SYLLABUS FOR UNDERGRADUATE COURSES
MAJOR, CORE CURRICULUM and ELECTIVES
A. COURSE INFORMATION
COURSE NUMBER HISTO 12
NO. OF
UNITS
3 UNITS
COURSE TITLE
READINGS IN PHILIPPINE HISTORY
PREREQUISITE/S
HISTO 11: RIZAL AND THE EMERGENCE OF THE PHILIPPINE NATION
DEPARTMENT/
PROGRAM
HISTORY
SCHOOL
SOSS
SCHOOL YEAR
SY 2023-2024
SEMESTER
Intersession
INSTRUCTOR
Janet Reguindin Estella, Ph.D.
VENUE/
PLATFORM
BEL 209/Onsite
SCHEDULE
T – 8:00-11:00
Th – 8:00-12:30
T – 12:30-3:30
Th – 12:30-5:00
BEL 209/Onsite
SECTION
N1
O1
B. COURSE DESCRIPTION
As History 165 traces the development of the Philippines from the pre-Spanish period to the Revolution of
1896-1897, History 166 concentrates on the challenges that the Philippines faced in its efforts to establish
an independent democratic republic. This course discusses the forging of a national identity and government
in the late 19th - early 20th centuries, the entry of the United States and the Philippine-American War, the
experience under American colonial rule, preparation for eventual independence, the exigencies of war and
occupation under Japan, and the struggles of the young Republic. The course closes with a discussion of
the declaration of martial law in 1972, when the nation’s experiment with Western-style democracy came to
a temporary end. (NOTE: The coverage of this course has been adjusted to include a survey of the martial
law period. It will thus end with the EDSA People Power Revolution of 1986.)
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WHERE IS THE COURSE SITUATED
WITHIN THE FORMATION STAGES
IN THE FRAMEWORK OF THE LOYOLA SCHOOLS CURRICULA
FOUNDATIONS: Exploring and Equipping the Self
X
ROOTEDNESS: Investigating and Knowing the World
DEEPENING: Defining the Self in the World
LEADERSHIP: Engaging and Transforming the World
C. *PROGRAM LEARNING OUTCOMES
PLO1: Examine primary sources and secondary sources, and other relevant historical resources using
different approaches and frameworks.
PLO2: Appraise the patterns, connections, and complexities of various historical events and
experiences.
PLO3: Evaluate the historical context of events and issues, including ethical and moral implications, on
the contemporary Philippines and the world.
PLO4: Integrate the competencies acquired from the discipline of history with skills learned from other
fields in responding to global realities and challenges.
PLO5: Produce relevant historical outputs rooted in academic integrity, Ignatian spirituality, and social
responsibility.
D. EXPECTED LEARNING OUTCOMES
By the end of this course, students should be able to:
EXPECTED LEARNING OUTCOMES
ELO1: Trace the development of the Philippine nation from the revolutionary period to the
EDSA People Power Revolution of 1986.
ELO2: Construct an argument based on the appraisal of historical sources.
ELO3: Identify the main arguments raised in selected historical texts.
ELO4: Articulate their personal stand on national/local issues using lessons learned from
history.
ELO5: Explain current Philippine realities in light of past events.
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E. COURSE OUTLINE and LEARNING HOURS
Course Outline
ELOs
Estimated
Contact
or Learning
Hours
Module 1: The Second Phase of the Revolution to
Malolos Republic
1.1 Second Phase of the Philippine Revolution and the
1898 Declaration of Philippine Independence
1.2 Treaty of Paris and the American Imperialism
1.3 Malolos Republic and the Filipino-American War
ELO 1,2,3,4,5
15 hours
Module 2: American Colonial Period
2.1 Suppressed Nationalism
2.3 Thomasites and the School System
2.4 Economic and Political Policies
ELO 1,2,3,4,5
20 hours
Module 3: The Commonwealth Era
3.1 1930s Social Conditions and Political Climate
3.2 Tydings McDuffie Law and the Context of
Independence Missions
3.3 Philippines Under Commonwealth Government
ELO 1,2,3,4,5
20 hours
Module 4: Japanese Occupation and the Postwar
Republic
4.1 Philippine life in the time of war
4.2 The Postwar Republic and Rehabilitation
4.3 Postwar Nationalism and Neocolonialism
ELO 1,2,3,4,5
15 hours
Module 5: Martial Law to People Power
5.1 First Quarter Storm (FQS) of 1970
5.2 Philippines under Martial Law
5.3 EDSA People Power of 1986
ELO 1,2,3,4,5
20 hours
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F. ASSESSMENTS AND RUBRICS
Assessment
Weight
Assessment
Tasks
ELOs
Formative Assessment
Checking for Understanding
(10-point objective/essay quizzes for selected content;
papers) (Individual)
1, 2, 3, 4, 5
30%
Class Participation
(Individual)
1, 2, 3, 4, 5
Group Activity
Compare and Contrast: 1973 and 1987 Constitution
2, 3, 4, 5
Major Group Presentation (Article Review)
(group)
30%
Group Discussions on
Selected Module Topics
1, 2, 3, 4, 5,
1, 2, 3, 4, 5
Final Assessment
2 Long Exams (Onsite)
40%
1, 2, 3, 4, 5
Rubrics:
Class Participation/Group Discussions
Criteria
Level of analysis, argument, and insight
Frequency / Consistency
Organization of thought
total points
Weight
10
10
10
30
Major Group Presentation
Criteria
Weight
Attainment of specified ELOs (3,4,5)
Content and relevance of presentation
Level of analysis, argument, and insight
Creativity, orginality, and independent thought
points
Peer Evaluation
TOTAL
15
20
20
15
70
30
100
4
Compare and Contrast (1973 and 1987 Constitution)
Criteria
Weight
Content: Main arguments and supporting details
20
(the paper compares and contrasts items clearly;
points specific examples to illustrate the
comparison)
Organization and Structure (consistent order of
15
discussion)
Transitions; Grammar and Spelling; Read other
15
references to deepen the points raised in the paper
Peer Evaluation
15
Total points
65
G. TEACHING and LEARNING METHODS
TEACHING & LEARNING METHODS and ACTIVITIES
ELOs
Onsite Class Discussions
1,2,3,4,5
Online Lectures
1,2,3,4,5
Group Activities
1,2,3,4,5
Individual Activities
1,2,3,4,5
Assignment of Readings and Multi-media materials
1,2,3,4,5
H. SCHEDULE OF ONSITE CLASSES1 AND REQUIREMENT SUBMISSIONS
DATES
June 08 (Thurs)
TOPICS
Introduction to the Course; Class Policies; Forming of
Groups and Topic Assignment for Group Presentation
Activity: Philippine History Review
June 13 (Tues)
1
Lecture: The Philippines in Transition: Overview of the
events leading to the US Colonization of the Philippines
Lecture-Discussion: The "Basics" of History:
Sources and Writing
Class Discussions of Reading Assignments:
(a) Primary Source
(b) Secondary Source
Subject to revision in case of class suspensions or other unforeseen circumstances.
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June 15 (Thurs)
June 20 (Tues)
June 22 (Thurs)
(1)
(a) William McKinley's Benevolent Assimilation
Proclamation (1898)
(b) "Bearing Benevolence in the Classroom and
Community"
by: Mary Racelis (2001)
(2)
(a) Pensionado Act of 1903
(b) "Pensionados and Workers: The Filipinos in the United
States 1903-1956."
by: Noel V. Teodoro (1999)
(3)
(a) Interview with Salud Algabre (Sturtevant, 1976)
(b) "The Sakdal Movement (1930-34)"
by: Motoe Terami-Wada (1988)
June 27 (Tues)
Eleksyong Pinoy (Docu Film Viewing)
(Group Discussion about the Documentary)
June 29 (Thurs)
Batas Militar (Docu Film Viewing)
(Group Discussion about the Documentary)
July 04
July 06 (Thurs)
FIRST LONG EXAM
(onsite)
(4)
(a) Bataan has Fallen (SP Lopez, 1942)
(b) “The Stories They Tell: Komiks during the Japanese
Occupation, 1942-1944.”
by: Karl Cheng Chua (2005)
(5)
(a) Manuel Roxas' SONA (June 3, 1946)
(b) "Comrades in Arms: Huk Women, Nationalism and
Communist Revolution"
by: Vina Lanzona (2010)
July 11 (Tues)
(6)
(a) Proclamation 1081 (Martial Law Declaration)
(b) "Marcos, 1965-1986"
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by: Patricio Abinales and Donna Amoroso (2005)
Lecture Discussion: Synthesis
July 13 (Thurs)
SECOND LONG EXAM
Requirement Submissions
Deadline
June 20 (Tues)
June 27 (Tues)
July 04 (Tues)
July 11 (Tues)
*Refer to the date of Discussion
July 13 (Thurs)
July 19 (Tues)
Requirement
Module 1 Quiz (Individual)
Module 2 Quiz (Individual)
First Long Exam
Module 3 Quiz (Individual)
Article Review (Group)
Second Long Exam
Consti Review: 1973 and 1987 (Group)
I. REQUIRED READINGS
Module 1:
Abinales, Patricio and Donna J. Amoroso. 2005. State and Society in the Philippines. US: Rowman
and Littlefield Publishers, Inc. pp. 113-128.
McKinley, William. 1898. The Benevolent Assimilation Proclamation in
https://tinyurl.com/y5rbs88p.
The 1899 Malolos Constitution in https://tinyurl.com/y3dbpsr5.
"Treaty of Paris between the United States of America and the Kingdom of Spain" in Philippine
History Source Book. NCCA. 2021. p. 153
Module 2:
Constantino, Renato C. 1970 (originally written in 1959). "The Mis-education of the Filipino" in
Journal of Contemporary Asia. vol. 1, no. 1. pp. 20-36.
Dery, Luis Camara. 2001. “The Myth of Pistaym Prosperity.” In A History of the Inarticulate: Local
History, Prostitution and Other Views from the Bottom, 153–65. Quezon City: New Day Publishing.
Philippine Commission (August 26, 1903). Philippine Commission Act 854 (Pensionado Act). in
https://babel.hathitrust.org/cgi/pt?id=hvd.hl3jx0&view=1up&seq=708&skin=2021&q1=854.
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Racelis, Mary. 2001. "Bearing Benevolence in the Classroom and Community" in Bearers of
Benevolence: The Thomasites and Public Education in the Philippines. Pasig City: Anvil Publishing.
Teodoro, Noel V. (1999) "Pensionados and Workers: The Filipinos in the United States 1903-1956."
Asia and Pacific Migration Journal. vol. 8. Nos. 1-2.
Module 3:
Abinales, Patricio and Donna J. Amoroso. 2005. State and Society in the Philippines. US: Rowman
and Littlefield Publishers, Inc. pp. 134-157.
Quezon, Manuel. 1922. “My loyalty to my party ends where my loyalty to my country begins.”
Speech delivered at the Collectivista Party Convention. Manila, Grand Opera House.
Sturtevant, David. 1976. "An Interview with Salud Algabre." In Popular
Philippines, 1840-1940. pp. 286-299.
Uprisings
in
the
Official Gazette. The 1935 Constitution in https://www.officialgazette.gov.ph/constitutions/the-1935constitution/. Accessed: June 3, 2022.
Module 4:
Abinales, Patricio and Donna J. Amoroso. 2005. State and Society in the Philippines. US: Rowman
and Littlefield Publishers, Inc. pp. 167-192.
Cheng Chua, Karl. 2005. “The Stories They Tell: Komiks during the Japanese Occupation, 19421944.” Philippine Studies 53 (1): 59–90.
Diokno, Ma. Serena. 1998. “The Price of Rehabilitation,” Kasaysayan: The Story of the Filipino
People, Vol. 8, pp. 27-35. Hongkong: Asia Publishing Company, Ltd.
Lanzona, Vina A. 2010. "Comrades in Arms: Huk Women, Nationalism and Communist Revolution"
in Amazons of the Huk Rebellion: Gender, Sex and Revolution in the Philippines. Quezon City:
Ateneo de Manila University Press. pp. 76-120.
Laurel, Jose P. 1962. "Memorandum" in War Memoirs. Sugamo Prison (September 15 - November
16, 1945) pp. 1-21.
Roxas, Manuel. (June 3, 1946). State of the Nation Address.
https://www.officialgazette.gov.ph/1946/06/03/president-roxas-on-first-state-of-the-nation-addressjune-3-1946/
"1947 RP-US Military Bases Agreement" in https://tinyurl.com/yynnnbdz.
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Module 5:
Abinales, Patricio and Donna J. Amoroso. 2005. "Marcos, 1965-1986" in State and Society in the
Philippines. US: Rowman and Littlefield Publishers, Inc. pp. 193-229.
Claudio, Lisandro E. 2010. “Memories of the Anti-Marcos Movement: The Left and the Mnemonic
Dynamics of the Post-Authoritarian Philippines.” South East Asia Research 18 (1): 33–66.
Marcos, Ferdinand. 1972. "Proclamation 1081: Proclaiming a State of Martial Law in the
Philippines." Malacañang, Manila.
Martial Law Museum in https://martiallawmuseum.ph/
The 1973 Constitution in Philippine History Source Book. NCCA. 2021.
J. GRADING SYSTEM
LETTER
GRADE
NUMERICAL
EQUIVALENT
QPI
EQUIVALENT
DESCRIPTION
A
95 - 100
4
Excellent
B+
90 - 94
3.5
Very Good
B
85 - 89
3
Good
C+
80 – 84
2.5
Fair
C
75 - 79
2
Satisfactory
D
70 - 74
1
Passing
F
Below 70
0
Failure
W
Exceeded the allowed
number of absences
0
Failure
WP*
-
0
Withdrawn with
Permission
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K. CLASS POLICIES
1. GENERAL REGULATIONS and CODE OF CONDUCT. Students are expected to follow the rules
as indicated in the Undergraduate Student Handbook, Revised 2019 Edition and abide by the
Code of Academic Integrity.
Students are to behave respectfully and responsibly towards all members of the class. A warning
will be issued to a student who is disruptive and/or disrespectful. Students who incur three
warnings will be reported to the Discipline Committee for appropriate action.
2. COURSE DELIVERY. This course will be delivered mostly through onsite class discussions.
Asynchronous activities will be posted and completed online via Canvas. Modules are already
designed in Canvas where recorded lectures and asynchronous activities can be found. Onsite
classes will be held twice a week during the official schedule of the class. Attending onsite
classes is required and checking of attendance will be done before the class starts. Students are
responsible for checking Canvas regularly for announcements, assignments, and other classrelated information.
3. ATTENDANCE. Following the recent memo from the AVPUE (01 June 2023 memo,
Undergraduate Academic Policies Adapted to Onsite and Fully Online Learning, Intersession SY
2023-2024), "the total number of absences in a class must not exceed 20% of the total number of
meetings per academic term." For this term, the maximum allowed number of absences is 3
(onsite class is twice a week). A grade of W (Withdrawal) will be given to students who exceed
the allowed number of absences.
3.1 Attendance will be checked by the professor at the start of the class. Lateness (arriving 30
minutes after the class has started) is considered .5 cut and it is the duty of the student to inform
the teacher if he/she was late, otherwise, it is considered a cut.
4. SUBMISSIONS. Except for the 2 onsite long exams, the submission of output for all assigned
assessment tasks/activities will be done online via Canvas. Submission deadlines will follow
Philippine Standard Time (PHT). Please see the Deadlines of the Course Requirements in Section
H. Schedule of Onsite Classes and Requirement Submissions. Late submissions will incur a
highest possible grade of 50% of the score for that activity. Non-submissions get a grade of 0.
5. CHEATING AND PLAGIARISM. All forms of cheating (including plagiarism) are strictly prohibited.
A student who commits plagiarism in an assigned output will receive a grade of 0 in that
requirement. Should the behavior persist, the student will receive an F in the course and be
sanctioned according to university regulations.
6. CITATION OF SOURCES. Students must cite sources used in all papers and presentations.
“Forgetting” to cite texts and images is considered an act of plagiarism. You can cite your
references in any acceptable format (APA, MLA, Chicago, Turabian, etc.).
For more information on how to properly cite texts and materials,
visit https://guides.library.ucsc.edu/writing/cite_sources (Links to an external site.).
you
can
7. FINAL GRADE. The grade reflected in the LMS is not the official grade for the class. The students’
official final grades will be posted on AISIS.
8. ADDITIONAL INSTRUCTIONS. Additional instructions and clarifications will be provided as the
course progresses in the LMS.
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9. LS GENDER POLICY. Ateneo de Manila University does not discriminate on the basis of sex,
gender, sexual orientation or gender identity or expression. See the following link for more
information: http://www.ateneo.edu/ls/ls-gender-policy.
10. CODE OF DECORUM AND ADMINISTRATIVE RULES on Sexual Harassment, Other forms of
Sexual Misconduct, and Inappropriate Behavior: http://www.ateneo.edu/ls/ls-gender-policy.
11. Other classroom policies:
11.1 Eating, drinking (except water), chatting and the use of any gadgets/devices are NOT
ALLOWED during class time. Laptops can be used
during class/group activities upon
discretion of the professor.
11.2 Special exams will only be given to students with valid reasons (illness
or official
university business with an excuse letter from the concerned office and medical certificate certified
by the University Health Services).
11.3 Sit-ins are not allowed.
L. CONSULTATION HOURS
NAME OF FACULTY
EMAIL
DAY/S
TIME
Janet Reguindin Estella
jestella@ateneo.edu
Wednesdays
1:00pm - 3:00pm
M. ADDITIONAL NOTES
For Reference: CORE CURRICULUM LEARNING OUTCOMES (CCLOs)
LEGEND:
CCLO 1 Demonstrate effective communication skills (listening and speaking, reading and writing)
in English and Filipino.
CCLO 2 Evaluate information and issues in various spheres of life using mathematical reasoning
and statistical tools to process and manage data.
CCLO 3 Propose ways to address pressing social and ecological problems using appropriate
critical approaches and scientific thinking
CCLO 4 Develop a creative and moral imagination that is responsive to contemporary global
realities and challenges, but also deeply rooted in local histories, conditions, norms, and
institutions.
CCLO 5 Internalize the significance and value of her/ his unique existence and purpose in life in
light of Christian faith.
CCLO 6 Discern life choices with a keen awareness of ethical dilemmas and considerations.
CCLO 7 Exemplify a commitment to enhancing human life and dignity, especially those who are
excluded and in greatest need.
CCLO 8 Practice a vision of leadership and committed citizenship rooted in Christian humanism.
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