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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.
HIDOE-Approved
Filipino History Culture, or CHR 2300, is officially included 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
Unit 1: Identity
Compelling Questions:
What makes you, you (ikaw/sika)?
How do you contribute to your community (pamayanan/barrio)?
Some of the concepts students will learn about:
Early Filipino Cultural Identity
Cultural Geography
Cultural Expression of Identity
Unit 2: Historical Interactions & Developments
Unit 2: Historical Interactions & Developments
Compelling Questions:
Why does the past (kasaysayan or pakasaritaan) matter today?
How do past interactions and connections influence the development of societies and cultures?
Some of the concepts students will learn about:
Early Civilization
Colonization of the Philippines
Diaspora
Unit 3: Culture and Connections
Unit 3: Culture and Connections
Compelling Questions:
How does Filipino culture (kalinangan) connect to other cultures?
How do we build (humulma/mangaramid) solidarity (pagkakaisa/pagnagkamkam-maysa) with other groups?
Some of the concepts students will learn about:
Practices
Past Influencial Movements
Unit 4: Filipinos in Hawaiʻi and in the U.S.
Unit 4: Filipinos in Hawaiʻi and in the U.S.
Compelling Questions:
Why do people (tao/umili/tattao) move?
How do communities (pamayanan) thrive (mapapabuti/agbiag a nasyaat/umunlad)?
Some of the concepts students will learn about:
Causes of Migration
Contemporary Filipino American Leaders
Effects of Migration (Filipino identities)
Unit 5: The Philippines in an Interconnected World
Unit 5: The Philippines in an Interconnected World
Compelling Questions:
How would you define human rights (karapatan/karbengan)?
What is your role (papel/akem) and responsibility (responsibilidad) as a Global Citizen?
Some of the concepts students will learn about:
Human Rights Violations
Causes of Climate Change
Promoting a Culture of Sustainability and Resilience
Unit 6: Community Engagement and Civic Action
Unit 6: Community Engagement and Civic Action
Compelling Questions:
What makes a good community (pamayanan/barrio/barangay)?
How can young people (kabataan/agtutubo) make a difference?
Some of the concepts students will learn about:
Enduring Challenges
Civic Action
The Original Framework
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. We have also cultivated our driving questions and culminating activities and 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
Historical Context
UNIT ONE
Culture & Connections
Culture & Connections
UNIT TWO
Filipinos in Hawaiʻi
Filipinos in Hawaiʻi
UNIT THREE
The Overarching Theme of Identity
The Overarching Theme of Identity
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
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
Unit 2: Culture & Connections
Culture and Connections will focus on the culture of the Philippines and how it has evolved and 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 Hawaiʻi have in common. It will also cover Asian and Spanish influences. 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 ethnic identity is similar to the Filipino identity/culture.
Unit 3: Filipinos in Hawaiʻi
Unit 3: Filipinos in Hawaiʻi
Filipinos in Hawaiʻi will allow students to learn about the history, strength, and influence of Filipinos in our home in Hawaiʻi. 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 Hawaiʻi and empowers Filipinos to learn about and take action around social issues affecting our community.
Social Justice Project
Social Justice Project
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.
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