Readings in Philippine History

Revision Date: January 16, 2024

UNIVERSIDAD DE MANILA

College of Education Second Semester

Computer Technology Area S.Y. 2024-2025

University Vision University Core Values

A leading Higher Education Institution that prepares visionary and ethical leaders who shall create a positive
E – Ethics and Integrity
impact in the society.
Q – Quality and Excellence
University Mission U – Unity and Collaboration
A – Achievement and Passion
Universidad De Manila is committed to provide equal opportunities by developing the learners’ knowledge, L – Leadership and Innovation
skills, and values, through quality education and technology-driven systems, in a diverse yet inclusive
environment for learning, research, and community engagement

College of Education Vision College Core Values

A local but globally competitive college that envision to be a Center of Excellence in Teacher-Education E - Empowered
that prepares visionary and ethical professionals in a diverse learning environment. D – Dynamic and Globally Competitive
U – Upright Ethically and Morally
College of Education Mission C – Committed to Excellence
A – Adaptable and Resilient
To nurture a life-long gender sensitive environment that promotes quality and excellent education for the R – Research and Extension Oriented
city and the country E – Education with a Heart

Readings in Philippine History

Program Outcomes:

1. Apply scientific and evidence-based practices critical to the educational and learning processes.
2. Demonstrate skillful performance in a variety of physical activities.
3. Adapt performance to variety of physical activity settings (e.g., formal classes, recreational, and
competitive).
4. Critically examine the curriculum (e.g., content, pedagogy and assessments) and program, and
enhance them necessarily.
5. Plan and implement the needs of individual and groups in school and/or non-school settings.
6. Use appropriate assessments in, as, and for student or client learning.
7. Use information, media and technology in pedagogy and for lifelong learning.
8. Demonstrate firm work/professional ethics.
9. Cultivate solidarity by working and dealing with/relating to others harmoniously.
10. Promote the advancement of the profession by making sense of and getting involved in current
discourse that impact on the profession.
11. Pursue lifelong learning for personal and professional development.
12. Communicate effectively with PE practitioners, other professionals and stakeholders.
13. Use oral, written, and technology formats deftly.

Grading System:

Class Standing (60%)

• Quizzes
• Recitations
• Attendance
• Assignments

Major Examination (40%)

• Preliminary Examination
• Midterm Examination
• Final Examination

Final Grade = 30% preliminary + 30% midterm + 40% pre-final

Readings in Philippine History

Course Code GE 112 Course Title Readings in Philippine History

Pre-requisite Subject None Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)

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.

Course Learning Outcomes

At the end of the course, the students will be able to:

1. Evaluate primary sources for their credibility, authenticity, and provenance;
2. Analyze the context, content, and perspective of different kinds of primary sources;
3. Determine the contribution of different kinds of primary sources in understanding Philippine history;
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 root causes and their anticipation of future scenarios;
8. Display the ability to work in a team and contribute to a group project; and
9. Manifest interest in local history and concern in promoting and preserving our country’s national patrimony and cultural heritage.

Readings in Philippine History

 Time Intended Learning Outcomes (ILOs) Content Teaching and Learning Activities Assessment Task
Allotment

Week 1 At the end of the session/s, the students
should be able to:
a. Understand the significant details
of the course and related matters
pertaining to the completion of it;
and
b. Demonstrate a positive attitude
towards the beginning of the class.
Week 2 At the end of the lesson, the students should
be able to:
a. Discuss the significance of history;
b. Demonstrate consciousness on the
significance of studying history;
and
c. Trace the component islands of the
Philippines in the map and write
them historical landmarks.
• Introduction and course overview. Interactive Discussion Short Responses
• Leveling of expectations and discussion
of the intended learning outcomes.
CHAPTER 1: Meaning and Relevance of History
LESSON 1: THE MEANING OF HISTORY Short Video Clip: The Meaning of History. Quiz: 10 Items
https://www.youtube.com/watch?v=G7SsZSVlb
a. Limitation of Historical Knowledge 5shttps://www.youtube.com/watch?v=o85GnxY
b. History as the Subjective Process of Xpu8
Recreation
c. Historical Method and Historiography Deepening Questions:
1. What is the etymology of the word
history?
_________________________________
2. What is the importance of studying
history?
_________________________________
3. Why study Philippine history?
_________________________________

Activity 1: Students will examine the Philippine

map, identify the three-component islands, and
write their significant historical landmarks.

Week 3 At the end of the lesson, the students should LESSON 2: SOURCES OF HISTORICAL
be able to:
a. Discuss the importance of the
different sources of historical data;
b. Analyze the characteristics of
primary and secondary source
materials; and
c. Cite samples of both primary and
secondary sources.
DATA
a. Sources of Historical Data
b. Written Sources of History
c. Non-Written Sources of History
d. Primary Versus Secondary Sources
• https://www.youtube.com/watch?v=p
Activity/Exercises: Refer to your textbook Quiz: 20 Items
Readings in Philippine History by Ligan et al.
(2018) Mutya Publishing House Inc.p.9-10 Assignment: What is the Importance of
Historical Criticism?
Deepening Questions:
1. What is historical data?
______________________________
2. Why is primary source important?
______________________________
Readings in Philippine History
 mno-Yfetd8https://www.youtube.co 3. What is the purpose of a secondary
m/watch?v=PNOV6zUi0DI source?
_________________________________
4. What is the main distinction between a
primary and a secondary source?
_________________________________

https://www.historydiscussion.net/history/imp
ortant-sources-of-history-primary-and
secondary sources/

Week 4 At the end of the lesson, the students should LESSON 3: HISTORICAL CRITICISM
be able to: a. Historical Criticism
a. Write a critical analysis based on b. External Criticism
historical argument/or of an event. c. Internal Criticism
d. Test of Authenticity
• https://www.youtube.com/watch?v=S
MxkN81QhKw
• https://www.youtube.com/watch?v=32
PO5dIHQnQ
Activity/Exercises: The students will explore Critical Analysis
more elaboration on Historical Criticism via
websites to discover arguments that ignite Rubrics
learning. Write a critical analysis based on the Required elements Idea: 5 points
historical argument of an event. Analysis: 5 points
Graphics relevance: 5 points
Deepening Questions: Attractiveness: 5 points
1. Why are historical writings important? Overall: 20 points
_______________________________
2. What is the importance of historical Assignment: Trace the First Voyage Around the
analysis? World using primary sources.
_______________________________
3. What is Historical Criticism?
_______________________________
4. What is Historical Criticism?
_______________________________

CHAPTER 2: Content and Contextual Analysis of Selected Primary Sources

Week 5 At the end of the lesson, the students should LESSON 5: FIRST VOYAGE AROUND
be able to:
a. Trace the first voyage around the
world;
b. Create a timeline about the first
voyage around the world; and
c. Present an example of a primary
source of historical data relating to
the first voyage.
Activity:
THE WORLD
a. Overview: The Complete Knowledge
of the Past. P.17
b. Historical Method is the process of
critically examining the records and
survival of the past (Gottschalk,1969)
c. Content Analysis
Concept Notes:
Timeline Drafting
• The students will read the narrative of the
voyage, which is a translation by Lord Rubrics
Stanley of Alderly, refer to your textbook. Accuracy of information: 5 points
p.19-26. Content: 5 points
• After reading the narrative, fill in the Organization: 5 points
sample diagram for their timeline Critical Thinking: 5 points
drafting, guided by a primary source- Overall: 20 points
based historical document of the First
voyage. Assignment: What are the works of Juan Luna
• Go to your textbook (Readings in and Fernando Amorsolo?

Readings in Philippine History

 • https://books.google.com.ph/books/abo
ut/The_FirstVoyage_Around_thWorld
_1519_1.html?id=Mcgy9Xn2KkEC&r
edir_esc=yhttps://www.bookdepositor
y.com/First-Voyagearound-World-
1519-1522-Antonio-
Pigafetta/9781487525408
• htps://books.google.com.ph/books/a
bout/The_First_Voyage_Around_the_
World_1519_1.html?id=Mcgy9Xn2KkE
C&redir_esc=y
Philippine History by Ligan et al. (2018).
Answer exercise p27-.28.
For deepening, answer the following guide
questions below:
1. What is the primary reason of the author
in writing the document? How was it
produced? ________________________
2. What is the main theme in the
document? Explain briefly___________
3. What specific information of importance
is in the text? _____________________

***The teacher checks the output of the students

• htps://www.bookdepository.com/Firs
and will give feedback afterward.
tVoyagearound-World-1519-1522-
ntonioPigafeta/9781487525408

Week 6 At the end of the lesson, the students should LESSON 6: WORKS OF JUAN LUNA AND Activity/Exercises: p 41 Caricature Analysis
be able to: FERNANDO AMORSOLO AND Kindly refer to Readings in Philippine History by
a. Present the purpose of historical POLITICAL CARICATURES Ligan et al. (2018) Mutya Publishing House Inc Rubrics
paintings and political caricatures; Compare famous paintings of Luna and Required elements: 5 points
b. Discuss the difference between the Historical Paintings Amorsolo. Idea Analysis: 5 points
famous paintings of Luna and Understanding Politics Graphics relevance: 5 points
Amorsolo and interpret a Political Caricatures Discuss their ideas of the pictures: Attractiveness: 5 points
caricature; and Overall: 20 points
c. Show appreciation and Historical Paintings: Juan Luna and Amorsolo Juan Luna
understanding of historical are subject to analysis and discussion. Title of the Elements/ Messages Assignment: Read/Watch the video of THE
paintings and political caricatures. Painting Principles SPEECH OF CORAZON C. AQUINO in the
Juan Luna (1857-1899) U.S Congress Washington D.C.
Fernando Amorsolo (1892-1972)
Political Caricature
https://www.pinterest.ph/elizf/fernandoamorsol Amorsolo
opaintings/ Title of the Elements/ Messages
Painting Principles

Deepening Exercises:
Exercise 2: Give a concise
explanation/discussion on the following items.
Readings in Philippine History

Week 7 At the end of the lesson, the students should LESSON 7: THE SPEECH OF CORAZON
be able to:
a. Examine one of the speeches of
Corazon C. Aquino; and
b. Analyze the Speech of Corazon C.
Aquino rhetorically.
1. What do you know about the period of the
painting? Include in the readings/research
the following:
- biographical data of the artist,
information about how the painting is
significant at that time
- important social, political, and socio-
economic constructs of the time.
2. What is the qualities profound in the
painting that shows the skill of the artist
in replicating reality?
3. What evidences can you provide to
support your claim on the significant
depiction of the painting?
***Ample time is given to students to answer the
given exercises. The teacher checks the output of
the students and will give feedback afterward.
Activity: The students will read/Watch on video Quiz: 10 Items
C. AQUINO the whole speech of the Late Former President of
the Philippines Corazon Cojuangco Aquino. After Assignment: Rhetorical Analysis of the Speech
reading/watching the video of the whole speech,
for more understanding, answer the following
guide questions in the exercises given
below.
.https://www.officialgazette.gov.ph/1986/09/18/s
peech-of-president-corazon-aquino-during
thejoint-session-of-the-u-s-congress-september-
18-1986/
Deepening Exercises:
1. What is your comment on this line, in the
speech of Corazon Aquino: “…and so
began the revolution that has brought me
to democracy’s most famous home, the
Congress of the United States.” Which
concept in this line is important to you?
Why?
2. What did Corazon Aquino mention in
her speech about the aspiration of the
Readings in Philippine History
 Filipino people? What are the specific
lines for this? What do you feel about
these lines?

Week 8 At the end of the lesson, the students should LESSON 8: Site of the First Mass Activity: Narrative Report
be able to: https://www.slideshare.net/chad4510/siteoffirstm
a. Create narratives based on readings assinthephilippines- Rubrics
of primary sources on the history14 Logic: 5 points
controversy of the site of the first Ideas: 5 points
mass. After readings Pigaffeta, Antonio 1956, the site of Citations: 5 points
the First Mass p. 56-63, the students will write a Historical connection: 5 points
Narrative Report on their version or Overall: 20 points
interpretation of the historical facts on the event of
the actual Site of the Fist Mass by applying
knowledge on Historical sources and historical
criticism.

CHAPTER 3: One Past but Many Histories: Controversies and Conflicting Views in Philippine History
Week 9 At the end of the lesson, the students should LESSON 9: CAVITY MUTINY: Brainstorming Reaction Paper
be able to: SPANIARDS VERSION OF CAVITY - What are the factors that ignited the
a. Present one of the factors that Filipinos sense of nationhood? Rubrics
ignited the Filipino sense of a. The Cavity Mutiny p.68 Use of primary sources: 5 points
nationhood; b. Spaniards Version of the Cavity Mutiny 1. How do you understand the word Synthesis and Application: 10 points
b. Write a reaction paper about their p.68 “mutiny”? Organization: 5 points
viewpoint in the Cavite Mutiny; c. Filipino Version of the Cavity Mutiny 2. What does the account of Jose Montero y Overall: 20 points
and p.71 Vidal tell us? To which version does this
c. Express sympathy on the account relate. Explain.
martyrdom of the GomBurZa.
• https://www.slideshare.net/soldierofloki/
rizal-43896873

• https://www.slideshare.net/heyitsmebian
ca/therise-of-filipino-nationalism

Week 10 At the end of the lesson, the students should LESSON 10: MUTINY / FILIPINOS The students will do readings of the different Narrative Report
be able to: VERSION OF CAVITY versions of the Cavity Mutiny from the various
a. Create narratives based on readings historical sources and create a personal narrative Rubrics
of primary sources on the report. Logic: 5 points
controversy of the Cavity Mutiny, • https://nhcp.gov.ph/the-two-faces-of-the- Ideas: 5 points
according to Gov. Izquierdo. 1872-cavite-mutiny/ Citations: 5 points

Readings in Philippine History


Week 11 At the end of the lesson, the students should
be able to:
a. Assess the different versions on the
dates of the first Cry of the
revolution as well as its venue;
b. Resolve simple and important
contemporary socio- economic
issues; and
c. Advocate nationalism in addressing
contemporary socio-economic
concerns.
Week 12 At the end of the lesson, the students should LESSON 12: The Cry of Balintawak
be able to:
a. Analyze the political, religious, and
economic aspects of friars in the
Philippines during the late 19th
century; and
b. Write an essay on national integrity
addressing any current political,
religious, and economic aspects in
the Philippines.
Historical connection: 5 points
• https://filipinojournal.com/the-1872- Overall: 20 points
cavitemutiny/
LESSON 11: THE OFFICIAL REPORT OF Question: How did Governor Izquierdo describe Contextual Analysis: 3 Versions of the
GOVERNOR IZQUIERDO ON THE Cavite Mutiny compared from the version of Dr. Cavity Mutiny
CAVITE MUTINY Trinidad H. Pardo de Tavera
Rubrics
https://nhcp.gov.ph/thetwo-faces-of-the-1872- Write a contextual analysis on the following: Content: 5 points
Cavite-mutiny/ Among the three versions of the Cavite mutiny, Organization: 5 points
which one is the most credible? Why? Logic: 5 points
https://filipinojournal.com/the-1872-cavite 1. Spaniards Version of the Cavity Mutiny Historical facts: 5 points
mutiny/ 2. Filipino Version of the Cavity Mutiny Overall: 20 points
3. The Official Report of Governor
Izquierdo on the Cavite Mutiny of 1872 Assignment:
Read: The Cry of Balintawak and Pugad Lawin
After reading on the Mutiny controversy on p.79- Quiz
82 of your textbooks, the students will answer the
activity below: Assignment: Write a Short Essay on the
importance of the integration of the spirit of
Activity 1: Give a concise explanation/discussion nationalism in addressing any current political,
on the following items. Kindly refer to the religious, economic issues in the Philippines?
textbook (Readings in Philippine History by
Ligan et al. (2018). Page 84. 1. Political (10 pts.)
50 words
1. What does the issue on the First Cry 2. Religious (10 pts.)
depict about the Filipinos? 50 words
2. How does the account of Santiago 3. Economic (10 pts.)
Alvarez differ from all other versions? 50 words
3. Which account do you believe? Why?
Rubrics
***Ample time is given to the students to Focus: 5 points
answer the given exercises The teacher checks Relevance: 5 points
the output of the students and will give feedback Organization: 5 points
afterward. Content: 5 points
Overall: 20 points
CHAPTER 4: Social, Economic and Political Issues in the Philippines
Readings in Philippine History
Week 13 At the end of the lesson, the students should LESSON 13: MONASTIC SUPREMACY IN Activity:
be able to:
a. Analyze the political, religious,
and economic aspects of friars in
the Philippines during the late 19th published in Barcelona, Spain, in 1889 and
century;
b. Write an essay on national
integrity addressing any current
political, religious, and economic
aspects in the Philippines; and
c. Demonstrate the spirit of
nationalism in addressing any
current political, religious, and
economic aspects in the
Philippines.
Week 14 At the end of the lesson, the students should LESSON 14: Taxation and Agrarian Reform
be able to:
a. Trace the historical background on
the system of taxation during the
Spanish period;
b. Present a research-based report on
the Agrarian Reform of the
Spanish colonials; and
c. Create and upload posters,
brochures, or newsletters on the
specific tax policy of the Spanish
period and compare it with the tax
system as imposed by the
Philippine government today.
THE PHILIPPINES
An excerpt from Marcelo H. Del Pilar’s La
Soberenia Monacal en Filipinas, first
reprinted in Manila in 1898 (Translated by Dr.
Encarnacion Alzona 1957Quezon City:
Philipine Historical Association.)
During the Spanish Period
Short Essay
After reading the excerpts of Marcelo H del
Pilar”s la Soberenia Monacal en Filipinas: Rubrics
• Give a concise explanation/discussion on Focus: 5 points
the following items. Kindly refer to the Organization: 5 points
textbook (Readings in Philippine History Relevance: 5 points
by Ligan et al. (2018). Pages 88-91 Content: 5 points
http://www.philippinemasonry.org/marce Overall: 20 points
lo-hdel-pilar.html
1. What does the document La Soberania
Monacal en Filipinas try to convey?
Discuss.
2. What is national integrity? Do you think
national integrity is important? Justify
your answer.
***Ample time is given to the students to answer
the given exercises. The teacher checks the output
of the students and will give feedback afterward.
https://www.printingforless.com/brochures/Broc Quiz
hure-Samples.html
Assignment: Simple Research (Historical
The students will create and upload posters, Background on the Philippine Crafting of the
brochures, or newsletters on the specific tax Constitution.
policy of the Spanish period and compare the tax
system as imposed by the Philippine government
today.
Activity 1: Brochure, Poster or News Letter
Making (Taxation)
Activity 2: Brochure, Poster or News Letter
Making (Agrarian Reform Spanish Colonial)
***The students will create and upload posters,
brochures, or newsletters on the specific agrarian
policy implemented in the Philippines.
Rubrics
Readings in Philippine History
 The Brochures or Newsletter making will be
graded based on the following criteria:
• Graphic / Photos
• Titles and Subtitles
• Quality of Information
• Grammar and spelling

Week 15- At the end of the lesson, the students should
16 be able to:
a. Discuss the importance of a
constitution in a nation;
b. Analyze by citing the salient
features of the 1973 and 1987
constitution; and
c. Compare and Contrast the Salient
Provisions of the 1973 and 1987
Philippine Constitution
LESSON 15: The Philippine Constitution Based on the assignment given, the students will Quiz
and the Past Presidents present a summary of the comparison and contrast
of the salient features of the 1973 and 1987 Assignment: Research on line Local
Constitution Definition Salient Provisions of constitution: Museums/Local History/Local Heroes
the 1973 and 1987 Philippine Constitution
Salient Features of the Constitution:
Compare/similarities
1973 1987

Contrast/differences
1973 1987

https://www.coursehero.com/file/25207064/Salie
nt-Features-of-1935-1973-and-1987-Philippine-
Constitutiondoc/

CHAPTER 5: Local History, Museums, and Boholano Heroes

Week 17- At the end of the lesson, the students should LESSON 16: Local History and Local Activity 1: Actual or Online Visit to Local
18 be able to:
a. Evaluate critical documents
relating to the local historical
account;
b. Create a strategy in promoting
local history; and
c. Compose written or oral ads
promoting local history, historical
landmarks, and other cultural
heritage sites.
Museums Museums
• Students will visit local museums and
historical landmarks, physical or
websites. They will be assigned to visit
their local library or records office
(archives) and search for and information
about the following:
 their past leaders
 old structures of houses and
buildings
Research-Based: Personal Video Clip
Rubrics
Use of primary sources: 30 points
Synthesis and Application: 40 points
Organization: 30 points
Overall: 100 points
Assignment: Submission of all outputs

Readings in Philippine History

  delicacies
 manner of dressing

General Museums
• Natural History and Natural Science
Museums
• Science and Technology Museums
• Arts Museums
• Museums in the Philippines
• Historical Shrines in the Philippines

http://seapavaa.net/wpcontent/uploads/2017/05/C
hristine-Abrigo.pdf

https://www.slideshare.net/lanceabalos/localhisto
ry-research-6111615

Activity 2:
Personal Video Clip: Research-based
• The students will do online, and actual
research in local libraries and local study
centers on the promotion of local and oral
history. A research-based personal oral
video clip on how to promote their native
town, City of Tagbilaran, and the
Province of Bohol, as well, will be
submitted.

References

Main Reference: Candelaria, J.P., & Alporha, V.C. (2018). Readings in Philippine History. Quezon City: Rex Book Store, Inc.

Other References:
Abinales, P.N. & Amoroso, D.J. (2017). State and Society in the Philippines. Quezon City: Ateneo de Manila University Press.
Agoncillo, T. (2012). History of the Filipino People. 8th Edition. Quezon City: C&E Publishing, Inc.
Corpuz, O.D. (1989). The Roots of the Filipino Nation. 2 volumes. Quezon City: Aklahi Foundation.
Blair, E.H., & Robertson, J.A. Eds. And trans. (1903-1909). The Philippine Islands, 1493-1898. 55 volumes. Cleveland: The Arthur and Clark Company.
Zaide, G., and Zaide, S. (1990). Documentary Sources of Philippine History. 12 vols. Manila: National Book Store

Readings in Philippine History

Prepared and revised by: Checked by: Approved by:

Maria Erica Frances D. Comia Dr. Amalfi B. Tabin Jr. Dr. Ronald A. Herrera Jr.

Readings in Philippine History