Filipino History Culture (CHR 2300)

Filipino History Culture 

"Filipino History Culture" is the official name of the social studies course, and its designated name is CHR 2300. The course will focus on Filipino history, culture, and identity in Hawai'i, the United States, and the world. Students will understand historical interactions and development and the social, cultural, political, economic, and environmental impacts on Filipinos locally and globally. Students will also explore their identities and cultural connections with other ethnic groups. The course will be grounded in community-based learning and engagement using inquiry and civic action.


Filipino History Culture or CHR 2300 is officially in the Hawai'i Department of Education's (HIDOE) Subject Matter Standards. Visit their website by clicking the button below and scrolling down to "Social Studies High School Elective Courses."

CHR 2300 Units

The Filipino Curriculum Student Team has been working very closely with a team of content experts, K-12 educators, and community members. As a result, the Filipino History Culture course will include six major units:

Unit 1: Identity

Compelling Questions:

Some of the concepts students will learn about:

Unit 2: Historical Interactions & Developments

Compelling Questions:

Some of the concepts students will learn about:

Unit 3: Culture and Connections

Compelling Questions:

Some of the concepts students will learn about:

Unit 4: Filipinos in Hawaiʻi and in the U.S.

Compelling Questions:

Some of the concepts students will learn about:

Unit 5: The Philippines in an Interconnected World

Compelling Questions:

Some of the concepts students will learn about:

Unit 6: Community Engagement and Civic Action

Compelling Questions:

Some of the concepts students will learn about:

The Filipino History Culture course directly comes from what the students of the Filipino Curriculum Project put together. 

From the Students' Perspectives

We plan to have three primary units in our curriculum: Historical Context, Culture & Connections, and Filipinos in Hawai'i, while weaving the theme "Identity" throughout. We are currently in the development process and have decided which DOE standards we want the units and topics to align with, cultivated our driving questions and culminating activities, and have had opportunities to meet with key members in both the Filipino and education communities, such as the former Superintendent of the DOE Dr. Kishimoto.

Historical Context


Culture & Connections


Filipinos in Hawai'i


Identity (Overarching Theme)

Identity is the overarching theme that will be introduced at the beginning of the semester and woven throughout the following units in essential questions. This is crucial in connecting the curriculum to the students, and encouraging them to dive deeper and learn more about their ethnic identity specifically

Unit 1: Historical Context

Historical Context will follow the basics of Philippine history through a timeline that encourages students to be critical of and ask questions about events in history. It will explore the indigenous peoples, colonization through the Spanish, revolution through the Philippine Revolution, and imperialism and occupation from the US and Japan. Students will be encouraged to reflect on and relate these events to other countries with similar histories.

Unit 2: Culture & Connections

Culture and Connections will focus on the culture of the Philippines, how it has evolved, been influenced by, and draws parallels to other cultures. The connection to Hawaiian and Polynesian culture will be highlighted to show how much groups in Hawaii have in common and will also cover Asian and Spanish influence. It will also explore colonial mentality, and how other cultures have positively and negatively shaped Filipino culture today. It will also encourage students to ask how their own ethnic identity is similar to the Filipino identity/culture.

Unit 3: Filipinos in Hawai'i

Filipinos in Hawaii will allow students to learn about the history, strength, and influence of Filipinos in our home in Hawaii. They will learn about plantation times, migration, and the causes and effects of hierarchy. It was important to us to include this unit because it relates to us as Filipinos living in Hawaii and empowers Filipinos to learn about and take action around social issues affecting our community.

Social Justice Project (Culminating Activity)

By the end of the course, students will be asked to look into existing social injustices around their community. After that comes the solution, students will brainstorm different ways to solve a particular issue and propose them in class. The Social Justice Project will serve as a culminating activity for the curriculum.

Illustrations by Raymart B.