Readings in Philippine History

Summary of Requirements for the Final Term:

A. 2 Essay Papers (QAQC) to be accomplished each group
B. 1 Report to be accomplished by each group
C. Written Examination to be accomplished individually

Essay Papers (QAQC)

Rationale: QAQCs are essay requirements about certain selected issue
which is based and related to succeeding topics to be tackled in class
lectures and/or reports. In your QAQCs, students are encouraged to
express their thoughts, analysis, and commentaries, or to ask
questions as much as possible. Expressing ones views are very much
welcome, BUT these should be articulated and supported by facts, data,
and further studies in order to strengthen ones arguments.

Since this is an academic work, facts are important in establishing

and articulating viewpoints. This exercise further enhances your
research and learning endeavors which is a valuable training for
continued academic undertakings. Furthermore, students are required to
analyse issues using/applying the concepts and perspectives that will
be discussed in class. They are encouraged to utilize and apply
concepts and ideas in order to analyse a certain event thru multiple
lenses. Without reliable and competent sources to serve as supporting
evidences, your commentary is but baseless and malicious views which
will be taken against your line of arguments.

While the main text/material is given in class, students are

encouraged to check other reading materials regarding particular
lessons and issues. Consulting other sources will help you widen your
horizon in understanding and reflecting on a certain issue. Remember
the main text/material given on a particular selected issue doesn’t
contain all knowledge and analysis pertaining to it or even the topic
which it is based and related, thus the importance of referring to
other sources that might explain issues in a multitude of
perspectives. Other sources maybe use to support or contradict the
main text/material given depending on the articulation of your
arguments. This may also be utilized in expressing your questions and
inquiry regarding the discussion.

Instruction: Construct a QAQC essay based on selected issues about

certain topics and readings in Philippine History.

QAQC guidelines are as follows:

1. Q = Quote: The QAQC essay should start with a particular
phrase/maxim quoted based on the ideas contained in the assigned
article/text.
2. A = Analysis: The QAQC essay then proceeds to analyze the
significance/relevance of the chose quoted phrase to the arguments
and viewpoints of the assigned article/text/material. In the
process, the students are not only condensing and summarizing the
assigned materials, they also providing their analyses and
arguments, utilizing concepts and perspectives previously discussed
in lectures and reading assignments, about it.
3. Q = Question: The QAQC essay continues with 1-2 questions based on
the ideas contained in the assigned article/text. These questions
should reflect queries that emerge from the learner's thinking as
the reading is done.
4. C = Comment/Conclusion: The QAQC essay then tries to answer the
questions asked (or expand on the significance of the question, if
no answer is possible). Utilizing perspectives, concepts, and ideas
from earlier discussions and lectures may also be helpful in
guiding the learner/s to answer the stated questions or to expand
on its significance. Then, it ends with the reflection of the
learner/s (discussing your realizations about the significance and
applicability of the particular topic to you, and your experiences
while undertaking the said activity) and/or a connection of
thoughts to other articles done (hopefully outside of the assigned
article/text).

QAQC format is as follows:

a. MS Word type-written.
b. 700-800 words
c. Double line and paragraph spacing
d. 0” spacing before and after
e. Font Style: Times New Roman
f. Font Size: 12
g. Paper size: 8.5” x 11” (short bond paper)
h. Number of sources: at least 2 (main article/text plus another one
to corroborate and/or engage/challenge the main text. CITE YOUR
SOURCES PROPERLY!)
i. Electronic mail submission
Email Address: ak_riva@yahoo.com
Subject: UB_RPHistory1_[section]
Filename:
RPHistory1_[section]_QAQC#_LastnameFIRSTINITIAL_LastnameFIRSTINITIAL

QAQC criteria are as follow:

1. Discussion/Content of the article/film’s issues and thoughts – 30
2. Reflection/analysis of the issue – 30
3. Organization of thoughts – 20
4. Writing style – 10
5. Scholarship (proper citation, number of sources used [beside the
text/film prescribed], and reliability and credibility of sources
used) – 10

CLASS PRESENTATION/REPORTING
Rationale: In due time, every student will be given an opportunity to
share a particular topic in class. This activity is also a form of a
student’s class participation and interaction. Reporting is no
mediocre activity. One is expected to exert their full effort and
potential in facilitating and sharing a particular lesson. Given the
duration of the reports, reporter should prepare ahead of time,
deliver, discussed, and explain their topics in front of the class up
to their full potential. A let-down and lackluster preparation of such
report would evidently manifest in the reporting proper, and this will
be dealt with not only by the reporters but by the whole class in
colossal and surprise activities, which will surely be unpleasing,
prepared by the instructor. Thus, by not doing your report properly,
you’re doing a disservice to your classmates. The instructor will not
repeat the topic improperly and inadequately discussed by the reporter
for I think it’s clear by this time that “spoon feeding” the lesson is
not in my philosophy of teaching. Reporting aims to strengthen your
confidence in standing in front and discussing a particular topic, to
motivate and expand your capabilities for academic research, sharpen
your critical thinking and analytical framework, foster a responsible
character, and strengthening Freirean education philosophy of shared
learning in class (students learns from instructor; instructor learns
from students; and students learn from each other). When reporting in
front of class, I expect the reports to not only monotonously read
their presentations but also to critically analyze (sharing of ideas,
even questions, and reflection) their topics. This activity also aims
to sharpen the student’s critical thinking and the capacity to argue.
Each member should have a particular issue/subtopic to report/share in
the actual presentation of the group.

I know this is a herculean task, but rest assure that I would be there
I every step and would be guiding the whole conduct of the report, if
there is something to be guided. FEEL FREE TO CONSULT WITH ME AHEAD OF
YOUR REPORT SCHEDULE FOR MORE INQUIRIES REGARDING ORAL REPORTS. Ask as
many questions and inquiries to me relevant to your presentation in
order to aid you in your discussion.

Students are required to analyse issues using/applying the concepts

and perspectives that will be discussed in class. They are encouraged
to utilize and apply concepts and ideas in order to analyse a certain
event thru multiple lenses.

Students are encouraged to use reliable sources and materials in their

summary and in supporting their arguments. Students are required to
choose at least three academic sources the course of constructing and
presenting their report. Students are discouraged to use
encyclopedia-based sources such as but not limited to Wikipedia (READ:
NO WIKIPEDIA AND OTHER ENCYCLOPEDIA-BASED SOURCES WILL BE USED AS
REFERENCE IN ALL ACTIVITIES). Students may read these kinds of
materials to gain preliminary knowledge about the topic to prepare
them to read more academic resources. Personal insights regarding the
topic is good but supporting it with sound analysis coming from
various academic source is better, which is a potent training for
higher learning. In this line, students are expected to be practice
academic honesty by citing their sources properly (NO COPY-PASTED,
PLAGIARIZED WORKS) and acknowledging their sources. Plagiarized works
will automatically be given a rating of zero.

Presentation guidelines are as follow:

1. The PRESENTATION should start with 2-5 critical questions based on
the ideas contained in the assigned article/text. These questions
should not be quoted from the article/text but should reflect
queries that emerge from the learner's thinking as the reading is
done;
2. The PRESENTATION then condenses the content (main points and
arguments) of the article/text;
3. The PRESENTATION then should state its arguments and analyses about
the article/text. Your own analyses should be articulated and are
supported by facts, data, and sources;
4. The PRESENTATION then proceeds to answer the questions asked (or
expand on the significance of the question, if no answer is
possible).
5. The PRESENTATION ends with the reflection of the learner/s
(discussing your realizations about the significance and
applicability of the particular topic to you, and your experiences
while undertaking the said activity) and/or a connection of
thoughts to other articles done (hopefully outside of the assigned
article/text).

Presentation format is as follow:

1. It is highly suggested for every reporter to construct your report
in an MS Power Point Presentation, Prezi, or any multimedia
presentation in order to organize the report.
2. Limit you slides to 8-12, including the reference list. Only 7-11
lines each slide.
3. Number of sources: at least 2 (main article provided and another
two to corroborate and/or engage/challenge the provided
text/document. CITE YOUR SOURCES PROPERLY!)
4. Provide a copy of the MS Power Point Presentation/Prezi to the
class.

Presentation criteria are as follow:

1. Discussion/Content of the article/film/document’s issues and
thoughts – 25
2. Reflection/analysis of the issue – 25
3. Organization of thoughts – 20
4. Presentation – 10
5. Scholarship (proper citation, number of sources used [beside the
text/film prescribed], and reliability and credibility of sources
used) – 10

Note: There are only seven (7) available topics to be reported. Three
other groups without any report will be given equally challenging
requirement/s to correspond as their class presentation.

WRITTEN EXAMINATION: To be announced

TENTATIVE SCHEDULE

Tuesday-Thursday Classes
Date Topic Reading Remarks
Materials
October 22 Orientation for
the Final Term
***October 25 FORUM: Aguinaldo 8:00-12:00nn at
and Bonifacio UB Gymnasium
Discourses Note: All
RPHistory
students are
mandated to
attend the
forum.
October 24-29 LECTURE: Social, LECTURE: October 29:
 Political, A. Agrarian Submission
Economic and Reform (during class
cultural Issues History schedule) of the
in Philippine http://www.da 1st QAQC on the
History: r.gov.ph/abou forum Aguinaldo
A. Agrarian t- and Bonifacio
Reform us/agrarian- Discourses
Policies reform-
(History of history
Agrarian B. The
Issues and Comprehensive
Struggles: Agrarian
Pre-colonial Reform
era to Post- Program After
colonial 30 Years:
administratio Accomplishmen
ns, before ts and
1521-1965) Forward
B. The Options
Philippine [Overview of
Constitutions Land Reform
(Concept of in the
Constitution) Philippines,
pp. 3-10]
https://pidsw
ebs.pids.gov.
ph/CDN/PUBLIC
ATIONS/pidsrp
1803.pdf
C. Agrarian
Reform: A
Struggle for
Social
Justice. An
Imperative to
Development
(AKBAYAN
Platform on
Agrarian
Reform)
D. HISTORY OF
COLONIALISM
AND STRUGGLE:
E. LOCAL STREAMS
IN PHILIPPINE
NATIONALISM
November 2 BREAK
November 5 CASE STUDY CASE STUDY: The
(Report #1): The Philippine Rice
Philippine Rice Share tenancy
Share tenancy Act of 1933 (Act
Act of 1933 (Act 4045):
4045) http://www.chanr
obles.com/acts/a
CASE STUDY ctsno4045.html
(Report #2):
Agricultural CASE STUDY:
Tenancy Act of Agricultural
the Philippines Tenancy Act of
in 1954(RA 1199) the Philippines
in 1954(RA 1199)
CASE STUDY http://www.lawph
(Report #3): il.net/
Agricultural
Land Reform Code CASE STUDY:
of 1963 (RA Agricultural
3844) Land Reform Code
of 1963 (RA
3844)
http://www.lawph
il.net/statues/r
epacts
/ra1963/ra_3844_
 _1963.html
November 7-12 LECTURE: Social, LECTURE:
Political, A. Martial Law
Economic and Museum
cultural Issues https://marti
in Philippine allawmuseum.p
History: h
Agrarian Reform B. National
Policies and Historical
Philippine Commission of
Constitutions the
(Contextualizing Philippines:
Agrarian Martial Law
Policies and Series
Struggles, and https://marti
Constitutional allawmuseum.p
Issues: Martial h/magturo/nhc
Law era) p-martial-
law-series/
C. Declaration
of Martial
Law
https://marti
allawmuseum.p
h/magaral/dec
laration-of-
martial-law/
D. Martial Law
in Numbers
https://marti
allawmuseum.p
h/magturo/mar
tial-law-in-
numbers/
E. Martial Law
in Data
https://marti
allawmuseum.p
h/magaral/mar
tial-law-in-
data/
F. Just how bad
was
corruption
during the
Marcos years?
https://www.r
appler.com/th
ought-
leaders/24047
7-analysis-
just-how-bad-
was-
corruption-
marcos-years
G. Marcos years
marked
'golden age'
of PH
economy? Look
at the data
https://www.r
appler.com/vi
ews/imho/1246
82-marcos-
economy-
golden-age-
philippines
H. Worse than
death:
Torture
methods
during
 martial law
https://www.r
appler.com/na
tion/121365-
torture-
martial-law-
marcos-regime
I. Exorcising
the ghost of
the past
https://www.r
appler.com/th
ought-
leaders/18324
9-pcgg-
marcos-
wealth-
exorcising-
ghost-past
J. The tragedy
of Martial
Law
https://www.r
appler.com/th
ought-
leaders/14686
9-tragedy-
martial-law-
marcos
K. The PCGG and
the Marcoses’
Ill-Gotten
Wealth
https://marti
allawmuseum.p
h/interactive
/pccghunt/
November 14 CASE STUDY: P.D. CASE STUDY:
27 of 1972 A. P.D. 27 of
1972
CASE STUDY http://www.la
(Report #4): wphil.net/sta
1973 tues/predecs/
Constitution pd1972/pd_27_
1972.html
B. Marcoses
should
apologize to
Filipino
farmers
https://opini
on.inquirer.n
et/88150/marc
oses-should-
apologize-to-
filipino-
farmers

CASE STUDY:
A. 1973
Constitution.
http://www.go
v.ph/constitu
tions/1973-
constitution-
of -the-
republic-of-
the-
philippines-
2/
B. FERDINAND
MARCOS:
APOTHEOSIS OF
 THE
PHILIPPINE
HISTORICAL
TRADITION
http://studen
ts.washington
.edu/nupsa/Do
cs/Volume6/Cu
UnjiengFINAL.
pdf
November 19 LECTURE: Social, LECTURE:
Political, A. EDSA: An
Economic and Unfinished
cultural Issues Revolution
in Philippine https://marti
History: allawmuseum.p
Agrarian Reform h/magaral/eds
Policies and a-an-
Philippine unfinished-
Constitutions revolution/
(Contextualizing B. The Road to
Agrarian EDSA
Policies and https://marti
Struggles, and allawmuseum.p
Constitutional h/interactive
Issues: Post- /roadtoedsa/
Martial Law
context) CASE STUDY:
A. Comprehensive
CASE STUDY Agrarian
(Report #5): Reform
Comprehensive Program of
Agrarian Reform 1988 (RA
Program of 1988 6657)
(RA 6657) http://www.go
v.ph/download
CASE STUDY s/1988/06jun
(Report #6): /19880610-RA-
Comprehensive 6657-CCA.pdf
Agrarian Reform B. CARP Primer
Program 2008
Extension with (Kilusang
Reforms of 2009 Magbubukid ng
(RA 9700) Pilipinas)

A. CASE STUDY:
Comprehensive
Agrarian
Reform
Program
Extension
with Reforms
of 2009 (RA
9700)
http://www.ch
anrobles.com
/republicacts
/republicacts
no9700_pdf.ph
p
B. The
Comprehensive
Agrarian
Reform
Program After
30 Years:
Accomplishmen
ts and
Forward
Options
https://pidsw
ebs.pids.gov.
ph/CDN/PUBLIC
 ATIONS/pidsrp
1803.pdf
November 21 CASE STUDY CASE STUDY:
(Report #7): A. 1987
1987 Constitution.
Constitution http://www.go
v.ph/constitu
FILM SHOWING on tions/1987-
Agrarian Reform constitution/
Issues and B. Martial Law
Policies: in the New
A. Sa Ngalan ng Constitution
Tubo https://marti
B. Bala at allawmuseum.p
Magsasaka h/magaral/mar
tial-law-in-
the-new-
constitution/
November 26 LECTURE: Lecture: Submission of 2nd
Integration A. Agrarian QAQC on film
Reform: A showings of Sa
Struggle for Ngalan ng Tubo
Social and Bala at
Justice. An Magsasaka
Imperative to
Development
(AKBAYAN
Platform on
Agrarian
Reform)
B. CARP Primer
2008
(Kilusang
Magbubukid ng
Pilipinas)
November 28- Final
December 3 Examination Week

Monday-Friday Classes
Date Topic Reading Remarks
Materials
October 21 Orientation for
the Final Term
October 25 FORUM: Aguinaldo 8:00-12:00nn at
and Bonifacio UB Gymnasium
Discourses Note: All
RPHistory
students are
mandated to
attend the
forum.
October 28 LECTURE: Social, LECTURE: Submission of
Political, A. Agrarian the 1st QAQC on
Economic and Reform the forum
cultural Issues History Aguinaldo and
in Philippine http://www.da Bonifacio
History: r.gov.ph/abou Discourses
A. Agrarian t-
Reform us/agrarian-
Policies reform-
(History of history
Agrarian B. The
Issues and Comprehensive
Struggles: Agrarian
Pre-colonial Reform
era to Post- Program After
colonial 30 Years:
administratio Accomplishmen
ns, before ts and
1521-1965) Forward
B. The Options
Philippine [Overview of
Constitutions Land Reform
 (Concept of in the
Constitution) Philippines,
pp. 3-10]
https://pidsw
ebs.pids.gov.
ph/CDN/PUBLIC
ATIONS/pidsrp
1803.pdf
C. Agrarian
Reform: A
Struggle for
Social
Justice. An
Imperative to
Development
(AKBAYAN
Platform on
Agrarian
Reform)
D. HISTORY OF
COLONIALISM
AND STRUGGLE:
E. LOCAL STREAMS
IN PHILIPPINE
NATIONALISM
November 1 BREAK
November 4 CASE STUDY CASE STUDY: The
(Report #1): The Philippine Rice
Philippine Rice Share tenancy
Share tenancy Act of 1933 (Act
Act of 1933 (Act 4045):
4045) http://www.chanr
obles.com/acts/a
CASE STUDY ctsno4045.html
(Report #2):
Agricultural CASE STUDY:
Tenancy Act of Agricultural
the Philippines Tenancy Act of
in 1954(RA 1199) the Philippines
in 1954(RA 1199)
CASE STUDY http://www.lawph
(Report #3): il.net/
Agricultural
Land Reform Code CASE STUDY:
of 1963 (RA Agricultural
3844) Land Reform Code
of 1963 (RA
3844)
http://www.lawph
il.net/statues/r
epacts
/ra1963/ra_3844_
_1963.html
November 8-11 LECTURE: Social, LECTURE:
Political, A. Martial Law
Economic and Museum
cultural Issues https://marti
in Philippine allawmuseum.p
History: h
Agrarian Reform B. National
Policies and Historical
Philippine Commission of
Constitutions the
(Contextualizing Philippines:
Agrarian Martial Law
Policies and Series
Struggles, and https://marti
Constitutional allawmuseum.p
Issues: Martial h/magturo/nhc
Law era) p-martial-
law-series/
C. Declaration
of Martial
 Law
https://marti
allawmuseum.p
h/magaral/dec
laration-of-
martial-law/
D. Martial Law
in Numbers
https://marti
allawmuseum.p
h/magturo/mar
tial-law-in-
numbers/
E. Martial Law
in Data
https://marti
allawmuseum.p
h/magaral/mar
tial-law-in-
data/
F. Just how bad
was
corruption
during the
Marcos years?
https://www.r
appler.com/th
ought-
leaders/24047
7-analysis-
just-how-bad-
was-
corruption-
marcos-years
G. Marcos years
marked
'golden age'
of PH
economy? Look
at the data
https://www.r
appler.com/vi
ews/imho/1246
82-marcos-
economy-
golden-age-
philippines
H. Worse than
death:
Torture
methods
during
martial law
https://www.r
appler.com/na
tion/121365-
torture-
martial-law-
marcos-regime
I. Exorcising
the ghost of
the past
https://www.r
appler.com/th
ought-
leaders/18324
9-pcgg-
marcos-
wealth-
exorcising-
ghost-past
J. The tragedy
of Martial
 Law
https://www.r
appler.com/th
ought-
leaders/14686
9-tragedy-
martial-law-
marcos
K. The PCGG and
the Marcoses’
Ill-Gotten
Wealth
https://marti
allawmuseum.p
h/interactive
/pccghunt/
November 15 CASE STUDY: P.D. CASE STUDY:
27 of 1972 A. P.D. 27 of
1972
CASE STUDY http://www.la
(Report #4): wphil.net/sta
1973 tues/predecs/
Constitution pd1972/pd_27_
1972.html
B. Marcoses
should
apologize to
Filipino
farmers
https://opini
on.inquirer.n
et/88150/marc
oses-should-
apologize-to-
filipino-
farmers

CASE STUDY:
A. 1973
Constitution.
http://www.go
v.ph/constitu
tions/1973-
constitution-
of -the-
republic-of-
the-
philippines-
2/
B. FERDINAND
MARCOS:
APOTHEOSIS OF
THE
PHILIPPINE
HISTORICAL
TRADITION
http://studen
ts.washington
.edu/nupsa/Do
cs/Volume6/Cu
UnjiengFINAL.
pdf
November 18 LECTURE: Social, LECTURE:
Political, A. EDSA: An
Economic and Unfinished
cultural Issues Revolution
in Philippine https://marti
History: allawmuseum.p
Agrarian Reform h/magaral/eds
Policies and a-an-
Philippine unfinished-
Constitutions revolution/
(Contextualizing B. The Road to
 Agrarian EDSA
Policies and https://marti
Struggles, and allawmuseum.p
Constitutional h/interactive
Issues: Post- /roadtoedsa/
Martial Law
context) CASE STUDY:
A. Comprehensive
CASE STUDY Agrarian
(Report #5): Reform
Comprehensive Program of
Agrarian Reform 1988 (RA
Program of 1988 6657)
(RA 6657) http://www.go
v.ph/download
CASE STUDY s/1988/06jun
(Report #6): /19880610-RA-
Comprehensive 6657-CCA.pdf
Agrarian Reform B. CARP Primer
Program 2008
Extension with (Kilusang
Reforms of 2009 Magbubukid ng
(RA 9700) Pilipinas)

CASE STUDY:
A. Comprehensive
Agrarian
Reform
Program
Extension
with Reforms
of 2009 (RA
9700)
http://www.ch
anrobles.com
/republicacts
/republicacts
no9700_pdf.ph
p
B. The
Comprehensive
Agrarian
Reform
Program After
30 Years:
Accomplishmen
ts and
Forward
Options
https://pidsw
ebs.pids.gov.
ph/CDN/PUBLIC
ATIONS/pidsrp
1803.pdf
November 22 CASE STUDY CASE STUDY:
(Report #7): A. 1987
1987 Constitution.
Constitution http://www.go
v.ph/constitu
FILM SHOWING on tions/1987-
Agrarian Reform constitution/
Issues and B. Martial Law
Policies: in the New
A. Sa Ngalan ng Constitution
Tubo https://marti
B. Bala at allawmuseum.p
Magsasaka h/magaral/mar
tial-law-in-
the-new-
constitution/
November 25 LECTURE: Lecture: Submission of 2nd
Integration A. Agrarian QAQC on film
Reform: A showings of Sa
 Struggle for Ngalan ng Tubo
Social and Bala at
Justice. An Magsasaka
Imperative to
Development
(AKBAYAN
Platform on
Agrarian
Reform)
B. CARP Primer
2008
(Kilusang
Magbubukid ng
Pilipinas)
November 28- Final
December 3 Examination Week