West Visayas State University

Himamaylan City Extension

Himamaylan City, Negros Occidental
_______________________________________________________

COURSE SYLLABUS

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 COURSE CONTENT/ TEXTBOOK TEACHING ASSESSMENT RESOURCE TIME

DLO SUBJECT MATTER REFERENCE DELIVERY MATERIAL
OBTL
At the end of the unit, students
must have:
Unit I. Introduction to
Philippine History

1. Defined important terms such as 1. History Defined Ocampo, Ambeth R., 1. Lecture 1. Quizzes to 1. Projector 6 hours
history, colonialism, neo- (KASAYSAYAN: Salaysay & Bones of Contention: The 2. Discussion include 2. white screen
colonialism, imperialism and Saysay) by Bonifacio Lectures, ANVIL 3. Group current issues 3. laptop
nationalism. Pambansaaannng Manila, 2001 Presentation: Mini 2.Daily 4. Produced reading
2. described the uses or Samahan ng mfa Guro sa Museum (Sources Participation materials
importance of history Agham Panlipunan, 1993 Funtecha, Henry F. & of History) 3.Unit test
3 identified the sources of history 2. Uses and Importance of Padilla, Melanie J., A Study 4. Reflection on the 4.Group
4. explained the major views in the History Guide in Philippine History paper The Malolos Presentation
study of history 3. Sources of History For Teachers and banquet: Food as
5. distinguished the various 4. Unhistorical Data: Errors in Students, Mindset Historical Mini MUSEUM
approaches in the study of Philippine History Publishing, Inc., Iloilo City, Document by
Philippine History 5. Approaches to the study of 1998 Ambeth Ocampo Criteria:
6. provided reasons for interpreting Philippine History
Philippine history from the 6. Pantayong Pananaw in Agoncillo, Teodoro A., Authenticity 50%
Filipino point of view the study of Philippine History of the Filipino Presentation 40%
7. justified the need to study History People, 8th Edition, Team Work 10%
history in order to understand 7. Phil. History As a Tool in GAROTECH Publishing, Total 100%
ones national identity Understanding National Quezon City, 1990
Identity
Halili, Ma. Christina N.,
Philippine History, 2nd
Edition, 2010

LEARNING OUTCOMES COURSE CONTENT/ TEXTBOOK TEACHING ASSESSMENT RESOURCE TIME

DLO SUBJECT MATTER REFERENCE DELIVERY MATERIAL
OBTL
At the end of the unit, students
must have:
Unit II.
1. Quizzes, unit
1. Philippine Geographical test 1. LCD Projector
1. 1. To point out the strategic Features Ocampo, Ambeth R., 1. Lecture 2. Daily and white 3 hours
location of the Philippines in 2. Theories Regarding the Bones of Contention: The 2. Discussion participation in screen
relation to other countries in Geological & Geographical Bonifacio Lectures, ANVIL 3. Clip Viewing: recitation 2. Laptop
Southeast Asia and the world Foundations of the Manila, 2001 Formation of the 3. Speaker
2. To explain different theories Archipelago Philippine Digital Copies of
about the geological and 3. Philippines Geographical Funtecha, Henry F. & Archipelago the video clips (the
geographical foundations of the Features Padilla, Melanie J., A Study (Different Theories Formation of the
Philippines 4. Influence/Effects of Guide in Philippine History and Contentions) Philippine
3. To determine the important Geography on History and For Teachers and Reflection on the Archipelago
 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 Reading: The Filipino
Publishing, Inc., Iloilo City, People
1998
Agoncillo, Teodoro A.,
History of the Filipino
People, 8th Edition,
GAROTECH Publishing,
Quezon City, 1990

Halili, Ma. Christina N.,

Philippine History, 2nd
Edition, 2010

LEARNING OUTCOMES COURSE CONTENT/ TEXTBOOK TEACHING ASSESSMENT RESOURCE TIME

DLO SUBJECT MATTER REFERENCE DELIVERY MATERIAL
OBTL
At the end of the unit, students
must have:
Unit III. 1. Map and Globe
1. To present various theories 1. Oral; and 2. Slides, Wide Screen,
concerning the peopling of the 1. Lecture Written Laptop and LCD
Philippines in early times 1. Theories concerning the Ocampo, Ambeth R., 2. Discussion discussion Projector 24
2. To describe the early Philippine peopling of the Philippines Bones of Contention: The 3. Film Showing: 2. Quizzes News Clippings hours
trade patterns and their 2. Introduction of Islam in the Bonifacio Lectures, ANVIL LapuLapu 3. Role Playing
significance in the diffusion of Philippines Manila, 2001 4. Reflection to Film The Pre
cultures in the islands 3. Pre Spanish Philippine LapuLapu Spanish
3. To discuss the significance and Culture Funtecha, Henry F. & 5. Role Playing Philippine
implications of the spread of 4. Factors that led to the Padilla, Melanie J., A Study The Pre Spanish Culture
Islam in the Philippines Spanish Colonization of the Guide in Philippine History Philippine Culture
4. To describe the Philippine Philippines For Teachers and 6. Individual Topic Criteria:
culture prior to the coming of 5. The Exploitation of the Students, Mindset Presentation Content 50%
the Spaniards. Filipinos by the Spaniards Publishing, Inc., Iloilo City, The Different Costume 10%
5. To find out and explain the 6. The Filipino Responses to 1998 Revolutions by Overall
various factors that led to the the Spanish Rule The Indios Presentation 30%
Spanish colonization of the a. Revolutionary Agoncillo, Teodoro A., Teamwork 10%
Philippines Movements History of the Filipino Total 100%
6. To identify the pacification b. Propaganda Movement People, 8th Edition,
 techniques used by the 7. The Malolos Republic GAROTECH Publishing, 4.Individual Topic
Spaniards 8. Significance of the Quezon City, 1990 Presentation
7. To analyze the patterns of Revolution
Filipino Responses to Spanish Movement Halili, Ma. Christina N., Criteria:
Colonial Rule Philippine History, 2nd Content 50%
8. To point out the effect of Add ons: Edition, 2010 Presentation 50%
Spanish Colonization of the Total
country How much for the 100%
Mamon?
Who was Bonifacio?
What was he?

LEARNING OUTCOMES COURSE CONTENT/ TEXTBOOK TEACHING ASSESSMENT RESOURCE TIME

DLO SUBJECT MATTER REFERENCE DELIVERY MATERIAL
OBTL
At the end of the unit, students
must have:
Unit IV.
.To identify and explain the
reasons for American 7. Theories concerning the 6. Lecture 1. Oral; and 3. Map and Globe
expansionism peopling of the Philippines Ocampo, Ambeth R., 7. Discussion Written 4. Slides, Wide Screen, 30
2.To identify the various 8. Introduction of Islam in the Bones of Contention: The 8. Film Showing: discussion Laptop and LCD hours
instruments of pacification used Philippines Bonifacio Lectures, ANVIL LapuLapu 2. Quizzes Projector
by the American 9. Pre Spanish Philippine Manila, 2001 9. Reflection to Film 3. Role Playing News Clippings
3.To recall the Filipino resistance Culture LapuLapu The Pre
against American regime 10. Factors that led to the Funtecha, Henry F. & 10. Role Playing Spanish
4.To identify and explain the Spanish Colonization of the Padilla, Melanie J., A Study The Pre Spanish Philippine
problems faces by the Philippines Guide in Philippine History Philippine Culture Culture
Commonwealth of the 11. The Exploitation of the For Teachers and 6. Individual Topic
Philippines Filipinos by the Spaniards Students, Mindset Presentation Criteria:
5.To assess the impact of the 12. The Filipino Responses Publishing, Inc., Iloilo City, The Different Content 50%
Japanese occupation to the Spanish Rule 1998 Revolutions by Costume 10%
6.To assess the results of American c. Revolutionary The Indios Overall
and Japanese colonialism Movements Agoncillo, Teodoro A., Presentation 30%
d. Propaganda Movement History of the Filipino Teamwork 10%
7. The Malolos Republic People, 8th Edition, Total 100%
8. Significance of the GAROTECH Publishing,
 Revolution Quezon City, 1990 4.Individual Topic
Movement Presentation
Halili, Ma. Christina N.,
Add ons: Philippine History, 2nd Criteria:
Edition, 2010 Content 50%
How much for the Presentation 50%
Mamon? Total
Who was Bonifacio? 100%
What was he?

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 Course Syllabus in SS 102
context of Tagalog region. People fail to incorporate local and regional contributions in the writing of a truly comprehensive and (Philippine History)
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 Prepared by:
country.

So, to grow deeper on the critical importance of local history in the understanding of a truly comprehensive national history, this course JOHN REY B. JAVA
therefore requires students to submit a narrative of their local history (or any account related to it/local literature through oral Head, Social Science Division
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.
Approved:
Format: Type written using Calibri 11, one inch all sides (margin), double space in an 8x11 white sheets
MRS. JOSEFINA T. SINAON
Dean of Instruction
II. Grading System:

Recitation and group work 10%

Quizzes and Reflection 30% DR. EVELYN D. TOMAMBO
Midterm/Final Exam 40% Campus Administrator
Course Final Requirement 20%
Total 100%