READINGS IN PHILIPPINE HISTORY

REVISED GENERAL EDUCATION PROGRAM

COURSE SYLLABUS

Course Code: PHILHIST

Course Title: READINGS IN PHILIPPINE HISTORY
Course Credit: 3 units
Prerequisite(s):None
Type of Course: General Education Institutional Requirement

Course Description:

Philippine History viewed from the lens of selected primary sources in different periods, analysis and interpretations.

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

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

COURSE OUTCOMES: On completion of this course, you should have:

KNOWLEDGE

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

2. Analyzed the context, content, and perspective of different kinds of primary sources.
3. Determined the contribution of different kinds of primary sources in understanding Philippine history.
SKILLS

4. Developed critical and analytical skills with exposure to primary sources.

5. Demonstrated the ability to use primary sources to argue in favor or against a particular issue.
6. Effectively communicated, using various techniques and genres, the historical analysis of a particular event or issue that could help others
understand the chosen topic.

VALUES

7. Proposed recommendations / solutions to present-day problems based on their nunderstanding of root causes and their anticipation of future
scenarios.
8. Displayed the ability to work in a team and contribute to group project.
9. Manifested interest in local history and concern in promoting and preserving our country’s national patrimony and cultural
heritage.

LEARNING PLAN
Week and No.
Topics Learning Outcomes Assessment Methods and Resources
of Hours

Week 1 Meaning and Evaluate primary sources for Produce examples of primary Lecture/Discussion
relevance of history; their credibility, authenticity, sources and the corresponding
3 hours Library, Museum and
distinction of primary and provenance. secondary sources derived from
Archives visitation (National
and secondary them. Library, National Museum,
sources; external and etc.)
Critical Essay using examples
internal criticism;
repositories of primary historical videos / “documentary” Comparative analysis of
in social media that violate the primary and secondary
sources; and different
proper use of historical sources. sources.
kinds of primary
sources.
Sources:
1. Louis Gootschalk,
Understanding History
(pp. 41-61; 117-170)
2. Howell and Prevenier,
From Reliable Sources
(pp. 17-68)
3. Santiago Alvares,
Katipunan and the
Revolution:Memoirs of
a General, (pp. 82-88)
4. Teodoro Agoncillo,
History of the Filipino
People, (pp. 184-187)
Robert Fox, The Tabon
Caves, (pp. 40-44; 109-
119) Human remains
artifacts.
5. William Henry Scott,
Prehispanic Source
Materials for the
Week and No.
Topics Learning Outcomes Assessment Methods and Resources
of Hours

Week 1 Meaning and Evaluate primary sources for Produce examples of primary Lecture/Discussion
relevance of history; their credibility, authenticity, sources and the corresponding
3 hours Library, Museum and
distinction of primary and provenance. secondary sources derived from
Archives visitation (National
and secondary them. Library, National Museum,
sources; external and etc.)
Critical Essay using examples
internal criticism;
repositories of primary historical videos / “documentary” Comparative analysis of
in social media that violate the primary and secondary
sources; and different
proper use of historical sources. sources.
kinds of primary
sources.
Sources:
1. Louis Gootschalk,
Understanding History
(pp. 41-61; 117-170)
2. Howell and Prevenier,
From Reliable Sources
(pp. 17-68)
3. Santiago Alvares,
Katipunan and the
Revolution:Memoirs of
a General, (pp. 82-88)
4. Teodoro Agoncillo,
History of the Filipino
People, (pp. 184-187)
Robert Fox, The Tabon
Caves, (pp. 40-44; 109-
119) Human remains
artifacts.
5. William Henry Scott,
Prehispanic Source
Materials for the
Week and No.
Topics Learning Outcomes Assessment Methods and Resources
of Hours

Week 1 Meaning and Evaluate primary sources for Produce examples of primary Lecture/Discussion
relevance of history; their credibility, authenticity, sources and the corresponding
3 hours Library, Museum and
distinction of primary and provenance. secondary sources derived from
Archives visitation (National
and secondary them. Library, National Museum,
sources; external and etc.)
Critical Essay using examples
internal criticism;
repositories of primary historical videos / “documentary” Comparative analysis of
in social media that violate the primary and secondary
sources; and different
proper use of historical sources. sources.
kinds of primary
sources.
Sources:
1. Louis Gootschalk,
Understanding History
(pp. 41-61; 117-170)
2. Howell and Prevenier,
From Reliable Sources
(pp. 17-68)
3. Santiago Alvares,
Katipunan and the
Revolution:Memoirs of
a General, (pp. 82-88)
4. Teodoro Agoncillo,
History of the Filipino
People, (pp. 184-187)
Robert Fox, The Tabon
Caves, (pp. 40-44; 109-
119) Human remains
artifacts.
5. William Henry Scott,
Prehispanic Source
Materials for the
Week and No.
Topics Learning Outcomes Assessment Methods and Resources
of Hours

Week 1 Meaning and Evaluate primary sources for Produce examples of primary Lecture/Discussion
relevance of history; their credibility, authenticity, sources and the corresponding
3 hours Library, Museum and
distinction of primary and provenance. secondary sources derived from
Archives visitation (National
and secondary them. Library, National Museum,
sources; external and etc.)
Critical Essay using examples
internal criticism;
repositories of primary historical videos / “documentary” Comparative analysis of
in social media that violate the primary and secondary
sources; and different
proper use of historical sources. sources.
kinds of primary
sources.
Sources:
1. Louis Gootschalk,
Understanding History
(pp. 41-61; 117-170)
2. Howell and Prevenier,
From Reliable Sources
(pp. 17-68)
3. Santiago Alvares,
Katipunan and the
Revolution:Memoirs of
a General, (pp. 82-88)
4. Teodoro Agoncillo,
History of the Filipino
People, (pp. 184-187)
Robert Fox, The Tabon
Caves, (pp. 40-44; 109-
119) Human remains
artifacts.
5. William Henry Scott,
Prehispanic Source
Materials for the
Week and No.
Topics Learning Outcomes Assessment Methods and Resources
of Hours

Week 1 Meaning and Evaluate primary sources for Produce examples of primary Lecture/Discussion
relevance of history; their credibility, authenticity, sources and the corresponding
3 hours Library, Museum and
distinction of primary and provenance. secondary sources derived from
Archives visitation (National
and secondary them. Library, National Museum,
sources; external and etc.)
Critical Essay using examples
internal criticism;
repositories of primary historical videos / “documentary” Comparative analysis of
in social media that violate the primary and secondary
sources; and different
proper use of historical sources. sources.
kinds of primary
sources.
Sources:
1. Louis Gootschalk,
Understanding History
(pp. 41-61; 117-170)
2. Howell and Prevenier,
From Reliable Sources
(pp. 17-68)
3. Santiago Alvares,
Katipunan and the
Revolution:Memoirs of
a General, (pp. 82-88)
4. Teodoro Agoncillo,
History of the Filipino
People, (pp. 184-187)
Robert Fox, The Tabon
Caves, (pp. 40-44; 109-
119) Human remains
artifacts.
5. William Henry Scott,
Prehispanic Source
Materials for the
Week and No.
Topics Learning Outcomes Assessment Methods and Resources
of Hours

Week 1 Meaning and Evaluate primary sources for Produce examples of primary Lecture/Discussion
relevance of history; their credibility, authenticity, sources and the corresponding
3 hours Library, Museum and
distinction of primary and provenance. secondary sources derived from
Archives visitation (National
and secondary them. Library, National Museum,
sources; external and etc.)
Critical Essay using examples
internal criticism;
repositories of primary historical videos / “documentary” Comparative analysis of
in social media that violate the primary and secondary
sources; and different
proper use of historical sources. sources.
kinds of primary
sources.
Sources:
1. Louis Gootschalk,
Understanding History
(pp. 41-61; 117-170)
2. Howell and Prevenier,
From Reliable Sources
(pp. 17-68)
3. Santiago Alvares,
Katipunan and the
Revolution:Memoirs of
a General, (pp. 82-88)
4. Teodoro Agoncillo,
History of the Filipino
People, (pp. 184-187)
Robert Fox, The Tabon
Caves, (pp. 40-44; 109-
119) Human remains
artifacts.
5. William Henry Scott,
Prehispanic Source
Materials for the
CURRICULUM MAP: TOPICS AND GE LEARNING OUTCOMES
GE Learning Outcome 1: GE Learning Outcome 2: GE Learning Outcome 3:
Course Topic Intellectual competencies Personal and civic competencies Practical responsibilities

A. Meaning and relevance of L P P

history; distinction of primary and
secondary sources; external and
internal criticism; repositories of
primary sources; and different
kinds of primary sources.

B. Content and contextual L P P

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.

C. “One past but many

histories”: controversies and
L P P
conflicting views in Philippine
history.

a. Site of the First mass

b. Cavite Mutiny

c. Retraction of Rizal

d. Cry of Balintawak or

D. Social, political, economic and L P P

cultural issues in Philippine
history.

Mandated topics:
1.Agrarian Reform Policies
2. The Philippine Constitution:
1898 (Malolos); 1935
Constitution; 1973 Constitution;
1987 Constituion
3. Taxation

Other sample topics:

1.Filipino cultural heritage.
2. Filipino-American relations
3. Government peace treaties
with Muslim Filipinos
4. Institutional history of schools,
corporations, industries, religious
groups and the like.
5. Biography of a prominent
Filipino.

E. Critical evaluation and

promotion of local and oral
history, museums, historical L P P
shrines, cultural performances,
indigenous practices, religious
rites and rituals, etc.

Legend: L – learned in the course, P – practiced in the course, O – not yet learned/practiced but the opportunity to do so exists
CURRICULUM MAP: TOPICS AND COURSE OUTCOMES
Course Outcomes Knowledge Skills Values
Course Topic 1 2 3 4 5 6 7 8
A. . Meaning and relevance of history; distinction of L L L L P L P P
primary and secondary sources; external and internal
criticism; repositories of primary sources; and different kinds
of primary sources.

B. Content and contextual analysis of selected primary L L L L P L P P

sources; identification of the historical importance of the
text; and examination of the author’s main argument and
point of view.

C. “One past but many histories”: controversies and L L L L P L P P

conflicting views in Philippine history.

a. Site of the First mass

b. Cavite Mutiny

c. Retraction of Rizal

d. Cry of Balintawak

D. Social, political, economic and cultural issues in L L L L P L P P

Philippine history.

Mandated topics:
1.Agrarian Reform Policies
2. The Philippine Constitution: 1898 (Malolos); 1935
Constitution; 1973 Constitution; 1987 Constituion
3. Taxation

Other sample topics:

1.Filipino cultural heritage.
2. Filipino-American relations
3. Government peace treaties with Muslim Filipinos
4. Institutional history of schools, corporations, industries,
religious groups and the like.
5. Biography of a prominent Filipino.

E. Critical evaluation and promotion of local and oral history, L L L L P L P P

museums, historical shrines, cultural performances,
indigenous practices, religious rites and rituals, etc.

Legend: L – learned in the course, P – practiced in the course, O – not yet learned/practiced but the opportunity to do so exists

CURRICULUM MAP: TOPICS AND BenEx

BenEx FAITH SERVICE COMMUNION

With Appreciative One with the
God- Creative & Socially Professionally
COURSE TOPIC centered Innovative Responsible
of Individual
Excellent
Integrity Worth Plight of the Poor

A.Meaning and relevance of P P L O P L O

history; distinction of primary and
secondary sources; external and
internal criticism; repositories of
primary sources; and different
kinds of primary sources.

B. Content and contextual P P L O P L O

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.

C. . “One past but many P P L O P L O

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

D. . Social, political, economic P P P O P L O

and cultural issues in Philippine
history.

Mandated topics:
1.Agrarian Reform Policies
2. The Philippine Constitution:
1898 (Malolos); 1935
Constitution; 1973 Constitution;
1987 Constituion
3. Taxation
 Other sample topics:
1.Filipino cultural heritage.
2. Filipino-American relations
3. Government peace treaties
with Muslim Filipinos
4. Institutional history of schools,
corporations, industries, religious
groups and the like.
5. Biography of a prominent
Filipino.

E. Critical evaluation and P P P O P L O

promotion of local and oral
history, museums, historical
shrines, cultural performances,
indigenous practices, religious
rites and rituals, etc.

Legend: L – learned in the course, P – practiced in the course, O – not yet learned/practiced but the opportunity to do so exists

References
1. Louis Gootschalk, Understanding History (pp. 41-61; 117-170)
2. Howell and Prevenier, From Reliable Sources (pp. 17-68)
3. Santiago Alvares, Katipunan and the Revolution:Memoirs of a General, (pp. 82-88)
4. Teodoro Agoncillo, History of the Filipino People, (pp. 184-187)
Robert Fox, The Tabon Caves, (pp. 40-44; 109-119) Human remains artifacts.
5. William Henry Scott, Prehispanic Source Materials for the Study of Philippine History, (pp.90-135)
6. Antonio Pigafetta, First Voyage Around the World, (pp. 23-48)[Chronicle]
7. Juan de Plasencia, Customs of the Tagalogs, (Garcia 1979, pp. 221-234) [Friar Account]
3. Emilio Jacinto, Kartilla ng Katipunan (Richardson 2013, pp. 131-137) [Declaration of Principles}
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, 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]
8. Corazon Aquino, President Corazon Aquino’s Speech before the US Congress, September 18, 1986 [Speech]
9. Raiders of the Sulu Sea (Film)
10. Works of Luna and Amorsolo [Paintings]
Antonio Pigafetta. First Voyage Around the World, (pp. 23-32)
2. Trinidad Pardo de Tavera, Filipino Version of the Cavite Mutiny of 1872, (Zaide 1990, vol. 7, pp. 274-280)
3. Jose Montero y Vidal, Spanish Version of the Cavite Mutiny of 1872, (Zaide 1990, vol. 7, pp. 269-273)
4. Rafael Izquirdo, Official Report of 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. 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. Guillermo Masangkay, Cry of Balintawak (Zaide 1990, vol. 8, pp. 307-309)