See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/350833433
A Course Module for Readings in Philippine History
Book · August 2021
CITATIONS
READS
0
5,002
3 authors:
John Lee Candelaria
Veronica Alporha
Hiroshima University
University of the Philippines Los Baños
24 PUBLICATIONS 7 CITATIONS
7 PUBLICATIONS 14 CITATIONS
SEE PROFILE
Ayshia Kunting
Western Mindanao State University
1 PUBLICATION 0 CITATIONS
SEE PROFILE
Some of the authors of this publication are also working on these related projects:
Political artifacts of Duterte’s foreign policy View project
Comparative analysis of Aceh and Mindanao peace process mediation View project
All content following this page was uploaded by John Lee Candelaria on 08 March 2022.
The user has requested enhancement of the downloaded file.
SEE PROFILE
A Course Module for
Readings in Philippine
History
John Lee Candelaria
Veronica C. Alporha
Ayshia F. Kunting
*
Published & Distributed by:
REX Book Store
856 Nicanor Reyes Sr. St.
Tel. Nos.: 8736-0567/8733-6746
2161-65 Freedom Bldg., C.M. Recto Avenue
Tel. Nos.: 8522-4521/8522-4107
Manila, Philippines
www.rex.com.ph
Philippine Copyright 2021
by Rex Book Store, Inc.
and
John Lee Candelaria • Veronica C. Alporha
Published, copyrighted 2021, and distributed by Rex Book Store, Inc. (RBSI)
RBSI Branches
LUZON
• MORAYTA:
RECTO:
CUBAO:
CABANATUAN:
MAKATI:
ROCKWELL:
CAVITE:
MARIKINA:
CAVITE:
BATANES:
VISAYAS
• TACLOBAN:
ILOILO:
CEBU:
www.rex.com.ph
Rex Book Store, Inc. (RBSI)
Rex Book Store, Inc. (RBSI)
Printed by
ACKNOWLEDGMENTS
Writing during a global pandemic is not, in any way, an easy task. However,
the call for responding to the challenges of the time and the need to prepare for
textbook in 2018. Back then, we did not have comparable texts to refer to, as the
Commission on Higher Education (CHED)-prescribed syllabus was totally new. Yet,
as scholars and educators of History, we know we had to rise to the challenge
online learning required us to rethink the materials we presented and the manner
by which we hoped that the lessons be delivered considering the constraints of
teachers and students working and learning at home. This module was the result of
all those considerations. To paraphrase a popular adage, it surely “takes a village”
to develop a learning material that encompasses hundreds of years of Philippine
learning modalities. Such was a gargantuan task that would not have been possible
without those who helped and inspired us along the way.
We thank all the tertiary educators we met from all over the country during our
General Education Curriculum (GEC) seminars from 2017 to 2019. As we strived to
assist them with techniques in teaching a new history course, they also helped us
with their invaluable insights on additional content that would best suit their needs.
and colleagues in the academe, namely: Kristyl Obispado, Ros Costelo, and Kerby
Alvarez of the University of the Philippines (U.P.) Diliman; Janet Reguindin of the
Ateneo de Manila University; Eugene Raymond Crudo and Herald Ian Guiwa of
U.P. Los Baños; Alvin Campomanes of U.P. Manila; Aaron Abel Mallari of Ghent
Talamayan of the National Chiao Tung University. Their valuable assistance,
structure and instructional design.
We are also grateful for the support of REX Book Store, Inc., particularly the
team behind the New GEC Series, led by Greg Pawilen of U.P. Los Baños.
We also thank our respective families for the unconditional support throughout
the writing of this module.
iii
We are aware that despite our best efforts, there might be some undetected
errors in this module. These errors are ours alone. Ultimately, the greatest inspirations
for this module are the youth and the nation: Para sa Bata, Para sa Bayan.
iv
PREFACE
Reforms to the basic education system of the Philippines have resulted in
the introduction of the K to 12 program, a much-needed development since the
Philippines has been the last country in Asia with a 10-year pre-university cycle.
Globally, the accepted span of basic education is 12 years, and it is recognized as
the standard for students and professionals.
With the lengthening of basic education, there is a need for higher education
institutions to respond with the same enthusiasm in reforming their respective course
offerings and programs. The Commission on Higher Education (CHED) approved
the New General Education (GE) Program, which is aimed to restructure the old GE
program in higher education institutions to respond to the challenges of the times.
The General Education Curriculum (GEC) is geared toward the holistic development
global community.
It is in these realities that the General Education course “Readings in Philippine
History” is situated, with the course description “Philippine history viewed from the
lens of selected primary sources in different periods, analysis, and interpretations.”
The focus of the course is to develop historical thinking skills connected to context
and content analysis, applying both analytical strategies in themes and topics
across the Philippine past. Primary sources will be the ultimate bridge between the
past and the present, allowing spaces for students to simply not repeat facts about
the past but to gain knowledge and skills relevant in proposing solutions to the
problems of today.
The use of primary sources in studying the past connects the history learner
to the text producers themselves, allowing for a richer experience of understanding
training and knowledge could also be problematic and may even be a source of
misunderstanding and alienation to the historical record. This module is crafted to
provide a strategy on how to study Philippine history through primary sources, in
hopes that the teacher and the student would have the best opportunity to learn and
study about the past while taking great care in watching the steps they take in their
attempt to utilize primary sources in history.
students, was demoted to earlier grade levels. This change makes teaching
Readings in Philippine History at the tertiary level a more daunting task: students
v
and teachers alike will have to deal with at least a six-year gap from the last time the
students studied Philippine history. This module is designed with this consideration
in mind.
module
store's
the Philippines, from Baguio in the North to Davao in the South, who provided us
with invaluable insights to improve the content of this module. We also revisited
CHED Memorandum Order No. 20, series of 2013 to recontextualize the aims of
the course and juxtapose them to the new GEC. We believe that in its current
iteration, A Course Module for Readings in Philippine History provides the
maximum content that a General Education module could hold.
Unit I: Introduction to History is a general appraisal of history as a discipline
and as a narrative. The unit aims to introduce the students to history as a theoretical
sources.
Unit II: Analyzing Primary Sources in Philippine History talks about the
methods of analysis in historical research, using primary sources across periods
of Philippine history as exemplars of analyses. Teachers and students alike are
given the leeway to choose which representative primary sources they could
focus on during classroom discussions while keeping up with the
Unit III: Problems in Interpreting Philippine History attempts to dissect the
issues surrounding historical interpretation. While the CHED syllabus focused on
multiple interpretations of history, this module includes other important problems
in historical interpretation such as multiperspectivity, representation, illegitimate
historical revisionism, and critical perspectives, among others. The cases were
also expanded, from the original four to 15, to provide ample room for teachers
and students to explore other important cases where the problems of historical
interpretation are apparent and relevant to the way we deal with information today.
Unit IV: Issues in Philippine History is centered on the attempt to understand
current issues and concerns today using the lens of history, in recognition of the
fact that the problems of society today could well be addressed by looking at the
roots of the problems.
vi
Unit V: Doing History is an attempt to guide the students in the historical
thinking skills and research methods they will have to be familiar with the process
of completing the course.
This module is also designed to respond to the “new normal” of education,
considering the forced migration to online learning platforms due to the current
challenges posed by the COVID-19 pandemic. Online references and learning
use these to supplement and enliven learning and instruction.
Note to Teachers
Teaching Readings in Philippine History is a challenge: it is a markedly different
way of learning history, as we focus more on historical thinking skills than content.
Aside from the challenge of teaching the course, the students will also be coming
from a different context, and their knowledge of Philippine history may not be as
fresh, coming from a highly specialized senior high school curriculum that does not
include Philippine history. These challenges are not insurmountable, and through
this module, we hope that teaching Readings in Philippine History will encourage
.
Note to Students
requires
ample preparation and the right mindset. The course hopes to impart skills that
are relevant in our daily lives. While the digital turn has made the delivery of
work of reading, writing, and critical analysis and thinking. These are the same skills
negotiables in leading a productive life. We hope that this module enables you to
look at Philippine history in a different light, one where we as individuals are not
merely passive observers but active participants in analyzing, interpreting, and
ultimately, doing history.
vii
viii
CONTENTS
Unit I:
Introduction to History
2
LESSON 1:
Meaning of History
Issues and Questions
10
LESSON 2:
History and the Historian
Task of Historians
The Objectivity of the Historian
18
LESSON 3:
Historical Sources
External and Internal Criticism of Primary Sources
23
LESSON 4:
Philippine Historiography
History of Philippine History
Unit II:
Analyzing Primary Sources in Philippine History
35
LESSON 5:
The Laguna Copperplate Inscription
Chu Fan Chi
First Voyage Around the World by
Magellan
49
LESSON 6:
The Philippines Under Spain
Customs of the Tagalog
Sucesos de las Islas Filipinas
ix
65
LESSON 7:
Revolts and Revolution
Selected Primary Sources on the Philippine Revolution:
The Kartilya ng Katipunan
Mga
Gunita ng Himagsikan, and the Declaration of Philippine
Independence
85
LESSON 8:
The Philippines Under the United States
Public Land Laws of the United States Colonial
Government
Political Caricature of the American Era and Japanese
Wartime Visual Propaganda
106
LESSON 9:
Postwar Period and Neocolonialism in the Philippines
CIA Intelligence Memorandum No. 296 of June 1950
and the Magsaysay
Myth
Unit III:
Problems in Interpreting Philippine History
125
LESSON 10:
Historical Interpretation
The Battle of Mactan
139
LESSON 11:
Multiperspectivity
The Cavite Mutiny
The Cry of Rebellion
156
LESSON 12:
Historical Negationism
Sa Aking Mga Kabata
Marcos and History
The Jabidah Massacre
x
171
LESSON 13:
Representation in History
History from Below
Women in Philippine History
Moros in Philippine History
183
LESSON 14:
Critical Perspectives in Philippine History
Peopling of the Philippines
Legacies of Colonization
The “Puppet” President Jose P. Laurel
Unit IV:
Issues in Philippine History
201
LESSON 15:
Social History
Chinese in the Philippines
Indigenous Peoples and Ethnic Minorities
217
LESSON 16:
Political History
Evolution of the Philippine Constitution
Philippine Elections and Political Parties
239
LESSON 17:
Economic History
Policies on Agrarian Reform
Evolution of Philippine Taxation
Trade Policies and the Philippine Economy
258
LESSON 18:
Cultural History
Philippine Epic Poetry
Preservation of Intangible Cultural Heritage
272
LESSON 19:
Environmental History
Disasters
Diseases and Epidemics
Environmental Degradation
xi
Unit V:
Doing History
292
LESSON 20:
Historical Research
Libraries and Archives
The Internet
Avoiding Plagiarism
300
LESSON 21:
Life History and Biographical Research
Biography and Life History
Writing Life Histories
307
LESSON 22:
Local and Oral History
Local History
Oral History
Interviewing as a Method
317
LESSON 23:
Painting Philippine History and Analyzing Art
331
LESSON 24:
Historical Sites, Structures, and Museums
Historical Sites and Structures
Museums
xii
ABOUT THE MODULE
A Course Module for Readings in Philippine History aims to equip students with
the relevant historical thinking skills by reading and analyzing primary sources in
Philippine history. The emphasis on primary sources corresponds to the thrust of the
new General Education Curriculum to view the past through the lens of eyewitnesses.
most pressing issues. The module includes all topics prescribed by the Readings in
topics to ensure a balanced selection of relevant primary sources from all periods
the greater narrative of the nation.
339
ABOUT THE AUTHORS
John Lee Candelaria is a Ph.D. candidate and a teaching
of the Philippines (U.P.) Diliman. He has experiences in
teaching both the basic and tertiary levels at Miriam College
Kaalaman at Pamamaraan sa Pagtuturo ng Kasaysayan
Readings in
Philippine History
articles and presented in local and international conferences on his research
Veronica C. Alporha obtained her Bachelor of Arts in
Diliman. She is currently an assistant professor of History
She was a contributor to Saliksik E-Journal and has
presented in some conferences in the Philippines and
Ayshia F. Kunting teaches History at the History Department
City. She obtained her Bachelor of Arts in History from the
is a licensed secondary professional teacher and counselor
the book Kasaysayang Pampook: Pananaw, Pananaliksik, Pagtuturo (2012) and
journals DIWA E-Journal and Saliksik E-Journal.
340
View publication stats