics like materials used for the
evidence.
 Internal Criticism
On the other hand, is the examination of the truthfulness of the evidence.
-It looks at the truthfulness and factuality of the evidence by looking at the author of the
source and its context.
Exercises:
Activity:

1. Debate/Discussion
Instruction: The class will be divided into four groups. Each group should be able to discuss and
evaluate the topic entitled 10 Facts about the Philippines that will Blow Your Mind
https://faq.ph/facts-about-the-philippines-that-will-blow-your-mind/ and present it to the class.

V. Assessment:

Group Activity

VI. References:

 Candelaria, John Lee, et. Al. (2018). Readings in Philippine History. Rex Book Store.
 Torres, Jose Victor. (2018). BATIS Sources in History. C&E Publishing Inc.
 De Leon and De Leon. (2011) Textbook on the Philippine Constitution. Rex Bookstore.
  Agoncillo, T., and Mangahas, Fe B. (2011). Philippine History: Expanded and Updated
Edition.
 https://faq.ph/facts-about-the-philippines-that-will-blow-your-mind
 https://www.google.com/search?
q=philippine=history=picture&safe=strict&client=firefox-b-
d&source=Inms&tbm=isch&sa=X&ved=0ahUKEwiNurD_18TiahVPa94KKHQZkAPsQ
_AUIDig

I. Module 3: Context Contextual Analysis of Selected Primary Sources

II.Overview/Introduction:

This module is designed to analyze the context and content and perspective of different kinds of
primary sources.
Develop an insight into a summary of the First Voyage Around the World by Magellan by
Antonio Pigafetta.
These theories help to direct our thinking and provide a common framework from which people
can work.

III. Learning Outcomes:

Students should be able to:

1. show appreciation of the context contextual analysis of the selected primary sources;
2. demonstrate an understanding of basic concepts across domains of knowledge; and
3. practice critical, analytical and creative thinking.

IV. Learning Activities:

Lecture Notes/Discussion

 Discussion about human context and contextual analysis of the selected primary sources,
kinds of primary sources
 Teach and encourage students to suspend judgment, seek evidence, understand change,
compare and contrast information, and learn how to make connections and think outside
the box.

Focused Topics of this Module:

 A Brief Summary of the First Voyage Around the World by Magellan by Antonio
Pigafetta
REDISCOVERY OF THE PHILIPPINES pdf

Exercises:

Quiz: Max attempts:1

Questions:
1. Finally, the two remaining vessels reached their original destination- the Spice Islands
and loaded the ships with spice. The leaders of the two ships decided to undertake me
Return journey separately. Who was the writer of the voyages which sailed eastward across
the Pacific?
Multiple choice
Antonio Pigafetta
Juan Sebastian del Cano
Gonzalo Gomez de Espinosa
Francisco Serrano
2. Magellan married____ (pretty daughter of Diego Barbosa)
Multiple choice
Beatriz
Villasor
Ann Barbosa
Victoria
3. Whose expedition to India in 1505 did Magellan join?
Multiple choice
Francis d’Almeida
Bartolomew Dias
Antonio Gonzalves
Vassco da Gama
4. Who was the medieval traveler who declared that follow me and I will prove to you that
the earth is round like an oranges led Ferdinand Magellan on his journey
Multiple choice
Marco Polo
Christopher Columbus
Antonio Gonzalves
Vassco da Gama

5. How did Magellan die?

Multiple Choice
He was killed by local tribes in the
Philippine island
His ship sunk somewhere in the
Pacific Ocean
Hes was killed by pirates in the
Indian Ocean
He died of old age in spain
6. Which of the following ship was not a part of Magellan’s voyage?
Multiple choice
Santa Maria
Trinidad
Santiago
Victoria

V. Assessment:
Assignment:
Since the classes are conducted online, to dissuade students from cheating, it is the
intention of this instructor just to guide them in the application and analyzing using their
knowledge in the basics of historical sources. Hence, essay questions are being opted to in
assessing the learning of the students.

Q1. Explain the kinds of primary sources in the study of history?

Q2. Distinguish primary sources from secondary sources of history?
Q3. Describe the concept of a contextual analysis?
Q4. What are the two criticisms of historical sources? Compare them.

VI. References:

https://www.google.com/search?q=philippine+pictures&safe=strict&client=firefox-b-
d&source=inms&tbm=isch&sa=X&ved=OahUKEwiNurD_18TiAhVPa94KHQZkAPsQ_AUIDi
gB&br
https://www.google.com/search?q=philippine+history+pictures&safe=strict&client=firefox-b-
d&source=lnms&tbm=isch&sa=X&ved=ashUKEwiNurd_18TiAhVPa94KHQZkAPsQ_AUlDig
B&bi
REDISCOVERY OF THE PHILIPPINES pdf

---------------------------------------------------------------------------------------------------------------------

PRELIM EXAMINATION PERIOD

---------------------------------------------------------------------------------------------------------------------

I. Module 4: The KKK and the Kartilya ng Katipunan

II. Overview/Introduction:

This module is designed to analyze the context and content and perspective of different kinds of
primary sources.
Develop an insight into a summary of the KKK and the Kartilya ng Katipunan.
These theories help to direct our thinking and provide a common framework from which people
can work.

III. Learning Outcomes:

Students should be able to:

1. display a higher level of comprehension (visual, textual, etc.);

2. communicate proficiently and effectively (writing, speaking, and use of new technologies);
3. demonstrate an understanding of basic concepts across the domains of knowledge; and
4. apply sample analytical modes (quantitative and qualitative, artistic and scientific, textual and
visual, experimental and observation, etc.) in tackling problem methodology.
 
IV. Learning Activities:

Lecture Notes/Discussion

 Discussion on how students define societal behavior in the most general manner
possible?
 Discussion on what they think the common, fundamental elements of all human societies
might be? In other words, what qualities or behavior is required of individuals to make
societies work?
 Discussion on what they think any of these elements of human society can be found in
the animal world?
 Explain that the areas of historical, social, and economic that this lesson will touch upon
are all highly theoretical and occasionally hotly disputed; for the most part, they will be
focused on observing scientifically conducted experiments and understanding one
interpretation of their results, but other interpretations are possible.
 Explain to students that as they proceed through the lesson, they should keep notes of
anything the observe in any of the video clips that pertain to these three themes as they
apply either to humans or primates, and that the class as a whole will be returning to the
organizers after the lesson.

Focused Topics of this Module:

Objectives of this Topic are:

- Explain why people join KKK.

- Define a KKK.
- Discuss formal organizations and how they develop.
- Explain the importance of status and conformity within KKK.
- Discuss informal groups or organizations.
- Examine barriers to group effectiveness.

 What makes the Proclamation of Independence

 Two Categories of Independence
 - Two or more people who interact share common goals, have unspoken or formal
rules or norms, maintain stable role relationships, and form subgroups.
- A formal organization is one that is usually governed by the formal structure of
the organization.
- Informal organizations a group that tends to form around common interests,
habits, and personality traits.

 Characteristics of Organizations
- Permanence beyond meetings and members-that is even when members are
dispersed.
- Means for identifying members
- A mechanism for recruiting new members
- Goals or purposes
- Social status and roles
- Means for controlling members’ behavior

 Common Basis of Organizations

- Common Ancestry – “bloody organizations,” the strongest tie
- Territorial Proximity – limited to a physical territory-neighborhood
- Bodily characteristics – ex: athletic, dancers, bodybuilders
- Common interest – scientific, business professionals

 Some Dimension of Organizations

- Size – 2 persons (dyad), 3 (triad), or 20 – 3o persons (small)
Structure – the pattern of actual behavior. They expect the same activity to occur
in the same setting, if not disorientation, and being uncomfortable will result.
- Nature of Goals –similar goals
Identifying of members – people are expected to behave and act and interact with
others in any group in any occasion. Such impersonal relation is transient, no
belongingness
- Cohesiveness – members of the group cooperate
- Leadership styles – no clearly defined set of traits. But, sociologist found
leadership traits as, democratic, autocratic, laissez-faire

-
 Formal Organizations and their Development
- Forming - During this phase, members take a close look at their task, adjust
themselves in terms of what behaviors are expected of them, and begin accepting
one another.
- Redefining - At this point, group members re-examine the task as a group
problem.
 - Coordinating - This stage often lasts the longest. Here the group starts collecting
information and translating it into group objectives.
- Formalizing - This is the point where the group works smoothly in its roles and
can accomplish its objectives.
-
 Status and Conformity with Organizations
- Status is the rank an individual holds within a group
- Status symbols- are possessions or affiliations that reflect the owner’s wealth and
social standing.
- Conformity -Behaving in a way that meets a specified standard, in coordination
with a group.

 Barriers to Organization Effectiveness

- GROUPTHINK
- A problematic type of thinking that results from group members who are overly
willing to agree with one another because of time pressure, stress, and low
collective self-esteem.

 Solutions to Organization Effectiveness

- Changing ineffective norms.
- Identifying problems.
- Improving the composition of the organization.
-
 Passive Aggression
- Sometimes a member with a hidden agenda will show unusual stubbornness or
resentment toward an organization goal.
- He or she will not openly criticize it but will do indirect things to sabotage it
because it does not match his or her agenda.

 Reading the Proclamation of the Philippine Independence

- Independence discussion-1 pdf

Exercises:
Quiz: Katipunan
Questions
1. He was the founder of La Solidaridad. Vice president and became its first editor.
Multiple Choice
Graciano Lopez Jaena
 Marcelo H. Del Pilar
Jose Rizal
Jose Ma. Panganib
2. He was the founder of the katipunan.
Multiple Choice
Andres Bonfacio
Emilio Jacinto
Emilio Aguinaldo
Jose Rizal
3. What did the Katipuneros sign their membership with?
Multiple Choice
Blood
Pencil
Water with salt
Ballpoint pen

Activity:

Form the class into 2 groups. Identify the following:

1. What are the positive and negative traits of each member?
2. What is the interest of each member?
3. Each group shall explain to the class whether the group survives or not. Why?

V. Assessment:

Since the classes are conducted online, to dissuade students from cheating, it is the
intention of this instructor just to guide them in the application and analyzing using their
knowledge in the basics of History. Hence, essay questions are being opted for in assessing the
learning of the students.

Q1. How do individuals realize that they belong to an organization?

Q2. Distinguish Formal from Informal Organization?
Q3. Give 10 examples of Informal Organization?
Q4. What are the common basis of an organization and explain each one of them?
Q5. Why do people join the group and what are their basis for selecting an organization?

VI. References:
 Candelaria, John Lee, et. al. (2018). Reading in Philippine History. Rex Book Store.
 Torres, Jose Victor. (2018). BATIS Source in Philippine History. C&E Publishing Inc.
 De Leon and De Leon. (2011). Textbook on the Philippine Constitution. Rex Bookstore
 Agoncillo, T., and Mangahas, Fe B. (2011). Philippine History: Expanded and Updated
Edition.
 https://www.google.com/search?
q=philippine+history+picture&safe=strict&client=firefox-b-
d&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiNurD_18TiAhVPa94KHQZkAPsQ
AUlDig
I. Module 5: A Glance of Selected Philippine Political Caricature

II. Overview/Introduction:

This module is designed to analyze the context and content and perspective of different kinds of
primary sources.
Develop an insight of a glance of selected Philippine Political Caricature of the American era.
These theories help to direct our thinking on revisiting Corazon Aquino’s Speech before the U.S
Congress.

III. Learning Outcomes:

Students should be able to:
1. display higher levels of comprehension (visual, textual,etc.);
2. communicate proficiently and effectively (writing, speaking, and use of new technologies);
and
3. perform critical reflection on shared concerns and think of innovative creative solutions
guided by ethical standards.

Analyze the context and content and perspective of different kinds of primary sources.

IV. Learning Activities:

1. Discussion

Lecture Notes/Discussion

 A Glance of Selected Philippine Political Caricature in Alfred McCoy’s Philippine

Cartoons: Political Caricature of the American Era (1900-1941
4# A Glance at Selected Philippine Political Caricature in.pdf
 Revisiting Corazon Aquino’s Speech Before the U.S Congress
 Speech of President Corazon Aquino during the Joint Session of the U.docx

Exercises:
Quiz : Max attempts: 1
Class Activity:
Questions:
1. Corazon Aquino, in her trademark yellow dress, led the People Power Revolution to
overthrow which leader from power?
Multiple choice
Ferdinand Marcos Sr.
Fidel V. Ramos
Joseph Estrada
Gloria Macapagal Arroyo
2. Corazon Aquino peacefully led the Philippines to become a true democracy.
This include a Philippine Constitution that limited the president to a single term of how
many year?
Multiple choice
6
8
2
4
 3. In what year did Corazon Aquino become the president of the Republic of the
Philippines?
Multiple choice
1986
1990
1985
1981
4. In addition to the development of a new constitution and law reform, what other major
cause did President Corazon Aquino champion during her term of service as the president of the
Philippines?
Multiple choice
Agrarian reform
Amnesty program
Reforestation program
Samahang Nayon program
5. As a result of EDSA O, the Philippines ____.
Multiple choice
Became known worldwide
for its people power revolution.
Changed its form of
government to
parliamentary
Saw the impeachment of
Joseph Estrada as
president
Intensified its participation
in intentional affairs.

V. Assessment:

Since the classes are conducted online, to dissuade students from cheating, it is the
intention of this instructor just to guide them in the application and analyzing using their
knowledge in the basics of Readings in Philippine History. Hence, essay questions are being
opted to in assessing the learning of the students.

VI. References:

Cadelaria, John Lee, et. al. (2018) Reading in Philippine History Rex Book Store.
Torres, Jose Victor. (2018) BATIS Sources in Philippine History. C&E Publishing. Inc
De Leon and De Leon. (2011) Textbook on the Philippine Constitution. Rex Bookstore.
Agoncillo, T. and Mangahas, Fe. B. (2011). Philippine History: Expanded and Update Edition.
https://www.google.com/search?q=philippine+history+pictures&safe=strict&client=firefox-b-
d&source=Inms&tbm=isch&sa=X&ved=0ahUKEwiNurD_18TiiAhVPa94KHQZkAPsQ_AUIDi
gB&bin
VIDEO:
[youtube]http://www.youtube.com/watch?v=4ZnnvbKyNCQ[/youtube]
I. Module 6: “One past but many Histories”, controversies and conflicting views in
Philippine history: The Code of Kalantiaw

II. Overview/Introduction:
This module is designed to analyze the context and content and perspective of different kinds of
primary sources.
Develop an insight of a glance of selected Philippine Political Caricature of the American era.
These theories help to direct our thinking on revisiting Corazon Aquino’s Speech before the U.S
Congress.
III. Learning Outcomes:
Students should be able to:
1. demonstrate the ability to formulate arguments in favor or against a particular issue using
primary sources;
2. display higher levels of comprehension (visual, textual, etc.);
3. communicate proficiently and effectively (writing, speaking, and use of new technologies);
and
4. practice critical, analytical, and creative thinking.
IV. Learning Activities:
Lecture Notes/Discussion

 The Code of Kalantiaw

: code of Kalantiaw,
: https:// www.sunstar.com.ph/article/314842

V. Assessment:
Exercises:
Groupwork
Group Discussion
Debate/ Discussion
Instruction: The class will be divided into four groups. Each group should be able to formulate
arguments in favor or against the topic entitled THE HOAX kalantiaw-1docx and present it to
the class
DEBATE GRADING RUBRIC-3 docx

VI. References:

Candelaria, John Lee, et. al. (2018) Reading in Philippine History Rex Book Store.
Torres, Jose Victor. (2018) BATIS Sources in Philippine History. C&E Publishing. Inc
De Leon and De Leon. (2011) Textbook on the Philippine Constitution. Rex Bookstore.
Agoncillo, T. and Mangahas, Fe. B. (2011). Philippine History: Expanded and Update Edition.
https://www.google.com/search?q=philippine+history+pictures&safe=strict&client=firefox-b-
d&source=Inms&tbm=isch&sa=X&ved=0ahUKEwiNurD_18TiiAhVPa94KHQZkAPsQ_AUIDi
gB&bin
https://www.sunstar.com.ph/article/314842
http://paulmorrow.ca/kalant_e.htm
I. Module 7: “One past but many Histories”, controversies and conflicting views in
Philippine history: Site of the First Mass in the Philippines

II. Overview/Introduction:
This module is designed to analyze the context and content and perspective of different kinds of
primary sources.
Develop an insight into controversy and conflicting views in Philippine history: Site of the First
Mass.

III. Learning Outcomes:

Students should be able to:
1. demonstrate the ability to formulate arguments in favor or against a particular issue using
primary sources;
2. practice critical, analytical and creative thinking;
3. interpret the human experience as contributory to a more meaningful human existence; and
4. perform critical reflection or shared concerns and think of innovative creative solutions guided
by ethical standards.

IV. Learning Activities:

Lecture Notes/Discussion
Lecture Notes/Discussion

 Site of the First Mass

: The First Catholic Mass.pdf
: Limasawa debate roll-1 docx
: https://www.philstar.com/opinion/2018/07/17/1834176/let-limasawa-debate-roll

V. Assessment: Groupwork
Group Discussion
Debate/Discussion
Insruction: The class will be divided into four groups. Each group should be able to formulate
arguments in favor or against the topic entitled Limasawa debate roll-1 docx and present it to the
class.
DEBATE GRADING RUBRIC-4 docx

VI. References:

Candelaria, John Lee, et. al. (2018) Reading in Philippine History Rex Book Store.
Torres, Jose Victor. (2018) BATIS Sources in Philippine History. C&E Publishing. Inc
De Leon and De Leon. (2011) Textbook on the Philippine Constitution. Rex Bookstore.
Agoncillo, T. and Mangahas, Fe. B. (2011). Philippine History: Expanded and Update Edition.
https://www.google.com/search?q=philippine+history+pictures&safe=strict&client=firefox-b-
d&source=Inms&tbm=isch&sa=X&ved=0ahUKEwiNurD_18TiiAhVPa94KHQZkAPsQ_AUIDi
gB&bin
The First Catholic Mass.pdf
Limasawa debate roll-1 docx
https://www.philstar.com/opinion/2018/07/17/1834176/let-limasawa-debate-roll
I. Module 8: “One past but many Histories”, controversies and conflicting views in
Philippine history : Cavite Mutiny

II. Overview/Introduction:

This module is designed to analyze the context and content and perspective of different kinds of
primary sources.
Develop an insight of a controversy and conflicting views in Philippine history: Cavite Mutiny

III. Learning Outcomes:

Students should be able to:
1. demonstrate the ability to formulate arguments in favor or against a particular issue using
primary sourcesPractice critical, analytical and creative thinking;
2. interpret the human experience as contributory to a more meaningful human existence; and
3. perform critical reflection or shared concerns and think of innovative creative solutions
guided by ethical standards.

IV. Learning Activities:

Lecture Notes/Discussion

 The Cavite Mutiny

: gomburza.docx
: Cavite mutiny Presentation 1.pptx
: http://malacanang.gov.ph/7695-the-martyrdom-of-the-gomburza

V. Assessment:

Exercises: Group activity

Group Discussion Debate/Discussion
Instruction: The class will be divided into four groups. Each group should be able to formulate
arguments in favor of or against the topic entitled in Memoriam Gomburza gomburza.docx and
present it to the class.
DEBATE GRADING RUBRIC-5 docx

VI. References:

Candelaria, John Lee, et. al. (2018) Reading in Philippine History Rex Book Store.
Torres, Jose Victor. (2018) BATIS Sources in Philippine History. C&E Publishing. Inc
De Leon and De Leon. (2011) Textbook on the Philippine Constitution. Rex Bookstore.
Agoncillo, T. and Mangahas, Fe. B. (2011). Philippine History: Expanded and Update Edition.
https://www.google.com/search?q=philippine+history+pictures&safe=strict&client=firefox-b-
d&source=Inms&tbm=isch&sa=X&ved=0ahUKEwiNurD_18TiiAhVPa94KHQZkAPsQ_AUIDi
gB&bin
gomburza.docx
Cavite mutiny Presentation 1.pptx
http://malacanang.gov.ph/7695-the-martyrdom-of-the-gomburza

---------------------------------------------------------------------------------------------------------------------

MIDTERM PERIODICAL EXAMINATION

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