Ateneo de Manila University

History 166 Philippine History

Department of History School of Social Sciences
1st Semester 2018-2019 Patricia Irene N. Dacudao, Ph.D.

Section I TTH 2:00 – 3:30 p.m. CTC – 105

Course Description

As Hi 165 traces the development of the Philippines from the pre-Spanish period to the
Revolution of 1896-97, Hi 166 concentrates on the challenges that the Philippines faced in its
efforts to establish an independent democratic republic. The course discusses the forging of a
national identity and government in the late 19th and early 20th centuries, the entry of the
United States and the Philippine-American War, the experience under American colonial rule,
preparation for eventual independence, the exigencies of war and occupation under Japan, and
the struggles of the young republic. The course closes with the declaration of martial law in
1972, when the nation’s experiment with Western-style democracy came to a temporary end.*

* As more recent events have transpired, this course goes beyond 1972 and ends with the EDSA Revolution of 1986.

Course Objectives

1. Trace the development of the Philippine nation from the Malolos Republic of 1898 to the
EDSA Revolution of 1986.
2. Assess the effects of American Colonialism and the Japanese Occupation in the Philippines.
3. Appraise the development of the Philippines as an independent state.
4. Instill love of country through the study of history.

Course Outline, Timeframe & Readings

Timeframe Course Outline • Required Readings

o Suggested Readings
Week 1 First Day Orientation • This Syllabus
Aug. 16 o Cortes et. al. 2000. “The Philippine
Week 2
Aug 21 Ninoy
Revolution, 1896-1897,” The Filipino
Aug. 23 M sched. Saga: History as Social Change, 143-164.
Week 3 Introduction : The Revolution of 1896 • De la Costa, S.J., H.V. 2002. “Initial
Aug. 28-30 a. The Pact of Biak-na-Bato Contacts Between American Officials and
b. The Hongkong Junta and the Philippine Revolutionary Leaders, 1898-
Continuing Revolution 1899: A Problem in Diplomatic History”
in Roberto M. Paterno, ed. Horacio de la
Costa, S.J.:Selected Studies in Philippine
Colonial History. Manila: Kadena Press
Foundation, 353-377.
I. The Revolution of 1898 • Guerrero, Milagros C. 1982. “The
a. Second Phase after Biak-na-Bato Provincial & Municipal Elites of Luzon
b. Declaration of Philippine During the Revolution, 1898-1902” in
Independence
Alfred W. McCoy and Ed.C. de Jesus,
c. The Malolos Republic
eds. Philippine Social History: Global
 Trade and Local Transformations.
Quezon City: Ateneo de Manila
University Press, 155-190.

o Little, Henry. 1998. “Death at Tirad

Pass,” in Milagros C. Guerrero and John
N. Schumacher, S.J., eds. Kasaysayan:
The Story of the Filipino People, Reform
and Revolution, Vol. 5, 290-291.

Week 4 II. The American Colonial Period, 1901- o Healy, David. 1970. “Destiny and
Sep. 4-6 1941 Dollars,” U.S. Expansionism: The
a. American Expansionism Imperialist Urge in the 1890s. Madison:
University of Wisconsin Press, 34-47.
• McCartney, Paul. T. 2006. “Debating the
Treaty and Expansion,” Power and
Progress: American National Identity, the
War of 1898, and the Rise of American
Imperialism. Baton Rouge: Louisiana
Week 5 State University Press, 224-257.
Sep. 11-13 b. The Philippine-American War • Kramer, Paul. 2006. “From Hide to Heart:
The Philippine-American War as Race
War.” Diplomatic History, vol. 30, No. 2
(April 2006), 169-210.
c. Taft Era: Ilustrado Politics • Cullinane, Michael. 2003. “Conclusion,”
Ilustrado Politics: Filipino Elite Responses
to American Rule, 1898-1908. Quezon
City: Ateneo de Manila University Press,
331-343.
Week 6
• Abinales, Patricio N. and Donna
Sep. 18-20 d. Harrison and Rapid Filipinization
Amoroso. 2017. State and Society in the
Philippines, 119-152.

e. Education • Habana, Olivia Anne M. 2012.

“Appropriating America? American
Schoolbooks in Philippine Classrooms,
1900-1912” in Christian Huck and Stefan
Bauernschmidt, eds. Travelling Goods,
Travelling Moods: Varieties of Cultural
Appropriation (1850-1950). Frankfurt:
Campus Verlag GmBH, 125-142.
Week 7 ➢ Coverage to be announced
Sep. 27 (Th) ➢ First Long Test
Week 8
 Film Documentary  The United States and the
Oct. 2
Philippines: In Our Image 1

Oct. 4 f. Social Unrest (Part 1) • Kerkvliet, Benedict T. 1977. “Origins of

Rebellion,” The Huk Rebellion: A Study
of Peasant Revolt in the Philippines,
2

g. Social Unrest (Part 2)
Berkeley: University of California Press,
1-25.
• Kerkvliet, Benedict T. 1977. “Unrest,”
The Huk Rebellion: A Study of Peasant
Revolt in the Philippines, Berkeley:
University of California Press, 26-60.

Week 9
h. Colonial Economy • Owen, Norman G. 1971. “Philippine
Oct. 9-11
Economic Development & American
Policy: A Reappraisal" in Norman G.
Owen, ed. Compadre Colonialism:
Studies on the Philippines under American
Rule. Ann Arbor, University of Michigan
Press, 103-128.

• Abinales, Patricio N. 2010. “From Orang

i. Muslim Mindanao
Besar to Colonial Big Man” Orthodoxy
and History in the Muslim Mindanao
Narrative. Quezon City: Ateneo de
Manila University Press, 36-72.

j. Settler Mindanao • Dacudao, Patricia Irene. 2012. “Ghost in

the Machine: Mechanization in a
Philippine Frontier, 1898-1941” in
Christian Huck and Stefan Bauernschmidt
Travelling Goods, Travelling Moods:
Varieties of Cultural Appropriation (1850-
1950). Frankfurt: Campus Verlag GmbH,
209-228.

Week 10 k. Independence Campaigns • Cortes et al. 2000. The Filipino Saga:

Oct. 16 History as Social Change, 335-345.
l. Philippine Commonwealth • Cortes et al. 2000. The Filipino Saga:
History as Social Change, “The
Commonwealth,” 346-354.
o McCoy, Alfred W. 1989. “Quezon’s
Commonwealth: The Emergence of
Philippine Authoritarianism” in
R.Paredes, ed. Philippine Colonial
Democracy. Quezon City: Ateneo de
Manila University Press, 114-160.
Oct. 18 III. The War Years, 1941-1945
a. Modern Japan
Week 11 b. The Japanese Invasion and • Cortes et al. 2000. “The Japanese
Oct. 23-25 Occupation Occupation of the Philippines,” The
c. Liberation Filipino Saga: History as Social Change,
355-372.
• Kerkvliet, Benedict T. 1993. “Withdrawal
and Resistance: The Political Significance
of Food, Agriculture, and How People
Lived During the Japanese Occupation of
the Philippines” in Laurie J. Sears, ed.

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 Autonomous Histories, Particular Truths:
Essays in Honor of John Smail.
Wisconsin: University of Wisconsin, 175-
193.
o Jose, Ricardo T. 1998. “The Battle of
Leyte Gulf” in Kasaysayan: The Story of
the Filipino People, The Japanese
Occupation, Vol. 7, 276-277.

Week 12 ➢ Second Long Test ➢ Coverage to be announced

Oct. 30 (T)
Nov. 1 (Th) All
Saint’s Day

Week 13 IV. The Post War Period, 1946-1965 • Abinales et al. 2017. “All Politics is
Nov. 6-8 a. The Third Philippine Republic Local,” State and Society in the
Philippines, 167-192.
b. The Huk Rebellion • Kerkvliet, Benedict T. 1977.
“Conclusion,” The Huk Rebellion: A
Study of Peasant Revolt in the
Philippines, Berkeley: University of
Week 14 California Press, 249-269.
Nov.13-15 c. Economic (In)dependence • Diokno, Ma. Serena. 1998. “Doldrums of
Dependence,” Kasaysayan: The Story of
the Filipino People, Vol. 8, 231-249.
d. Political Economy • Ibid.“Putting Filipinos First,” 251-265.
Weeks 15 & 16 V. Marcos & Martial Law, • Abinales et al. 2017. “Marcos, 1965-
Nov. 20-29 1965-1986 1986,” State and Society in the
Philippines, 193-229.
a. Prelude • Warren, James F. 2013. “A Tale of Two
b. State Over Society Decades: Typhoons and Floods, Manila
c. Decline and the Provinces, and the Marcos
Years.” The Asia Pacific Journal,
11(43,3), 1-21.
o Timberman, David G. 1991. A
Changeless Land: Continuity and Change
in Philippine Politics. Quezon City:
Bookmark Publishing, pp. 54-72, 75-123.

 Film Viewing  Batas Militar

Week 17
Dec. 4-6 VI. The EDSA Revolution of 1986 • Magno, Alexander. 1998. “The Road to
EDSA,” Kasaysayan: The Story of the
Filipino People, Vol. 9, 277-297.
o Anderson, Benedict. 2004. “Cacique
Democracy in the Philippines,” Spectre of
Comparisons: Nationalism, Southeast
Asia and the World. Quezon City: Ateneo
de Manila University Press, 192-226.
Week 18
➢Dec. 10-15 ➢ FINAL EXAMS WEEK ➢ Coverage to be announced

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Required and Suggested Readings

1. Textbooks provide a general background of events that contextualize the specificity of the
readings assigned. These books will be helpful:

Abinales, Patricio N. and Donna J. Amoroso. 2017. State and Society in the Philippines,
2nd Ed. Quezon City: Ateneo de Manila University Press.

Cortes, Rosario Mendoza, Celestina Puyal Boncan and Ricardo Trota Jose. 2000. The
Filipino Saga: History as Social Change. Quezon City: New Day Publishers.

Guerrero, Milagros et. al. 1998. Kasaysayan: The Story of the Filipino People, Volumes 5-
9. Hongkong: Asia Publishing Company Limited.

2. Integral to the course are the Required Readings as listed in the Course Outline. Additional
required readings may be assigned when deemed necessary. These books and readings
may be found in the Filipiniana and in the Reserve Section of the Rizal Library.
3. Students are encouraged to read the suggested readings to further enrich their knowledge
on the course.

Course Requirements

1. It is the student’s responsibility to read the assigned text as preparation for class. Lectures
and discussions will only supplement the required readings.
2. Exams will be given to regularly evaluate student performance. All matter in the textbook
and the required readings, whether discussed in class or not, will be included in the exams.
3. Attendance is required in class and in other activities such as film-shows, talks, and others
that may be assigned.
4. Group Work is comprised of a Presentation and a Research Project. Group members are
expected to report on the assigned text for the Presentation, while the group will be able to
do independent research in their chosen topic for the Research Project. The group has a
choice whether to do a Paper or a Film for their Research Project. The Group Research
Project Guidelines has more details on this.
5. Class participation constitutes the following, among others: class discussions, group
assignments, reflection papers, and surprise quiz.

Grading System

1. Composition of Final Grade:

Presentation Criteria
First Long Test (100 pts) 20 % 50% Comprehension, 25%
Creativity, 25% Delivery.
Second Long Test (100 pts) 20 %
Research Project
Final Exam (100 pts) 20 % Deadlines
Group Presentation (100 pts) 15 % Proposal/Biblio: Sep. 18 (T)
Group Research Project (100 pts) 15 % Film Script: Nov. 6 (T)
Class Participation 10 % Research Paper: Nov. 20 (T)
Film: Dec. 4 (T)
FINAL GRADE 100 %

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2. Final Grade Table of Equivalents:
A = 92 and above C = 75-78
B+ = 87-91 D = 70-74
B = 83-86 F = 69 and below
C+ = 79-82 W = Overcut

Classroom Policies

1. Attendance will be checked at the beginning of class. A maximum of 6 cuts is

allowed. It is the responsibility of the student to inform the teacher if he/she arrived
late. Otherwise, the teacher’s record of cuts will remain unchanged. Proxy is not
allowed.
2. Deadlines for submission of requirements will be announced beforehand.
Submission shall be done during class time only. Failure to submit a requirement
will result in a grade of F or 50 percent for that requirement.
3. In the interest of fairness to all, failure to take an exam will result in a grade of 50%
for that Exam. Only those with valid reasons shall be allowed a make-up or
advanced exam. The grades of all make-up exams are only 80% of the raw score.
Make-up exams have a higher degree of difficulty than regular ones.
4. Cell phones must be on silent mode, and shall not be used during class.
5. The policy of the university against dishonesty, such as cheating and plagiarism,
shall be upheld and shall be dealt with according to the Student Handbook.

Consultation Hours

TTH 10:00 – 11:30 a.m., and by appointment.

History Department, 2nd Floor Leong Hall

Guidelines for selected requirements

Individual Reflection Paper

1. There will be at least four options (events or readings) given for the duration of
the semester that the student can choose from in making a Reflection Paper.
The student is required to submit only ONE Reflection paper for the semester.

2. Format is double spaced, with word count of 400 to 500 words, in A4 paper.
Indicate Word Count after your name.

3. Due date is a week after the event. Readings will have announced deadlines.

Group Presentation
Topic Source Date
1. American McCartney, Paul. T. 2006. “Debating Sep. 6 (Th) L
Expansionism the Treaty and Expansion,” Power and
Progress: American National Identity,
the War of 1898, and the Rise of
American Imperialism. Baton Rouge:
Louisiana State University Press, 224-
257.
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2. Philippine- Kramer, Paul. 2006. “From Hide to Sep. 11 (T) F
American War Heart: The Philippine-American War as
Race War.” Diplomatic History, vol. 30,
No. 2 (April 2006), 169-210.

3. Education Habana, Olivia Anne M. 2012. Sep. 20 (Th) L

“Appropriating America? American
Schoolbooks in Philippine Classrooms,
1900-1912” in Christian Huck and
Stefan Bauernschmidt, eds. Travelling
Goods, Travelling Moods: Varieties of
Cultural Appropriation (1850-1950).
Frankfurt: Campus Verlag GmBH, 125-
142.
4. Social Unrest Kerkvliet, Benedict T. 1977. “Origins of Oct. 4 (Th) F
Rebellion,” The Huk Rebellion: A
Study of Peasant Revolt in the
Philippines, Berkeley: University of
California Press, 1-25.

5. Muslim Mindanao Abinales, Patricio N. 2010. “From Oct. 11 (Th) F

Orang Besar to Colonial Big Man” in
Orthodoxy and History in the Muslim
Mindanao Narrative. Quezon City:
Ateneo de Manila University Press, 36-
72.

6. The Commonwealth Cortes, Rosario Mendoza, Celestina Oct. 16 (T) L

Puyal Boncan and Ricardo Trota Jose.
2000. “The Commonwealth” in The
Filipino Saga: History as Social Change.
Quezon City: New Day Publishers, 347-
354. [Reading the McCoy article will be
very helpful to explain certain concepts]
7. Japanese Cortes et al. 2000. “The Japanese Oct. 23 (T) F
Occupation Occupation of the Philippines,” The
Filipino Saga: History as Social Change,
355-372.

8. The Huk Rebellion Kerkvliet, Benedict T. 1977. Nov. 8 (Th) L

“Conclusion,” The Huk Rebellion: A
Study of Peasant Revolt in the
Philippines, Berkeley: University of
California Press, 249-269.

9. Economic Diokno, Ma. Serena. 1998. “Doldrums Nov. 13 (T) F

(In)Dependence of Dependence,” Kasaysayan: The Story
of the Filipino People, Vol. 8, 231-249.
10. Typhoons and Warren, James. 2013. “A Tale of Two Nov. 27 (T) L
authoritarianism Decades: Typhoons and Floods, Manila
and the Provinces, and the Marcos
Years.” The Asia Pacific Journal,
11(43,3), 1-21

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1. The Presentation deals with the assigned readings as found in the syllabus. This
activity primarily tests the group’s ability to comprehend and analyze the given text.

2. The group’s grade is composed of 50% Comprehension, 25% Creativity and 25%
Delivery.

3. Comprehension is the ability of the group to show the class that it has understood
the reading. This knowledge must be presented in a clear and organized manner.
The group may add their own analysis or commentary at the end of their report.

4. Creativity is judged on how the group conceptualizes the manner of its presentation.

5. Delivery is how the group implements its concepts and data. This criterion includes
punctuality and the ability of the group to report within the given time period of 40
minutes. The group must also make sure that their technical devices are functioning
and connecting properly to avoid “technical problems” which will affect the
delivery of the presentation.

6. The group must dress appropriately for the presentation, either in smart business
attire, to prepare the students for the corporate world, or in costume relevant to the
report. ☺

7. The group may present in venues other than the classroom. As such, it is the
responsibility of the group to reserve for and inform the class of the venue at least
one meeting before their scheduled presentation. (It is assumed that every student
is responsible enough to take note of the presentation venue.)

Group Research Project: Paper

1. The Research Paper is NOT the Group Presentation in written form, although the
Paper may draw inspiration from the Group Presentation as to the topic. While the
Presentation is based on a single article, the Paper demands that the group
undertakes research and conceptualization. The aim of this exercise is to hone the
student’s research and analytical skills.

2. Topics can be anything within the Hi 166 period.

3. To make a good Paper, the group must have at least ten (10) sources to work on.
The group may, of course, add more sources to the minimum requirement.

4. To conceptualize the Paper, it is suggested that the group come up with a thesis
question which the Paper seeks to answer.

5. The thesis question will be the subject of the Proposal that is due on Sep. 18, 2018.
The Proposal must contain the title, topic description and bibliography. Since the
do-ability of the question or topic is dependent on the sources, a Preliminary
Bibliography should be attached to the Proposal for submission and approval. The
Final Research Paper shall be submitted on Nov. 20, 2018. The approved Proposal

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 and Preliminary Bibliography must be attached to the Research Paper when it is
submitted.

6. Proper referencing must be observed through footnotes, endnotes or parenthetical

notes. The group may choose from any of the referencing methods acceptable such
as Chicago, Turabian, Harvard, MLA referencing styles or the Philippine Studies
Style Format available in the Reserve Section of the Rizal Library. Limit internet
sources to three (3) only.

7. PLAGIARISM will be penalized by a grade of 0 for the Research Paper. The grade
of one is the grade of all.

8. When making the final output, bear in mind that logic and cohesion are very
important elements in a good paper. Minimum number of pages is 12. Paginate.

9. Suggested format is that of the Freshman English Research Paper.

Group Research Project: Film

1. The Group Film Project is NOT the Group Presentation in video form, although
the Film may draw inspiration from the Group Presentation as to the topic. While
the Presentation is based on a single article, the Film demands that the group
undertake research and conceptualization. The aim of this exercise is to hone the
student’s research and analytical skills.
2. Topics can be anything within the Hi 166 period.

3. Time limit of the film is 30 minutes, maximum, and 15 minutes minimum.

4. The group may choose one among four types: a) a documentary, b) a re-enactment
of a historic event with the causes leading to the event and subsequent impact shown
on film, c) a period film which relies heavily on mood or setting, or d) a combination
of all the above types.

5. The group must submit its Proposal: an abstract and preliminary print and video
references, on Sep. 18, 2018. Upon approval, the group will work on its script and
will submit its final script on or before Nov. 6, 2018. Submission of the finished
film will be on Dec. 4, 2018.

6. As any good documentary or re-enactment, the film must be able to lay out its
knowledge in a clear and understandable manner. If the group so chooses a re-
enactment or a period film, it must be able to capture the essence of the period it
seeks to represent in the accuracy of set, costume and how people act. Thus, for all
choices, research is important.

7. For the script, the group has to have at least five (5) sources to work on. These
sources can be found in the American Historical Collection and the Rizal Library’s
Filipiniana, Microfilm, Reference and Circulation Sections. The group may of
course add more sources to the minimum three.

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8. In referencing scripts, again, proper styles should be observed such as Chicago,
Turabian, Harvard or MLA. At all cost, PLAGIARISM should be avoided, if any
group is caught passing off someone’s work as its own, the group will be penalized
with a grade of 0, and other pertinent penalties as imposed in the Student’s
Handbook. The grade of one is the grade of all. Likewise, the film credits should
include the references in the script and the video clips used.

9. The project must be submitted either in VCD or DVD format.

10. When making the final output, bear in mind that logic and cohesion are very
important elements in a good film.

CARPE DIEM!

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