COURSE PACK

in
GEC-RPH
READINGS IN PHILIPPINE HISTORY
2nd Semester, AY 2020-2021

Department/Area : Humanities Social Sciences and Human Kinetics

Curriculum :
Curricular Year : Second Semester 2020-2021
No. of Hours / Term : 54
Credit units : 3
Prerequisite : None

Vision of the University

A premier, multidisciplinary-technological university.

Mission of the University

RA 9744 Section 2 General Mandate, the University shall primarily provide advanced
professional and technical instruction for special purposes, advanced studies in industrial trade,
agriculture, fishery, forestry, aeronautics and land – based programs, arts and sciences, health
sciences, information technology and other relevant fields of study. It shall also undertake
research and extension services and provide progressive leadership in its areas of
specialization.

Goals of the : The University shall produce scientifically and technologically oriented
University human capital equipped with appropriate knowledge, skills, and attitudes.
It shall likewise pursue relevant research, strengthen linkages with the
industry, community and other institutions and maintain sustainable
technology for the preservation of the environment.
Program Outcomes:
1. Articulate and discuss the latest developments in the specific field of
practice
2. Effectively through oral and in writing using both English and Filipino
3. Work effectively and independently in multi-disciplinary and multi-cultural
teams
4. Act in recognition of professional, social, and ethical responsibilities, and,
5. Preserve and promote the Filipino historical and cultural heritage in
consonance to RA 7722.

Course Description:
The course analyzes Philippine history from multiple perspectives through the lens of
selected primary sources coming from the various disciplines and of different genres. Students
are given opportunities to analyze the author’s background and main arguments, compare
different points of views, identify biases and examine the evidences presented in the document.
The discussion 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,
broadminded, morally upright and responsible citizens.

Course Learning Outcomes: At the end of the course, the students would be able to:
1. Evaluate primary sources for the 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. Propose recommendations/solutions to present-day problems based on their
understanding of root causes and their anticipation of future scenarios.
7. Manifest interest in local history and ethno-history to promote and preserve our
country’s national patrimony and cultural heritage.

____________________________________________________________________________
UNIT 1: History and Historical Methodology
Time Allocation: 13 hours

Course Learning Outcomes:

1. Identify credible and authentic primary sources and know how to evaluate their
provenance;
 2. Analyze the context, content, and perspective of different kinds of primary sources
and determine how they affected the history of the Filipino people; and
3. Develop critical and analytical skills as they are exposed to primary sources.

Course Content:
-------------------------------------------------------------------------------------------------------------------------------
LESSON 1: Meaning and Relevance of History

Intended learning Outcomes:

At the end of this Lesson, students will be able to:
1. Know the meaning of history
2. Identify the limitation of historical knowledge
3. Analyze history as the subjective process of re-creation
4. Compare difference between historical method and historiography

Preparation: Video Showing or other motivational activities

 You Tube video on ‘Why Study History?’
VIDEO LINK: [Link]

Presentation: Discussion and lesson proper.

 The Meaning of History, The limitation of Historical Knowledge, and Historical
Method & Historiography
 DOCUMENT LINK:
[Link]

Practice:
● Group the class where the students share their opinions as to how important is history into
their lives as citizens of the Philippines and the world.
● Students will react on these two points: a) History can be known to a historian only
through the surviving records, and b) Surviving records, is only a tiny part the whole
phenomenon.

Performance:
● Students shall present to the class their opinions about the importance of history
● They shall also submit their written reactions on the given two points.
● Students submit a written analysis on the question: “Is history a subjective recreation of
the past?”
● They shall also submit a comparison through Venn Diagram the difference historical
method and historiography
● Short quizzes and/or oral exams can be conducted by the teacher.

-------------------------------------------------------------------------------------------------------------------------------
LESSON 2: Internal and External Criticisms, and Primary versus Secondary Sources

Intended learning Outcomes:

At the end of this Lesson, students will be able to:
1. Know the difference between primary and secondary sources and their samples
2. Identify the different types of historical criticisms

Preparation: Video Showing or other motivational activities

  Video of Edsa Revolution (primary source)
VIDEO LINK:
[Link]
usp=sharing
 Show sample of a biography (secondary source)
PIC LINK:
[Link]
usp=sharing

Presentation: Discussion and lesson proper.

 Primary versus Secondary Sources
DOCUMENT LINK:
[Link]
usp=sharing
 Internal and External Criticisms
DOCUMENT LINK:
[Link]
usp=sharing

Practice:
● Think-pair-share while sharing on citing examples about primary and secondary sources
encountered by the student.
● Students grouped by 5 will discuss in their own understanding the difference between
internal and external historical criticisms.

Performance:
● Students shall present to the class their primary and secondary sources samples,
encountered personally.
● They shall also submit their written understanding about the difference between internal
and external historical criticisms.
● Short quizzes and/or oral exams can be conducted by the teacher.

-------------------------------------------------------------------------------------------------------------------------------
LESSON 3: Content and Contextual Analysis of Primary Sources

Intended learning Outcomes:

At the end of this Lesson, students will be able to:
1. Read and analyze primary sources.

Preparation: Review previous lesson. Ask a student to give a recap. The teacher may also
show a video sample of a primary source.
 Alfred McCoy. Political Caricature
VIDEO LINK:
[Link]

Presentation: Discussion and lesson proper.

 Content and Contextual Analysis of Selected Primary Sources
DOCUMENT LINK:
[Link]
usp=sharing
  First Voyage Around the World
DOCUMENT LINK:
[Link]
usp=sharing
 Kartilya ng Katipunan
DOCUMENT LINK:
[Link]
usp=sharing
 Mga Gunita ng Himagsikan
DOCUMENT LINK:
[Link]
usp=sharing
 Proclamation of Independence
VIDEO LINK:
[Link]
 Alfred McCoy. Political Caricature
VIDEO LINK:
[Link]
 Corazon Aquino’s Speech before the US Congress
VIDEO LINK:
[Link]
 Raiders of Sulu Sea
DOCUMENT LINK:
[Link]
usp=sharing

Practice:
● Students can be grouped by 2s, 3s, 4s, or 5s and assign them to read and analyze a
primary source.
● Students will react on these two points: a) History can be known to a historian only
through the surviving records, and b) Surviving records, is only a tiny part of the whole
phenomenon.

Performance:
● Each group will report to the class 1 day per topic their analysis of their assigned primary
source.
● Short quizzes and/or oral exams can be conducted by the teacher.
● PRELIM EXAM will be conducted as scheduled.

____________________________________________________________________________
UNIT 2: One Past but Many Histories
Time Allocation: 14 hours

Course Learning Outcomes:

1. Demonstrate the ability to formulate arguments in favor or against a
particular issue using primary sources;
Course Content:
-------------------------------------------------------------------------------------------------------------------------------
LESSON 1: Controversies and Conflicting Views in Philippine History

Intended learning Outcomes:

At the end of this Lesson, students will be able to:
1. Identify primary sources with conflicting views on Philippine history; and
2. Analyze and compare the difference between conflicting sources.

Preparation: Review previous lesson. Ask a student to give a recap. The teacher may also
show a video sample of a primary source.
 You Tube video on ‘The Balangiga Bells’
VIDEO LINK: [Link]

Presentation: Discussion and lesson proper.

 Site of the First Mass
 DOCUMENT LINK:
[Link]
usp=sharing
 Antonio Pigafetta. First Voyage Around the World, (pp. 23-32)
 Cavite Mutiny
 DOCUMENT LINK:
[Link]
usp=sharing
 CUTILLAS PPT LINK:
[Link]
usp=sharing
 Trinidad Pardo de Tavera, Filipino Version of the Cavite Mutiny of 1872, (Zaide 7,
pp. 274-280)
 Jose Montero y Vidal, Spanish Version of the Cavite Munity of 1872 (Zaide 7, pp.
269-273)
 Rafael Izquirdo, Official Report on the Cavite Mutiny, (Zaide 7, pp. 281-286)
 Retraction of Rizal
 CUTILLAS PPT LINK:
[Link]
usp=sharing
 Ricardo P. Garcia, The Great Debate: The Rizal Retraction, (pp. 9-19;31-43)
 Jesus Ma. Cavanna, Rizal’s Unfading Glory, (pp. 1-52)
 Ricardo R. Pascual, Rizal Beyond the Grave, (pp. 7-36)
 Cry of Balintawak or Pugadlawin
 CUTILLAS PPT CRY OF BALINTAWAK LINK:
[Link]
usp=sharing
 CUTILLAS PPT CRY OF PUGADLAWIN LINK:
[Link]
usp=sharing
 DOCUMENT OF VERSIONS OF THE CRY LINK:
 [Link]
usp=sharing
 Pio Valenzuela, Cry of Pugadlawin, (Zaide 8, pp.301-302)
 Santiago Alvarez, Cry of Bahay Toro, (Zaide 8, pp. 303-304)
 Gregoria de Jesus, Version of the First Cry, (Zaide 8, pp. 305-306)
 Guillermo Masangkay, Cry of Balintawak, (Zaide 8, pp. 307-309

Practice:
● Vlogging
● Debate a particular conflicting view in Philippine history
● Reaction/reflection paper on a sponsored activity like lecture, symposium, round table
discussion and the like

Performance:
● Graded Reporting
● Research output that maybe in the form of a term paper, exhibit, documentary
presentation, diorama, webpage, and other genres where students can express their
ideas.
● Short quizzes and/or oral exams can be conducted by the teacher.
● Short quizzes and/or oral exams can be conducted by the teacher.
● MIDTERM EXAM

__________________________________________________________________________
UNIT 3: The Philippine Constitutions, Taxations and Agrarian
Policies
Time Allocation: 13 hours

Course Learning Outcomes:

5. Effectively communicate, using various techniques and genres, their historical
analysis of a particular event or issue that could help other people understand the
chosen topic;
6. Propose recommendations or solutions to present day problems based on their
own understanding of their root causes, and their anticipation of future scenarios;
7. Display the ability to work in a multi-disciplinary team and can contribute to a group
endeavor; and
8. Demonstrate the ability to use primary sources to argue in favor or against a
particular issue.

Course Content:

LESSON 1: Historical Evolution of the Philippine Constitution

Intended learning Outcomes:

At the end of this Lesson, students will be able to:
3. Trace and discuss the Historical evolution of the Philippine Constitutions
4. Evaluate and analyze how the events affect the present

Preparation: Video Showing or other motivational activities

  Kawit, Cavite Declaration of Philippine Independence, the Reading of 1899
Constitution and the Raising of the Philippine flag
Video:
[Link]
usp=sharing

Presentation: Discussion and lesson proper.

 1987 Philippine Constitution Article 14, Section 3, paragraph 1 and 2
Word Document:
[Link]
usp=sharing

 Proclamation No, 211, Series of 1988, declaring Feb. 2 of every year as Constitution
Day, as signed by Corazon C. Aquino
Word Document:
[Link]
usp=sharing

 Evolution of Philippine Constitutions:

History of the Philippine Constitutions, Power Point:
[Link]
usp=sharing
History of the Philippine Constitutions, Word Document:
[Link]
usp=sharing

 The Philippine Constitutions:

1) 1897 Biak-na-Bato Constitution: Official Document:
[Link]
view?usp=sharing
2) 1899 Malolos Constitution: Official Document:
[Link]
usp=sharing
Picture of the Malolos Convention in Barasoin Church
[Link]
view?usp=sharing
3) 1935 Constitution-amended: Official Document:
[Link]
usp=sharing
4) 1943 Constitution Official Document:
[Link]
usp=sharing
5) 1973 Constitution of the Republic of the Philippines: Official Document:
[Link]
usp=sharing
6) Freedom Constitution of 1986: Official Document:
[Link]
usp=sharing
 7) 1987 Constitution: Official Document:
[Link]
view?usp=sharing

Practice:
● Group the class where the students are placed in a time capsule and imagine themselves
as drafters of 1899 Constitution.
● Students will make a comparative of the 5 Philippine Constitutions (1899, 1935, 1943,
1973 and 1987)
● Students will trace the historical evolution of the Philippine Constitution

Performance:
● They will present to the class their drafted Constitution and the comparative of the 5
Philippine Constitutions.
● Quizzes and/or oral exams can be conducted by the teacher.

-------------------------------------------------------------------------------------------------------------------------------
LESSON 2: The 1987 Constitution, Taxation and Agrarian Reform Policies

Intended Learning Outcomes:

After this lesson, students will be able to:
1. Trace and discuss the historical development of the 1987 Constitution
2. Debate and argue the controversies with legal basis and jurisprudence
3. Evaluate the Courts decision
4. Articulate the court cases with jurisprudence and legal doctrine of the 1987 Constitution.
5. Discuss the history of taxation and agrarian reform

Preparation: The students will watch any or all of the following videos:
 Marcos’ Declaration of Martial Law
Video:
[Link]
usp=sharing
 Cory Aquino’s Speech at US Congress, 1986, after the Ouster of Marcos
Video:
[Link]
usp=sharing
 EDSA people power
Video:
[Link]
usp=sharing

Presentation: Live lecture or recorded lecture

 Declaration of Martial Law
Official Gazette Declaration of Martial Law Document:
[Link]
Congress Padlocked during Martial Law Word Document:
[Link]
usp=sharing
Picture of the Padlocked Congress:
 [Link]
usp=sharing

 Proclamation No. 1102 Announcing the Ratification by the Filipino People of the
Constitution Proposed by the 1971 Constitutional Convention.
Word Document:
[Link]
usp=sharing
o Javellana vs. Executive Secretary / 50 scra 33 | March 31, 1973
Word Document:
[Link]
usp=sharing

 EDSA People Power

Website:
[Link]

 Legitimacy of Cory’s Administration (G.R. No. 76180. October 24, 1986.)

SATURNINO V. BERMUDEZ, Petitioner.
Word Document:
[Link]
usp=sharing

 Proclamation No. 3, Series of 1986

Official Gazette Document:
[Link]

 Cory’s Speech
Official Gazette Document:
[Link]
during-the-joint-session-of-the-u-s-congress-september-18-1986/

 1987 Plebiscite Result

Word Document:
[Link]
usp=sharing

FOCAL DISCUSSION:
 1987 Constitution
 PREAMBLE (short discussion)
Word Document:
[Link]
1h6V_Lv9yISF7BC1EQr1285K4WG9ZwDd9e7E2K8ScDaQ/edit?usp=sharing

 ARTICLE I National Territory

o The Case of the West Philippine Sea by Justice Antonio T. Carpio
YouTube Video:
[Link]
 o Archipelagic doctrine (9 dash line)
Picture:
[Link]
view?usp=sharing

o Philippine Maritime Jurisdiction

Picture:
[Link]
usp=sharing

o Arbitral Ruling (by UNCLOS - ITLOS)

PDF:
[Link]
usp=sharing

o Loreta Gozo vs. The People of the Philippines (G.R. No. L-36409 October 26,
1973)
Website Document:
[Link]
Word Document:
[Link]
usp=sharing

o William C. Reagan vs. Commissioner of Internal Revenue (G.R. No. L-26379,

December 27, 1969)
Website Document:
[Link]

 ARTICLE II Declaration of Principles and State Policies

o (self-executory - does not need an enabling law (refer to Sec. 16)
 Oposa et al. vs. Fulgencio S. Factoran, Jr. et al (G.R. No. 101083)
Website Document:
[Link]
factoran-jr-et-al-gr-no-101083

o (non-executory - needs an enabling law (Sec. 26)

Word Document:
[Link]
11lfGQnmhnxbGzajzPvjky7ty8JDvwHNEUtEFQ-rTQiw/edit?usp=sharing

o Sec. 1: Authority emanates from the people (de jure)

 Cory’s government was de jure not de facto
Word Document:
[Link]
1bfQ14aiCMfsgMdFgeLQqLmhLEWti7eej1IAcIxAy4n4/edit?usp=sharing
 De jure = Vox populi Suprema Lex
 Tolentino and Cory case (G.R. No. 76180. October 24, 1986, Saturnino V.
Bermudez, Petitioner.)
Word Document:
 [Link]
1gB66AN0KzQEQtAG6xHe9LOCvdOV01oIE/view?usp=sharing

o Sec. 2: Can the Philippines declare war?

 ⅔ votes of congress, Art. 6, Sec. 23
Word Document:
[Link]
1PHXgh9nZHG6IpXg4SAiP7ivxHFYcG8PD3d812eF6mI8/edit?
usp=sharing
 International law as part of the law of the land
Word Document:
[Link]
1lWupIvPQUagZk3n42kO6TyzjwR_PmVD3Yu_adaW8XNs/edit?
usp=sharing
 Nicole-smith Subic rape case (VFA-MDT Art. 5 Item 6 of the treaty)

o Article 2, Sec. 21 (Agrarian Reform)

History of Agrarian Reform Policies in the Philippines
[Link]
usp=sharing
PPT: Agrarian Reforms: The-Pursuit-of-Social-Justice-in-the-Countryside
[Link]
usp=sharing
REPUBLIC ACT NO. 6657 (An Act Instituting A Comprehensive Agrarian
Reform Program to Promote Social Justice and Industrialization,
Providing the Mechanism for its Implementation, and for other Purposes)
[Link]
PRESIDENTIAL DECREE NO. 27 (Decreeing the Emancipation of Tenant
from the Bondage of the Soil, transferring to them the Ownership of the
Land They till and Providing the Instruments and Mechanism)
[Link]
1972/#:~:text=Presidential%20Decree%20No.-,27%2C
%20s,1972&text=DECREEING%20THE%20EMANCIPATION%20OF
%20TENANT,THE%20INSTRUMENTS%20AND%20MECHANISM
%20THEREFOR.

 ARTICLE III Bill of Rights

o Sec. 1 / People of the Phil. vs. CAYAT (G.R. No. L-45987 / May 5, 1939)
Word Document:
[Link]
usp=sharing
Word Document:
[Link]
usp=sharing

o Sec. 12 (Miranda Doctrine)

Word Document:
[Link]
view?usp=sharing
 o Basic Rights of Man (1987 Philippine Constitution, Art. III, Sec. 1 - 13)

o Rights of the Accused (1987 Philippine Constitution, Art. III, Sec. 14 - 21)
THE-WRITS-habeas-corpus-amparo Word Document:
[Link]
usp=sharing

 ARTICLE IV Citizenship
Word Document:
[Link]
oGCjSJYt7eNDbX1IGWNaQtEs8/edit?usp=sharing

 ARTICLE V Suffrage
o G.R. No. 104960 September 14, 1993, PHILIP G. ROMUALDEZ, petitioner, vs.
RTC
Website Word Document:
[Link]

o G.R. No. 119976 September 18, 1995, (IMELDA ROMUALDEZ-MARCOS,

petitioner, vs. COMMISSION ON ELECTIONS and CIRILO ROY MONTEJO,
respondents.)
Website Word Document:
[Link]
 ARTICLE VI Legislative Department
Word Document:
[Link]
w0sCSs8CgQ9VwAcU8xzA/edit?usp=sharing

 ARTICLE VII Executive Department

 [G.R. No. 88211. October 27, 1989.] FERDINAND E. MARCOS, IMELDA R.
MARCOS, FERDINAND R. MARCOS. JR., et. al, Petitioners, vs. HONORABLE
RAUL MANGLAPUS, et. al. (The Return of the Dead Body of F. E. Marcos to
the Philippines)
Website Document:
[Link]

 ARTICLE VIII Judicial Department (very short discussion)

 ARTICLE IX Constitutional Commissions (very short discussion)
 ARTICLE X Local Government (Section 5: Taxation)
1987Philippine Constitution Art. 10, Sec. 5 on Taxation:
[Link]
_S_Dv3rQUvc3JxOXcU/edit?usp=sharing
TRAIN Law (R. A. No. 10963)
[Link]
usp=sharing
TRAIN Law Explained: Word Document:
 [Link]
usp=sharing
History of Taxation in the Philippines, Word Document:
[Link]

 ARTICLE XI Accountability of Public Officers (very short discussion)

 ARTICLE XII National Economy and Patrimony (very short discussion)
 ARTICLE XIII Social Justice and Human Rights (very short discussion)
 ARTICLE XIV Education, Science and Technology, Arts, Culture and Sports (very
short discussion)
 ARTICLE XV The Family (very short discussion)
 ARTICLE XVI General Provisions (very short discussion)
 ARTICLE XVII Amendments or Revisions (very short discussion)
 ARTICLE XVIII Transitory Provisions (very short discussion)

Practice:
● Hold a debate on the change of government.
● Trace the historical evolution of land reform and agrarian reform
● Students will do an analysis of the TRAIN Law. (Advantages and Disadvantages)
● Students will do an analysis on the CARP Law. (Advantages and Disadvantages)
● Students will video record or live recitation of the Preamble.
● Teacher-made test will be prepared.

Performance:
 Students may be asked to memorize and recite the preamble in the class.
 Students will submit a written copy of the practices above.
 Quizzes to be made by the teacher
 SEMI-FINAL EXAM will be conducted the teacher

____________________________________________________________________________
UNIT 4: Local and Oral History
Time Allocation: 14 hours

Course Learning Outcomes:

1. Manifest interest in local history and show concern in promoting and preserving the
country’s historical and cultural heritage. Identify credible and authentic primary
sources and know how to evaluate their provenance.

Course Content:
-------------------------------------------------------------------------------------------------------------------------------
LESSON 1: Theories and concepts of local and oral history

Intended learning Outcomes:

At the end of this Lesson, students will be able to:
1. Identify theories and concepts of local and oral history

Preparation: Review and ask a student to recap the previous topic.

Presentation: Discussion and lesson proper.
 Theories and concepts of local and oral history
 DOCUMENT LINK:
[Link]
usp=sharing

Practice:
● Lecture discussion
● Research in local libraries

Performance:
● Reflection paper or Critique paper
● Blogs
● Short quizzes and/or oral exams can be conducted by the teacher

-------------------------------------------------------------------------------------------------------------------------------
LESSON 2: Conducting interviews

Intended learning Outcomes:

At the end of this Lesson, students will be able to:
1. Interview locals to learn more about their local history

Preparation: Introduce to students the importance of knowing local history through

interviewing prominent people of their area.

Presentation: Discuss in the class the interviews made by the students.

Practice:
● Conduct oral interviews

Performance:
● Reflection paper or
● Critique paper
● Blogs
● Transcript of oral interview
● Short quizzes and/or oral exams can be conducted by the teacher.

-------------------------------------------------------------------------------------------------------------------------------
LESSON 3: Educational tour (local historical/ heritage sites)

Intended learning Outcomes:

At the end of this Lesson, students will be able to:
1. Learn more from other primary and secondary sources available in our local museums.

Preparation: Discuss in the class the learnings of students from the tour.

Practice:
● Tours in local museums
● Or historical sites and art galleries
Performance:
● Reflection paper or
● Critique paper
● Blogs
● Transcript of oral interview
● Short quizzes and/or oral exams can be conducted by the teacher.
● FINAL EXAM will be conducted as scheduled.

WORKS CITED:

Books and Other Reading Materials (Primary Sources)

Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan. Manila: [Link] Suntay.
Alvarez, Santiago. (1998). Katipunan and the Revolution: Memoirs of a General. Quezon City:
Ateneo de Manila University Press.
Blount, James. (1968). The American Occupation of the Philippines, 1898 -1912. Quezon City:
Malaya Books Inc.
Cavanna, Jesus Ma. The Unfading 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.
Mabini, Apolinario. (1969) The Philippine Revolution. Manila: National Historical Commission.
McCoy, Alfred and Alfredo Roces. (1985). Philippine Cartoons: Political Caricature of the
American Era, 1900-1941. 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: National
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. Ereccion de Pueblos.
Pigafetta, Antonio. (1969). First Voyage Around 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: Filipiniana Book
Guild
Tuazon, Bobby and Oscar Evangelista. (2008). The Moro Reader: History and Contemporary
Struggles 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.
The 1987 Philippine Constitution. Official Gazette, Congress of the Philkippines.

Internet Sites:
Comprehensive Agrarian Reform Law of 1998 (R.A 6657).
http:/[Link]/statutes/repacts/ra1988/ra_6657_1988.html
Decreeing the Emancipation of Tenants from the Soil (P. D. No. 27).
http.//[Link]/statutes/presdecs/pd1972/pd_27_1972.html
Land Reform Act of 1955(R.A 1400)
http.//[Link]/statutes/repacts/ra1955/ra_1400_1955.html
Pgilippine Organic Act of 1902
http.//[Link]/constitutions/the-thephilippine-organic-act-of-1902/
Pres. Corazon Aquino’s Speech before the US Congress Sept. 18, 1986
http.//[Link]/dept/polsciwb/briani/docs/[Link]
Primary Sources in Philippine History.
http.//[Link]/w/page/16367040FrontPage
Raiders of the Sulu Sea.
http.//[Link]/watch2y=bWmXEvU979c
Tydings-McDuffie Act of 1934
[Link]
U.S-P.I military Bases [Link]./[Link]/kauswagan/articles/1007/today-in-
philippine-history-march-14-1974-the-military—bases-agreement-was-signed
Using Primary Sources
http.//[Link]/w/page/1636/056/
usingPrimarySourcesWhyUsePrimarySourcesinTeaching
The 1987 Philippine Constitution. Official Gazette, Congress of the Philkippines.

Suggested Readings and References:

1. Louis Gottschalk, Understanding History, (pp. 41-61; 117-170).
2. Howell and Prevenier, From Reliable Sources, (pp. 17-68)
3. Santiago Alvarez, Katipunan and the Revolution: Memoirs of a General, (pp. 82-88).
4. Teodoro Agoncillo, History of the Filipino People, (pp. 184-187).
5. Robert Fox, The Tabon Caves, (pp. 40-44; 109-119). [Human remains and artifacts]
6. William Henry Scott, Prehispanic Source Materials for the Study of Philippine History, (pp.
90-135).
7. Antonio Pigafetta. First Voyage Around the World, (pp. 23-32)
8. Trinidad Pardo de Tavera, Filipino Version of the Cavite Mutiny of 1872, (Zaide 7, pp. 274-
280)
9. Jose Montero y Vidal, Spanish Version of the Cavite Munity of 1872 (Zaide 7, pp. 269-273)
10. Rafael Izquirdo, Official Report on the Cavite Mutiny, (Zaide 7, pp. 281-286)
11. Ricardo P. Garcia, The Great Debate: The Rizal Retraction, (pp. 9-19;31-43)
12. Jesus Ma. Cavanna, Rizal’s Unfading Glory, (pp. 1-52)
13. Ricardo R. Pascual, Rizal Beyond the Grave, (pp. 7-36)
14. Pio Valenzuela, Cry of Pugadlawin, (Zaide 8, pp.301-302)
15. Santiago Alvarez, Cry of Bahay Toro, (Zaide 8, pp. 303-304)
16. Gregoria de Jesus, Version of the First Cry, (Zaide 8, pp. 305-306)
17. Guillermo Masangkay, Cry of Balintawak, (Zaide 8, pp. 307-309
18. [Link]
19. [Link]/~comfil/images/publications/Balangiga_10Aug_small.pdf
20. [Link]/files/journals/1/articles/2883/public/[Link]