READINGS IN PHIL. HISTORY_COURSE ORIENTATION.pptx

A SAMPLE POWERPOINT FOR THE SUBJECT READINGS IN PHILIPPINE HISTORY

1. GE9 - Readings in Philippine History with indigenous People’s Studies Pamantasang Lungsod ng Valenzuela 2nd semester, SY 2023-2024 PAMANTASAN NG LUNGSOD NG VALENZUELA Tongco St., Maysan , Valenzuela City

2. INTRODUCE YOURSELF Full name Preferred Nickname Age Last school attended

3. JOAN R. DOCTOR, lpt Undergraduate: Bachelor of Secondary Education major in History with specialization in Women Studies at Philippine Normal University Graduate: Master of Arts in History (CAR) at De la Salle University, Manila Work affiliations: Highschool Teacher (2015-2018), St. Theresa’s College, QC Senior High School I n structor (2018), STI College Novaliches Teacher III (2019 – present), Manuel L. Quezon Senior High School Part-time Lecturer (2019 – present), Pamantasang Lungsod ng Maynila Part-time Lecturer (PRESENT), Pamantasang Lungsod ng Valenzuela

4. COURSE DESCRIPTION A course of Philippine History viewed from the lens of selected primary sources in different periods, analysis and interpretations. The course aims to expose students to different facets of Philippine history through the lens of eyewitnesses. Rather than rely on secondary materials such as textbooks, which is the usual approach in teaching Philippine history, different types of primary sources will be used — written (qualitative and quantitative), oral, visual, audio-visual digital — covering various aspects of Philippine life (political, economic, social, cultural). Students are expected to analyze the selected readings contextually and in terms of content (stated and implied).

5. COURSE DESCRIPTION A course of Philippine History viewed from the lens of selected primary sources in different periods, analysis and interpretations. The course aims to expose students to different facets of Philippine history through the lens of eyewitnesses . Rather than rely on secondary materials such as textbooks, which is the usual approach in teaching Philippine history, different types of primary sources will be used — written (qualitative and quantitative), oral, visual, audio-visual digital — covering various aspects of Philippine life ( political, economic, social, cultural ). Students are expected to analyze the selected readings contextually and in terms of content (stated and implied).

6. COURSE DESCRIPTION The end goal is to enable students to understand and appreciate our rich past by deriving insights from those who were actually present at the time of the event. The course also incorporates the study of the various cultural/indigenous communities in the Philippines which are often marginalized in the mainstream Philippines society. Highlighted in the discussion are their culture, traditions and their role in the history and development of our country. Moreover, it surveys the archaeological and socio-cultural studies of their life and traditions, habitat, livelihood, literatures and religious beliefs to the promotion, preservation, and sustainability and development of Philippine indigenous cultures.

7. COURSE DESCRIPTION The end goal is to enable students to understand and appreciate our rich past by deriving insights from those who were actually present at the time of the event. The course also incorporates the study of the various cultural/indigenous communities in the Philippines which are often marginalized in the mainstream Philippines society. Highlighted in the discussion are their culture, traditions and their role in the history and development of our country. Moreover, it surveys the archaeological and socio-cultural studies of their life and traditions, habitat, livelihood, literatures and religious beliefs to the promotion, preservation, and sustainability and development of Philippine indigenous cultures.

8. CONTEXT AND CONTENT ANALYSIS CONTEXT ANALYSIS Historical context of the source [time and place it was written and the situation at the time] The author’s background, intent (to the extent discernable), and authority on the subject The source’s relevance and meaning today CONTENT ANALYSIS Author’s main argument or thesis Point of View Biases Evaluation of the author’s claim based on the evidences presented or other available evidence at the time.

9. COURSE OBJECTIVES Evaluate primary sources for their credibility, authenticity, and provenance Analyze the context, content, and perspective of different kinds of primary sources Determine the contribution of different kinds of primary sources in understanding Philippine history Develop critical and analytical skills with exposure to primary sources Demonstrate the ability to use primary sources to argue in favor or against a particular issue

10. COURSE OBJECTIVES Effectively communicate, using various techniques and genres, their historical analysis of a particular event or issue that could help others understand the chosen topic Propose recommendations/solutions to present-day problems based on their understanding of root causes and their anticipation of future scenarios Display the ability to work in a team and contribute to a group project Manifest interest in local history and concern in promoting and preserving our country's national patrimony and cultural heritage.

11. COURSE OBJECTIVES Identify the concepts of indigenous people and their different geographical locations in the Philippines. Discuss and appreciate the Philippine indigenous philosophy, spirituality, religious practices and worldviews. Recognize and appreciate Philippine indigenous cultures from the different regions of the Philippines. Identify emerging issues and concerns of Philippine Indigenous communities. Recognize and appreciate Philippine indigenous arts, crafts, music, and dances from their own regions.

12. M ode of delivery Independent Learning (Asynchronous and Synchronous Sessions) The members of this class are expected to conduct independent learning. This necessarily involves reading and critiquing (oral and written) of materials to be encountered in class. The asynchronous mode of holding classes will be employed by way of Google Classroom, Zoom, and/or other available platforms.

13. ASSESSMENT STRATEGIES Written Outputs Reflective Essays Reaction Paper Source analysis (primary or secondary) Film Review Position Paper Picture / Editorial Cartoon Analysis Oral presentations (pair/group) 3. Midterm and Final Examination

14. communication Communications will be conducted through the following: Google Classroom will be used as the official platform for posting announcements and other messages pertinent to the course, including other available materials for better engagement with the content and objectives of the course Email [email protected] .

15. HOUSE RULES Be on time. (submission of outputs, coming to class) Participation is expected. Be attentive. Be respectful. Submit outputs on time. No recording policy. Avoid plagiarism.

16. COURSE POLICIES ABOUT GRADING 60% Class Participation 40% Written Outputs (Reflective Essays, Reaction Paper, Source analysis (primary or secondary), Film Review, Position Paper, Picture / Editorial Cartoon Analysis 20% Performance-based outputs (attendance, quizzes, oral presentations, recitation, dyad or group activities) 40% Midterm / Final Examination _______________________________________________________ TOTAL: 100%

17. GRADING POLICIES There is no basis for a “No Fail Policy”;  Mediocrity shall not be tolerated in the class. All submissions should have substance.  The grades will be computed in a zero-based scheme according to the University rules.   Attendance is NOT a guarantee of a passing or higher grade.   The sole basis of grading is your performance in the class.  Grade Grubbing (also called “grade begging” or “grade lawyering” - an act of a student going to a professor and asking their grade to be raised for some reason) will never be entertained in this class. Individual scores will be given for transparency. No special projects will be given. 

18. COURSE COVERAGE Week 1 * Class Orientation * Overview of the Course Week 2-5 * Meaning and Relevance of History * Overview of Philippine History Week 6-8 * Controversies and conflicting views in Philippine History Week 9 * Midterm Examination

19. COURSE COVERAGE Document Analysis for Controversies and conflicting views in Philippine History Site of the first mass Catholicism VS. Traditional Inidgenous Religion: Was there a real conversion to Christianity of the Natives? Cavite Mutiny Retraction of Jose Rizal Cry of Balintawak or Cry of Pugadlawin? Last Filipino-General to Surrender to the Americans

20. COURSE COVERAGE Week 10-12 * Brief Historical Background of the Different Indigenous Communities in the Philippines Week 13-16 * Social, Political, Economic and Cultural issues in Philippine History Week 17 * L o cal and Oral History Week 18 * Final Examination

21. COURSE COVERAGE Social, Political, Economic and Cultural issues in Philippine History Filipino-American Relations Japanese Occupation to the Independence and the Establishment of a New Republic National Minorities / Government Peace Treaties with Muslim Filipinos Martial Law to 1986 People Power Revolution The Indigenous Peoples’ Rights Act of 1997 Philippine Agrarian Reform Policies Evolution of Philippine Constitutions Philippine Taxation

22. OTHER CONCERNS Google Classroom Kasunduan Syllabus 1/8 Index card w/ 1x1 picture (Name (SURNAME, First Name, Middle Initial), Address, Personal contact number, Emergency contact – name & contact number) Class list 1 st assignment: Kalantiaw Code by Jose E. Marco (to be posted) Review your Philippine History topics for our discussion next week

23. ANY QUESTIONS??

24. ACTIVITY: Create a group chat for this subject. Sign the Kasunduan. On a ½ sheet of paper, write your overall impression about the course overview, requiements, and policies presented. Guide questions: Overall impression (professor, course overview, requirements, policies, etc.) Class expectations Suggestions You can submit your paper anonymously.