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University of Cebu (Main Campus) School Year: 2020-2021

College of _______________________________ Semester/Term: First Semester


Bachelor of _________________________________ Revision Date: August 2020
---

I. Course Information
Course Code: HIST 101 LEC Units 3 Course Description:
Course Title: Readings in Philippine History LAB Units: Philippine History is 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
Pre-requisite(s): none LEC Hours: the lens of eyewitnesses rather than rely on secondary materials. Students are expected to analyze
the selected readings contextually and in terms of content. Its end goal is to enable students to
Co-requisite(s): none LAB Hours: understand and appreciate our rich past by deriving insights from those who were actually present at
the time of the event.

II. Institutional Statements of Vision, Mission, Core Values and Graduate Outcomes
UC Vision UC Mission UC Core Values UC Graduate Outcomes
UCV1. Democratize University of Cebu commits to: These are the core values that UC believes in: UC Graduates will be able to:
quality UCM1. Serve as an active catalyst in UCCV1. Innovation"Be the visionary and the UCGO1. Demonstrate skills and competencies in one’s educational level
education. providing efficient and effective industry leader." and field of discipline for lifelong learning[LIFELONG LEARNER];
UCV2. Be the delivery of educational services; UCCV2. Camaraderie"Living in the spirit of UCGO2. Express proficiency in both oral and written communication
visionary and UCM2. Pursue excellence in instruction, harmony and approachability." [EFFECTIVE COMMUNICATOR];
industry leader. research and community service UCCV3. Alignment"All activities are geared UCGO3. Demonstrate social accountability and ethical responsibility
UCV3. Give hope and towards social and economic towards core values and priorities." towards the community and the environment
transform lives. development as well as UCCV4. Respect"Always a professional, [SOCIALLY COLLABORATIVE];
environmental sustainability; mindful of God, university, the UCGO4. Exhibit proactive and collaborative attributes in diverse society
and community and self." [TEAM PLAYER];
UCM3. Foster an organizational culture UCCV5. Excellence"To be great at whatever it UCGO5. Utilize appropriate technology [TECHNICALLY COMPETENT]; and
that nurtures employee is we do and go for the best." UCGO6. Manifest ethical behavior in diverse situations[ETHICALLY
productivity and engagement. RESPONSIBLE].

III. UC Graduate Attributes


UCVision UCMission UCCore Values UCGraduate Outcomes
Graduate Attributes (GAs)
1 2 3 1 2 3 1 2 3 4 5 1 2 3 4 5 6
GA1. Lifelong Learner (LL)
GA2. Effective Communicator (EC)
GA3. Ethically Responsible (ER)
GA4. Socially Collaborative (SC)
GA5. Team Player (TP)
GA6. Technically Competent (TC)

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Presenters/Facilitators and Trainees on the
Readings in Philippine History Melvin M. Ninal, PhD 1 of 10
(Faculty Member) (Dean) (OBE/OBTL Unit Head) (VC Academics)
University of Cebu (Main Campus) School Year: 2020-2021
College of _______________________________ Semester/Term: First Semester
Bachelor of _________________________________ Revision Date: August 2020
---

IV. GA-CILO Activation Mapping


Course Intended Learning Outcomes (CILOs) Graduate Attributes
By the end of the course, you should be able to: LL EC ER SC TP TC
CILO1. Evaluate primary sources for their credibility, authenticity and provenance. 
CILO2. Analyze the context, content, and perspective of different kinds of primary sources. 
CILO3. Determine the contribution of different kinds of primary sources in understanding Philippine history.  
CILO4. Develop critical and analytical skills with exposure to primary sources. 
CILO5. Demonstrate the ability to use primary sources to argue with either in favor or against a particular issue.      
CILO6. CILO6. Manifest interest in local history and show concern in promoting and preserving the country’s historical and cultural heritage.      

V. Course Outputs / Summative Assessment Tasks (SATs) (appropriate rubrics may be shown below or in separate page)
CILO# Required Output Weight Specification / Remarks
1,2,3,4, 5,
Assignment and Attendance 10%
6
Oral recitation/Performance Task/Research Paper/Argumentative
5,6 20%
Brief/Activities/Exercises
1,2,3,4,5,6 Written Quizzes, Tests and Exams 40%
1-6 Major Exams 30%
TOTAL: 100%

VI. Teaching and Learning Plan


Specific Intended Learning Outcomes (SILOs) Formative Assessment
Teaching &Learning Learning Resources / Time
CILO# At the end of the unit/lesson, the student will Topics Tasks (FATs)
Activities (TLAs) References Frame
be able to:
 explain UC’s statements of philosophy and objectives and  University and College VMGO-  Presentation  Questioning  DLP (UC, 2011) Days 1-3
its impact to his/her education / holistic formation; and Core Values and Graduate  Lecture Discussion  Reflection  DLP
Outcomes / Attributes  CCS Portal (UCCCS, 2014)
 describe how the course, with its intended learning Orientation  UC Student Manual
outcomes relate to the statements of philosophy and  Course / CILO Orientation
objectives of the university as well as its contribution to the
entire curriculum.
1,2,3,  discuss the meaning, kinds and relevance of history;  Meaning and relevance of  Cooperative Learning The Performance task will flow as  Louis Gottschalk, Days 4-9
history; Approach (Jigsaw Strategy) follows: Understanding History,
 compare and contrast primary and secondary sources; (pp. 41-61; 117-1700).

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Presenters/Facilitators and Trainees on the
Readings in Philippine History Melvin M. Ninal, PhD 2 of 10
(Faculty Member) (Dean) (OBE/OBTL Unit Head) (VC Academics)
University of Cebu (Main Campus) School Year: 2020-2021
College of _______________________________ Semester/Term: First Semester
Bachelor of _________________________________ Revision Date: August 2020
---

 Distinction of primary and  Differentiated Instruction G.1 Musical - compose a song on


 differentiate external from internal criticism; secondary sources; (Multiple Intelligences) the definition and  Howell and Prevenier,
1.Divide students into 8- or 9- relevance of From Reliable Sources,
 perform group dynamic activities that emphasize the  External and internal person jigsaw groups. The groups History; (pp.17-68).
evaluation of primary sources; and criticism; should be divided in terms of
their intelligence. G.2. Logical - make an evaluation  Santiago Alvarez,
 increase awareness on how to evaluate primary sources.  Repositories of primary 2. Appoint one student from each of the primary Katipunan and the
sources, and group as the leader. Initially, this sources for their Revolution: Memoirs of a
person should be the most General, (82-88).
credibility,
 Different kinds of primary mature student in the group. And
authenticity, and
sources appoint a secretary to take note  Teodoro Agoncillo, History of
of the important points being provenance; the Filipino People, (184-187).
highlighted in the discussion.
3. Divide the day's lesson into 8-9 G.3 Bodily-Kinesthetic - role play  Robert Fox, The Tabon
segments. For example, if you a situation that Caves,(40-44; 109-119).
want students to learn about depicts secondary [Human remains and
Chapter 1 in Hist., you might sources of artifacts].
assign them topics such as: (G1) information ;
 William Henry Scott,
Meaning and relevance of Prehispanic Source Materials
history; (G2) Primary Source; (G3) G.4. Spatial - make a collage about
for the Study of Philippine
Secondary Source; (G4) External external criticism in the History (pp.90-135).
criticism; (G5) Internal Criticism; study of history;
(G6) Repositories of Primary
Sources;(G7) G.5. Verbal - create a poem on the
Published Documents and importance of internal
Unpublished Documents; (G8) criticism in the study of
Oral Traditions/Oral Histories; history;
and (G9) Visual Documents and
G.6. Naturalist - make a jingle on
Artifacts.
the repositories of
4. Give students time to read over
their segment at least twice and primary sources;
become familiar with it. There is
no need for them to memorize it. G.7. Intrapersonal - write a
5.Form temporary "expert learning
groups" by having one student log/reflection paper
from each jigsaw group join other in two (2) to three
students assigned to the same
(3) paragraph on
segment. Give students in these
expert groups time to discuss the the
main points of their segment and published documen
to rehearse the presentations ts and unpublished
they will make to their jigsaw documents;
group.
6. Bring the students back into
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Presenters/Facilitators and Trainees on the
Readings in Philippine History Melvin M. Ninal, PhD 3 of 10
(Faculty Member) (Dean) (OBE/OBTL Unit Head) (VC Academics)
University of Cebu (Main Campus) School Year: 2020-2021
College of _______________________________ Semester/Term: First Semester
Bachelor of _________________________________ Revision Date: August 2020
---

their jigsaw groups. G.8. Existential - research and


7. Ask each student to present her produce examples
or his segment to the group. of
Encourage others in the group to
oral traditions/oral
ask questions for clarification.
8. Float from group to group, histories; and
observing the process. If any
group is having trouble (e.g., a G.9. Interpersonal - sketch your
member is dominating or partner with different
disruptive), make an appropriate expressions on the
intervention. Eventually, it's best visual documents and
for the group leader to handle artifacts
this task. Leaders can be trained
by whispering an instruction on
how to intervene, until the leader Rubrics for the different
gets the hang of it. performance tasks
9. At the end of the session, give a
performance task on the material Paper and pencil tests
so that students quickly come to
realize that these sessions are
not just fun and games but really
count.
10. Give each group 10 minutes to
practice their presentation and 5
minutes allotted for every
presentation of the group.
2-4  analyze the context, content, and perspective of different  Content and contextual  Lecture Discussion Paper and pencil tests  Antonio Pigafette. First Days 10-22
kinds of primary sources; analysis of selected primary  Cooperative Learning Voyage Around the World,
sources; Approach (Round robin and Rubrics for Round robin, (pp. 23-48) [Chronicle]
 explain the historical importance of the text by relating it to Brainstorming) Brainstorming, and Oral Recitation
the conditions in the country at present; and  Identification of the historical  Modified Reporting  Juan de Plasencia, Customs
importance of the text; and of the Tagalogs, (Garcia 1979,
Prelim Exam
 perform group dynamic activities that emphasize the pp. 221-234) [Friar account]
examination of the author’s main argument and point of  Examination of the author’s
view of primary sources. main argument and point of  Emilio Jacinto, "Kartilla ng
view Katipunan" (Richardson,
2013, pp. 131-137)

 Emilio Aguinaldo, Mga Gunita


ng Himagsikan. (pp.78-82; 95-
100; 177-188; 212-227)
[memoirs]

 National Historical Institute


(1997). Documents of the
1898 Declaration of Philippine
Prepared by: Noted by: Recommending Approval: Approved by: Page:
Presenters/Facilitators and Trainees on the
Readings in Philippine History Melvin M. Ninal, PhD 4 of 10
(Faculty Member) (Dean) (OBE/OBTL Unit Head) (VC Academics)
University of Cebu (Main Campus) School Year: 2020-2021
College of _______________________________ Semester/Term: First Semester
Bachelor of _________________________________ Revision Date: August 2020
---

Independence, The Malolos


Constitution and the First
Philippine Republic. Manila:
National Historical Institute
(pp.19-23)[Proclamation]

 Alfred McCoy, Political


Caricatures of the American
Era (Editorial cartoons)

 Commission on
Independence, Filipino
Grievances Against Governor
Wood (Zaide 1990, vol. 11, pp.
230-234). [Petition letter]

 Corazon Aquino, President


Corazon Aquino's Speech
before the U.S. Congress
Sept. 18, 1986 [Speech]

 Raiders of the Sulu Sea (film)

 Works of Luna and Amorsolo


[Paintings]
5  explain the foundational understanding as regards to the  “One past but many  Lecture Discussion  Paper and pencil tests  Antonio Pigafette. First Days 23-35
concepts of historical interpretation and multi-perspectivity histories”: controversies and  Document Analysis Voyage Around the World,
of the site of the first mass; conflicting views in Philippine  Group Discussion  Rubrics for debate, round (pp. 23-32)
history  Debate, round table table discussion or
 craft arguments for or against a particular issue using a. Site of the First Mass discussion or symposium symposium  Trinidad Pardo de Tavera,
primary source through research; and b. Cavite Mutiny Filipino version of the Cavite
c. Retraction of Rizal The class will be divided into  Midterm Exam Mutiny of 1872, (Zaide 1990,
 defend one's view point from facts gathered. d. Cry of Balintawak or two big groups. Each group vol. 7 pp.274-280)
Pugadlawin will then be subdivided into
subgroups which will  Jose Montero y Vidal,
conduct a case study on the Spanish Version of the Cavite
topic/stand they were Mutiny of 1872 (Zaide 1990,
assigned with. After a certain vol. 7 pp. 269-273)
period indicated by the
teacher, the subgroups will  Rafael Izquirdo, Official
share the information they Report on the Cavite Mutiny,
have gathered to the big (Zaide 1990, vol. 7, pp. 281-
group. From there they will 286)
choose representatives who
will participate in the actual  Ricardo P. Garcia, The Great
debate.
Prepared by: Noted by: Recommending Approval: Approved by: Page:
Presenters/Facilitators and Trainees on the
Readings in Philippine History Melvin M. Ninal, PhD 5 of 10
(Faculty Member) (Dean) (OBE/OBTL Unit Head) (VC Academics)
University of Cebu (Main Campus) School Year: 2020-2021
College of _______________________________ Semester/Term: First Semester
Bachelor of _________________________________ Revision Date: August 2020
---

Debate: The Rizal Retraction


(pp. 9-19; 31-43)

 Jesus Ma. Cavanna, Rizal's


Unfading Glory, (pp.1-52)

 Ricardo R. Pascual, Rizal's


Beyond the Grave, (pp. 7-36)

 Pio Valenzuela, cry of


Pugadlawin, (Zaide 1990, vol.
8, pp. 301-302)

 Santiago Alvarez, Cry of


Bahay Toro (zaide 1990, vol.
8, 303-304)

 Gregoria de Jesus, Version of


the First Cry, (Zaide 1990, vol.
8, pp. 305-306)

 Guillermo Masangkay, Cry of


Balintawak (Zaide 1990, vol.
8 pp. 307-309)
5  discuss the social, political, economic and cultural issues in  Social, political, economic and  Lecture Discussion  Paper and pencil tests  Note: Students will be Days 36-48
Philippine History as stipulated on mandated topics; cultural issues in Philippine  Document Analysis required to look for primary
History  Documentary Film Showing  Rubric on research output, sources on which they will
 point out the relevant facts and circumstances that led to Mandated topics:  Modified Group Reporting exhibit documentary base their narrative and
the establishment and administration of Commonwealth 1. Agrarian Reform Policies 1. The teacher will divide the presentation and debate analysis of the topic assigned
Government; 2. The Philippine class into 2 groups: one to them
Constitution:1899(Malolos) group to take the  Evaluation of content of
 perform group dynamic activities that showcase Constitution; 1935 affirmative side and the argumentative brief based on
recommendations or solutions to present day problems Constitution; 1973 other group will take the rubrics
based on their understanding; Constitution; 1987 negative side.
Constitution 2.Teacher assigns relevant  Semi-final Exam
 display the ability to work in a multi-disciplinary team and 3. Commonwealth materials for reading.
contribute to a group endeavor; Government Group discusses,
4. Taxation formulates argumentative
 formulate an argumentative brief outlining the arguments brief for debate, choose 3
in favor or against the establishment of the  Other sample topics: debaters.
Commonwealth Government as a historical success; and 1. Filipino Cultural Heritage 3. Teacher explains the
2. Filipino-American War proposition, mechanics
 appreciate the importance of the Commonwealth 3. Government peace treaties and rubrics of debate and
Government as transition government in preparation for with Muslim Filipinos acts as a moderator
the granting of Philippine Independence in 1946. 4. Institutional history of 4. Students debate on the
schools, corporations,
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Presenters/Facilitators and Trainees on the
Readings in Philippine History Melvin M. Ninal, PhD 6 of 10
(Faculty Member) (Dean) (OBE/OBTL Unit Head) (VC Academics)
University of Cebu (Main Campus) School Year: 2020-2021
College of _______________________________ Semester/Term: First Semester
Bachelor of _________________________________ Revision Date: August 2020
---

industries, religious groups, proposition: "Resolved


and the like that the Commonwealth
5. Biography of a prominent Government is a historical
Filipino success".
6  compare and contrast the ancient Filipino burial practices  Critical evaluation and  Group Dynamic Activities  Paper and pencil tests  Historical Data Papers Days 49-54
during pre-Spanish era to the present situation; promotion of local and oral 1. The teacher will divide the
history, museums, historical class into 3 groups and  Rubrics for their drawing and  Errecion de Pueblos
 draw the different types of coffins used by the ancient shrines, cultural provide reading materials group presentation (Creation of Towns)
Filipinos in their burial practices; performances, indigenous with pictures to read and
practices, religious rites and analyze for 30 minutes .  Museums, Local Studies
 explain the rationale of ancient burial practices; rituals, etc. 2. The students will discuss  Final Exam Centers
1. Ancient Filipino Burial the assigned topic.  Art galleries, painting
 discuss the causes of the Tres de Abril uprising ; 2. Tres de Abril Uprising 3. After the group discussion, collections
each group will present
 trace the origin of Pantaleon Villegas a.k.a. leon Kilat: their understanding of the  Historical landmarks and
Bacung, negros Oriental, Manila, Carcar and Cebu; assigned topic in a ppt. UNESCO sites
presentation and their
 appreciate the heroic deeds of the local Katipuneros during classmates are free to give  Performances that showcase
the Tres de Abril uprising by citing its impact on the lives of also their reactions about traditional arts and culture
the Cebuanos at present. the presentation.
 Fiestas and similar local
 Lecture Discussion celebrations
1. The teacher will assign pre-
readings on the Tres de
Abril uprising
2. The teacher will facilitate
in the discussion by
presenting
pictures/clippings related
to Philippine Revolution of
which the Tres de Abril
uprising was the off-shoot.
3. After the presentation of
pictures, students are
encourage to write
reactions on the board,
synthesize and formulate
generalization

 Research in local libraries and


local studies centers

 Educational Tour in local


museums, historical sites, art
galleries, archeological sites
and other places where one
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Presenters/Facilitators and Trainees on the
Readings in Philippine History Melvin M. Ninal, PhD 7 of 10
(Faculty Member) (Dean) (OBE/OBTL Unit Head) (VC Academics)
University of Cebu (Main Campus) School Year: 2020-2021
College of _______________________________ Semester/Term: First Semester
Bachelor of _________________________________ Revision Date: August 2020
---

could see cultural and


heritage displays

 Conduct Oral Interview

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Presenters/Facilitators and Trainees on the
Readings in Philippine History Melvin M. Ninal, PhD 8 of 10
(Faculty Member) (Dean) (OBE/OBTL Unit Head) (VC Academics)
University of Cebu (Main Campus) School Year: 2020-2021
College of _______________________________ Semester/Term: First Semester
Bachelor of _________________________________ Revision Date: August 2020
---

VII. Textbook(s) and References


Textbook References (APA Format including citations):
(APA
Format):
1. Why Study History? (1998) https://www.historians.org/about-aha-and-membership/aha-history-and-archives/historical- archives/why-study-history-
(1998)
2. Title The relevance of history to our lives today Author(s) Goh ...https://repository.nie.edu.sg/bitstream/10497/1815/1/TL-10-1-75.pdf
3. What is the difference between Primary and Secondary ...https://libguides.furman.edu/special-collections/for-students/primary-secondary-sources
4. Full text of "Historical Criticism" - Internet Archive https://archive.org/stream/jstor-25011528/25011528_djvu.txt
5. Archives: Repositories of Primary Sources https://libguides.wmich.edu/archives/repositories
6. Types of Primary Sources - Finding Archives and Manuscripts ... https://guides.lib.umich.edu/c.php?g=283072&p=1885997
7. Selecting Primary Sources, Part II: Considering Historical Context https://blogs.loc.gov/teachers/2011/07/selecting-primary-sources-part-ii-considering-historical-
context/
8. Contextual Analysis http://english.unl.edu/sbehrendt/StudyQuestions/ContextualAnalysis.html
9. Content Analysis https://www.encyclopedia.com/social-sciences-and-law/sociology-and-social-reform/sociology-general-terms-and-concepts/content-analysis
10. CHAPTER 2: Content and Contextual Analysis of Selected Primary Sources in Philippine History https://www.slideshare.net/PennVillanueva/chapter-
2content-and-contextual-analysis-of-selected-primary-sources-in-philippine-history
11. Content Analysis in the History Class Gustafson, W. N. (1998). Content Analysis in the History Class. The Social Studies, 89(1), 39–
44. doi:10.1080/00377999809599821
12. Butuan or Limasawa: The Site of the First Mass in the Philippines: A Reexamination of the Evidence
https://journals.ateneo.edu/ojs/index.php/budhi/article/view/582/579
13. The Two Faces of the 1872 Cavite Mutiny http://nhcp.gov.ph/the-two-faces-of-the-1872-cavite-mutiny/
14. The martyrdom of GomBurZa | Presidential Museum and Library http://malacanang.gov.ph/7695-the-martyrdom-of-the-gomburza/
15. The Rizal Retraction and Other Cases http://nhcp.gov.ph/the-rizal-retraction-and-other-cases/
16. Analysis Rizal's Retraction http://www.joserizal.ph/rt03.html
17. The Cry of Pugadlawin http://www.philippine-history.org/cry-of-pugadlawin.htm
18. In Focus: Balintawak: The Cry for a Nationwide Revolution https://ncca.gov.ph/about-culture-and-arts/in-focus/balintawak-the-cry-for-a-nationwide-revolution/
19. The Cry of Balintawak https://www.univie.ac.at/Voelkerkunde/apsis/aufi/rizal/har-cry.htm
20. Agrarian Reform History https://www.dar.gov.ph/about-us/agrarian-reform-history/
21. Republic Act No. 6657 https://www.officialgazette.gov.ph/1988/06/10/republic-act-no-6657/
22. Comprehensive Agrarian Reform Law: The Long Road to ... http://ap.fftc.agnet.org/ap_db.php?id=76
23. Agrarian Reform in the Philippines https://www.slideshare.net/NeilDagohoy/agrarian-reform-in-the-philippines
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Presenters/Facilitators and Trainees on the
Readings in Philippine History Melvin M. Ninal, PhD 9 of 10
(Faculty Member) (Dean) (OBE/OBTL Unit Head) (VC Academics)
University of Cebu (Main Campus) School Year: 2020-2021
College of _______________________________ Semester/Term: First Semester
Bachelor of _________________________________ Revision Date: August 2020
---

24. Philippine Constitutions https://www.officialgazette.gov.ph/constitutions/


25. Taxation https://ourworldindata.org/taxation
26. The Relevance of Oral History in the Philippines https://www.academia.edu/39844880/THE_RELEVANCE_OF_ORAL_HISTORY_IN_THE_PHILIPPINES
27. Why Study History?https://www.youtube.com/watch?v=MAADLQU3Kl4
28. Why is it important to study history? https://www.youtube.com/watch?v=GmtMpQAIKjQ
29. Understanding Primary & Secondary Sources https://www.youtube.com/watch?v=pmno-Yfetd8
30. Primary and Secondary Sources https://www.youtube.com/watch?v=fzlONZDM1Pg
31. Primary vs. Secondary Sources https://www.youtube.com/watch?v=TgU1BcDStK0
32.How to analyse a historical source https://www.youtube.com/watch?v=TlJwiRz-t0A
33. Primary and Secondary Sources in History Explained https://www.youtube.com/watch?v=kOXfArLq6uY
34. Analyzing Primary Sources https://www.youtube.com/watch?v=xmIMzHY1t-s
35. Timeline https://www.youtube.com/watch?v=4QP7_Y01uGI
36. Pinakamalaking balangay na nahukay, makakatulong daw sa pag-aaral ng kasaysayan ng bansa https://www.youtube.com/watch?v=b8CbBdhG33I
37. Tunay na kasaysayan sa likod ng Cavite mutiny https://www.youtube.com/watch?v=oOg_kSL3o5I
38. Xiao Time: Retraction ni Jose Rizal, totoo kaya? https://www.youtube.com/watch?v=IYzG6tbcYxk
39. Cry of Pugad Lawin | Today in History https://www.youtube.com/watch?v=Uh7oowrwvJQ
40. [News@1] Xiao Time: Andres Bonifacio ► Unang sigaw, unang pangulo https://www.youtube.com/watch?v=3TEC_Mlzu74
41. Comprehensive Agrarian Reform Program (CARP) in a nutshell https://www.youtube.com/watch?v=AomyegQ_gLw
42. NTG: #Flashback: June 10, 1988, pinirmahan ang Agrarian Reform Law https://www.youtube.com/watch?v=8vnuT5lCI-k

VIII. Other Information (Classroom Rules and Policies/ Teacher Information, etc.)
1. Reading in advance based on the course outline given is highly encouraged.
2. Comply the tasks and other requirements assigned.
3. Regular attendance is an advantage.
4. Take the examination as scheduled with permit.
5. Any concerns from the students can be raised during classes or consultation time.

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Presenters/Facilitators and Trainees on the
Readings in Philippine History Melvin M. Ninal, PhD 10 of 10
(Faculty Member) (Dean) (OBE/OBTL Unit Head) (VC Academics)

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