Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

HigherEducation Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

Readings in
Philippine History
GEC 601 Module
A.Y. 2021-2022
1st Semester

Name (Last, First, Middle Initial): ______________________________________________________________

Course, Year & Section: ____________________________________________________________________________________

Address: ____________________________________________________________________________________________________

Contact Information:
Cellphone Number: ______________________________________________________________________________
E-mail Address: __________________________________________________________________________________
FB Messenger: ____________________________________________________________________________________
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

Course Guide in Readings in Philippine History

I.COURSE TITLE: Readings in Philippine History

COURSE CODE: GEC 601
NO. OF UNITS: 3 Units

II. COURSE OVERVIEW

A. 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
author’s 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
religious history. Priority is given to 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, broad-minded, morally upright and responsible citizens.
This course includes mandatory topics on the Philippine Constitution, agrarian reform, and taxation.

B. Course Outcomes
At the end of the course, students will be able to:

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

b. Analyze the context, content, and perspective of a primary source.
c. Determine the contribution of a selected primary source in understanding Philippine History.
d. Develop critical and analytical skills with exposure to primary sources.
e. Effectively communicate, using various techniques and genres, their historical analysis of a particular event or
issue.
f. Propose recommendations/solutions to present-day problems based on their understanding of root causes and their
anticipation to future events.

C. Module Topics
To ensure that you will demonstrate the cited program outcomes at the end of the semester, this first semester
module is divided into the following:

MODULE 1: Introduction to History: Definition, Issues, Sources, and Methodology

This module introduces history as a discipline and as a narrative. It presents the definition of the history,
which transcends the common definition of history as the study of the past. The distinction between primary and
secondary sources is also discussed in relation to the historical subject matter being studied and the historical
methodology employed.

MODULE 2: Content and Contextual Analysis of a Selected Primary Source in

Philippine History

In this module, we are going to look at the selected primary source in Philippine History and evaluate the
document’s content in terms of historical value, and examine the content of its production. The primary source that
we are going to examine is KKK’s Kartilya ng Katipunan which was produced during the Spanish era in Philippine
history.
 MODULE 3: Philippine History: Spaces for Conflict and Controversies

Module 3 enables learners to analyze a selected historiographical problem in Philippine history in an attempt
to apply what was learned thus far in the work of a historian and the process of historical inquiry. Two key concepts
that need to be defined before proceeding to the historical analysis of problems in history are interpretation and
multiperspectivity.

MODULE 4: Social, Political, Economic, and Cultural Issues in Philippine History

Module 4 is dedicated to enduring issues in Philippine society, which history could lend a hand in
understanding, and hopefully, proposing solutions. These topics include the mandated discussion on the Philippine
constitution, policies on agrarian reform, and taxation. It is hoped that these lessons will help learners propose
recommendations or solutions to present-day problems based on their understanding of root causes and how we
anticipate future scenarios in the Philippine setting.

III. COURSE STUDY GUIDE

This module is designed for you learners of the 21 st century, who are now experiencing the great shift of learning
modalities. This period of NEW NORMAL is a bigger challenge in the field of education. We do away from the traditional
approach of face-to-face learning since it is highly prohibited, thus, the success of this module depends on your utmost
cooperation and your industriousness to take it seriously. Take note, this is not a spoon-feeding module if you expect it to
be, this is entirely a student-centered approach where you will be the one to hands-on and discover to learn. At the end of
this, you will surely be equipped not only of the content but more so of the skills of a responsible student.
To further lead you to this, below is a list of “House Rules” for you to follow. Be able to read it and internalize each
of this. It’s high time that you need to be independent. Focus and enjoy while you learn.
1. Schedule and manage your time to read and understand every part of the module. Read it over and over until you
understand the point.
2. Study how you can manage to do the activities of this module in consideration of your other modules from other
courses. Be very conscious with the study schedule. Post it on a noticeable place so that you can always see. Do
not ask about questions that are already answered in the guide.
3. If you did not understand the readings and other tasks, re-read. Focus. If this will not work, engage all possible
resources. You may ask other family members to help you. If this will not work again, inform me first so that I
can give you back for assistance.
4. Do not procrastinate. Remember, it is not others who will be short-changed if you will not do your work on time.
It will be you.
5. Before you start doing your task, read and understand the assessment tools provided. Do not settle with the low
standards; target the highest standards in doing your assigned tasks. I know you can.
6. If needed, do not hesitate to keep in touch with to any available means. Remember, if there is a will there is a way.
7. In answering all the assessment and evaluation activities, write legibly. It will help if you will not write your
answer in the module if you are not yet sure of your answers. You must remember that all activities in the module
are academic activities which mean that the relevant academic conventions apply. Think before you write.
a. Your answers should be composed of complete and grammatically correct sentences. Do not use
abbreviation and ACRONYMs unless these are introduced in the readings, and do not write in text-
speak.
b. In the self-process discussions, write appropriate and well-thought arguments and judgments. Avoid
merely approving or disapproving with what is express in the material. You need to support your inputs
in the discussion from reliable information or from empirical observation. Do not write informed
opinions.
 c. Do not write lengthy answers. Stick to the point. Be clear with your main point and express it as
concisely and possible. Do not let your discussion go astray. Make use of the spaces in the module as
your guide.
d. Quote your sources, if there are, in answering all the activities.
8. You are the learner; hence, you do the module on your own. Your family members and friends at home will
support you but the activities must be done by you.
9. Submission of the answers to your modules could be done electronically. You can directly send your answer per
module using my e-mail address given or in the Official Group Chat intended for submission of outputs. You don’t
need to personally go to the school to submit this. You are given two weeks to accomplish each module and send
your answer.
10. Lastly, in this time of pandemic, everything is at its new normal, thus learning is a self-challenge. Motivate
yourself as college students you need to act independently. In every task assigned to you always make
documentation as a proof or to show evidence of your action. It will be part of your Modular Learning Progress
Report to be submitted at the end of the semester.

Evaluation. To pass this course, you must:

o Read and understand the given module and answer the pre-assessment and self-assessment activities.
o Answer the print-based discussion activities.
o Submit all the required outputs of each module.
o Complete the Final Examination, recorded quizzes, assessment and evaluation.

Technological Tools. To accomplish these activities, you will need the following:

o MS Word, MS PowerPoint
o Internet Connection
o Scanner (for those who prefer to submit their module via online) – if applicable, you may install a scanner
app on your phone (Android or iOS), and submit your output.
o Personal G-mail account
- Google Classroom
- Google Meet for online meetings

Contact Information of Instructors:

INSTRUCTOR CONTACT EMAIL FB/MESSENGER ASSIGNED

NUMBER COURSE &
SECTION
JOHN PAUL L. PRANES 09774139838 johnpaulpranes03@gmail.com John Paul Pranes CRIM 1A-1F,
ABE 1A
ABEGAIL C. PASIGADO 09270815955 abegail.pasigado@gmail.com Abegail Capunong
Pasigado
SHERYL D. RUBIN 09074373331 docto.sheryl@gmail.com Sheryl Docto Rubin BEED 1A
ERICKSON LOUIE 09637571040 Egumban32@gmail.com Erickson Louie CRIM 1G&CRIM
GUMBAN Guman 1H

NOTE: Only matters about the lesson/module will be entertained.

Instructor replies and receives calls within 8:00 A.M. – 4:30 P.M. only.
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
STUDY SCHEDULE
Week Intended Learning Outcomes Topic/s Activities
M O D U L E 1
Lesson 1 Introduction to History: Definition and Issues

A. Created his/her personal meaning of History  What is History? Activity: Acrostics

through Acrostics.  History vs.
Historiography Analysis:
B. Compared and Contrasted History to *Activity 2.1: Venn- diagram
Historiography using a Venn-diagram.  History as an *Activity 2.2: T-Chart
Academic *Activity 2.3: Agree-Disagree
C. Differentiated the meaning of history as a
Discipline and as
discipline and as a narrative using a T- Abstraction: Summary of
Week a narrative
Chart. Lesson 1
1-2
D. Identified the roles of a Historian in  Roles of the
Historian Application: Express
studying and writing history through Agree- appreciation of writing and
Disagree. studying history in a form of
poetry, artwork.
E. Expressed his/her appreciation of studying
history in these trying times through poetry, Assessment: 10-point test
(Identification and essay)
song, or an artwork.

Lesson 2 Introduction to History: Historical Sources and Methodology

 Examples of Activity: Draw or paste

Historical Sources pictures/photos of historical
A. Enumerated examples of Historical
sources
Sources by drawing or pasting pictures  Primary Sources
and/or photos. vs. Secondary Analysis:
Week
Sources *Activity 2.1: H-chart
3-4 B. Differentiated primary sources to
*Activity 2.2:
secondary sources using a Venn-diagram.  External criticism *Activity 2.3: Concept map
C. Classified the examples of External vs. Internal
Criticism Abstraction: Summary of
criticism and Internal criticism. Lesson 2
D. Cited the importance of historical sources  Importance of
in studying and writing history using a historical sources Application: Evaluated
available primary sources
concept map. using 6 C’s of primary source
E. Evaluated available primary sources using analysis.
Assessment: 15-point test
6 C’s of primary source analysis.
(Classifying Sources, true or
false, and essay)

SUBMISSION OF 1st SET MODULE

 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

GEC 601: Readings in Philippine History

MODULE 1: An Overview
This module introduces History as an academic discipline. It also presents the definition of the history,
which transcends the common definition of history as the study of the past. Moreover, we are also going to
classify the historical sources and/or evidences which are essential in history writing.

Lesson 1 of Module 1
Introduction to History:
Definition and Issues
INTENDED LEARNING OUTCOMES:

At the end of the lesson the student must have:

A. Created his/her personal meaning of History through Acrostics.
B. Compared and Contrasted History to Historiography using a Venn-diagram.
C. Differentiated the meaning of history as a discipline and as a narrative using a T-Chart.
D. Identified the roles of a Historian in studying and writing history through Agree-Disagree.
E. Expressed his/her appreciation of studying history in these trying times through poetry, or an artwork.

INTRODUCTION
We all know that History has always been known as the study of the past. Students of general education
often dread of the subject due to its notoriety in requiring them to memorize dates, places, names of the people,
and events from past eras. This low appreciation of the discipline may be rooted from the shallow understanding
of history’s relevance to their lives and to their respective contexts. While the popular definition of history as the
study of the past is not wrong, it does not give justice to the complexity of the subject and its importance to
human civilization.
Now, I have a question for you to ponder: What is history to you?

Activity Activity 1: Acrostics. Fill out words/phrases/ a sentence that could be associated with History.
(2 points each letter x 7 = 14 points)
H – _______________________________________________________________________________
I – _______________________________________________________________________________
S – _______________________________________________________________________________
T – _______________________________________________________________________________
O – _______________________________________________________________________________
R – _______________________________________________________________________________
Y – _______________________________________________________________________________
 Analysis

HISTORY

Activity
2.1
History vs. Historiography HISTORIOGRAPHY
Compare and contrast History to Historiography using a Venn-diagram.

Activity 2.2
History as an Academic Discipline and as a Narrative. Differentiate the meaning of history as an academic
discipline and as a narrative using a T-Chart below.

As an Academic Discipline As a Narrative

Activity 2.3 History and the Historian

Agree – Disagree. Put a check if you agree or disagree to the given statement. Read and understand each
statement before answering.

STATEMENT Agree Disagree

Historians usually come up with an absolute historical truth.
It is the job of the historian to give meaning to the historical evidences and facts.
Historical methodology comprises certain techniques and rules that historians
follow in order to properly utilize sources and historical evidences in writing
history.
The historian’s job is to give meaning to a historical fact and organize them into
a timeline, establish causes, and write history.
Historians only get to access representation of the past through historical
sources and evidences.
Abstraction

History was derived from the Greek word historia which means “knowledge acquired through inquiry or
investigation.” Historia became known as the account of the past of a person or of a group through written
documents and valid historical evidences.

History and Historiography should not be confused with each other. The former’s subject of study is the
past, the events in the past, and the causes of such events. On the other hand, Historiography deals with the
history itself. Historiography is important for someone who studies history because it teaches the student to be
critical in the lessons of history presented to him.

The study of history, therefore, is the study of the beliefs and desires, practices, and institutions of
human beings. With this definition, history becomes an active factor in the study of Philippine society. It also
includes a look into the development of Philippine culture through time especially with the influences of the
colonial period that would eventually shape the present Philippine identity.

Express your appreciation of studying history in these trying times through the following:
[Select one (1) category only, and be guided with the instructions given]

a. Poetry – Poem should consist of 1-4 stanza/s only, in a form of Haiku (three lines; 5-7-5
syllable), or in free verse form.
b. Artwork – long-sized bond paper or sketch pad, and send only the photo of your artwork to your
instructor.
*Send your output via FB Messenger/FB Group or Google Classroom. (Submission of output is subject to
change at instructor’s discretion)
*Rubrics for poem, or artwork will be provided (To be posted on your respective FB Group Chat and/or
Google Classroom at instructor’s discretion).

Application
ASSESSMENT
Name: Course, Yr. & Sec.:
Subject Instructor: Date:
I. IDENTIFICATION. Read the statement carefully and write your answer on the space provided. (1 point each #)
1. A person who studies and writes history.
2. The subject of this study is history itself.
3. The word history is derived from this Greek word which means “knowledge acquired
through investigation.”
4. History as a ________ is always written and intended for a certain group of audience.

II. ESSAY. How is your understanding of history different from what is CRITERIA 3 2 1
explained in this lesson? Explain briefly. (6 points)
Quality of Writing
Grammar, Usage &
Mechanics

“The more you know about the past, the better prepared you are for the future.” TOTAL: 6 Points
– Theodore Roosevelt
Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
 Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

GEC 601: Readings in Philippine History

Lesson 2 of Module 1
Introduction to History:
Historical Sources and Methodology

INTENDED LEARNING OUTCOMES:

At the end of the lesson the student must have:

A. Enumerated examples of Historical Sources by drawing or pasting pictures and/or photos.
B. Differentiated primary sources to secondary sources using a H-chart.
C. Classified the examples of External criticism and Internal criticism.
D. Cited the importance of historical sources in studying and writing history using a concept map.
E. Evaluated available primary sources using 6 C’s of primary source analysis.

INTRODUCTION

Regardless of their presence to the event, have you ever wondered how historians, through their writings
and research, claimed that a certain historical event is true (or not)? With the past as history’s subject matter, the
historian’s most important research tools are historical sources. Historical sources serves as evidences in order to
claim a historical truth. However, biases are inevitable, considering that every historian is influenced by his own
context, education, ideology, and the like. A historian may come up to a historical truth if there is rigor in his
historical research. In other words, thorough examination and verification of historical sources must be done.

Activity Historical Sources. Research about the examples of historical sources. Draw or paste pictures
of three (3) examples of historical sources in a box below. (3 points each picture/drawing + 1
point = 10 points)

HISTORICAL SOURCES

Analysis General Instructions. If applicable, refer to your learning packets (hand-outs) and visit
the internet for you to answer the following activities.

Analysis 2.1: Primary Sources vs. Secondary Sources. Historical sources can be classified between primary
and secondary sources. The classification of sources between these two depends on the historical subject being
studied. In this activity, differentiate these two classifications using a H-chart (see next page) by providing at least
two similarities and differences.
 Primary Sources Secondary Sources

Analysis 2.2: External Criticism vs. Internal Criticism.

Analyze the examples given in Box B. Classify whether it belongs to External Criticism (Box A) or Internal
Criticism (Box B). Write each letter to the corresponding boxes below.

A B C
EXTERNAL INTERNAL
CRITICISM A. The type of the ink CRITICISM
B. Language used in the material
C. To verify Jose Rizal’s letters, the historian examines if the handwriting
was of Rizal’s.
D. Who was the author of the book Noli me Tangere?
E. The quality of the paper
F. Analyzing the intent of Republic Act No. 1425, otherwise known as Rizal
Law.

Analysis 2.3: The Importance of historical sources. Cite the importance of Historical sources in studying and
writing history using a concept map below. Write your answers in the box provided.

The Importance

Of

Historical Sources

Abstraction
Students of history should not be confused about what counts as a primary or secondary
source. As mentioned in this lesson, the classification of historical sources depends on the subject being studied, not
 Application Evaluating Primary Sources

History is not just a passive subject. Historians, or even students of history subject, actively search for the
meaning of a certain historical event to tell the stories of the past. As a student of history, you will be given also
the opportunity to examine available primary sources at the comfort of your home. Given the list below, select
only one (1) material for you to assess.

 Photos (old and/or new)

 A letter or diary entry
 Video or audio recordings
 Your ORIGINAL artwork

To evaluate your chosen material, discuss why it should be considered as a primary source in writing your
own life history using 6 C’s of primary source analysis.
1. Citation – author, time period
2. Content – summary of the document; main idea
3. Context – what was happening at the time the primary source was written or created?
4. Communication – what are the potential biases? Is the source reliable?
5. Connection – how do you connect with things you have learned before?
6. Conclusion – significance

Answers may be hand-written or encoded in MS Word in a long-sized bond paper. Include also the photo
of your chosen primary source as evidence. For a sample template of 6 C’s, see this link:

ASSESSMENT
Name: Course, Yr. & Sec.:
Subject Instructor: Date:

I. What Source? Read the following scenarios and classify the sources discovered as primary or
secondary sources. Write your answers on the space provided. (2 points each)

1. John visited the United States for a few months to see her relatives who have lived there for
decades. His aunt brought him on tours around Illinois. John visited the Field Museum of Natural History
where a golden image of a woman caught his eye. John looked closer and read that the image was called
“The Golden Tara.” It originated from Agusan del Sur and was bought by the museum in 1922. It was
believed to be made prior to the arrival of the Spaniards in the Philippines. Is the sculpture a primary,
secondary, or a tertiary source? ________________________________
2. It was Paul’s first day in his first year of college in a big university. His excitement made him come
to class unusually early and he found their classroom empty. He explored the classroom and sat at the
 teacher’s table. He looked at the table drawer and saw a book entitled U.G. An Underground Tale: The
Journey of Edgar Jopson and the First Quarter Storm Generation. He started reading the book and realized
that it was a biography of a student leader turned political activist during the time of Ferdinand Marcos. The
author used interviews with friends and family of Jopson, and other primary documents related to his works
and life. Is the book a primary, secondary, or a tertiary source? ___________________________________

II. TRUE OR FALSE. In the space provided, write T if the statement is true. Otherwise, write F for a false
statement.
_____________1.The historians are the only source of history.
____________ 2. Only primary sources may be used in writing history.
____________ 3. Historical sources that were not written should not be used in writing history.
____________ 4. External criticism is done by examining the physical characteristics of a source.
____________ 5. Internal criticism is done by looking at a source’s quality of paper and type of ink.
____________ 6. Textbooks as a historical source are not automatically considered as a secondary or
tertiary source.

III. ESSAY. Discuss briefly how historical sources contribute to writing and studying history? (4-7
sentences only)

CRITERIA 3 2 1

Quality of Writing
Grammar, Usage &
Mechanics

TOTAL: 5 Points

“The important thing is not to stop questioning. Curiosity has its own reason for existing.”
- Albert Einstein