GERONA JUNIOR COLLEGE

GERONA, TARLAC

READINGS IN PHILIPPINE HISTORY

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, 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 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 insight 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 authors background, intent (to the extent discernable), and authority on the subject; and (iii) the sources 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 authors main argument or thesis, compare points of view, identify biases, and evaluate the authors 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.).
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 Saturday for 18 weeks or 54 hours in a semester

Course Outline and Timeframe

Week Topics
1-2  Course Orientation: Grading System, Requirements
 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
3-5  Content and contextual analysis of selected primary sources, identification of the historical importance of the text, and examination of
author’s main argument and point of view
6  PRELIMS

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. City of Balintawak or Pugadlawin

 Social, political, economic, and cultural issues in Philippine history

11-14
Mandated topics:
1. Agrarian Reform Policies
2. The Philippine Constitution: 1899(Malolos) Constitution; 1935 Constitution; 1973 Constitution; 1987 Constitution
3. Taxation
12  Midterm
15-17  Critical evaluation and promotion of local and oral history museums, historical shrines, cultural performances, indigenous practices,
religious rites and rituals, etc.
18  Finals

READINGS IN PHILIPPINE HISTORY Learning Plan

 Topics Learning Outcome Methodology Resources Assessment

I. Course Orientation: 1. To determine Lecture/Discussion 1. Louis Gottschalk, Produce examples of Primary

Grading System, students’ Comparative Understanding History (pp.41- sources and the corresponding
Requirements expectations of the analysis of Primary 61; 117-170) secondary sources derived
Meaning and relevance course and Secondary 2. Howell and Prevenier, From from them
of history; distinction of 2. Create educational sources Reliable Sources, (pp. 17-68)
primary and secondary alternatives anchored 3. Santiago Alvarez, Katipunan
sources; external and to the “New and the Revolution: Memories
internal criticism; Normal” of a General, (pp.82-88)
repositories of primary 3. Evaluate primary 4. Teodoro Agoncillo, History of
sources and different sources for their the Filipino People, (pp.184-
kinds of primary sources credibility, 187)
(Weeks 1-2) authenticity, and 5. Robert Fox, The Tabon
provenance 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)

II. Content and 4. Analyze the context, Lecture/Discussion 1. Antonio Pigafetta. First 1. Graded Reporting
contextual analysis of content, and Textual analysis Voyage Around the World 2. Quizzes
selected primary sources; perspective of Small group (pp.23-48) Chronicle 3. Critical Essay about a
identification of the different kinds of discussion 2. Juan de Plasencia, Custom of primary source:
historical importance of primary sources Reporting the Tagalogs (Garcia 1979, students are to
the text; and examination 5. Determine the Film Analysis pp. 221-234) Friar account) discuss the
of the author’s main contribution of 3. Emilio Jacinto, Kartilla ng importance of the
argument and point of different kinds of Katipunan (Ricahrdson, 2013, text, the authors
view primary sources in pp.131-137) Declaration of background, the
(Week 3-6) understanding Principles context of the
Philippine history 4. Emilio Aguinaldo, Mga document, and its
7. Develop critical and Gunita ng Himagsikan (pp. contribution to
analytical skills with 78-82; 95-100;177-188; 212- understanding
exposure to primary 227) Memoirs Philippine History
sources 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
8. Corazon Aquino, President
Corazon Aquinos 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 8. Demonstrate the Lecture/Discussion 1. Antonio Pigafetta. First 1. Select one topic from
histories” controversies ability to formulate Document Analysis Voyage Around the World, the issues in
and conflicting views in arguments in favor Group Discussion (pp. 23-32) Philippine History
Philippine History or against a issue Reporting 2. Trinidad Pardo de Tavera, using primary sources
using primary Filipino Version of the Cavite and make an
a. Site of the First sources Mutiny of 1872, (Zaide 1990, argument in favor or
Mass vol. 7, pp.274-280) against with the issue.
b. Cavity Mutiny 3. Jose Monter y Vidal, Spanish 2. Reaction/Reflection
c. Retraction of Version of the Cavite Mutiny on this activity.
Rizal of 1872 (Zaide 1990, vol. 7,
d. Cry of pp 269-273)
Balintawak or 4. Rafael Izquirdo, Official
Pugadlawin Report on the Cavite Mutiny,
Weeks 7-10) (Zaide 1990, vol. 7 pp281-
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. 3301-302)
9. Santiago Alvarez, Cry of
Bahay na Toro (Zaide 1990,
vol. 8 pp 303-302)
10. Gregora 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, 9. Effectively Lecture/ Discussion Note: Students will be required to look Research Output that may be
economic and cultural communicate, using Document Analysis for primary sources on which they will in the form of a term paper,
issues in Philippine various techniques Group Reporting base their narrative and analysis of the exhibit documentary
History: and genres, historical Documentary Film topic assigned to them presentation, diorama,
Mandated topics: analysis of an event Showing webpage, and other genres
1. Agrarian or issue that could where students can express
Reform Policies help other their ideas. The output should
2. The Philippine understand the trace the evolution of the topic
Constitution: chosen topic through at least three periods.
-1899 (Malolos) 10. Propose Group members should
Constitution recommendations or collaborate to produce a
-1935 solutions to present synthesis that examines the
Constitution problems based on role of this issue in promoting/
-1973 their understanding hindering nation building, and
Constitution of root causes, and provide appropriate
-1987 their anticipation of recommendations rooted in a
Constitution future scenarios historical understanding of the
3. Taxation 11. Display the ability to issue
work in a multi-
Other sample topics disciplinary team
1. Filipino and contribute to a
Cultural group endeavor
heritage
2. Filipin- 12. Manifest interest in
American local history and
relations’ show concern in
 3. Government promoting and
peace treaties preserving the
with Muslim country’s historical
Filipinos and cultural heritage
4. Institutional
history of
schools,
corporations,
industries,
religious groups
and the like
5. Biography of a
prominent
Filipino
( Weeks 11-14)
Lecture/Discussion 1. Historical Data Papers 1. Reaction paper of the
Research in Local 2. Ereccion de Pueblos shrines, historical
libraries and local (Creation of Towns) sites, museums
V. Critical evaluation and studies centers (if 3. Museums, Local Studies already visited with
promotion of local and available) Centers documents, such as
oral history, museums, 4. Art Galleries, painting pictures etc.
historical shrines, collections 2. Select and upload
cultural performances, 5. Historical landmarks and Philippine arts and
indigenous practices, UNESCO sites culture film then try
religious rites and rituals, 6. Performances that showcase to evaluate its
etc. (Weeks 15-18) traditional arts and culture content.
7. Fiestas and similar local
celebrations

Course Requirements
1. Regular Quizzes and Drills
 2. Submit product on time
3. Individual/Group Written Reports
4. Individual/Group Reporting

Grading System:
Prelims/Midterm/Finals 30%
Class Participation (Attendance) 10%
Written Outputs/Drills 15%
Individual Reporting 20%
Product/Performance 15%
TOTAL 100%

PREPARED BY: EMEE T. PANZO SUBMITTED TO: DR. ARMANAL LIBUNAO

Instructor College Dean