Course Title: Readings in Philippine History

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

Learning Outcomes
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
4. Demonstrate the ability to use primary sources to argue in favor or against a particular
issue
5. Demonstrate the ability to use primary sources to argue in favor or against a particular
issue
6. Effectively communicate, using various technique 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 roots causes and their anticipations of future scenarios
8. Manifest interest in local history and concern in promoting and preserving our country’s
national patrimony and cultural heritage.

Note on Sessions .This syllabus is designed to mix synchronous, asynchronous ,online and
face to face modes .While the textbooks authors recommended which lessons are
synchronous and asynchronous ,the decision is still left to the instructors based on the
available resources of the student .
Note on Assessment. The authors do not recommend quizzes and exams to asses students
learning .Readings in Philippine History ,as a course ,focuses on developing skills beyond
rote memorization .The ultimate manifestation of learning should be writing ,where
students extrapolate based on reflective themes and distill their ideas through
narrative ,We recommend the creation of students portfolio ,where students upload their
writing that makes up an online portfolio .We recommend the use of free online platforms
such as Edublogs for this purpose .

Main Text ..Candelaria ,J.L.& Alporha , V.C. (2018) . Reading in Philippine History .Quezon
City :Rex Bookstore ,Inc.
 Lesson 1. What is History? (Synchronous)
Objectives
By the end of this lesson, students will be able to :

 Understand the meaning of history as an academic discipline and to be familiar with

its underlying philosophy and methodology ,and
 Apply the knowledge in historical methods and philosophy in assessing and
analyzing existing historical narratives .

Topic /Discussion
1. Definition and Subject Matter
2. Questions and Issues in History

Learning Experiences
1. Lecture
2. Youtube Viewing. What’s the Difference Between History and the Past?
Assessment Tools
1. Online Portfolio Writing Prompt .In 200 words or more ,write an essay that reflects on
the theme “The use and importance of History to my Life”
2. Primary and Secondary Sources . Each student shall provide an example of one
primary and one secondary source .Provide a 200 word description for each sources .

Lesson 2 : History ,The Historian ,and Historical Sources (Asynchronous )

Objectives
By the end of this lesson ,students will be able to :
 To understand the role and task of the historian
 To examine and asses the value of historical evidence and sources critically

Topic /Discussion
1. History and the Historian
2. Historical Sources
Learning Experiences
Online lecture/video on demand by Reading in Philippine History Author ,Veronica Alporha .
Assessment Tools
1. Online Portfolio Writing Prompt. In 200 words or more ,write an essay that reflects on
the relationship between the task and the responsibility of the historian .
2. Zoom Report: A historians Life . In groups ,students will conduct a group report on the
life and work of one Filipino Historian .

Lesson 3. Context and Content Analysis A (Synchronous)

Objectives
By the end of this lesson ,students will be able to :

 Understand and differentiate the different kinds of criticism of primary sources .

 Identify the context behind primary documents
 Juxtapose the content of primary sources alongside context ,and
 Interpret primary sources by examining the content and context of the document

Topic /Discussion
1. Context and Content Analysis
2. A Brief Summary of the First Voyage Around the World by Magellan
Learning Experiences
1. Group discussion
2. Lectures
Assessment Tools
1. Online Portfolio Writing Prompt. In 200 words or more ,write an essay that reflects on
the observation of Pigafetta about the narrative population of the archipelago .
2. My Primary Sources . Each groups shall present in class a primary document from any
historical periods .They ca acquire this in both physical and online archives .The links
below are example of websites that contain primary sources .
A. University Of Michigan Library Digital Collection
B. Internet Archive
C. National Library of the Philippines Digital Collection
The group should be able to conduct external and internal criticism of their primary document
of choice .
Lesson 4 .Context and Content Analysis B (Asynchronous )
Objectives
By the end of this lesson ,students will be able to:

 Understand the KKK through a primary sources ,the Kartilya ng Katipunan,

 Manifest an appreciation of the 1898 Philippine Independence through a closer reading
of the primary source, Proclamation of the Philippine Independence ,and
 Apply knowledge of internal and external criticism in reading these documents .

Topic/Discussion
1. The KKK and the” Kartilya ng Katipunan ”
2. Reading the “Proclamation of the Philippine Independence”

Learning Experiences
1. Youtube video viewing . Ang Kartilya ng Katipunan
2. Asynchronous reading of the document and the lesson

Assessment Tools
1. Online Portfolio Writing Prompt . In 200 words or more ,write an essay that reflects on
the theme: “How can the lessons contained in the Kartilya apply to the present
situations of the country”
2. Katipunan Pamphlet . Divide the class into groups .Each group is to assume that they
are Katipunan is present political organization .Based on the lessons of the organization
contained in the Kartilya ,the groups should create a Katipunan pamphlet that would
describe the organization and elaborate on its value and ideas .

Lesson 5 .Context and Content Analysis C (Synchronous )

Objectives
By the end of this lesson ,students will be able to :
 Familiarize oneself in the social and cultural life in the Philippines during the
American period ,
  Relate the presidency and politics of Corazon Aquino through her Speech before
the U.S. congress and
 Analyze the symbols and meaning conveyed in political caricatures

Topic /Discussion
1. A Glance at Selected Philippine Political Caricature in Alfred McCoy’s Philippine Cartoons
:Political Caricature of the American Era (1900-1941)
2. Revisiting “Corazon Aquino’s Speech before the U.S. congress”

Learning Experiences
1. Lectures
2. Film Watching :Lakas Sambayanan

Assessment Tools
1. Online Portfolio Writing Prompt. In 200 words or more ,write a reflection on the
documentary “Lakas Sambayanan”
2. Current Political Cartoon . Students will find a political cartoon in newspaper today and
analyze them in 200 words or more.

Lesson 6: History Interpretation A (Asynchronous)

Objectives
By the end of this lesson, students will be able to :

 Interpret historical events using primary sources

 Recognize the multiplicity of interpretation that can be read from a historical text and
 Apply critical tools in interpreting past events through primary sources

Topic/ Discussion
1. Historical Interpretation
2. Problems in historical interpretation

Learning Experiences
Online lecture /video on demand by Readings in Philippine History Author,John Lee Candelaria
Assessment Tools
1. Online Portfolio Writing Prompt .In 200 words or more ,write a reflection on the
theme ,”Problems of historical interpretation “
2. Analyzing historical interpretation . The following passages are taken from elementary
school textbooks currently in use in the country .Students will choose on text and
analyze it using the perspective presented in this lesson .As a guide ,the students should
answer the following questions :

A. What is the evident perspective being used?

B. How is this perspective being presented to students ?
C. What are the problems in the way historical events are presented ?
D. What is your reaction to these passages ?
Excerpt 1. Reasons why Spain claimed the Philippines .
“Our social and economic development before the arrival of the foreigners were not as
advanced as our neighbors such as India,Vietnam and Cambodia .We did not face the invaders
with a developed culture and society .When they arrived ,we did not have a national
consciousness .We are composed of separate communities because we are separated by water
forms and mountains ,which hindered us in developing a common culture and language .
Excerpt :2 Reasons for Filipinos colonial mentality
“A factor why we have the colonial mentality is because we do not have ancient monuments
and structure that remind us for our ancestors significant past ,unlike the Cambodians who had
the Angkor Wat ,or the Indonesians’ Borobudur .These structures are important because these
signify an advance level of civilization ,which forms the basis of how our ancestor appreciated
their own community and identity .Spain conquered the Filipinos before they had the chance to
develop their own structures .
Excerpt 3. Europeans as “culture heroes ‘’
“The missionaries that arrived in the Philippines were not just religious experts, they were also
proficient in different European cultures which they showcased and taught to Filipinos .These
skills were the reason why they are known as culture heroes .They worked to improve the
native Filipino culture’’.
Excerpt 4. Changes in behavior and values of Filipinos during the American Period.
“While the Filipinos still maintained their native customs and values ,it was noticeable how they
changed .The traditional “mano po ” became less frequent and was replaced with kissing the
cheek .The children also did not use “po” and “opo” as often as before .It was not common for
children to intrude on the conversation of adults .But because of the Americans ,children
became free to join adult conversation whenever they liked. Children were stubborn in
asserting their right anywhere. They can do whatever they wanted, even if their parents or
adults did not permit them’’.
Lesson 7. History Interpretation B (Synchronous)
Objectives
By the end of this lesson, students will be able to:

 Identify bias and agenda in historical interpretation

 Appreciate the importance of grounding historical interpretation in factual evidence,
and
 Examine and analyze the different arguments in determining the site of the first Mass
and the various accounts of the cause of the Cavite Mutiny.
Topic/Discussion
1. Where did he First Catholic Mass take place in the Philippines?
2. What happened in the Cavite Mutiny?
Learning Experiences
1. Lecture
2. Youtube viewing .Xiao Time :Tunay na kasayasayan sa Likod ng Cavite Mutiny
Assessment Tools
1. Online Portfolio Writing Prompt .In 200 words or more ,write a reflection on the
theme ,”The importance of identifying bias and agenda in historical interpretation’’.
2. Organizing facts .Students will create a table organizing the arguments for and
arguments against these two site to explain why the National Historical Commission of
the Philippines ,in 1998 ,decided that the site is in Limasawa.

Limasawa Butuan
Arguments for
Arguments against
3. Identifying agenda .Students will identify the agenda apparent in the accounts of Cavite
Mutiny by carefully reading the primary sources and filling in the table below .

Montero and Izquierdo Pardo de Traven and

Accounts Plauchut’s Accounts
Agenda
Quotes from accounts that
 support the identified agenda
Lesson 8. Historical Interpretation C (Synchronous)
Objectives
By the end of this lesson, students will be able to :

 Explain the importance of identifying the authenticity of Rizal’s retraction

 Analyze the discordant primary accounts of the Cry of the Revolution and
 Demonstrate the ability to argue a position using primary sources.

Topic/Discussion
1. Dis Rizal Retract?
2. Where did the Cry of the Rebellion happen?

Learning Experiences
1. Lecture
2. Youtube viewing : Xiao Time :Retraksyon ni Rizal ;Totoo kaya?
3. Youtube viewing : Xiao Time :Unang Sigaw ng Himagsikan sa Balintawak ,Caloocan
Assessment Tool
1. Online Portfolio Writing Prompt .In 200 words or more ,write a reflection on the theme ‘’
The importance of using primary sources in arguing a certain position ”.
2. In Rizal’s Shoes . Think about how Rizal was feeling while he was imprisoned in Fort
Santiago ,waiting to be executed .What would you have felt if you were in his shoes? If you
were Rizal ,would you retract your statement against the Church or not? Write your
response in 150 words or less .

Lesson 9: Issues in Philippine History A (Asynchronous)

Objective
By the end of this lesson ,students will be able to :

 Trace the development of the Philippine Constitution

 Identify the distinct features of the different constitution and
 Argue for or against the need to amend or change the 1987 Constitution
Topic/Discussion
1. 1897 Constitution of the Biak na Bato
2. 1899 Malolos Constitution
3. 1935 Commonwealth Constitution
4. 1973 Constitutional Authoritarianism
5. 1987 Constitution after Martial Law
6. Attempts to amend or change the 1987 Constitution

Learning Experiences
Youtube viewing .
1. Evolution of the Philippine Constitution
2. News Day :Ways to Amend the Constitution
3. Con-Con or Con –Ass : Which is Better for P.H.?

Assessment Tools
1. Online Portfolio Writing Prompt . In 200 words or more, write a reflection on the theme
“Ensuring Checks and Balances in the Philippine Constitution ”.
2. Timeline . Create a timeline that showcases the evolution of the Philippine Constitution.

Lesson 10: Issues in Philippine History B (Synchronous)

Objectives
By the end of this lesson, students will be able to :

 Identify the roots of the agrarian reform problem

 Analyze how the problem was handled since the Post –War period until today, and
 Asses how landlessness still pervades rural areas in the Philippines today.

Topic/Discussion
1. Land ownership in the Philippines under Spain
2. Land ownership in the Philippines under the United States
3. Post –War interventions toward Agrarian Reform
4. Agrarian Reform under Marcos
 5. Post -1987 Agrarian Reform
6. CARPER and the future of Agrarian Reform in the Philippines

Learning Experiences
1. Lectures
2. Youtube viewing : The Promised Land After 40 Years

Assessment Tools
1. Online Portfolio Writing Prompt . In 200 words or more ,write a reflection on the theme
”Landlessness in Philippine society through time .
2. Agrarian reform policies and problems.Complete the matrix below based on the
reading you made for the class.

Period Programs Introduced Problems

Postwar
Marcos
Post -1987
Today

Lesson 11: Issues in Philippine History C (Synchronous)

Objectives
By the end of this lesson ,students will be able to:

 Demonstrate an appreciation of the principles of taxation throughout history

 Compare and contrast tax regimes ,from colonial to the present and
 Critique the current tax regime in the country and argue regarding its fairness
Topic/Discussion
1. Taxation in Spanish Philippines
2. Taxation under the Americans
3. Taxation during the Commonwealth Period
4. Fiscal Policy from 1946 to present
Learning Experiences
1. Lecture
2. Youtube viewing : Epekto ng Train Law sa mga Pilipino
Assessment Tools
1. Online Portfolio Writing Prompt . In 200 words or more ,write a reflections on the
theme ‘’Benefits and Problems of TRAIN Law
2. Before and After TRAIN Law . What changed after the TRAIN Law ? Do an online search
to fill in the matrix below.

Tax Before TRAIN After TRAIN

Personal Income Tax
Estate Tax
Donors Tax
Value Added Tax (VAT)
Excise Tax on Automobiles
Excise Tax on Petroleum
Excise Tax on Sweetened
Beverages
Other Excise Taxes
Documentary Stamp Tax
Other Taxes

Lesson 12 : Doing History A (Asynchronous )

Objectives
By the end of this lessons ,students will be able to :

 Use the internet to do historical research

 Use technology to understand research in libraries and archives ,and
 Curate a list of reference for a proposed research topic.

Topic/Discussion
1. Doing Historical Research Online
2. Doing Historical Research in Libraries and Archives

Learning Experiences
Youtube Viewing
1. Where do you find primary sources ?
2. Archival research tips
3. How to find strong secondary sources ?
Assessment Tools
1. Online Portfolio Writing Prompt . In 2200 words or more ,write a reflection on the
theme ,”Does technology make historical research easier ‘’
2. Historical Research Online .Identifying a topic in Philippine History that you want to
research .Compile a bibliography consisting of five (5) books ,five (5) online pages ,and
(2) primary sources that are relevant to your research .Make sure to include the links to
these sources and follow a consistent citation format.

Lesson 13: Doing History B (Synchronous)

Objectives
By the end of this lesson, students will be able to ;

 Understand the relationship between the individual and the society through life
history
 To familiarize oneself on the importance of local history
 Apply the lesson of historical method and use of primary sources by writing ones life
histor .
Topic/Discussion
1. Life histories and biographical research
2. Doing local and oral history

Learning Experiences
1. Lecture
2. Digest and summary of John Larkins The Place of Local History in Philippine
Historiography

Assessment Tools
1. Online Portfolio Writing Prompt . In 200 words or more, reflect on the theme,’’I am a
part of my towns history “
 2. My Life Timeline : Create a timeline of your life supported by primary sources ,such as
interviews from your parents ,photographs ,and other relevant sources .

Lesson 14: Doing History C (Synchronous and /or Asynchronous )

Objectives

By the end of this lesson, students will be able to :

 Demonstrate an appreciation of historical shrines and museums

 Apply critical thinking skills in navigating a shrine or museum, and
 Compose a review of a visited shrine or museum

Topic /Discussion

1. Historical Shrines
2. Museum

Learning Experiences

1. Lecture and /or

2. Youtube Viewing : Seeing the Past as Present :Why Museums Matter
3. Virtual Museum Tours
a. Presidential Museum and Library
b. Martial Law Museum
c. Intramuros Museum
d. Ayala Museum

Assessment Tools

1. Online Portfolio Writing Prompt . In 200 words or more ,write a reflection on the
theme ‘’Are Museum and Historical Shrines still relevant today ?
2. Historical Shrines /museum visit . Choose from the list of virtual museum to visit and
write a review of the museum .The review must answer the following questions :(1)
What was the museum /shrine about ? (2) What struck you the most in the museum ?
(3) What is the relevance of the shrine /museum you visited ?
Rubrics for Online Portfolio

Sophisticated Very Fairly Not Yet

(A) Competent (B) Competent (C) Competent (D)

Accuracy The output The output The output Output

represent the represents the represents the misrepresents
(Grasp of authors author’s authors ideas, the authors
readings) ideas ,evidence ideas ,evidence evidence, and ideas, evidence,
,or conclusions ,and conclusions and /or
accurately ,fairl conclusions accurately but conclusions.
y and accurately . not sufficiently Major
eloquently .Sho clear ,Minor inaccuracies. Or
ws a firm inaccuracies does not
understanding distinguish
of the between major
implications of ideas and less
each authors relevant points .
argument

Argument Paper fully Paper fully Paper does not Paper does not
meets the meets the address some address the
(depth of requirements of requirements aspects of the assignment.
analysis ) the but does not assignment.
assignment .Exp exceed them . Selects minor
lores the Makes a rather than key
implications of Makes a good somewhat ideas ,and /or
chosen ideas for case for why unconvincing does not show
the arts in selected key case for why why the
classical Greece ideas connect selected ideas selected ideas
or today in (or contradict ) connected connect (or
thoughtful two texts, (contradict) contradict)
and /or original and /or connect two texts and /or
ways .Makes a (contradict) text ,and /or connect
convincing case text and connect (contradict)
for why lectures (contradict) texts and
selected key texts and lectures.
ideas connected lectures
(or
contradict )two
texts ,and /or
connect
(contradicts )tex
ts and lectures .
 Clarity Consistently Mostly precise Imprecise or Consistently
precise and and ambiguous imprecise or
unambiguous unambiguous wording. ambiguous
wording, clear wording ,mostly Confusing wording,
and lucid clear sentence sentence confusing
sentence structure .Mostl structure .Poorl sentence
structure. All y effective y chosen structure .Quot
quotations are choice of quotations, or ations
well quotation .Mos ineffective contradict or
chosen ,effectiv tly effective framing and confuse
ely framed in framing and explication of students
the text ,and explication of quotations. text .Quotations
explained quotation used to replace
where where the student
necessary . necessary writing .

Presentation The output is The output is The output is The output is

written in full written in full written in full not written in
sentences. sentences .Quo sentence .Some full
Quotations are tations are all improperly sentences ,Man
all properly properly attributed y improperly
attributed and attributed and quotations attributed
cited in a cited in a and /or quotations or
consistent consistent inconsistent inconsistent
style .Virtually style .A few citation style of
no spelling or minor spelling styles .A citation .Many
grammatical or grammatical number of spelling or
errors . errors . spelling or grammatical
grammatical errors .
errors .

Adopted from : Eberly Center for Teaching Excellence ,Carnegie Mellon