West Visayas State University

Himamaylan City Extension

Himamaylan City, Negros Occidental
_______________________________________________________

C O U R S E S Y L L A B U S

I. Universitys
Vision : To be one of the top universities in Southeast Asia
Mission : To produce globally competitive life-long learners
Core values : Service Harmony Excellence
Institutional Outcomes:
II. Objectives/ Campus:
Vision: WVSU- ECHC: A top performing satellite campus of WVSU in teacher education, and technology.
Mission: Committed to teaching and the advancement of knowledge and skills, WVSU-ECHC, provides the high standards of excellence in higher education,
fosters holistic development, and stimulates meaningful research, lifelong learning and service to humankind.
III. College Outcomes: a campus of WVSU, the institution shall seek to:
1. offer courses that shall enhance knowledge, skills and abilities in preparation for the world of work both in local and global market;
2. instill necessary desirable ideals, attitudes and values for personal, social, cultural and economic development;
3. provide opportunities for the conduct of relevant researches;
4. conduct extension activities in order to supplement socio-civic programs and projects in its area of influence;
5. engage in worthwhile production, endeavour that can help the community, in particular and the nation in general; and
6. generate income that will be used in the improvement of facilities and development of faculty and staff.

IV. Program Degree Outcomes:
1. Provided a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes
2. provided a meaningful and comprehensive knowledge of the subject matter they will teach
3. applied a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and
teaching approaches)
4. offered direct experience in the field/ classroom (e.g., classroom observations, teaching assistance, practice teaching)
5. applied creativity and innovatively in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the
effectiveness of such approaches in improving student learning

V. Course Number : PHILIPPINE HISTORY
Prerequisites : ASIAN STUDIES
VI. School Year : 2014- 2015

VII. Course Description : This course dwells on the study of important events, places, dates, and persons that had conclusively marked a big significance in the
making of so the called Philippine History. Moreover, the study highlights the countrys setting as it exceeds through social, cultural, economic, and political
evolution brought by foreign influences in the face colonization and territorial dominion. Additionally, the progression of the Philippine Republic and its partaking in
the national and global affairs will be deliberately conversed at the concluding pieces of the course.

This is also a survey of the socio-economic, political and historical development of the Philippines from ancient times to the present.
Emphasis is laid on the Pre-Spanish tutelage for three centuries, the rise of Philippine nationalism, the American period up to the grant of Philippine independence.
Philippine relations with Southeast Asian neighbors will also be considered
VIII.
IX. Course Credits : 3 units/ Semester
X. Course Outcome : In this course, students must have to;
1. Gathered information about Philippine History marked by important events, places, dates and persons forming the growth of societies and distinction of
culture
2. Understood the internal and external pressures involved in the transition of societies and culture found in the country at different periods of time
3. Appreciated the accomplishments of fellow countrymen for the welfare of the nation
4. Realized and avoid the mistakes committed in the past to guide the present and prepare the future
5. Developed a sense of identity and pride in being a Filipino

XI. Course Design Matrix:

LEARNING OUTCOMES
DLO
COURSE CONTENT/
SUBJECT MATTER
TEXTBOOK
REFERENCE
TEACHING
DELIVERY
OBTL
ASSESSMENT RESOURCE
MATERIAL
TIME

At the end of the unit, students
must have:



1. Defined important terms such as
history, colonialism, neo-


Unit I. Introduction to
Philippine History

1. History Defined
(KASAYSAYAN: Salaysay &





Ocampo, Ambeth R.,
Bones of Contention: The





1. Lecture
2. Discussion





1. Quizzes to
include





1. Projector
2. white screen





6 hours

colonialism, imperialism and
nationalism.
2. described the uses or
importance of history
3 identified the sources of history
4. explained the major views in the
study of history
5. distinguished the various
approaches in the study of
Philippine History
6. provided reasons for interpreting
Philippine history from the
Filipino point of view
7. justified the need to study
history in order to understand
ones national identity




Saysay) by
Pambansaaannng
Samahan ng mfa Guro sa
Agham Panlipunan, 1993
2. Uses and Importance of
History
3. Sources of History
4. Unhistorical Data: Errors in
Philippine History
5. Approaches to the study of
Philippine History
6. Pantayong Pananaw in
the study of Philippine
History
7. Phil. History As a Tool in
Understanding National
Identity

Bonifacio Lectures, ANVIL
Manila, 2001

Funtecha, Henry F. &
Padilla, Melanie J., A Study
Guide in Philippine History
For Teachers and
Students, Mindset
Publishing, Inc., Iloilo City,
1998

Agoncillo, Teodoro A.,
History of the Filipino
People, 8
th
Edition,
GAROTECH Publishing,
Quezon City, 1990

Halili, Ma. Christina N.,
Philippine History, 2
nd

Edition, 2010
3. Group
Presentation: Mini
Museum (Sources
of History)
4. Reflection on the
paper The Malolos
banquet: Food as
Historical
Document by
Ambeth Ocampo

current issues
2. Daily
Participation
3. Unit test
4. Group
Presentation

Mini MUSEUM

Criteria:

Authenticity 50%
Presentation 40%
Team Work 10%
Total 100%
3. laptop
4. Produced reading
materials

LEARNING OUTCOMES
DLO
COURSE CONTENT/
SUBJECT MATTER
TEXTBOOK
REFERENCE
TEACHING
DELIVERY
OBTL
ASSESSMENT RESOURCE
MATERIAL
TIME

At the end of the unit, students
must have:



1. 1. To point out the strategic
location of the Philippines in
relation to other countries in
Southeast Asia and the world
2. To explain different theories
about the geological and
geographical foundations of the
Philippines
3. To determine the important


Unit II.

1. Philippine Geographical
Features
2. Theories Regarding the
Geological & Geographical
Foundations of the
Archipelago
3. Philippines Geographical
Features
4. Influence/Effects of
Geography on History and





Ocampo, Ambeth R.,
Bones of Contention: The
Bonifacio Lectures, ANVIL
Manila, 2001

Funtecha, Henry F. &
Padilla, Melanie J., A Study
Guide in Philippine History
For Teachers and





1. Lecture
2. Discussion
3. Clip Viewing:
Formation of the
Philippine
Archipelago
(Different Theories
and Contentions)
Reflection on the



1. Quizzes, unit
test
2. Daily
participation in
recitation





1. LCD Projector
and white
screen
2. Laptop
3. Speaker
Digital Copies of
the video clips (the
Formation of the
Philippine
Archipelago





3 hours

geographical features of the
Philippine archipelago
4. To validate how the countrys
geographical characteristics
have influenced the
development of Philippine
history and culture



Culture of Filipinos

Add on:
Cultural Geography:
The Filipino People
Students, Mindset
Publishing, Inc., Iloilo City,
1998

Agoncillo, Teodoro A.,
History of the Filipino
People, 8
th
Edition,
GAROTECH Publishing,
Quezon City, 1990

Halili, Ma. Christina N.,
Philippine History, 2
nd

Edition, 2010
Reading: The Filipino
People

LEARNING OUTCOMES
DLO
COURSE CONTENT/
SUBJECT MATTER
TEXTBOOK
REFERENCE
TEACHING
DELIVERY
OBTL
ASSESSMENT RESOURCE
MATERIAL
TIME

At the end of the unit, students
must have:

1. To present various theories
concerning the peopling of the
Philippines in early times
2. To describe the early Philippine
trade patterns and their
significance in the diffusion of
cultures in the islands
3. To discuss the significance and
implications of the spread of
Islam in the Philippines
4. To describe the Philippine
culture prior to the coming of
the Spaniards.
5. To find out and explain the
various factors that led to the
Spanish colonization of the
Philippines
6. To identify the pacification


Unit III.


1. Theories concerning the
peopling of the Philippines
2. Introduction of Islam in the
Philippines
3. Pre Spanish Philippine
Culture
4. Factors that led to the
Spanish Colonization of the
Philippines
5. The Exploitation of the
Filipinos by the Spaniards
6. The Filipino Responses to
the Spanish Rule
a. Revolutionary
Movements
b. Propaganda Movement





Ocampo, Ambeth R.,
Bones of Contention: The
Bonifacio Lectures, ANVIL
Manila, 2001

Funtecha, Henry F. &
Padilla, Melanie J., A Study
Guide in Philippine History
For Teachers and
Students, Mindset
Publishing, Inc., Iloilo City,
1998

Agoncillo, Teodoro A.,
History of the Filipino
People, 8
th
Edition,




1. Lecture
2. Discussion
3. Film Showing:
LapuLapu
4. Reflection to Film
LapuLapu
5. Role Playing
The Pre Spanish
Philippine Culture
6. Individual Topic
Presentation
The Different
Revolutions by
The Indios



1. Oral; and
Written
discussion
2. Quizzes
3. Role Playing
The Pre
Spanish
Philippine
Culture

Criteria:
Content 50%
Costume 10%
Overall
Presentation 30%
Teamwork 10%
Total 100%



1. Map and Globe
2. Slides, Wide Screen,
Laptop and LCD
Projector
News Clippings





24
hours

techniques used by the
Spaniards
7. To analyze the patterns of
Filipino Responses to Spanish
Colonial Rule
8. To point out the effect of
Spanish Colonization of the
country

7. The Malolos Republic
8. Significance of the
Revolution
Movement

Add ons:

How much for the
Mamon?
Who was Bonifacio?
What was he?

GAROTECH Publishing,
Quezon City, 1990

Halili, Ma. Christina N.,
Philippine History, 2
nd

Edition, 2010
4.Individual Topic
Presentation

Criteria:
Content 50%
Presentation 50%
Total
100%

LEARNING OUTCOMES
DLO
COURSE CONTENT/
SUBJECT MATTER
TEXTBOOK
REFERENCE
TEACHING
DELIVERY
OBTL
ASSESSMENT RESOURCE
MATERIAL
TIME

At the end of the unit, students
must have:

.To identify and explain the
reasons for American
expansionism
2.To identify the various
instruments of pacification used
by the American
3.To recall the Filipino resistance
against American regime
4.To identify and explain the
problems faces by the
Commonwealth of the
Philippines
5.To assess the impact of the
Japanese occupation
6.To assess the results of American
and Japanese colonialism



Unit IV.

7. Theories concerning the
peopling of the Philippines
8. Introduction of Islam in the
Philippines
9. Pre Spanish Philippine
Culture
10. Factors that led to the
Spanish Colonization of the
Philippines
11. The Exploitation of the
Filipinos by the Spaniards
12. The Filipino Responses
to the Spanish Rule
c. Revolutionary
Movements
d. Propaganda Movement
7. The Malolos Republic
8. Significance of the





Ocampo, Ambeth R.,
Bones of Contention: The
Bonifacio Lectures, ANVIL
Manila, 2001

Funtecha, Henry F. &
Padilla, Melanie J., A Study
Guide in Philippine History
For Teachers and
Students, Mindset
Publishing, Inc., Iloilo City,
1998

Agoncillo, Teodoro A.,
History of the Filipino
People, 8
th
Edition,
GAROTECH Publishing,




6. Lecture
7. Discussion
8. Film Showing:
LapuLapu
9. Reflection to Film
LapuLapu
10. Role Playing
The Pre Spanish
Philippine Culture
6. Individual Topic
Presentation
The Different
Revolutions by
The Indios




1. Oral; and
Written
discussion
2. Quizzes
3. Role Playing
The Pre
Spanish
Philippine
Culture

Criteria:
Content 50%
Costume 10%
Overall
Presentation 30%
Teamwork 10%
Total 100%





3. Map and Globe
4. Slides, Wide Screen,
Laptop and LCD
Projector
News Clippings





30
hours



Course Syllabus in SS 102
(Philippine History)

Prepared by:


JOHN REY B. JAVA
Head, Social Science Division


Approved:

MRS. JOSEFINA T. SINAON
Dean of Instruction



DR. EVELYN D. TOMAMBO
Campus Administrator

Revolution
Movement

Add ons:

How much for the
Mamon?
Who was Bonifacio?
What was he?

Quezon City, 1990

Halili, Ma. Christina N.,
Philippine History, 2
nd

Edition, 2010
4.Individual Topic
Presentation

Criteria:
Content 50%
Presentation 50%
Total
100%

I. Course Requirement:

Many Filipinos become knowledgeable of the national history without any grasp of their localitys historical account. According to
Maquiran co written by Madrid (2001), HEKASI and Philippine History are written in the perspective of the Tagalog people and in the
context of Tagalog region. People fail to incorporate local and regional contributions in the writing of a truly comprehensive and
representative Philippine Historiography. The consequence, in this respect, is the distortion of Philippine history by not taking into full
version the unique differential spirit of the historical and cultural experiences of the various groups in scattered geographical units of the
country.

So, to grow deeper on the critical importance of local history in the understanding of a truly comprehensive national history, this course
therefore requires students to submit a narrative of their local history (or any account related to it/local literature through oral
interview) using different sources of history (discussed in the first unit of the course). Moreover, it is deemed necessary that any
information acquired MUST be documented for validity and soundness of the surrendered output.

Format: Type written using Calibri 11, one inch all sides (margin), double space in an 8x11 white sheets


II. Grading System:

Recitation and group work 10%
Quizzes and Reflection 30%
Midterm/Final Exam 40%
Course Final Requirement 20%
Total 100%