GE 216 – Readings in Philippine History

Readings in Philippine History

Note to USeP Faculty:

This is a plain template allowing easy writing/preparation of course packs. For this version, it
is suggested to simply replace the text in the sections as indicated, and copy-and-paste sections
to duplicate them (e.g. to create a new lesson or module). Use A4 paper size, with 1.5” left
margin, and 1” on remaining sides. Use Arial font at font size 12 and 1.5 spacing for paragraph
lines.

Allan H. Navales

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 GE 216 – Readings in Philippine History

Welcome Message

It is with great privilege and pride to be of service to you dear students in expanding your
knowledge and honing your skills in this course GE 216, i.e., Readings in Philippine History. As
a foundational course, it aims to provide you with necessary principles, values and skills in order
to embrace the love for truth, freedom, justice, progress and harmony enshrined in our struggle
for identity and emancipation as a people, as a nation and as global citizens.
The renowned author and literary man Ralph Waldo Emerson once observed about the
lofty duty of a scholar. He said, “The office of the scholar is to cheer, to raise, and to guide men
by showing them facts amidst appearances. He plies the slow, unhonoured, and unpaid task of
observation. He is the world’s eye.” A scholar searches for the truth and embraces its ethical
implication for the good of scholarship itself and its practical application to our temporal
existence.
It is in this perspective that this module is situated. It is not also a coincidence, I believe
that you are now part of the USeP System as “Iskolar ng Bayan” since we are a state university.
What a way to start your academic life with this course! It is knowing yourself more by way of
understanding your identity and own-most possibility as a Filipino in today’s world through the
lens of “Readings in Philippine History.”
The value of this course and hence the learning that will be gained in it will depend on
your prudent and sincere participation in the tasks assigned to you by your professor. This
learning module has been carefully prepared in order to maximize student’s learning. Since it
takes two to tango, this also comes with the professor’s guarantee of the same prudence and
sincerity in ensuring the achievement of learning outcomes desired for students in this course.
As we welcome you in this adventure, we also wish you good luck in the tasks ahead we
have designed for you. Remember that, the role of the professor is mainly to guide and direct
student’s capacities to fruition. But, I am confident that the University has pooled the best
professors who will not only do the main task but also do the other tasks of teaching with
excellence, fairness and compassion. Lastly, in our locale of learning whether virtual or real
classrooms, it is always the desire of every well-meaning professor that there is meeting of the
minds for mutual improvement. That the student after attentively and conscientiously
participating in the learning activities, he or she emerges better than before. Only in this instance
that the professor’s mission is successfully delivered. For, there is no art and no science, no
guidance and no direction, can be effectively imparted without a philosophical spirit behind it—
that empowering spirit learned from understanding well our own history as a nation!

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 GE 216 – Readings in Philippine History

Faculty Information:

Allan H. Navales
Faculty
College of Arts and Sciences

Getting help

For academic concerns (College/Adviser - Contact details)

For administrative concerns (College Dean – Dr. Marnie Grace I. Sonico )
For UVE concerns (KMD - Contact details)
For health and wellness concerns (UAGC, HSD and OSAS - Contact details)

TABLE OF CONTENTS

CONTENTS PAGE

Cover page ………………………………… 1

Welcome Message ………………………………… 2

Table of Contents ………………………………… 3

USeP Vision, Mission and Goals ………………….. 4

USeP Graduate Attributes ………………………… 5

USeP Core Values ……………………………….... 5

Course Overview ………………………………… 6

Course Assessment ……………………………….. 7

Course Map ………………………………… 8

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 GE 216 – Readings in Philippine History
Module 1 Overview ………………………………… 9

The Lessons ………………………………… 10-13

Module 2 Overview ………………………………..

Lessons in Module 2……………………………….

Template for writing lessons …………………….. 14

Sample Lessons / modules ……………………... 15

Course Summary ……………………………… 34

References …………………………….. 35

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 GE 216 – Readings in Philippine History

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

VISION

Premier Research University Transforming Communities in the ASEAN and Beyond

MISSION

USeP shall contribute to inclusive growth and sustainable development through continual
innovation in proactive academic programs, impactful research for utilization, economically
empowering community services, and sustainable resource management.

GOALS

Internationalized University programs and services

Innovation and RDE-nurturing environment
Proactive, globally competitive, and service-oriented graduates
Mobilized and optimized resources for sustainable development
Transformed vulnerable and disadvantaged groups and
communities

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 GE 216 – Readings in Philippine History

INSTITUTIONAL GRADUATE ATTRIBUTES

LEADERSHIP SKILLS

Creates and inspires positive changes in the organization; exercises responsibility with integrity
and accountability in the practice of one’s profession or vocation.

CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing available

resources to develop new knowledge, methods, processes, systems, and value-added
technologies.

SERVICE ORIENTED

Demonstrates concern for others, practices professional ethics, honesty, and exemplifies socio-
cultural, environmental concern, and sustainability.

LIFELONG LEARNING

Demonstrates enthusiasm and passion for continuous personal and professional development.

PROFESSIONAL COMPETENCE

Demonstrates proficiency and flexibility in the area of specialization and in conveying information
in accordance with global standards.

CORE VALUES OF THE UNIVERSITY

COLLABORATION
ACCOUNTABILITY
RESILIENCE
EXCELLENCE
SERVICE ORIENTED

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 GE 216 – Readings in Philippine History
THE COURSE OVERVIEW

COURSE TITLE : GE 216

CREDIT : 3 units
SEMESTER : 1st Semester
TIME FRAME :
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 analyse 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 historical and critical consciousness of the students, so that they will become versatile,
articulate, broadminded, morally upright and responsible citizens. This course includes
mandatory topics on the Philippine constitution, agrarian reform, and taxation.

COURSE OUTCOMES : On the completion of the course, student is expected to be able

to do the following:

1. Analyze texts critically whether in written, visual, and oral forms;

2. Examine the contemporary world from both Philippine & global perspectives;

3. Contribute personally and meaningfully to the country’s development;

4. Use current technology to assist and facilitate learning and research

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 GE 216 – Readings in Philippine History
COURSE ASSESSMENT

Learning Evidence and Measurement Rubrics

LE1: Assessment Rubric for Group Presentation

Criteria Outstanding 91-100 Very Good 81-90 Good 71- Fair/Pass Failure
80 61-70 Below 60
Backgroun • The • The presentation • The •
The
d of the presentation includes a clear presentatio introductio
primary includes a clear, introduction n includes n is
source interesting and that identifies how a clear somewhat
(20%) effective the material is introduction inadequate
introduction related to the that in
that identifies topic under identifies communica
how the material discussion, as how the ti ng how
is related to the well as to material is the
topic under previouslydiscuss related to material is
discussion, as ed topics. The the topic related to
well as to introduction under the topic
previouslydiscus provides the • discussion. • under
sed topics. important The discussion.
• The background introduction Information
introduction information on the provides a provided
effectively material (who, sufficient about the
•
provides all what, when, backgroun backgroun
important where). The d on the d of the
background introduction material material is
information on discusses the (who, incomplete
the material relevance of the what, • or
(who, what, material in when, incorrect.
when, where) in understandin g • where). The
an accurate and major The introductio
detailed manner. episodes/the mes introductio n
• The in Philippine n identifies
introduction history, and also discusses some
effectively attempts to relate the relevance
•
discusses the the material to relevance of
relevance of contemporar of the
the material y the material in
in events/them material understand
understandin g es/issues. in in g major
major understand episodes/th
episodes/the in g major e mes in
mes in Philippine episodes/th
history, as well Philippine
as in developing e mes in history, but
a Philippine the
historicallygroun history. discussion
ded
is largely
understandin g of
contemporar superficial
y or
events/them incomplete.
es/issues.

Contextual The The presentation The The There is no

Analysis presentation of of the presentatio discussion discussion of
(30%) the author’s n of the of the the historical
author’s background and author’s historical context of the
background context is clear backgroun context document.
and context and accurate. d and
is and
context is importance
exhaustive,
of the

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 GE 216 – Readings in Philippine History

clear and document

accurate. is too
general

clear and The students The and lacks

• • •
accurate. identify and students specific
The students analyse the identify the details.
identify and problems that the problems
document wants that the The
analyse the
problems to address. document backgroun
that the The students wants to d of the
document explain the address. author was
wants to importance • There is an not clearly
• address. • of the document in attempt to
explained.
The students understandin g explain the
explain the issues of the importance
clearly the of the
given period.
importance document
of the in
document in
understand
understandin
g the issues in g the
of the given issues of
period. The the given
• document is period.
correlated
with the
other
documents
dealing with
the same
period.

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 GE 216 – Readings in Philippine History

Content The The important The Some of There is no

• • • •
Analysis important elements are important the adequate
(30%) elements are identified and elements important discussion of
correctly analysed. are elements
identified and identified of the the content
There is a
analysed. discussion of the and document of the
There is a • value and • explained. are document.
• thorough contributions There is a identified
discussion of of the contents of discussion and
the value and the document in of the value • explained.
contributions understandin g and There is an
of the the issues contribution attempt to
contents of prevalent during s discuss the
the the period. The of the value and
document in contents contents of contributio
understandin of the the ns
g the issues document are document of the
prevalent correlated with the in contents of
during the events that understand the
period. The happened in g the
document
contents of before it was issues
the written. prevalent in
• •
document during the understand
• are period. in g the
correlated There is an issues
with the attempt to prevalent
event that correlate
happened the during the
before it was contents of period.
written. The the
students are document
able to with the
identify the events that
inconsistenci happened
• es and before it
shortcomings was
of the written.
document.

Organizati The The presentation The The The

on & presentation is very presentatio presentatio presentation
Presentati is very wellstructured, n is n is loosely is done in a
on Style wellstructure there is a adequately organized. haphazard
d, providing a logical sequence structured. It is not manner,
logical to Transitions evident
lacking a
sequence to between how one
topics help topic is clear
in

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 GE 216 – Readings in Philippine History

the the discussion. understand related to organization

• • • • •
discussion Presenters in g the another in and structure.
within the are confident, overall the Presenters
prescribed sometimes using discussion. presentatio were unable
time period. gestures, eye Presenters n. to capture the
Presenters contact, and tone are Presenters attention of
are of voice that keep somewhat lack • students.
confident, the class engaged confident, confidence, Audio-visual
effectively in the discussion. using but there is aids are not
using Audio-visual aids occasional occasional used, or are
gestures, eye are effective gestures, use of not really
contact, and leading to an eye gestures, helpful in the
tone of voice appropriate contact, eye presentation.
that keep the understandin g of and tone of contact, • Presenters
class key information • voice to • and tone of cannot
engaged in and ideas. engage the voice to try effectively
• •
the Presenters are class in the to capture communicate
discussion. largely articulate. discussion. the information
Audio-visual In general, there Audio- attention of and ideas,
aids are is use of visual aids students. relying on a
wellexecuted grammaticall are helpful Audio- verbatimreadi
, paying y-correct in visual aids ng of notes or
careful language generating are mostly textheavy
attention to that is also an helpful in visual
the respectful of • understand the aids to
combination • in g of key presentatio convey
diversity, and
on elements information • n. Visual information
(e.g., text sensitive to the and ideas. aids either
and conditions of and ideas.
Presenters lack
graphics) different groups. are important The use of
that lead to articulate. information grammaticall
both an In general, , or are too y incorrect
effective there is use text-heavy. language is
understandin of Presenters pervasive.
g of key grammatic encounter
information all y-correct some
and ideas, language. difficulties
and Occasional in
continuing grammatic communica
interest in the al lapses ti ng
discussion. do not information
• Presenters prevent and ideas.
are highly understand The use of
articulate, in g of grammatic
using precise all
information
and y incorrect
grammaticall and ideas
language
y-correct that are
tends to be
language. conveyed.
Language pervasive.
used is also
respectful of
diversity, and
sensitive to
the
conditions of
different
groups.

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 GE 216 – Readings in Philippine History

LE2: Assessment Rubric for Research Output

Criteria Outstanding 91-100 Very Good Good 71- Fair/Pass Failure

81-90 80 61-70 Below 60
Use of Uses a wide Uses many Uses several Provides No primary
variety of relevant and relevant some sources sources
Primary
relevant, accurate sources to but evidence are used
Sources accurate and sources to provide presented are and
(30%) updated sources provide evidence in vague and evidences
to provide evidence in support of key not always presented
evidence in support of arguments. relevant. are
key irrelevant
arguments.
support of and
key insufficient.
arguments.
Effective Supporting Supporting Evidences Evidences Arguments
• • • • •
arguments arguments used to used to are not
and use specific, are relevant support support supported
Appropriate relevant, and mostly arguments are arguments by primary
and highly persuasive specific, are vague and
Use of persuasive evidence relevant and and secondary
Sources evidence coming from persuasive. unpersuasive sources.
based on a both primary • Uses • . Quotations Paper was
(30%) critical and quotations and and • directly
evaluation of secondary paraphrases paraphrasing copied
primary and sources. appropriately are from
secondary Uses to make an inappropriatel sources
sources. • quotations argument. y used to without
Uses the and An explanation quoting,
support
• most paraphrases • is provided of paraphrasi
relevant appropriately how the arguments ng, and
quotations and evidence • The acknowled
and accurately to presented explanation ging
paraphrases make an supports each of how the sources
appropriately argument. argument. evidence used.
and A clear and Evidence for Evidence
presented
accurately to thoughtful alternative supporting
present new explanation • supports or
• arguments are •
perspectives is provided of each opposing
how the presented and
on an argument is the
argument. evidence considered.
not clear and arguments
Clearly, presented • thorough.
thoughtfully, supports is missing.
• Evidence
and each
thoroughly argument. supporting or
explains or Evidence for opposing the
analyzes the alternative arguments
relationship • arguments are poorly
between the
are integrated.
arguments
and presented
supporting and
evidences. compared.
Evidence for
alternative
• arguments
are
presented
and critically
examined to
justify the
chosen
position.

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 GE 216 – Readings in Philippine History

Effective A synthesis A synthesis A synthesis A synthesis No

• • • •
effectively adequately identifies a identifies a synthesis
Synthesis examines examines common common or a
and how a how a theme theme and “synthesis”
common common and how it is how it is does not
Application theme has theme has reflected in reflected in
connect
(20%) evolved in evolved in different different
the three the three periods. The periods. The the
periods periods • synthesis synthesis different
covered. The covered. The identifies the • identifies a periods.
• synthesis • synthesis multiple few facets of
critically examines facets of an an important
examines the multiple important problem in
the multiple facets of an problem in contemporar
facets of an important contemporary y times
important problem in times relevant relevant
problem in contemporar to the to the
contemporar y times common common
y times relevant • theme. theme.
relevant to the Offers Offer some
to the common solutions and • solutions
common theme. alternatives but their
theme. • Offers rooted in a basis on
• Offers historical historical
plausible
plausible understanding understandin
solutions and
solutions of the problem. g of the
alternatives
and problem is
rooted in a
alternatives unclear.
historical
rooted in an understandin
appropriate g
historical of the
understandin problem.
g
of the
problem.
Effective Clear Clear Introduction is Introduction Thesis and
• • • • •
introduction, introduction; mostly clear and main introductio
Organizatio thesis is thesis is and thesis is thesis are n are
n presented in presented in presented in a present but missing.
a highly an engaging coherent, not clear. No clear
(20%) engaging manner. comprehensibl Arguments • arguments
and Each e manner. • presented do to support
compelling • argument Most not support the overall
manner. presented • arguments the overall structure.
• Each supports an presented structure. Transitions
argument overall clearly support Transitions between
clearly structure. the overall between • arguments
supports an Usually uses structure. • arguments are
overall effective Transitions are are missing.
structure. • transitions to sometimes largely Conclusion
Paper uses connect • abrupt, but the unclear. is poorly
• consistent ideas and arguments and Conclusion is connected
and effective arguments • to the
conclusion • either vague
transitions to that leads to paper’s
develop mostly or unclear.
a persuasive major
ideas and connect.
conclusion. arguments.
arguments Conclusion
logically; has Conclusion • represents
a compelling partly
major
and • synthesizes,
arguments and
persuasive but it mostly
connects them
conclusion. presents the
to thesis.
Conclusion major
• synthesizes arguments to
arguments support the
that support main
the main idea/thesis.
idea/thesis.

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 GE 216 – Readings in Philippine History

LE3: Assessment Rubric for Online Portfolio

Very Competent Fairly Not Yet

Sophisticated (A)
(B) Competent (C) Competent (D)
Output misrepresents
The output represents the authors’ ideas,
the authors’ ideas, The output represents evidence, and/or
evidence, or the authors’ ideas, conclusions. Major
Accuracy The output represents
conclusions accurately, evidence, and inaccuracies. Or does
the author’s ideas,
fairly, and eloquently. conclusions not distinguish
(Grasp of evidence, and
Shows a firm accurately but not between major ideas
readings) conclusions accurately.
understanding of the sufficiently clear. and less relevant
implications of each Minor inaccuracies. points.
author’s argument(s).

Paper fully meets the Paper does not Paper does not
requirements of the address some aspects address the
assignment. Explores of the assignment. assignment
Paper fully meets the
the implications of
requirements but does Makes a somewhat Selects minor rather
chosen ideas for the not exceed them. unconvincing case than key ideas,and/or
arts in classical Greece for why selected
Argument does not show why
or today in thoughtful Makes a good case for ideas connect
the selected ideas
and/or original ways. why selected key ideas (contradict) two texts,
(depth of connect (or
Makes a convincing connect (or contradict) and/or connect
analysis) two texts, and/or contradict) texts,
case for why selected
connect and/or connect
key ideas connect (or
(contradict) texts and (contradict) texts and
contradict) two texts,
lectures. lectures.
and/or connect
(contradict) texts and
lectures.
(contradict) texts and
lectures.
Consistently precise Mostly precise and Imprecise or Consistently
and unambiguous unambiguous wording, ambiguous wording. imprecise or
wording, clear and mostly clear sentence Confusing sentence ambiguous wording,
lucid sentence structure. Mostly structure. Poorly confusing sentence
structure. All effective choice of chosen quotations, or structure. Quotations
Clarity ineffective framing contradict or confuse
quotations are quotation. Mostly
wellchosen, effectively effective framing and and explication of student’s text.
framed in the text, and explication of quotations. Quotations used to
explained where quotation where replace the student’s
necessary. necessary. writing.

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 GE 216 – Readings in Philippine History

The output is written

in full sentences. The output is not
The output is written in The output is written in
Some improperly written in full
full sentences. full sentences.
Quotations are all attributed quotations sentences. Many
Quotations are all
Presentation and/or inconsistent improperly attributed
properly attributed and properly attributed and
cited in a consistent citation styles. A quotations or
cited in a consistent
style. A few minor number of spelling or inconsistent style of
style. Virtually no
spelling or grammatical grammatical errors. citation. Many
spelling or grammatical
errors. spelling or
errors.
grammatical errors.

Grading System

The final grade in this course will be composed of the following items and their weights in the following
items and their weights in the final grade computation:

Assessment Grade Score (Score or Rubric Grade) Percentage of Final

Item Grade
AA1 Quizzes 10 %
AA2 Exams 30 %
LE1 Individual Analysis Paper 10 %
LE2 Group work 20 %
LE3 Reflection/Critique Paper 10 %
LE4 Local History Research 20 %
100 %

Passing Grade: 3.0

Passing Grade Conditions: Submission of complete requirement

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 GE 216 – Readings in Philippine History

Course Map
GE 216 -- Readings in Philippine History

Module 1 Module 2 Module 3 Module 4 Module 5

Introduction to Content and Spaces for Conflict Social, Political, Doing History: A Guide
History: Definition, Contextual Analysis and Controversies in Economic, and for Students
Issues, Sources, and of Selected Primary Philippine History Cultural Issues in
Methodology Sources in Philippine History
Philippine History

Lesson 1: A Brief Summary of the

First Voyage Around the World Lesson 1: Making Sense of the
by Past Historical Interpretation Lesson 1: Doing Historical
Lesson 1: Definition Magellan by Antonio Pigafetta Lesson 2: Multiperspectivity Research Online
and Subject Matter Lesson 1: Evolution
Lesson 2: The KKK and the
Lesson 3: Case Study 1: Lesson 2: Doing Historical
Lesson 2: Questions “Kartilya of the of the Research in Libraries and
Where
and Issues in
ng Katipunan”
Did the First Catholic Mass Philippine Archives
Lesson 3: Reading the
History Lesson 3: “Proclamation of the Philippine Take Place in the Constitution Lesson 3: Doing Life
History and the Independence” Philippines? Lesson 2: Policies Histories and Biographical
Lesson 4: A Glance at Selected Lesson 4: Case Study 2: What on Agrarian Reform Research
Historian Philippine Political Caricature in Happened in the Cavite Lesson 3: Evolution Lesson 4: Doing Local and
Lesson 4: Historical Alfred McCoy’s Philippine
Mutiny?
Cartoons: of Philippine Oral History
Sources Political Caricature of the Lesson 5: Case Study 3: Did Lesson 5: Interacting with
Rizal Retract? Taxation
Lesson 5: Philippine American History through Historical
Era (1900-1941) Lesson 6: Case Study 4:
Historiography Lesson 5: Revisiting Corazon Where Did the Cry of
Shrines and Museums
Aquino’s Speech Before the U.S.
Rebellion Happen?
Congress

Outcome: Learner who demonstrates the qualities and skills

of a historian that assesses narratives in Philippine History
using primary sources & robust methods of interpretation.

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 GE 216 – Readings in Philippine History

Module 1

History, The Historian, Historical Sources, and Philippine Historiography

Module Overview:

Welcome to Readings in Philippine History! As a required general education course, you are
to embark in an interesting journey or adventure if you will, in the past of our race as Filipinos.
To start with, we will employ the discipline of history in understanding the valuable lessons of our
past in order to make sense of today and eventually design a better future for all of us. This
learning module introduces history as a discipline and as a narrative. As such, learners will be
initiated to the theoretical aspects and issues of the discipline. Ultimately, this module hopefully
tackles the task of the historian as the arbiter of facts and evidences in making his/her
interpretation and forming historical narrative.

Module Outcome:

In this module, the learners are expected to:

• Evaluate primary sources for their credibility, authenticity, and provenance
• Appraise the importance of history in the social and national life of the Philippines

Lessons 5: Philippine Historiography (Asynchronous)

Learning Outcomes:
By the end of this lesson, students will be able to:
• Describe and trace the development of history as a discipline in the Philippines;
• Relate how historical context influences the way history is written and interpreted;
and
• Differentiate the way colonizers and Filipinos perceive history at different periods.

Time Frame: 1 week

Introduction

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 GE 216 – Readings in Philippine History

As simple structure for a great historical narrative, this art of questioning comes in handy
for anyone who wishes to contribute significantly to the social fund of history. Anyone can be a
historian because there is art and science behind it. And, you can be good at it if you spend more
time to hone and practice such craft.

Activity (Let’s Get Started!)

Activating prior knowledge:

Philippine Historiography: A Digital Timeline Collaboration

Objective: To activate prior knowledge on Philippine historiography and understand the

evolution of historical narratives through an asynchronous online platform.

Platform: Any online platform that allows for collaborative document creation and sharing,
such as Google Docs, Padlet, or Miro. (Kindly refer to the example given via google docs).

Instructions:
1.) Create a Shared Timeline: The teacher will create a shared document or board on the
chosen platform. This will serve as a collaborative timeline for Philippine historiography.
2.) Initial Timeline Structure: The teacher will provide basic timeline structure with key
periods or events, leaving space for students to add details.
3.) Asynchronous Contributions: Students will access the shared timeline asynchronously,
adding their knowledge about specific periods or events. They can:
a. Add key figures: Include names and brief biographies of prominent historians,
writers, or figures who shaped Philippine historiography.
b. Describe key events: Explain significant historical events, movements, or
publications that influenced the development of historical narratives.
c. Provide relevant sources: Link to online resources, articles, or books that support
their contributions.
d. Add image or visuals: Include relevant images, maps, or illustrations to enhance
the timeline.
4.) Peer Review and Feedback: Students will be encouraged to review each other’s
contributions, providing feedback, adding information, or clarifying points.
5.) Discussion forum: A dedicated discussion forum can be created on the platform for
students to share their insights, ask questions, and engage in deeper discussions about
the timeline content.
6.) Finalization and Reflection: The teacher will guide the finalization of the timeline,
ensuring accuracy and completeness. Students will reflect on their learning and the
evolution of Philippine historiography through the collaborative process.

Example: (Refer to example given found in the google docs)

• Student 1: Adds a section on “Pre-Colonial Historiography,” mentioning oral traditions,
indigenous writing systems, and early foreign accounts.
• Student 2: Adds a section on “Rizal’s Influence” and links to an article about Rizal’s writings and
their impact on the nationalist movement.

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 GE 216 – Readings in Philippine History
• Student 3: Provides feedback on Student 1’s section, suggesting the inclusion of
information about the “barangay” system.

Analysis (Let’s Think About it!)

Instruction: Go through these series of questions and allow them to go through your mind as well
for thoughtful consideration. Allow them to challenge long held traditions, beliefs or information
with the end in view of coming up with a better appreciation of historicizing using new historical
narratives.
Colonial Narratives and the Rise of Nationalism
1) What are the dominant perspectives in early accounts of Philippine history written by Spanish
colonizers?
2) How did these narratives portray Filipinos?
3) What were the key themes and arguments presented by Filipino nationalists like Jose Rizal and
Emilio Jacinto in their historical writings?
4) How did their writings challenge the colonial perspective?
Post-Colonial Historiography and New Perspectives
1) How did post-colonial historians like Ambeth Ocampo and Reynaldo Ileto challenge the dominant
narratives of Philippine history?
2) What were the key features of “New Philippine History”?
3) How did scholars like David Joel Steinberg and Alfred McCoy contribute to the understanding of
Philippine history in the post-colonial period?
Contemporary Debates and Challenges
1) What are the main arguments in the ongoing debate about objectivity versus interpretation in
historical writing?
2) How does the issue of bias influence the writing and understanding of Philippine history?
3) What are the challenges posed by the lack of access to primary sources, particularly for the pre-
colonial period?
4) How have the ongoing conflict in Mindanao and the increasing influence of social media impacted
the writing and understanding of Philippine history?
Reflection
1) What are some of the key takeaways from your exploration of Philippine historiography?
2) How does the understanding of Philippine history continue to evolve?
3) What are some of the challenges and opportunities for future research and writing in this field?

Abstraction (Let’s Explore!)

Introduction
Philippine historiography, the study of how history has been written and interpreted in the
Philippines, is a complex and dynamic field. It reflects the nation’s tumultuous past, marked by
colonial rule, revolutions, and social transformations. Let us explore the evolution of Philippine

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historiography, by examining its key themes, influential figures, and the ongoing struggle
for a more accurate and inclusive representation of the past.
Colonial Narratives and the Rise of Nationalist Historiography
The earliest accounts of Philippine history were largely written by Spanish colonizers,
reflecting their perspective and justifying their presence in the archipelago. Works like “Historia
General de Filipinas” by Antonio de Morga and “Barangay: A Philippine Saga” by William Henry
Scott, while providing valuable insights into the pre-colonial period, are also marked by
Eurocentric biases. These narratives often portrayed Filipinos as primitive and uncivilized,
emphasizing the civilizing mission of Spain.
However, the emergence of Filipino nationalism in the late 19th century led to the
development of a counter-narrative. Scholars like Jose Rizal and Emilio Jacinto challenged the
colonial perspective, highlighting the rich cultural heritage and the struggles of the Filipino people
against Spanish oppression. This nationalist historiography1 emphasized the importance of self-
determination and the pursuit of independence.
Post-Colonial Historiography: Reinterpreting the Past
The post-colonial period witnessed a significant shift in the writing of Philippine history.
Scholars like Ambeth Ocampo and Reynaldo Ileto challenged the dominant narratives, focusing
on the lived experiences of ordinary Filipinos and the complexities of the colonial experience.
Ocampo’s work “Rizal Without the Overcoat” offers a fresh perspective on Rizal’s life and legacy,
while Ileto’s “Pasyon and Revolution” examines the role of popular religious beliefs in shaping
the Philippine Revolution.
This period also saw the rise of “New Philippine History,” which emphasized the use of
primary sources, interdisciplinary approaches, and a focus on marginalized voices. Scholars like
David Joel Steinberg and Alfred McCoy have contributed significantly to this field, examining the
impact of US colonialism and the Cold War on Philippine society.
Contemporary Debates and Challenges
Despite the progress made in Philippine historiography, several challenges remain. Once
ongoing debate revolves around the issue of objectivity versus interpretation. While some argue
for a purely factual and objective approach, others emphasize the inherent subjectivity of
historical writing. The question of bias also remains a crucial concern, as historians grapple with
the influence of their own perspectives and experiences on their interpretations.
Another challenge is the lack of access to primary sources, particularly for the pre-colonial
period. This limitation often necessitates reliance on secondary sources, which can be influenced
by biases and interpretations. Moreover, the ongoing conflict in Mindanao and the increasing
influence of social media have further complicated the writing and understanding of Philippine
history.
Lesson insights
1. Philippine historiography transformed from one historical period to another. These
changes reflect the dominant discourse of the time.
2. The Spanish colonizers viewed Philippine history as divided into two parts: the period
of darkness and the period of light. They considered the period before their arrival as
dark because of the lack of civilization, while marking their appearance as the dawn

1
History that is focused on the masses and not on the colonizers.

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of light because they brought in the Christian faith and culture. The Americans
also used history to justify what they called their “benevolent assimilation.”1
3. The propagandistas and the Katipuneros held a tripartite view of history. The first
period was a period of prosperity, the second period brought about by colonization
was a period of darkness, and the period after colonization will be a period of freedom
and redemption.
4. Nationalist historiography emerged as a reaction to the colonial interpretation of
history. Nationalist historians aimed at placing the masses at the center of history.
5. Pantayong Pananaw 2 (henceforth, P.P.) is the philosophical guide of bagong
kasaysayan. It underscores the importance of fostering internal dialogue among the
people in writing and teaching history. P.P. adheres to the use of Filipino to reach
wider audiences among non-English speaking people.

Application (Let’s Do It!)

1. Online Portfolio Writing Prompt. Using your own words, write an essay that
that clearly differentiates P.P. from earlier schools of thought in Philippine
history. (The essay may be accomplished in 100 or more words but not more
than 200.)

2. Pantayong Pananaw Historians’ Talk. The class will be divided into groups.
In each group, the members will assign a historian among themselves. The
members, then, will pretend to be that historian and create a scene where these
historians talk and discuss. The members may pretend to be an ilustrado
historian, an American historian, or any of the nationalist and P.P. historians.
The dialogue should reflect their contribution in Philippine historiography. The
group can record their conversation and submit the said output to the assigned
google drive.

• Closure
Philippine historiography is a dynamic and multifaceted field, constantly evolving
as new perspectives emerge and new sources are unearthed. It is a field marked by
ongoing debates, challenges, and a persistent search for a more comprehensive and
inclusive understanding of the nation’s past. By critically engaging with diverse
perspectives, examining the influence of power structures, and embracing
interdisciplinary approaches, historians (seasoned and budding historians alike) can
contribute to a more accurate and meaningful understanding of the Philippine experience.

1
It refers to a policy proclaimed by U.S. President William McKinley in 1898, during the U.S. occupation of the
Philippines after the Spanish-American War. The term suggests that the U.S. intended to govern the Philippines in
a way that was beneficial to the Filipino people, emphasizing that the U.S. occupation would bring about
improvements in their social, political, and economic conditions, rather than exploitation. The term is often criticized
because, despite its supposedly humanitarian intentions, the policy involved military force, subjugation, and the
denial of Philippine independence.
2
The philosophical anchor of bagong kasaysayan. It emphasizes the need to foster an internal discourse among
the masses in writing their history.

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References:

Candelaria, J.L. Alphorha, V.C. & Kunting, A.F. (2021). A Course Module for Readings in
Philippine History. Manila: Rex Book Store, Inc.

Candelaria, JL P. & Alphorha, V.C. Readings in Philippine History. (2018). First Edition. Manila:
Rex Book Store, Inc.

Ocampo, A. (2003). Rizal Without the Overcoat. Anvil Publishing, Inc.

Steinberg, D.J. (2000). The Philippines: A Singular and a Plural Place. Routledge.

Ileto, R. (1979). Pasyon and Revolution: Popular Religious Movements and the Philippine
Revolution. Ateneo de Manila University Press.

Agoncillo, T.A. (1956). The Revolt of the Masses. Quezon City. University of the Philippines
Press.

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