Republic of the Philippines

OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION

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 the 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 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.).

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Readings in Philippine History
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 perspective 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, broad-minded, 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. Appreciate and understand the evolution of mankind, society, and government through history.
7. Propose recommendations certain political landscape to mitigate social ills .
8. Develop discipline and team work.
9. Advocate for the rebuilding and preservation of local historical sites.

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Readings in Philippine History
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. Cavity Mutiny
c. Retraction of Rizal
d. Cry of Balintawak or Pugadlawin
e. Balangiga 1901
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.

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Readings in Philippine History
READINGS IN PHILIPPINE HISTORY Learning Plan

Learning Outcomes Topics Methodology Resources Assessment

1. Evaluate primary sources I – Meaning and relevance of 1. Lecture/Discussion 1. Louis Gottschalk, 1. Produce examples of
for their credibility, history; distinction of primary 2. Library, Museum and Understanding History, primary sources and the
authenticity and and secondary sources; Archives visitation (pp. 41-61; 17-170). corresponding secondary
provenance external and internal (depends on the location 2. Howell and Prevenier, sources derived from
criticism; repositories of of the HEI) From Reliable Sources, them
primary sources, and 3. Comparative analysis of (pp. 17-68)
different kinds of primary primary and secondary 3. Santiago Alvarez.
sources. (Weeks 1-2) sources Katipunan and the
Revolution: Memoirs of a
General, (pp. 82-88).
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 Henty Scott,
Prehispanic Source
Materials for the Study of
Philippine History (pp. 90-
135).
2. Analyze the context, II – Content and contextual 1. Lecture/Discussion 1. Antonio Pigafetta. First 1. Graded Reporting
content, and perspective of analysis of selected primary 2. Library research Voyage Around the 2. Quizzes
different kinds of primary sources; identification of the 3. Textual analysis World, (pp. 23-48) 3. Critical Essay about a
sources historical importance of the 4. Small group discussion (Chronicle) particular primary source;
3. Determine the contribution text; and examination of the 5. Reporting 2. Juan de Plasencia, students are to discuss
of different kinds of primary 6. Film Analysis Customs of the Tagalogs, the importance of the text,
 sources in understanding author’s main argument and (Garcia 1979, pp. 221- the author’s background,
Philippine History point of view (Weeks 3-6) 234) (Friar Account) the context of the
4. Develop critical and 3. Emilio Jacinto, “Kartilla ng document, and its
analytical skills with Katipunan” (Richardson, contribution to
exposure to primary 2013, pp. 131-137) understanding Philippine
sources (Declaration of Principles) history
4. Emilio Aguinaldo, Mga
Gunita ng Himagsikan.
(pp. 78-82; 95-100; 177-
188; 212-227) (Memoirs)
5. 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)
6. Alfred McCoy, Political
Caricatures of the
American Era (Editorial
cartoons)
7. Commission on
Independence, Filipino
Grievances Against
Governor Wood (Zaide
1990. Vol. 11, pp. 230-
234). (Petition letter)

5. Demonstrate the ability to
formulate arguments in
favor or against a particular
issue using primary sources
8. Corazon Aquino,
President Corazon
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)
III – “One past but many 1. Lecture/Discussion 1. Antonio Pigafetta. First 1. Debate a particular issue
histories”: controversies and 2. Document analysis Voyage Around the in Philippine history
conflicting views in 3. Group discussion World, (pp. 23-32) 2. Reaction/reflection paper
Philippine History 4. Debate, round table 2. Trinidad Pardo de on a sponsored activity like
a. Site of the First discussion or symposium Tavera, Filipino Version lecture, symposium, round
Mass of the Cavity Mutiny of table discussion and the
b. Cavity Mutiny 1872, (Zaide 1990, vol. 7, like
c. Retraction of Rizal pp. 274-280)
d. Cry of Balintawak or 3. Jose Montero y Vidal,
Pugadlawin Spanish Version of the
e. Balangiga 1901 Cavity Mutiny of 1872
(Weeks 7-10) (Zaide 1990, vol. 7, pp.
269-273)
4. Rafael Izquirdo, Official
Report on the Cavite
Mutiny, (Zaide 1990 vol.
7, pp. 281-286)
5. Ricardo P. Garcia, The
Great Debate: The Rizal
Retraction (pp. 9-19; 31-
43)

6. Effectively communicate,
using various techniques
and genres, historical
analysis of a particular
event or issue that could
help others understand the
chosen topic
7. Propose recommendations
or solutions to present day
problems based on their
understanding of root
causes, and their
6. Jesus Ma. Cavanna,
Rizal’s Unfading Glory
(pp. 1-52)
7. Ricardo R. Pascual, Rizal
Beyond 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. Gregorio de Jesus,
Version of the First Cry,
(Zaide 1990, vol. 8, pp.
305-306
11. Guillermo Masangkay,
Cry of Balintawak (Zaide
1990, vol. 8, pp. 307-309)
IV – Social, political, 1. Lecture/Discussion Note: Students will be 3. Research output that may
economic and cultural 2. Library and Archival required to look for primary be in the form of a term
issues in Philippine history: research sources on which they will paper, exhibit,
Mandated topics: 3. Document analysis base their narrative and documentary
1. Agrarian Reform 3. Group reporting analysis of the topic assigned presentation, diorama,
Policies 4. Documentary Film to them webpage, and other
a. History AR Showing 1. De leon genres where students
b. Ra 6657 (salient 2. Lazo can express their ideas.
feature) The output should trace
c. LR vs AR the evolution of the
d. CARP (salient chosen topic through at
feature) least three periods.
Group members should
 anticipation of future 2. The Philippine collaborate to produce a
scenarios Constitution: synthesis that examines
8. Display the ability to work in a. Brief History of the the role of this issue in
a multi-disciplinary team evolution of 4 promoting/hindering
and contribute to a group Constitutions nation building, and
endeavor b. National Territory provide appropriate
1.issues /cases recommendations rooted
c. Declaration of State in a historical
Principles & Policies ( case understanding of the
–based) issue
d. Bill of Rights
(prominent case and
pressing issues )
e. Branches of Gov’t.
1. check & balances
2. prohibited &
forbidden office
f. Constitutional
Commissions
g. Accountability of
Public Officer

3.Taxation
a. Principles and
Limitation of Taxation
b. Different kinds of
Taxation

(Weeks 11-14)
9. Manifest interest in local V – Critical evaluation and 1. Lecture/Discussion 1. Historical Data Papers 1. Reaction paper or critique
history and show concern in promotion of local and oral 2. Ereccion de Pueblos of the shrines, historical
promoting and preserving history, museums, historical (Creation of Towns)
 the country’s historical and shrines, cultural 2. Research in Local libraries 3. Museums, Local Studies sites, museums the
cultural heritage performances, indigenous and Local Studies Centers Centers students visited
practices, religious rites and (if available) 4. Art Galleries, Painting 2. Letter to the editor
rituals, etc. 3. Tour in local museums, collections 3. Blogs
a. Leyte Capitol Bldg historical sites, art 5. Historical landmarks and 4. Transcript of oral
b. San Juanico Bridge galleries, archeological UNESCO sites interview
c. Madonna of Japan sites, and other places 6. Performances that
d. Pres. Osmena where one could see showcase traditional arts
Residence ( cultural and heritage and culture
Redona Residence displays 7. Fiestas and similar local
e. McArthur Memorial 4. Conduct Oral interview celebrations
Park
f. Hill 120
g. SANGYAW vs
Pintados (Tac
Fiesta Celebration )

(Weeks 15-18)

READINGS IN PHILIPPINE HISTORY Course Map

G. E. Learning Outcomes Readings in Philippine

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
B. PERSONAL AND CIVIC RESPONSIBILITIES (Values)
1. Examine the contemporary world from both Philippines 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
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