Republic of the Philippines

City Government of Bago

BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101

Outcome-Based Education (OBE) Course Design / Syllabus in BAC 103

Introduction to the Study and Writing of History

Vision of Bago City College: Bago City College as the center of quality tertiary education is geared towards the development of individual’s capabilities, produce graduates who will improve their
standards of living and be conscientious agents of heritage and natural resources, responsive to the demands of local, national and global communities.

Mission of Bago City College: Bago City College is committed to provide education, develop graduates with ethical and moral values who are innovative, service-oriented and globally
competitive.

Goals of Bago City College: Provide a strong training ground in various academic and technical programs. Enhance knowledge and skills through competence assessment. Establish job linkages
with industries for exposure and training of students in their chosen fields. Train and produce graduates who can provide skills and expertise in their respective field. Provide more opportunities
for alumni to be a part of a competent pool of professionals in nation-building.

College of Arts Mission, Vision, and Objectives

Mission: The College of Arts is committed to prepare the individual to be competent in his area of discipline, self-reliant, and imbued with the right values, and actively involved in the total
development of oneself and of the society wherein he a member.

Vision: The College of Arts foresees the resurgence of the appreciation for the arts and its allied fields and is committed to meet its demands

Philosophy: The College of Arts shall judiciously cater to the demand for a strong Liberal Arts Education.

Goal: The College of Arts envisions to produce disciplined and self-reliant individuals imbued with the right values who are expert in their fields.

Objectives:
The College of Arts aims to:
1. Provide competent instruction in one’s area of discipline and allied fields;
2. Develop every individual’s full potential through varied and wholesome experiences and opportunities to enhance one’s growth; and
3. Imbue every individual with the right values, attitude, and a strong belief in one Supreme Being.

Core Values: Artistic – Reliable – Trustworthy – Integrity – Articulate – Nimble – Steadfast

 Course Name HISTORICAL METHODOLOGY

Course Credit 3 Hours

This course is a core course which focuses on the historical method as a tool for research. It intends to train history majors how to formulate and
develop research questions; expose them to the different sources of historical information that could be used in reconstructing the past and teach them
to evaluate the credibility and authenticity of sources. It also endeavors to instruct the students how to organize historical information that they culled
Course Description
out from the sources. Finally, the course aims to guide the history majors how to develop a research plan that reflects the use of sound historical
methodology

Contact Hours/ Week 54 Hours

Prerequisite none
The learner has reliably demonstrated the ability to:

1. Examine human activity in a wide variety of periods and places from a historical perspective
2. Understand the complexity of historical explanation, including concepts of causation, contingency, convergence and individual
agency
Course Outcomes 3. Learn how to use library and electronic research to gather an appropriate array of documents as evidence about historical events
or movements
4. Understand the relationship between historical thinking concepts.
5. Relate the role of history in asserting national identity.
6. Write a research paper out of the data gathered and analyzed from different sources for pre-assigned topic.

COURSE OUTLINE AND TIME FRAMES

Week 1 Unit 1 - Orientation
Week 2-3 Unit 2 – Why Study History?
Week 4-7 Unit 3 – Facts and Historical Reconstruction
Week 8-10 Unit 4 – Historical Thinking
Week 11-12 Unit 5 - Sources
Week 13-15 Unit 6 – Reading History
Week 16-18 Unit 7 – Writing History
Learning Plan
 Teaching and Learning
Intended Learning Outcomes Course Content/ Subject Assessment of Tasks Resource Time
Textbooks/ References Activities
(ILO) Matter (ATs) Materials Table
(TLAs)
At the end of the Unit, the Unit 1 Syllabus  Group Discussion:  Using a rubric: Piece of paper 3 hours
students must have:
Orientation Discuss additional policies to pen
Write an essay:
1. Discussed the course, its be applied in the duration of
requirements and the 1. Introduction to the the course What are your
classroom policies. course expectations of the
1.1. Defined terms that 2. The course
following:
are related to the requirements
course a. The grading
 The teacher
1.2. Written and set system
proper expectations b. Getting to know  The class
2. Written an essay about you  The course
their expectations of the (introductions)
teacher, the class and the 3. House rules
course

At the end of the Unit, the
students must have:
1. Identified the purpose and
uses of history in their
lives
2. Written a reflection why
they chose to study
History
Unit 2 https://www.worldcat.org  Group Discussion:  Using a rubric: Piece of paper 6 hours
/title/methods-and-skills-
Why Study History? of-history-a-practical- Students will be grouped Pen
Presentation of
guide/oclc/981925191/ into 4 groups. They will
a. The Uses of History group outputs
discuss the purpose and
b. History and the viewport
uses of history that they can
modern world Write a reflection:
observe in their daily lives
Why did you choose to
study History?

At the end of the Unit, the
students must have:
1. Explained the role of
historians in
reconstructing History
Unit 3
Facts and Historical
Reconstruction
a. The Nature of History
https://www.worldcat.org  Brainstorming  Using a rubric: Piece of paper 9 hours
/title/methods-and-skills-
of-history-a-practical- The students will be Pen
Presentation of
grouped into 4 groups. Each
guide/oclc/981925191/ group outputs
viewport group will be given a
Summary
 2. Constructed a summary of
the essentials for
reconstructing History
At the end of the Unit, the
students must have:
1. Investigated concepts of
historical thinking such as
change, continuity and
causality in the pursuit of
historical scholarship
2. Constructed an
interconnecting diagram
showing the relationship
of each concepts to each
other
At the end of the Unit, the
students must have:
1. Distinguished the
differences between
primary, secondary and
tertiary sources
2. Interviewed a primary
source about a chosen
topic and summarize the
data gathered
b. Reconstructing particular topic to discuss in Each group will construct
History class a summary of the
essentials for
reconstructing History
Unit 4 https://www.worldcat.org  Think-Pair-Share  Using a rubric: Piece of paper 9 hours
/title/methods-and-skills-
Historical Thinking of-history-a-practical- Let the students find a pair By pair, make an Pen
guide/oclc/981925191/ and discuss the relationship interconnecting diagram
a. Continuity and
viewport of each of the concepts of showing the relationship
Change
historical thinking of each concepts to each
b. Multiple Causality in
other
History
c. Historical Context
Unit 5 https://www.worldcat.org  Single Round Robin  Using a rubric: Piece of paper 9 hours
/title/methods-and-skills-
Sources of-history-a-practical- Group the class into 5 Pen
Presentation of
guide/oclc/981925191/ members each group. Each
a. Primary group outputs Recorder
member will describe the
b. Secondary viewport
sources. The last member of
c. Tertiary
the group will share the
d. Analysis
differences of each source
cited.
 Interview Data Analysis
The class will be grouped Each group will
into 4 groups. They will summarize the data
interview a primary source gathered from interview
about a topic they will and report it in class
choose.
At the end of the Unit, the
students must have:
Reading History
1. Cited the importance of
the libraries as primary
source of information
2. Created a bibliography
observing standard
citation format.
Unit 6 https://www.worldcat.org  Research Work  Using a rubric: 9 hours
/title/methods-and-skills-
of-history-a-practical- The students will be Presentation of
guide/oclc/981925191/ grouped into 4 groups and
a. Libraries outputs
viewport go to the library. Each pair
 Real will be assigned a topic to
 Virtual research on. Then, make a
b. Reading History simple bibliography
observing standard citation
format.

At the end of the Unit, the Unit 7 https://www.worldcat.org  Interview  Using a rubric: 9 hours
students must have: /title/methods-and-skills-
Writing History of-history-a-practical- The students previously Presentation of
1. Gathered supplementary guide/oclc/981925191/ grouped into 4 will gather
a. Outlining paper and other data
data for the previous additional data for the topic
b. Organization of Data viewport
research assignment assigned.
2. Written a simple paper c. Grammar
out of the data gathered  Writing a paper
from previous research
The students previously
assignment
grouped into 4 will write a
simple paper out of the data
gathered from previous
research assignment

Suggested
Readings and
References Course Syllabus in Introduction to the Study and Writing of History

https://www.worldcat.org /title/methods-and-skills-of-history-a-practical-guide/oclc/981925191/ viewport

https://www.odu.edu/content/dam/odu/col-dept/History/Documents/201-syllabus-sample-2-finley-croswhite.pdf
https://www.history.ox.ac.uk/historical-methods
https://www.tandfonline.com/toc/vhim20/current
https://libguides.usc.edu/humanitiesresearch/historical
 https://shodhganga.inflibnet.ac.in/bitstream/10603/173433/8/08_chapter%203.pdf
http://methods.sagepub.com/reference/the-sage-encyclopedia-of-social-science-research-methods/n399.xml
https://historicalthinking.ca/historical-thinking-concepts
http://ddceutkal.ac.in/Syllabus/MA_Education/Education_Paper_5_history.pdf
https://andrewpegoda.com/2014/03/04/the-nature-of-history-and-the-history-of-history/
https://www.giffordlectures.org/books/history-and-eschatology/ix-nature-history-b
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ab33
http://www.citationmachine.net/the-historical-journal
https://calvin.edu/dotAsset/790dc0cf-df9a-4430-bff9-a406776c8ff9
http://openaccess.uoc.edu/webapps/o2/bitstream/10609/321/1/12824.pdf
https://www.researchgate.net/publication/290135764_Virtual_Worlds_Real_Libraries_Librarians_and_Educators_in_Second_Life_and_Other_Multi-
User_Virtual_Environments

Course Oral and Written Reports

Requirements
Periodical Examination

Grading Class Standing (Quizzes, Attendance, Participation (Performance based),

System Assignments, Projects, Oral Reports) : 40%
Examinations (Written/Performance) : 40%
Out Put 20%
TOTAL 100%

Prelim Grade : 30%

Midterm Grade : 30%
Final Grade : 40%
Grade 100%
Classroom Be Punctual
Policies 15 minutes late is considered Absent
3 Late is equivalent to one absent
6 absences is considered DROPPED
Observe deadlines in submitting the different requirements
Bring your own materials (ball pen, papers, etc.)