READINGS IN PHILIPPINE HISTORY

COURSE CODE:
TYPE OF COURSE:
CLASS DAYS/TIME/ROOM:
INSTRUCTOR:
CONSULTATION HOURS:

COURSE DESCRIPTION

This course critically analyzes Philippine history from multiple perspectives through the lens
of selected primary sources. Priority will be given to primary sources that describe the
important turning points in Philippine history from prehistoric times up to the contemporary
period and articulate various perspectives. The approach, though historical, will deal with
interdisciplinary subjects so as to broaden and deepen the student’s understanding of
Philippine political, economic, social and cultural history and equip the learner with the
competencies necessary to analyze and evaluate different types of information: print, visual
and audio-visual, and quantitative. The end goal is to develop the historical and critical
consciousness of the students so that they will become versatile, broad-minded, morally
upright and responsible citizens.

LEARNING OUTCOMES
At the end of the course, students should be able to:

1. Describe, analyze, and appreciate the rich history of the Filipino people, from pre-
colonial times to the present, through the lens of selected primary sources;
2. Critically examine, from various perspective, primary sources that will enable them to
understanding deeper the social, political, economic, religious, and other major
problems now faced by the Filipino people;
3. Analyze and comprehend the context, content, and perspective of selected primary
sources to determine their meaning, significance and relevance in terms of the sources’
contribution to our understanding of Philippine history;
4. Effectively communicate and articulate, using various techniques and genres, their
historical analysis of a particular event or issue that could help other people understand
and manage present day issues and concerns; and
5. Recommend possible solutions to present day problems based on their own
understanding of their root causes, and their anticipation of and assessment of
alternative scenarios for the future.
REQUIREMENTS AND ASSESSMENT TOOLS

A final paper (done in groups) on an issue relevant to nation-building, in which students

will trace the evolution of an issue through at least three periods of Philippine history (one group
member is assigned to each period). Group members collaborate to produce a synthesis that
examines the role of this issue in promoting/hindering nation-building, and provide appropriate
recommendations rooted in a historical understanding of the issue.

Aside from the major output identified above, students will be assessed at other times
during the term through written examinations and class participation. The aim of these
formative assessment tools is to provide timely feedback to students about their learning
progress, and in particular the students’: (1) clear grasp of the facts of history, (2) capacity to
interpret a primary source within its context; and (3) ability to apply historical knowledge in
analyzing contemporary events.

At the end of the semester, students are required to write and submit an individual
reflection paper as a self-assessment of their understanding of Philippine history. Reflection
papers should be guided by the following key question: What prior knowledge (knowledge,
attitudes, behavior) before taking the course had a significant transformation after reading
actual primary sources?

GRADING SYSTEM

Written examination 25%

Group presentations 25%
Final Output 25%
Self-assessment reflection paper 15%
Class participation 10%

COURSE CONTENT

I - Introduction: Meaning and relevance of history, distinction of primary and secondary

sources; contextual and content analysis, repositories of primary sources, classroom
policies. (Week 1)

II – Pre-colonial period: Peopling of the Philippines; relations with neighboring countries; early
customs and beliefs and Sultanate and other Muslim communities. (Weeks 2-3)

Readings:
1. Robert Fox, The Tabon Caves (Tabon Man and Manunggul Jar)
2. Chao Ju-Kua’s Chu Fan Chih and Wang Ta-yüan’s Tao I Chih Lüeh
3. Tome Pires, Account on Pre-Spanish Filipinos (1515)
4. Miguel de Loarca, Relación de las Yslas Filipinas (1582)
5. Juan de Plasencia, Las Costumbres de los Indios Tagalos de Filipinas (1589)
6. Pedro Chirino, Relacion de las Islas Filipinas (1604)
 7. Najeeb Saleeby, The Genealogy of Kabungsuwan (Tarsila) and The Principal Sulu Code
(Luwaran)
8. Cesar Adib Majul, Sulu in Chinese Sources

III – Filipino Reaction to Spanish Rule: Initial encounter; the beginning of Catholicism in the
Philippines; Hispanization of the Philippines; economic activities; early revolts; and anti-
friar movements. (Weeks 4-6)

Readings:
1. Antonio Pigafetta. First Voyage Around the World (1521)
2. Miguel Lopez de Legazpi, Relation of the Voyage to the Philippines (1565)
3. Philip II, Instructions Given to Miguel Lopez de Legazpi in Regard to What He is to Do in the
Ladrones Islands (1569)
4. Zelia, Nuttall, “Royal Ordinances Concerning the Laying out of new Towns.” (1573)
5. Careri, Giovanni Francesco Gemelli. “Manila to Acapulco: The Longest and Most Dangerous
Voyage in the World, 1696-1697”
6. Comyn, Tomas de. “The Tobacco Monopoly in the Philippines” (1810)
7. Don Gaspar de Ayala, Early Revolts Against the Spaniards in Cebu and Cagayan (1589)
8. Diaz, Casimiro. The Religious Revolt of Tapar (1663)
9. Pedro Enriquez, Agrarian Uprising (1751)
10. Juan Manuel de la Matta, Official Report on the Uprising of Apolinario de la Cruz (1841)
11. Marcelo del Pilar, Monastic Supremacy in the Philippines
12. Doroteo Cortes et. al. The Anti-Friar Manifesto of 1888
13. “Qudarat-Lopez Peace Treaty” (1645)
14. Sultan Alimud Din I, Complaints Against the Governor General (1754)

IV – The Revolution and the Birth of the Philippine Republic: Cavite Mutiny, Bonifacio and the
Katipunan, outbreak of the revolution, revolutionary government, declaration of
independence, and Malolos Republic. (Weeks 7-9)

1. Trinidad Pardo de Tavera, Filipino Version of the Cavite Mutiny of 1872

2. Andres Bonifacio, Ang Dapat Mabatid ng mga Tagalog & Pagibig sa Tinubuang Lupa
3. Emilio Jacinto, Kartilla ng Katipunan & Liwanag at Dilim
4. Fr. Mariano Gil, OSA. The Discovery of the Katipunan Plot (1896)
5. Pio Valenzuela, Testimony of Pio Valenzuela to the Olive Court (1896)
6. Artemio Ricarte, Memoirs of General Artemio Ricarte.
7. Aguinaldo, Emilio, Mga Gunita ng Himagsikan
8. Apolinario Mabini, The Philippine Revolution
9. Bautista, A. R. Declaration of Philippine Independence (June 12, 1898)
10. Malolos Constitution

V – Filipino Reaction to American Rule: Filipino-American War; Pacification and Americanization

of the Filipinos; Colonial politics; Filipino response to American rule; campaigns for
independence. (Weeks 10-12)

Readings:

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 1. Treaty of Paris and Philippine Protest Against the 1898 Treaty of Paris
2. Emilio Aguinaldo, True Account of the Philippine Revolution
3. Felipe Buencamino, Buencamino’s Memorial to the U.S. Congress (Aug. 20, 1899)
4. William McKinley, Benevolent Assimilation Proclamation
5. U.S. Congress, Philippine Organic Act of 1902
6. Valentin Loyola et al. The Balangiga Massacre: Filipino and American Version (1901)
7. Teodoro M. Kalaw, Aves de Rapiña (1908)
8. Leonard Wood and Cameron Forbes, Report of the Special Mission on Investigation to the
Philippine Islands, October 8, 1921.
9. Commission on Independence, Filipino Grievances Against Governor Wood (1926)
10. Sergio Osmeña, Filipinos Petition the U.S. Congress to Draft Their Own Constitution (1925)
11. Alfred McCoy, Political Caricatures of the American Era
12. Agreement Between Gen. John C. Bates (US Army) and the Sultan of Sulu together with
certain Sulu Chief, signed at Jolo, Aug. 20, 1899
13. Petition to the President of the United States of America from the People of Sulu Archipelago
14. Stanley Karnow, In Our Image: The United States and the Philippines (Film Showing)

VI – The Commonwealth Government and the Filipino-Japanese War: Quezon and the
Commonwealth Regime, Social Justice Program, The Japanese atrocities, Filipino
collaborators, resistance movements. (Week 13-14)

Readings:

1. U.S. Congress, Tydings-McDuffie Act (1934)

2. Manuel Quezon, Inaugural Address of Manuel L. Quezon as President of the
Commonwealth of the Philippines (Nov. 15,1935)
3. Manuel Quezon, The Good Fight
4. People of the Philippines vs. Jorge B. Vargas Case
5. Jose P. Laurel, War Memoirs
6. Luis Taruc, Born of the People
7. Claro M. Recto, Three Years of Enemy Occupation
8. Lt. Col. Anastacio Campo, Japanese Brute Force
9. Alva C. Carpenters, Indictment Against General Homma
10. Maj. Pedro Lopez, Japanese War Crimes in the Philippines
11. Manuel Roxas, Independence Day Address (July 4, 1946)
12. Others Production Worldwide, Days of the Crimson Sun: The Re-telling of the Battle of
Manila (Film Showing)

VII – Post-War Challenges of the Filipino People: Phil-American post-war relation; Nationalist
movements; Communist insurgency; Foreign debt, Martial Law years; Graft and
Corruption, EDSA Revolution; Moro Peace Accords. (Weeks 15- 18)

Readings:
1. U.S.- P.I. Military Bases Agreement (March 14, 1947)
2. Supreme Court, Decision on Republic of the Philippines vs. William Quasha (March 6, 1969)

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 3. Jose Ma. Sison, The Philippine Revolution and the National Question
4. Lorenzo Tañada, Report on the Investigation of the January 26th and 30th Student Rallies (May
19, 1970)
5. Ferdinand Marcos, Proclamation on “A state of Martial law in the Philippines” (Proc. 1081)
September 21, 1972
6. Anonymous, Some are Smarter than Others (September 21, 1979)
7. Corazon Aquino, President Corazon Aguino’s Speech before the U.S. Congress (Sept. 18,
1986)
8. Anti-Graft and Corrupt Practices Act (R.A. 3019, 1960) and An Act Defining and Penalizing
the Crime of Plunder (R.A. 7080, 1991)
9. Migrant Workers and Overseas Filipinos Act (R.A. 8042, 1995)
10. Geraldine Pratt, From Registered Nurse to Registered Nanny.
11. Tripoli Agreement
12. 1996 Peace Agreement between GRP and the MNLF
13. Pinoy Tok Video Documentary Series, Babae-- Utang mo, $-- Bilyon?: The foreign debt and
how it affects Filipino women, as seen by women experts, activists, and on the street (Film
Showing)

VIII – Integration

Create a thought paper discussing

a. How the use of words and text of the documents affected Philippine history.

b. Discuss the historical context during which the documents were created.

c. Discuss the importance of the printed word and documents in history and in our daily life.

Approved by:

AUGUSTO V. DE VIANA, Ph.D.

Chairperson, Department of History

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