Republic of the Philippines

OFFI¢E OF THE PRESIDENT

CONNISSION 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 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
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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, 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
S. Demonstrate the ability to use primary sources to argue in favor or against a particular issue

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 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.

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READINGS IN PHILIPPINE HISTORY Learning Plan

Learning Topics Methodology Resources Assessment

Outcomes
1. Evaluate l - Meaning and 1 Lecture/Discussion 1. Louis Gottschalk, 1. Produce
primary relevance of 2. Library, Museum Understanding History, examples of
sources for history; distinction and Archives (pp. 41-61; 117-170). primary sources
their credibility, of primary and visitation (depends 2. Howell and Prevenier, and the
authenticity, secondary sources; on the location of From Reliable Sources, corresponding
and external and the HEI) (pp. 17-68) secondary
provenance internal criticism; 3. Comparative 3. Santiago Alvarez, sources derived
repositories of analysis of primary Katipunan and the from them
primary sources, and secondary Revolution: Memoirs of a
and different kinds sources General, (pp. 82-88).
of primary sources. 4. Teodoro Agoncillo, History
(Weeks 1-2) 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, contextual analysis 2. Library research Voyage Around the World, 2. Quizzes
content, and of selected primary 3. Textual analysis (pp. 23-48) [Chronicle] 3. Critical Essay

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Learning Topics Methodology Resources Assessment
Outcomes
perspective of sources; 4. Small group 2. Juan de Plasencia, about a particular
different kinds identification of the discussion Customs of the Tagalogs, primary source:
of primary historical 5. Reporting (Garcia 1979, pp. 221-234) students are to
sources importance of the 6. Film Analysis (Friar account] discuss the
text; and 3. Emilio Jacinto, “Kartilla ng importance of the
3. Determine the examination of the Katipunan” (Richardson, text, the author’s
contribution of author’s main 2013, pp. 131-137) background, the
different kinds argument and point [Declaration of Principles] context of the
of primary of view (Weeks 3- 4. Emilio Aguinaldo, Mga document, and its
sources in 6) Gunita ng Himagsikan. contribution to
understanding (pp. 78-82; 95-100; 177- understanding
Philippine 188; 212-227) [Memoirs] Philippine history
history 5. National Historical Institute
(1997). Documents of the
4. Develop 1898 Declaration of
critical and Philippine Independence,
analytical skills The Malolos Constitution
with exposure and the First Philippine
to primary Republic. Manila: National
sources 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
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Learning Topics Methodology Resources Assessment
Outcomes
1990, vol. 11, pp. 230-
234). [Petition letter]
8. Corazon Aquino,
President Corazon
Aguino’s Speech before
the U.S. Congress Sept.
18, 1986 [Speech]
9. Raiders of the Sulu Sea

10. Works of Luna and

Amorsolo [Paintings]
S. Demonstrate Ill — "One past but 1. Lecture/Discussion 1. Antonio Pigafetta. First 1. Debate a
the ability to many histories”: 2. Document analysis Voyage Around the World, particular issue in
formulate controversies and 3. Group discussion (pp. 23-32) Philippine history
arguments in conflicting views in 4. Debate, round 2. Trinidad Pardo de Tavera,
favOr or Philippine history table discussion or Filipino Version of file 2. Reaction/reflection
against a a. Site of the First symposium Cavite Mutiny of 1872, paper on a
particular Mass (Zaide 1990, vOl. 7, pp. sponsored activity
issue using b. Cavite Mutiny 274-280) like lecture,
primary c. Retraction of 3. Jose Montero y Vidal, symposium, round
sources Spanish Version of the table discussion,
Rizal Cavite Munity of 1872 and the like
d. Cry of Balintawak (Zaide 1990, vOl. 7, pp.
or Pugadlawin 269-273)
(Weeks 7-10) 4. Rafael Izquirdo, Official
Report on the Cavite
Mutiny, (Zaide 1990, vOl. 7,
pp. 281-286)

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Learning Topics Methodology Resources Assessment
Outcomes
5. Ricardo P. Garcia, The
Grea/ Debate.’ The Rizal
Retraction (pp. 9-19; 31-
43)
6. Jesus Ma. Cavanna,
Rizal’s Unfading G/on,
(pp. 1-52)
7. Ricardo R. Pascual, Rizal
Beyond the Grave, (pp. 7-
36)
8. Pio Valenzuela, Cry o/'
Pugadlawin, (Zaide 1990,
vol. 8, pp.301-302)
9. Santiago Alvarez, Cry o/'
Bahay Toro (Zaide 1990,
vol. 8, pp. 303-304)
10. Gregoria de Jesus,
Version of the First Cry,
(Zaide 1990, vol. 8, pp.
305-306)
11. Guillermo Masangkay,
Cry of Balintawak (Zaide
0 o , 307 309)
6. Effectively IV — Social, political, 1. Lecture/Discussion Note: Students will be 1. Research output
communicate, economic and 2. Library and required to look for primary that may be in the
using various cultural issues in Archival research sources on which they will form of a term
techniques Philippine history: 3. Document analysis base their narrative and paper, exhibit,
and genres, 4. Group reporting analysis of the topic assigned documentary

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 Learning Topics Methodology Resources Assessment
Outcomes
historical Mandated topics. 5. Documentary Film to them presentation,
analysis of a 1. Agrarian Reform Showing diorama, webpage,
particular Policies and other genres
event or issue 2. The Philippine where students
that could Constitution: can express their
help others - 1899 (Malolos) ideas. The output
understand Constitution should trace the
the chosen - 1935 Constitution evolution of the
topic; - 1973 Constitution chosen topic
- 1987 Constitution through at least
7. Propose 3. Taxation three periods.
recommendati Group members
ons or Other sample topics: should collaborate
solutions to 1. Filipino Cultural to produce a
present day heritage synthesis that
problems 2. Filipino-American examines the role
based on their relations of this issue in
understanding 3. Government promoting/hinderin
of root causes, peace treaties g nation building,
and their with Muslim and provide
anticipation of Filipinos appropriate
future 4. Institutional recommendations
scenarios history of rooted in a
schools, historical
8. Display the corporations, understanding of
ability to work industries, the issue
in a multi- religious groups,
disciplinary and the like.
team and 5. Biography of a
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Learning Topics Methodology Resources Assessment
Outcomes
contribute to a prominent Filipino
group (Weeks 11-14)
endeavor
9. Manifest
interest in local V. Critical evaluation 1. Lecture/Discussion 1. Historical Data Papers 1. Reaction paper or
history and and promotion of 2. Research in Local 2. Ereccion de Pueblos critique of the
show concern local and oral libraries and Local (Creation of Towns) shrines, historical
in promoting history, museums, Studies Centers (if a. Museums, Local Studies sites, museums
and preserving historical shrines, available) Centers the students
the country’s cultural 3 Tour in local a. Art Galleries, Painting visited
historical and performances, museums, collections 2. Letter to the editor
cultural indigenous historical sites, art s. Historical landmarks and 3. Blogs
heritage practices, galleries, UNESCO sites 4. Transcript of oral
religious rites and archeological sites 6. Performances that interview
rituals, etc. and other places showcase traditional arts
(Weeks 15-18) where one could and culture
see cultural and z. Fiestas and similar local
heritage displays celebrations
4. Conduct Oral
interview

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READINGS IN PHILIPPINE HISTORY Course Map

Readings In
G.E. Learning Outcomes 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
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
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