Module Overview:

Course: READINGS IN PHILIPPINE HISTORY

Learning Objectives:
 Evaluate primary sources for their credibility, authenticity and provenance.
 Analyze the context, content and perspective of different kinds of primary sources.
 Determine the contribution of different kinds of primary sources in understanding Philippine
history.
 Develop critical and analytical skills with exposure to primary sources.
 Demonstrate the ability to use primary sources to argue in favor or against a particular issue.
 Effectively communicate, using various techniques and genres, their historical analysis of a
particular event or issue that could help others understand the chosen topic.
 Propose recommendations/ solutions to present- day problems based on their understanding of
root causes and their anticipation of future scenarios.
 Display the ability to work in a team and contribute to a group project.
 Manifest interest in local history and concern in promoting and preserving our country’s national
and cultural heritage.

Module Name: Module Code: Modular Objective: Assessment for this

Content and GED 102- Module  Familiarize oneself Module:
Contextual Analysis of 4 with the primary Review Questions
Selected Sources in documents in
Philippine History Quiz
different historical
(September 14- 19, periods of the Assignment:
2020) Philippines. Review on the following:
 Learn history 1. Summarize the
through primary highlight of
sources. Pigafetta’s on the
 Properly interpret first voyage of
primary sources Magellan around
through examining the world.
the content and 2. Identify the
context of the features of
document. Pigafetta’s
 Understand the Travelogue
context behind
each selected
document.

Knowledge to be Presented: Skills to be Gained:

 Conceptual  Interpret historical events using primary sources
 Factual  Identify the historical importance of the text
 Procedural  Examine the author’s background, main
argument and point of view
 Read and analyze primary sources in Philippine
history
Method Description: Interactivity: (exercise, discussion, group work, etc.)
 Time Run: 3 hours  Group Activity: None
 Methodologies:  Open Forum (Question and Answer after
1. Online Lecture via Google Discussion)
Meet, Zoom and/or Youtube
Live Streaming
2. Cooperative Discussion
 3. Post Discussion Readings/
Activity
4. Assessment
Presentation Flow: Questions I 1 Questions I 2
 Presentation: 1. What is the kartilya ng 2. What is the overview
1. Preliminary activity – Katipunan? of the Proclamation
A. Watch and understand the video and be of the Philippine
prepared for the discussion. The Kartilya ng Katipunan Independence?
is Katipunan’s code of With a government
The Life of Andres Bonifacio in operation, Emilio
conduct. It contains 14 rules
https://www.youtube.com/watch?v=QNlyIxu Aguinaldo thought that it
that instruct the way a
DKRA was necessary to declare
Katipunero should behave,
the independence of the
Xiao Time: Ang Araw ng Kasarinlan ng and which specific values Philippines. He believed
Pilipinas should be upheld. The first that such a move would
https://www.youtube.com/watch?v=GaOL- group contains the rules inspire the people to fight
ZR9TxA that will make the member more eagerly against the
an upright individual and Spaniards and at the same
B. Introductory Discussion time, lead the foreign
the second group contains
countries to recognize the
the rules that will guide the independence of the
2. Lecture
way he treats his country. Apolinario Mabini,
Topic Content:
fellowmen. who had by now been
2. CONTENT AND CONTEXTUAL made Aguinaldo’s
ANALYSIS OF SELECTED SOURCES IN unofficial adviser,
PHILIPPINE HISTORY objected. He based his
objection on the fact that it
a. Interpretation of historical events using was more important to
reorganize the government
primary resources
in such a manner as to
b. Identification of historical importance of convince the foreign
powers of the competence
text
and stability of the new
government than to
c. Examination of author’s background, main
proclaim Philippine
argument and point of view independence at such an
early period. Aguinaldo,
d. Reading and analysis of primary sources however, stood his ground
(with discussions on the economic history of and won.
the country during the time period it indulges
on): Thus, June 12, 1898,
between four and five in
2. Kartilya ng Katipunan the afternoon, Emilio
Aguinaldo, in the presence
3. Proclamation of the Philippine of a hug crowd, proclaimed
Independence the independence of the
Philippine National Flag,
Reference: made in Hongkong by Mrs.
Marcela Agoncillo,
Candelaria, J.L. et. al. (2018) Readings in assisted by Lorenza
Philippine History. Rex Book Store. Manila. Agoncillo and Delfina
(Pages 22-30) Herboza, was officially
hoisted and the Philippine
National March played in
3. Assessment public. In addition to that,
Quiz: (Quiz Will be given on Google the Proclamation of the
Classroom) Philippine Independence
was prepared by Ambrosio
4. Assignment: Rianzares, who also read
it. A passage in the
Analysis of the following historical Declaration reminds one of
periods in Philippine history: another passage in the
  Kartilya ng Katipunan American Declaration of
 Proclamation of the Philippine Independence. The
Independence document was signed by
98 persons, among them
Objectives: an American army officer
who was witnessed the
1. To be able to familiarize oneself with
proclamation.
the documents pertaining to the
Kartilya ng Katipunan and
Proclamation of the Philippine
Independence
2. To be able to develop critical and
analytical skills with exposure to
primary sources.
Instruction: Students will write an analysis
on:
 Kartilya ng Katipunan
 Proclamation of the Philippine
Independence

Scoring Rubric:
Content/Relevance – 12
Structure/Form - 8
Syntax - 5
Clarity of Ideas - 5
_____________________
Total: 30

5. Additional Readings/ Activity

Pick one of the following primary sources

then answer the questions listed below.
a. The Laguna Copper Plate Inscription
b. The poem, “Ang Pag- ibig sa
Tinubuang Lupa” by Andres
Bonifacio
c. The declaration of Martial Law in
1972 by Ferdinand Marcos
d. The 1935 Constitution

Questions:
a. What does the document/ artifacts
say?
b. What was the provenance or source
of the document/ artifact?
c. Who authored it (if applicable)?
d. What was the context of the primary
source’s production?

Key Messaging:
Features of the Kartilya ng Katipunan:
 Reaction and response to certain value systems that the Katipuneros found despicable in the state
of things they are struggling with.
 Upheld rational and liberal ideas in the 18 th and 19th century
 Emphasis of equality, tolerance, freedom and liberty in the making of rules
 Emphasis on teaching of how women and children should be treated
  Instruction on Katipunan’s conduct toward other people but also for their members’ development
as individuals on their own right
Features of the Proclamation of Philippine Independence:
 Characterization of the Philippines during the Spanish colonial period
 Justification behind the revolution against Spain
 Brief historical view of the Spanish occupation
 Establishment of the republic under the dictatorship of Emilio Aguinaldo
 Exclusion of Andres Bonifacio’s contribution as the founder of Katipunan
 Explanation of the Philippine flag’s appearance
 Mentioning of Emilio Aguinaldo as God’s selected instrument that will lead his country to its
redemption
 Revelation of some overlooked historical truths

Technology and Programming Notes: Facilitator Support Materials:

 Virtual Classroom (Google Online Links

Classroom and google Meet)
 Ensure strong internet connectivity
 Enable screen sharing for facilitator
and for participants
 Showing offline/ online videos
https://www.youtube.com/watch?v=QNlyIxuDKRA
https://www.youtube.com/watch?v=GaOL-ZR9TxA
Reference Material:
Candelaria, J.L. et. al. (2018) Readings in Philippine
History. Rex Book Store. Manila. (Pages 22-30)

Facilitator’s Guide:
Time Content Activity Materials
Method
30 Preliminary Activity AVP Internet
minutes The Life of Andres Bonifacio
https://www.youtube.com/watch?v=QNlyIxuDKRA Online Laptop,
Reflection Mobile Phone
Xiao Time: Ang Araw ng Kasarinlan ng Pilipinas or Tablet
https://www.youtube.com/watch?v=GaOL-ZR9TxA

2 hrs. Lecture Proper

2. CONTENT AND CONTEXTUAL ANALYSIS OF Online Internet

SELECTED SOURCES IN PHILIPPINE HISTORY Discussion
Laptop,
a. Interpretation of historical events using primary Cooperative Mobile Phone
resources Discussion or Tablet

b. Identification of historical importance of text Sharing Module 4

c. Examination of author’s background, main Pen and

argument and point of view Paper

d. Reading and analysis of primary sources (with

discussions on the economic history of the
country during the time period it indulges on):

2. Kartilya ng Katipunan
 3. Proclamation of the Philippine
Independence

Reference:

Candelaria, J.L. et. al. (2018) Readings in Philippine History.

Rex Book Store. Manila. (Pages 22-30)
30
minutes Assessment Quiz Internet
Quiz: Quiz Will be given on Google Classroom
Assignment Laptop,
Assignment: Mobile Phone
Additional or Tablet
Analysis of the following historical periods in Philippine
Readings/
history: Activity Module 4
 Kartilya ng Katipunan
 Proclamation of the Philippine Pen and
Independence Paper

Objectives:
3. To be able to familiarize oneself with the documents
pertaining to the Kartilya ng Katipunan and
Proclamation of the Philippine Independence
4. To be able to develop critical and analytical skills with
exposure to primary sources.
Instruction: Students will write an analysis on:
 Kartilya ng Katipunan
 Proclamation of the Philippine
Independence

Scoring Rubric:
Content/Relevance – 12
Structure/Form - 8
Syntax - 5
Clarity of Ideas - 5
_____________________
Total: 30

Additional Readings/ Activity

Pick one of the following primary sources then answer the

questions listed below.
e. The Laguna Copper Plate Inscription
f. The poem, “Ang Pag- ibig sa Tinubuang Lupa” by
Andres Bonifacio
g. The declaration of Martial Law in 1972 by Ferdinand
Marcos
h. The 1935 Constitution

Questions:
e. What does the document/ artifacts say?
f. What was the provenance or source of the document/
artifact?
g. Who authored it (if applicable)?
h. What was the context of the primary source’s
production?
TOTAL
HOURS:

3 Hrs.

pcv071020

PREPARED BY:

MR. MICHAEL S. BAUTISTA

Professor