La Consolacion College, Liloan, Cebu, Inc.

(Formerly Holy Child School)

Poblacion, Liloan, Cebu 6002 Philippines
EMAIL ADD: [email protected]

COURSE NUMBER GE 2
COURSE TITLE Readings in Philippine History
COURSE UNITS 3.0 Units
PRE-REQUISITES NONE
TERM OFFERED First Semester
PROGRAM/S All Education Degree Programs
LCC-L EDUCATIONAL EXPERIENCE

As the education sector faces the challenges posed by vision, understanding, clarity, and agility (VUCA) local, national, and global contexts, LCC Liloan adopts a progressivist approach
to education where learners are provided with student-centered meaningful and relevant learning opportunities that will equip them with the necessary skills to navigate the 21st century
context. As such, learners are exposed to teaching and learning experiences that foster their creativity, critical thinking skills, effective communication skill, independence, and
willingness to work collaboratively with others. As a Catholic, Augustinian, and Marian higher education institution, LCC Liloan aims for the integral formation and holistic growth of
her students who are not only academically prepared but also rooted in a deep love for God and neighbor. The LCCian educational experience, which will be evaluated and improved on
a regular basis, aims to produce students and graduates who are lifelong learners, responsible members of the society, and restless seekers of wisdom and truth.

VISION
To become a leading Catholic, Christ-centered Augustinian-Marian Academic Institution producing committed individuals who are responsive to the call of evangelization through
holistic transformative education.
MISSION
Moved by the spirit of Our Lady of Consolation inspired by the life, teachings of St. Augustine and virtues of Mo. Rita, Mo. Consuelo and Sr. Teresa Andrada, we commit ourselves to:
• Live-out the Gospel Values and strengthen Augustinian Spirit through Lectio Divina and Basic Ecclesial Communities.
• Provide programs and activities towards academic excellence.
• Engage in advocacies and actions for integral holistic transformation.
• Establish linkages and networks responsive to the Educational trends.

CORE VALUES
1. Peace and Justice
2. Freedom
3. Love and Compassion
4. Honesty and Integrity
5. Humility
6. Interiority
 La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
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7. Communitarian and Missionary Spirit

GRADUATE ATTRIBUTES
1. Christ – centered
2. Restless Searcher for truth
3. Steward of God’s Creation
4. Service-Oriented
5. Nationalist
6. Culturally Sensitive
7. Globally competent
COURSE REQUIREMENTS
• Course Activity Sheets
• Course Written or Printed Outputs
• Major Exams/Formative and Summative Tests
• Per unit outputs as specified in the assessment
• Attendance/Proper Attitude
• Oral Participation/ Oral Recitation
GRADING SYSTEM
A. Components of Grade
 Class Standing - 60%
-Quizzes
-Oral Recitation
-Written Outputs
-Projects/Performance Tasks
 Attitude/Attendance - 10%
 Major Exam - 30%
B. Grading Standard: Averaging Grading System
Final Grade = Prelim Grade + Midterm Grade + Tentative Final Grade / 3
 La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
EMAIL ADD: [email protected]

COURSE DESCRIPTION
Philippines History viewed the lens of selected primary sources in different periods, analysis, and interpretations. This course aims to expose students to different facets of Philippine
history through the lens of eyewitnesses. This also analyzes Philippine history from multiple perspectives through the lens of selected primary sources coming from various disciplines and
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 evidence
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 will become versatile, articulate, broad-minded, morally upright and responsible citizens.
PROGRAM GOALS AND OBJECTIVES (copy the program outcome common to BSED or BEED)

PROGRAM OUTCOMES (copy the program outcomes for the specific program or major)
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
Manifest interest in local history and concern in promoting and preserving our country’s national patrimony and cultural heritage.
 La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
EMAIL ADD: [email protected]

COURSE OUTCOMES
By the end of the course, the students should have:
Program Outcomes Addressed [POs] Course Outcomes [COs]
(copy the performance indicators)
(copy the program outcomes)
Ex.
Ex.
CO1. Display basic and comprehensive understanding of knowledge, principles of the subject
PO1. Demonstrate deep understanding of scientific concepts and principles.
matter in the sciences.
CO2. Apply scientific principles in solving current problems.
PO2. Apply scientific inquiry in teaching and learning.
CO3. Uses scientific inquiry in understanding and explaining natural phenomena.
CO4. Design and utilizes appropriate instructional materials in science
CO5. Employ effective teaching techniques for diverse types of learners in varied learning
PO3. Utilize effective science teaching and assessment methods. conditions.
CO6. Design and utilizes a variety of appropriate assessment techniques to monitor and
evaluate learning.

LEARNING EVIDENCE/ COURSE OUTPUTS

Aside from major examinations, as proof of achievement of the foregoing outcomes, the students of this course are expected to demonstrate the following pieces of learning
evidence or course outputs:

Course Outcomes
Outputs/ Evidences Description
Addressed

Evaluate primary sources for their credibility, authenticity, and

CO1
provenance Students will apply basic understanding on the Philosophy and Objectives of ESP
CO3
Analyze the context, content, and perspective of different kinds of
primary sources

Determine the contribution of different kinds of primary sources

in understanding Philippine history
CO2 The students apply scientific research principles in solving life and health problems. They will
Develop critical and analytical skills with exposure to primary
CO3 also use scientific inquiry in understanding and explaining biological concepts.
sources
 La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
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Demonstrate the ability to use primary sources to argue in favor

or against a particular issue The students will be given the opportunity to demonstrate their learning. They will make a
CO4 brochure to disseminate awareness about cancer.
CO6 Effectively communicate, using various techniques and genres,
their historical analysis of a particular event or issue that could
help others understand the chosen topic

Propose recommendations/solutions to present-day problems

based on their understanding of root causes and their anticipation
of future scenarios
The students will make a list of effective teaching techniques for diverse types of learners.
CO5 Display the ability to work in a team and contribute to a group
project

Manifest interest in local history and concern in promoting and

preserving our country’s national patrimony and cultural heritage.

Students record themselves while performing the role of a teacher in conducting a simulated
CO5 reading instruction using any grade-appropriate instructional materials to aid effective
demonstration of students’ learning.

Time Specific Intended CO Learning Content Teaching-Learning Values Integration Assessment Tasks Materials/Resources
Frame Learning Outcome Mappin Activities /Suggested Readings
g
Evaluate primary 1 Chapter 1: Introduction 1.Lecture/Discussion 1.Produce examples of 1. Louis Gottschalk,
sources for their to History: Definition, 2.Library, Museum and primary and corresponding Understanding History,
credibility, Issues, Sources, and Archives Visitation secondary sources derived (pp.41-61;117-170).
authenticity, and Methodology (depends on the location from them 2. Howell and Prevenier,
 La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
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provenance I – Meaning and relevance of the HEI) From Reliable Sources,

of history, the distinction of 3.Comparative Analysis (pp. 17-68)
primary and secondary of primary and 3. Santiago Alvarez,
sources; external and secondary sources Katipunan and the
internal criticism; Revolution: Memoirs of a
repositories of primary General, (pp. 82-88).
sources, and different kinds 4. Teodoro Agoncillo,
of primary sources History of the Filipino
People, (pp. 184 0 187).
5. Robert Fox, The Tabon
Caves, (pp. 40-44; 109-
119). [Human remains and
artifacts]
6. William Henry Scott,
Prehistoric Source
Materials for the Study of
Philippine History (pp. 90-
135).

Analyze the context, 1 Chapter II- Content and 1.Lecture/Discussion 1.Graded Reporting 1. Antonio Pigafetta, First
content, and Contextual Analysis of 2.Library research 2.Written Quizzes Voyage Around the World,
perspective of Selected Primary Sources 3.Textual analysis 3.Critical Essay about a (pp. 23-48). [Chronicle]
different kinds of in Philippine History 4.Small group particular primary source; 2. Juan de Plasencia,,
primary sources II – Content and contextual discussion students are to discuss the Customs of the Tagalogs
analysis of selected primary 5.Reporting importance of the text, the (Garcia 1979,pp.221-234)
sources; identification of 6.Presentation author’s background, the [Friar Account]
the historical importance of 7.Film Analysis document, and its 3.Emilio Jacinto,”Kartilla
the text; and examination of contribution to ng Katipunan”
the author’s main argument understanding Philippine (Richardson, 2013, pp.
and point -of view history 131-137) [Declaration of
 La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
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Principles]
4.Emilio Aguinaldo, Mha
Gunita ng Himagsikan,
(pp. 78-82; 95-100;177-
188; 212-227) [Memoirs]
5. National Historical
Institutute (1997).
Documents of the 1898
Declaration of Philippine
Independence, The
Malolos Constitution and
the First Philippines
Republic. Manila: National
Historical Institute (pp.
19-23) [Proclamation]
6. Alfred McCoy: Poltical
Caricatures of the
American Era ( Editorial
cartoons)
7. Commission on
Independese, Filipino
Grievances Against
Governeor Wood (Zaide
1990, vol. 11, pp 230-
234). [Petition letter]
8. Corazon Aquino,
President Corazon
Aquino’s Speech before
the U.S Congress Sept. 18,
1986 [Speech]
9. raiders of the Sulu Sea
(film)
10.Works of Luna and
Amorsio [Paintings]
Determine the 1 Chapter III – Philippine 1.Lecture/ Discussion 1.Debate a particular issue 1. Antonio Pigafetta. First
 La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
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contribution of History: Spaces for 2.Document analysis in Philippine history Voyage Around the
different kinds of Conflict and 3.Group discussion World, (pp. 23-32)
primary sources in Controversies 4.Debate, round table, or 2. Reaction/reflection paper 2.Trinidad Pardo de
understanding III – “One past but many symposium on a sponsored activity like Tavera, Filipino Version
Philippine history histories”, controversies a lecture, symposium, of the Cavite Mutiny of
and conflicting views in round table discussion and 1872, (Zaide 1990, vol. 7,
Philippine history the like pp. 274-280)
1 3. Jose Montero y Vidal,
Develop critical and a.Site of the First Mass Spanish Version of the
analytical skills with b.Cavite Mutiny Cavite Mutiny 1872,
exposure to primary c.Retraction of Rizal (Zaide 1990, vol. 7, pp.
sources d.Cry of the Balintawak or 269-273)
Pugadlawin 4.Rafael Izquirdo, Official
2 Report on the Cavite
Demonstrate the Mutiny, (Zaide 1990, vol.
ability to formulate 7 pp. 281-286)
arguments in favor or 5. Ricardo P. Garcia, The
against a particular Great Debate; The Rizal
issue using primary Retraction (pp. 9-19; 31-
sources 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 1900
vol. 8, pp. 301- 302)
9. Santiago Alvarez, Cry
of Bahay Toro (Zaide
1900, vol.8, pp. 303-304)
10. Gregoria de Jesus,
Version of the First Cry,
(Zaide 1990, vol.8, pp.
 La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
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305- 306)
11.Guillermo Masangkay,
Cry of Balintawak (Zaide
1990, vol. 8. Pp. 307-309)

Effectively 2 IV – Social, Political, 1. Lecture/ Discussion 1. Research output that may Note: Students will be
communicate, using Economic and Cultural 2. Library and Archival be in the form of a term required to look for
various techniques Issues in Philippine research paper, exhibit, primary sources on which
and genres, historical History 3. Document analysis documentary, presentation, they will base their
analysis of a 4. Group reporting diorama, webpage and narrative and analysis of
particular event or Mandated topics: 5.Document Film other genres where students the topic assigned to them.
issue that could help 1. Agrarian Reform Policies Showing can express their ideas. The
others understand the 2. The Philippine output should trace the
chosen topic; Constitution evolution of the chosen
-1899 (Malolos topic through at least three
Constitution) periods. Group members
-1935 Constitution should collaborate to
-1973 Constitution produce a synthesis that
-1987 Constitution examines the role of this
3. Taxation issue in
promoting/hindering
Other sample topics: nation-building and provide
Propose 4 1. Filipino Cultural appropriate
commendations or Heritage recommendations rooted in
solutions to present- 2. Filipino-American a historical understanding
 La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
EMAIL ADD: [email protected]

day problems based relations of the issue.

on their understanding 3. Government peace
of root causes and treaties with Muslim
their anticipation of Filipinos
future scenarios 4 Institutional histories of
schools, corporations,
industries, religious groups,
Display the ability to 3 and the like.
work in a multi- 5. Biography of a
disciplinary team and prominent Filipino
contribute to a group
endeavor
Chapter V. Doing
Manifest interest in 2 History: A Guide for 1.Lecture/Discussion
local history and show Students 2.Research in Local 1.Historical Data Papers
concern in promoting V – Critical evaluation and libraries and Local 2.Ereccion de Pueblos
and preserving the promotion of local and oral studies Centers (if (Creation of Towns)
country’s historical history, museums, historical available) 3. Museums, Local Studies
and cultural heritage shrines, cultural 3. Tour in local Centers
performances, indigenous museums, historical 4.Art Galleries, Painting
practices, religious rites and sites, art galleries, collections
rituals, etc. archeological sites and 5. Historical landmarks and
(Weeks 15 – 18) other places where one UNESCO sites
could places see cultural 6. Performance that
and heritage displays showcase traditional arts
4.Conduct an Oral and culture
interview 7. Fiestas and similar local
celebrations

References
● Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan. Manila: C.A. Suntay

● Alvarez, Satiago. (1998). Katipunan and the Revolution: Memoirs of a General. Quezon City: Ateneo de Manila University Press.
 La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
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● Blount, James (1968). The American Occupation of the Philippines 1898 – 1912. Quezon City: Malaya Book Inc.

● Cavanna, Jesus Ma., The Unfolding Glory : Documentary History of the Conversion of Jose Rizal. [s.n.].

● Del Pilar, Marcelo. (1957). Monastic Supremacy in the Philippines. Manila: Philippine Historical Association.

● Forbes, William Cameron. (1928). The Philippine Islands, Vol. 2 New York: Houghton Mifflin.

● Fox, Robert (1970). The Tabon Caves. Manila: National Museum.

● Historical Data Papers. Philippine National Library, Microfilm Collection.

● Laurel, Jose P. (1962). War Memoirs of Jose P. Laurel. Manila: National Historical Commission.

● Mabini, Apolinario. (1969) The Philippine Revolution. Manila: National Historical Commission.

● McCoy, Alfred and Alfredo Roces. (1985). Philippine Cartoons: Political Caricature of the American Era, 1990 – 1941.Quezon City: Vera Reyes Inc.

● National Historical Institute. (1997). Documents of the 1898 Declaration of Philippine Independence, The Malolos Constitution and the First Philippine Republic. Manila: Historical
Institute.
● National Historical Institute. (1978). Minutes of the Katipunan. Manila: National Historical Institute.

● Nolledo, Jose. (1999). Principles of Agrarian Reform, Cooperatives and Taxation. Mandaluyong City: National Book Store.

● Philippine National Archives. Erecion de Pueblos.

● Pigafetta, Antonio. (1969). First VoyageAaround the World. Manila: Filipiniana Book Guild.

● Ricarte, Artemio. (1992). Memoirs of General Artemio Ricarte. Manila: National Historical Institute

● Richardson, Jim. (2013). The Light of Liberty: Documents and Studies on the Katipunan, 1892 – 1897. Quezon City: Ateneo de Manila Press

● Saleeby, Najeeb. (1976). Studies in Moro History, Laws and Religion. Manila: Filipinianan Book Guild

● Tuazon Bobby and Oscar Evangelista. (2008). The Moro Reader: History and Contemporary Struggels of the Bangsamoro People. Quezon City: CenPeg Publications.

● Zaide, Gregorio and Sonia Zaide. (1990). Documentary Sources of Philippine History. 12 vols. Manila: National Book Store.
 La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
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● Candelaria, John Lee P. and Alporha C, Veronica, RBS Readings in Philippine History. First Edition Rex Printing Company, Inc.
INTERNET SITES:
Comprehensive Agrarian Reform Laws of 1988 (R.A. 6657).
http://www.lawphil.net/statutes/reparcts/ra1998/ra_6657_1988.html
Decreeing the Emancipation of Tenants from the Soil (P.D. No. 27).
http://www.lawphil.net/statutes/presdecs/pd_27_1972.html
Land Reform Act of 1995 (R.A. 1400)
http://www.lawphil.net/statutes/repacts.ra1955/ra_1400_1955.html
Philippine Corazon Act of 1902.
http://www.gov.ph/constitutions/the-philippine-organic-act-of-1902/
President Corazon Aquino’s Speech before the U.S. Congress. Sept. 18, 1896.
http://www-rohan.sdsu.edu/dept/polsciwb/brainl/docs/1934PhilippineIndep.pdf
Primary Sources in Philippine History.
http://philhist.pbworks.com/w/page/16367040/FrontPage
Raiders of the Sulu Sea.
http://www.youtube.com/watch?v=bWmXEvU979c
Tydings-Mcduffie Act of 1934
http://www.rohan.sdsu.edu/dept/polsciwb/brianl/docs/1934PhilippineIndep.pdf
U.S. – P.I. Military bases Agreement.
http://kahimyang.info/kauswagan/articles/1007/today-in-philippine-history-march-14-1947-the-military-bases-agreement-was-signed

Using primary sources

http://philhist.pbworks.com/w/page/16367056/UsingPrimarySources#WhyUsePrimarySourcesinTeaching
● Querol, Mariano. (1974). Land Reform in Asia. Manila: Solidaridad Publishing House.

● Salamanca, Bonifacio. (1968). The Filipinos Reaction to American Rule, 1901 – 1913. Quezon City: New Day Publishers.

● Scheurs, Peter. (2000). The Location of Pigafetta’s Mazaua, Butuan and Calagan, 1521-1571. Manila: Manila: National Historical Institute.

● Schumacher, John. (1992). Readings in Philippine Church History. Quezon City: Ateneo de Manila University Press.

● Scott, William Henry. (1984). Prehispanic Sources Materials for the Study of Philippine History. Quezon City: Newday Publishers.

● Stanley, Peter. (1984). A Nation in the Making: The Philippine Insurrection and the United States. 1899 – 1912. Massachusetts: Harvard University Press.
 Taylor, John R.M. (1971). The Philippine Insurrection Against the United States Vol. 1 Pasay City: Eugenio Lopez Foundation.
 La Consolacion College, Liloan, Cebu, Inc.
(Formerly Holy Child School)
Poblacion, Liloan, Cebu 6002 Philippines
EMAIL ADD: [email protected]

Course Policy and Standards

A. Behavioral Expectations. Observe proper conduct during classes and in asynchronous engagements as stipulated in the student manual and discussed during orientation.
B. Academic Integrity. Observe academic integrity by avoiding all intellectual dishonesty forms and adhering to the school’s intellectual property policy.
C. Attendance and Participation. Attendance is monitored by the instructor during face to face classes. Your utmost participation is highly encouraged and appreciated. During asynchronous, your
submission serves as your attendance. If you submit late, that means you are mark late in your attendance as well.
D. Submissions. Submit the requirements of the course during the identified due date. When submitting, do not forget to place your name and course/year. In case of late submissions, the instructor will
deduct certain points from your score
E. Examinations. Examinations are formal class tasks and therefore must be taken seriously by the students. Examinations will be done face to face. Permit to take the exam should be presented to the
instructions during major examinations.
F. Means of Communication. Announcements, reminders, and updates during flexible/ asynchronous class schedule will be coursed through our group chat.
G. Considerations to Students. LCC-L is an inclusive institution which caters to students with special and additional needs. The school also takes care of the socio- emotional learning of its students.
Inform the instructor if you have concerns regarding these needs. You may also contact our Student Services Center for more specific assistance regarding your psycho-social development.
H. Data Privacy. Be mindful of the school’s protocols on data privacy. Always ask permission when handling data and confirm data protection when asked. Taking pictures or video of the instructor
while discussing is prohibited. If you want to take pictures of instructor’s presentation/discussion make sure to ask permission.
I. Fair Use. The course may use resources that contain copyrighted material and which may not have been specifically authorized by the copyright owner. These resources are made available through the
course for educational and informational purposes only.

Prepared by: Reviewed and Recommended for Approval by:

MS. AMAPOLA M. CURAYAG, M.A. DR. LIZA C. RIVERA

Instructor College Dean
PRC ID No. 1699131
Expiration: Feb 8, 2026
Approved by:

SR. HELEN GRACE B. DOLINO, OSA

School President