Lyceum of the Philippines University, Manila

College of Arts and Sciences

Effective AY 2019-2020

Syllabus

Subject Code : RPHN01A

Subject Title : READINGS IN PHILIPPINE HISTORY
No. of Units : Three (3) units
Lecture Hours/Week : Three (3) hours
Laboratory Hours/Week : None
Pre-requisite : None

Course Description

The course analyzes Philippine history from multiple perspectives through the lens of selected primary sources coming from various
disciplines and of different genres. Students are given opportunities to analyze the authors’ background and main arguments, compare different
points of view, identify biases and examine the evidences presented in the document. The discussions will tackle traditional topics in history
and other interdisciplinary themes that will deepen and broaden their understanding of Philippine political, economic, cultural, social, scientific
and religion history. Priority is given to primary materials that could help students develop their analytical and communicative skills. The end
goal is to develop the historical and critical consciousness of the students so that they will become versatile, articulate, broad-minded, morally
upright and responsible citizens.

This course includes mandatory topics on the Philippine Constitution, agrarian reform and taxation.

Department Objective:

Provide top level education that is founded on indigenous concept, while developing among the students a meaningful understanding of a true Filipino
identity and utilizing the latest methodology in information-gathering, analysis and dissemination, with the view of producing graduates that are not only
proficient in their chosen fields but full of national pride.

LPU Core Values:

Love of God Justice
Professional Integrity Nationalism Perseverance
Unity Leadership

Learning Outcomes:

Upon completion of the course, the student shall be expected to:

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 Competencies Learning Goals LPU Core Values Mission
Deployment
1. Communication Skills Effectively communicate, using various techniques and genres, Professional 1,2,3,4
their historical analysis of a particular event or issue that could help Integrity
others understand the chosen topic. Nationalism
2. Computer Literacy Intensify the application of technology to determine the Perseverance 2, 3, 4
contribution of different kinds of primary sources in understanding
Philippine history.

3. Creative and Analytical Analyze the context, content and perspective of different kinds of Justice and Fairness 1, 2, 3,4
Thinking primary sources.

Develop critical and analytical skills with exposure to primary

sources.
4. Information Retrieval and Evaluate primary sources for their credibility, authenticity and Justice 1,2,3,4
Evaluation provenance Professional Integrity
Perseverance
Propose recommendations/solutions to present-day problems based
on their understanding of the root causes and their anticipation of
future scenarios.

5. Proactive and Spiritual Values Demonstrate the ability to use primary sources to argue in favor or Justice 1,2,3
against a particular issue.

Acquire ethical reasoning in analyzing historical issues and

concerns.
Love of God
6. Entrepreneurial Skills Manifest interest in local history and concern in promoting and Perseverance/Leadership 1, 2, 3,4,5,6
preserving our country’s national patrimony and cultural heritage.

Apply knowledge in history for future business plan.

7. Team work and Leadership Display the ability to work in a team and contribute to a group Leadership and Unity 5,6
project.

Develop leadership skills in group discussions about the topic

assigned to them.

Learning Objectives:

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To develop intelligent and committed citizens who can:

1. Affective
1.1 Internalize the relevance of history to the nation’s development; and
1.2 Be patriotic and nationalistic in thoughts, in words and in actions.
2. Cognitive
2.1 Rationalize real from fake stories about the country; and
2.2 Determine the context, content and point of reference of every story before giving an argument.
3. Psychomotor
3.1 Utilize primary sources on applicable life situations;
3.2 Clip issues from newspapers which concern the Philippine History, Constitution and agrarian reform and taxation; and
3.3 Write a position paper on some of the Philippine historical controversies.

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester

Course Outline

Wee Topic
k
1-2 Meaning and relevance of history, distinction of primary and secondary sources; external and internal
criticism; repositories of primary sources and different kinds of primary sources
3-6 Content and contextual analysis of selected primary sources, identification of the historical importance of the
text and examination of the author’s main argument and point of view
7-10 “One past but many histories”: controversies and conflicting views in Philippine History
a. Site of the First Mass
b. Cavite Mutiny
c. Retraction of Rizal
d. Cry of Balintawak or Pugadlawin
11-14 Social, political, economic and cultural issues in Philippine history
Mandatory topics:
1. Agrarian Reform Policies
2. The Philippine Constitution: 1899 (Malolos) Constitution, 1935 Constitution, 1973 Constitution,
1987 Constitution
15-18 Critical evaluation and promotion of local and oral history, museums, historical shrines, cultural performances,
indigenous practices, religious rites and rituals, etc.

Learning Plan:

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 Learning Outcomes Weeks Topics Methodology Resources Assessment

I. Understanding History Using Primary and Secondary Sources

1. Identify credible and authentic Week 1 I - Meaning and 1. Lecture/Discussio 1. Louis Gottschalk, 1. Library Search; Find
primary sources and know how to (1.5 hrs) relevance of n Understanding examples of primary
evaluate their provenance; history; History, (pp. 41- sources and the
distinction of 61; 117-170). corresponding
primary and 2. Howell and secondary sources
secondary Prevenier, From from the library.
sources; external Reliable Sources,
and internal (pp. 17-68)
criticism;
repositories of
primary sources,
and different
kinds of primary
sources.

2. Identify credible and authentic Week 1 2. Comparative 3. Robert Fox, The 2. Comparative matrix
primary sources and know how to (1.5 hrs) analysis of Tabon Caves, showing the content
evaluate their provenance; primary and (pp. 40-44; 109- and implication to the
secondary sources 119). [Human historical narrative
remains and
artifacts]
4. William Henry
Scott,
Prehispanic
Source Materials
for the Study of
Philippine
History, (pp. 90-
135).
3. Identify credible and authentic Week 2 3. Comparative 5. Santiago Alvarez, 3. Comparative matrix
primary sources and know how to (3 hrs) analysis of Katipunan and showing the content
evaluate their provenance; primary and the Revolution: and implication to the
secondary sources Memoirs of a historical narrative
General, (pp. 82-
88).
6. Teodoro
Agoncillo,

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 History of the
Filipino People,
(pp. 184-187).
II. Spanish Colonization to the Present
4. Analyze the context, content, and Week 3 II – Content and 1. Textual analysis 1. Antonio 1. Critical Essay or power
perspective of different kinds of (3 hrs) contextual 2. Small group Pigafetta. First point presentation
primary sources and determine how analysis of discussion Voyage Around showing a)
they affected the history of the selected primary 3. Reporting the World, (pp. background of the
Filipino people; sources; 23-48) author, b) historical
identification of [Chronicle] background of the
the historical 2. Juan de Plasencia, document, c) content
importance of Customs of the analysis of the
the text; and Tagalogs, document, c)
examination of (Garcia, (1979). contribution to the
the author’s pp. 221-234) historical narrative, d)
main argument [Friar account] relevance to
and point of 3. Emilio Jacinto, contemporary times
view “Kartilla ng 2. Group presentation
(Weeks 3-6) Katipunan”
(Richardson,
(2013). pp. 131-
137) [Declaration
of Principles]
4. Emilio
Aguinaldo, Mga
Gunita ng
Himagsikan. (pp.
78-82; 95-100;
177-188; 212-
227) [Memoirs]

5. Develop critical and analytical skills Week 4 1. Textual analysis 5. National 1. Critical Essay or power
as they are exposed to primary (3 hrs) 2. Small group Historical point presentation
sources; discussion Institute. (1997). showing a)
3. Reporting Documents of the background of the
1898 Declaration author or painter, b)
of Philippine historical background
Independence, of the document or
The Malolos work of art, c) content

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 Constitution and analysis of the
the First document or work of
Philippine art, c) contribution to
Republic. Manila: the historical narrative,
National d) relevance to
Historical contemporary times
Institute. (pp. 19- 2. Group presentation
23)
[Proclamation]
6. Works of Luna
and Amorsolo
[Paintings]
1. Develop critical and analytical skills Week 5 1. Textual analysis 7. Alfred McCoy, 1. Critical Essay or power
as they are exposed to primary (3 hrs) 2. Small group Political point presentation
sources; discussion Caricatures of showing a)
3. Reporting the American Era background of the
(Editorial author, b) historical
cartoons) background of the
8. Commission on document, c) content
Independence, analysis of the
Filipino document, c)
Grievances contribution to the
Against historical narrative, d)
Governor Wood relevance to
(Zaide, 11. pp. contemporary times
230-234). 2. Group presentation
[Petition letter]

6. Develop critical and analytical skills Week 6 1. Film Analysis 9. Corazon Aquino, 1. Critical Essay or power
as they are exposed to primary (3 hrs) 2. Small group President point presentation
sources; discussion Corazon showing a)
3. Reporting Aguino’s Speech background of the
before the U.S. author, b) historical
Congress Sept. background of the
18, 1986 film, c) content
[Speech] analysis of the filmt, c)
10. Raiders of the contribution to the
Sulu Sea (film) historical narrative, d)
relevance to
contemporary times

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 2. Group presentation
III. Historic Controversies
4. Demonstrate the ability to formulate Week 7 III – “One past 1. Document analysis 1. Antonio 1.Debate
arguments in favor or against a (3 hrs) but many 2. Group discussion Pigafetta. First 2.Reaction/reflection
particular issue using primary sources; histories”: 3. Debate, round Voyage Around paper on a sponsored
controversies table discussion or the World, (pp. activity like lecture,
and conflicting symposium 23-32) symposium, round table
views in discussion and the like.
Philippine 3.Powerpoint
history presentation
a. Site of the
First Mass
(Weeks 7-10)
4. Demonstrate the ability to formulate Week 8 b. Cavite Mutiny 4. Document analysis 2. Trinidad Pardo de 1.Debate
arguments in favor or against a (3 hrs) 5. Group discussion Tavera, Filipino 2.Fliptop
particular issue using primary sources; 6. Debate, round Version of the 3.Reaction/reflection
table discussion or Cavite Mutiny of paper on a sponsored
symposium 1872, (Zaide 7, activity like lecture,
pp. 274-280) symposium, round table
3. Jose Montero y discussion and the like.
Vidal, Spanish 4.Powerpoint
Version of the presentation
Cavite Munity of
1872 (Zaide 7,
pp. 269-273)
4. Rafael Izquierdo,
Official Report
on the Cavite
Mutiny, (Zaide 7,
pp. 281-286)

4. Demonstrate the ability to formulate Week 9 c. Retraction 7. Document analysis 5. Ricardo P. 1.Debate
arguments in favor or against a (3 hrs) of Rizal 8. Group discussion Garcia, The 2.Fliptop
particular issue using primary sources; 9. Debate, round Great Debate: 3.Reaction/reflection
table discussion or The Rizal paper on a sponsored
symposium Retraction, (pp. activity like lecture,
9-19;31-43) symposium, round table
6. Jesus Ma. discussion and the like.
Cavanna, Rizal’s 4.Powerpoint

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 Unfading Glory, presentation
(pp. 1-52)
7. Ricardo R.
Pascual, Rizal
Beyond the
Grave, (pp. 7-36)

4. Demonstrate the ability to formulate Week 10 a. Cry of 10. Document analysis 8. Pio Valenzuela, 1.Debate
arguments in favor or against a (3 hrs) Balintawak or 11. Group discussion Cry of 2.Fliptop
particular issue using primary sources; Pugadlawin 12. Debate, round Pugadlawin, 3.Reaction/reflection
table discussion or (Zaide 8, pp.301- paper on a sponsored
symposium 302) activity like lecture,
9. Santiago Alvarez, symposium, round table
Cry of Bahay discussion and the like.
Toro, (Zaide 8, 4.Powerpoint
pp. 303-304) presentation
10.Gregoria de
Jesus, Version of
the First Cry,
(Zaide 8, pp. 305-
306)
11. Guillermo
Masangkay, Cry of
12. Balintawak,
(Zaide 8, pp. 307-
309)
IV. Social, Political, Economic and Cultural Issues
1. Effectively communicate, using Week 11 IV – Social, 1. Lecture/Discussio a. Agrarian 1. Comparative matrix
various techniques and genres, their (3 hrs) political, n Reform showing a) evolution of
historical analysis of a particular event economic and the agrarian policy, b)
or issue that could help other people cultural issues "The Philippine content, c) implication
understand the chosen topic; in Philippine Rice Share of the law on agrarian
history: Tenancy Act of issues
2.Propose recommendations or 1933 (Act 4054)
solutions to present day problems Mandated topics: "Agricultural
based on their own understanding of 1.Agrarian Reform Tenancy Act of
their root causes, and their Policies the Philippines
anticipation of future scenarios; 2.The Philippine of 1954 (R.A.
Constitution: 1199)
- 1899 (Malolos Agricultural Land

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 Constitution) Reform Code of
- 1935 1963 (R.A 3844)
Constitution P.D. 27 of 1972
- 1973 Comprehensive
Constitution Agrarian Reform
- 1987 Program of 1988
Constitution (R.A. 6657)
3. Taxation Comprehensive
Agrarian Reform
Program
Extension with
Reforms of 2009
(R.A. 9700) 2. Comparative matrix
showing a) evolution of
b. Philippine the of the constitution,
Constitution b) content, c)
Malolos implication to the
Constitution of creation of government
1899.
Commonwealth
Constitution of 3.Timeline of the
1935: evolution of taxation in
1973 Constitution: the Philippines
1987 Constitution,

C. Taxation
Saguinsin, Artemio
T. (2009).
Taxation in the
Philippines.
De Leon, Hector and
Hector de Leon
Jr. The
Fundamentals of
Taxation.

3.Display the ability to work in a Weeks Other topics: 1.Library and Archival Note: Students will 1.Exhibit
multi-disciplinary team and can 12-14 research be required to look 2.Model Making
contribute to a group endeavor; (9 hrs) 1.For Technology- 2.Document analysis for primary sources 3. Blueprint

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 laden courses: from which they will
Tracing the root base their narrative
of Philippine and analysis of the
Transportation topic chosen
and
telecommunicatio
n (Mobile phone
and Internet)

1. Effectively communicate, using 2. For Business 1.Document analysis 1. Business Model

various techniques and genres, their courses: 2.Archival research 2.Powerpoint presentation
historical analysis of a particular event Identifying 3.Brochure
or issue that could help other people successful
understand the chosen topic; business models
used throughout
the years

1. Effectively communicate, using 3.For liberal arts 1.Interview 1.Powerpoint presentation

various techniques and genres, their students: 2.Archival research 2.Documentary film
historical analysis of a particular event Government 3.Scrap book
or issue that could help other people peace treaties 4.Magazine
understand the chosen topic; with the Muslim
Filipinos,
Biographies of
prominent
personalities,
Agrarian Reform
Policies,
implemented by
the Phil.
Government

1. Effectively communicate, using 4.For HRM and 1.Document analysis 1.Food festival
various techniques and genres, their Tourism students: 2.Archival research 2. Different festival
historical analysis of a particular event Food and 3.Interview showcasing dances, songs
or issue that could help other people delicacies, hotels, and others
understand the chosen topic; restaurants 3.Powerpoint presentation
4.brochure of historical
places

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 1. Effectively communicate, using 5.For computer 1.Document analysis 1.Powerpoint presentation
various techniques and genres, their science, 2.Archival research 2.Documentary film
historical analysis of a particular event accounting and 3.Interview 3.Webpage
or issue that could help other people business
understand the chosen topic; management
students:
Institutional
history of schools,
corporation,
business,
industries

V. Appreciating Historical and Heritage Sites

Weeks
1. Manifest interest in local history and 15-18 V. Critical 1. Lecture/Discussion 1. Historical Data 1. Reaction or critique
show concern in promoting and (12 hrs) evaluation and 2. Research in Local Papers paper of the shrines,
preserving the country’s historical and promotion of libraries and Local 2. Ereccion de historical sites,
cultural heritage. local and oral Studies Centers (if Pueblos museums that they
history, available) (Creation of visited
museums, 3. Tour in local Towns) 2. Travelogue
historical museums, historical 3. Museums, Local 3. Movie Clips
shrines, sites, art galleries, Studies Centers 4. Letter to the editor
cultural archeological sites 4. Art Galleries, 5. Blogs
performances, and other places Painting 6. Transcript of oral
indigenous where one could see collections interview
practices, cultural and 5. Historical 7. Magazine
religious rites heritage displays landmarks and 8. Brochure
and rituals, etc: 4. Conduct Oral UNESCO sites
interview 6. Performances
Individual tour where one could
1. Intramuros, see traditional
Fort Santiago, arts and culture
Casa Manila, 7. Fiestas and
Manila similar local
Cathedral, San celebrations
Agustine
Church, Light
and Sound,
Luneta,Bahay
Chino

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 2. National
Museum
3. Ayala Museum
4.Polvorin
(gunpowder
depot) in San
Juan
5. Hagdang Bato
in
Mandaluyong
6. Central Bank
Museum
7.Museo ng
Katipunan
8. Memorare
Manila in
Malate Church
9. Nuestra
Senonra de
Desemarados
(Sta. Ana)

Group Day Tour

Option A
1.Maragondon,
Bonifacio Trial
House, Mt.
Nagpatong,
Tejeros,
Aguinaldo Shrine
Option B
1.Taal Basilica
2.Bahay ni
Marcela
Agoncillo
3.example of
pueblo
4.ancestral houses

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Course Map

G.E. Learning Outcomes

A. INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyze texts (written, visual, oral, etc.) critically L
2. Demonstrate proficient and effective communication (writing, speaking and use of new techniques) P
3. Use of basic concepts across the domains of knowledge L
4. Demonstrate critical, analytical and creative thinking P
B. PERSONAL AND CIVIC RESPONSIBILITIES (Values)
1. Examine the contemporary world from both Philippine and global perspectives L
2. Takes responsibility for knowing and being Filipino L
3. Reflect critically on shared concern P
5. Contribute personally and meaningfully to the country’s development O
C. PRACTICAL SKILLS (Skills)
1. Work effectively in a group P
2. Use current technology to assist and facilitate learning and research P
3. Manage one’s knowledge, skills and values for responsible and productive living O
5. Organize one’s self for lifelong learning O

Textbook:

Torres, Jose Victor Z. (2018).Batis: Sources in Philippine History. C&E Publication. Quezon City

Legend
L = Learned
P= Practiced
O= Opportunity to learn

GRADING SYSTEM

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 PPG = 40% PE + 60% CAP1

MPG = 40% ME + 60% CAP2

FPG = 40% FE + 60% CAP3

Then:

CFG = 33.33% of PPG + 33.33% of MPG + 33.34% of FPG

where

CFG refers to the Computed Final Grade

PPG, MPG, and FPG refers to the grading period Prelim, Midterm and Final

PE, ME, and FE refers to Prelim Exam, Midterm Exam and Final Exam

CAP1, CAP2, and CAP3 refers to

Creative Academic Performance (CAP)
per grading period which includes quizzes, recitation, seatwork, research, reports, projects, and
other class requirements.

Prepared by: Date Validated by: Date Endorsed by: Date Noted by: Date

Dr. Angelita D. Damilig Dr. Dennis J. Saluba Dr. Joseph C. Francisco Dr. Conrado E. Iňigo, Jr.
Faculty Member Chairperson, Department of Dean Vice President for Academic
Department of Social Sciences Social Sciences and Legal College of Arts and Sciences Affairs
and Legal Management Management

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