COURSE SYLLABUS

GE 107

Readings in the Philippine History

Mrs. Sheila Mae L. Bongabong

__1st_ Edition
VISION

We, the Christ-centered community of St. Mary’s College of Bansalan Inc., faithful to Ignacian Marian Education, continue to create a dynamic learning community
towards holistic transformation for the common good.

MISSION

St. Mary’s College of Bansalan Inc. commits to:

1. Grow in prayer and discernment to be witnesses of faith, hope and love in today’s world.

2. Continuously form Ignacian Marian Christian leaders who witness to faith, excellence and service in varied socio-cultural settings.

3. Constantly pursue quality management systems and educational innovations to develop globally-competitive citizens.

4. Build up resources to contribute to the enhancement of the quality of life.

5. Expand educational programs for the disadvantaged.

COURSE INFORMATION

Course Code : GE 107

Course Title : READINGS IN THE PHILIPPINE HISTORY
Course : Philippine history viewed from the lens of primary sources in different period, analysis, and interpretations. The course aims to expose
Description the students the different facets of Philippine history through the lens of eyewitness. Rather than rely on secondary materials such as
textbooks, which is the usual approach in teaching Philippine history, different types of primary sources will be used- written
( qualitative and quantitative), audio, visual, audio-visual, digital, covering different aspects of Philippine life (political, cultural,
economic, social). Students are expected to analyze the selected readings contextually and in terms of content (state and implied). The
end goal is to enable students to understand and appreciate our rich past by deriving insights from those who were actually present at
the time of the event. Context analysis considered the following: (i) historical context of the source (time and space it was written and
the situation of the time), (ii) the author’s background and intent (to the extent discernable), an authority on the subject; and (iii) the
source’s relevance and meaning today. Content analysis, on the other hand, applies appropriate techniques depending on the type of
source, (visual, oral, written). In the process, the students will be asked, for example, to identify the author’s main argument or thesis,
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 compare points of views, identify biases, and evaluate author’s claim based on the evidences presented and other available sources at
the time. This course will guide the students through their reading and analysis of the texts and require them to write reaction essays
of varied lengths and present ideas in various ways (debate format, power point presentation, letter to the editor of the source). The
instructor may arrange the letter in chronologically and thematically, and start with the present (more familiar) and go back to the
early periods or vice versa. (CMO No. 20, series of 2013).
Pre-requisite : None
Co-requisite : None
Credit : 3 units
Class/Lab
: 3 hours lecture every week for 18 weeks or 54 hours in a semester
Schedule

COURSE OUTCOMES (CO)

CO1 Evaluate primary source for credibility, authenticity and provenance.

CO2 Analyze the context, content, and perspective of different primary sources.
Effectively communicate, using various technique an genres, their historical analysis of a particular event or issue that could help others to understand
CO3 the chosen topic and propose recommendations/solutions to present-day problems based on their understanding of root causes and their anticipations
for future scenarios.

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COURSE COVERAGE

RVM Core
Teaching and
Time Student Learning Assessment Resource Values and
Topics Learning
Frame Outcomes (SLO) Tasks Materials Related
Activities
Values
Week 1-2 Meaning and relevance of history; Determine the meaning of Lecture and Seatwork on a.Louis, Gottschalk Integrity
distinction of primary source and history as an academic discussion on identifying
Understanding
secondary sources: external and discipline and to be familiar introduction to primary and
History (page 41-
internal criticism; repositories of with the underlying history, definition, secondary
61; 107-171)
primary sources and different philosophy and methodology issues, sources, sources
kinds of primary sources. of the discipline. and methodology. Honesty

b. Howell and
Preveneir, from
Apply the knowledge in Comparative
Reaction paper or Reliable Source
historical methodology and analysis of primary Justice
discussion forum (page 17-68)
philosophy in assessing and and secondary
on the
analyzing existing historical sources
importance of
narratives.
primary and c. Texts from the
secondary magazine,
sources. newspapers,
Examine and assess critically
journals
the value of historical
evidences and sources and Excellence
Produce examples
appreciate the importance of
of primary d.Santiago, Alferez
history in the social and
sources and
national life of the Philippines. Katipunan and the
corresponding
secondary Revolution:Memoir
sources derived s of Generals (pp.
from them. 82-88)

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 RVM Core
Teaching and
Time Student Learning Assessment Resource Values and
Topics Learning
Frame Outcomes (SLO) Tasks Materials Related
Activities
Values

Week 3-6 Content and Contextual Analysis Familiarize oneself with the Lecture/Discussion Quizzes about the Antonio Pigafetta. Discipline
of Selected Primary Sources in primary documents in voyage of First Voyage
Philippine History different historical periods of Pigafetta Around the World,
the Philippines. Online Research (pp. 23-48) Integrity
[Chronicle]
A. A brief summary of the first
voyage around the world by Learn history through primary Textual Analysis on
Critical essay
Magellan by Antonio Pigafetta and secondary sources. the brief summary Juan de Plasencia,
about a particular
of the first voyage Customs of the
primary source;
around the world Tagalogs (Garcia
students are to
B. Analysis of Pigafetta’s Chronicle Interpret primary sources by Pigafetta, 1979,pp 221-234)
discuss the
through examining the Antonio. [Friar account]
importance of the
content and context of the
text, the author’s
C. KKK and Kartilya ng Katipunan document.
background, the
Emilio Jacinto,
context of the
Kartilla ng
Small group documents, and
D. Reading the “Proclamation of Understand the context Katipunan
discussion on the its contribution to
the Philippine Independence behind each selected “(Richardson,
Analysis of understanding
document. 2013, pp. 131-137
Pigafetta’s Philippine history.
Chronicle
Emilio Aguinaldo,
Mga Gunita ng
Himagsikan. (pp.
78-82; 95-

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 RVM Core
Teaching and
Time Student Learning Assessment Resource Values and
Topics Learning
Frame Outcomes (SLO) Tasks Materials Related
Activities
Values
100;177-188; 212-
227) [Memoirs]

Antonio
Week 7- Philippine History: Spaces for Identify the advantages and Lecture/ Discussion Debate a
Pigafetta.First
10 Conflict and Controversies disadvantages of employing particular issue in
Voyage Around Service
critical tools in interpreting Philippine history
the World, (pp.23-
historical events through Document Analysis 32)
A. Where did the First Mass Take primary sources.
Trinidad Pardo de Excellence
Place in the Philippines?
Group Discussion Tavera, Filipino
Reaction/ Version of the
Demonstrate ability to argue
Reflection paper Cavite Mutiny of
B. What Happened in the Cavite for or against a particular
on a sponsored 1872, (Zaide 1990,
Mutiny? issue or controversy. Debate, Round activity like vol 7, pp.274-280)
Table discussion or lecture,
symposium syposium, round

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 RVM Core
Teaching and
Time Student Learning Assessment Resource Values and
Topics Learning
Frame Outcomes (SLO) Tasks Materials Related
Activities
Values
C. Did Rizal Retract? table discussion, Jose Montero y
and the like Vidal, Spanish
Recognize the multiplicity of
Version of the
interpretation that can be
D. Where did the Cry of Rebellion Cavite Mutiny,
read from historical text.
Happen? (Zalde 1990, vol.
7, pp,269-273)

Analyze histographical
problems in Philippine history
Rafael Izquido,
and the process of historical
Official Report on
inquiry.
the Cavite Mutiny,
(Zaide 1990, vol.7,
pp.281-286

Ricardo P. Garcia,
The Great Debate:
The Rizal
Retraction (pp. 9-
19;31-43

Pio Valenzuala,
Cry of Pugadlawin,
(Zaide 1990, vol.8,
pp.301-30

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 RVM Core
Teaching and
Time Student Learning Assessment Resource Values and
Topics Learning
Frame Outcomes (SLO) Tasks Materials Related
Activities
Values
NOTE: Students
will be required to
look for primary
sources on which
they will base their
narrative and
analysis of the
topic assigned to
them.

Research Output
that may be in
Week 11- Social, Political, and Cultural Lecture/ Discussion
the form of a
14 Issues in the Philippine History on different
Analyze social, political, term paper, Excellence
constitutions
economic, and cultural issues exhibit,
in the Philippines using the documentray
A. Constitution of Biak-na-Bato presentation,
lens of history. Integrity
B. Malolos Constitution diorama,
Online research on webpage, and
C. Commonwealth Constitution other genres
Recognize the problems of social, political, and Competence
D. Constitutional Authoritarianism today are consequences of cultural issues in where students
decisions and events that the Philippine can express their
E. Constitution After Martial Law happened in the past. history particularly ideas. The output
on different shoukd trace the
F. Attempts to Amend or Change
constitutions. evolution of the
1987 Constitution
Determine several enduring chosen topic

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 RVM Core
Teaching and
Time Student Learning Assessment Resource Values and
Topics Learning
Frame Outcomes (SLO) Tasks Materials Related
Activities
Values
issues in Philippine society
through history.

through at least
Propose recommendations or
three periods.
solutions to present-day
Student must
problems based on the
produce a
understanding of the past
synthesis that
and participation of the future
examines the role
through the study of history.
of the issue in
promoting/
hindering nation
Document Analysis building, and
provide
appropriate
recommendations
rooted in a
historical
understanding of
the issue.

Week 15- Display the ability to work in Lecture and Reaction Paper Historical Data Excellence
18 a multi-disciplinary team and Discussion on critique of the Papers
Critical evaluation and promotion
contribute to a group shrines, historical
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 RVM Core
Teaching and
Time Student Learning Assessment Resource Values and
Topics Learning
Frame Outcomes (SLO) Tasks Materials Related
Activities
Values
of local and oral history, endeavor. sites, museums
museums, historical shrines, the students
Tour in local Ereccion de
cultural performances, indigenous visited.
museums, historical Pueblos (Creations
practices, religious rites and rituals Manifest interest in local Competence
sites, art galleries, of Town)
and etc. history and show concern in
archeological sites
promoting and preserving the
and other places
country’s historical and
where one could Museums, Local
cultural heritage
see cultural and Studies Centers
heritage displays

Art Galleries,
Research in Local Painting collections
Libraries and Local
Study Centers (If
available) Historical
Landmarks and
UNESCO sites(if
available)

Fiestas and similar

local celebrations.

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 RVM Core
Teaching and
Time Student Learning Assessment Resource Values and
Topics Learning
Frame Outcomes (SLO) Tasks Materials Related
Activities
Values

PRELIMINARY EXAMINATION

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

Alvarez, Santiago. (1998). Katipunan and the Revolution: Memoirs of a General. Quezon City: Ateneo de Manila University Press

Blount, James. (1968). The American Occupation of the Philippines, 1898-1912. Quezon City: Malaya Books. Inc.

Cavanna, Jesus Ma. The Unfolding Glory: Documentary History of the Conversion of Jose Rizal.(s.n.)

Del Pillar, Marcelo. (1957). Monastic Supremacy in the Philippines. Manila: Philippine Historical Association.

Forbes, William Cameron. (1928). The Philippine Islands, vol.2. New York: Houghton Mifflin

Fox, Robert. (1970). The Tabon Caves. Manila:National Museum

Historical Data Papers. Philippine National Library, Microfilm Collection.

Laurel, Jose P. (1962). War Memoirs of Jose P. Laurel. Manila: Jose P. Laurel Memorial Foundation.

Mabini, Apolinario. (1969) The Philippine Revolution. Manila: National Historical Commission.

McCoy, Alfred and Alfred Roces. (1985). Philippine Cartoons: Political Caricature of the American Era, 1900-1941. Quezon City:Vera Reyes Inc.

National Historical Institute. (1978). Documents of 1898 Declaration of Philippine 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.

Nolledo, Jose. (1999). Principles of Agrarian Reform, Cooperatives and Taxation. Mandaluyong City:National Bookstore.

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 Philippine National Archives. Ereccion de Pueblos.

Pigafetta, Antonio. (1969). First Voyage Around the World. Manila: Filipiniana Book Guild.

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.

Salleby, Najeeb. (1976). Studies in Moro History, Laws and Religion. Manila: Filipiniana Book Guild.

Zaide, Gregorio and Sonia Zaide. (1990). Documentary Sources of Philippine History. 12vols. Manila:National Book Store

ONLINE REFERENCES -- Comprehensive Agrarian Reform Law of 1988 (R.A. 6657).

http://www.lawphil.net/statutes/repacts/ra1988/ra_6657_1988.html

Decreeing the Emancipation of Tenents from the Soil (P.D. No. 27).

http://www.lawphil.net/statutes/repacts/presdecs/pd1972/pd_27_1872.html

Land Reform Act of 1955 (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/brian/docs/1934Philippineindep.pdf

Primary Sources in Philippine History. http://wwwphilihit.pbworks.com/w/page/16367040/FrontPage

Raiders of the Sulu Sea. http://www.youtube.com/watch?v=bWmXEvU979c

Tydings-McDuffie Act of 1934 http://www-rohan.sdsu.edu/dept/polsciwb/brian/docs/1934PhilippineIndep.pdf

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 U.S.-P.I Military Base Agreement. http://kahimyang.info/kauswagan/articles/1007/today-in-philippine-history-history-march-14-1947-
the-military-base-agreement-was-signed

Using Primary Sources. http://philhist.pbworks.com/w/page/16367056/UsingPrimarySource#WhyUsePrimarySourceinTeaching

COURSE EVALUATION / GRADING SYSTEM

Assessment Method (sample) Weights

Performance Task 50%
Written Assessments (short and long quizzes) 30%
Periodical Exams 20%
Total 100%

COURSE REQUIREMENTS

 A lesson plan exemplar with an appropriate of technology

 Performance tasks ( Prelim, Midterm and Finals )

 Class active participation (individual work ,group works)

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POLICIES AND GUIDELINES IN THE CLASSROOM

 Prayer. Each class begins and ends with a prayer.

 Greeting. Students greet the teacher “Good morning, Sir/Ma’am/Sister. Praised be Jesus and Mary!” before the beginning of the class.

 Attendance. Only for valid reasons can students be excused from class.

 Identification Card. A validated student identification card must always be worn by all students.

 Promptness. Students are expected to come to class on time. More than 15 minutes is considered absence.

 Participation. As much as possible, students are to participate in class discussions and activities.

 Intellectual Integrity. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is the best policy.

 Use of Cellular phones. All cellular phones are put in silent mode inside the classroom. Texting and answering calls are to be done at designated areas
in the campus.

 Energy Conservation. Lights and fans are put off by the one nearest the switch after every class.

 Submission of Requirements. Haste makes waste. Class requirements are to be submitted on time.

 Courtesy. Respect for others is practiced at all times and in all places.

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Prepared by: Reviewed and noted by:

Mrs. Sheila Mae L. Bongabong Mr. Steve T. Corsino, MAED

Instructor Program Coordinator, BEED Program

Approved by:

S. MA. Marilyn C. Ubaldo,RVM

Dean of College

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