UNIVERSIDAD DE MANILA

UDM Annex, Plaza Lacson, Sta. Cruz, Manila

COLLEGE OF INDUSTRIAL TECHNOLOGY

Vision: Universidad de Manila promotes free and quality tertiary education for the underprivilege youth, relevant curricular and
research programs, and responsive extension services-all these benefiting the City of Manila and the country.

Mission: The university mission is anchored on its profound culture of excellence in the fields of academics, research and extension
community service technopreneurship and employment and vocational training.

Course Title: Readings in Philippine History

Course Code: PHILHIST

Course Description: This course analyzes Philippine History from multiple perspectives through the lens of selected primary and secondary sources
coming from various disciplines and different genres. Students are given opportunities to analyze the author’s background and
main arguments, compare different points of view, identify biases and examine evidences presented in the document. The
discussion will tackle traditional topics in history and other interdisciplinary themes that will deepen and broaden their
understanding of Philippine political, economic, cultural, social and religious history. Priority is to develop the historical and
critical consciousness of the students so that they will become versatile, articulate, broad- minded, morally upright and socially
responsible citizens. This course has mandatory topics on the Philippine Constitution, agrarian reform and taxation.

Course Credit: 3
Time Duration: 18 Meetings
Placement:
Pre-requisite: None

Program Outcomes:
1). Produce quality industrial technology graduates to meet the demands of society
2). Implement program and projects and activities supportive of national development goals.
 3). Create project and activities for income generation.
4). Establish strong linkages with government organizations in local, national and international levels.
5). Extend community services along its areas of concern.
6). Initiate and sustain in researches along technology.
7). Develop students imbued with analytical thinking, good moral character, cultural and aesthetic values.

Course Outcomes:
At the end of the course, the student will be able to:

1. Evaluate primary sources for their credibility, authenticity and provenance.

2. Analyze the context, content and perspective of different kind 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.
5. Demonstrate the ability to use primary sources to argue in favor or against a particular issue.

Learning Outcomes Content/Topic Teaching Strategies Outcome- Based Assessment

1. Defining History and
Epistemology
2. Distinction of Primary and
Secondary Sources
Meaning and relevance of History and
Epistemology
Difference between primary sources to
secondary sources
Class Discussion
Comparative analysis of Primary and
Secondary sources
Museum and Archives visitation.
Reaction paper regarding ABC5 present
Project Lazarus
Produce examples of primary and
secondary sources.

1. Differentiate between Internal
and External criticism
2. Repositories of primary
sources and different kinds of
Primary and Secondary sources.
Differences of Internal and External Powerpoint presentation regarding Paper and pencil (Essay Type)
Criticism Internal and External Criticism
Viewpoints of selected Historians Library research.
Class Discussion

Analyze the context, content and Content and contextual analysis of Textual analysis Graded Reporting
perspective of different kinds of selected primary sources regarding the Small group discussion Critical analysis to the different kinds of
primary sources regarding the Early Filipinos primary sources
Early Filipinos

1. Evaluate the distinct
perspective of primary and
secondary sources during the
Philippine Revolution of 1896
and 1898
Contextual analysis of selected primary
sources during the Philippine Revolution
Examination of authors main viewpoint
and argument
Lecture and Discussion
Document analysis
1.Quizzes
2.Journal Writing about a particular
primary source: students are to discuss
the importance of the text, the author’s
background, the context of the
document, and its contribution to
understanding Philippine Revolution

1. Develop critical and analytical Systematic analysis of primary sources Reaction Paper regarding the Raiders of
skills with exposure to primary using Visual arts and film documentary. Group discussion Sulu.
sources
Film Analysis
2. Recognize the role of visual
arts and documentary film as a
source for historical knowledge

1. Establish the understanding to Controversy of the primary source of the Document analysis Debate regarding the site of the first
authenticate the arguments First mass site in the Philippines Mass
regarding the controversy of the
first mass
1.Critically examine the sources The Cavite Mutiny 1872 Round table discussion Creating a parallel data about Cavite
from different perspectives Powerpoint presentation regarding to Mutiny of 1872 from different primary
the Cavite Mutiny sources.
2. Demonstrate the ability to
formulate arguments in favour
or against a particular issue
using primary sources about
Cavite Mutiny
1. Analyzing the primary source Rizal’s Retraction Paper Reflection on the Rizal’s work before
regarding the controversial Lecture his execution in 1896
Rizal’s Retraction Paper Journal Writing
PowerPoint Presentation about Rizal
Quizzes
Retraction Paper

1. Determine the arguments Cry of Balintawak or Pugad Lawin Symposium Graded task submission of historical
about the controversy of the Cry documents analysis regarding the
for Revolution in 1896 Document analysis primary source of The Cry of
Balintawak
2. compare and contrast each
documents using internal and
external criticism

3. Analyze each arguments and

made a conclusion from all the
sources

1. Trace the development of Land and Agrarian Reform Policies in the Archival Research Research output regarding the data
agricultural reform policies in Philippines Lecture gathered
the Philippines
Classifying effective solution to Graded Recitation
the present day problem about
Agrarian Reform in the
Philippines

Effectively historical analysis The Philippine Constitution: Creating a Diachronic and synchronic
and interact using various - 1899 Malolos Constitution Class discussion analysis regarding to the nature of each
techniques and genres regarding - 1935 Constitution Philippine Constitution especially the
the Philippine Constitution.
Differentiate and the content
of each constitution
Analyze the factors that
contribute to the changes in
Constitution
. Acquire knowledge and
inculcate among the students
regarding the History of
Taxation in the Philippines.
Understanding of the roots of the
current problem in taxation
system
1. Attained comprehensive
understanding to the importance
of Local History
Reaction Paper
Transcript of Oral Interview
1. Encourage students
- 1943 Constitution
- 1973 Constitution
- 1987 Constitution
History of Taxation:
- Ancient Filipinos
- Spanish Colonization
- History of the Bureau of Internal
Revenue
- Current Taxation
Local History thru Old Pueblos
National Museum Visitation
to Visual Arts Museums
Document Analysis
Powerpoint presentation regarding the
Timeline of the Constitution
Prezi Presentation of the History of
Philippine Taxation
Tour in Old Pueblo in Manila.
Class Discussion
Lecture (LCD Projector)
Tour of Museums affiliated to the
NCCA, NHCP and the National
Museum
Tour of Visual Arts Museum
position of the following:
1. Executive Department
2. Legislative Department
3. Judiciary Department
Human Tableau about the Hardship of
Tributo and Forced Labour during the
Spanish Colonization.
Reaction Paper
Transcript of Oral Interview
Journal Writing
Creating a mock audio promotion of our
National Museums
Video presentation of Cultural Heritage
promoting and preserving our Cultural and Heritage displays on selected Indigenous Community in
historical and cultural heritage Cultural Performances the Philippines

References:

A. References:

1. Required Readings

Aguinaldo, Emilio. (1964) Mga Gunita ng Himagsikan. Manila: C.A. Suntay.

Alvarez, Santiago. (1968) Katipunan and the Revolution: Memoirs of a General. Quezon City: Ateneo de Manila University Press.
Bellwood, Peter and Dizon, Eusebio (2013). 4000 Years of Migration and cultural exchange: The Archaeology of the Batanes Island, Northern Philippines.
Terra Australis, The Australia National University..
Fox, Robert. (1970). The Tabon Caves. Manila: National Museum.
Historical Data Papers. Philippine National Library, Microfilm Collection.
Mabini, Apolinario. (1969). The Philippine Revolution. Manila: National Historical Commission.
McCoy, Alfred and Alfredo Roces. (1985). Philippine Cartoons: Political Caricature of the American Era, 1900-1941. Quezon City: Vera Reyes Inc.
National Historical Institute. (1997). Documents of the 1898 Declaration of the Philippines Independence, The Malolos Constitution and the First Philippine
Republic. Manila: National Historical Institute.
National Historical Institute. (1978). Minutes of the Katipunan. Manila: National Historical Institute.
Ricarte, Artemio. (1992). Memoirs of General Artemio Ricarte. Manila: National Historical Institute.
Richardson, Jim. (2013). The Light of Liberty: Documents and Studies on the Katipunan, 1892-1897. Quezon City: Ateneo de Manila Press.
Tiongson, Jamie F. Ang Saysay ng Inskripsyon sa Binatbat na Tanso ng Laguna. Bagong Kasaysayan Inc. – Bahay Saliksikan sa Kasaysayan and Pila
Historical Society Foundation, Inc. Quezon City and Pila, Laguna. 2013
Zaide, Gregorio and Sonia Zaide. (1990). Documentary Sources of Philippine History. 12 vols. Manila: National Bookstore.
2. Internet Sites

Bureau of Internal Revenue

https://www.bir.gov.ph
Comprehensive Agrarian Reform Law of 1998 (R.A.6657)
http://www.lawphil.net/statutes/repacts/ra1998/ra_6657_1998.html
Decreeing the Emancipation of Tenants from the Soil (P.D. No.27).
http://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1927.html
Land Reform Act of 1995 (R.A. 1400)
http://www.lawphil.net/statutes/repacts/ra1955/ra_1400_1955.html
Philippine Organic Act of 1902.
http://www.gov.ph/constitutions/the-philippine-organic-act-of-1902/
President Corazon Aquino’s Speech before the U.S Congress Sept 18, 1986
http://www-rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf
Primary Sources in Philippine History
http://philhist.pbworks.com/w/page/16367040/Frontpage
Raiders of the Sulu Sea.
https://www.youtube.com/watch?v=bWmXEvU979c
Tydings-McDuffie Act of 1934.
http://www-rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf
U.S-P.I. Military Bases Agreement.
http://kahimayang.infp/kauswagan/articles/1007/today-in-the-philippine-history-march-14-1947-the-military-bases-agreement-was-signed
Using primary Sources.
Http://philhist.pbwork.com/w/page/16367056/UsingPrimarySources#WhyUsePrimarySourcesinTeaching
3. Supplementary Readings and Other Materials
Agoncillo, Teodoro (2012). History of the Filipino People. 8th edition. Quezon City: C&E Publishing,Inc.
______________. (2001). The Fateful years: Japan’s adventure in the Philippines, 1941-1945. Quezon City. University of the Philippines. Press
_____________. (1956) The Revolt of the Masses: The Story of Bonifacio and The Katipunan. Quezon City: University of the Philippines Press.
Blair, Emma Helen and James Alexander Robertson. (1961). The Philippine Islands, 1493-1898. Mandaluyong: Cachos Hermanos Inc.
Benjamin, Jules R (2010). A Student’s Guide to History. Bedford/Martin. Boston, MA, USA.
Constantino, Renato. (1975). The Philippines: A Past Revisited. Quezon City: Renato Constantino.
Constantino, Renato and Letizia Constantino. (1978). The Philippines: The Continuing Past. Quezon City: The Foundation For Nationalist
Studies.
Corpuz, Onofre. (1989). The Roots of the Filipino Nation. 2 volumes. Quezon City: aklahi Foundation.
Garcia, Ricardo. (1964). The Great Debate: The Rizal Retraction. Quezon City: R.P. Garcia.
 Majul, Cesar Adib. (1973). Muslims in the Philippines. Quezon City: University of the Philippines Press.
Salamanca, Bonifacio. (1968). The Filipinos Reaction to American Rule, 1901-1913. Quezon City: New Day Publishers.
Scheurs, Peter. (2000). The Location of Pigafetta’s Mazaua, Butuan and Calagan, 1521-1571. Manila: National Historical Institute.
Schumacher, John. (1992). Reading in Philippine Church History. Quezon City: Ateneo de Manila University Press.
Taylor, John R.M. (1971). The Philippine Insurrection against the United States. Vol. 1. Pasay City: Eugenio Lopez Foundation
Toynbee, Arnold. (1989). A Study of History. Thames and Hudson. London, United Kingdom.

Learning Environment:

Classroom Policies:
a. Be ready to start class on time. Students shall be on the online platform for synchronous session, ready for class to begin at the appointed time.. Every
effort will be made to inform students should class be cancelled because of sickness or other emergency. When the teacher begins class, students should
be quiet and give attention to the class.
b. Stay in class until it is over. The teacher’s authority to start and end class should be respected. Students are not to leave early without telling the teacher
beforehand, and then only for unavoidable circumstances of an urgent nature. Students not staying the entire period may be counted absent. At the end
of class, students should wait until teachers announce that they are dismissed before beginning to talk, stand, or put away materials.
c. Save conversations until after class. During class, there are very few times when talking between students is appropriate. Occasionally asking a student
for clarification on a teacher’s words or briefly commenting on a topic relevant to the class may be acceptable. Regular conversation or chattering among
students is a distraction both for the teacher and the class members. Talking makes it difficult for other students to hear what the teacher is saying.
Refrain from any unnecessary discussion that competes with the message of the teacher.
d. Ask clarifying questions, but avoid argumentation. We encourage students to ask questions for clarification or further information about a topic being
discussed in the class. However, the classroom is not a forum for students to present competing viewpoints.
e. Don’t distract the class through inappropriate behavior. Students are not to engage in behavior distracting from the instructor’s teaching. Examples of
inappropriate distracting behavior include the following:
 doing work/reading of a non-class orientation,
  using electronic devices (laptop, tablet, MP3 player, cell phone) in a way that is irrelevant to class or distracting to others. Cell phones should be off
unless there is an emergency. Improper usage of computers during class will lead to the loss of the privilege of using a laptop the rest of the
semester.
 intentionally making loud noises or rude comments that compete with the teacher for the students’ attention, and
 engaging in unsolicited comments on what is being taught.
f. Respect the teacher’s authority to set policies. The authority of the teacher in the classroom is paramount. Teachers create policies on a number of
issues; the student is expected to abide by all of them.
g. Love our country.

Classroom Requirements:
 Periodical Examination
 Compilations of group work
 Submission of Class Activities
 Research of Historical Events

Grading System:
1. Attendance 5%
2. Written Output 25%
3. Oral Participation 5%
4. Performance Tasks 25%
5. Major Examination 40%

Grading Rubrics:
Exemplary Accomplished Developing Beginning
Criteria 4 3 2 1
Yes Yes, but No, but No
Topic Directly relevant  Somewhat relevant  Remotely related  Totally unrelated
Organization Good organization; points are  Organized; points are somewhat  Some organization; points  Poorly organized; no
 logically ordered; sharp sense of jumpy; sense of beginning and jump around; beginning and logical progression;
beginning and end ending ending are unclear beginning and ending are
vague
Quality of Supporting details specific to  Some details are non-supporting  Details are somewhat sketchy.  Unable to find specific
Information subject to the subject Do not support topic details
Grammar, Usage, No errors  Only one or two errors  More than two errors  Numerous errors distract
Mechanics, from understanding
Spelling
Vocabulary is varied; supporting  Vocabulary is varied;  Vocabulary is unimaginative;  Basic vocabulary; needs
details vivid supporting details useful details lack “color” descriptive words
Interest Level

Typed; clean; neatly bound in a  Legible writing, well-formed  Legible writing, some ill-  Illegible writing; loose
report cover; illustrations characters; clean and neatly formed letters, print too small pages
Neatness
provided bound in a report cover or too large; papers stapled
together
Report on time  Report one class period late  Report two class periods late  Report more than one week
Timeliness
late