EMILIO AGUINALDO COLLEGE CAVITE City of Dasmarias Province of Cavite A.Y.

. 2013-2014 Course Syllabus in Philippine History and Culture

COLLEGES VISION Emilio Aguinaldo College is an academic community dedicated to the pursuit of truth for the advancement and welfare of humanity. COLLEGES MISSION The mission of Emilio Aguinaldo College is to create an academic environment that will enable the individual to discover his/her full potentials; offer an inquiry-based, student-centered education relevant to the needs of the local and global community, and to live the values of VIRTUE, EXCELLENCE and SERVICE. PHILOSOPHY Emilio Aguinaldo College is a private, non-sectarian, co-educational institution of learning that fosters; equal and fair opportunities for education. the total development of a person. ones national identity while conscious of his/her role in the global community. INSTITUTIONAL OBJECTIVES Offer opportunities for quality and relevant education to all. Cultivate the intellectual, spiritual, moral, social and physical aspects of a person. Instill appreciation and pride for ones national identity. Produce graduates of global quality equipped with competence in their field of experience.

a) b) c) d)

SCHOOL OF ARTS & SCIENCES MISSION STATEMENT The College of Arts & Sciences carries out the most essential and major functions as a servicing unit in this institution through offering the General Education courses in all degree programs in addition to the programs under it. In consonance with EAC Vision and Mission the School of Arts and Sciences aims to provide quality education for future leaders to make them well rounded individuals with a high moral sense equipped with practical wisdom for the enhancement of life to the fullest extent and thereby contribute to the growth and development of the community and the country as well. OBJECTIVES OF SAS: 1. Provide the best foundation in liberal arts and sciences and impart quality education relevant to the needs of the community and the country; 2. Offer lifelong learning, technology and innovation through continuous research in the arts and the sciences and make the students acquire maturity in intellect, values and personal and social relations; 3. Develop national consciousness and concern and explore the community as a laboratory involved in social service through extension services and community outreach ; and 4. Prepare students to become productive, competent and globally competitive professional leaders of the society and the world in the various disciplines.

COURSE CODE COURSE TITLE NO. OF UNITS

: : :

ASS1 11 PHILIPPINE HISTORY AND CULTURE 3 NO. OF HOURS/WEEKS : 3

COURSE DESCRIPTION :

This course discusses the important events in the history of the Philippines and aspects of the countrys culture. This includes the interrelationship of culture with history culminating in the present Philippine nation-state. NONE
DATE OF REVISION: MAY 15, 2013 PREPARED BY: HANNIBAL F. CARADO MAHISTO RECOMMENDING APPROVAL: DR. TERESA Q. AMARILLE, PhD. Head, Human Sciences Section APPROVED BY: PAGE 2 of 12 DR. VERONICA S. GARCIA Dean, Art & Sciences

PRE-REQUISITE
COURSE CODE: ASS1 11 COURSE TITLE:

PHILIPPINE HISTORY & CULTURE

OBE COURSE INTENDED LEARNING OUTCOMES: At the end of the course, the students will be able to: 1. 2. 3. 4. 5. 6. Define history and culture, their characteristics, methodology, and deduce their importance to nationhood, nation-building, and policy-making. Identify the characteristics of periodization of the countrys history and describe the cultural characteristics of each period. Relate the evolution of the countrys history and culture and discuss their importance to the building of national identity. Discuss the nationalist movement and the formation of the Philippine nation-state. Discuss the policies, the evolution of the state of the economy, economic system, peoples livelihood, and evaluate the general socio-political situation of the country. Identify the problems and challenges faced by the country in the present times and prescribe solutions for each of these problems. Getting to know you activities, discussion, workshop in group activities and presentation in a plenary, map works, film showing, walking tour in Intramurus and Luneta, visit to the museums such as the National Museum, debate, skit presentation, interview of living relatives who lived through WWII and past administrations, making of scrap book. None De Viana, Augusto V. 2011. The Philippines: A Story of a Nation. Manila: Rex Book Store, Inc. (RBSI). Abinales, Patricio N., and Donna J. Amoroso. 2005. The State and Society in the Philippines. Pasig City: Anvil Publishing Inc. Agoncillo, Teodoro and Milagros C. Guerrero. 1978. History of the Filipino People. Quezon City. R.P. Garcia Publication. Blair, Emma Helen, and James Alexander Robertson. 1973. The Philippine Islands. 55 vols. Cleveland: A.H. Clark, 1909. Reprinted by Cacho Hermanos. Cushner, Nicholas P. Jr. 1971. Spain in the Philippines: From Conquest to Revolution. Quezon City: Institute of Philippine Culture and Ateneo de Manila University. Constantino, Renato. 1975. The Philippines: A Past Revisited. Quezon City. Constantino, Renato and Letizia R. Constantino. 1978. The Philippines: A Continuing Past. Quezon City: Foundation for Nationalist Studies. Corpuz, Onofre D. 2005. The Roots of the Filipino Nation. 2 vols. Quezon City: University of the Philippines Press. ________. 1997. An Economic History of the Philippines. Quezon City: University of the Philippines Press.
COURSE CODE: ASS1 11 COURSE TITLE: PHILIPPINE HISTORY & CULTURE DATE OF REVISION: MAY 15, 2013 PREPARED BY: HANNIBAL F. CARADO MAHISTO RECOMMENDING APPROVAL: DR. TERESA Q. AMARILLE, PhD. Head, Human Sciences Section APPROVED BY: PAGE 3 of 12 DR. VERONICA S. GARCIA Dean, Art & Sciences

METHODOLOGY :

REQUIREMENTS : TEXTBOOK REFERENCES : :

De Viana, Augusto V. 2003. Kulaburetor: The Issue of Political Collaboration during World War II. Manila: University of Santo Tomas Publishing House. Jocano, F. Landa. 1975. Philippine Prehistory. Quezon City: University of the Philippines Press. Scott, William Henry. 1974. A Critical Study of the Philippine Source Materials for the Study of Philippine History. Quezon City: New Day Publication. Steinberg, Joel. 1962. Philippine Collaboration in World War II. Manila: Solidaridad Publishing House. COMPUTATION OF GRADES: CLASS STANDING : Quizzes, Projects, Graded Recitation Other Class Room Activities PERIODIC EXAMINATIONS (Prelim/Midterm/Prefinal) : PERIODIC GRADES (Prelim/Midterm/Prefinal) SEMESTER GRADE : : 40%

60% 100% Prelim Grade + Midterm Grade + Prefinal Grade 3 INSTRUCTIONAL MATERIALS 1. Survey paraphernalia 2. World map 3. Philippine Map TASK ASSESSMENT 1. Please refer to surveys rubric for assessment ASSIGNMENT Using a world map, compare the size, the population, and the natural resources of the Philippines with other countries. Form a group in class and give them a situation of crisis. As REFERENCES Jocano, F. Landa, Philippine Prehistory

WEEK

TOPIC I. History a. Sources of History b. Kinds of Sources II. Culture a. Definition of culture b. Types of cultures

INTENDED LEARNING OUTCOMES 1. Familiarize and differentiate the sources of Philippine History. 2. Define culture and its different types.

TEACHING & LEARNING EXPERIENCE/ACTIVITIES 1. Vocabulary building 2. Lecture 3. Sharing Sessions 4. Survey

Unit I Philippine Setting and Ancient Philippines A. Philippine Geographic Setting

COURSE TITLE:

1. Familiarize the Philippines and its various regions. 2. Discuss the countrys features and its effects on the people.
DATE OF REVISION: MAY 15, 2013

1. Vocabulary building 2. Lecture 3. PowerPoint Presentation

PREPARED BY: HANNIBAL F. CARADO MAHISTO

1. Teacherprepared slideshow of photos and

1. Please refer to role-playing rubric for assessment

Jocano, F. Landa, Philippine Prehistory Corpuz, Onofre,

PAGE 4 of 12

COURSE CODE: ASS1 11

RECOMMENDING APPROVAL: DR. TERESA Q. AMARILLE, PhD. Head, Human Sciences Section

APPROVED BY: DR. VERONICA S. GARCIA Dean, Art & Sciences

PHILIPPINE HISTORY & CULTURE

1. The geography of the Philippines and its features 2. Origins of the Philippines c. The people and their traits

3. State the national and regional traits of the Filipino people. 4. Discuss the formation of early Philippine society. 5. Discuss the customs and traditions of pre-colonial Filipinos. 1. Point out the influences of neighboring countries like China, Japan, India, Arabia, and other Asian countries. 2. Discuss the Islamic influences introduced to the islands and analyze how these affected the indigenous way of life

4. Role-playing

information on the topic 2. Textbook

Filipinos, how will they deal with the crisis?

Roots of the Filipino Nation

B. Ancient Peoples in the Philippines 1. Political, economic, and social structures of ancient communities 2. Interactions with Asian peoples 3. Arrival of Islam and institution of Islamic traditions in Mindanao

1. Vocabulary building 2. Lecture 3. PowerPoint Presentation 4. Class work discussions 5. Written examination (true or false type)

1. Teacherprepared slideshow of photos and information on the topic 2. Textbook

1. Answer key

Prepare a collage of photographs of archeological relics and sites of the Philippines and neighboring Asian countries and make a comparison. Using the internet, find out the uses of spices other than preserving and flavoring for food.

Abinales and Amoroso, State and Society in the Philippines Corpuz, Onofre, Roots of the Filipino Nation

Unit II Arrival of Western Traditions Spain A. The social and economic situation in Europe during the Renaissance 1. The effect of the Crusades 2. The Spanish Reconquista 3. Marco Polos Travels B. The Age of Exploration, Discovery, and Colonization 1. The Portuguese-Spanish Race to Asia
COURSE TITLE:

3. Describe how events in Europe led to the colonization of Southeast Asia and the Philippines. 4. Discuss the economic system prevailing in Europe at the time of the colonization of the Philippines. 5. On a world map, trace the routes used by the Europeans to America and Asia.

1. Vocabulary building 2. Lecture 3. Group work discussions 4. Collage making 5. Recitations 6. Written examination (short answer question type)

1. Textbook

1. Please refer to collage-making activities rubric for assessment 2. Checklist for question and answer activity

Constantino, Renato, the Philippines: A Past Revisited Corpuz, Onofre, Roots of the Filipino Nation

1. Teacherprepared slideshow of photos and

PREPARED BY: HANNIBAL F. CARADO MAHISTO

1. Answer key

Discuss the possibilities if the Portuguese, Dutch, and

APPROVED BY:

Corpuz, Onofre, Roots of the Filipino Nation

COURSE CODE: ASS1 11

DATE OF REVISION: MAY 15, 2013

RECOMMENDING APPROVAL: DR. TERESA Q. AMARILLE, PhD. Head, Human Sciences Section

PAGE 5 of 12 PHILIPPINE HISTORY & CULTURE DR. VERONICA S. GARCIA Dean, Art & Sciences

2. The discovery of the Philippines 3. Spanish Colonization of the Philippines C. Spanish Policies Implemented in the Philippines D. Challenges to Spanish Colonization 1. Other European Powers in Asia 2. Islamic Reactions 3. Indigenous Reactions 4. Other Asian Reactions E. Spanish Contributions to the Philippines 1. Material Culture a. Dress b. Architecture 2. Non-material Culture a. Education b. Religion c. Economy A. Reforms and Revolutions 1. Revolts and the Rebellions 2. Muslim Resistance to Spanish Rule 3. The Roots of Nationalism in Europe and America
COURSE TITLE: PHILIPPINE HISTORY & CULTURE

information on the topic 2. Textbook

English colonized the Philippines.

Abinales and Amoroso, State and Society in the Philippines Corpuz, Onofre, Roots of the Filipino Nation Abinales and Amoroso, State and Society in the Philippines

6. Compare the participation and interactions the Filipinos to the Spanish colonization. 7. Point out the reasons for the kind of behavior or reaction of the Filipinos to the Hispanization process. 8. Point out European Institutions transferred and implanted to the Philippines. 9. Discuss the economic and social life of the Filipinos under Spanish colonialism. 10. Enumerate the legacies of Spanish rule in the Philippines.

1. Vocabulary building 2. Lecture 3. PowerPoint Presentation 4. Group Discussions

1. Teacherprepared slideshow of photos and information on the topic 2. Textbook

1. Checklist for question and answer activity 2. Answer key

Go to the town or city center and find out the vestiges of Spain in the layout of buildings and parks.

1. Vocabulary building 2. Lecture 3. Workshop in group activities and presentation in a plenary

1. Student prepared slideshow of photos and information on the topic 2. Textbook

1. Please refer to workshop in group activities rubric for assessment

Conduct a research on the items traded in the galleon trade and identify which of those came from the Philippines. Using a map of the Philippines, plot out the places where the various revolts took place and their dates.

Corpuz, Onofre, Roots of the Filipino Nation Abinales and Amoroso, State and Society in the Philippines

11. Point out Filipino reactions to colonialism. 12. Enumerate the developments in the world that caused the rise of nationalism. 13. Narrate the story of Filipino struggle for freedom.
DATE OF REVISION: MAY 15, 2013

1. Vocabulary building 2. Lecture 3. Group work discussions 4. Library research 5. Written examination

1. Textbook

1. Answer key

Constantino, Renato, the Philippines: A Past Revisited Corpuz, Onofre, Roots of the Filipino Nation

COURSE CODE: ASS1 11

PREPARED BY: HANNIBAL F. CARADO MAHISTO

RECOMMENDING APPROVAL: DR. TERESA Q. AMARILLE, PhD. Head, Human Sciences Section

APPROVED BY: PAGE 6 of 12 DR. VERONICA S. GARCIA Dean, Art & Sciences

4. Secularization in the Philippines B. Struggle for Reform and Independence 1. Rise of the Middle Class and Principalia 2. Birth and Development of Philippine Nationalism 3. Propaganda Movement 4. Revolutionary Movement 5. Philippine Independence, June 12, 1898 6. Malolos Republic and the Filipino-American War 7. The Struggle of the Millenarians 8. Filipino Cultural Resistance through the newspaper and theaters 1. 2. 3. 4. 5. Vocabulary building Lecture Group Discussions Map plotting Written examination 1. Philippine map 2. Textbook 1. Answer key Using the library, consult the secret report of Sinibaldo de Mas on the Philippines. Discuss its implications and what the Spanish authorities should have done to prevent his dire predictions. Constantino, Renato, the Philippines: A Past Revisited Corpuz, Onofre, Roots of the Filipino Nation

PRELIM EXAMINATION Unit III Arrival of the Americans A. Political Policies 1. Military Government 2. Imposition of Antinationalist laws 3. Civilian Government
COURSE TITLE: PHILIPPINE HISTORY & CULTURE

10

14. Identify the political and economic situations in the United States of America that led to American colonization of the Philippines. 15. Narrate the modes of struggle for Filipino
DATE OF REVISION: MAY 15, 2013

1. Vocabulary building 2. Lecture 3. Group work discussions 4. Internet research 5. Recitations

PREPARED BY: HANNIBAL F. CARADO MAHISTO

1. Studentprepared slideshow of photos and information on the topic 2. Textbook

1. Checklist for question and answer activity

Using the internet, find out why some Americans were against taking the Philippines.

Corpuz, Onofre, Roots of the Filipino Nation Abinales and Amoroso, State and Society in the
PAGE 7 of 12

COURSE CODE: ASS1 11

RECOMMENDING APPROVAL: DR. TERESA Q. AMARILLE, PhD. Head, Human Sciences Section

APPROVED BY: DR. VERONICA S. GARCIA Dean, Art & Sciences

a. Taft Commission b. Formation of Filipino Political Parties c. Development of Filipino Autonomy (1902-1934) 4. The Philippine Commonwealth Period a. Programs of the Commonwealth Government B. Economic Policies 1. Free Trade 2. Payne-Aldrich Act 3. Simmons-Underwood Act 4. Economic Provisions of the Tydings-McDuffie Act C. American Legacy 1. Material Aspects a. Dress b. Architecture c. Structures 2. Non-material a. Education b. Liberal Democracy c. Theater and Cinema d. Religion Unit IV Japanese Occupation A. The Global Situation of the 1930s and the 1940s
COURSE TITLE:

independence. 16. Discuss important events in the political struggle for greater freedom.

Philippines

17. Cite legislations which ensured Americas influence even after its rule in the Philippines. 18. Enumerate American influences and their effects on the countrys culture, politics, and government.

1. 2. 3. 4.

Vocabulary building Lecture Sharing session PowerPoint presentation

1. Teacherprepared slideshow of photos and information on the topic 2. Textbook

1. Checklist for question and answer activity

11

Discuss and debate: What do you think of the Filipino elite cooperating with the Americans? What do you think of Sakay and the rest who continued fighting for independence?

Constantino, Renato, the Philippines: A Past Revisited Abinales and Amoroso, State and Society in the Philippines

12

19. Based on world development, analyze the causes of Japans expansion into its neighbors
DATE OF REVISION: MAY 15, 2013

1. Vocabulary building 2. Lecture

PREPARED BY: HANNIBAL F. CARADO MAHISTO

1. Debate rules and

1. Please refer to debates rubrics for assessment

What would you do if you were a high

Steinberg, Joel. 1962. Philippine Collaboration in

PAGE 8 of 12

COURSE CODE: ASS1 11

RECOMMENDING APPROVAL: DR. TERESA Q. AMARILLE, PhD. Head, Human Sciences Section

APPROVED BY: DR. VERONICA S. GARCIA Dean, Art & Sciences

PHILIPPINE HISTORY & CULTURE

1. The Economic and Political Situation during the Period 2. The Rise of Fascist and Totalitarian Governments 3. The Rise of Totalitarian Governments in Japan, Germany, and Italy 4. Japanese Occupation of the Philippines 5. Japanese Military Government 6. The Philippine Executive Commission 7. The Philippine Republic B. Economic Situation During the War C. Cultural Aspects of the Japanese Occupation 1. Theater 2. Publications 3. Poetry D. Resistance and Restoration 1. Guerilla Movements E. Return of the American Forces F. Surrender of the Japanese Forces and the end of World War II

in Asia. 20. Cite factors for Japans expansionist vision. 21. Trace the coming of the Japanese to the Philippines.

3. Debate

paraphernalia 2. Textbook

government official? Would you cooperate with the Japanese as Jose P. Laurel did? Or would you follow what CJ Jose Abad Santos did?

World War II De Viana, Augusto V. 2003. Kulaburetor: The Issue of Political Collaboration during World War II

13

22. Discuss the cultural aspects of Japanese occupation. 23. Describe the social and economic situation of the Philippines during the Japanese occupation and its aftermath. 24. Discuss the reactions of the Filipinos to Japanese expansionism.

1. 2. 3. 4.

Vocabulary building Lecture Class work discussions Written examination (identification type)

1. Textbook

1. Answer key

Discuss: Would it be better if the Japanese won the war instead of the Americans?

COURSE CODE: ASS1 11

COURSE TITLE: PHILIPPINE HISTORY & CULTURE

DATE OF REVISION: MAY 15, 2013

PREPARED BY: HANNIBAL F. CARADO MAHISTO

RECOMMENDING APPROVAL: DR. TERESA Q. AMARILLE, PhD. Head, Human Sciences Section

APPROVED BY: PAGE 9 of 12 DR. VERONICA S. GARCIA Dean, Art & Sciences

MIDTERM EXAMINATION Unit V Presidents of the Philippines A. Postwar Problems and Challenges of the Philippines 1. Postwar Rehabilitation 2. Neocolonialism and Special Relations with the US a. Parity Rights b. Bell Trade Act c. Laure-Langley Agreement d. Military Treaties with the US e. Military Bases Agreement f. Mutual Defense Agreement 3. The Huk Insurgency 4. Policies and Programs of the Philippine Presidents 5. Problems of PostIndependence Presidents 25. Discuss the problem and challenges faced by the Philippines as an independent nation government 26. Identify the social and economic policies of the Philippine presidents after the war. 27. State these policies and analyze how these helped improve the country. 28. Identify and cite the causes of various problems of the country during the postindependence period. 1. Vocabulary building 2. Lecture 3. Group work discussions 4. Oral research (interviews) 1. Interview questionnaire 2. Textbook 1. Please refer to oral research rubrics for assessment Conduct an interview of people who lived during different presidential administrations and discuss them in class. Abinales and Amoroso, State and Society in the Philippines

14

15

1. Vocabulary building 2. Lecture 3. PowerPoint Presentation 4. Group work discussions 5. Recitation

6. Teacherprepared slideshow of photos and information on the topic 7. Textbook

1. Checklist for question and answer activity

Conduct a debate on Filipino First and Decontrol Policies. Resolve which of these would have improved life in the Philippines.

Abinales and Amoroso, State and Society in the Philippines

COURSE CODE: ASS1 11

COURSE TITLE: PHILIPPINE HISTORY & CULTURE

DATE OF REVISION: MAY 15, 2013

PREPARED BY: HANNIBAL F. CARADO MAHISTO

RECOMMENDING APPROVAL: DR. TERESA Q. AMARILLE, PhD. Head, Human Sciences Section

APPROVED BY: PAGE 10 of 12 DR. VERONICA S. GARCIA Dean, Art & Sciences

16

B. Marcos Government Under Martial Law 1. New Society 2. Changes in the Political, Economic, Social, Religious, Education, and Cultural Life of the Filipinos 3. Political Repressions 4. The People Power Episode C. Corazon Aquino, Fidel Ramos, Joseph Ejercito Estrada 1. The Ratification of the 1987 Constitution 2. Economic Liberalization and Globalization Policies of President Ramos 3. Pro-People Programs of President Estrada D. Philippines Today 1. The Economy 2. Government 3. Education 4. Foreign Policy E. Issues Faced by the Country Under the Present Administration 1. Public Accountability 2. Morality in Government
COURSE TITLE:

29. Explain the programs of the Marcos administration geared towards change to make the Philippines a great nation. 30. Discuss how the Marcos administration became an authoritarian regime. 31. Narrate the birth of the antiMarcos struggle and its causes. 32. Narrate important events during the post-EDSA period 33. Cite economic programs and achievements by the postEDSA administration which affected the countrys economy.

1. 2. 3. 4.

Vocabulary building Lecture Group Discussions Matrix making

1. Textbook

1. Please refer to matrix making rubric for assessment

Make a matrix on the achievements of the Marcos martial law period and discuss whether these were beneficial or detrimental to the Filipinos. Gather commentaries and editorial cartoons about post-EDSA administrations.

Abinales and Amoroso, State and Society in the Philippines

1. 2. 3. 4.

Vocabulary building Lecture Group Discussions Newspaper research

17

1. Studentprepared presentation of newspaper clippings on the topic 2. Textbook

1. Please refer to newspaper research rubrics for assessment

Abinales and Amoroso, State and Society in the Philippines

18

34. Enumerate the countrys economic, political, and social situations. 35. Discuss cultural aspects of the Philippines in the postindependent period. 36. Discuss issues faced by the country from the post-EDSA years to the present.
DATE OF REVISION: MAY 15, 2013

1. 2. 3. 4.

Vocabulary building Lecture Group Discussions Survey

1. Teacherprepared slideshow of photos and information on the topic 2. Textbook

1. Please refer to surveys rubric for assessment

Conduct a survey and ask people how they think about post-EDSA presidents. Which of them has done the most good and which of them

Abinales and Amoroso, State and Society in the Philippines

COURSE CODE: ASS1 11

PREPARED BY: HANNIBAL F. CARADO MAHISTO

RECOMMENDING APPROVAL: DR. TERESA Q. AMARILLE, PhD. Head, Human Sciences Section

APPROVED BY: PAGE 11 of 12 DR. VERONICA S. GARCIA Dean, Art & Sciences

PHILIPPINE HISTORY & CULTURE

3. Economic Issues 4. Political Repressions FINAL EXAMINATION

were perceived unfavorably.

COURSE CODE: ASS1 11

COURSE TITLE: PHILIPPINE HISTORY & CULTURE

DATE OF REVISION: MAY 15, 2013

PREPARED BY: HANNIBAL F. CARADO MAHISTO

RECOMMENDING APPROVAL: DR. TERESA Q. AMARILLE, PhD. Head, Human Sciences Section

APPROVED BY: PAGE 12 of 12 DR. VERONICA S. GARCIA Dean, Art & Sciences