SYLLABUS History 1 (Philippine History) Credits: 3 units Prerequisites: None Mondays and Thursdays (Sec.

2), 7:00-8:30, Rm 107 Tuesdays and Fridays (Sec 11), 4:00-5:30 Rm 205 Tomas Fonacier Hall. UPV, Miagao, Iloilo Juhn Chris Espia Instructor, 1st Semester, 2012-2013 Email: jcespia@gmail.com Consultation hours: MTh-1:00-4:00 pm, DSS Faculty Room, Miagao Campus TF-1:00-3:00 pm, CAS Faculty Lounge, Iloilo City Campus Course Description: The political, social and cultural development of the Philippines Course Objectives: The course endeavors the student to: 1. Acquire a wider perspective of the history of the Filipinos and to appreciate our rich cultural heritage; 2. Develop historical consciousness and a strong sense of nationhood; and 3. Develop a critical mind and the ability to communicate effectively through the practice of historical method Assessment Scheme: Assessment of students performance in this class will be based on the following: Components 2 Long Examinations (15% each) Final Examination/Assessment Group Report Class Participation Assignments Quizzes Total: Percentage 30% 20% 15% 15% 10% 10% 100%

Long Examinations: Examinations will cover topics outlined in the class syllabus. All examinations will be a combination of essay, objective, problem-solving and questions that require a degree of creativity. Students are therefore expected to be able to express themselves in writing and/or in more creative forms. Final Examination/Assessment: This will be given at the end of the semester. This examination might be written, oral, creative or a combination of all. The instructor reserves the right to substitute the final examination with an activity/and or requirement of equal percentage and merit. Group report: The class will be divided into eight groups. Each group will be in charge of leading the discussion of a particular topic to be determined at the beginning of the semester. It is the 1

job therefore of the reporters to prepare the report outline, visual aids and activities in consultation with the instructor. The report will be graded using the following assessment scheme: Component/Quality Conciseness and validity of the report/presentation Mastery of the report/presentation Soundness and logic in the relationship of activity to relevant local, national and/or global issues presented; and or respective disciplines Creativity of presentation Level of members participation Total Points 5 3 2 Percentage 40 20 10

2 3 15

10 20 100

Class participation: It is expected that students are prepared before coming to class every meeting. This means that you have read, reread, and comprehended, assigned reading/s before entering the class, or at least have tried your best to do so. Coming to class means that you are interested to contribute and learn in classroom activities. Participation in discussion means raising pertinent and well grounded points or questions and not merely reading the book in front of the course instructor and your classmates. Students are also expected to ask pertinent questions during the open forums after the group reports. Quizzes and Assignments: Quizzes are not announced. These are given to check whether you have done your reading assignments or not. It is either in objective or in essay form. Assignments are given either individually or in groups. Class Rules: Attendance and Tardiness: Students with more than six unexcused absences will be automatically given a grade of five (5) unless he or she has formally dropped the course. It is your responsibility to apply for dropping if you have exceeded the limit of unexcused absences, not an Instructors prerogative. Arriving fifteen minutes (15 min.) after the start of the class is considered late. Arriving half an hour after the start of the class is considered absent. Three late marks is equivalent to one absent mark. Rule for Mobile Phones: Mobile phones should be set in silent mode inside the class. If you need to make an important SMS, MMS conversation, or Phone call, you should excuse yourself from the class and conduct your business outside. Due dates: Submission schedules for this class should be promptly observed. Late submissions of assigned works are not accepted. It will be helpful if you finish and print assigned papers at least 24 hours before the due. Be alert with any possible changes in schedules so you wont be confused. Do not hesitate to ask the instructor if you feel uncertain. It is better to be sure than sorry. Class Discussion: Names will be called randomly. Once your name is called you have the right and the duty to contribute. Language is not a barrier for articulating ideas so long as mutual understanding is guaranteed. Being absent on the previous meeting/s means that it is your 2

responsibility to review the discussion on the day/s when you were absent. You are an important participant in learning therefore your contribution in class room learning is highly valued. Students Responsibility: It is expected that you are reading and understanding the literatures assigned to or pertinent with the topic before coming to class. The role of the instructor is only to facilitate in the birthing process of ideas and to assess students performance. Grades are not made but only calculated based on the set of given provided by the students performance. Course Schedule: The discussion will follow the outline. In case of any unforeseeable and unavoidable interruptions a make- up class will be scheduled in a mutually convenient and feasible time and place. Academic Honesty: Plagiarism is a serious academic offense punishable by a grade of 5.0 or expulsion. You are expected to observe proper rules in citing sources and to provide appropriate credits to borrowed ideas. Cheating during examination and quizzes will also be subject to similar rule. TOPIC OUTLINE Day1 Objective/ Learning Outcome After this class activity, students should be able to: a. Know more about the course and the GE Framework b. Set personal and group expectations for the semester c. Know more about themselves and their classmates Content/Activity Reference and/or requirements 1. Metacards and Markers 2. Short Video Clip on the Contemporary Filipino Youth and Philippine History 3. Multimedia Projector Multimedia Projector (See list of references for assigned readings)

1. Introduction and Course Orientation; GE Framework 2. Getting to know each other activity

a. Describe the uses of history; b. Identify the sources of history; c. Differentiate the various approaches to the study of Philippine history; d. discuss the importance of interpreting Philippine history from Filipino point af vietr4 and e. justify the necessity of studying history in understanding one's national

I. Clio's Inspiration: Herstory/History A. Whats in it for us? Its uses and sources B. Making Sense Out of History: Approaches to the study of Philippine History (Lecture-Discussion)

Estimated number of days

identity. a. locate the strategic position of the Philippines in relation to other countries in the region and the world; b. explain the different theories regarding the geological and geographical foundations of the Philippines; and c. point out the importance of geographic features of the Philippines on the development of Philippine history and culture. II. Where on earth are we? The Setting A. Dynamics of the Earth: Geological and Geographical Foundations of the Philippines B. Of gods, giants and grand plots: Tales from the Past (Lecture-Discussion with Visual aids; Interactive Mapping Activity) III. As it Was: The Archipelago Before the White Men Came A. From Adam and Eve to the Tabon Man: Theories Concerning the Peopling of the Philippines B. Boats and Barter: Philippine Trade Patterns, Culture Bearers and Transmitters C. Barangay: The Way We Were D. The Kris and the Crescent: Islam in the Philippines (Lecture-Discussion with Visual Aids and Class Activities Led by Assigned Group Reporters) a. explain the diverse factors that led to Spanish colonization overseas; b. identify and explain the various instruments of IV. In Search of Spices, Souls and Sovereign Rule: Philippine Colonial Society (1570-1763) 4 Multimedia Projector (See list of references for assigned readings) Multimedia Projector Maps of the Philippines, Manila Paper, Markers (See list of references for assigned readings)

3-4

5-9

a. compare and contrast the historical and cultural implications of the various theories of peopling of the Philippines; b. discuss the Philippine trade patterns and their role in the diffusion of culture in to the Philippines prior to the coming of the Spaniards; c. trace the entry and spread of Islam in to the Philippines; and d. synthesize and interpret Asian legacies on Philippine cultures prior to the Spanish Period.

9-12

Pacification" and exploitation used by the Spaniards in the Philippines; c. identify, describe and evaluate the social structures of colonial Philippines, d. explain the patterns of Filipino response to Spanish colonial rule; and e. evaluate the impact of Spanish colonialism on Philippine society and culture,

A. Go East: Rationale of Spanish Colonization Overseas B. The Sword and the Cross: Instruments of Pacification and Exploitation C. The Spanish Bond: Institutions of Colonial Rule D. Agraviados y Padrinos: Patterns of Filipino Response (Lecture-Discussion with Visual Aids and Class Activities Led by Assigned Group Reporters; Panel Discussion; Film Show)

Multimedia Projector (See list of references for assigned readings)

13-16

a. Appraise the impact of European political, economic, and intellectual developments on Philippine society; b. Reconstruct the patterns of economic development in the Philippines as they were influenced by new forms of global trade and communications; c. Identify and explain the cause$ and significance of the reform movements in the Philippines; and d. Explain the factors leading to the Philippine Revolution.

V. Progress and Protests: Formation of a Filipino National Society (17631896) A. Loosening Up: Impact of European Developments on Philippine Society B. Of Steamboats and Sugar Mills: Global Trade and Modernization C. Reform, Radicalism, and Revolution: The Propaganda Movement D. Signs of a Brewing Revolution (Lecture-Discussion with Visual Aids and 5

Multimedia Projector (See list of references for assigned readings)

Class Activities Led by Assigned Group Reporters; Panel Discussion; Film Show) a. To trace the developments leading to the establishment of the Malolos Republic after the outbreak of the revolution; b. Recognize the form of American involvement in the Philippine Revolution; c. Compare and contrast the divergent interest of the elite and the masses and their impact on Philippine Society; and; d. Form generalizations on the impact of the Philippine Revolution on Philippine Society. VI. The Revolution and the Republic: The Transitional Society from the Revolution to The Filipino-American War (1896-1907) A. Nipped in the Bud: The Malolos Republic Multimedia Projector B. Bloody, Blundering Business: American Imperialism in the Philippines C. The Burgis and the Masa: Divergent Interests (Lecture-Discussion with Visual Aids and Class Activities Led by Assigned Group Reporters; Panel Discussion; Film Show) (See list of references for assigned readings)

17-20

a. Identify and explain the reasons for American expansionism; b. Explain the nature of the relationship between Fiiipino and American leadership; 21-24 c. Distinguish the different forms of Filipino resistance to American colonialism; and d. Formulate valid interpretation of the nature and results of American colonialism

VII. A Tale of Two Races: White Mans Manifest Destiny and Little Brown Brothers Bondage (1898-1945) A. Dreams and Visions: America Goes Global B. The Eagle Has Landed: Civilizing with Krags and Chocolates C. Shades of Free Trade: Economic Prosperity and Dependency (Lecture-Discussion 6 Multimedia Projector (See list of references for assigned readings)

with Visual Aids and Class Activities Led by Assigned Group Reporters; Panel Discussion; Film Show)

25-27

a. Assess the significance and impact of the Japanese occupation on Philippine society; b. Describe and analyze the nature of Philippine "Liberation," and; c. Explain the nature of the "collaboration" issue.

VIII. Tatlong Taong Walang Dios: The Japanese Invasion and Occupation (1942- 1945) A. The Rising Sun: Japanese Expansionism in Asia B. Staying Alive: Collaboration, resistance and atbp. C. "I Shall Return": The "Liberation" and Reoccupation" (Lecture-Discussion with Visual Aids and Class Activities Led by Assigned Group Reporters; Panel Discussion; Film Show)

Multimedia Projector (See list of references for assigned readings)

a. Discuss the changing features of the Filipino- American neocolonial relations from Roxas to Marcos; b. Describe the structure of national leadership from Roxas to Marcos ; c. Identify the bases for the declaration sf Martial Law, d. reconstruct the events leading to the "bloodless revolution'; e. evaluate the causes, growth and effects of the HUKBALAHAP, NPA and

IX. Dependent Independence: From Post-War Republic to People Power (1948present) A. It Takes Two to Tango": PhilippineAmerican Neo-colonial Relations B. Games of State: Structure of National Leadership from Roxas to Marcos C. Clear and Present Danger: Martial Law and the Years of Living 7 Multimedia Projector (See list of references for assigned readings)

28-31

Muslim secessionist movements.

Dangerously D. The Continuing Storm: Resistance from the HUKBALAHAP to the NPA and Muslim secessionist Movement E. Ousting the Dictator: People Power Revolution (Lecture-Discussion with Visual Aids and Class Activities Led by Assigned Group Reporters; Panel Discussion; Film Show)

a. Re-evaluate the strategic position of the Philippines in relation to other countries in the region and the world; b. Discuss the contemporary trade patterns and its historical and cultural implications on Philippine society; c. Assess the state of Philippine society and its attendant problems; d. Formulate possible long-term solutions to these problems.

X. Do You Know Where You Are Going To: Globalization and Prospects for the Future A. World Trade Organization and Regional Trade Blocs B. Issues on Body Politics: SARS and the Outbreak and Reemergence of Diseases, Womens Reproductive Health C. The Politics of Information and Communication Technologies: Control and Access in the Third World (Lecture-Discussion with Visual Aids and Class Activities Led by Assigned Group Reporters; Panel Discussion; Film Show; Debate)

32-33

Reserved for Fieldtrips, Review Sessions and Holidays 8

List of References Required references: Agoncillo, Teodoro. History of the Filipino People. Quezon City: Garcia Publishing Co., 1990. Constantino, Renato. The Philippineses: A Past Revisited. Quezon City: Tala Publishing Corp, 1975. ______________________. The Philippines: IheConfnuingPest Queeon City. 1978.

Readings I. Clios Inspiration: History/ Herstory De la Costa, Horacio, S.J. "Three Lectures on History in Historical Bulletin September 1960. pp 15-38. Larkin, John A. (ed.). Perspectives on Philippine Historiography: A Symposium, New Haven: Yale University, Southeast Asia Studies. Pp. 1 - 17. McCoy, Alfred W. "Introduction: The Social History of an Archipelago" in Alfred W. McCoy and Ed C. de Jesus, (eds), Philippine Social History: Global Trade and Local Transformation. Quezon City: Ateneo de Manila University Press, 1981 pp 1-8.

II. Where on earth are we? : The Setting ____________Questions and Challenges in Philippine Prehistory . Professorial Chair Lecture Series Monograph No. 7. Quezon City: University of the Philippines Press, 1975. pp 1-35. Scott, William H. Prehistoric Source Materials for the Study of Philippine History. Quezon City: New Day Publisher, 1984. p. 12- 32. __________________. The Barangay: 16th Century Philippine Culture and Society. Quezon City: Ateneo de Manila University Press, 1994.

III. As It Was: The Archipelago Before the White Men Came Jocana, Landa F. The Philippines at the Spanish Contact. Manila: MCB Enterprise, Inc, 1975. pp 1 -43, Hutterer, Karl. "Pre-Historic Trade and Evolution in Philippine Societies: A Reconsideration" in Karl Hutterer's Economic Exchange and Social Interaction in Southeast Asia. Ann Arbor, 1977 .

IV. In Search of Spices, Souls and Sovereign Rule: Philippine Colonial Society (1570-1763) Cushner, Nicholas P. Spain in the Philippines: From Conquest to Revolution. Quezon City: Ateneo de Manila University, 1973. pp 101 - 152. De la Costa, Horacio. Readings in Philippine History: Selected Historical Texts Presented in a Commentary. Quezon City: Bookmark, 1965. pp. 44-64; 65-97. Phelan, John Leddy. The Hispanization of the Philippines: Spanish Aims and Filipino Responses 1565-1700. University of Wisconsin Madison, 1959. pp. 72-89, 93-135, 137151.

V. Progress and Protests: Formation of a Filipino National Society (1763-1896} Cushner, Nicholas P. Spain in the Philippines: From Conquest to Revolution. Quezon City: Ateneo de Manila University, 1973. pp 187-227. De la Costa, Horacio. Readings in Philippine History: Selected Historical Texts Presented in a Commentary. Quezon City: Bookmark, 1965. pp. 128-196. Fast, Jonathan and Richardson, Kim. Roots of Dependency: Political and Economic Revolution in the 19th Century Philippines . Quezon City: Center for Nationalist Studies, 1979. pp 13 -41. McCoy, Alfred W. The Queen Dies Slowly: The Rise and Decline of Iloilo City" in Alfred W McCoy and Ed C" de Jesus, (eds), Philippine Social History: Global Trade and Local Transformation. Quezon City: Ateneo de Manila University Press, 1981, pp 297358. Warren, James. "Slavery and the Impact-of External Trade: The Sultanate in the 19th Century in McCoy and de Jesus, op. cit. pp.415 -444.

VI. The Revolution and the Republic: The Transitional Society from the Revolution to the Filipino-American War (1896- 1907) Agoncillo, Teodoro A. The Revolt of the Masses: The Story of Bonifacio and the Katipunan . Quezon City: University of the Philippines Press, 1956. pp 276 - 298. _________________________. " Malolos: The Crisis of the Republic. Quezon City: University of the Philippines Press, 1960. pp.621 -678. Fast, Jonathan and Richardson, Kim. Roots of Dependency: Political and Economic Revolution in the 19th Century Philippines . Quezon City: Center for Nationalist Studies, 1979. pp. 55 - 84. Guerrero, Milagros C. " The Provincial and Municipal Elites of Luzon During the Revolution: 1898 -1902 in McCoy and de Jesus. pp- 155 -190. Ileto, Reynaldo C. Pasyon and Revolution : Popular Movements in the Philippines, 1898-1910. Quezon City: Ateneo de Manila University, 1979. May, Glenn Anthony. Inventing a Hero: A Posthumous Recreation of Andres Bonifacio" Quezon City: New Day, 1997.

VII. A Tale of Two Races: White Mans Manifest Destiny and Little Brown Brothers Bondage (1898-1945) Abaya, Hernando. Betrayal in the Philippines. Quezon City, 1965. De la Costa, Horacio. Readings in Philippine History: Selected Historical Texts Presented in a Commentary. Quezon City: Bookmark, 1965: pp.250-271. Friend, Theodore. Between Two Empires. Quezon City, 1969. Hicks, George . The Comfort Women: Sex Slaves of the Japanese Imperial Forces. Singapore: Heiremann Asia, 1995. Ileto, Reynaldo C. Pasyon and Revolution : Popular Movements in the Philippines, 1898-1910. Quezon City: Ateneo de Manila University, 1979. pp. 209-212. Jenkins, Shirley. American Foreign Policy Towards the Philippines. Stanford, 1954. pp.30-31. Leroy, James. The Americans in the Philippines. Boston: Houghton Miffins Co., 1914. Reappraising an Empire: New Perspective in Philippine-American History. Edited by Peter Stanley. Cambridge, Massachusetts, 1983. Salamanca, Bonifacio. The Filipino Reaction to American Rule. Quezon City, 1984. pp. 44-64. 10

VIII. Tatlong Taong Walang Dios: The Japanese Invasion and Occupation (1942-1945)

Sturtevant, David. Popular Uprising in the Philippines 1898-1910. Quezon City: Ateneo de Manila University Press, 1979. pp. 256-266 Thomson , James Jr. C. et al. Sentimentalist Imperialist. New York, New York, 1981. Chapters 8 and 19.

Lichauco Alejandro et al. Imperialism in the Philippines. New York, 1973- pp 129-134 Pomeroy, Stephen .The United States in the Philippines : A Study of Neocolonialism.

IX. Dependent Independence: From Post-War Republic to People Power (1948- present) Bello, Walden et al. Colonial Without Occupation Force" in Development Debacle. The World Bank in the Philippines . San Francisco, California, 1982. pp 13-23; 29 - 39. Brilliantes, Alex and Armales-Ilago, Bienvenida. 1898-1992 The Philippine Presidency. Quezon City: University of the Philippines College of Business and Administration 1994. Constantino, Leticia, R. The Snap Revolution: A Post Mortem. Quezon City: 1986 pp. 1 -27 X. Do you Know Where You Are Going To: Globalization and Prospects for the Future Eviota, Elizabeth Uy. The Political Economy of Gender: Women and Sexual Division of Labor in the Philippines. London : Zed, 1992. Nabudere, Dan. The Political Economy of Imperialism. London: Zed Press Ltd. 1977 pp. 212-281. Shalom, Stephen Rosskamn. The United States and the Philippines: A Study of Neocolonialism. Quezon City: New Day Publishers , 1986. Tanada, Lorenzo . Nationalism: A Summon to Greatness. UP School of Economics. An Analysis of the Philippine Economic Crisis: A Workshop Report. Quezon City, 1986, pp. 1-27. Villegas, Edberto M. Studies in Philippine Political Economy. Manila, 1983, pp. 1 7.

Note: Additional texts and references given in class.

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