HIST4400C offers an examination of the evolution of Philippine society from the onset of Spanish colonization in the mid-1500s to the start of World War Two in Asia (in 1941). Granting an opportunity to grasp the development of the Philippines under Spanish and American colonial rule, the course places attention upon the nation’s capital city, Manila, a place where life has also been historically shaped by Chinese, Japanese, and native cultural influences. Focusing on elements of cultural, political, and urban history the course endeavours to explain how ‘the Philippine nation’ has historically unfolded, and why Manila, today a metropolis with a population in excess of 13 million people, has come to play such a dominant role in determining the nature of Philippine society prior to the country being granted independence in the late-1940s. Utilizing innovative teaching methods to enable students to critically understand the physical as well as cultural character of the city, and so the nation at large, a multidisciplinary approach is fostered so as to encourage learners to recognize and explain factors that have influenced Philippines civilization as it progressed from the “traditional” to the “modern”. Encouraging learners too to identify connections between the country and places elsewhere in the Asia-Pacific region, ultimately the course places the evolution of life in the Philippine Archipelago within the greater Asia-Pacific region. Taught by two professors at Brown University and the Chinese University of Hong Kong the curriculum is cut into two distinct sections: The Philippines pre-1898; The Philippines post-1898. Where possible a comparative analysis with the colonial development of Hong Kong will be provided so as to demonstrate, and explain, the different types and natures of colonial rule, culture, and development that took place in East Asia prior to the end of World War Two.

The course is designed with a number of expected learning outcomes: 

1. The learners to articulate in written form the association, both direct and indirect, between colonial governance and the nature of Philippine society.
2. Students to convey how contexts both external and internal have shaped the narrative of development in the Philippines.
3. To recognize the alliance between the evolution of life in a capital city and the nature of society at large.
4. To utilize eLearning so as to grant broad learning experiences.
5. To train to use primary sources, including maps and other visual sources, in order to come to terms with how the form of urban environments reflect various cultural and political processes operating within Philippine society.
6. To permit students opportunities to compare the nature and evolution of colonial societies in East Asia, namely to compare and contrast the Philippines with Hong Kong.

Lectures

These classes are designed to not only be informative but to allow, where possible, for active student participation. Accordingly once inside the classroom students will not be passive learners. Instead, where appropriate, lectures will include exercises to engage students with the topics being presented to them. The aim of such teaching practice is to promote learning motivation, to encourage debate, and the development of thinking and analysis processes. For some weeks, e.g. week 4, student will watch a video lecture, i.e. there is no class that week! Applying distance learning students will then bring newly acquired knowledge to the tutorials for discussion.

Tutorials

The tutorials grant students the chance to discuss the topics introduced in the lectures, and in addition they bestow opportunities to help resolve any problems in understanding course content that the students may have. To prepare for these classes materials will be given out beforehand. To provoke debate during the tutorials students will be asked to undertake short presentations, and participate in question and answer sessions. The purpose of this is straightforward: to allow for student involvement, active learning, and where possible deeper learning and thinking. 

e-Learning

To supplement the students’ learning process all course materials will be available online, e.g. through CUHK’s Blackboard system. To access these materials registered students input their student number and password, and if they so wish, they can download materials. Materials accessible to students include chapters from books, journal papers, photos, virtual reality animation, maps, lecture PowerPoints, and voice recordings of the lectures. The use of online resources ensures that if for any reason a student is unable to attend a class that individual can still access all materials given out in the lecture, and so not fall behind in the course. Furthermore texts pertinent to assignment questions can be uploaded by Profs Hu-Dehart and Morley if there are problems obtaining books or papers from the libraries at Brown University and CUHK. However, to also support student learning outside of the classroom, and so to offer a structured environment beyond the classroom, the courses uses a variety of interactive online instructional methods. These include: 

• An online forum/Facebook group. This allows, for instance, the Professors to follow-up on matters discussed in the lectures but it also allows students to exchange their thoughts and experiences of Philippine history. The online forum has three objectives:

(i) To provide a communicative tool where everyone can collectively learn from each other rather than from just the traditional teacher-centred learning situation.

(ii) To build from knowledge acquired in the lecture hall. For example, by Prof. Morley posting online questions it allows for the exercising of discussion, in turn extending student learning beyond the foundation of the lecture.

(iii) Respects the fact that all students already have knowledge about history, and can develop their own understanding of Asian history in light of their existing know-how and experiences of the real world.

• Provide links to videos. These can help train the mind to grasp Philippine society in a more detailed way, in so doing allowing students to have a greater awareness of Manila’s physical and cultural form. Such videos will be used, in some instances, prior to lectures to aid the development of critical thinking about the past.
• Assignment planning sheets to guide students through the thought and analysis processes pertinent to composing written work on the Philippines and its colonial history.
• A website to use for the purpose of ‘visiting’ Manila. The website provides a ‘virtual fieldtrip’ of the Spanish-era walled city and nearby American colonial era space today called Rizal Park.
• Reading materials will be regularly uploaded onto Blackboard. This will enable students to access materials central to the course as it unfolds. 

Accordingly, with the lecture, tutorials and online learning support mechanisms a coherent scholarly environment is provided for, one that is purposefully formed to provide for the extension of wisdom both inside and outside the classroom.

The Virtual Fieldtrip to Manila

As part of HIST4400C students will, via a website designed by Prof. Morley, undertake a fieldtrip to Manila. Offering a guided tour through two historic districts students will be given opportunity at first hand to see Spanish and American History in the capital city of the Philippines, Manila. Integrating videos, interactive 360-degree panoramic photos, primary sources, etc., the fieldtrip will supplement information taught within the classroom so as to expand historic knowledge (i.e. factual and skills).

The curriculum is:

Week 1. Introductory Class (January 9 2018)

Week 2. The Philippines and the Arrival of the Spanish (January 16 2018)

Week 3. Building the State: Spanish Colonization and Ethnic Groups (January 23 2018)

Week 4. e-Learning Class – Spanish Manila: A Transpacific Maritime Enterprise and America’s First Chinatown (January 30 2018)

Week 5. The Rise and Ending of the Galleon Trade (February 6 2018)

Week 6. e-Learning Class – Understanding the Binondo, Manila’s Chinese Quarter (February 13 2018)

Week 7. Chinese New Year Holiday! No class! (February 20 2018)

Week 8. Nationalism inside the Spanish Empire: All Change in 1898: The Spanish-American War, The Rise of American Imperialism and the US Purchase of the Philippines (February 27 2018)

Week 9.American Perceptions of the Philippines and the Building of the American Colonial State – with e-Lecture by Ms Nelly Fung (March 6 2018)

Week 10. Redesigning Manila: The Role of City Beautiful Urbanism (March 13 2018)

Week 11.Modernity in East Asia (March 20 2018)

Week 12. The Virtual Fieldtrip (March 27 2018)

Week 13. Reading Week! No class! (April 3 2018)

Week 14. Filipinization and the Widening Structure of the Colonial Government (April 10 2018)

Week 15. The Road to Independence, and the Road to World War Two (April 17 2018)

Supplementary e-Learning. The Post-Colonial and the Legacies of the Colonial Ages (April 17 2018)

*Updated last 29 Jul 17

Students shall be given a term score based on:

• Participation – 30% of total term score. This grade is given in relation to:

(i) Attendance of lectures and tutorials

 (ii)  Participation (e.g. taking the course’s virtual fieldtrip, the asking of questions in classes, engagement with online discussions in the Facebook group, etc.)

• Short paper (of about 2000 words) – 30% of term grade.
• Take-home examination (2500-3000 words) – 40% of term grade.

请注意大学有关学术著作诚信的政策和规则，及适用于犯规事例的纪律指引和程序。详情可浏览此处。

学生递交作业时，必须连同已签署的声明一并提交，表示他们知道有关政策、规则、指引及程序。

• 如属小组习作，则所有组员均须签署声明；所有组员 (不论有否签署声明及不论有否直接或间接撰写有问题的内容) 均须负上集体责任及受到惩处。
• 如作业以电脑制作、内容以文字为主，并经由大学「维诚」系统 (VeriGuide) 提交者，学生将作业的电子档案上载到系统后，便会获得收据，收据上已列明有关声明。
• 学生充分知悉到他们的作业可能会被人工智能内容检测软件审查，以确定其原创性。
• 学生充分知悉科目中采用人工智能工具的做法。在经允许下使用某些人工智能工具的情况下，学生已按照科目老师的指示明确注明出处和引文。

未有夹附签署妥当的声明的作业，老师将不予批阅。

学生只须提交作业的最终版本。

学生将作业或作业的一部份用于超过一个用途 (例如：同时符合两科的要求) 而没有作出声明会被视为未有声明重复使用作业。 学生重复使用其著作的措辞或某一、二句句子很常见，并可以接受，惟重复使用全部内容则构成问题。在任何情况下，须先获得相关老师同意方可提交作业。

由大学职员/老师制作的教学材料，包括课堂笔记、作业及考试题目等，其版权属香港中文大学拥有；学生可从大学采用的网上教学系统 (例如Blackboard) 下载由大学职员/老师制作的教学材料供其学习使用；惟未经相关职员/老师事先同意下，不得分发/分享/复制这些材料予第三者。