1st Trimester(W1), A.Y.

2025-2026

COURSE OUTLINE

Course Title Readings in the Philippine History

Course Code GEC 123

Prerequisite/s None

Schedule Tuesday (Online)

and Friday (9:30-11:00 AM)

Facilitator/Course Mr. Cecilio O. Molina, Jr.

Director (CD)

Consultation Email: [Link]@[Link] (M-F 4:00-5:00PM)

In person:M-F (3:00-4:00 PM)

Degree CF/TA Email/Consultation

Program/Section
Course Facilitator
(CF)/Teaching TBA TBA TBA
Assistant (TA)
TBA TBA TBA

TBA TBA TBA

TBA TBA TBA

Official Gspace [Link]

Zoom link [Link]

COURSE DESCRIPTION

This course analyzes Philippine history from multiple perspectives through the critical
lens of selected primary sources from various disciplines and genres. Students
develop historical and critical consciousness by evaluating sources for credibility,
analyzing multiple viewpoints, and examining the context, content, and evidence
presented. Discussions will tackle key issues like the Constitution, Agrarian Reform, and
taxation, aiming to deepen students' understanding of the nation’s political, economic,
and socio-cultural past.

PROGRAM LEARNING OUTCOMES

(Based on CMO No. 15, s. 2017)
GEO8:Ability to view the contemporary world from both Philippine and global perspectives.
GEO15:Working effectively in a group
COURSE LEARNING OUTCOMES
CLO. 1. Analyze relationship between past historical events and present-day societal
challenges in the Philippines by accurately tracing the roots of a contemporary issue to a
specific historical era.
 CLO. 2. Evaluate and effectively utilize primary historical sources to construct a well-
substantiated, evidence-based argument that establishes a credible causal link between the
selected historical era and the contemporary Philippine issue.

CLO. 3. Propose evidence-based policy solutions to the identified present-day issue,

ensuring the proposals are critically grounded in both the specific historical context and
relevant contemporary data.

COURSE OUTLINE

Module Assessment Inclusive Dates

Module 1: Learning History
a. Lesson 1: Meaning and Relevance of Assessment 1
History
b. Lesson 2: Historical Sources
(1 Week)
Status: Posted
Due: December 15, 2025
Module 2: Content and Contextual Analysis of
Selected Primary Sources in Philippine History Assessment 2
a. Lesson 1: The KKK and Kartilya ng (1 Week)
Katipunan
b. Lesson 2: Making Sense of the Past:
Historical Interpretation

Midterm Examination
December 18-20, 2025
(40 Multiple Choice Test)
Coverage: Module 1-2
Online Proctored Examination
Module 3: Occupations in The Philippines Assessment 3
a. Lesson 1: Spanish Occupation in the
Philippines
b. Lesson 2: Philippines under the
American Regime Self government
and developments in the Philippines
Under American Colonial Rule
c. Lesson 3: The Philippines under
Japanese rule Japanese Invasion

Module 4: Social, Political, and Cultural Issues Assessment 4

in the Philippine History
a. Lesson 1: Evolution in the Philippine
Constitution
b. Lesson 2: Policies on Agrarian Reform
c. Lesson 3: Biography of a Prominent
Filipino

Module 5: Contemporary Philippine Issues Assessment 5

Final Examination
January 21-23, 2025
(50 Multiple Choice Test)
Coverage: Module 3-5
Onsite Examination
Module 6: Final Course Output FCO COMPILATION
Due: January 23, 2025
 GRADING SYSTEM

CLASS ASSESSMENT
MIDTERM STANDING 60%
PARTICIPATION

MAJOR EXAM MIDTERM EXAMINATION 40%

CLASS ASSESSMENT
FINAL EXAMINATION STANDING 20%
PARTICIPATION(PEER
EVALUATION)

FINAL COURSE OUTPUT 20%

MAJOR EXAM FINAL EXAM 60%

FINAL COURSE REQUIREMENTS/OUTPUT GUIDELINES

These guidelines are structured into four main phases.

Phase 1: Defining the Problem and Tracing its Roots

This initial phase is the research core and directly addresses the Issue Identification
and Historical Tracing components. Students must establish a compelling, evidence-
based link between a current issue and its deep historical origins.

● Step 1: Issue Selection. Students must choose a very important and clearly
defined past or contemporary issue in the Philippines. The issue should be
significant enough to detailed historical inquiry (e.g., persistent political dynasties,
chronic land distribution problems, or specific regional autonomy conflicts). Avoid
vague or overly broad topics. (Note: Issues selection must be relevant or and
related to your degree program).
● Step 2: Formulating the Historical Question. The student should create a
central research question: What are the specific historical events, policies, or
figures that created the roots of this contemporary issue?
● Step 3: Pinpointing the Root Era. Identify the specific historical era where the
issue originated (e.g., the introduction of the encomienda system during Spanish
colonization, or specific legislative acts during the American period). This must
be precise, not just a general period.
● Step 4: Mapping Evolution. Students must then map the issue's history with
great detail and accuracy from that specific root era to the present day. They
should identify key turning points, governmental policies, or social movements
that either perpetuated the problem or attempted to resolve it across different
Philippine republics and administrations. This shows a deep and intelligent
understanding of the issue's development.

Phase 2: Building the Evidence Base

This phase addresses the Evidence Base & Primary Sources criteria, ensuring the
historical narrative is credible and academically sound.

● Step 5: Primary Source Acquisition. The tracing established in Phase 1 must

be substantiated by a wide range of strong, trustworthy sources, specifically
including a minimum of three (3) distinct primary historical sources.
○ Primary Sources include original documents like laws, treaties, historical
correspondence, official government reports, original newspaper articles
from the time period, historical maps, or memoirs of key figures.
 ● Step 6: Perfect Evidence Use. The evidence must be perfectly used, checked
carefully, and directly support every claim with depth. For example, if
discussing the historical land problem, the video must visually or audibly
reference (cite) a specific colonial law or decree that contributed to the issue.
● Step 7: Citation and Annotation. Students must demonstrate an amazing
ability to find and explain complex facts. All sources used (both primary and
secondary) must be clearly cited. On-screen text should be used to briefly
identify the source of specific quotes, images, or historical footage shown in the
video. A complete bibliography must be included in the video's end credits or
description.

Phase 3: Developing the Solution Proposal

This phase is the application of the research and directly addresses the Solution
Proposal & Context criteria. The solution must be grounded in both the historical
context and contemporary reality.

● Step 8: Innovation and Feasibility. The student must propose a solution that is
new, completely doable (feasible), and fully solves the core problem as
historically defined. The solution must specifically address the historical trajectory
that caused the persistence of the issue.
● Step 9: Contextual Grounding. The proposal must be supported by strong
reasons based on theory and real-world limits. This involves:
○ Historical Awareness: Explaining how the proposed solution avoids the
failures of past, historically documented attempts to fix the problem.
○ Contemporary Data: Using current statistics, socio-economic reports, or
comparative international case studies to prove the solution's practicality
in the modern Philippine context.
● Step 10: Implementation Plan and Anticipation. The video should detail a
concise implementation plan, including necessary stakeholders (government
agencies, civil society, LGUs) and realistic timelines. Crucially, the plan must
plan for problems ahead of time, acknowledging and providing strong
countermeasures for potential political, economic, or social hurdles.

Phase 4: Creative Production and Submission

This final phase focuses on the quality of the video output, fulfilling the Presentation &
Engagement and Timely Submission criteria.

● Step 11: Professional Execution. The student must use the video format (e.g.,
historical reenactments, engaging voice-overs, graphics, interviews, or
documentary style) smartly and well to make the main ideas very clear and
keep the audience interested.
● Step 12: Technical Requirements. The total running time must be between 5 to
7 minutes. As much as possible, the video must utilize clear, high-quality visuals
and audio.
● Step 13: Timely Submission. The student must submit the link to their finished
video output on or before the specified deadline, 1 week before the final
examination. Failure to do so will result in a deduction in this criterion.

Analytic rubric for evaluating the Final Course Output (FCO)

Criteria Excellent(20) Good(15) Needs

Improvement(10)

Issue The FCO finds a The FCO finds a The problem found
Identification & very important and relevant and clear is unclear,
Tracing (Issue clearly defined problem. It traces unimportant, or
Identification; problem. It traces the history well incorrectly
Historical Tracing) the history of the enough, showing a described. The
problem with great solid grasp of how history tracing is
detail and accuracy, the problem missing, weak, or
showing a deep developed, even if it has major mistakes,
and intelligent misses a few small failing to properly
understanding of details or explain the
how it started and complexities. problem’s
why it matters now. background.

Evidence Base & Uses a wide range Uses enough Has too little proof,
Primary Sources of strong, reliable sources. bad sources, or
(Evidence Base) trustworthy The evidence is relies too much on
sources. The properly cited and untrustworthy/uncit
evidence is backs up most ed sources. Claims
perfectly used, points. The way are often not
checked carefully, sources are backed up or use
and directly explained is weak evidence.
supports every generally fine but Explaining the
claim with depth. may not show deep evidence is wrong
Shows an amazing or new thinking. or misses key
ability to find and checks.
explain complex
facts or writings.

Solution Proposal The solution is new, The solution is The solution is

& Context completely doable, sensible, practical, unclear, impossible
(Solution and fully solves the and directly applies to do, or only
Proposal) problem. It shows to the problem. It weakly connected
great knowledge of shows enough to the problem. It
the situation, plans knowledge of the shows a poor
for problems ahead situation and understanding of
of time, and gives explains the steps the situation, has
strong reasons and reasons weak reasons, or
based on theory clearly, but it may ignores the main
and real-world not be as new or difficulties of
limits. detailed as the best making it happen.
proposals.

Presentation & The FCO is The FCO is clear The FCO is messy,
Engagement perfectly put and neat, with few hard to read, and
(Output Format together, looks mistakes in writing. has many writing or
dependent) professional, and The format is used
spelling mistakes.
has no mistakes in well and
writing or tone. The successfully gets The format is used
format is used the main idea badly, which makes
smartly and well to across, though it the ideas unclear
make the audience might be simple and hurts the
interested and the rather than overall quality.
main ideas very innovative.
clear.

Timely The FCO is The FCO is The FCO is

Submission submitted on or submitted exactly submitted late.
before the specified on the specified
deadline, 1 week deadline, 1 week
before the final before the final
examination. examination.
CLASS POLICIES:
1. Attendance: The students are responsible to attend classes and are required to
attend synchronous sessions. If the student is not able to attend class, only health
and emergency reasons will be acknowledged. Excuse letters must be submitted
together with a valid document (medical certificate). Students with 5 or more
absences will be dropped from the class. In this course, attendance is essential.
Students will be doing a number of activities individually or collaboratively. As such,
when students are absent from class, they actually miss a lot of discussions. Absent
students will be responsible for finding out what material was covered and what
assignments were made.
2. Class Preparation and Demeanor: Students are expected to attend class well-
prepared by reading, understanding, and completing assigned tasks. Students are
expected to enter the class 10 minutes before the schedule, wear complete uniform
and ID, and must find an area that is free from unnecessary sounds
3. Intellectual Honesty: Students must always practice intellectual honesty. Cheating
and plagiarism are not tolerated in the University and may be subject to failing the
course or expulsion.
4. Data Privacy: Sharing of files is allowed in the class such as taking photos of
PowerPoint presentations and downloading learning videos. However, sharing files
with external parties is strictly prohibited. Sanctions such as getting a failing grade or
dropping from the class will be given to students who do not comply with the class
data privacy guidelines.
5. Academic Integrity: The use of Chat GTP is not encouraged from use on
assignments in the course. Chat GPT is simply a tool and should not be utilized as a
way to produce first and final drafts of your paper. Every assignment submission will
be graded using the rubric provided in the syllabus. Most importantly, be reminded
that Chat GPT may not develop high-quality work that earns a passing grade. It is
the students’ responsibility to produce and review and revise all work before
submitting to the instructor.
6. INC and IP Marks: In Progress (IP) Grade Mark IP is given to a student who has on-
going research engagement by the end of a term. However, the student is required
to comply within the given research extension period before the mark is changed to
“INC”. IP is also given to a student who is due for special examinations but must be
finalized within five (5) days after the conduct of the exam, otherwise the student
shall be marked “INC” and shall comply with the “INC” removal procedure.
Incomplete (INC) grade mark is given to students who failed to take the final exam
and non-submission of major requirement/s.

R. INSTITUTIONAL POLICIES/ RESOLUTIONS:

1. Academic Resolution on Academic Integrity
2. Academic Resolution on Academic Freedom
3. OVPA Memo on INC (Incomplete) and In-Progress Grade Marks
4. OVPA Memo on Makeup, and Online Classes
5. OVPA Memo on Online Proctored Examination
6. Student Handbook

STUDENT A (-25)
STUDENT B

Prepared by:

MR. CECILIO O. MOLINA, JR.

Faculty, RPSEA