FORBES COLLEGE

Legazpi, City

COURSE SYLLABUS

READINGS IN PHILIPPINE HISTORY

Schedule: Day Time Room

JENELYN COBILLA 9:00Am – 10:00Am
302
Name of Faculty Lecture: MWF 2:00 PM-3:00 PM

Credits Units: 3 units

COURSE DESCRIPTION

Philippine History viewed from the lens of selected primary sources in different period, analysis and interpretation. The course aims to expose students to different facts
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 analyse the selected readings contextually and in terms of content (stated and implied). 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.
 Context Analysis is considers the following: (i) the historical context if the source (time and place it was written and the situation at the time), (ii) the author’s background
intent (to the extent discernible), and authority on the subject: and (iii) the source’s relevance and meaning today.

Context analysis, on the other hand, applies appropriate techniques depending on the type of source (written, oral, visual). In the process students will be ask for
example to identify the author’s arguments or thesis, compare point of view, identify biases, and evaluate the author’s claim based on the evidences presented or other
available evidence at the time. The course will guide the students through their reading and analysis of the texts and require them to write reaction essays of varied length and
present their ideas in other ways (debate format, power point presentation, letter to the editor of the source, etc.)

The instructor may arrange the readings chronologically or thematically, and start with the present (more familiar) and go back to the earlier periods or vice-versa (CMO
No. 20, series of 2013)

The course analyses Philippine history from multiple perspective through the lens of selected primary sources coming from various disciplines and of different genres.
Students are given opportunities to analyse the author’s background and main arguments, compare different points of view, identify biases and examine the evidences
presented in the documents. The discussions will tackle traditional topics in history and other interdisciplinary themes that will deepen and broaden their understanding of
Philippine political, economic, cultural, social, scientific and religious history. Priority is given to primary materials that could help students develop their analytical and
communication skills. The end goal is to develop the historical and critical consciousness of the students so that they will become versatile, articulate, broadminded, morally
upright and responsible citizens.

The course includes mandatory topics on the Philippine Constitution, agrarian reform and taxation.

LEARNING OUTCOMES

At the end of the course, students should be able to:

1. Evaluate primary sources for their credibility, authenticity and provenance

2. Analyse the context, content and perspective of different kinds of primary sources
3. Determine the contribution of different kinds of primary sources in understanding Philippine History
4. Develop critical and analytical skills with exposure to primary sources
5. Demonstrate the ability to use primary sources to argue in favor or against a particular issue
 6. Effectively communicate, using various techniques and genres, their historical analysis of a particular event or issue that could help others understand the chosen
topic.
7. Propose recommendations/solutions to present-day problems based on their understanding of root causes and their anticipation of future scenarios.
8. Display the ability to work in a team and contribute to a group project.
9. Manifest interest in local history and concern in promoting and preserving our country’s national patrimony and cultural heritage.

Number of Hours: 3hours every week for 18 weeks or 53 hours in a semester

COURSE CONTENTS and TIMEFRAME (tentative schedule)

FORBESIAN VALUES
BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION Major in
VISSION MISSION GOAL
MARKETING MANAGEMENT GOAL

Enhancing lives Provide practical and Equip the students with complete understanding of the concepts,
through quality affordable quality principles and the theories of marketing.
We envision to be an institution that leads in
education. education.
educational innovation where: Students want to
Help the students to seek employment and assume entry level
study; teachers want to teach; parents want to
jobs positions of responsibility as Account Officer, Unit Manager,
send their children to; and alumni want to come
Branch Manager, Area Manager or Executive Level.
back to.
Prepare the students to pursue a teaching career or graduate
studies in business.
Course Outline

Weeks TOPIC
Meaning and relevance of history; distinction of primary and secondary sources; external and internal criticism; repositories of
1-2
primary sources, and different kinds of primary sources
Content and contextual analysis of selected primary sources; identification of the historical importance of the text; and examination
3-6
of the author’s main argument and point of view
“One past but many histories”; controversies and conflicting views in Philippine History
a) Site of the First Mass
7-10 b) Cavite Mutiny
c) Retraction of Rizal
d) Cry of Balintawak or Pugadlawin
Social, political, economic and cultural issues in Philippine History
Mandated topics:
11-14 a) Agrarian Reform Policies
b) The Philippine Constitution: 1899 (Malolos) Constitution; 1935 Constitution; 1973 Constitution 1987 Constitution
c) Taxation
15-18 Critical evaluation and promotion of local and oral history, museums, historical shrines, cultural performances, indigenous practices,
religious rites and rituals, etc.
READING IN PHILIPPINE HISTORY Leaning Plan

Weeks Learning Outcomes Topics Methodology Resources Assessment

 Louis Gottschalk,
Understanding History
(pp. 41-61; 117-170)
 Howell and Prevenier,
From Reliable Source,
(pp. 17-68)
 Santiago Alvarez,
Katipunan and the
Meaning and relevance of  Lecture/ Discussion
Revolution: Memoirs
history; distinction of primary  Library, Museum and
of a General (pp. 82-
and secondary sources; Archives visitation Produce examples of
Evaluate primary sources for 88)
external and internal criticism; (depends on the location primary sources and the
1-2 their credibility, authenticity and  Teodoro Agoncillo,
repositories of primary sources, of the HEI) corresponding secondary
provenance History of the Filipino
and diffirent kinds of primary  Comparative analysis of sources derived from them
People (pp. 184-187)
sources. primary and secondary
 Robert Fox, The Tabon
sources
Caves (pp. 40-44; 109-
119). [Human remains
and artifacts]
 William Henry Scott,
Prehispanic Sources
Material for the Study
of Philippine History
(pp. 90-135)
3-6  Analyse the context, Content and contextual  Lecture/Discussion  Antonio Pigafetta.  Graded reporting
content and perspective of analysis of selected primary  Library research First Voyage Around  Quizzes
different kinds of primary sources; identification of the  Textual analysis the World, (pp. 23-48)  Critical essay about a
sources historical importance of the  Small group discussion [Chronicle] particular primary
 Determine the contribution text; and examination of the  Reporting  Juan de Plasencia, sources; student are to
 of different kinds of primary author’s main arguments and Customs of the discuss the importance of
sources in understanding point of view Tagalogs, (Garcia the text, the author’s
Philippine History 1979, pp. 221-234) background, the context
 Develop critical and [Friar account] of document, and its
analytical skills with  Emilio Jacinto “Kartilla contribution to
exposure to primary sources ng Katipunan” understanding Philippine
(Richardson 2013, pp. History
131-1370
 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
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
 Indepence, 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[
7- 10  Antonio Pigafetta.  Debate a particular issue
First Voyage Around in Philippine History
the World (pp.23-32)  Reaction/ reflection
“One past but many  Trinidad Pardo de paper on a sponsored
histories”; controversies and  Lecture/ discussion Tavera, Filipino activity like lecture,
conflicting views in Philippine  Document analysis Version of the Cavite round table discussion
Demonstrate the ability to History  Group discussion Mutiny of 1872, (Zaide and the like
formulate arguments in favor or a) Site of the First Mass  Debate, round table 1990, vol. 7 pp. 274-
against a particular issue using discussion or symposium 280)
b) Cavite Mutiny
primary source  Jose Monterp y Vidal,
c) Retraction of Rizal Cry of
Spanish Version of the
Balintawak or Pugadlawin Cavite Mutiny of 1872
(Zaide 1990, vol. 7 pp.
269-273)
 Rafael Izquirido,
 Official Report on the
Cavite Mutiny, (Zaide
1990 vo. 7 pp. 281-
286)
 Ricardo P. Garcia, The
Great Debate: The
Rizal Retraction (pp. 9-
19; 31-43)
 Jesus Ma. Cavanna,
Rizal’s Unfading Glory,
(pp. 1-52)
 Ricardo P. Pascual,
Rizal Beyond the
Grave, (pp. 7-36)
 Pio Valenzuela, Cry of
Pugadlawin, (Zaide
1990, vo. 8, pp 301-
302)
 Santiago Alvarez, Cry
of Bahay Toro, (Zaide
1990, vol. 8, pp. 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)
11-14  Effectively communicate using  Social, political, economic  Lecture/Discussion NOTES: Students will be  Research output that
 various techniques and genres, and cultural issue in  Library and Archival required to look for may be in the form of a
historical analysis of a Philippine History: research primary source on which term paper, exhibit,
particular event or issue that Mandated topic:  Document Analysis they will base their documentary
could help others understand 1. Agrarian Reform Policies  Group reporting narrative and analysis of presentation, diorama,
the chosen topic; 2. The Philippine the topic assigned to them webpage and other
 Propose recommendation or Constitution: genres where student
solution to present day -1899 (Malolos) can express their ideas.
problems based on their Constitution The output should trace
understanding of root causes, -1935 Constitution the evolution of the
and their anticipation of future -1973 Constitution chosen topic through at
scenario -1987 Constitution least three periods.
 Display the ability to work in a 3. Taxation Group members should
multidisciplinary team and collaborate to produce a
contribute to a group Other sample topics: synthesis that examines
endeavour 1. Filipino Cultural Heritage the role of this issue in
2. Filipino-American relations promoting/hindering
3. Government peace nation building and
treaties with Muslim provide appropriate
Filipino recommendations rooted
4. Institutional history of in a historical
school, corporations, understanding of the
industries, religious issue
groups, and the like.
5. Biography of a prominent
Filipino
15-18  Manifest interest in local  Critical evaluation and  Lecture/Discussion  Historical data papers  Reaction paper or
history and shown concern in promotion of local and oral  Research in local  Ereccion de Pueblos critique of the shrines,
promoting and preserving the history, museums, historical libraries and local (Creation of Towns) historical sites , museums
country’s historical and cultural shrines, cultural studies centers (if  Museums, Local the students visited
heritage performances, indigenous available) studies centers  Letter to the editor
practices, religious rites and  Art galleries, Painting  Blogs
 rituals etc.  Conduct oral interview collection  Transcript of oral
and submit a report  Historical landmarks interview
and UNESCO sites
 Performance that
showcase traditional
arts and culture
 Fiestas and similar
local celebration

READING IN PHILIPPINE HISTORY Course Map

G.E Learning Outcomes Reading in Philippine History

A. INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyse Text (written, visual, oral etc.) L
2. Demonstrate proficient and effective communication (writing, speaking, and use of technologies) P
3. Use basic concept across the domain of knowledge L
4. Demonstrate critical, analytical, and creative thinking P
B. PERSONAL AND CIVIC RESPONSIBILITIES
1. Examine the contemporary world from both Phil. and global perspective L
2. Takes responsibilities for knowing and being Filipino L
3. Reflect critically on shared concern P
4. Contribute personally and meaningfully to the country’s development O
C. PRACTICAL SKILLS (Skills)
1. Work effectively in a group P
2. Use current technology to assist and facilitate learning and research P
3. Manage one’s knowledge, skills and values for responsibilities and productive living O
4. Organize one’s self for lifelong learning O

Legend:
 L = Learning
P = Practiced
O = Opportunity to learn

READING IN PHILIPPINE HISTORY Required Readings and Other Materials (Primary Sources)

Aguinaldo, Emilio (1964). Mga Gunita ng HImagsikan. Manila: C.A Suntay

Alvare, Santiago. (1998). Katipunan and the Revolution: Memoirs of a General. Quezon City: Ateneo de Manila University Press.
Blount, James (1968). The American Occupation of the Philippines, 1898-1912. Quezon City: Malaya Books Inc.
Cavanna, Jesus Ma. The Unfading Glory: Documentary History of Conversion of Jose Rizal. [s.n]
Del Pilar, Marcelo. (1957). Monastic Supremacy in the Philippines. Manila: Philippine Historical Association
Forbes, William Cameron, (1928) The Philippine Islands. Vol. 2 New York: Houghton Mifflin
Fox,Robert (1970. The Tabon Caves, Manila: National Museum.
Historial Data Papers. Philippine National Library, Microfilm Collection
Laurel, Jose P. (1962). War Memoirs of Jose P. Laurel, Manila: Jose P. Laurel Memorial Foundation
Mabini, Apolinario. (1969) The Philippine Revolution, Manila: National Historical Commission
McCoy, Alfred and Alfredo Roces. (1985) Philippine Cartoons: Political Caricature of the American Era, 1900-1941. Quezon City: Vera Reyes Inc.
National Historial Institute (1997). Documents of the 1898 Declaration of Philippine Independence, The Malolos Constitution and the First Philippine Republic, Manila: National
Historical Institute
National Historical Institute (1978) Minutes of the Katipunan, Manila: National Historical Institute
Nolledo, Jose (1999) Principles of Agrarian Reform, Cooperatives and Taxation. Mandaluyong City: National Book Store
Philippine National Archives: Ereccion de Pueblos
Pigafetta, Antonio (1969) First Voyage around the World. Manila: Filipiniana Book Guild
Ricarte, Artemio (1992). Memoirs of General Artemio Ricarte. Manila: National Historical Institute
Richardson, Jim (2013) The light of Liberty. Documents and Studies on the Katipunan, 1892-1897. Quezon City: Ateneo de Manila Press
Saleeby, Najeeb (1976) Studies in Moro History, Law and Religion. Manila: Filipiniana Book Guild
Tuazon Bobby and Oscar Evangelista (2008). The Moro Reader: History and Contemporary Struggles of the Bangsamoro People. Quezon City: CenPeg Publication
ZAide, Gregorio and Sonia ZAide (1990). Documentary Sources of Philippine History, 12 vols. Manila: National Book Store.
INTERNET SITES:

Comprehensive Agrarian Reform Law of 1988 (R.A 6657)

http://www.lawphil.net/statues/repacts/ra1988/ra_6657_1988.html

Decreening the Emancipation of the Tenants from the Soil (P. D. No. 27)
http://www.lawphil.net/statues/presdecs/pd1972/pd_27_1972.html

Land Reform Act of 1955 (R.A 1400)

http://www.lawphil.net/statues/repacts/ra1955/ra_1400_1955.html

Philippine Organic Act of 1902 http://www.gov.ph/constitutions/the-philippine-organic-act-of-1902/

President Corazon Aquino’s Speech before the U.S Congress Sept. 18, 1986 http://www.rohan.sdsu.edu/dept.polsciwb/brianl/docs/1934PhilippineIndep.pdf

Primary Source in Philippine History http://www/philhist.pbworks.com/w/page/16367040/FrontPage

Raiders of the Sulu Sea http://www.youtube.com/watch?v=bWmXEvU979c

Tydings-McDuffie Act of 1934 http://www.-rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf

U.S. –P.I Military Bases Agreement http://kahimyang.info/kauswagan/articles/1007/today-in-philippine-history-march-14-1947-the-military-bases-agreement-was-signed

Using Primary Sources

http://philhist.pbworks.com/w/page/16367056/UsingPrimarySource#WhyUSePrimarySourceinTeaching
READING IN PHILIPPINE HISTORY Supplemetary Readings and Other Materials

Agoncillo, Teodoro (2012) History of the Filipino People 8th edition. Quezon City: C & E Publishing Inc.
________ (2001) The Fateful Years: Japan’s adventure in the Philippines, 1941-1945. Quezon City: University of the Philippine Press
________ (1956) The Revolt of the Masses: The story of Bonifacio and the Katipunan. Quezon City: University of the Philippines Press
Blair, Emma Helen and James Alexander Robertson (1961). The Philippine Islands, 1943-1898, MAndaluyong: Cachos Hermanos Inc.
Constantino, Renato (1975) The Philippines: A Past Revisited Quezon City: Renato Constantino
Constantino, Renato and Letizia Constantino (1978) The Philippinees: The Continuing Past. Quezon City: The Foundation for Nationalist Studies
Corpuz, Onofre (1989) The Roots of the Filipino Nation. 2 volumes Quezon City: Aklahi Foundation
Fernandez, Pablo (1979) History of the Church in the Philippines, 1521-1898 Manila: National Bookstore, 1979
Friend, Theodore (1965) Between Two Empires: The Ordeal of the Philippines, 1929-1946 New Haven: Yale University Press
Galang Zoilo (1950) Encyclopedia of the Philippines, Vol. 17. Manila: E. Floro
Garcia, Mauro ed (1969) Aguinaldo in Retrospect Manila: Philippine Historical Association
______________ (1979) Readings in Philippine Prehistory Manila: Filipiniana Book Guild
Garcia, Ricardo (1964) The Great Debate: The Rizal Retraction Quezon City: R.P Garcia
Gottschalk, Louis (1969) Understanding History: A Primer of Historical Method New York: Alfred A. Knopf
Hontiveros, Greg (2008) A Fire on the Island: A fresh Look at the First Mass Controversy Butuan City: Butuan City Historical and Cultural Foundation, Inc.
Howell, Martha and Walter Prevenier (2001) From Reliable Source: An Introduction to Historical Methods Ithaca: Cornell University Press
Karnow, Stanley (1989) In our Image: America’s Empire in the Philippines New York: Random House
Majul, Cesar Adib (1973) Muslims in the Philippines. Quezon City: University of the Philippines Press
Pascual, Ricardo (1950) Rizal Beyond the Grave: A Reiteration of the Greatness of the Martyr of Bagumbayan Manila: Luzon Publisher
Querol, Mariano (1974) Land Reform in Asia Manila: Solidaridad Publishing House
Salamanca, Bonifacio (1968) The Filipinos Reaction to American Rule, 1901-1913 Quezon City: New Day Publishers
Scheurs, Peter (2000) The Location of Pigafetta’s Mazaua, Butuan and Calagan, 1521-1571 Manila: Manila National Historical Institute
Schumacher, John (1992) Readings in Philippine Church History Quezon City: Ateneo de Manila University Press
Scott, William Henry (1984) Prehispanic Source Materials for the Study of Philippine History Quezon City: Newday Publishers
Staney, Peter (1974) A National in the Making: The Philippines and the United States, 1899-1912. Massachusetts: Harvard University Press
Taylor, John R.M (1971) The Philippine Insurrection Against the United States Vol. 1 Pasay City: Eugenio Lopez Foundation
READINGS IN PHILIPPINE HISTORY Rubrics

ASSESSMENT RUBRIC FOR GROUP PRESENTATION (Module II)

Criteria Outstanding Very Good Good Fair/Pass Failure

91-100 81-90 71-80 61/70 Below 60
Background of the  The presentation includes  The presentation  The presentation  The introduction is  There is no
primary source 20% a clear interesting and includes a clear includes a clear somewhat inadequate background and
effective introduction introduction that introduction that in communicating how introduction, or the
that identifies how the identifies how the identifies how the the material is related background/
material is related to the material is related to material is related to the to the topic under introduction is not
topic under discussion, as the topic under topic under discussion discussion. useful in
well as to previously- discussion, as well as to  The introduction  Information provided understanding the
discussed topics. previously discussed provides the about the background relevance of the
 The introduction topics important of the material is material in
effectively provides all  The introduction background incomplete or understanding
important background provides the important information on the incorrect Philippine History.
information on the background information material (who, what,  The introduction
material (who, what, on the material (who, when, where) identifies some
when, where) in an what, when, where)  The introduction relevance of the
accurate and detailed  The introduction discusses the relevance material in
manner. discusses the relevance of the material in understanding major
 The introduction of the material in understanding major episodes/themes in
effectively discusses the understanding major episodes/themes in Philippine History, but
relevance of the episodes/themes in Philippine history the discussion is
understanding major Philippine history and largely superficial or
episode/themes in also attempts to relate incomplete
Philippine History, as well the material to
as in developing a contemporary
historically-grounded events/themes/issue
understanding of
contemporary
 events/themes/issues.
Contextual Analysis  The presentation of the  The presentation of the  The presentation of  The discussion of the  There is no
(30%) author’s background and author’s background the author’s historical context and discussion of the
context in exhaustive, and context is clear and background and importance of the historical context of
clear and accurate accurate. context is clear and document is too the document.
 The students identify and  The students identify accurate. general and lacks
analyse the problems that and analyse the  The students identify specific details
the document wants to problems that the the problems that the  The background of the
address. document wants to document wants to author was not clearly
 The students explain address address explained
clearly the importance of  The students explain  There is an attempt to
the document in the importance of the explain the importance
understanding in the document in of the document in
issues of the given period. understanding the understanding the
 The document is issues of the given issues of the given
correlated with the other period. period.
documents dealing with
the same period.
Content Analysis  The important elements  The important elements  The important  Some of the important  There is no adequate
(30%) of the documents are of the documents are elements of the elements of the discussion of the
correctly identified and identified and analysed document are document are content of the
analysed  There is a discussion of identified and identified and document
 There is a thorough the value and explained explained
discussion of the value contributions of the  There is a little  There is an attempt to
and contributions of the contents of the discussion of the discuss the value and
contents of the document document in value and contributions of the
in understanding the understanding the contributions of the contents of the
issues prevalent during issues prevalent during contents of the document in
the period the period document in understanding the
 The contents of the  The content of the understanding the issues prevalent during
document are correlated document are issues prevalent the period
 with the events that correlated with the during the period
happened before it was events that happened  There is an attempt to
written before it was written correlate the
 The student are able to contents of the
identify the document with the
inconsistencies and events that happened
shortcomings of the before it was written
documents
Organization and  The presentation is very  The presentation is  The presentation is  The presentation is  The presentation is
Presentation Style well-structured, providing well-structured and adequately loosely organized. It is done in a haphazard
(20%) a logical sequence to the there is a logical structured. not evident how one manner, lacking a
discussion within the consequence to the Transitions between topic is related to clear organization
prescribed time period discussion topics help in another in the and structure.
 Presenters are confident,  Presenters are understanding the presentation.  Presenters were
effectively using gestures, confident, sometimes overall discussion  Presenters lack unable to capture
eye contact, and tone of using gestures, eye  Presenters are confidence, but there the attention of
voice that keep the class contact and tone of somewhat confident, is occasional use of students.
engaged in the discussion voice that keep the using occasional gestures, eye contact,  Audio-visual aids are
 Audio-visual aids are well- class engaged in the gestures, eye contact and tone of voice to not used, or are not
executed, paying careful discussion and tone of voice to try to capture the really helpful in the
attention to the  Audio-visual aids are engage the class in attention of students presentation
combination of elements effective leading to an the discussion  Audio-visual aids are  Presenters cannot
(e.g. text and graphics) appropriate  Audio-visual aids are mostly not helpful in effectively
that lead to both an understanding of key helpful in generating the presentation. communicate
effective understanding information and ideas an understanding of Visual aids either lack information and
of key information and Presenters are largely key information and important information, ideas, relaying on a
ideas and continuing articulate. In general, there ideas or are too text-heavy. verbatim-reading of
interest in the discussion is use of grammatically-  Presenters are  Presenters encounter notes or text-heavy
 Presenters are highly correct language that is also articulate. In general some difficulties in visual aids to convey
articulate, using precise respectful of diversity and there is use of communicating information and
and grammatically- sensitive to the conditions grammatically correct information and ideas. ideas. The use of
 correct language. of different groups. language. Occasional The use of grammatically-
Language used is also grammatical lapses grammatically incorrect language is
respectful of diversity and do not prevent an incorrect language pervasive
sensitive to the conditions understanding of tends to be pervasive.
of different groups. information and ideas
that are conveyed.

ASSESSMENT RUBRIC FOR RESEARCH OUTPUT (Module IV)

Criteria Outstanding Very Good Good Fair/Pass Failure

91-100 81-90 71-80 61-70 Below 60
Use of Primary Sources  Uses a wide variety of  uses many relevant and  Uses several relevant  Provides some sources  no primary sources
(30%) relevant accurate and accurate sources to sources to provide but evidence are used and
updated sources to provide evidence in evidence in support of presented are vague evidences presented
provide evidence in support key arguments key arguments and not always are irrelevant and
support key arguments relevant insufficient
Effective and  Supporting arguments  Supporting arguments  Evidences used to  Evidences used to  Arguments are not
Appropriate Use of use specific, relevant use relevant and mostly support arguments are support arguments are supported by
Sources and highly persuasive persuasive evidence specific, relevant and vague and primary and
(30%) evidence based on a coming from both persuasive unpersuasive secondary sources
critical evaluation of primary and secondary  Uses quotations and  Quotations and  Paper was directly
primary and secondary sources paraphrases paraphrasing are copied from sources
sources  Uses quotations and appropriately to make inappropriately used without quoting
 Uses the most relevant paraphrases an argument to support arguments paraphrasing and
quotations and appropriately and  Evidence for  The explanation of acknowledging
paraphrases accurately to make an alternative arguments how the evidence sources used.
appropriately and argument are presented and presented supports  Evidence supporting
accurately to present  A clear and thoughtful considered. each argument is not or opposing the
new perspectives on an explanation is provided clear and thorough. arguments is missing
arguments to how the evidence  Evidence supporting or
  Clearly, thoughfully and presented supports opposing the
thoroughly explains or each arguments arguments are poorly
analyses the relationship  Evidence for alternative integrated
between the arguments arguments are
and supporting presented and
evidences compared
 Evidence for alternative
arguments are
presented and critically
examined to justify the
chosen position
Effective Synthesis and  A synthesis effectively  A synthesis adequately  A synthesis identifies a  A synthesis identifies a  No synthesis or a
Application examines how a examines how a common theme and common theme and “synthesis” does not
(20%) common theme has common theme has how it is reflected in how it is reflected in connect the different
evolved in three periods evolved in the three different periods. different periods periods.
covered periods covered  The synthesis identifies  The synthesis
 The synthesis critically  The synthesis examines the multiple facets of identifies a few facets
examines the multiple the multiple facets of an an important problem of an important
facets of an important important problem in in contemporary times problem in
problem in contemporary times relevant to the contemporary times
contemporary times relevant to the common common theme relevant to the
relevant to the common theme.  Offers solutions and common theme
theme  Offers plausible alternatives rooted in a  Offer some solutions,
 Offers plausible solutions and historical but their basis on a
solutions and alternatives rooted in a understanding of the historical
alternatives rooted in an historical understanding problem understanding of the
appropriate historical of the problem problem is unclear
understanding of the
problem
Effective Organization  Clear introduction;  clear introduction;  Introduction is mostly  Introduction and main  Thesis and
(20%) thesis is presented in a thesis is presented in an clear and thesis is thesis are present but introduction are
 highly engaging and engaging manner presented in a not clear missing
compelling manner  each argument coherent  Arguments presented  No clear arguments
 Each argument clearly presented supports an comprehensible does not support the to support the
supports an overall overall structure manner overall structure overall structure
structure  Usually uses effective  Most arguments  Transitions between  Transitions between
 Papers uses consistent transition to connect presented clearly arguments are largely arguments are
and effective transitions ideas and arguments support the overall unclear. missing
to develop ideas and that leads to a structure  Conclusion is either  Conclusion is poorly
arguments logically; has persuasive conclusion  Transitions are vague or unclear connected to the
a compelling and  Conclusion partly sometimes abrupt, but paper’s major
persuasive synthesizes, but it the arguments and arguments
 Conclusion synthesizes mostly presents the conclusion mostly
arguments that support major arguments to connect
the main ideas/thesis. support the main  Conclusion represents
idea/thesis major arguments and
connects them to
thesis
GRADING SYSTEM

The Grade of each student per major exam The Final Grade of each student per Semester

Quizzes 25%
Recitation 30% Prelim Exam 20%
Major Exam 25% Midterm Exam 20%
Attendance 10% Pre-Final Exam 25%
Project 10% Final Exam 35%
Total 100% Total 100%

PREPARED BY: APPROVED:

JENELYN COBILLA HERMEL M. CERDEÑA, MBA

Instructor OIC-Dean, College of Business Education