CENTRO ESCOLAR UNIVERSITY
Manila * Makati * Malolos
SOCIAL SCIENCES AND HUMANITIES DEPARTMENT
Readings in Philippine History
Descriptive Title
CEU VISION – MISSION STATEMENT
COURSE SYLLABUS
COSH41
Course Code
CENTRO ESCOLAR EXPECTED
GRADUATE ATTRIBUTES (CEEGA)
UNIVERSITY PHILOSPHY
Ciencia y Virtud ( Science and Virtue)
UNIVERSITY VISION
To be the University of First choice
UNIVERSITY MISSION
To promote a brighter future for our
students, for the Philippines and for the world.
CEU CORE VALUES
V - Valuing others, caring for them and
empowering them
A - Accountability, integrity and trust
worthiness
L - Lifelong learning as individuals and as an
organization
U - Unity, teamwork and loyalty
E - Excellence in all endeavors
S - Social responsibility as citizens of the
Filipino nation and of the world
Readings in Philippine History
LIFELONG LEARNER
•Learns and works independently as well as collaboratively.
•Translates knowledge generated from research and other sources
to improve quality of life.
•Creates new ideas to better understand society
•Evaluates own thinking, behavior and spirituality for self-growth
REFLECTIVE AND CREATIVE THINKER
•Thinks critically and creatively.
•Open-minded.
•Solves problems systematically.
•Loves art and shows artistic sensibility.
3 Units
Credit Unit/(s(
3 Hours
Hours/Week
GENERAL EDUCATION OUTCOME
KNOWLEDGE
1. Analyze “texts” (written, visual, oral, etc.)
critically
2.
Demonstrate
proficient
and
effective
communication (writing, speaking, and use of new
technologies)
3. Use basic concepts across the domains of
knowledge
4. Demonstrate critical, analytical, and creative
thinking
5. Apply different analytical modes in problem
solving
VALUES
1. Appropriate the complexity of the human
condition
2. Interpret the human experience from various
perspective
3. Examine the contemporary world from both
Philippine and global perspective
4. Take responsibility for knowing and being
Filipino
PROFICIENT COMMUNICATOR
5. Reflect critically on shared concerns
•Articulates ideas clearly for varied purposes and audiences of 6.Generate innovative practices and solutions
diverse culture.
guided by ethical Standards
•Listens attentively, engages in meaningful exchange and shares 7. Make decisions based on moral norms and
knowledge, values, attitudes and intentions.
imperatives
•Utilizes effectively appropriate media and information technologies.
8. Appreciate various art forms
9. Contribute to aesthetics
COMPETENT AND PRODUCTIVE PROFESSIONAL
10. Advocate respect for human rights
CARING AND TRUSTWORTHY CITIZEN
•Values people and acts in unity with others.
•Commits to social justice and principles of sustainability and respect
for diversity.
•Practices good stewardship and accountability.
•Manifests social responsibility by helping improve conditions of
those who have less in life or circumstance.
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•Initiates, innovates better ways of doing things and accountability.
•Promotes quality and productivity.
11. Contribute personally and meaningfully to the
country’s development
SKILLS
1. Work effectively in a group
2. Apply computing tools to process information
effectively
3. Use current technology to assist and facilitate
learning and research
4. Negotiate the world of technology responsibly
5. Create solutions to problems in various fields
6. Manage one’s knowledge, skills, and values fro
responsible and
productive living
7. Organize one’s self for lifelong learning
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
Pre-requisite: NONE
Course Intended Learning Outcomes:
At the end of the course:
Knowledge
1. Identify credible and authentic primary sources that could be used in reconstructing the rich history of the Filipino people from pre – colonized times to the
present
2. Analyze context, content, and perspective of selected primary sources and determine their contribution in understanding the history of the Filipino people
3. Identify contributions of various primary sources in understanding the Philippine History
Skills
1. Develop critical and analytical skills as they are exposed to primary sources
2. Demonstrate ability to use primary sources that will enable them to argue in favor or against a particular issue
3. Effectively communicate, using various techniques and genres, their historical analysis of a particular event that could help other people understand the chosen
topic
Values
1. Propose recommendation / solutions to present day problems based on their own understanding of their root cause and their anticipation of future scenarios
2. Displays the ability to work in a team and can contribute to a group project; and.
3. Manifest interest and concern in promoting and preserving our country’s national patrimony and heritage
Readings in Philippine History
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READINGS IN THE PHILIPPINE HISTORY
Intended Learning Outcomes
Course Content
I.
1. Demonstrate understanding of
history
2. Explain the significance of
history
3. Appreciate the importance of
history in the social economic
and cultural life of the Filipino
4. Enable the primary sources for
their credibility authenticity and
provenance
5. Determine the contribution of
different kinds of primary
sources in understanding
Philippine history
a.
b.
c.
d.
Meaning and
Relevance of
History
Importance of History
Differentiate:
- Primary and
secondary
sources
- External and
internal
evidences
Repositories where
primary sources can
be found
Types of primary
sources
Teaching Learning Activities
Lecture/Discussion
Time
Allotment
6 Hours
Library, Museum and Archives visitation
(depends on the location of the HEI).
Comparative analysis of primary and
secondary sources
Resources
1. Louis Gottschalk
Understanding
History, (pp. 41-61;
117-170).
Produce
examples of
primary
sources the
corresponding
2.
Howell
and secondary
Prevenier,
From sources
Reliable Sources, (pp. derived from
17-68)
them.
3. Santiago Alvarez,
Katipunan and the
Revolution: Memoirs
of a General, (pp. 8288).
4. Teodoro Agoncillo,
History of the Filipino
People, (pp. 184-187)
5. Robert Fox, The
Tabon Caves, (pp 4044; 109119).
(Human
remain
And artifacts)
6.
William
Henry
Scott,
Prehispanic Source
Materials for the
Study
of Philippine History
(pp. 90-135).
Readings in Philippine History
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Assessment
Lecture/Discussion
1. Analyze the context, content
and perspective of the
document
2. Understand the contact behind
each selected document.
3. Interpret primary sources
through looking at the content
and conflict of the document
4. Identify the difference between
a primary source and
secondary source
II.
Content and
analysis of
context of
selected primary
sources
a. Importance of textual
criticism on
Philippine history
b. Analyzation of
primary arguments
and ideas of the
other
1. Antonio Pigafetta, Graded
First Voyage Around Reporting
the World, (pp. 23-48)
(Chronicle).
Quizzes
Library research
Textual analysis
Small group discussion
Reporting
Document analysis
Critical Essay
2. Juan de Plasencia,
Customs
of
the
Tagalogs,
(Garcia
1979, pp. 221-234)
(Friar Account)
3. Emilio Jacinto “
Kartilla ng Katipunan”
(Richardson, 2013, pp.
131-137)
(Declaration
of
Principles)
5. Develop critical thinking and
thought of having exposure to
various primary sources
4. Emilio Aguinaldo,
Mga
Gunita
ng
Himagsikan (pp. 7882;95-100,
177-188;
212-227) (Memoirs).
5. 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)
(Proclamation)
6.
Alfred
McCoy,
Political Caricatures of
Readings in Philippine History
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the
America
Era
(Editorial cartoons)
7.
Commission
on
Independence Filipino
Grievances
Against
Governor Wood (Zaide
1990, vol, pp. 230234). (Petition letter)
1. Demonstrate the ability to
formulate arguments in favor
or against a particular issue
using primary courses
2. Explain the importance of
Pigafetta’s account on the
study of Philippine history
III.“One past but many
histories”, controversies and
conflicting views in Philippine
history
Lecture/Discussion
Document analysis
Group discussion
1.
2.
3.
4.
Site of the First Mass
Cavite Mutiny
Retractions of Rizal
Cry of Balintawak or
Pugadlawin
Debate, round table discussion or
symposium
3. Interpret historical events
using primary sources
4. Identify the conflicting news/
Readings in Philippine History
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8. Corazon Aquino,
President
Aquino’s
Speech before the US
Congress before the
U.S. Congress Sept.
18, 1986 (Speech)
10. Works of Luna and
Amorsolo (Paintings)
9. Aguilar, F., Jr.
(2013).
Rice
and
Magic:
ACultural
History
from
the
Precolonial World to
the Present. Philippine
Studies: Historical and
Ethnographic
Viewpoints,
61(3),
2013th ser.
1. Antonio Pigafetta. Debate a
First Voyage Around particular issue
the World (pp. 23-32)
in Philippine
History
2. Trinidad Pardo de
Tavera,
Filipino Reaction/reflec
Version of the Cavite tion paper on a
Mutiny of 1872, (zaide sponsored
1990, vol. 7, pp. 274- activity like
280)
lecture,
symposium,
3. Jose Montero y round table
Vidal, Spanish version discussion,
accounts about the Rizal
retractions
5. Identify the conflicting views
about the forts cry of the
revolution
6. Examine each sources in its
account of the revolution
of the Cavite Mutiny of and the like.
1872 (Zaide 1990, vol
7, pp. 269-273)
4. Rafael Izquirdo,
Official Report on the
Cavite
Mutiny,
(Zaide 1990, vol. 7, pp.
281-286)
5. Ricardo P. Garcia.
The Great Debate: The
Rizal Retraction (pp. 919; 31-43)
6. Jesus Ma. Cavanna,
Rizal’s Unfading Glory,
(pp. 1-52)
7. Ricardo R. Pascual,
Rizal
Beyond
the
Grave, (pp. 7-36)
8. Pio Valenzuela, Cry
of Pugadlawin, (zaide
1990, vol 8, pp. 301302)
9. Santiago Alvarez,
Cry of Bahay Toro
(Zaide
1990, vol. 8,
pp. 303-304)
10. Gregoria de Jesus,
Version of the First
Cry, (Zaide 1990, vol.
8, pp. 305-306)
11.
Guillermo
Masangkay, Cry of
Balintawak
(ZSaide
Readings in Philippine History
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1990, vol. 8, pp. 307309)
12. Schumacher, J.
(2011). The Cavite
Mutiny
Toward
a
Definitive
History.
Philippine
Studies,
59(1), 2011th ser.
13. Buehler, S. B.
(1999). The Cry of
Balintawak:
A
Contrived Controversy.
Philippine
Studies,
47(4), 1999th ser.
1. Effectively communicate, using
various techniques and
genres, historical analysis of a
particular event or issue that
could help others understand
the chosen topic;
2. Propose recommendations or
solution to present day
problems based on their
understanding of root causes
and their anticipation of future
scenarios
3. Display the ability to work in a
multi-disciplinary team and
contribute to a group endeavor
IV. Social, political,
economic and cultural issues
in Philippine history
Lecture/Discussion
Mandated topics:
Document analysis
1. Agrarian Reform Policies
2. The Philippine
Constitution
- 1899 (Malolos)
Constitution.
-1935 Constitution
-1973 Constitution
-1987 Constitution
Group reporting
Library and Archival research
Documentary Film showing
Note: Students will be required to look
for primary sources on which they will
base their narrative and analysis of the
topic assigned to them
3. Taxation
Other sample topics:
4. Explain the importance oof a
constitution in a nation.
5. Trace the development of the
Philippine Constitution
6. Discuss the significant
Readings in Philippine History
1. Filipino Cultural heritage
2. Filipino-American relations
3. Government peace
treaties with Muslim Filipinos
4. Intuitional history of
schools, corporations,
1. Fernandez, P.
(1984). The Philippine
Constitution of 1935
Revisited. Philippine
Law Journal, 59(2),
84th ser.
2. Jimenez, J. (2014).
The Two
Sovereignties. Ateneo
Law Journal, 58(8),
2014th ser.
3. Bernas, J. (1977).
Filipino Consciousness
of Civil and Political
Rights. Philippine
Studies, 25(2), 1977th
ser.
4. Garcia, E., Kapunan,
E., Lopez, J., &
Morada, J. (1977). A
Critical Study of Press
Freedom under Martial
Page 7 of 11
Research
output that
may be in the
form of a term
paper, exhibit,
documentary
presentation,
diorama,
webpage, and
other genres
where students
can express
their ideas.
The output
should trace
the evolution of
the chosen
topic through
at least three
periods.
Group
members
should
collaborate to
produce a
provision incorporated in the
Philippine Constitution
7. Trace the history of the land
reform program in the
Philippines
8. Evaluate the comprehensive
Agrarian Reform program
9. Explain the nature and
purpose of taxation
10. Identify the national and local
taxes
11. Argue for or against a current
taxation issues
industries, religious groups
and the like
5. Biography of a prominent
Filipino
Law: The Philippine
Setting. Philippine Law
Journal, 52(5), 1977th
ser.
5. Montejo, F., Jr., &
Rempillo, M. (1965). A
Regressive Aspect of
Philippine Income
Taxation. Philippine
Law Journal, 40(4),
1965th ser.
synthesis the
role of this
issue in
promoting/hind
ering nation
building, and
provide
appropriate
recommendati
ons rooted in a
historical
understanding
of the issue
6. Plehn, C. (1962).
Taxation in the
Philippines. The
Journal of History,
10(2), 1962nd ser.
Retrieved December
10, 2017, from
https://ejournals.ph/arti
cle.php?id=4961.
Note: Students will be
required to look for
primary sources on
which they will base
their narrative and
analysis of the topic
assigned to them
1. Manifest interest in local
history and show concern in
promoting and preserving the
Readings in Philippine History
V. Critical evaluation and
promotion of local and oral
history, museums, historical
shrines, cultural
Lecture/Discussion
1. Historical data
Papers
Research in Local libraries and local
Studies Centers (if available)
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2. Ereccion de Pueblos
Reaction
paper or
critique of the
shrines,
2.
3.
4.
5.
country’s historical and cultural
heritage
Identify historic sites and
landmarks recognized by the
National Historical
Commission of the Philippines.
Recognize the value of the
Historic sites and landmarks in
the study and preservation of
our history and culture.
Demonstrate the ability to work
with their group
Show interest in local culture
and promote solicitude
towards stronger foundation in
cultural and history of the
Philippines
performances, indigenous
practices, religious rites and
ritual, etc
Tour in local museums, historical sites,
art galleries, archeological sites and
other places where could see cultural
and heritage displays
3. Museums, Local
Studies Centers
4. Art Galleries,
Painting collections
Conduct Oral interview
5. Historical landmarks
and UNESCO sites
historical sites,
museums the
students
visited
Letter to the
editor Blogs
Transcript of
oral interview.
6. Performances that
showcase traditional
arts and culture
7. Fiestas and similar
local celebrations 15 –
18 weeks
REFERENCES:
BOOKS:
Camagay, Maria Luisa T. el. Al, “Unravelling the Past, Readings in Philippine History
Torres, Jose Victor, “ Batis Sources in Philippine History”
B1. Louis Gottschalk, Understanding History, (pp.41-61; 117-170)
B2. Howell and Prevenier, From Reliable Sources, (pp. 17-68)
B3. Santiago Alvarez, Katipunan and the Revolution: Memoirs of a General, (pp. 184-187)
B4. Teodoro Agoncillo, History of the Filipino, (pp.184-187)
B5. Robert Fox, The Tabon Caves, (pp.40-44; 109-119). [mga labi ng tao at mga artifak)
B6. William Henry Scott, Prehispanic Source Materials for the Study of Philippine History (pp. 90-135)
B7. Antonio Pigafetta, First Voyage Around the World, (pp.23-48) [Kronika]
B8. Juan de Plasencia, Customs of the Tagalogs, (Gracia 1979, pp. 221-234) [Ulat ng prayle]
B9. Emilio Jacinto, Kartilla ng Katipunan (Richardson, 2013, pp. 131-137) [Deklarasyon ng mga Simulain]
B10. Emilio Aguinaldo, mga Gunita ng Himagsikan, (pp.78-82; 95-100;177-188;212-227) [Mga Memoir]
B11. 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) [Proklamasyon]
B12. Commission on Independence, Filipino Grievance Against Governor Wood (Zaide 1990. Vol 11, pp. 230-234). [Liham ng petisyon]
Readings in Philippine History
Page 9 of 11
B13. Antonio Pigafetta, First Voyage Around the Wolrd, )pp. 23-32)
B14. Trinidad Pardo de Tavera, Filipino Version of the Cavite Mutiny of 1872, (Zaide 1990, vol. 7, pp. 274-280).
B15. Jose Montero y. Vidal, Spanish Version of the Cavite Mutiny 1872 (Zaide 1990, vol 7, pp. 269-273)
B16. Rafael Izquirdo, Official Report on the Cavite Mutiny, (Zaide 1990, vol 7, pp.281-286)
B17 Valencia, Edwin G. and Gregorio F. Roxas. (2013). Income Taxation: Principles and Laws with Accounting Applications. Baguio City: Valencia Educational Supply
B18. Dizon, Efren Vincent M. (2013). Taxation Law Compendium.
Electronic References:
E1 “The Philippine Share Tenancy Act of 1933 (Act 4054) http://www.chanrobles.com/acts/actsno4054.html
E2 “Agricultural Tenancy Act of the Philippines of 1954 (R.A. 1199 (11-14 Linggo)
E3 http://www.lawphil.net/statutes/repacts/ra1954/ra_1199_1954.html
E4 Agricultural Land Reform Code of 1963 (R.A 3844) http://www.lawphil.net/statutes/repacts/ra1963/ra_3844_1963.html
E5 P.D. 27 of 1972 http://www.lawphil.net/statutes/presdecs/pd1972/pd_1972.html
E6 Comprehensive Agrarian Reform Program of 1988 (R.A. 6657) http://www.gov.ph/downloads/1988/06jun/19880610-RA-6657-CCA.pdf
E7 Comprehensive Agrarian Reform Program Extension with Reforms of 2009 (R.A.9700) http://www.chanrobles.com/republicacts/republictactno9700_pdf.php
E8 Philippine Constitution Malolos Constitution of 1899 http://www.lawphil.net/consti/consmalo.html
E9 Commonwealth Constitution of 1935: http://www.gov.ph/constitutions/1935-constitution-ammended
E10 1973 Constitution:http://www.gov.ph/constitutions/1973-constitution-of-the-republic-of-the-philippines-2/
E11 1987 Constitution,http://www.gov.ph/constitutions/1987-constitution
JOURNALS:
J1 Aguilar, F., Jr. (2013). Rice and Magic: ACultural History from the Precolonial World to the Present. Philippine Studies: Historical and Ethnographic Viewpoints, 61(3), 2013th ser.
J2. Schumacher, J. (2011). The Cavite Mutiny Toward a Definitive History. Philippine Studies, 59(1), 2011th ser.
J3 Buehler, S. B. (1999). The Cry of Balintawak: A Contrived Controversy. Philippine Studies, 47(4), 1999th ser.
J4 Fernandez, P. (1984). The Philippine Constitution of 1935 Revisited. Philippine Law Journal, 59(2), 84th ser.
J5 Jimenez, J. (2014). The Two Sovereignties. Ateneo Law Journal, 58(8), 2014th ser.
J6 Bernas, J. (1977). Filipino Consciousness of Civil and Political Rights. Philippine Studies, 25(2), 1977th ser.
J7 Garcia, E., Kapunan, E., Lopez, J., & Morada, J. (1977). A Critical Study of Press Freedom under Martial Law: The Philippine Setting. Philippine Law Journal, 52(5), 1977th ser.
Readings in Philippine History
Page 10 of 11
J8 Montejo, F., Jr., & Rempillo, M. (1965). A Regressive Aspect of Philippine Income Taxation. Philippine Law Journal, 40(4), 1965th ser.
J9 Plehn, C. (1962). Taxation in the Philippines. The Journal of History, 10(2), 1962nd ser. Retrieved December 10, 2017, from https://ejournals.ph/article.php?id=4961.
Prepared by:
Recommending Approval,
JULIUS O. DE LEON, M.A.
Chairman
SGD. D’ ARIEL J. JAVELLANA
Head, Social Sciences and Humanities
SAGIRA S. KUHUTAN Ph, D
Member
Readings in Philippine History
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