INSTRUCTIONAL LEARNING PLAN for Readings in the Philippine History

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

Topic Outline/Expected Output

1. Introduction and overview of the subject matter
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. 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.
4. “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

5. Social, political economic and cultural issues in Philippine history

Mandated topics:
4.1 Agrarian Reform Policies

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 4.2 The Philippines Constitution: 1899 (Malolos) Constitution; 1973 Constitutions; 1987 Constitution
4.3 Taxation
6. Critical Evaluation and promotion of local and oral history, museums, historical shrines, cultural performances,
indigenous practices, religious rites and rituals, etc.

Week 1-2 DATE:

Learning Objectives Evaluate primary sources for their credibility, authenticity, and provenance.
1. Introduction and overview of the subject matter
- Presents outline of the lesson for the preliminary period
- Discuss the expected output to be prepared by the students within the period
Introduction - Grading System
- Implementing Rules for the classroom
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.
Produce examples of primary sources and the secondary sources derived from them:
Activity/Ideation
1. Louis Gotsschalk, Understanding History, pp. 41-61, 117-170).
2. Howell and Prevenier, From Reliable Sorces, (pp. 17-68)
3. Santiago Alvarez, Katipunan and the Revolution; Memoirs of a General, (pp. 82-88).
4. Teodoro Agoncillo, History of the Filipino People, (pp.184-187)
Learning Resources 5. Robert Fox, The Tabon Caves, (pp. 40-44; 109-119).[Human remains and artifacts]
6. William Henry Scott, Prehispanic Source Materials for the study of Philippine History (pp. 90-135)

Week 3-6 DATE:

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 1. Analyze the context, content, and perspective of different kinds of primary sources.
Learning Objectives 2. Determine the contribution of different kinds of primary sources in understanding Philippine history
3. Develop critical and analytical skills with exposure to primary sources.
Content and contextual analysis of selected primary sources, identification of the historical importance of the text, and
Introduction
examination of the author’s main argument and point of view.
1. Graded Reporting
2. Quizzes
Activity/Ideation
3. Critical Essay 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 history
1. Antonio Pigafetta, First Voyage Around the World, (pp. 23-48)
2. Juan de Plasencia, Customs of the Tagalog, (Garcia 1979, pp. 221-223)
3. Emilio Jacinto, ‘Kartilla ng 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) [Mempries]
Learning Resources 5. National Historical Institute (1997). Documents of the 1898 Decalration of Philippine Independence, The Malolos
Constitutions and the First Philippine Republic. Manila: National Historical Institute (pp 19-23)
6. Alfred McCoy. Political Caricatures of the American Era (Editorial Cartoons)
7. Corazon Aquino, President Corazon Aquino’s Speech Sept. 18, 1986
8. Works of luna and Amorsodo

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Week 7-10 DATE:
Learning Objectives 1. Demonstrate the ability to formulate arguments in favour or against a particular issue using primary sources.
“One past but many histories”;controversies and conflicting views in Philippines history
a. Site of the first mass
Introduction b. Cavite Mutiny
c. Retraction of Rizal
d. Cry of Balintawak or Pugadlawin
1. Debate a particular issue in Philippine history
Activity/Ideation
2. Reaction/Reflection paper on a sponsored activity like lecture, symposium, round table discussion and the like.
1. Antonio Pigafetta, First Voyage Around the World, (pp. 23-32)
2. Trinidad Pardo De Tavera, Filipino Version of the Cavity Mutiny of 1872. Zaide 1990, vol. 7 pp. 274-280)
3. Jose Montero y Vidal, Spanish Version of the Cavite Mutiny of 1872 (Zaide 1990, vol. 7 pp. 269-273)
4. Rafael Izquirdo, Official Report on the Cavite Mutiny, (zaide 1990, vol. 7 pp. 281-286)
5. Ricardo P. Garcia; The Great Debate: the Rizal Retraction (pp. 9-19, 31-43)
Learning Resources 6. Jesus Ma. Cavanna, Rizal’s Unfading Glory (pp. 1-52)
7. Ricardo R. Pascual, RizalBeyond the Grave, (pp. 7-36)
8. Pio Valenzuela, Cry of Pugadlawin, (pp301-302)
9. Santiago Alvarez, Cry of Bahay Toro ( pp. 304-305)
10. Gregoria de Jesus, Version of the First Cry, (pp. 306-307)
11. Guillermo Masangkay, Cry of Balintawak (Zaide 1990, vol. 8 pp 307-309)
Week 11-14 DATE:
1. Effectively communicate, using various techniques and genres, historical analysis of a particular event or issue that
could help others understand the chosen topic;
Learning Objectives 2. Propose recommendation or solutions to present day problems based on their understanding of root causes and
their anticipation of future scenarios
3. Display the ability to work in a multidisciplinary team and contribute to a group endeavor

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 Social, political economic and cultural issues in Philippine history
Mandated topics:
1. Agrarian Reform Policies
2. The Philippines Constitution: 1899 (Malolos) Constitution; 1973 Constitutions; 1987 Constitution
3. Taxation
Introduction
Other Sample topics:
1. Filipino Cultural Heritage
2. Filipino-American Relations
3. Government peace treaties with Muslim Filipinos
4. Institutional history of schools, corporations, industries, religious groups, and the like
5. Biography of a prominent Filipino
1. Research output that maybe in the form of the term paper, exhibit, documentary, presentation, diorama, webpage,
and other genres where students can express their ideas. The output should trace the chosen topic through at least
Activity/Ideation three periods. Group members should collaborate to produce a synthesis that examines the role of this issue in
promoting/hindering nation building, and provide appropriate recommendations rooted in a historical understanding of
the issue.
Note: Students will be required to look for primary sources on which they will base their narrative and analysis of the
Learning Resources
topic assigned to them
Week 15-18 Date:
Manifest interest in local history and shown concern in promoting and preserving the country’s historical and cultural
Learning Objectives
heritage
Critical Evaluation and promotion of local and oral history, museums, historical shrines, cultural performances,
Introduction
indigenous practices, religious riles and rituals, etc.
Activity/Ideation 1. Reaction paper or critique of the shrines, historical site, museums the students visited
Learning Resources 1. Historical Data Papers
2. Ereccion de Puebios

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 3. Museums, Local Studies Centers,
4. Art Galleries, Painting collections
5. Historical landmarks and UNESCO sites
6. Performances that showcase traditional arts and culture
7. Fiestas and similar local Celebrities

Prepared by: Checked & Reviewed by: Approved by:

Dr. RODEN A. SAMSON Dr. LEAH P. DIGO

Professor Dean/Program Chair/Coordinator Vice President for Academic Affairs