Asian American Studies: Filipina/o American Experiences

Designed and taught by: Pin@y Educational Partnerships (PEP)

Contact: PEPBalboa2016-2017@googlegroups.com
Balboa High School
Fall 2016
Course Description
Our theme for the 2016-2017 school year is TIME. We will utilize a knot in a rope as a metaphor for time
to represent that the past, present, and future are intertwined with one another and therefore, affect one
another.

As Pin@y Educational Partnerships (PEP) celebrates its 15th Year Anniversary, our purpose within our
classroom is to reflect on the narratives of our his/herstorical past, understand how we shape and
construct the present, and critically respond to the urgency of the times to take action in our communities
in the face of oppression now and in the future.
This ethnic studies course is built to develop our students capacity to become hope dealers, not only for
themselves, but for their peers, family, and community. This course aims to create a family environment
within our classroom where we develop genuine student-to-student and teacher-to-student relationships.
Students will work in solidarity to learn how to advocate for each other and support each other on our
journey towards becoming agents of change. In this course, students will also learn historical and current
issues within our communities and to be responsive to these issues to continue the legacy of activism and
resistance.
Learning Outcomes: Essential Skills and Knowledge
Through critical dialogue, community collaboration, creative cultural art projects and performance,
students will gain the following:

Preparation for higher education through creating an academically rigorous Filipinx* American
history class that is student-led, deciphering college level texts, and obtaining academic
resources.
Knowledge about the history and legacy of resistance and activism of Filipinxs, Filipinx
Americans and communities of color in the United States, that will enable them to find agency
within themselves to respond to their struggles and experiences.
Opportunities to develop their purpose in school, life and their community and actualize their
purpose and vision and the ability to navigate life after high school
Mentoring relationships to develop community and to nurture personal growth towards physical,
emotional, and mental health
Understanding art as a narrative, a tool of resistance, and a space for critical reflection and
healing

Gain skills that allow them to express themselves creatively and locate themselves within
her/history and critically deconstruct and challenge modern-day systems of oppression
Academic
Students must be ready to apply the concepts and content of the course to individual, group and
community projects. The main academic skills that we focus on are:

A. Reading and Writing

B. History and Social Science
C. Critical Thinking and Analysis
D. Public Speaking Skills

E. Community Empowerment and Organizing

F. Teaching/Presentation Skills
G. Arts and Cultural Production
H. Media Literacy

Historical/Cultural/Social
Students will gain the following her/historical/cultural/social knowledge:
A.
B.
C.
D.

A brief history of the Philippines prior to Spanish colonization

The global diaspora of Filipinx people
Historical and contemporary Filipinx American moments and movements
Contemporary issues and decolonization of Filipinx American youth

Leadership/Self-Determination
Students will build their leadership skills, motivation, and self-esteem throughout the course by:
A. Becoming student-leaders: PEP believes that each student is a leader.
B. Working collaboratively in barangays: Barangay is defined as small communities such as a
village. By working together and service to each other and our communities that we can build our
leadership potential.
C. Engaging in the process for positive social change: building leadership is a constant process
towards becoming agents of social change. It requires a consciousness of self, commitment and
collaboration.
Course Expectations
Students are expected to be:
RESPECTFUL: Treat yourself and your peers with R-E-S-P-E-C-T inside & outside the classroom.
OPEN: Topics in this class can be heavy to engage with and require patience and understanding. So
please keep an open mind and respect the diversity of ideas and experiences of our classroom
ORGANIZED: Be accountable and come on time and be ready to work. We expect students, as
well as teachers, to be present, prepared, and participatory in classroom activities and dialogue.
SHARE: As a student in our classroom, we see you as my teacher as well. The sharing of your
narratives are central to the knowledge that will be brought out in this classroom
TRANSCEND: Challenge yourself to explore what you already know and to rethink (and unlearn) how
the world operates
Materials Needed Each Class Period
An Open Mind and Heart
Writing Utensil
Journal
Evaluation and Grading Procedures
20% Participation and Attendance: You are expected to be present (physically, mentally, emotionally) at
ALL class sessions. If there is any reason you cannot attend class, please notify your mentor-teacher
beforehand. If you miss an excessive amount of class, it will be our goal to work with you and

develop a plan to catch you up on material. But this will also require action and work on your end.
10% Journal: This journal is your piece of history. Use it for class assignments, reflections, homework,
and as a way to communicate to your teachers. Your journals will be collected and graded every two
weeks.
Unit Projects: Each unit will have a creative culminating project that gives you the opportunity to share
your stories and what you have learned. The breakdown of each unit includes a project reflection and a
student PCAR (Problem, Concept, Analysis, Reflection) relating to one topic within that unit.
10% Talambuhay Project
10% Kayamanan Project
15% Denman Teaching Project
15% Performing Resistance Project: We will create and perform a creative piece for our final
presentation with Burton High School
20% Final: You will have an end of the year written reflection on the day of the final.
PEP Structure
This course will be taught by undergraduate and graduate students from Pin@y Educational
Partnerships, with guidance and supervision from Dr. Allyson Tintiangco-Cubales, Dr. Arlene DausMagbual and Dr. Roderick Daus-Magbual. The PEP Teachers will be the primary instructors responsible
for developing and implementing the course material. The course will be offered four days of the week.
Name
Allyson Tintiangco-Cubales, Ph.D
Arlene Daus-Magbual, Ed.D
Roderick Daus-Magbual, Ed.D
Jason Agpaoa, M.A in progress
Robert Bisquera Jr, M.A. in progress
Michelle Lapitan, B.A.
Avery Balasbas, B.A.in progress
Mel Ares Bravo, B.A. in progress
Erin Rose Cruz, B.A.
Adrian Cuyson, B.A. in progress
Levalasi Ane Loi-On, B.A
Aaron Orpilla, B.A. in progress
Kevin Santos, M.A. in progress
JJ Tintiangco, B.A in progress
Brian Villa, B.A.
Endrie Yanogacio, B.A.

PEP Titles
Founder/ Director- Community Responsive
Curriculum Development and Teacher Training
Organizational Director
Director- Program Development
Program Coordinator
Curriculum Coordinator
MALONG Coordinator
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher

MALONG Project: Program Procedures

The MALONG represents an indigenous Filipinx fabric used for multiple purposes. From gathering food to
providing security and comfort for children, the MALONG symbolizes community. At the heart of the
community is the individual. To have a strong community you need healthy individuals: mentally,
physically, and spiritually. Though each person and site is unique, the MALONG "wrap-around" health and
wellness project focuses on 3 "threads":
1. Mental health & wellness of all community members (directors, coordinators, teachers, students,

families, communities)
2. Academic counseling and guidance (students and teachers)
3. Community building (inside/outside classroom)
Mentorship Program
Each student will have a mentor. Mentors will fill out a mentor/mentee sheet at least once a month on the
progress of each student. Mentees will set personal and academic goals with their mentor, meeting at
least once a month. If students need help in the PEP class or their other classes, they should ask their
mentor for help. We also aim to monitor students achievement in their other courses and their academic
motivation overall.
Overview of Units and Projects:
Unit 1: Whats Goin On focuses on building community in the classroom and developing
relationships with each other. This unit will also build common understanding about current social
issues affecting Filipinxs and other communities of color.
Project: Talambuhay
Assessment: In-class PCAR
Unit 2: Power and Oppression focuses on understanding how power and oppression are
used as tools for subordination and dehumanization of Filipinxs in the U.S. and globally. We will
primarily focus on effects of American Imperialism and the Filipinx experience in the U.S. during
the 2nd and 3rd waves of Philippine immigration
Project: Kayamanan Project
Assessment: In-class PCAR
Unit 3: Resistance focuses on native Filipinxs resistance to Spanish rule during the period of
colonialism. This unit will focus on those who are historically known for challenging Spanish
colonialism.
Project: Denman Teaching Project
Assessment: Barangay PCAR
Unit 4: Reclaiming focuses on pre-colonial Philippine her/history and the culture and practices
of tribes indigenous to the islands of the Philippines. In this unit, main concepts include counter
and master narratives, as we reconsider what history is. This unit will also focus on Spanish
colonial rule in the Philippines and how their occupation changed indigenous ways of living.
Project: Performing Our Resistance
Assessment: Individual PCAR (as part of Semester-end Final)
Breakdown by Week, syllabus is subject to change
Week/Date
Week 1
Monday
8/15/16

Topic

Breakdown

Assignments/Supplemental
Readings

Lead
Teacher

Unit 1:
Intro To PEP
Intro to PEP

Wednesday
8/17/16
Intro to PEP
Thursday
8/18/16
Intro to PEP
Friday Intro to PEP

What is PEP?
History and Importance of PEP
Team building activities
What is MALONG?
Team building activities
Distribute Malong Forms
Distribute Form Gs and PEP
Registration Forms
Team building activities
Go Over Fall Syllabus
Demographics Survey
Medical Consent
Create Class Agreements,

JJ

All forms due

Wednesday, 8/31/16

Lasi

RJ
Jason

Go Over Classroom Procedures,

Team building activities
8/19/16
Administer Social Awareness and
Student Life Surveys
Week 2

Unit 1:
Whats goin on?

Monday
Identity
8/22/16

Wednesday
8/24/16

i
What is identity?
What INFORMs our identities?

Filipinx and Filipinx American

Identity

Interview to Brainstorm

Intro Talambuhay Project

Teachers share Talambuhays

What does it mean to be Filipino/a or
Filipino/a American?

Filipinx and Filipinx American

Thursday
Identity (Understanding the use
8/25/16
of x)

Terms: Filipinx vs. Filipino/a vs.

Pinoy/Pinoy
What is Filipinx? How does new
terminology impact ones identity?

Picture Day
Talambuhay Project due
Wednesday, 8/31

Mel

Aaron

Brainstorm events

Complete events and

headlines on Talambuhay
worksheet
Mish
Remind students to bring in
pictures, magazines, etc.
for workday tomorrow

Teachers share Talambuhays

Friday
Talambuhay Workday
8/26/16

Revisit: How do our identities influence

his/herstory? How does his/herstory
INFORM our identities?
Teachers share Talambuhays

Week 3

Finish Talambuhay
Projects, due Wednesday
8/31
Students sign up for
presentation days

AJ

Unit 1:
Whats goin on?
What is His/Herstory?
What shapes our histories/herstories?

Monday Current events affecting our

8/29/16 communities

Wednesday Current events affecting our

8/31/16 communities
Thursday Current events affecting our
9/1/16 communities

Counter & Master Narratives

Teachers share Talambuhays
What is Black Lives Matter?
Students present Talambuhays
What occurred at Pulse Nightclub in
Orlando, Florida?

Talambuhays due
Wednesday, 8/31

All Talambuhays due

All forms due

Brian

Endrie

Avery

Students present Talambuhays

Elections and Voting
Friday
9/2/16

Week 4

Students present Talambuhays

Erin

Current events affecting our

communities
Unit 2:
Power and Oppression

Monday
9/5/16
Wednesday Power & Oppression
9/7/16

NO SCHOOL
What is Power? What power structures
exist in our communities?

Lasi

What is oppression? What are the 4 Is

of oppression?

Thursday
Power & Oppression
9/8/16

Friday
Waves of Immigration
9/9/16

Students Present Talambuhays

What is power and oppression?
Reflection and Application
Students Present Talambuhays
Identifying ourselves on the history
timeline, Seven waves Overview
Push/Pull Factors

RJ

Jason

1st & 2nd Waves: History

Students Present Talambuhays
Assign class barangays

Week 5

Unit 2:
Power and Oppression

Monday The Man@ng Generation: Work

9/12/16 & Play
Wednesday The Man@ng Generation:
9/14/16 Racism & Women
Thursday
9/15/16 The Man@ng Generation:
Resistance
Friday
Second Generation
9/16/16
Week 6

3rd Wave: History

Manilatowns, farmworkers, migrant life
and labor
Students Present Talambuhays
racism, bigotry, anti-miscegenation
laws, role of women
Students Present Talambuhays
Carlos Bulosans America is in the
Heart, labor organizing
Students Present Talambuhays &
Talambuhay reflection Sheet in Class
Tydings-McDuffie Act, Exclusion
Period, War, 1st and 2nd Philippine
Regiment, War Resistance,
HUKBALAHAP

Kevin

Senior and Staff Panoramic

Aaron

Mish

Field trip forms

AJ

Unit 2/3:
Power and Oppression

Monday
Post-war, Navy Families
9/19/16
Wednesday Power & Oppression and Waves
9/21/16 of Immigration

Veteranos, historical relevance

Assimilation,

Recap

Brian
Intro to Kayamanan
Project, hand out
worksheets

Endrie

Due 10/3/16

Thursday
Hegemony & Imperialism
9/22/16

What is hegemony and how does

it relate to power? What is
imperialism? What is counterhegemony?

Avery

Teachers share their kayamanan

Reflection and Application of
hegemony, empire, and
imperialism.
Friday
Empire & Imperialism
9/23/16

How does it relate to hegemony,

as well as the previous concepts?

1st Grading Period Ends

Erin

Teacher share their kayamanan

Unit 3:
Week 7
Resistance
Monday U.S. Imperialism
9/26/16

What is capitalism and Why did

America want the Philippines?

Students sign up for project

presentation (Four students

Brian

White Mans Burden

Benevolent Assimilation

Wednesday
Spanish American War
9/28/16

Thursday
Philippine American War
9/29/16

for each day)

Teacher share their kayamanan

Treaty of Paris, Mock Battle of Manila
Bay
Teacher share their kayamanan
The untold war, chain of events,
length, casualties, American citizens
response to Imperialism, War vs
insurrection

Lasi

Back to School Night

Short-term and long-term

consequences
Friday
9/30/15 Worlds Fair 1904
Unit 3:
Week 8
Resistance
Monday
Colonialism
10/3/16

Igorot Exhibit, justification for American

Imperialism

What is colonialism? How is it similar

and different from imperialism?

RJ

Field Trip Forms

Due

Presentations begin

Jason

Mel

Four Students share their kayamanan

Reflection and Application
What is colonialism?
Wednesday
Colonialism
10/5/16

Thursday
Early Colonial Resistance
10/6/16
Friday
Katipunan: Members & Structure
10/7/16
Week 9

Aaron
Four Students share their kayamanan
Lapu Lapu, Gabriela and Diego Silang,
Todays resistance in Mindanao
Four Students share their kayamanan
History & Origins of the Katipunan
Key Players (Mabini, Aguinaldo,
Bonifacio)
Organizational structure, war tactics

FIELD TRIP

AJ

Unit 3:
Resistance

Monday
10/10/16
Wednesday
Katipunan: Women & Community
10/12/16

Thursday
Philippine Revolution of 1896
10/13/16

Friday Intro Denman Teaching Project &

10/14/16 Critical Pedagogy

NO SCHOOL
Who were the Katipuneras?
Melchora Aquino/Tandang Sora,
Josefa Rizal, Gregoria DeJesus /
Lakambini
Members, community, women
Four Students share their kayamanan
Overview, chain of events
What did this revolution signify for the
Filipinx people? For the Philippines?
Four Students share their kayamanan
Reflect on Schooling
Distribute Denman Teaching Project
Packet
Education vs. Schooling

Week 10

Mish

No School - Indigenous
Peoples Day

Endrie

Avery

Barangays pick teaching

topic and begin to
research/find resources,
definitions, etc.

Erin

Unit 3:
Resistance

Monday
Skills: RESEARCH
10/17/16
Wednesday Skills: WRITING

Introduce CCLP, complete research

Spirit Week

Introduce C4 Lesson Plan

Complete CCLP before

JJ
Lasi

10/19/16

class on Weds Date

Thursday Skills: PERFORMANCE &

10/20/16 ENGAGEMENT
Friday
10/21/16
Week 11
Monday
10/24/16

Denman Teaching Project PREP

Unit 3:
Resistance
Denman Teaching Project PREP

Wednesday
Denman Teaching Project PREP
10/26/16
Thursday
Denman Teaching Project PREP
10/27/16
Friday
Denman Teaching Project PREP
10/28/16
Unit 3:
Week 12
Resistance
Monday
10/31/16 Denman Teaching Project PREP
Wednesday
Denman Teaching Project PREP
11/2/16
Thursday
Teaching Day!
11/3/16
Friday Denman Teaching Project
11/4/16 Reflection
Week 13

Presentation Zen and Public Speaking

Classroom Management, Discipline v.
Engagement
All materials needed are covered
Start Powerpoint/Keynote visuals
Work Day

How to give feedback

(Kisses/Wishes/Suggestions)
Practice teaching CEs in front of class
Practice teaching CCs/term definitions
in front of class
Kisses/Wishes/Suggestions
Distribute field trip forms

Complete CC and CD
before class on Fri Date

Jason

First Draft of LP Due

Thursday 10/27
Powerpoint/Keynote and
visuals done before class
on Friday, 10/28

Logistics/Schedule
Completed C4 First Draft

First Draft of LP Due

Practice Teaching: 3 groups

Return First Draft with Feedback

2nd grading period ends

Practice Teaching: 2 groups

Teaching Day Logistics
Practice Teaching: 3 groups

Second Draft of LP Due

Weds 11/3
Second Draft of LP Due
Assign Barangay-PCAR
Finalize LP

Student Reflections
Activity Assessments
Work on Barangay PCAR (*reserve
library or reserve laptop cart)

RJ

Denman Teaching Project

Reflection due
Barangay PCAR Due

Kevin

Aaron

Mish
AJ

Brian
Endrie
Avery
Erin

Unit 4:
Reclaiming
What is indigenous psychology?

Monday
Indigenous Psychology
11/7/16
Wednesday
Indigenous Psychology
11/9/16

Thursday
Barangay
11/10/16
Bathala: What were some precolonial spiritual beliefs? What
Friday 11/11/16
was the peoples connection to
land?
Unit 4:
Week 14
Reclaiming
Monday
Life and Language
11/14/16
Wednesday
Lens and Legacy
11/16/16
Thursday
Babaylan: Role, Identity
11/17/16
Friday
Babaylan: Gender, Sexuality
11/18/16
Unit 4:
Week 15
Reclaiming

Indigenous knowledge, indigenous

cultural wealth
What is indigenous psychology?

Mel

Lasi
Application and Reflection
Balangay, Barangay
Community v. Individualism
What did pre-colonial communities
look like?

RJ

Land is Life
Jason

Life and Language of Precolonial

Philippines as Resistance, Baybayin
Lens and Legacy in Precolonial
Philippines as Resistance
Who were the Babaylan? What was
their role in society?
How did the Babaylan define precolonial gender and sexuality?

JJ
Aaron
Mish
AJ

Monday
11/21/16 Babaylan: Legacy

Aswang, how did their practice turn

into taboo?

Tuesday Indigenous Psychology and Pre

11/22/16 Colonial Philippines

Recap

Kevin

*** No school 11/23-11/25 ***

Week 16

Unit 4:
Reclaiming

Monday Intro Performing Resistance

11/28/15 Project

Wednesday
11/30/16
Thursday
12/1/16
Friday
12/2/16
Week 17

Workshop:
Performance/Movement
Workshop:
Writing/Poetry/Spoken Word
Workshop: Visual Art

Friday
PRP Practice/Final Review
12/9/16

Monday
12/12/16
Wednesday
12/14/16
Thursday
12/15/16
Friday
12/16/16

Distribute PRP Packet

Workshop
Work on Project
Workshop
Work on Project, Practice
Workshop
Work on Project, Practice

Students brainstorm PRP

Play last year PRP video

Brian

Endrie
Avery
Designate time to work on
PRP

Erin

Unit 4:
Reclaiming

Monday
PRP Run Through
12/5/16
Wednesday
PRP Run Through
12/7/16
Thursday
PRP Run Through
12/8/16

Week 18

What is resistance? What is its

purpose? What is the relationship
between art, performance, and
resistance?

PRP Practice
PRP Practice

Designate time to work on

PRP
Distribute Final Review
Study Guide

PRP Practice
PRP Practice/Final Review

FINAL 10:15-12:15
FINALS WEEK: MODIFIED BELL
SCHED
FINALS WEEK: MODIFIED BELL
SCHED

Lasi
RJ

PRP pieces due

PRP @ TBA
3rd grading period ends

Unit 4:
Reclaiming
Final Review

Mel

Go over study guide, questions,

individual PCAR, etc.

Grades Due

Jason

This portion of the syllabus must be returned to the PEP teachers in class by:
Wednesday August 31st, 2016
Parent/Guardian & Student Commitment Form

We have read and understand the course outline for Asian American
Studies: Filipina/o American Experiences for the Fall 2016 semester at
Balboa High School. I agree to help ____________________________
(Name of Student) meet the expectations of the class described above. I
give my child consent to participate in the course above.

Photo Release Authorization

While my child participates in PEP a field trip/activity, I understand that PEP regularly
takes pictures of program activities. Some of these pictures will be used as agency
information through newsletters, our website, agency brochures, displays, etc.
By signing this release form, I am authorizing PEP to use any pictures that may include
my childs photo, as well as any captions or names associated with the activity. PEP
regrets that we cannot offer financial compensation for use of these photos.
Check here if you DO NOT want your childs photo used.
_____________________________________
Parent/Guardian Signature
_____________________________________
Student Signature
Parent/Guardian Daytime Phone#:_____________________________________
Parent/Guardian Evening Phone#:_____________________________________
Email:_____________________________________

Questions or Comments: