COPIES ISSUED TO:

DOCUMENT: SYLLABUS COURSE: READINGS IN PHILIPPINE HISTORY

College of Education, Arts and Sciences
COURSE CODE: GERPH1X Learning Resource Center
DATE OF EFFECTIVITY: August 2022
Faculty

VISION CORE VALUES

We are National University, a dynamic private institution committed to nation building, 1. Integrity 2. Innovation 3. Compassion 4. Resilience 5. Patriotism
recognized internationally in teaching and research.
GRADUATE ATTRIBUTES INTENDED FOR
INSTITUTIONAL LEARNING OUTCOMES (ILOs)
NATIONALIANS (GAINs)
MISSION
Guided by the core values and characterized by our cultural heritage of Dynamic Filipinism, 1. Leadership and Teamwork a. Exhibit moral, ethical and competent leadership
National University is committed to providing relevant, innovative, and accessible quality b. Collaborate effectively in teams of different cultures
education and other development programs. 2. Responsible Citizenship c. Participate actively in community-oriented advocacies that
contribute to nation building
We are committed to our:
d. Develop an entrepreneurial mindset 
STUDENTS, by molding them into ethical, spiritual and responsible citizens. 4. Innovative, Creative, and Critical Thinker e. Provide solutions to challenges in various fields of
FACULTY and EMPLOYEES, by enhancing their competencies, cultivating their specialization and society in general 
commitment and providing a just and fulfilling work environment. f. Demonstrate mastery of foundational skills and specific area
6. Academic and Professional Competence
ALUMNI, by instilling in them a sense of pride, commitment, and loyalty to their alma mater. of specialization
g. Express ideas meaningfully, accurately, and appropriately in
INDUSTRY PARTNERS and EMPLOYERS, by providing them Nationalians who will 7. Effective Communication
multicultural and multidisciplinary contexts
contribute to their growth and development. 8. Whole-person Character h. Practice NU Core Values in personal and professional life 
COMMUNITY, by contributing to the improvement of life’s conditions. i. Engage in continuing personal and professional development
9. Life and Career Skills Orientation
j. Exemplify the capacity for self-reflection
k. Demonstrate adaptability, flexibility, productivity, and
accountability in diverse settings
11.Technological Literacy 
l. Exhibit mastery in navigating various technological tools and
techniques

COURSE CODE/NAME: GERPH1X eff: August 2021 Prepared by: Jemma M. Gonzales (jmgonzales@national-u.edu.ph) E. Ortiz, R, Cuario J. Genato
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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.

PRE-REQUISITE(S)
NONE

COURSE LEARNING OUTCOMES (CLO)

PLO
At the end of the course, the student must be able to (CLO): 1 2 3 4 5 6 7 8 9 10 11

1. Evaluate primary sources for their credibility, authenticity and provenance, in order to come up 
with valid and reliable historical research outputs.
2. Analyze the context, content and perspective of different kinds of primary sources 
3. Determine the contribution of different kinds of primary sources in order to develop 
understanding
of the complexities of Philippine history and realizing its context
4. Develop critical and analytical skills with exposure to primary sources 
5. Demonstrate the ability to use primary sources to argue in favor or against a particular issue 
6. Effectively communicate, using various techniques and genres, their historical analysis of a 
particular event or issue that could help others understand the chosen topic
7. Propose recommendations/solutions to present-day problems based on their understanding of 
the root causes and their anticipation of future scenarios
8. Display the ability to work in a team and contribute to a group project 

9. Manifest interest in local history and concern in promoting and preserving our country’s national 

patrimony and cultural heritage

10. Integrate technology in various historical research and activities. 

COURSE CODE/NAME: GERPH1X eff: August 2021 Prepared by: Jemma M. Gonzales (jmgonzales@national-u.edu.ph) E. Ortiz, R, Cuario J. Genato
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 11. Reflect on personal values acquired or learned from lessons of the past. 

CREDIT
3 Units

TIME ALLOTMENT
4 hours lecture every week

COURSE REQUIREMENTS
1. Completing the Major Exams and Performance Tasks with a passing mark of 60%
1.1 Allied Health: History of Hygiene/Herbal Medicine Comparative Matrix (Week 3-4)- minor PT
1.2 Hospitality: Brochure on History of Hotels (Week 12)
1.3 Engineering: Sketches of Building, Old Machineries and Equipment’s during the Spanish-American Period (Week 12)
1.4 Architecture: Self video in making a Diorama of Old Infrastructure (Week 12)
1.5 IT: Travelogue (Week 12)
1.6 CEAS: Power point presentation of Prominent Filipinos (Week 12) or Folk Dances (Week 3-4)-minor PT
1.7 CBA: Economic History (Week 10)

ONLINE CLASS POLICIES

NOTE: subject to NU Flexi learning Rules
1. Classes will start on time. Any student who shows up 15 minutes later than the supposed start of class will be considered late.
2. Student who accumulates absences beyond what is allowed by the university will be automatically withdrawn from the class. However, those students whose
attendance is perfect up to the end of the semester will receive additional (bonus) points in the final grade.
3. Electronic gadgets should be turned off or put on silent mode during classes except when they are used to take notes, such as netbooks or laptops. However, use of
any of these gadgets during quizzes, examinations, or graded recitations shall be considered cheating, and shall be dealt with accordingly, consistent with Section 15
item 2 of the Education Act of 1982 on Students’ Responsibilities (Academic Dishonesty). Those who are caught committing acts of academic dishonestly including
plagiarism and data fabrication will automatically get a zero for that particular course work without prejudice to possible administrative sanctions.
4. Students not wearing the prescribed uniform or wearing it improperly shall not be allowed to enter the virtual classroom and will be marked absent save those students
who are exempted as authorized by the university. Students shall wear their ID while inside the virtual classroom. [F2F CLASSES]
5. Active participation is expected in class since the nature of the course requires it. Students should avoid going out of the room during class hours.
6. Unwarranted noise during class hours is discouraged. Students are expected to listen when the teacher speaks or when a classmate recites. If students want to deliver,
ask, or clarify something, he shall raise his hand to be recognized. Disruptive behavior is not allowed and shall be subject to disciplinary action.
7. Students are responsible for any missed lessons, activities, or tests.
8. Students are required to keep the classroom tidy to make it more conducive for learning. [F2F CLASSES]
9. Always maintain courtesy and cooperation.
COURSE CODE/NAME: GERPH1X eff: August 2021 Prepared by: Jemma M. Gonzales (jmgonzales@national-u.edu.ph) E. Ortiz, R, Cuario J. Genato
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GRADING SYSTEM

The student will be graded according to the following breakdown: National University uses the following academic grading system:

Grade Allocation in Percentage

Components WW PT ME FE Total

Midterm 30 40 30 100
Grade
Final Grade 30 40 15 15 100

COURSE CONTENTS
COURS E
W LEARNI
E NG TOPIC METHODO
TOPICS RESOURCES ASSESSMENT
E OUTCO LEARNING LOGY
K MES OBJECTIVE
S
1- CLO1, 1. Louis Gottschalk, Understanding History, (pp. 41-61; 117-170).
Classroom Online
2 CLO2, 2. Howell and Prevenier, From Reliable Sources, (pp. 17-68)
Orientation Lecture /

COURSE CODE/NAME: GERPH1X eff: August 2021 Prepared by: Jemma M. Gonzales (jmgonzales@national-u.edu.ph) E. Ortiz, R, Cuario J. Genato
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 COURS
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CLO4, 1. Distinguish samples of Class 3. Robert Fox, The Tabon Caves, (pp. 40-44; 109-119). [Human remains and 1. Prepare
CLO11 primary and secondary I. Meaning and Discussion artifacts] comparative matrix on
sources. relevance of 4. William Henry Scott, Prehispanic Source Materials for the Study of the 2 sources
history e-Library, Philippine History, (pp. 90-135).
2. Critique sources using virtual 5. Santiago Alvarez, Katipunan and the Revolution: Memoirs of a General, (pp. 2. Activity (Identify
external and internal A. Museum 82- 88). sources as to primary
criticisms Historiography and 6. Teodoro Agoncillo, History of the Filipino People, (pp. 184-187). or secondary using
and Historical Archives www.Flickers.com
3. Analyze content of Methodology visits 7. Torres, J.V. (2018). Batis: Sources in Philippine History. Quezon City: C&E
primary and secondary Publishing Inc.
sources B. Distinction of
primary and Comparative 8. Wilde, R. (2019). Primary and Secondary Sources in History. Retrieved from
secondary Analysis of https://www.thoughtco.com/primary-and-secondary-sources-their-meaning-in-history-
sources, and Primary and 1221744
repositories of Secondary
primary Source 9. Candelaria J.L and Alporha V.C. (2018). Readings in Philippine History.
sources. Rex Bookstore Inc. De Viana, A
C. External and
4. Differentiate internal Photos from
historiography and criticism of 3. Comparative matrix
historical method sources 10. https://www.msn.com/en-ph/lifestyle/topstories/20-rare-photos-of-jose-rizal- showing the content
through-theyears/ar-BB15ISSO?li=BBr8zL6 and implication to the
historical narrative
11. https://www.esquiremag.ph/long-reads/features/jose-rizal-rare-photos-a00297- using VENN
20200619-lfrm DIAGRAM

12. https://wwiiafterwwii.wordpress.com/2018/11/18/philippines-pt-1-mickey-mouse-
money-after-wwii/

13. Groeneveld, E. (2017). Sources of History. Ancient History

Encyclopedia Retrieved from https://www.ancient.eu/article/1048/sources-
of-history/
14. https://www.history.com/topics/pre-history

COURSE CODE/NAME: GERPH1X eff: August 2021 Prepared by: Jemma M. Gonzales (jmgonzales@national-u.edu.ph) E. Ortiz, R, Cuario J. Genato
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 COURS
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1. Analyze context II. Content and 1. Antonio Pigafetta. First Voyage Around the World, (pp. 23-48) [Chronicle] 1. Quiz
of some sources contextual Juan de Plasencia, Customs of the Tagalogs, (Garcia, (1979). pp. 221-234) [Friar
and its analysis of Video clip account]
contribution to selected viewing and 2. Picture Analysis/
understanding primary sources Film https://www.youtube.com/watch?v=FlQHcmYkzpE Video Analysis
Philippine History Analysis http://www.artesdelasfilipinas.com/archives/194/ginto-a-golden-heritage-from-our-
as a whole A. Identification filipino-ancestor 3. MAP/ World
of the historical Howell and Prevenier, From Reliable Sources, (pp. 17-68) Robert Fox, The Geography
2. Develop an importance of Tabon Caves, (pp.40-44; 109-119). [Human remains and artifacts] Analysis
understanding of the text Teodoro Agoncillo, History of the Filipino People, (pp.184-187).
CLO3,
the great http://malacanang.gov.ph/virtual-tour/
CLO4,
3-4 contribution of the B. Examination https://www.nationalmuseum.gov.ph/Firefly/Go_Museum.html
CLO8,
accounts of of the author’s CHED CMO No. 2, RA 8371, 1987 Constitution Article 2, Sec 22
CLO11
Antonio Pigafetta main argument William Henry Scott, Prehispanic Source Materials for the Study of Philippine
and Juan de and point of History, (pp. 90-135).
Plasencia in the view.
grand narrative of
Philippine History. (First Voyage
Around the
World /
Customs of the
Tagalogs)

1. Distill the application of A. Kartilla ng Debate 1. Emilio Jacinto, “Kartilla ng Katipunan” (Richardson, (2013). pp. 131- 1. Critique paper
Kartilya ng Katipunan to Katipunan by 137) [Declaration of Principles] on the Kartilya
present time Emilio Jacinto Online
Lecture / 2. Emilio Aguinaldo, Mga Gunita ng Himagsikan. (pp. 78-82; 95-100; 177-188; 212-
2. Analyze the works and B. Gunita ng Discussion 227) [Memoirs]
CLO4, C writings of the authors as Himagsikan by 2. Choose some
5 L06 and primary source of the Emilio 3. http://filipino.biz.ph/history/kartilya.html - Kartilya ng Katipunan events and
, CLO7 events. Aguinaldo present a timeline
4. http://www.philippinemasonry.org/kartilya-ng-katipunan.html to show the
3. Evaluate arguments of significant
Emilio Aguinaldo’s Gunita 5. https://haringbayan.wordpress.com/2012/12/03/kartilya-ng-katipunan-emilio- development in
ng Himagsikan. as a jacinto Philippine political
primary source. history.

COURSE CODE/NAME: GERPH1X eff: August 2021 Prepared by: Jemma M. Gonzales (jmgonzales@national-u.edu.ph) E. Ortiz, R, Cuario J. Genato
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K OUTCO
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1. Analyze context of some 1898 Philippine Online 1. National Historical Institute. (1997). Documents of the 1898 Declaration of 1. Online research
sources and its contribution Independence Lecture / Philippine Independence, The Malolos Constitution and the First Philippine and make an
to understanding Philippine to 1st Republic Discussion Republic. Manila: National Historical Institute. (pp. 19-23) [Proclamation] infographic on the
History as a whole. reasons why the
A. Declaration independence
2. Trace the foundation of of Philippine celebration from
Philippine Republic. Independence July 4 was moved
CLO4, C 2. Candelaria J.L and Alporha V.C. (2018). Readings in Philippine History. to June 12 and/or
6 LO5,CL 3. Criticize reasons for D. Malolos Rex Bookstore Inc foundation of
commemoration of June 12 Republic
O6 Philippine
Independence Day.
Republic.

7 MIDTERM EXAMINATION

1. Examine the different II. Content and Online 1. https://www.britannica.com/topic/political-cartoon 1. Quiz

American Policies that contextual Lecture /
contributed to the analysis of Discussion 2. Victoria Ligan et. Al. Readings in Philippine history. Malabon. Mutya Publishing. 2. Compare and
development of Philippine selected contrast the
independence primary Case study 3. John Candelaria and Veronica Alporha. Readings in Philippine History. salient features of
sources; analysis Manila. Rex Bookstore Hare- Hawes-
CLO4,
8 2. Examine the historical identification of Cutting act and
CLO8
characteristics of a given the historical Video 4. Alfred McCoy, Political Caricatures of the American Era (Editorial cartoons) Tydings-McDuffie
Caricature importance of showing of law
the text; and the speech 5. Commission on Independence, Filipino Grievances Against Governor Wood 3. Interpretation of the
examination of (Zaide, 11. pp. 230-234). [Petition letter] Caricature
the author’s Textual
main argument Analysis 6. Corazon Aquino, President Corazon Aguino’s Speech before the U.S. Congress
Sept. 18, 1986 [Speech]

COURSE CODE/NAME: GERPH1X eff: August 2021 Prepared by: Jemma M. Gonzales (jmgonzales@national-u.edu.ph) E. Ortiz, R, Cuario J. Genato
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and point of
view.

A. Political
Caricatures of
the American
Era (Editorial
cartoons)

B., Filipino
Grievances
Against
Governor Wood

C. President
Corazon
Aguino’s
Speech before
the U.S.
Congress

1. Design a critical III – “One past Online 1. Jose Montero y Vidal, Spanish Version of the Cavite Munity of 1872 (Zaide 7, 1. Critique Paper
analysis of the given work but many Lecture / pp. 269-273)
histories”: Discussion 2. Rafael Izquierdo, Official Report on the Cavite Mutiny, (Zaide 7, pp. 281-286) 2. Venn Diagram to
controversies 3. Gregorio Zaide and Sonia Zaide, Documentary sources of Philippine present the
2. Establish strong and conflicting Document History, volume 7 (manila, national bookstore, 1990), similarities and
arguments on the issues views in Analysis 4. https://military.wikia.org/wiki/Philippine_revolts_against_Spain differences of the
of Cavite Mutiny using Philippine 5. https://www.academia.edu/33737341/The_Underlying_Causes_and_Failures_of_ content of the
the primary sources history: Group the_Philippine_Revolts_Against_Spanish_Rule sources.
9-
CLO5 Discussion 6. https://www.academia.edu
10
3. Judge the value of the A. Site of the 7. https://www.philippine-history.org/secularization-of-priests.htm
3. Debate on the
different versions of First Mass Debate, 8. https://alchetron.com/Fort-San-Felipe-(Cavite
different versions
Cavite Mutiny round table 9. https://philippineculturaleducation.com.ph/pag-aalsa-sa-cavite/
of Cavite Mutiny
B. Cavite discussion 10. https://www.britannica.com/event/Cavite-Mutiny
Spanish and
Mutiny or 11. https://filipinojournal.com/the-1872-cavite-mutiny/
Filipino Version
symposium 12. http://nhcp.gov.ph/the-two-faces-of-the-1872-cavite-mutiny/
13. Victoria Ligan et. Al. Readings in Philippine history. Malabon. Mutya Publishing.
14. John Candelaria and Veronica Alporha. Readings in Philippine History.
Manila. Rex Bookstore

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15. Emma Blair and James Robertson, The Philippine Island, Vols 33 and 34,
as cited in Miguel A Bernad, Butuan or Limasawa? Site of the first mass in
the Philippines: a re-examination of evidence” 1981.
16. Antonio Pigafetta.First Voyage Around the World, (pp.23-48) [Chronicle]
17. Trinidad Pardo de Tavera, Filipino Version of the Cavite Mutiny of 1872, (Zaide 7,
pp. 274-280)

1. Establish strong
arguments on the issues of
Retraction of Rizal and the
Place of the Cry of
Revolution using the
primary sources
2. Analyze the impact of
these issues in Philippine
Historiography-
CLO5,
11
CLO11
C. Retraction of Online 1. Ricardo P. Garcia, The Great Debate: The Rizal Retraction, (pp. 9-19;31-43) 1. Oral Recitation on
Rizal Lecture / the issue on
Discussion 2. Jesus Ma. Cavanna, Rizal’s Unfading Glory, (pp. 1-52) whether there was
D. Cry of a retraction of Jose
Pugadlawin or Document 3. Ricardo R. Pascual, Rizal Beyond the Grave, (pp. 7-36) Rizal or none with
Balintawak Analysis the use of Rubric.
4. Pio Valenzuela, Cry of Pugadlawin, (Zaide 8, pp.301-302)
2. Critique paper on
5. Santiago Alvarez, Cry of Bahay Toro, (Zaide 8, pp. 303-304) the arguments
presented by those
6. Gregoria de Jesus, Version of the First Cry, (Zaide 8, pp. 305-306) who criticize the
changing of the Cry
7. Guillermo Masangkay, Cry of Balintawak, (Zaide 8, pp. 307-309) of Balintawak to
Pugad lawin
https://www.esquiremag.ph/the-good-life/pursuits/melchora-aquino-life-katipunan-
a1957-20190826-lfrm

https://ncca.gov.ph/about-culture-and-arts/in-focus/balintawak-the-cry-for-a-
nationwide-revolution/

"The cry of Balintawak: a contrived controversy: a textual analysis with appended

documents". stanford.edu. Retrieved June 1, 2020.

1. Demonstrate knowledge Critical Lecture / 1. Historical Data Papers INDIVIDUAL:

CLO9, of local history. evaluation and Discussion
CLO8 promotion of 2. Ereccion de Pueblos (Creation of Towns) 1. Research paper on
12
and local and oral Online Local History to be
CLO10 2. Develop interview skills; history, Research in 3. Museums, Local Studies Centers presented to the class
museums, social media
historical / Website

COURSE CODE/NAME: GERPH1X eff: August 2021 Prepared by: Jemma M. Gonzales (jmgonzales@national-u.edu.ph) E. Ortiz, R, Cuario J. Genato
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3. Analyze, interpret, and shrines, cultural about local 4. Art Galleries, Painting collections 2.Create an infographic
conduct research with performances, history that traces the origins
primary sources. indigenous 5. Historical landmarks and UNESCO sites and places of our
practices, Virtual Tour indigenous people.
religious rites in local 6. Performances where one could see traditional arts and culture
and rituals, etc.: museums, 3.Using the Philippine
4. Mapping the different historical Indigenous Map in
7. Victoria Ligan et. Al. Readings in Philippine history. Malabon. Mutya Publishing.
Indigenous people in the A. Indigenous sites, art locating the various
Philippines, their People galleries, ethnic people in the
8. John Candelaria and Veronica Alporha. Readings in Philippine History.
contribution and rights. B. Local history archeologic Philippines.
Manila. Rex Bookstore
C. Mindanao sites and
other places 9. https://www.hiclipart.com/
where one
D. Museums could see 10. https://www.pngwave.com/
cultural, and
heritage 11. https://blogs.stockton.edu/
displays
12. https://www.slideshare.net/lanceabalos/local-history-research
Conduct
Oral 13. http://www.thenewstoday.info/
interview

1. Develop a research IV – Social, Online Agrarian Reform 1. Research output

output on the political, Lecture / that may be in the
development, economic and Discussion 1. "The Philippine Rice Share Tenancy Act of 1933 (Act 4054) form of a term
controversies and cultural issues paper, Online
issues on Agrarian in Philippine Case Study 2. "Agricultural Tenancy Act of the Philippines of 1954 (R.A. 1199) exhibit,
Reform of the history: Analysis documentary
CLO6, Philippines. 3. Agricultural Land Reform Code of 1963 (R.A 3844) presentation, video
CLO4 Mandated Cultural of diorama making,
13
CLO7and 2. Assess the history topics: 4. P.D. 27 of 1972 webpage, and
Mapping
CLO10 of the agrarian other genres where
reform. 5. Comprehensive Agrarian Reform Program of 1988 (R.A. 6657) students can
express their
3.Differentiate the framing of A. Agrarian e-Library / 6. Comprehensive Agrarian Reform Program Extension with Reforms of 2009 ideas. The output
the different Constitutions of Reform Archival (R.A. 9700) should trace the
the Philippines and its Policies Research evolution of the
provisions and its history. B. The chosen topic
Philippine Document through at least
Constitutions Analysis three periods.
COURSE CODE/NAME: GERPH1X eff: August 2021 Prepared by: Jemma M. Gonzales (jmgonzales@national-u.edu.ph) E. Ortiz, R, Cuario J. Genato
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 Students should
collaborate to
produce

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C. Taxation 7. https://www.worldbank.org/en/news/press-release/2020/06/26/philippines-new- a synthesis that
4. Assess the history of
Virtual project-to-help-provide-individual-land-titles-to-750000-agrarian-reform-beneficiaries examines the role of
taxation in the
Optional Interviews this issue in
Philippines.
Topics: Philippine Constitutions promoting/hindering
nation building, and
5. Analyze issues on
A. Filipino 8. 1987 Philippine Constitution provide appropriate
taxation of the
Cultural recommendations
Philippines (e.g TRAIN
Heritage Taxation rooted in historical
law).
B. Filipino understanding of the
American 9. TRAIN Law issue.
6. Compute for the tax
relations
due of different
C. Government 10. 2018 New BIR Income Tax Rate and Tax Table
problems using the
Peace Treaties 2. Write a critique
new tax table
with Muslim 11. “Imagined Communities Theory of Benedict Anderson” paper on the
Filipinos documentary film: Sa
7. Produce a research
D. Institutional 12. Official Gazette- R.A. No. 8371 (October 29, 1997) 13. Ngalan ng Tubo
output (by visiting e-
history of (Hacienda Luisita)
libraries) on chosen topic
schools, https://www.peaceagreements.org/masterdocument/269
using the skills learned in
corporations, 3. Comparative matrix
historiography
industries, on the
religious groups This depends on the sources that the students will get during their e- library and similarities/differences
and the like. archival research. of contents of the
E. Biography of *** They are required to download copies constitutions.
a prominent
Filipino. 4. Research output on
the topic assigned and
PowerPoint
presentation

FINAL EXAMINATION

TEXTBOOK
None

COURSE CODE/NAME: GERPH1X eff: August 2021 Prepared by: Jemma M. Gonzales (jmgonzales@national-u.edu.ph) E. Ortiz, R, Cuario J. Genato
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REQUIRED SOURCES
1. Agoncillo, Teodoro. History of the Filipino People, (pp. 184-187).
2. Agoncillo, T. (2017). The Revolt of the Masses: The Story of Bonifacio and Katipunan, Second Edition. U.P. Press
3. Aguinaldo, Emilio. Mga Gunita ng Himagsikan. (pp. 78-82; 95-100; 177-188; 212-227) [Memoirs]

4. Anderson, B. (2016). Imagined Communities. Anvil Publishing

5. Alvarez, Santiago. Cry of Bahay Toro, (Zaide 8, pp. 303-304)
6. de Jesus, Gregoria. Version of the First Cry, (Zaide 8, pp. 305-306)
7. de Plasencia,Juan. Customs of the Tagalogs, (Garcia, (1979). pp. 221-234) [Friar account]
8. Fox, Robert. The Tabon Caves, (pp. 40-44; 109-119). [Human remains and artifacts]
9. Garcia, Ricardo P. The Great Debate: The Rizal Retraction, (pp. 9-19;31-43) Jesus Ma. Cavanna, Rizal’s Unfading Glory, (pp. 1-52)
10. Howell, Martha and Walter Prevenier. (2001). From Reliable Sources: An Introduction to Historical Methods. Ithaca: Cornell University Press
11. Ileto, R. (2017). Knowledge and Pacification: On the US Conquest and Writings of Philippine History. Ateneo Press
12. Jacinto, Emilio, “Kartilla ng Katipunan” (Richardson, (2013). pp. 131-137) [Declaration of Principles]
13. Louis Gottschalk, Understanding History, (pp. 41-61; 117-170).
14. Masangkay, Guillermo. Cry of Balintawak, (Zaide 8, pp. 307-309)
15. McCoy, A. (2017). In the Shadows of the American Century: The Rise and Decline of US Global Power. Ateneo Press Scott, W (2015).
16. Mojares, R. (2017). Interrogations in the Philippine Cultural History. Ateneo Press
17. National Historical Institute. (1997). Documents of the 1898 Declaration of Philippine Independence, The Malolos Constitution and the First Philippine Republic. Manila: National Historical Institute. (pp. 19-23)[Proclam
18. Pascual, Ricardo R. Rizal Beyond the Grave, (pp. 7-36)
19. Pigafetta, Antonio. First Voyage Around the World, (pp. 23-48) [Chronicle]
20. Santiago Alvarez, Katipunan and the Revolution: Memoirs of a General, (pp. 82-88).
21. Scott, Henry. Prehispanic Source Materials for the Study of Philippine History, (pp. 90-135).
22. Scott, W (2015). Barangay: Sixteenth-Century Philippine Culture and Society. Artbooks.ph
23. Valenzuela, Pio Cry of Pugadlawin, (Zaide 8, pp.301-302)
24. Works of Luna and Amorsolo [Paintings]

http://bba-intl.com/bbafyipigafetta.html
http://historicphilippines.com/the-explorers/magellan-elcano-pigafetta-the-first-to-circumnavigate-the-world/magellan-discovers-philippines-dies/
http://journals.upd.edu.ph/index.php/ali/article/view/1764/0
http://countrystudies.us/philippines/14.htm
http://www.thenagain.info/WebChron/Americas/Tordesillas.html

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RECOMMENDED SOURCES
1. Artigas, Manuel Cuervo, National Glories: The Events of 1872 (Corpuz,0.0 Vol.3, pp.67-101)
2. de Tavera, Trinidad Pardo. Filipino Version of the Cavite Mutiny of 1872 (pp. 274-280 vol. 7, Zaide
1990)
3. De Leon, H. (1999). Textbook on the Philippine Constitution.Manila: Rex Printing Company Inc.
4. Jose Montero y Vidal, Spanish Version of the Cavite Mutiny of 1872 (pp. 269-273 vol. 7, Zaide 1990)

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5. Izquirdo,Raphael. Official Report on the Cavite Mutiny (pp. 281-286, vol.7, Zaide
1990)
6. Garcia, Ricardo P. The Great Debate: The Rizal Retraction (pp 9-19;31-43)
7. Naguit, R. (2002). Discourses on the 1987 Philippine Constitution. Bulacan: Gintong Sinag
Publishing
8. Manapat, C. et.al. (2010). Economics, Taxation and Agrarian Reform. Quezon City: C&E
Publishing.

www.bagongkasaysayang.org
www.filipiana.com.ph
malacañang.gov.ph
www.dar.gov.ph
www.officialgazette.gov.ph
www.nhcp.gov.ph

ONLINE RESOURCES
http://malacanang.gov.ph/virtual-tour/
https://www.nationalmuseum.gov.ph/Firefly/Go_Museum.html
https://ncca.gov.ph/about-culture-and-arts/in-focus/balintawak-the-cry-for-a-nationwide-revolution/
"The cry of Balintawak: a contrived controversy: a textual analysis with appended documents". stanford.edu. Retrieved June 1, 2020.
https://www.worldbank.org/en/news/press-release/2020/06/26/philippines-new-project-to-help-provide-individual-land-titles-to-750000-agrarian-reform-
beneficiaries https://www.peaceagreements.org/masterdocument/269
www.edmodo.com
Microsoft Teams (for online activities/e-portfolio)
www.flickers.com

RUBRICS

CRITERIA 5 points
Respect for Other Team All statements, body language,
and responses were respectful
and were inappropriate
language
Information All information presented in
this debate was clear, accurate
and thorough
Rebuttal All counter-arguments were
accurate, relevant and strong
Use of Facts Every major point was well
COURSE CODE/NAME: GERPH1X eff: August 2021 Prepared by: Jemma M. Gonzales (jmgonzales@national-u.edu.ph) E. Ortiz, R, Cuario J. Genato
DEBATE
RUBRIC
4 points
Statements and responses were
respectful and used appropriate
language, but once or twice
body language was not
Most information presented in
this debate was clear, accurate
and thorough
Most counter-arguments were
accurate, relevant, and strong
Every major point was
3 points
Most statements and responses
were respectful and in
appropriate language, but there
was one sarcastic remark
Most information presented in
the debate was clear and
accurate, but was not usually
thorough
Most counter-arguments were
accurate and relevant, but
several were weak
Every major point was
2 points
Statements, responses and/or
body language were borderline
appropriate. Some sarcastic
remarks
Some information was
accurate, but there were some
minor inaccuracies
Some counter arguments were
weak and irrelevant
Some points were supported
1 point
Statements, responses and/or
body language were
consistently not respectful
Information had some major
inaccuracies OR was usually
not clear
Counter-arguments were not
accurate and/or relevant
All points were not supported
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 supported with several relevant adequately supported with supported with facts and/or well, others were not
facts and/or examples relevant facts and/or examples

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Organization All arguments were clearly
tied to an idea (premise) and
organized in a tight, logical
fashion
Understanding of Topic The team clearly understood
the topic in depth and
presented their information
forcefully and
http://course1.winona.edu/shatfield/air/classdebate.pdf
Most arguments were clearly
tied to an idea (premise) and
organized in a tight, logical
fashion
The team clearly understood
the topic in depth and
presented their information
with ease
examples, but the relevance of
some was questionable
Most arguments were clearly
tied to an idea (premise) and
organized in a tight, logical
fashion, but usually not
thorough
The team seemed to
understand the main points of
the topic and presented those
with ease
Very few arguments were
clearly tied to an idea (premise)
and organized in a tight, logical
fashion
The team seemed to
understand the main points of
the topic, but didn’t present
with ease
All arguments were NOT
clearly tied to an idea (premise)
and organized in a tight, logical
fashion
The team did not show an
adequate understanding of the
topic

PREPARED BY: REVIEWED BY: NOTED BY: APPROVED BY:

JEMMA M. GONZALES ROEL HERNANDEZ, Ed.D. JEOJILYN G. NABOR JESSIE S. BARROT, Ph.D.
Coordinator, Social Science Director, GE Department Senior Director, LRC Dean, CEAS

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