History - Political Science Department

College of Arts & Sciences

Silliman University
Course Syllabus
General Education 2
(Readings in Philippine History)
READINGS IN PHILIPPINE HISTORY Preliminaries

Course Title : Readings in Philippine History

No. of Units : 3 units

Course Description :

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). 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 considers the following: (i) the historical context of the source [time and place it was written and the situation at the
time], (ii) the author’s background, intent (to the extent discernable), and authority on the subject, and (iii) the source’s relevance and
meaning today.

Content analysis, on the other hand, applies appropriate techniques depending on the type of source (written, oral, visual). In the
process students will be asked, for example, to identify the author’s main argument or thesis, compare points 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)
Course Description:

The course analyzes Philippine history from multiple perspectives through the lens of selected primary sources coming from various
disciplines and of different genres. Students are given opportunities to analyze the author’s background and main arguments, compare
different points of view, identify biases and examine the evidences presented in the document. 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.

This 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. Analyze 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: 3 hours every week for 18 weeks or 54 hours in a semester

Course Outline

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

Learning Outcomes Topics Methodology Resources Assessment

1. Evaluate primary I- Meaning and 1. Lecture/Discussion 1. Louis Gottschalk, 1. Produce examples
sources for their relevance of history; 2. Library, Museum and Understanding History, (pp. 41- of primary sources
credibility, distinction of primary Archives Visitation 61; 117-170). and the corresponding
authenticity, and and secondary (depends on the location 2. Howell and Prevenier, secondary sources
provenance sources; external and of the HEI) From Reliable Sources, (pp. 17- derived from them
internal criticism; 68)
repositories of primary 3. Comparative analysis of 3. Santiago Alvarez,
sources, and different primary and secondary Katipunan and the Revolution:
kinds of primary sources Memoirs of a General, (pp. 82-
sources. (Weeks 1-2) 88).
4. Teodoro Agoncillo,
History of the Filipino People,
(pp. 184-187).
5. Robert Fox , The Tabon
Caves, (pp. 40-44; 109-119).
[Human remains and artifacts]
6. William Henry Scott,
Prehispanic source Materials for
the Study of Philippine History
(pp.90-135).
2. Analyze the II – Content and 1. Lecture/Discussion 1. Antonio Pigafetta. First 1. Graded Reporting
context, content, and contextual analysis of 2. Library research Voyage Around the World, (pp.
perspective of selected primary 3. Textual analysis 23-48) [Chronicle] 2. Quizzes
different kinds of sources; identification 4. Small group discussion 2. Juan de Plasencia, customs
primary sources of the historical 5. Reporting of the Tagalogs, (Garcia 1979, 3. Critical Essay
importance of the text; 6. Film Analysis pp. 221-234) [Friar account] about a particular
3. Determines the and examination of the 3. Emilio Jacinto, “ Kartilla primary source:
contribution of author’s main ng Katipunan” (Richardson, students are to discuss
different kind of argument and point of 2013, pp. 131-137) [Declaration the importance of the
primary sources in view of Principles] text, the author’s
understanding (Weeks 3-6) 4. Emilio Aguinaldo, Mga background, the
Philippine history Gunita ng Himagsikan. (pp. 78- context of the
82; 95-100; 177-188; 212-227) document, and its
4. Develop critical [Memoirs] contribution to
and analytical skills 5. National Historical Istitute understanding
with exposure to (1997). Documents of the 1898 Philippine history
primary sources Declaration of Philippine
Independence, The Malolos
Constitution and the First
Philippine Republic. Manila:
National Historical Institute
(pp. 19-23) [Proclamation]
6. Alfred McCoy, Political
Caricatures of the American Era
(Editorial cartoons)
7. Commission on
Independence, Filipino
Grievevances Against Governor
Wood (Zaide 1990, vol. 11, pp.
230-234). [Petition letter]
8. Corazon Aquino, President
Corzaon Aquino’s Speech
before the U.S. Congress Sept.
18, 1986 [Speech]
9. Raiders of the Sulu Sea
(film)
10. Works of Luna and
Amorsolo [Paintings]
5. Demonstrate the III – “One past but 1.Lecture/Discussion 1. Antonio Pigafetta. First 1. Debate a particular
ability to formulate many histories”: 2. Document analysis Voyage Around the World, (pp. issue in Philippine
arguments in favor controversies and 3. Group discussion 23-32) history
or against a conflicting views in 4. Debate, round table 2. Trinidad Pardo de Tavera,
particular issue using Philippine history discussion or symposium Filipino Version of the Cavite 2. Reaction/reflection
primary sources a. Site of the First Mutiny of 1872, (Zaide 1990, paper on a sponsored
Mass Vol. 7, pp. 274-280) activity like lecture,
b. Cavite Mutiny 3. Jose Montero y Vidal symposium, round
c. Retraction of Spanish Version of the Cavite table discussion, and
Rizal Mutiny of 1872 (Zaide 1990, the like
d. Cry of vol. 7, pp. 269-273)
Balintawak or 4. Rafaek Izquirdo, Official
Pugadlawin Report on the Cavite Mutiny,
(Weeks 7-10) (Zaide 1990, vol. 7, pp. 281-
286)
5. Ricardo P. Garcia, The
Great debate: The Rizal
Retraction (pp. 0-19; 31-43)
6. Jesus Ma. Cavanna,
Rizal’s Unfading Glory, (pp. 1-
52)
7. Ricardo R. Pascual, Rizal
Beyong the Grave, (pp. 7-36)
8. Pio Valenzuela, Cry of
Pugadlawin, (Zaide 1990, vol.
8, pp. 301-302)
9. Santiago Alvarez, Cry of
bahay Toro (Zaide 1990, vol. 8,
pp. 303-304)
10. Guillermo Masangkay,
Cry of Balintawak (Zaide 1990,
vol. 8, pp. 307-309)
6. effectively IV – Social, political, 1. Lecture/Discussion Note: Students will be required 1. Research output
communicate, using economic and cultural 2. Library and Archival to look for primary sources on that may be in the
various techniques issues in Philippine research which they will base their form of a term paper,
and genres, historical history: 3.document analysis narrative and analysis of the exhibit, documentary
analysis of a Mandated topics: 4. Group reporting topic assigned to them presentation, diorama,
particular event or 1. Agrarian Reform 5. Documentary Film webpage, and other
issue that could help Policies Showing genres where students
others understand 2. The Philippine can express their
the chosen topic; Constitution: ideas. The output
- 1899 (Malolos) should trace the
7. propose Constitution evolution of the
recommendations or - 1935 Constitution chosen topic through
solutions to present - 1973 Constitution at least three periods.
day problems based - 1987 Constitution Group members
on their 3. Taxation should collaborate to
understanding of produce a synthesis
root causes, and their Other sample topics: that examines the role
anticipation of future 1. Filipino Cultural of this issue in
scenarios heritage promoting/hindering
2. Filipino-American nation building, and
8. Display the ability relations provide appropriate
to work in a multi- 3. Government peace recommendations
disciplinary team treaties with Muslim rooted in a historical
and Filipinos understanding of the
Contribute to a 4. Institutional history issue
group endeavor of schools,
corporations,
industries, religious
groups, and the like.
5. Biography of a
prominent Filipino
(Weeks 11-14)

9. Manifest interest V. Critical evaluation 1. Lecture/ discussion 1. Historical Date Papers 1. Reaction paper or
in local history and and promotion of local 2. Research in Local 2. Ereccion de Pueblos critique of the
show concern in and oral history, libraries and Local Studies (Creation of Towns) shrines, historical
promoting and museums, historical Centers (if available) 3. Museums, Local Studies sites, museums the
preserving the shrines, cultural 3. Tour in local museums, Centers students visited
 country’s historical performances, historical sites, art 4. Art Galleries, Painting 2. Letter to the editor
and cultural heritage indigenous practices, galleries, archeological collections 3. Blogs
religious rites and sites and other places 5. Historical landmarks and 4. Transcript of oral
rituals, etc. where one could see UNESCO sites interview
(Weeks 15-18) cultural and heritage 6. Performances that
displays showcase traditional arts and
4. Conduct Oral interview culture
7. Fiestas and similar local
celebrations

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

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

Alvarez, 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 the conversation 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 Miffin.
Fox, Robert. (1970). The Tabon Caves Manila: National Museum.
Historical Data Papers. Philippine National Library, Microfilm Collection.
Laurel, Jose P. (1962). War Memoirs of Jose P. Laurel. Manila: Jose P. Laurel Memorial Foundation.
Mabini, Apolonario. (1969) The Philippine Revolution. Manila: National Historical Commission.
McCoy, Alfred and Alfredo Roces. (1997). Philippine Cartoons: Political Caricature of the American Era, 1900-1941. Quezon City:
Vera Reyes
Inc.
National Historical 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, Coperatives 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, Laws and Religion. Manila: Filipiniana Book Guild.
Tuazon Bobby and Oscar Evangelista. (2008). The Moro Reader: History and Contemporary Struggles of the Bangsamoro People.
Queszon City:
CenPeg Publications.
Zaide, Grgorio 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/statutes/repacts/ra1988/ra_6657_1988.html

Decreeing the Emancipation of Tenants from the Soil (P.D. No. 27).
http://www.lawphil.net/statutes/predecs/pd1972/pd_27_1972.html

Land Reform Act of 1955 (R.A. 1400).

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

Philippine Organic Act of 1902. http://www.gov.ph/constitutiions/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 sources in Philippine History. http://philhist.pbworks.com/w/page/16367040/FrontPage

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

Tidings-McDuffle 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/UsingPrimarySources#WhyUsePrimarySourcesinTeaching

READINGS IN PHILIPPINE HISTORY Supplementary 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 Philippines
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, 1493-1898. Mandaluyong: Cachos Hermanos
Inc.
Constantino, Renato. (1975). The Philippines : A Past Revisited. Quezon City: Renato Constantino.
Constantino, Renato and Letizia Constantino. (1978). The Philippines: 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 Book Store, 1979.
Friend, Theodore. (1965). Between Two Empires: The Ordeal of the Philippines, 1929-1946. New Haven: Yale University Press.
Gaing 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, Geg. (2008). A Fire on the Island: A fresh Look at the First Mass Controversy. Butuan City Historical and Cultural
Foundation, Inc.
Howell, Martha and Walter Prevenier. (2001). From Reliable Source: An Inroduction to Historical Methods. Ithaca: Cornell
University Press.
Kamow, 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, Rcardo. (1950). Rizal Beond 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.
Stanley, Peter. (1974). A Nation 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 Course Map

Readings in Philippine
G.E. Learning Outcomes History
A. INTELLECTUAL COMPETENCIES (Knowledge)
1. analyze texts (written, visual, oral, etc.) critically L
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies P
3. Use basic concepts across the domains of knowledge L
4. Demonstrate critical, analytical, and creative thinking P
B. PERSONAL AND CIVIC RESPONSIBILITIES (Values)
 1. Examine the contemporary world from both Phil. And global perspectives L
2. Takes responsibility 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 responsible and productive living O
4. Organize one’s self for lifelong learning O

Legend
L = Learned
P = Practiced
O = Opportunity to learn

READINGS IN PHILIPPINE HISTORY Rubrics

ASSESMENT RUBRIC FOR GROUP PRESENTATION (Module II)

Outstanding Very Good Good Fair/Pass Failure

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

Outstanding Very Good Good Fair/Pass Failure

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