MODULE

IN
READINGS
IN
PHILIPPINE
HISTORY
(GEC105)
Module in Readings in Philippine History (GEC105)
History Department, MSU-GSC

HOW TO USE THIS MODULE

The following icons signal discussion in this module:

 Learning Objectives are specific learning goals to be achieved by the end of the module
chapter.

 Overview is the short narrative that could give the students ample background about the
chapter’s focus.

 Activity is an introductory activity related to the lessons within the chapter module.
Analysis is where the overarching question/s can be found that could be addressed by the
end of the chapter.

 Assigned Readings to signify the required primary (or secondary) sources to be read
related to the chapter module. The copies of these readings are available in the Compilation.

 Points to Remember to signify that the student must critique the author’s
background/biography, identify his main arguments and biases, and examine the evidence or
materials used to present the author’s work.

 Abstraction is the lesson proper, including the discussions and analyses of the assigned
readings within the chapter module.

 Important Keywords signify the meaning of important words used within the chapter
module.

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Module in Readings in Philippine History (GEC105)
History Department, MSU-GSC

 Assessments are the suggested activities that could expound on the lessons' discussion and
analysis within the chapter module. Also, the students are required to answer the
assessments/activities.

 Assignment signifies the other tasks or work assigned to the topics being discussed or in
preparation for the upcoming lessons.
INTRODUCTION OF THE COURSE
Timeframe: 1.5 hours

(Refer to Syllabus in GEC105)

Course No. GEC105 Type: General Education Course

Course Title: Readings in Philippine History Prerequisite(s): None
No. of hours: 54 hours for 18 weeks Credit Units: 3

Course Description:

The course analyzes Philippine history from multiple perspectives through selected primary sources from
various disciplines and genres. Students are given opportunities to analyze the author’s background and
main arguments, compare different points of view, identify biases, and examine the document's evidence.
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.

Course Outcomes:

At the end of the semester, the students were able to be:

1. Aware and understand the application of critical thinking in analyzing historical evidence,
especially the primary sources.
2. Acquire knowledge about the experiences of the Filipino in the past and the cultural diversity that
exist in the Philippine archipelago from multiple viewpoints.
3. Discern the causes and effects of foreign colonization by the Spaniards, Americans, and Japanese
in the past.
4. Discuss the role of the Philippines vis-à-vis- the international community.
5. Value the importance of Patriotism and Nationalism.
6. Write a brief synthesis paper of any topic of interest related to the history of the Philippines.

Course Outline and Time-Frame:

Introduction of the Course 1.5 hrs –

Week 1

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Module in Readings in Philippine History (GEC105)
History Department, MSU-GSC

1. Meanings and Concept of History 1.5 hrs –

1.1. What is history? Week 1
Nature of History
1.2. Concepts of History
1.3. History from Filipino People Point of View
2. Thinking Like a Historian 3 hrs –
2.1. Historical Thinking/Reading Skills Week 2
2.2. Referencing
2.3. (Un) Historical Sources in Philippine History
3. Physical Features, Geological-Geographical Foundation and Peopling of the 3 hrs –
Philippines Week 3
3.1. Geological-Geographical Foundation
3.2. Physical Geography
3.3. Peopling of the Phil.
– Models of Migration
4. Pre-Colonial Philippines 6 hrs –
4.1. Trade Patterns in10th to 16th Century Philippines Week 4 &
4.2. Pre-Colonial Culture and Society (Political, Economic, Socio-Cultural, Religion) 5
4.3. Coming of Islam
5. Colonial Period 6 Hrs –
Week 6 &
5.1. Spanish Colonial Period (1521-1898) 7
5.1.1. Colonial Motives
5.1.2. Early expeditions
5.1.3. Economic, Political, Socio-Cultural changes
5.1.4. The Responses of the Filipinos Against Spanish Colonialism 9 hrs –
5.1.4.1. Early Filipino Uprisings Week 8 to
5.1.4.2. Birth of Filipino Nationalism 10
5.1.4.3. Reform/Propaganda Movement
5.1.4.4. Phil. Revolution: Phase 1 and Phase 2
5.2. American Period (1898 – 1946) 6 hrs –
5.2.1. The Malolos Republic Week 11 to
5.2.2. Colonial Aims/Motives 12
5.2.3. Filipino Responses
5.2.4. Results of American Occupation (political, economic, socio-cultural)
5.2.5. Independence Missions and Commonwealth Government
5.3. Japanese Hegemony (1941-1945) 3 hrs –
5.3.1. Motives Week 13
5.3.2. Results of Japanese Occupation
5.3.3. Filipino Responses (Collaboration and Guerilla Movement)
5.3.4. Liberation of the Phil.
6. Philippine Republic (1946-2016) 6 hrs –
Week 14 &
Challenges Faced by the Phil. Nation 15

6.1. Independence and Establishment of New Republic

6.2. Agrarian Reform
6.3. Independent Foreign Policy
6.4. Economic Nationalism

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Module in Readings in Philippine History (GEC105)
History Department, MSU-GSC

6.5. Martial Law (1972-1981)

6.5.1. 1986 EDSA Revolution
7. FINAL SUMMATIVE ASSESSMENT – SYNTHESIS PAPER Week 16 to
18

Course Requirements
(Submissions will vary to the instruction of the instructor handling the course.)

1. Assessments (5 Summative Assessments for every two chapters)

2. Activity Sheets
3. Online Journal Entries/Synthesis Paper
 The Synthesis paper is designed to be a culmination of everything you’ve learned from
the course.
 The students will be the ones to select any topic of his/her interest to explore (events
related to Philippine history or topics being discussed/read within the course). Students
may utilize any materials available online.
 The Synthesis Paper should be 4-5 pages in length, double-spaced, and use a 12-point
font (Arial).
 The materials used must be properly cited within the paper, i.e., following the proper
guidelines using the 17th ed—Chicago Manual of Style.

Note: Deadlines will be set for the submission of ALL requirements.

Grading System

Students will be rated based on the following indicators:

Assessments 40%
Activity Sheets 30%
Online Journal Entries/Synthesis Paper 30%
Total 100%

Reading Materials
(Available in VLE or any Platforms for Download as per Instruction of the Instructor Handling the Course)

“The Historian’s Toolkit. Oxford Big Ideas. 214-221, Accessed on August 3, 2018,
https://www.oup.com.au.

Bellwood, Peter. “A Hypothesis for Austronesian Origins,” Asian Perspectives, xxvi (1), 1984 – 1985:
107-117.

Blair, Emma, and Robertson, James, Eds. The Philippine Islands 55-Volumes, Cleveland, Ohio: The A. H.
Clark Company, 1903-1909.

Brynes, Melissa. Guide for Writing About History. Texas, USA: Southwestern University, nd.
https://www.southwestern.edu/live/files/4173-guide-for-writing-in-historypdf

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Module in Readings in Philippine History (GEC105)
History Department, MSU-GSC

Carr, E.H., What is History? New York: Knopf, 1962, 7-30.

Cole, Mabel. Selected folktales. Philippine Folktales, Chicago: A.C. McClurg & Co., 1916.
https://www.gutenberg.org/files/12814/12814-h/12814-h.htm

Constantino, Renato. “Towards a People History” in A Past Revisited. Quezon City: Tala Publishing
Services, 1975, 3-11.

Dullana, Raymon. “Look New Discovery Says First Philippine Humans Hundreds of Thousand Years
Olders than Callao Man in Cagayan,” Northern Forum, Posted on May 3, 2018,
http://northernforum.net/look-new-discovery-says-first-philippine-humans-hundreds-of-thousands-
years-older-than-callao-man-in-cagayan/

Jocano, F. “Geological Foundation” Philippine Prehistory: An Anthropological Overview of the

Beginnings of Filipino Society and Culture, Manila: Community Publishers, Inc., 1975, 21-39.

La Solidaridad, Year 1, No. 1., February 18, 1889.

Leon, Sharon & Whelan, Sarah Historical Thinking Chart (CHNM, 2008), CC-NC-BY,
http://www.6floors.org/teaching/wp-content/uploads/2016/08/Historical_Thinking_TAH.pdf

Quick Guide on The Chicago Manual of Style 17th Edition (2018)

Richardson, Jim. Katipunan Documents Translated, www.kasaysayan-kkk.info

Rizal, Jose. “Chapter 8”, Sucesos de las Islas Filipinas por el Doctor Antonio de Morga, obra publicada
en Mejico el año de 1609 nuevamente sacada a luz y anotada (Events of the Philippine Islands of
Dr. Antonio de Morga, published in Mexico in 1609), Manila: Jose Rizal National Centennial
Commission, p. 240-296.

Rizal, Jose, Constitution of the La Liga Filipina

Salazar, Zeus. “Pantayong Pananaw: Isang Pagpapaliwanag,” Accessed on August 4, 2018,

https://bangkanixiao.files.wordpress.com/2012/09/zeus-salazar-pantayong-pananaw-isang-
paliwanag.pdf

Scott, William. “Kalantiaw: The Code That Never Was” In Great Scott! The New Day William Henry
Scott Reader. B. Ed. Uc-Kung. Quezon City: New Day Publishers, 2006, 76-87.

Solheim, Wilhelm II, “Taiwan, Coastal South China, and Northern Viet Nam and The Nusantao Maritime
Trading Network,” JEAA 2, vol. 1-2 (2000): 273-284.

Excerpts from Laws/ Decrees/Treaties/ Speeches or Address/ Constitutions:

1935, 1973, and 1987 Phillippine Constitutions.

1947 Military Bases Agreement

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Module in Readings in Philippine History (GEC105)
History Department, MSU-GSC

Act No. 1696 or the Flag law of 1907

Act No. 292 or Sedition Law of 1901
Act No. 518 or the Brigandage Law of 1902
Address Adopted by the Anti-Imperialist League, February 10, 1899
Address to the People of the Philippines by Lieutenant General Masaharu Homma, August 3, 1942.
Cardinal’s Statement via Radio Veritas
Carlos P. Garcia’s Filipino First Policy excerpt from his Third SONA on January 25, 1960
General Order No. 1 and No. 2, September 22, 1972
Inaugural Address of President Jose P. Laurel, October 14, 1943
Laws enacted by the Congress - Excerpts from the Foreign Service Act of 1952 and Foreign Service
Act of 1991
Philippine Autonomy Act of 1916 or the Jones Law
Philippine Independence Act of 1934 or the Tydings McDuffie Act
Philippine Organic Act of 1902 or Cooper Act
Philippine Trade Act or 1946 or Bell Trade Act
Pres. William McKinley’s Benevolent Assimilation Proclamation, December 21, 1899
Proclamation 1081, September 21, 1972
Proclamation 889-A amended and issued by President Marcos on August 30, 1971
Proclamation No. 51 by President Manuel Roxas
Proclamation of General Douglas MacArthur to the People of the Philippines, October 23, 1944.
Republic Act No. 6657 or Comprehensive Agrarian Reform Law of 1988
Republic Act. No. 3844 of the Agricultural Land Reform Code
Retail Trade Nationalization Act of 1954 or Republic Act No. 1180
Treaty of General Relations and Protocol of 1946 or the Treaty of Manila
Treaty of Paris, December 10, 1898

Visual Sources/ Movies

(Links for movies will be provided within the module):

Andres Bonifacio
Ang Tunay na Pag-Ibig ni Lolo Jose
Gintong Pamana
Illustrations from Boxer Codex. circa 1595
Maps in Historical Atlas of the Republic, 2016.
Paintings depicting Manifest Destiny
Selected Photographs during the EDSA Revolution, February 22-25, 1986
The Bloody War with the Japanese Invaders

Class Course Policies

a. Attendance Policy
Due to the emergency health situation that we are experiencing, checking attendance is not required. The
instructor will monitor the students' progress in accessing the materials in the virtual learning platforms to
be used.

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Module in Readings in Philippine History (GEC105)
History Department, MSU-GSC

b. Etiquette during Synchronous Class

If the instructor conducts a synchronous class, he/she will give a link using Google Meet for video
conferencing. Students, who have poor internet connection or any technical issues, are NOT
REQUIRED to join the online video conference. During the online session, the host will open the google
meet conference 10 minutes before the schedule. With respect to the person hosting the class or talking
during the class discussion, please mute the speaker's audio device.

c. Submission of Requirement/s
The student must submit all their requirements within the semester but is HIGHLY ENCOURAGED to
submit the activity sheets a month after it is being scheduled. Submissions of requirements will vary to
the instructor handling the course, of which platform they will submit it. Failure to miss submitting the
requirements within the semester will result in an incomplete (INC) grade.

d. Assessments
Students are required to answer the Summative Assessments and Activity Sheets and submit them within
the semester. Rubrics will be provided for every activity or assessment to guide the students on how the
instructor will assess the outputs.

e. Online Journal Entries/Synthesis Paper

The program encouraged the students to improve their writing, speaking, and critical-thinking skills. In
this course, the students must share their ideas, thoughts, reflections, critiques, or analyses of the topics
being read/discussed.

Note: Students will be informed when necessary change(s) in the learning plan is needed.

Consultation
You can consult your instructor during weekdays (Monday-Friday), from 8:00 AM – 5:30 PM via VLE,
FB Group Chat of your Section, to his/her institutional email, or thru text.

IDENTITY CHART
Identity charts are a graphic tool that can help students consider many factors that shape who we are as individuals and
as communities. It deepens students’ understanding of themselves, groups, nations, and historical figures.

Objective:

 Students will identify social and cultural factors that help shape their identities by creating their own personal identity
charts.

Directions:

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Module in Readings in Philippine History (GEC105)
History Department, MSU-GSC

Write your name in the center of the blank identity chart below. In the surrounding rectangles, write words/phrases that describe
what you consider to be key aspects of your identity. Examples of these factors are the following: religious/spiritual affiliation;
race or ethnicity; appearance/style; language; nationality; hobbies/interests; gender; sexual orientations; beliefs and values;
group/organization/community membership’ personality traits; place; socio-economic class; etc.

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