SAN PEDRO COLLEGE

Davao City

COURSE SYLLABUS

I. COURSE TITLE: READINGS IN PHILIPPINE HISTORY CREDIT: 3 1st Sem., 2018-2019

3 hrs./ week for 18 weeks or 54 hours in a semester

II. 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 ad examine the evidences presented in the document. The discussions will tackle additional 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 the 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

III. FACULTY IN-CHARGE: Prof. Joel A. Reyes, LL.B., Ph.D. CONTACT NO. 09289869024 EMAIL: jareyesphd@yahoo.com

IV. VISION

San Pedro College, a Dominican learning community, living and spreading the love of the compassionate Jesus, Healer and Teacher, upholds its
core values serving the poor and disadvantaged, the Filipinos and the world.

V. MISSION

To provide a nurturing environment beneficial in the total formation of persons

VI. PROGRAMS OUTCOMES

At the end of the study, students will be able to:

1. Employ knowledge of the past to interpret the present socio-cultural, economic and political phenomena, and to forecast their probable development;
2. Testify the passing of time that would illuminate reality and revitalize memory as a guide in daily life brought about by the tidings of antiquity;
1
 3. Manifest nationalism and patriotism in upholding the 1987 Constitution in light of the previous Constitutions of the Philippines that would contribute to
the development and welfare of the country through honest engagement in a gainful work;
4. Exercise responsibly the basic rights as guaranteed by the 1987 Constitution and other related statutory laws with due respect to the rights of others;
and
5. Perform the duties and responsibilities of a good citizen of the country to promote harmonious relationship among persons in the community, between
people and the State, and between the State and other States in the world.

VII. COURSE OUTCOMES

At the end of the course, students will be able to:

A. INTELLECTUAL COMPETENCIES (knowledge)

1. Analyze texts (written, visual, oral, etc.) critically
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies
3. Use basic concepts across the domains of knowledge
4. Demonstrate critical, analytical, and creative thinking
B. PERSONAL AND CIVIL RESPONSIBILITIES (Values)
1. Examine the contemporary world from both Philippine and global perspectives
2. Takes responsibility for knowing and being Filipino
3. Reflect critically on shared concern
4. Contribute personally and meaningfully to the country’s development
C. PRACTICAL SKILLS (Skills)
1. Work effectively in a group
2. Use current technology to assist and facilitate learning and research
3. Manage one’s knowledge, skills and values for responsible and productive living
4. Organize one’s self for lifelong learning

VIII. STUDENT’S LEARNING OUTCOMES:

PRELIM PERIOD

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

2
 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

Session Specific Objectives Topic / Content T / L Activities Resources Outputs Assessment

Get acquainted with each Orientation

other and to be oriented 1. Vision, Mission, and Goal • Brain storming • Student handbook Acquaintance Manifestation of
1 with the college vision, 2. Requirements for the • Syllabus individual expectations
mission, and goal as well course
the requirements for the 3. Grading system
course
1. Louis Gottschalk,
1. Evaluate primary I. Meaning and concepts of 1. Lecture/Discu Understanding
sources for their History ssion History, (41-61; Reaction paper • Produce examples
credibility, authenticity,  Primary and secondary 2. Library, 117-170). of primary sources
2–4 and provenance sources Museum and 2. Howell and and the
 External and internal Archives Prevenier, From corresponding
criticism visitation Reliable Sources, secondary sources
 Repositories of primary 3. Comparative (pp. 17-68) derived from them
sources analysis of 3. Santiago Alvarez,
 Kinds of primary sources primary and Katipunan and the
secondary Revolution:
sources Memoirs of
General, (pp. 82-
88)
4. Teodoro Agoncillo,
History of the
Filipino People,
(pp. 184-187)
5. Robert Fox, The
Tabon Caves, (pp.
3
Session Specific Objectives Topic / Content T / L Activities Resources Outputs Assessment

40-44; 109-119),
Human remains
and artifacts
6. William Henry
Scott, Prehispanic
Source Materials
for the Study of
Philippine History
(pp. 90-135)

a. Antonio Pigafetta,
2. Analyze the context, II. Content and contextual • Lecture/Discu First Voyage • Written Essay • Graded reporting
content, and analysis of selected ssion Around the World, • Quizzes
5–6 perspective of different primary sources • Library (pp. 23-48), • Critical Essay about
kinds of primary sources  Identification of the research Chronicle a particular primary
historical importance of • Textual b. Juan Plasencia, source: students are
3. Determine the the text analysis Customs of the able to discuss the
contribution of different  Examination of the • Small group Tagalos, (Garcia importance of the
kinds of primary sources author’s main argument discussion 1979, pp. 221- text, the author’s
in understanding and point of view • Reporting 234), Friar account background, the
Philippine history • Film analysis c. Emilio Jacinto, context of the
Kartilla ng document, and its
4. Develop critical and Katipunan, contribution to
analytical skills with (Richardson, 2013, understanding
exposure to primary pp. 131-137), Philippine history
sources Declaration of
Principles
d. Emilio Aguinaldo,
Mga Gunita ng
Himagsikan, (pp.
78-82; 95-100;
177-188; 212-227),
Memoirs
e. National Historical
4
Session Specific Objectives Topic / Content T / L Activities Resources Outputs Assessment

Institute (1997),
Documents of the
19898 Declaration
of Philippine
Independence,
The Malolos
Constitution and
the First Philippine
Republic. Manila:
National Historical
Institute (pp. 19-
23), Proclamation
f. Alfred McCoy,
Political
Caricatures of the
American Era
(Editorial cartoons)
g. Commission on
Independence,
Filipino
Grievances
Against Governor
Wood (Zaide 1990,
vol. 11, pp. 230-
234). Petition letter
h. Corazon Aquino,
President Corazon
Aquino’s Speech
before the U.S.
Congress, Sept,
18, 1986 (Speech)
i. Raiders of the Sulu
Sea (film)
j. Works of Luna and
5
Session Specific Objectives Topic / Content T / L Activities Resources Outputs Assessment

Amorsolo
(Paintings)

5. Demonstrate the ability to III.“One past but many 1. Lecture/Discu 1. Antonio Pigafetta,
7 – 12 formulate arguments in histories”: ssion First Voyage  Reaction/reflecti 1. Debate a particular
favor or against a controversies and 2. Document Around the on paper issue in Philippine
particular issue using conflicting views in analysis World, (pp. 23- history
primary sources Philippine history 3. Group 32)
a. Site of the First Mass discussion 2. Trinidad Pardo de 2. Reaction/reflection
b. Cavite Mutiny 4. Debate, round Tavera, Filipino paper on a
c. Retraction of Rizal table Version of the sponsored activity
d. Cry of Balintawak or discussion or Cavite Mutiny of like lecture,
Pugadlawin symposium 1872, (Zaide symposium round
1990, vol. 7, pp. table discussion,
274-280) and the like
3. Jose Montero y
Vidal, Spanish
Version of the
Cavite Mutiny of
1872 (Zalde
1990, vol. 7, pp.
269-273)
4. Rafael Izquirdo,
Official Report on
the Cavite
Mutiny, (Zaide
1900. Vol. 7, pp.
281-286)
5. Recardo P. Garcia,
The Great
Debate: The
Rizal Retraction
(pp. 9-19; 31-43)
6. Jesus Ma.
6
Session Specific Objectives Topic / Content T / L Activities Resources Outputs Assessment

Cavanna, Rizal’s
Unfading Glory,
(pp. 1-52)
7. Ricardo R.
Pascula, Rizal
Beyond the
Grave, (pp. 7-36)
8. Pio Valencia, 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. Gregoria de
Jesus, Version of
the First Cry,
(Zaide 1990, vol.
8, pp. 305-306)
11. Gillermo
Masangkay, Cry
of Balintawak
(Zaide 1990, vol.
8, pp. 307-309)

MIDTERM PERIOD

STUDENT’S LEARNING OUTCOMES

7
 At the end of the, students should be able to:

1. Effectively communicate, using various techniques and genres, their historical analysis of a particular event or issue that could help others understand the
chosen topic
2. Propose recommendations/solutions to present-day problems based on their understanding of root causes and their anticipation of future scenarios
3. Display the ability to work in an interdisciplinary team and contribute to a group endeavor

1. Effectively IV. Social, political, 1. Lecture/Discu Note: Students will Reaction paper 1. Research output
communicate, using economic and cultural ssion be required to that may be in the
13 – 24 various techniques and issues in Philippine 2. Library and look for primary form of a term
genres, their historical history Archival sources on which paper, exhibit,
analysis of a particular Mandated topics: research they will base documentary
event or issue that could 1. Agrarian Reform Policies 3. Document their narrative and presentation,
help others understand 2. The Philippine analysis analysis of the diorama, webpage,
the chosen topic Constitution 4. Group topic assigned to and other genres
2. Effectively - 1899 (Malolos reporting them where students can
communicate, using Constitution) 5. Documentary express their ideas.
various techniques and - 1935 Constitution Film Showing The output should
genres, their historical - 1973 Constitution trace the evolution
analysis of a particular - 1987 Constitution of the chosen topic
event or issue that could 3. Taxation through at least
help others understand three periods.
the chosen topic Other sample topics Group members
3. Propose 1. Filipino Cultural heritage should collaborate
recommendations/soluti 2. Filipino-American to produce a
ons to present-day relations synthesis that
problems based on their 3. Government peace examines the role in
understanding of root treaties with Muslim promoting /
causes and their Filipinos hindering nation
anticipation of future 4. Institutional history of building and provide
scenarios schools, corporations, appropriate
4. Display the ability to industries, religious recommendations
work in an groups, and the like rooted in a historical
interdisciplinary team 5. Biography of a prominent understanding of
and contribute to a Filipino the issue

8
 group endeavor (Weeks 11-14)

FINAL PERIOD

STUDENT’S LEARNING OUTCOMES

At the end of the, students should be able to:

1. Manifest interest in local history and concern in promoting and preserving our country’s national patrimony and cultural heritage
2. Trace the roots and development of the Barangay where one belongs
3. Critically evaluate and promote local and oral history, museums, historical shrines, cultural performances, indigenous practices, religious rites and
rituals, etc.

V. Critical evaluation and 1. Lecture/Discu 1. Historical data

1. Manifest interest in local promotion of local and ssion papers Reaction paper 1. Reaction paper or
25 – 36 history and concern in oral history, museums, 2. Research in 2. Ereccion de critique of the
promoting and preserving historical shrines, Local libraries Pueblos shrines, historical
our country’s national cultural performances, and Local (Creation of sites, museums the
patrimony and cultural indigenous practices, Studies Towns) students visited
heritage religious rites and Centers (if 3. Museums, Local 2. Letter to the editor
2. Trace the roots and rituals, etc. available) Studies Centers 3. Blogs
development of the (Weeks 15-18) 3. Tour in local 4. Art Galleries, 4. Transcript or oral
Barangay where one museums, Painting interview
belongs historical collections
3. Critically evaluate and sites, art 5. Historical
promote local and oral galleries, landmarks and
history, museums, archeological UNESCO sites
historical shrines, cultural sites and 6. Performances that
performances, other places showcase
indigenous practices, where one traditional arts and
religious rites and rituals, could see culture
etc. cultural and 7. Fiestas and similar

9
 heritage local celebrations
displays
4. Conduct oral
interview

VI. COURSE REQUIREMENTS:

1. Class Participation: attendance, oral recitation, quizzes, film viewing, reaction papers,
2. Periodical examinations, and research paper on the history of the barangay where the student belongs
3. Educational tour through actual visit in museums and other historical sites

VII. GRADING CRITERIA : (With Corresponding Rubrics)

A. Midterm Grade

Class Participation (CP) - 50%

Exam - 50%
Midterm Grade (MG) -100%

B. Final Grade

CP - 1/3
Exam - 1/3
MG - 1/3
Rubrics for Reaction/Reflection Paper
Rating Description
The criteria (Presenting Issues, Historical Issues, New
4 Insights, Possibilities for Solutions to Present Problems, and
English Construction) are fully met, and its elements are
achieved at a level of excellence that provides a model for
others.
3 The criteria are met, with most elements demonstrating
good practice.
2 The criteria are met in most respects, but improvement is
needed to overcome weaknesses in some elements.
1 The criteria are met in some respects, but much
improvement is needed to overcome weaknesses. 10
0 The criterion is not met.
VIII. OTHER READINGS:

Agoncillo, Teodoro A. and Fe B. Managahas, Philippine History, An Expanded and Updated Edition, C & E Publishing, Inc., 2010.
Corpus, Ronald M., Mellejor, Lorna W., and Dela Cruz, Rogelio G., Philippine History and Constitution, Mindshapers Co., Inc., Intramuros, Manila, 2012.
Costales, Rodrigo D., Saluba, Dennis J., and Carlos, Abigeil F., Politics and Governance: History, Government and Constitution, Rex Boo Store, Manila,
Philippines, 2010.
De Viana, Agusto V., The Philippines, A Story of a Nation, REX Book Store, 2011.
De Leon, Hector and De Leon, Hector Jr., M., Textbook on the Philippine Constitution, 2011 Edition, Rex Book Store, Manila, Philippines, 2011.
Eguia, Carmina A., Bernadette E. Valiente, Jose Aims R. Rocina, and Eva R. Rosas, Bridging the Gaps in Society: Political Science in the Philippine Setting,
Revised Edition, Jimczyville Publications, 2014.
Halili, Maria Christine N., Philippine History, Second Edition, REX Book Store, Inc., 2010.
Zaide, Dr. Sonia M., The Philippines: A Unique Nation, With Dr. Gregorio F. Zaide’s History of the Republic of the Philippines, All Nations Publishing Co., Inc.,
Quezon City, 1999.

Prepared by: Reviewed by: Noted by: Approved by:

Prof. Joel A. Reyes, Ph.D. Dr. Hazel Victoriano Prof. Adelfa Sumalpong Dr. Ana Julia P. Enero
Faculty Member SocSci Coordinator Dean, AS Department VP for Academic Affairs

11