Module RIPH Word

HOLY INFANT COLLEGE
Tacloban City
LEARNING MODULE
FIRST YEAR
GHIST (READINGS IN PHILIPPNE HISTORY)
EDUC, AB, BSBA, BSRT, BSN & BSM
FIRST SEMESTER
LEARNING COMPETENCIES
This RIPH module contains five main topics and activities are included for the
learner to have a better grasp of the course and be able to : 1. Evaluate primary
sources for their credibility, authenticity and provenance; 2. Analyze the context,
content and perspective of different kinds of primary sources; 3. Determine the
contribution of different kinds of primary sources in understanding Philippine History;
4.Develop critical and analytical skills with exposure to primary sources; 5.
Demonstrate the ability to use primary sources to argue in favour or against a
particular issue; 6. Effectively communicate, using various techniques and genres,
their historical analysis of a particular event or issue that could help others understand
the chosen topic; 7. Propose recommendations/solutions to present-day problems
based on their understanding of root causes and their anticipation of future scenarios;
& 8. Manifest interest of local history and concern in promoting and preserving our
country’s national patrimony and cultural heritage.
1
TABLE OF CONTENTS
PAGE
Cover Page/Contents 1-4
INTRODUCTION 5
LESSON- 1 Introduction to History: Definition, Issues, Sources 6

and Methodology
Focus 6
Pre-Assessment 7
Exploring Actvities 8
Firming-Up/Analysis 8
Deepening/Abstraction 9-11
Demonstration/Application 12-15
Reflection 16
Post Assessment 17-19
LESSON- 2 Content and Contextual Analysis of Selected Primary Sources 20
Focus 20
Pre-Assessment 21
Exploring Actvities 22-24
Demonstration/Application 65
Reflection 66
2
LESSON- 3 Philippine History: Spaces for conflict and controversies 70
Focus 70
Pre-Assessment 71
Exploring Actvities 72-73
Reflection 77
LESSON- 4 Social, Politicsl, Economic and Cultural Issues in Philippine

History 80
Focus 80
Pre-Assessment 81
Reflection 97
3
LESSON 5 Doing History: Local and Oral History 101
Focus 101
Pre-Assessment 102
Reflection 109
Post Assessment 110
ANSWER KEY :
Pre-Assessment (lesson 1-5) 111-112
Major Exams: Prelims-Finals 113-119
GLOSSARY 120-122
REFERENCES 123
PREPARED BY 123s
4
INTRODUCTION:
This RIPH module is made for the use of the students who will enrol in the course:
GHIST with descriptive title, “Readings in Philippine History”. This will serve as your guide
since Philippine History will be viewed from the lens of selected primary sources in
different periods, analysis and interpretations.
The RIPH module aims to expose you to different facets of Philippine History to the
lens of eye witnesses. Rather than rely on secondary materials such as textbooks, which
is the usual approach in teaching Philippine History, different types of primary sources
will be used – written (qualitative and quantitative), oral, visual, audio visual, digital –
covering various aspects of Philippine life (political, economic, social, cultural). You are
expected to analyse the selected readings contextually and in terms of content (stated
and implied). The end goal is to enable you to understand and appreciate our rich past
by deriving insights from those who were actually present at the time of the event.
In Context analysis, you have to consider the following: (i) the historical context of
the source [time and place it was written and the situation at the time], (ii) the author’s
background, intent (to the extent discernable), and authority on the subject; and (iii) the
source’s relevance and meaning today. On the other hand, Content analysis applies
appropriate techniques depending on the type of source (written, oral or visual). In the
process you will be asked for example, the author’s main argument or thesis, compare
points of view, identify biases, and evaluate the author’s claim based on the evidences
presented or other available evidence at the time.
This module is divided into five main topics: 1.Introduction to History: Definition,
Issues, Sources and Methodology; 2.Content and Contextual Analysis of Selected
Primary Sources in Philippine History: 3.Philippine History: Spaces for Conflict and
Controversies; 4.Social, Political, Economic, & Cultural Issues in Philippine History &
5.Doing History: A Guide for Students to conduct local history.
By studying History, we situate ourselves in the story of the nation, a necessary

endeavor to be able to know more about our identity and find out how we can help solve
the problems of today and move forward to the future. Enjoy the course my dear students
and do away with the misconception that History is a boring field of study. Be inspired
with the legacy of our heroes…and develop patriotism, devotion and love for our country,
Philippines.
5
LESSON I
Introduction to History: Definition, Issues, Sources, and Methodology
Hello RIPH students! Let’s start our RIPH lesson from the definition, issues,
sources and methodology. History has always been known as the study of the past.
Students often dread the course for its notoriety in requiring them to memorizing dates,
places, names and events from distant eras. This low appreciation of the discipline may
be rooted from the shallow understanding of History’s relevance to their lives and to their
respective contexts. While the popular definition of history as the study of the past is not
wrong, it does not give justice to the complexity of the course and its importance to human
civilization. (Alphora&Candelaria, 2018)
FOCUS:
At the end of the lesson you should be able to:
1. Understand the meaning and relevance of History

2. Apply the knowledge in historical methodology in assessing and analysing existing
historical narratives
3. Examine and assess critically the value of historical evidences
4. Appreciate the importance of history in social and national life in the Philippines
6
PRE-ASSESSMENT: LESSON I
Directions: Read the following statement below. Write True if the statement is true.
Otherwise, write False in the space provided.
________ 1. History is the study of the past.
________ 2. Historical sources that were not written should not be used in writing history.
________ 3. The subject of historiography is history itself.
________ 4. History has no use for the present, thus, the saying “past is past” is true.
_________ 5. History is limited to the story of a hero versus a villain.
_________ 6. Only primary sources may be used in writing history.
_________ 7. There are 3 types of sources: primary, secondary and tertiary sources.
_________ 8. External criticism is done by examining the physical characteristics of a

source.
_________ 9. Internal criticism is done by looking at a source’s quality of paper and type
of ink, among others.
_________10. The historians are the only source of history.
7
EXPLORING ACTIVITIES:
Class, the first lesson introduces history as a discipline and as narrative. This
presents the definition of history, which transcends the common definition of history as
the study of the past. This lesson also includes several issues in history that consequently
opens up for theoretical aspects of the discipline. Then, followed by the distinction
between primary and secondary sources in relation to the historical subject matter being
studied and the historical methodology employed by the historian. Ultimately, the lesson
tackles the task of the historian as the arbiter of facts and evidences in making his
interpretation and forming historical narrative.
Now, before moving to the details of the lesson do the following activity:
1. Think and write any historical subject, an event or issue you wish to study.
2. Give your reasons. Identify the causes of such historical subject.
3. List the sources that you can utilize to gather information and evidences?
4. Identify the possible authors of your sources.
FIRMING – UP:
My dear students what you did is similar to the work of the historians. Activity #1 &
2, answers the questions: What is History? & Why study History? On the otherhand,
Activity 3 & 4, answers the questions: What is Historiography? How was the historical text
written? Who wrote it? What was the context used?
For you to have a clear distinction between History and Historiography, let us start
our discussion with the Definition and Subject matter…
8
DEEPENING DETAILS:
Definition and Subject Matter: (Alphora&Candelaria, 2018)
History was derived from the Greek word Historia, which means “knowledge acquired
through inquiry or investigation”. History as a discipline existed for around 2,400 years
and is as old as mathematics and philosophy. This term was then adapted to classical
Latin where it acquired a new definition. Historia became known as the account of the
past of a person or a group of people through written documents and historical evidences.
That meaning stuck until the early parts of the twentieth century. History became an
important academic discipline. It became the historian’s duty to write about the lives of
important individuals like monarchs, heroes, saints, and nobilities. History was also
focused on writing about wars, revolutions, and other important breakthroughs. It is thus,
important to ask: What counts as history? Traditional historians live with the mantra of “
no document, no history.” It means that unless a written document prove a certain
historical event, then it cannot be considered as a historical fact.
But as any other academic disciplines, history progressed and opened up to the
possibility of valid historical sources, which were not limited to written documents, like
government records, chroniclers’ accounts, or personal letters. Giving premium to written
documents essentially invalidates the history of other civilizations that do not keep written
records. Some were keener on passing their history by word of mouth. Others got their
historical documents burned or destroyed in the events of war or colonization. Restricting
historical evidence as exclusively written is also discrimination against other social
classes who were not recorded in paper. Nobilities, monarchs, elite and even the middle
class would would have their birth, education, marriage, and death as matters of
government and historical record. But what of peasant families or indigenous groups who
were not given much thought about being registered to government records? Does the
absence of written documents about them mean that they were people of no history or
past? Did they even exist?
This loopholes was recognized by historians who started using other kinds of
historical sources, which may not be in written form but were just as valid. A few of these
examples are oral traditions in forms of epics and songs, artifacts, architecture, and
memory. History thus, became more inclusive and started collaborating with other
disciplines as its auxiliary disciplines. With the aid of archaeologists, historians can use
artifacts from a bygone era to study ancient civilizations that were formerly ignored in
history because of lack of documents. Linguists can also be helpful in tracing historical
evolutions, past connections among different groups, and the flow of cultural influence by
studying language and the changes it has undergone. Even scientists like biologists and
biochemists can help with the study of the past through analysing genetic and DNA
patterns of human societies.
9
Questions and Issues in History: (Alphora & Candelaria, 2018)
Indeed, history as a discipline has already turned into a complex and dynamic
inquiry. This dynamism inevitably produced various perspectives on the discipline
regarding different questions like: What is history? Why study history? And History for
whom? These questions can be answered. In simple terms, historiography is the history
of history. History and historiography should not be confused with each other. The
former’s object of study is the past, the events that happened in the past, and the causes
of such events. The latter’s object of study, on the other hand, is history itself (i.e., How
was a certain historical text written? Who wrote it? What was the context of its publication?
What particular method was employed? What were the sources used?). Thus,
historiography, lets the students have a better understanding of history. They do not only
get to learn historical facts, but they are also provided with the understanding of the facts’
and the historian’s contexts. The methods employed by the historian and the theory and
perspective, which guided him, will also be analysed. Historiography is important for
someone who studies history because it teaches the student to be critical in the lessons
of history presented to him.
History has played various roles in the past. States use history to unite a nation. It
can be used as a tool to legitimize regimes and forge a sense of collective identity through
collective memory. Lessons from the past can be used to make sense of the present.
Learning of past mistakes can help people to not repeat them. Being reminded of a great
past can inspire people to keep their good practices to move forward.
Historical Sources: (Alphora&Candelaria)
With the past as history’s subject matter between primary and secondary sources.
The historians most important research tools are historical sources. In general, historical
sources can be classified between primary and secondary sources. The classification of
the sources between these two categories depends on the historical subject being
studied. Primary sources are those sources produced at the same time as the event,
period, or subject being studied. For example, if a historian wishes to study the
Commonwealth Constitution Convention of 1935, his primary sources can include the
minutes of the convention, newspaper clippings, Philippine Commission reports of the
U.S. Commissioners, records of the event, Eyewitness accounts of convention delegates
and their memoirs can also be used as primary sources. The same goes with other
subjects of historical study. Archival documents, artifacts, memorabilia, letters, census,
and government records, among others are the most common examples of primary
sources.
On the other hand, Secondary sources are those sources, which were produced
by an author who used primary sources to produce the material. In other words,
secondary sources are historical sources, which studied a certain historical subject. For
example, on the subject of the Philippine Revoluton of 1896, students can read Teodoro
Agoncillo’s Revolt of the Masses: The Story of Bonifacio and the Katipunan published
10
originally in 1956. The Philippine Revolution happened in the last years of the nineteenth
century while Agoncillo published his work in 1956, which makes the Revolt of the
Masses a secondary source. More than this, in writing the book, Agoncllo used primary
sources with his research like documents of the Katipunan, interview with the veterans
of the Revolution, correspondence between and among Katipuneros.
As mentioned above, the classification of sources between primary and secondary

depends not on the period when the source was produced or the type of the source but
on the subject of the historical research. For example, a textbook is usually classified as
a secondary source, a tertiary even. Both primary and secondary sources are useful in
writing and learning history. However, historians and students of history needed to
scrutinize these historical sources to avoid deception and to come up with the historical
truth. The historian should be able to conduct an external and internal criticism of the
source specially primary sources which can age in centuries.
External criticism is the practice of verifying the authenticity of evidence by

examining its physical characteristics; consistency with the historical characteristic of the
time when it was produced; and the materials used for the evidence. Examples of the
things that will be examined when conducting external criticism of a document include the
quality of the paper, the type of the ink, and the language and words used in the material,
among others. Internal criticism, on the other hand, is the examination of the truthfulness
of the evidence. It looks at the content of the source and examines the circumstance of
its production period. Internal criticism looks at truthfulness and factuality of the evidence
by looking at author of the source, its context, the agenda behind its creation, the
knowledge which informed it, and its intended purpose, among others. For example,
Japanese reports and declarations during the period of the war should not be taken as a
historical fact hastily. Internal criticism entails that the historian acknowledge and analyse
how such reports can be manipulated to be used as war propaganda. Validating historical
sources is important because of the unverified, falsified, and untruthful historical sources
can lead to equally false conclusion. Without thorough criticisms of historical evidences,
historical deceptions and lies will be highly probable.
The task of the historian is to look at available historical sources and select the
most relevant nd meaningful for history and for the subject matter that he is studying.
History, like other academic discipline, has come a long way but still has a lot of remaining
tasks to do. It does not claim to render absolute and exact judgment because as long
as questions are continuously asked, as long as time unfolds, the study of history can
never be complete. The task of the historian is to organize the past that is being created
so that it can offer lessons for nations, societies, and civilization. It is the historian’s job
to seek for the meaning of recovering the past to let people see the contuing relevance
of provenance, memory, remembering, and historical understanding for both the present
and the future.
11
DEMONSTRATION (APPLICATION):
`ACTIVITY - 1
Memory Recall
Direction: Based on what you have learned answer the following questions. Write your
answer below the question.
1. Distinguish History from Historiography?
2. Explain the relevance of History.
3. Differentiate Primary Source from Secondary Source.
12
ACTIVITY - 2
What do you think?
Direction: Read the following scenarios and classify the sources discovered if primary,
secondary, or tertiary sources. Explain your answer in the space provided.
1. Jose was exploring the library in his new school in Manila. He wanted to study the
history of Calamba, Laguna during the nineteenth century. In one of the books, he
saw an old photograph of a woman standing in front of the old church, clipped
among the pages. At the back of the photo was a fine inscription that says:
“Kalamba, 19 de Junio 1861”.
2. It was Lean’s first day of college in a big university. His excitement made him come
to class unusually early and he found their classroom empty. He explored the
classroom and sat at the teacher’s table. He looked at the table drawer and saw a
book entitled U.G. An Underground Tale: The Journey of Edgar Jopson and the
FIRST Quarter storm Generation. He started reading the book and realized that it
was a biography of a student leader turned political activist during the time of
Ferdinand Marcos. The author used interviews with friends and family of Jopson,
and other primary documents relate to his works and life.
13
3. Lorena was a new teacher of Araling Panlipunan in a small elementary school in
Mauban, Quezon . Her colleagues gave her the new textbook that she ought to
use in class. She noted that the authors used works by other known historians in
writing the textbook. She saw the bibliography included Teodoro Agoncllo’s “The
Revolt of the Masses and The Fateful years: Japan’s Adventure in the Philippines,
1941-45. She also saw that the authors used Ma. Luisa Camagay’s Working
Women of Manila During the 19th Century and many others.
4. Manuel visited the United States for a few months to see his relatives who have
lived there for decades. His uncle brought him on tours around Illinois. Manuel
visited the Field Museum of Natural History where a golden image of a woman
caught his eye. Manuel looked closer and read that the image was called “The
Golden Tara”. It originated from Agusan del Sur and was brought by the museum
in 1922. It was believed to be made prior to the arrival of the Spaniards in the
Philippines.
5. Gregoria loved to travel around the country. She liked bringing with her a travel
brochure that informs her of the different sites worth visiting in the area. Her
travel brochure was usually produced by the tourism department of the province.
It shows pictures of destinations visited by tourists and a few basic information
about the place like the origin of the name, the historical significance of the place
and some other information acquired by the office’s researchers and writers.
14
ACTIVITY - 3
Practice to be a HISTORIAN!!!
Direction: Using the previous scenarios in activity 2, look for a primary source @home
that can be used in writing your life history. Present and discuss your answer how it
qualifies as a primary source. Write your answer below:
15
REFLECTION:
Philippine historiography underwent several changes since the precolonial period

until the present. Ancient Filipinos narrated their history through communal songs and
epics that they passed orally from a generation to another. When the Spaniards came,
their chroniclers started recording their observatons through written accounts. The
perspective of historical writing and inquiry also shifted. The Spanish colonizers narrated
the history of ther colony in a bipartite view. They saw the age before colonization as dark
perod in the history, of the islans, until they brought light through Western thought and
Christianity. Early nationlists refuted this perspective and argued, the tripartite view.
They saw the precolonial society as a luminous age that ended with darkness when the
colonizers captured their freedom. They believed that the light would come agin once the
colonzers were evicted from the Philippines. Filipino historian, Zeus Salazar introduce the
new guiding philosophy for writing and teaching history: “pantayong pananaw” (for us -
from us perspective). This perspective highlights the importance of facilitating an internal
conversation and discourse among Filipinos about our own history, using the language
that is understood by everyone.
16
POST ASSESSMENT: (Coverage: LESSON I & Lesson II-topic 1- 5)
(Major Exam): Preliminary Examination
Name:_______________ Program&Year:____________ Date:_______
Test-I (Identification) : Read the following items and write your answer on the
space provided before each number.
_____________1. Sources produce at the same time as the event, period, or

subject ben studied.
_____________2. Sources which were produced by an author who use priary

sources to produce the material.
_____________3. Greek word whch means “knowledge acquired through inquiry

or investigation”
_____________4. Object of study is the past, the events tht happene in the past,
and causes of such events.
_____________5. Object of study is history itself (Ex. How was a certain historical
text written? Who wrote it? What was the context of its proucton? What particular
method was employed? What were the sources used?)
_____________6. Examination of the truthfulness of the evidence. It looks at the

content of the source and examines the circumstance of its production.
_____________7. Practice of verifying the authenticity of evidence by examining

it’s physical characterstics of the time when it was produced & the materials used
for evidence.
_____________8. One of the most important primary sources in the study of the
precolonl Philippines.
_____________9. Italian nobleman who accompanied Ferdinand Magellan in his

fateful circumnavigation of the world.
____________10. Portuguese explorer who first sighted the mountains of

Samar.
_____________11. Complete date when Magellan landed in the Philippines.
_____________12. Primary sourse for the “Customs of the Tagalogs”
_____________13. The founder & supremo of the Katipunan
17
_____________14. Most important organization formed in the Philppine history.
_____________15. Treated as the Katipunan’s code of conduct.
_____________ 16. First president of the First Philippine Republic.
_____________ 17. Complete date of the proclamation of Philippine

Independence.
_____________ 18. Name given to our country after gaining its independence.
______________19. Author of the important document in the Katipunan called

“Kartilya.”
______________20. Compiled the book Philippine Catoons: Political Caricature of

the American Era (1900-41) with the help of Alfredo Roces.
Test-II (Matching Type): Match Column A with Column B. Write the correct answer
on the space provided, letter only.
A B
_____1. Country ruled by foreigners a. Americans
_____ 2. Centralized Government b. Spaniards
_____ 3. Democratic Government c. Japanese
_____ 4. Puppet Government d. Portuguese
_____ 5. Land grabbing around the world e. Italian
_____ 6. Ferdnand Magellan f. Colonialism
______ 7. Antonio Pigafetta g. Colony
______ 8. Spice Islands h. Marianas
______ 9. Ladrones Islands i. Moluccas
_____ 10. Traditional blood compact j. Sandugo
k. Catholic Religion
18
Test-III (True or False): Write True if the statement is true. Otherwise, write False
in the space provided.
_________ 1. The historians are the only source of history.

_________ 2. Internal criticism is done by looking at a source’s quality of paper
and type of ink, among others.
_________ 3. External criticism is done by examining the physical characteristics
of a source.
_________ 4. There are 3 types of sources: primary, secondary and tertiary
sources.
_________ 5. Only primary sources may be used in writing history.
_________ 6. History is limited to the story of a hero versus a villain.
________ 7. History has no use for the present, thus, the saying “past is past” is
true.
________ 8. The subject of historiography is history itself.
________ 9. Historical sources that were not written should not be used in
writing history.
________ 10. History is the study of the past.
Tes- IV (Given the table below, supply in chronological order the names & nick
name given to our country on the left side and the proponets on the right side)
Names & Nickname of our country Proponents
1. 1.
2. 2.
3. 3.
4 4.
5 5.
6. 6.
7. 7.
8. 8.
9.
19
LESSON II:
Content and Contextual Analysis
of Selected Primary Sources in Philippine History
Welcome to lesson 2 my dear RIPH students! Now, you are ready for our next
voyage - The Content and Contextual Analysis of Selected Primary Sources, Identification
of the historical importance of the Text and Examination of the Author’s main argument
and point of view. Imagine that you are part of every historical event…Enjoy!!! ☺ ☺ ☺
FOCUS:
1. Familiarize yourself with the primary documents in different historical periods of
the Philippines
2. Learn history through primary sources
3. Properly interpret primary sources through examining the content and context of
the document
4. Understand the context behind each selected document
20
PRE-ASSESSMENT: LESSON II
____________ 1. Non-written documents are not useful as primary sources in conducting

historical research.
____________ 2. The assassination of Cory Aquino is an important historical event that

fueld people’s anger and condemnation of the dictator Ferdinand Marcos.
____________ 3. Apolinario Mabini penned the “Kartilya ng Katipunan”.
____________ 4. Magellan and his fleet received a warm welcome from all of the
chieftains and local leaders in the Philippine Islands.
____________ 5. The Americans radically altered the social structure in the Philippines
after they took over from Spain in terms of socioeconomic equality.
____________ 6. The “Proclamation of Philippine Independence” reflects the social and

economic discontent of the masses about land ownership and other agrarian issues.
_____________7. The enmity between Aguinaldo and Bonifacio did not affect how the
former’s revolutionary government credited Bonifacio to the beginnings of the Philippine
Revolution.
_____________8. Corazon Aquino did not want to forge alliance with the United States
because the latter was a known important ally of Marcos.
_____________9. The conservative attitude of the youth toward sexuality did not change
since the Spanish period until the 1930s.
____________10.The forces of Magellan were successful in defeating an conquering

Lapu lapu.
21
For you to have a better analysis of the historical documents’ content, first, read
and analyze the poem below. Then, identify the following: 1. Message, 2. Source, 3.
Author & 4. Context of the primary source’s production.
PAG-IBIG SA TINUBUANG LUPA
ni Andres Bonifacio
(Madarama sa tulang ito ang mapusok na diwa ng Ama ng Katipunan)
Aling pag-ibig pa ang hihigit kaya
sa pagkadalisay at pagkadakila
Gaya ng pag-ibig sa sariling lupa?
Aling pag-ibig pa? Wala na nga, wala.
Pagpupuring lubos ang palaging hangad
Sa bayan ng taong may dangal na ingat,
Umawit, tumula, kumata't at sumulat,
Kalakhan din niya'y isinisiwalat.
22
Walang mahalagang hindi inihandog
Ng may pusong mahal sa Bayang nagkupkop,
dugo, yaman, dunong, katiisa't pagod,
Buhay ma'y abuting magkalagut-lagot.
Bakit? Alin ito na sakdal ng laki,
Na hinahandugan ng busong pagkasi,
Na sa lalong mahal nakapangyayari,
At ginugulan ng buhay na iwi?
Ay! Ito'y ang iang bayang tinubuan:
Siya'y iona't tangi sa kinamulatan
Ng kawili-wiling liwanang ng araw
Na nagbigay-init sa buong katawan.
Kalakip din nito'y pag-ibig sa Bayan,
Ang lahat ng lalong sa gunita'y mahal,
Mula sa masaya'y gasong kasanggulan
Hanggang sa katawa'y mapasa-libingan.
Sa aba ng abang mawalay sa bayan!
Gunita ma'y laging sakbibi ng lumbay,
Walang alaala't inaasa-asam
Kundi ang makita'y lupang tinubuan.
23
Pati ng magdusa'y sampung kamatayan
Wari ay masarap kung dahil sa bayan
At lalong mahirap. Oh, himalang bagay!
Lalong pag-irog pa ang sa kanya'y alay.
Kung ang bayang ito'y masasa-panganib
At siya ay dapat na ipagtangkilik,
Ang anak, asawa, magulang, kapatid;
Isang tawag niya'y tatalidang pilit.
Hayo na nga, hayo, kayong nagabuhay
Sa pag-asang lubos ng kaginhawahan
At walang tinamo kundi kapaitan,
Hayo na't ibangon ang naabang bayan!
Kayong nalagasan ng bunga't bulaklak
Ng kaho'y ng buhay na nilanta't sukat,
Ng bala-balaki't makapal na hirap,
muling manariaw't sa baya'y lumiyag.
Ipahandug-handog ang busong pag-ibig
At hanggang may dugo'y ubusing itigis;
kung sa pagtatanggol, buhay ay mapatid,
Ito'y kapalaran at tunay na langit!
24
FIRMING – UP:
Historical sources ascertain historical facts. Such facts are then analysed and
interpreted by the historian to weave historical facts narrative. Specifically, historians
who study certain historical subjects and events need to make use of various primary
sources in order to weave the narrative.
Pag-ibig sa Tinubuang Lupa is a poem written by Andfres Bonifacio, the supremo

and founder of the Kataastaasan Kagalanggalangan Katipunan Ng Mga Anak Ng Bayan
or simply known as Katipun. The message of the poem is all about love and devotion to
our country, Philippines which was been colonized by the Spaniards who brought
sufferings to the Filipino people. The poem inspires Filipinos and encourage them to join
the revolutionary group to fight for our freedom against the Spaniards. So, here we can
consider Andres Bonifacio, being the writer of the poem as primary source based on the
manuscript as evidence considered by historians. March 1896 first issue of Kalayaan the
newspaper of the Katipunan was published. Among the contents was the poem In fact,
we celebrate his birthday November 30, as hoilday to honor him being the father of the
revolution and his poem remembered as Filipinos inspiration durin the crusae for
Philippine Independence.
Now, similar to what you have done in the poem, be guided on: How will you
interpret primary sources through examining the content and context of the document?
There are ten (10) readings which you are going to examine. You have to look at a
number of primary sources from different historical periods and evaluate these
documents’ content in terms of historical value, and examine the context of production.
DEEPENING DETAILS:
Note: Primary Sources consist of documents, memoir, accounts, and other
materials produced at the period of the event or subject bein studied. Using
primary sources in historical research entails two kinds of criticism. The first one
is external criticism which examines the authenticity of the document or the
evidence being used. This is important in ensuring the primary source is not
fabricated. And the second is the internal criticism which examines the
truthfulness of the content of the evience. However, this criticism requires not just
the act establishing truthfulness and/or accuracy but also the examination of the
primary sources in terms of the context of its production.
25
The following are the ten (10) selected readings with primary sources you are
going to examine:
I. Pigafetta, First Voyage Around The World

Antonio Pigafetta (source: Wikipedia)
Antonio Pigafetta (Italian: [anˈtɔːnjo piɡaˈfetta]; c. 1491 – c. 1531) was a Venetian

scholar and explorer. He joined the expedition to the Spice Islands led by explorer
Ferdinand Magellan under the flag of King Charles I of Spain and, after Magellan's death
in the Philippines, the subsequent voyage around the world. During the expedition, he
served as Magellan's assistant and kept an accurate journal which later assisted him in
translating the Cebuano language. It is the first recorded document concerning the
language.
Pigafetta was one of the 18 men who returned to Spain in 1522, under the
command of Juan Sebastián Elcano, out of the approximately 240 who set out three years
earlier. These men completed the first circumnavigation of the world. Pigafetta's surviving
journal is the source for much of what is known about Magellan and Elcano's voyage.
At least one warship of the Italian Navy, a destroyer of the Navigatori class, was named
after him in 1931.
26
Early life
Pigafetta's exact year of birth is not known, with estimates ranging between 1480
and 1491. A birth year of 1491 would have made him around 30 years old during
Magellan's expedition, which historians have considered more probable than an age
close to 40. Pigafetta belonged to a rich family city of Vicenza in northeast Italy. In his
youth he studied astronomy, geography and cartography. He then served on board the
ships of the Knights of Rhodes at the beginning of the 16th century. Until 1519, he
accompanied the papal nuncio, Monsignor Francesco Chieregati, to Spain.
Voyage around the world
In Seville, Pigafetta heard of Magellan's planned expedition and decided to join,

accepting the title of supernumerary (sobresaliente), and a modest salary of 1,000
maravedís. During the voyage, which started in August 1519, Pigafetta collected
extensive data concerning the geography, climate, flora, fauna and the native inhabitants
of the places that the expedition visited. His meticulous notes proved invaluable to future
explorers and cartographers, mainly due to his inclusion of nautical and linguistic data,
and also to latter-day historians because of its vivid, detailed style. The only other sailor
to maintain a journal during the voyage was Francisco Albo, Victoria's last pilot, who kept
a formal logbook.
Return
Pigafetta was wounded on Mactan in the Philippines, where Magellan was killed
in the Battle of Mactan in April 1521. Nevertheless, he recovered and was among the 18
who accompanied Juan Sebastián Elcano on board the Victoria on the return voyage to
Spain.
Upon reaching port in Sanlúcar de Barrameda in the modern Province of Cadiz

in September 1522, three years after his departure, Pigafetta returned to the Republic of
Venice. He related his experiences in the "Report on the First Voyage Around the World"
(Italian: Relazione del primo viaggio intorno al mondo), which was composed in Italian
and was distributed to European monarchs in handwritten form before it was eventually
published by Italian historian Giovanni Battista Ramusio in 1550–59. The account centers
on the events in the Mariana Islands and the Philippines, although it included several
maps of other areas as well, including the first known use of the word "Pacific Ocean"
(Oceano Pacifico) on a map. The original document was not preserved.
However, it was not through Pigafetta's writings that Europeans first learned of
the circumnavigation of the globe. Rather, it was through an account written by a
Flanders-based writer Maximilianus Transylvanus, which was published in 1523.
Transylvanus had been instructed to interview some of the survivors of the voyage when
27
Magellan's surviving ship Victoria returned to Spain in September 1522 under the
command of Juan Sebastian Elcano. After Magellan and Elcano's voyage, Pigafetta
utilized the connections he had made prior to the voyage with the Knights of Rhodes to
achieve membership in the order.
II. Plasencia, Customs Of The Tagalogs
Juan de Plasencia " Custom of the Tagalogs " (source: Wikipedia)
Las Costumbres de los Indios Tagalos de Filipinas Juan de Plasencia
Background of the Author
Born to the illustrious family of Portocarreros in Plasensia in the region of

Extremadura, Spain in the early 16th century. He was one of the seven children of Pedro
Portocarrero, a captain of a Spanish schooner. Juan de Plasencia grew up during the
period known as the Siglo de Oro, a Golden Age when arts and literature flourished in
many parts of Spain, among them his native Extremadura. Fray Joan de Puerto Carrero,
del convento de Villanueva de la Serena. Was his real name. ARRIVAL IN THE
PHILIPPINES Fray Juan de Plasencia came together with the first batch of Franciscan
missionaries in the Philippines. Arrived at a port in Cavite, a few kilometers south of
Manila on the 2nd of July 1578.
Purpose: Relacion de las Costumbres and Instruccion. To put an end to some injustices
being committed against the natives by certain government officials.
28
“The chronicler, Francis enemies, and so I can hardly express the sadness I feel any
time the news of such incidents reach my ears or I myself am involved; however, if one
is to choose between enmity and friendship and between peace and war, I believe enmity
is to be preferred. For considering the kind of persons most of the alcaldes mayores are
nowadays, nothing indicates that friendship with them will help the missions in any way.
On the contrary, it will destroy them. Because, as I have observed, you can hardly find
one that is not blinded and moved by greediness, thus destroying his own soul as well as
the lives and possessions of the poor Indians.”
Historical Background of the Document:
Social Classes: Chieftain (Datu), Nobles (Maharlika), Commoners (Aliping

Namamahay) Slaves (Aliping Saguiguilir) Functions: datu chief, captain of wars, whom
governed, obeyed and reverenced. Nobles or maharlika, Free-born, they do not pay
taxes. Commoners or aliping namamahay, live in their own houses and lords of their
property and gold. Slaves or aliping sa guiguilir, serve their master in his house and his
cultivated lands and can be sold. Houses were made of wood, bamboo, and nipa palm.
Mode of Dressing: Male, Headgear called Putong (symbolizes the number of persons the
wearer had killed). (Upper) a jacket with short sleeves called kanggan. (Lower) bahag
Mode of Dressing Female: (Upper) Baro or Camisa and (Lower) Saya. Fond of
Ornaments, a decorative object or detail that adds quality or distinction to a person, place
or thing.
Government: The unit of government is called Barangay ruled by a chieftain, and consist
of 30 to 100 families together with their relatives and slaves.
Administration of Justice: The chieftain’s executive function includes implementing laws,

ensuring order and giving protection to his subject. Disputes between individuals were
settled by a court made up of the chieftain and council of elders.
Inheritance: The 1st son of the barangay chieftain inherits his father’s position; if the 1st
son dies, the 2nd son succeeds their father; in the absence of male heirs, it is the eldest
daughter that becomes the chieftain.
Slaves: A person becomes slave by: (1) by captivity in war, (2) by reason of debt, (3) by
inheritance, (4) by purchase, and (5) by committing a crime. Slaves can be emancipated
through: (1) by forgiveness, (2) by paying debt, (3) by condonation, and (4) by bravery
(where a slave can possibly become a Datu) or by marriage
Marriage Customs: Men were in general, monogamous; while their wives are called
Asawa. Courtship begins with Paninilbihan. Prior to marriage the man requires to give a
dowry: (1) Bigay- kaya (a piece of land or gold); (2) Panghihimuyat (a gift for the brides
parents); (3) Bigay-suso (for brides wet nurse). Marriage between couples belonging to
29
defferent social classes were not common. Several grounds of divorce are: (1) Adultery,
(2) Abandonment on the part of the husband, (3) Cruelty, and (4) Insanity.
Religious Belief: They worship many gods and goddesses: (1) bathala, supreme being;
(2) Idayanale, god of agriculture; (3) Sidarapa, god of death; (4) Agni, god of fire; (5)
Balangaw, god of rainbow; (6) Mandarangan, god of war; (7) Lalahon, god of harvest;
and (8) Siginarugan, god of hell. Also believe in sacred animals and tress.
Superstitious Beliefs: Believe in Aswang, Dwende, Kapre, Tikbalang, Patyanak/Tiyanak.

They also believe in magical power of amulet and charms such as anting-anting, kulam
and gayuma or love potion.
Economic Life: Agriculture in the plane lands such as planting of rice, corn, banana,
coconut, sugar canes and other kinds of vegetable and fruits. Hunting in high lands.
Fishing in river banks and sea. Shipbuilding, weaving, poultry, mining and lumbering.
Domestic trade of different barangays by boat. Foreign trade with countries like Borneo,
China, Japan, Cambodia, Java, and Thailand.
Language and System of Writing: Major languages are Tagalog, Ilocano, Pangasinan,
Pangpangan, Sugbuhanon, Hiligaynon, Magindanaw and Samarnon this languages is
originated from the Malayo-Polenisian language. System of writing: the alphabets
consisted of 3 vowels and 14 consonants called Baybayi. They used tap of tress as ink
and pointed stick as pencil. They wrote on large plant leaves, bark of a tree or bamboo
tubes.
III. Jacinto, “Kartilla Ng Katipunan”
30
Kartilya ng Katipunan (source: Wikipedia)
The Kartilya ng Katipunan (English: Primer of the Katipunan) served as the

guidebook for new members of the organization, which laid out the group's rules and
principles. The first edition of the Kartilya was written by Emilio Jacinto. Andrés Bonifacio
later wrote a revised Decalogue. The Decalogue, originally titled Katungkulang Gagawin
ng mga Z. Ll. B. (Duties of the Sons of the People), was never published because
Bonifacio believed that Jacinto's Kartilya was superior to what he had made.
14 Rules of Kartilya ng Katipunan ni Emilio Aguinaldo
1. Ang kabuhayang hindi ginugugol sa isang malaki at banal na kadahilanan ay kahoy na

walang lilim, kun di damong makamandang.
The life that is not consecrated to a lofty and reasonable purpose is a tree without a shade,
if not a poisonous weed.
The First code of conduct simple tells us that we must have a purpose-driven life. We
must know how to set our goals and find meaning to our life because without knowing our
purpose, we will suffer from unwanted situations.
2. Ang gawang magaling na nagbubuhat sa pagpipita sa sarili, at hindi talagang nasang

gumawa ng kagalingan, ay di kabaitan
To do good for personal gain and not for its own sake is not virtue.
This means that we must not be selfish. We must do good deed not to earn praises but
to show it with our whole heart because a deed done only for fame is not worthy to be
called good.
3. Ang tunay na kabanalan ay ang pagkakawang gawa, ang pagibig sa kapwa at ang
isukat ang bawat kilos, gawa’t pangungusap sa talagang katuiran.
It is rational to be charitable and love one’s fellow creature, and to adjust one’s conduct,
acts and words to what is in itself reasonable.
It gives us the real definition of true act of kindness – Being kind is simply seen by the
service and love one gives to his/her fellowmen without asking anything in return.
4. Maitim man at maputi ang kulay ng balat, lahat ng tao’y magkakapantay: mangyayaring
ang isa’y higtan sa dunong, sa yaman, sa ganda…, ngunit di mahihigtan sa pagkatao.
Whether our skin be black or white, we are all born equal: superiority in knowledge, wealth
and beauty are to be understood, but not superiority by nature.
31
The 4th rule highlights EQUALITY. We are all born to be equal no matter what race,
status, and educational background we have. Our society may have divided us into
groups but we must all understand that no one is a superior of anyone
5. Ang may mataas na kalooban inuuna ang puri sa pagpipita sa sarili; ang may hamak
na kalooban, inuuna ang pagpipita sa sarili sa puri.
The honorable man prefers honor to personal gain; the scoundrel, gain to honor.
A good person must understand that honoring oneself also means he or she values honor
rather than personal interest. True honor means having a high moral standard behavior
6. Sa taong may hiya, salita’y panunumpa.
To the honorable man, his word is sacred.
The rule 6 tells us that we must be a man of our own words. Whatever said must be done.
We must do things that we promised because we can never take back what we have
been said so ” walk the talk “.
7. Huwag mong sayangin ang panahun: ang yamang nawala’y mangyayaring magbalik;
ngunit panahung nagdaan na’y di na muli pang magdadaan.
Do not waste thy time: wealth can be recovered but not time lost.
Everyone must understand the importance of time. We usually focus ourselves on

worrying from different material things. This code of conduct tells us to treasure time
because we can never take it back. At the end we might end up having regreting for the
things we weren’t able to do. We have make use of our time wisely.
8. Ipagtanggol mo ang inaapi; kabakahin ang umaapi.
Defend the oppressed and fight the oppressor before the law or in the field.
We don’t have the same strengths but we can help one another. We must choose to fight
for what is right – Fight with the weak people who needs your help and comfort and Fight
those people who keep on putting others down by oppressing them.
9. Ang taong matalino’y ang may pagiingat sa bawat sasabihin, at matutong ipaglihim
ang dapat ipaglihim.
The prudent man is sparing in words and faithful in keeping secrets
This highlights the importance of trust and comfidentiality. A wise man is a man who thinks
of what he says and keeps what is needed to be kept.
32
10. Sa daang matinik ng kabuhayan, lalaki ay siyang patugot ng asawa’t mga anak: kung
ang umaakay ay tungo sa sama, ang pagtutunguhan ng inaakay ay kasamaan din.
On the thorny path of life, man is the guide of woman and the children, and if the guide
leads to the precipice, those whom he guides will also go there.
All of us needs to be a model for everyone because whatever they saw in us will also be
followed by the people who sees us. And a true man leads his family to the right path by
showing them that he is righteous.
11. Ang babai ay huwag mong tignang isang bagay na libangan lamang, kun di isang
katuang at karamay sa mga kahirapan nitong kabuhayan; gamitan mo nag boong
pagpipitagan ang kaniyang kahinaan, at alalahanin ang inang pinagbuhatan at nagiwi sa
iyong kasanggulan.
Thou must not look upon woman as a mere plaything, but as a faithful companion who
will share with thee the penalties of life; her (physical) weakness will increase thy interest
in her and she will remind thee of the mother who bore thee and reared thee.
This principle is about women. That every woman deserves to be respected and no man
shall see them as an object nor a past time. Just like what they always say, a man who
don’t respect a woman do not respect his mother who gave him birth. Girls deserve to be
loved with full respect and care.
12. Ang di mo ibig na gawin sa asawa mo, anak at kapatid, ay huag mong gagawin sa
asawa, anak at kapatid ng iba.
What thou dost not desire done unto thy wife, children, brothers and sisters, that do not
unto the wife, children, brothers and sisters of thy neighbor.
Every action that any man do is important. Every action has its own consequences. We
must not do bad things against other people if we don’t want other people to do bad things
against us.
13. Ang kamahalan ng tao’y wala sa pagkahari, wala sa tangus ng ilong at puti ng mukha,
wala sa pagkaparing kahalili ng Dios, wala sa mataas na kalagayan sa balat ng lupa:
wagas at tunay na mahal na tao, kahit laking gubat at walang nababatid kun di ang sariling
wika, yaon may magandang asal, may isang pangungusap, may dangal at puri; yaon di
nagpapaapi’t di nakikiapi; yaong marunong magdamdam at marunong lumingap sa
bayang tinubuan.
Man is not worth more because he is a king, because his nose is aquiline, and his color
white, not because he is a *priest, a servant of God, nor because of the high prerogative
that he enjoys upon earth, but he is worth most who is a man of proven and real value,
who does good, keeps his words, is worthy and honest; he who does not oppress nor
33
consent to being oppressed, he who loves and cherishes his fatherland, though he be
born in the wilderness and know no tongue but his own.
The thirteenth principle is about having the right character and good values. A Man’s life
is not measured by what is his status in life nor with the things that he possess. Instead,
it is in his character and his love for the native land.
14. Paglagalap ng mga aral na itoat maningning na sumikat ang araw ng mahal na
Kalayaan dito sa kaabaabang Sangkapuluan, at sabugan ng matamis niyang liwanag ang
nangagkaisang magkakalahi’t magkakapatid na ligayang walang katapusan, ang mga
ginugol na buhay, pagud, at mga tiniis na kahirapa’y labis nang natumbasan.
When these rules of conduct shall be known to all, the longed-for sun of Liberty shall rise
brilliant over this most unhappy portion of the globe and its rays shall diffuse everlasting
joy among the confederated brethren of the same rays, the lives of those who have gone
before, the fatigues and the well-paid sufferings will remain. If he who desires to enter
(the Katipunan) has informed himself of all this and believes he will be able to perform
what will be his duties, he may fill out the application for admission.
The last code of conduct shows the desire of Emilio Aguinaldo.
IV. N.H.I., Documents Of The 1898 Declaration of Philippine Independence

The Philippine Declaration of Independence (source: Wikipedia)
The Philippine Declaration of Independence (Filipino: Pagpapahayag ng

Kasarinlan ng Pilipinas; Spanish: Declaración de Independencia de Filipinas) was
proclaimed on 12 June 1898 in Cavite II el Viejo (present-day Kawit, Cavite), Philippines.
34
With the public reading of the Act of the Proclamation of Independence of the Filipino
People (Spanish: Acta de la proclamación de independencia del pueblo Filipino; Filipino:
Kasulatan ng Pagpapahayag ng Kasarinlan ng Sambayanang Pilipino), Filipino
revolutionary forces under General Emilio Aguinaldo proclaimed the sovereignty and
independence of the Philippine Islands from the colonial rule of Spain.
History
Main article: History of the Philippines (1898–1946), In 1896, the Philippine Revolution
began. In December 1897, the Spanish government and the revolutionaries signed a
truce, the Pact of Biak-na-Bato, requiring that the Spanish pay the revolutionaries
$MXN800,000 and that Aguinaldo and other leaders go into exile in Hong Kong. In April
1898, at the outbreak of the Spanish–American War, Commodore George Dewey aboard
the U.S.S. Olympia sailed into Manila Bay leading the Asiatic Squadron of the U.S. Navy.
On 1 May 1898, the United States defeated the Spanish in the Battle of Manila Bay. Emilio
Aguinaldo decided to return to the Philippines to help American forces defeat the
Spaniards. The U.S. Navy agreed to transport him back aboard the USS McCulloch, and
on May 19, he arrived in Cavite.
The Proclamation on 12 June
Independence was proclaimed on 12 June 1898 between four and five in the afternoon
in Cavite at the ancestral home of General Emilio Aguinaldo some 30 kilometres (19 mi)
south of Manila. The event saw the unfurling of the Flag of the Philippines, made in Hong
Kong by Marcela Agoncillo, Lorenza Agoncillo, and Delfina Herboza, and the
performance of the Marcha Filipina Magdalo, as the national anthem, now known as
Lupang Hinirang, which was composed by Julián Felipe and played by the San Francisco
de Malabon marching band.
The Act of the Declaration of Independence was prepared, written, and read by Ambrosio
Rianzares Bautista in Spanish. The Declaration was signed by 98 people, among them a
United States Army officer who witnessed the proclamation. The final paragraph states
that there was a "stranger" (stranger in English translation—extranjero in the original
Spanish, meaning foreigner) who attended the proceedings, Mr. L. M. Johnson, described
as "a citizen of the U.S.A, a Colonel of Artillery". Despite his prior military experience,
Johnson had no official role in the Philippines.
Ratification
The proclamation of Philippine independence was, however, promulgated on 1 August,

when many towns had already been organized under the rules laid down by the Dictatorial
Government of General Aguinaldo. municipal presidents of different towns from 16
provinces—Manila, Cavite, Laguna, Batangas, Bulacan, Bataan, Infanta, Morong,
35
Tayabas, Pampanga, Pangasinan, Mindoro, Nueva Ecija, Tarlac, La Union and
Zambales—ratified the Proclamation of Independence in Bacoor, Cavite.
Later at Malolos, Bulacan, the Malolos Congress modified the declaration upon the
insistence of Apolinario Mabini who objected to that the original proclamation essentially
placed the Philippines under the protection of the United States.
Struggle for independence
The declaration was never recognized by either the United States or Spain. Later in 1898,
Spain ceded the Philippines to the United States in the 1898 Treaty of Paris that ended
the Spanish–American War.
The Philippine Revolutionary Government did not recognise the treaty or American
sovereignty, and subsequently fought and lost a conflict with the United States originally
referred to by the Americans as the "Philippine Insurrection" but now generally and
officially called the Philippine–American War, which ended when Emilio Aguinaldo was
captured by U.S. forces, and issued a statement acknowledging and accepting the
sovereignty of the United States over the Philippines. This was then followed on July 2,
1902, by U.S. Secretary of War Elihu Root telegraphing that the insurrection the United
States had come to an end and that provincial civil governments had been established
everywhere except those areas inhabited by Moro tribes. Pockets of resistance continued
for several years.
Following the end of World War II, the United States granted independence to the
Philippines on 4 July 1946 via the Treaty of Manila. July 4 was observed in the Philippines
as Independence Day until August 4, 1964 when, upon the advice of historians and the
urging of nationalists, President Diosdado Macapagal signed into law Republic Act No.
4166 designating June 12 as the country's Independence Day. June 12 had previously
been observed as Flag Day and many government buildings are urged to display the
Philippine Flag in their offices.
36
V. McCoy, Political Caricatures Of The American Era
Alfred "Al" William McCoy (source: Wikipedia)
Alfred "Al" William McCoy (born June 8, 1945 in Concord) is an American

historian and educator. McCoy is currently the Fred Harvey Harrington Professor of
History at the University of Wisconsin–Madison. He specializes in the history of the
Philippines, foreign policy of the United States, European colonisation of Southeast Asia,
illegal drug trade, and Central Intelligence Agency covert operations.
Philippine Cartoons: Political Caricature of the American Era, 1900-41
Philippine political cartoons gained full expression during the American era.
Filipino artists recorded national attitudes toward the coming of the Americans as well as
the changing mores and times. While the 377 cartoons compiled in this book speak for
themselves, historian Alfred McCoy’s extensive research in Philippine and American
archives provides a comprehensive background not only to the cartoons but to the
turbulent period as well. Artist-writer Alfredo Roces, who designed the book, contributes
an essay on Philippine graphic satire of the period.
37
Political cartoon, a drawing (often including caricature) made for the purpose of
conveying editorial commentary on politics, politicians, and current events.
38
VI. Commission on Independence, Filipino Grievances Against Governor Wood
Leonard Wood (source: Wikipedia)
Leonard Wood (October 9, 1860 – August 7, 1927) was a United States Army
major general, physician, and public official. He served as the Chief of Staff of the United
States Army, Military Governor of Cuba, and Governor General of the Philippines. He
began his military career as an army doctor on the frontier, where he received the Medal
of Honor. During the Spanish–American War, he commanded the Rough Riders, with
Theodore Roosevelt as his second-in-command. Wood was bypassed for a major
command in World War I, but then became a prominent Republican Party leader and a
leading candidate for the 1920 presidential nomination.
Born in Winchester, New Hampshire, Wood became an army surgeon after

earning a Doctor of Medicine degree from Harvard Medical School. He received the
Medal of Honor for his role in the Apache Wars and became the personal physician to the
President of the United States. At the outbreak of the Spanish–American War, Wood and
Roosevelt organized the Rough Riders, a volunteer cavalry regiment. Wood was
promoted to the rank of brigadier general during the war and fought in the Battle of San
Juan Hill and other engagements. After the war, Wood served as the Military Governor of
Cuba, where he instituted improvements to medical and sanitary conditions. President
William Howard Taft made Wood the Army Chief of Staff in 1910, and Wood held that
position until 1914. Several Republican leaders supported Wood for the role of
commander of the American Expeditionary Forces in World War I, but the Woodrow
Wilson administration selected John J. Pershing.
After Roosevelt's death in 1919, many of Roosevelt's former supporters backed

Wood for the presidential nomination at the 1920 Republican National Convention. Wood
39
received the most votes on the first four ballots of the convention, but the Republicans
nominated Warren G. Harding for president. Wood retired from the army in 1921 and was
appointed Governor General of the Philippines later that year. He held that position until
his death in 1927.
FILIPINO GRIEVANCES AGAINST GOVERNOR WOOD
BY GREGORIO ZAIDE
Approved by the Commission on Independence on November 17, 1926
ABOUT
The president of the United States sent Major-General Leonard Wood to the Philippines
as Governor-General
His conduct of government resulted to curtailment of autonomy, the destruction of our

constitutional system and reversal of America's Philippine policy.
EXECUTIVE ORDER NO. 37
Wood attempted to nullify laws creating the Board of Control and assumed the functions
of that body.
Series of usurpations
He has unduly interfered in the administration of justice. He has arrogated unto himself
the right of exercising the powers granted by law to the Emergency Board. He has refused
the advice of the senate in making appointments. He has refused to submit to the Senate
appointment for vacancies. He has brought a condition which has given rise to discord
and dissension between groups of Christian and Mohammedan Filipinos. He has usurped
legislative powers by imposing conditions on legislative measures approved by him. He
has continued in office nominees whose appointments had been rejected by the Senate.
He has by his policies created strained relations between resident American and Filipinos
He refused his assent to laws that were necessary to public good. He substituted his
constitutional advisers for a group of military attaches without legal standing. He set at
naught both the legal authority and responsibility for the Philippine heads of department.
He reversed the policy of Filipinizing the service of the government by appointing
Americans. He has used certain public funds to grant additional compensation to public
officials. He has made appointments to positions and authorized the payment of salaries.
He rendered merely perfunctory the power of Legislature to pass the annual appropriation
40
law. He obstructed the carrying out of national economic policies duly adopted by the
Legislature
He has endeavored to dispose of all the companies capitalized by the government. He

has sanctioned the campaign of insidious propaganda in the US against Filipino people
He has attempted to close the Philippine National Bank. He has insistently sought the
amendment of our land laws approved by the Congress of the US. He has adopted the
practice of intervening in and controlling directly
VII. Aguinaldo, Mga Gunita Ng Himagsikan

Emilio Aguinaldo y Famy (source: Wikipedia)
Emilio Aguinaldo y Famy QSC CCLH[d] (Spanish pronunciation: [eˈmi.ljo

a.ɣiˈnal.do]: March 22, 1869 – February 6, 1964) was a highly controversial Filipino
revolutionary, politician and military leader who is officially recognized as the first and the
youngest President of the Philippines (1899–1901) and first president of a constitutional
republic in Asia. He led Philippine forces first against Spain in the latter part of the
Philippine Revolution (1896–1898), and then in the Spanish–American War (1898), and
finally against the United States during the Philippine–American War (1899–1901).
In 1935, Aguinaldo ran unsuccessfully for president of the Philippine

Commonwealth against Manuel Quezon. He was also one of the Filipino historical figures
to be recommended as a national hero of the Philippines.
41
Philippine Revolution and battles
Main article: Philippine Revolution
The seal of the Magdalo faction led by Baldomero B. Aguinaldo, Emilio's first cousin
On January 1, 1895, Aguinaldo became a Freemason, joining Pilar Lodge No. 203, Imus,
Cavite by the codename "Colon".
On March 7, 1895, Santiago Alvarez, whose father was a Capitan Municipal (Mayor) of
Noveleta, encouraged Aguinaldo to join the "Katipunan", a secret organization led by
Andrés Bonifacio, dedicated to the expulsion of the Spanish and independence of the
Philippines through armed force. Aguinaldo joined the organization and used the nom de
guerre Magdalo, in honor of Mary Magdalene. The local chapter of Katipunan in Cavite
was established and named Sangguniang Magdalo, and Aguinaldo's cousin Baldomero
Aguinaldo was appointed leader.
The Katipunan-led Philippine Revolution against the Spanish began in the last week of
August 1896 in San Juan del Monte (now part of Metro Manila). However, Aguinaldo and
other Cavite rebels initially refused to join in the offensive because of the lack of arms.
While Bonifacio and other rebels were forced to resort to guerrilla warfare, Aguinaldo and
the Cavite rebels won major victories in carefully planned and well-timed set-piece battles,
temporarily driving the Spanish out of their area. On August 31, 1896, Aguinaldo started
the assault beginning as a skirmish to a full blown revolt (Kawit Revolt). He marched with
his army of bolomen to the town center of Kawit. Prior to the battle, Aguinaldo strictly
ordered his men not to kill anyone in his hometown. Upon his men's arrival at the town
center, the guards, armed with Remingtons and unaware of the preceding events, were
caught completely by surprise and surrendered immediately. The guns there were
captured and armed by the Katipuneros, the revolt was a major success for Aguinaldo
and his men. Later that afternoon, they raised the Magdalo flag at the town hall to a large
crowd of people from Kawit all assembled after hearing of their city's liberation.
Magdalo faction of the Katipunan, which also operated in Cavite under Gen. Emilio
Aguinaldo, used a flag alike to the Magdiwang faction's. It features a white sun with
Number the Ray a red baybayin letter K.
This symbol has recently been revived by a breakaway group of army officers signifying
the end of warfare with Spain after the peace agreement. This flag became the first official
banner of the revolutionary forces and was blessed in a crowd celebrated at Imus.General
Aguinaldo referred to this flag in his proclamation of October 31, 1896: "Filipino people!!
The hour has arrived to shed blood for the conquest of our liberty. Assemble and follow
the flag of the Revolution – it stands for Liberty, Equality and Fraternity."[citation needed]
42
Battle of Imus
Main article: Battle of Imus
In August 1896, as coordinated attacks broke out and sparked the revolution beginning
in Manila Emilio Aguinaldo marched from Kawit with 600 men and launched a series of
skirmishes at Imus which eventually ended in open hostilities against Spanish troops
stationed there. On September 1, with the aid of Captain Jose Tagle of Imus, they laid
siege against Imus Estate to draw the Spanish out. A Spanish relief column commanded
by Brig. General Ernesto de Aguirre had been dispatched from Manila to aid the
beleaguered Spanish defenders of Imus. Supported only by a hundred troops and by a
cavalry, Aguirre gave the impression that he had been sent out to suppress a minor
disturbance. Aguinaldo and his men counter-attacked but suffered heavy losses and
almost cost his own life. Despite the success, Aguirre did not press the attack and felt the
inadequacy of his troops and hastened back to Manila to get reinforcements. During the
lull in the fighting, Aguinaldo's troops reorganized and prepared for another Spanish
attack. On September 3, Aguirre came back with a much larger force of 3,000 men. When
Spanish troops arrived at the Isabel II bridge, they were fired upon by the concealed
rebels. As surprise was on the side of the revolutionaries, almost all the Spaniards that
were sent there were trapped and annihilated; among them was General Aguirre.
Twin battles of Binakayan-Dalahican
Main article: Battle of Binakayan-Dalahican
Alarmed by previous siege, led by General Aguinaldo in Imus, Cavite in September 1896,
Governor-General Ramón Blanco y Erenas ordered the 4th Battalion of Cazadores from
Spain to aid him in quelling the rebellion in Cavite. On November 3, 1896, the battalion
arrived carrying a squadron of 1,328 men and some 55 officers. Apart from that, Blanco
ordered about 8,000 men who recently came from Cuba and Spain to joint in suppressing
the rebellion. Prior to the land attacks, Spanish naval raids were conducted on the shores
of Cavite, where cannonballs were bombarded against the revolutionary fortifications in
Bacoor, Noveleta, Binakayan and Cavite Viejo. The most fortified locations in Noveleta
are the Dalahican and Dagatan shores defended by Magdiwang soldiers under the
command of Gen. Santiago Alvarez, while the adjacent fishing village of Binakayan in
Kawit was fortified by Magdalo under Gen. Emilio Aguinaldo. Spanish naval operations
were determined to crush the fortifications in these areas, mainly because the lake around
Dalahican was so strategic as it connects to the interior of Cavite. Apart from defending
Binakayan, the Magdalo soldiers also kept the lower part of Dagatan up to Cavite's border
near Morong province (now Rizal province). Between the towns of Binakayan and
Dalahican, the Spanish forces lost decisively as the Filipino rebels led by Aguinaldo and
Alvarez routed them back to Cavite City in which the remaining Spanish troops would
eventually surrender. The successful defenses of Binakayan and Dalahican was
considered to be the first major victory of the Filipinos over a colonial power.
43
Battle of Zapote Bridge
Main article: Battle of Zapote Bridge (1897)
The newly appointed Governor-General Camilo de Polavieja now fully aware that the
main weight of the revolution was in Cavite, decided to launch a two-pronged assault
which would defeat the revolutionaries led by Aguinaldo. He ordered General José de
Lachambre with a much bigger force to march against Silang to take on the Katipuneros
from the rear, while he himself will engage the Filipinos head on. On February 17, 1897,
Aguinaldo ordered soldiers to plant dynamite along the bridge and place pointed bamboo
sticks in the river beds below the bridge. Several hours later, 12,000 Spaniards began to
cross the bridge. The trap was sprung and the dynamite was detonated, killing several
Spanish troops and injuring many more. The rebels then emerged from the bushes and
fought hand-to-hand, repelling consecutive waves of enemy troops charging across the
river. During this fight Edilberto Evangelista was shot in the head and died. The province
of Cavite gradually emerged as the Revolution's hotbed, and the Aguinaldo-led
Katipuneros had a string of victories there. After the battle, the demoralized Spanish
soldiers retreated towards Muntinlupa.
Spanish Cavite offensive and the Battle of Perez Dasmariñas
Main article: Battle of Perez Dasmariñas
While Gov-Gen. Polavieja was poised to strike at Zapote, another Spanish contingent is
marching towards Aguinaldo's rear. On February 15, 1897 the Spaniards launched the
powerful Cavite offensive to drive and crush Filipino revolutionaries under General Emilio
Aguinaldo and his Magdalo forces which held numerous victories against the Spanish in
the early stages of the revolution. Renewed and fully equipped with 100 cannons, 23,000
Spanish cazadores forces under Major General Jose de Lachambre have seen town after
town, falling back to the Crown. Starting the offensive at Pamplona, Cavite and
Bayungyungan, Batangas, Lachambre's men would later march deep into the heart of
Aguinaldo's home province.[citation needed]
Having just won the battle of Zapote, Aguinaldo turned his attention at the new Spanish
threat determined to recapture most of Cavite. Aguinaldo decided to deploy his forces at
Pasong Santol that serves as a bottleneck of Perez Dasmariñas on the way to Imus
rendering the Spanish lack of mobility and serving the revolutionaries with natural
defensive positions. On February 19, Silang fell to the Spanish juggernaut despite
attempts by Filipino forces to defend and then later, recover it. Nine days later, Spanish
forces marched into Dasmariñas to reclaim the town. The week after, Spanish troops with
good use of artillery pieces they brought along were on the attack again as they moved
towards Aguinaldo's capital, Imus. Meanwhile, at the Tejero's Convention, Aguinaldo was
voted in absentia as the president of the reorganized revolutionary government. Colonel
Vicente Riego de Dios was sent by the assembly to fetch Gen. Emilio Aguinaldo who was
44
then in Pasong Santol. The General refused to come, so Crispulo was then sent to talk
to his brother. He greeted and talked to his brother and explained his purpose, but Emilio
was hesitant to leave his post because of the pending attack of the Spanish in
Dasmariñas. In March 1897, a stalemated battle between the revolutionary army of
Crispulo Aguinaldo, while taking over General Emilio Aguinaldo's leadership in battle, and
the Spanish forces, led by José de Lachambre, occurred in this trail. The Filipinos'
resistance was tenacious as ever, refusing to give ground but the far more disciplined
Spaniards advanced steadily. Emilio Aguinaldo realizing the size of the enemy and the
danger of the situation, sent Magdalo troops to reinforce the threatened salient but
Supremo Andres Bonifacio summoned Magdiwang troops under Artemio Ricarte to
intercept the Magdalo troops to Pasong Santol thus preventing help to the revolutionary
soldiers, citing he needed the soldiers elsewhere. The Spaniards pressed the offensive
achieving tactical superiority which led to the massacre of the Filipino soldiers, including
Aguinaldo's brother. The Spaniards only captured this salient after Crispulo was killed
during the battle, and the rebels promptly broke off the engagement and reorganized
inside the town. Exploiting the gap among the revolutionaries, the Spaniards decisively
defeated the Magdalo forces.
Note: At this point my dear students, you can search & download the movies from the
internet entitled: “BONIFACIO: Ang Unang Pangulo” and “ EL PRESIDENTE”. Watch
the said movies so that you can understand well about the rivalry of Andres Bonifcio
and Emilio Aguinaldo which created two factions: Magdiwang and Magdalo.
Tejeros Convention
Emilio Aguinaldo as a field marshal during the battle
Main article: Tejeros Convention
Conflict within the ranks of the Katipunan factions—and specifically between the Magdalo
and Magdiwang—led to Bonifacio's intervention in the province of Cavite. The rebels of
Cavite were rumored to have made overtures about establishing a revolutionary
government in place of the Katipunan. Though Bonifacio already considered the
Katipunan to be a government, he acquiesced and presided over a convention held on
March 22, 1897 in Tejeros, Cavite. There The Republic of the Philippines was proclaimed,
with Aguinaldo being elected as President, Mariano Trias as Vice-President, Artemio
Ricarte as Captain-General, Emiliano Riego de Dios as the Director of War and Andres
Bonifacio as Director of the Interior. The results were questioned by Daniel Tirona for
Bonifacio's qualifications for that position, Bonifacio was insulted and declared ~ "I, as
chairman of this assembly, and as President of the Supreme Council of the Katipunan,
as all of you do not deny, declare this assembly dissolved, and I annul all that has been
approved and resolved."
45
Retreat to Montalban
Main article: Retreat to Montalban
Having lost to the Spanish forces several weeks after the battle of Perez Dasmariñas,
Aguinaldo's rear guard fought delaying action against Spanish spearheads until troops
and stragglers retreated southwest of Cavite. In late May 1897, with good concealment
of retreating soldiers, Aguinaldo, managed to evade the Spanish to establish a link up
with Gen. Mamerto Natividad. With the revolutionaries overwhelmed in Cavite, Natividad
was commissioned to look for a place of retreat. He found Biak-Na-Bato. The Spanish
pursued the Katipunero forces retreating towards central Luzon, killing many of the
revolutionaries. However, some of them joined General Manuel Tinio's revolutionary army
in Nueva Ecija, where they decisively won the Battle of Aliaga, "The glorious Battle of the
Rebellion", only a few weeks after the retreat.
Biak-na-Bato and exile
Main articles: Republic of Biak-na-Bato and Pact of Biak-na-Bato
The Spanish army launched an attack which forced the revolutionary forces under
Aguinaldo into a retreat. On June 24, 1897 Aguinaldo arrived at Biak-na-Bato in San
Miguel, Bulacan, and established a headquarters there, located in Biak-na-Bato National
Park in what is now known as Aguinaldo Cave. In late October 1897, Aguinaldo convened
an assembly of generals at Biak-na-Bato, where it was decided to establish a
constitutional republic. A constitution patterned closely after the Cuban Constitution was
drawn up by Isabelo Artacho and Felix Ferrer. The constitution provided for the creation
of a Supreme Council composed of a president, a vice president, a Secretary of War, and
a Secretary of the Treasury. Aguinaldo was named president.
Emilio Aguinaldo with the other revolutionaries on the Pact of Biak-na-Bato
From March 1897, Fernando Primo de Rivera, 1st Marquis of Estella, the Spanish
Governor-General of the Philippines, had been encouraging prominent Filipinos to
contact Aguinaldo for a peaceful settlement of the conflict. On August 9, Manila lawyer
Pedro Paterno met with Aguinaldo at Biak-na-Bato with a proposal for peace based on
reforms and amnesty. In succeeding months, Paterno conducted shuttle diplomacy,
acting as an intermediary between de Rivera and Aguinaldo. On December 14–15, 1897,
Aguinaldo signed the Pact of Biak-na-Bato, under which Aguinaldo effectively agreed to
end hostilities and dissolve his government in exchange for amnesty and "₱800,000
(Mexican)" (Aguinaldo's description of the $MXN800,000[e] amount) as an indemnity. The
documents were signed on December 14–15, 1897. On December 23, Aguinaldo and
other revolutionary officials departed for Hong Kong to enter voluntary exile.
$MXN400,000, representing the first installment of the indemnity, was deposited into
Hong Kong banks. While in exile, Aguinaldo reorganized his revolutionary government
46
into the so-called "Hong Kong Junta" and enlarging it into the "Supreme Council of the
Nation".
Return to the Philippines
The flag of the First Philippine Republic designed by Emilio Aguinaldo himself
On April 25, the Spanish–American War began. While the war mostly focused on Cuba,
the United States Navy's Asiatic Squadron was in Hong Kong, and commanded by
Commodore George Dewey, it sailed for the Philippines. On May 1, 1898, in the Battle of
Manila Bay, the squadron engaged attacked and destroyed the Spanish army & navy's
Pacific Squadron and proceeded to blockade Manila. Several days later, Dewey agreed
to transport Aguinaldo from Hong Kong to the Philippines aboard the USS McCulloch,
which left Hong Kong with Aguinaldo on 16 May arriving in Cavite on 19 May. Aguinaldo
promptly resumed command of revolutionary forces and besieged Manila.
Dictatorial government and Battle of Alapan
Main articles: Dictatorial Government of the Philippines and Battle of Alapan
Aguinaldo had brought with him the draft constitution of Mariano Ponce for the
establishment of federal revolutionary republic upon his return to Manila, however, on
May 24, 1898, in Cavite, Aguinaldo issued a proclamation, upon the advice of his war
counselor Ambrosio Rianzares Bautista, in which he assumed command of all Philippine
forces and established a dictatorial government with himself as titular dictator, with power
thereby vested upon him to administer decrees promulgated under his sole responsibility.
The dictatorial government was provisionary in character until peace have been
established and unrestrained liberty was attained.
On May 28, 1898, Aguinaldo gathered a force of about 18,000 troops and fought against
a small garrison of Spanish troops in Alapan, Imus, Cavite. The battle lasted for five hours,
from 10:00 a.m. to 3:00 p.m. After the victory at Alapan, Aguinaldo unfurled the Philippine
flag for the first time, and hoisted it at the Teatro Caviteño in Cavite Nuevo (present-day
Cavite City) in front of Filipino revolutionaries and more than 300 captured Spanish
troops. A group of American sailors of the US Asiatic Squadron also witnessed the
unfurling. Flag Day is celebrated every May 28 in honor of this battle.
47
VIII. President Corazon Aquino’s Speech before the U.S. Congress
Speech of Her Excellency Corazon C. Aquino President of the Philippine
During the Joint Session of the United States Congress
[Delivered at Washington, D.C., on September 18, 1986]
(source: https://www.officialgazette.gov.ph/)
Three years ago, I left America in grief to bury my husband, Ninoy Aquino. I thought I had
left it also to lay to rest his restless dream of Philippine freedom. Today, I have returned
as the president of a free people.
In burying Ninoy, a whole nation honored him. By that brave and selfless act of giving
honor, a nation in shame recovered its own. A country that had lost faith in its future found
it in a faithless and brazen act of murder. So in giving, we receive, in losing we find, and
out of defeat, we snatched our victory.
For the nation, Ninoy became the pleasing sacrifice that answered their prayers for
freedom. For myself and our children, Ninoy was a loving husband and father. His loss,
three times in our lives, was always a deep and painful one.
Fourteen years ago this month was the first time we lost him. A president-turned-dictator,
and traitor to his oath, suspended the Constitution and shut down the Congress that was
much like this one before which I am honored to speak. He detained my husband along
with thousands of others – senators, publishers and anyone who had spoken up for the
democracy as its end drew near. But for Ninoy, a long and cruel ordeal was reserved.
The dictator already knew that Ninoy was not a body merely to be imprisoned but a spirit
he must break. For even as the dictatorship demolished one by one the institutions of
48
democracy – the press, the Congress, the independence of the judiciary, the protection
of the Bill of Rights – Ninoy kept their spirit alive in himself.
The government sought to break him by indignities and terror. They locked him up in a
tiny, nearly airless cell in a military camp in the north. They stripped him naked and held
the threat of sudden midnight execution over his head. Ninoy held up manfully–all of it. I
barely did as well. For 43 days, the authorities would not tell me what had happened to
him. This was the first time my children and I felt we had lost him.
When that didn’t work, they put him on trial for subversion, murder and a host of other
crimes before a military commission. Ninoy challenged its authority and went on a fast. If
he survived it, then, he felt, God intended him for another fate. We had lost him again.
For nothing would hold him back from his determination to see his fast through to the end.
He stopped only when it dawned on him that the government would keep his body alive
after the fast had destroyed his brain. And so, with barely any life in his body, he called
off the fast on the fortieth day. God meant him for other things, he felt. He did not know
that an early death would still be his fate, that only the timing was wrong.
At any time during his long ordeal, Ninoy could have made a separate peace with the
dictatorship, as so many of his countrymen had done. But the spirit of democracy that
inheres in our race and animates this chamber could not be allowed to die. He held out,
in the loneliness of his cell and the frustration of exile, the democratic alternative to the
insatiable greed and mindless cruelty of the right and the purging holocaust of the left.
And then, we lost him, irrevocably and more painfully than in the past. The news came to
us in Boston. It had to be after the three happiest years of our lives together. But his death
was my country’s resurrection in the courage and faith by which alone they could be free
again. The dictator had called him a nobody. Two million people threw aside their passivity
and escorted him to his grave. And so began the revolution that has brought me to
democracy’s most famous home, the Congress of the United States.
The task had fallen on my shoulders to continue offering the democratic alternative to our
people.
Archibald Macleish had said that democracy must be defended by arms when it is
attacked by arms and by truth when it is attacked by lies. He failed to say how it shall be
won.
I held fast to Ninoy’s conviction that it must be by the ways of democracy. I held out for
participation in the 1984 election the dictatorship called, even if I knew it would be rigged.
I was warned by the lawyers of the opposition that I ran the grave risk of legitimizing the
foregone results of elections that were clearly going to be fraudulent. But I was not fighting
for lawyers but for the people in whose intelligence I had implicit faith. By the exercise of
democracy, even in a dictatorship, they would be prepared for democracy when it came.
49
And then, also, it was the only way I knew by which we could measure our power even in
the terms dictated by the dictatorship.
The people vindicated me in an election shamefully marked by government thuggery and

fraud. The opposition swept the elections, garnering a clear majority of the votes, even if
they ended up, thanks to a corrupt Commission on Elections, with barely a third of the
seats in parliament. Now, I knew our power.
Last year, in an excess of arrogance, the dictatorship called for its doom in a snap
election. The people obliged. With over a million signatures, they drafted me to challenge
the dictatorship. And I obliged them. The rest is the history that dramatically unfolded on
your television screen and across the front pages of your newspapers.
You saw a nation, armed with courage and integrity, stand fast by democracy against
threats and corruption. You saw women poll watchers break out in tears as armed goons
crashed the polling places to steal the ballots but, just the same, they tied themselves to
the ballot boxes. You saw a people so committed to the ways of democracy that they
were prepared to give their lives for its pale imitation. At the end of the day, before another
wave of fraud could distort the results, I announced the people’s victory.
The distinguished co-chairman of the United States observer team in his report to your
President described that victory:
“I was witness to an extraordinary manifestation of democracy on the part of the Filipino

people. The ultimate result was the election of Mrs. Corazon C. Aquino as President and
Mr. Salvador Laurel as Vice-President of the Philippines.”
Many of you here today played a part in changing the policy of your country towards us.
We, Filipinos, thank each of you for what you did: for, balancing America’s strategic
interest against human concerns, illuminates the American vision of the world.
When a subservient parliament announced my opponent’s victory, the people turned out
in the streets and proclaimed me President. And true to their word, when a handful of
military leaders declared themselves against the dictatorship, the people rallied to their
protection. Surely, the people take care of their own. It is on that faith and the obligation
it entails, that I assumed the presidency.
As I came to power peacefully, so shall I keep it. That is my contract with my people and
my commitment to God. He had willed that the blood drawn with the lash shall not, in my
country, be paid by blood drawn by the sword but by the tearful joy of reconciliation.
We have swept away absolute power by a limited revolution that respected the life and
freedom of every Filipino. Now, we are restoring full constitutional government. Again, as
we restored democracy by the ways of democracy, so are we completing the
constitutional structures of our new democracy under a constitution that already gives full
50
respect to the Bill of Rights. A jealously independent Constitutional Commission is
completing its draft which will be submitted later this year to a popular referendum. When
it is approved, there will be congressional elections. So within about a year from a
peaceful but national upheaval that overturned a dictatorship, we shall have returned to
full constitutional government. Given the polarization and breakdown we inherited, this is
no small achievement.
My predecessor set aside democracy to save it from a communist insurgency that

numbered less than 500. Unhampered by respect for human rights, he went at it hammer
and tongs. By the time he fled, that insurgency had grown to more than 16,000. I think
there is a lesson here to be learned about trying to stifle a thing with the means by which
it grows.
I don’t think anybody, in or outside our country, concerned for a democratic and open
Philippines, doubts what must be done. Through political initiatives and local reintegration
programs, we must seek to bring the insurgents down from the hills and, by economic
progress and justice, show them that for which the best intentioned among them fight.
As President, I will not betray the cause of peace by which I came to power. Yet equally,
and again no friend of Filipino democracy will challenge this, I will not stand by and allow
an insurgent leadership to spurn our offer of peace and kill our young soldiers, and
threaten our new freedom.
Yet, I must explore the path of peace to the utmost for at its end, whatever disappointment
I meet there, is the moral basis for laying down the olive branch of peace and taking up
the sword of war. Still, should it come to that, I will not waver from the course laid down
by your great liberator: “With malice towards none, with charity for all, with firmness in the
rights as God gives us to see the rights, let us finish the work we are in, to bind up the
nation’s wounds, to care for him who shall have borne the battle, and for his widow and
for his orphans, to do all which may achieve and cherish a just and lasting peace among
ourselves and with all nations.”
Like Lincoln, I understand that force may be necessary before mercy. Like Lincoln, I don’t
relish it. Yet, I will do whatever it takes to defend the integrity and freedom of my country.
Finally, may I turn to that other slavery: our $26 billion foreign debt. I have said that we
shall honor it. Yet must the means by which we shall be able to do so be kept from us?
Many conditions imposed on the previous government that stole this debt continue to be
imposed on us who never benefited from it. And no assistance or liberality commensurate
with the calamity that was visited on us has been extended. Yet ours must have been the
cheapest revolution ever. With little help from others, we Filipinos fulfilled the first and
most difficult conditions of the debt negotiation the full restoration of democracy and
responsible government. Elsewhere, and in other times of more stringent world economic
51
conditions, Marshall plans and their like were felt to be necessary companions of returning
democracy.
When I met with President Reagan yesterday, we began an important dialogue about
cooperation and the strengthening of the friendship between our two countries. That
meeting was both a confirmation and a new beginning and should lead to positive results
in all areas of common concern.
Today, we face the aspirations of a people who had known so much poverty and massive
unemployment for the past 14 years and yet offered their lives for the abstraction of
democracy. Wherever I went in the campaign, slum area or impoverished village, they
came to me with one cry: democracy! Not food, although they clearly needed it, but
democracy. Not work, although they surely wanted it, but democracy. Not money, for they
gave what little they had to my campaign. They didn’t expect me to work a miracle that
would instantly put food into their mouths, clothes on their back, education in their
children, and work that will put dignity in their lives. But I feel the pressing obligation to
respond quickly as the leader of a people so deserving of all these things.
We face a communist insurgency that feeds on economic deterioration, even as we carry

a great share of the free world defenses in the Pacific. These are only two of the many
burdens my people carry even as they try to build a worthy and enduring house for their
new democracy, that may serve as well as a redoubt for freedom in Asia. Yet, no sooner
is one stone laid than two are taken away. Half our export earnings, $2 billion out of $4
billion, which was all we could earn in the restrictive markets of the world, went to pay just
the interest on a debt whose benefit the Filipino people never received.
Still, we fought for honor, and, if only for honor, we shall pay. And yet, should we have to
wring the payments from the sweat of our men’s faces and sink all the wealth piled up by
the bondsman’s two hundred fifty years of unrequited toil?
Yet to all Americans, as the leader of a proud and free people, I address this question:
has there been a greater test of national commitment to the ideals you hold dear than that
my people have gone through? You have spent many lives and much treasure to bring
freedom to many lands that were reluctant to receive it. And here you have a people who
won it by themselves and need only the help to preserve it.
Three years ago, I said thank you, America, for the haven from oppression, and the home
you gave Ninoy, myself and our children, and for the three happiest years of our lives
together. Today, I say, join us, America, as we build a new home for democracy, another
haven for the oppressed, so it may stand as a shining testament of our two nation’s
commitment to freedom.
52
IX. Raiders Of The Sulu Sea
Piracy in the Sulu Sea (source: Wikipedia)
An Iranun pirate armed with a spear, a kampilan sword, and a kris dagger
Piracy in the Sulu Sea historically occurred in the vicinity of Mindanao, where
frequent acts of piracy were committed against the Spanish. Because of the continual
wars between Spain and the Moro people, the areas in and around the Sulu Sea became
a haven for piracy which was not suppressed until the beginning of the 20th century. The
pirates of that period should not be confused with the naval forces or privateers of the
various Moro tribes. However, many of the pirates operated under government sanction
during time of war. Following the end of World War II, piracy in the Sulu Sea reemerged
as a phenomenon that persists to this day.
Historical piracy
Ships
The pirate ships used by the Moros include various designs like the paraw,
pangayaw, garay, and lanong. The majority were wooden sailing galleys (lanong) about
ninety feet long with a beam of twenty feet (27.4 by 6.1 m). They carried around fifty to
100 crewmen. Moros usually armed their vessels with three swivel guns, called lelahs or
lantakas, and occasionally a heavy cannon. Proas were very fast and the pirates would
prey on merchant ships becalmed in shallow water as they passed through the Sulu Sea.
Slave trading and raiding was also very common, the pirates would assemble large fleets
53
of proas and attack coastal towns. Hundreds of Christians were captured and imprisoned
over the centuries, many were used as galley slaves aboard the pirate ships.
Weapons
Other than muskets and rifles, the Moro pirates, as well as the navy sailors and
the privateers, used a sword called the kris with a wavy blade incised with blood channels.
The wooden or ivory handle was often heavily ornamented with silver or gold. The type
of wound inflicted by its blade makes it difficult to heal. The kris was used often used in
boarding a vessel. Moros also used a Kampilan, another sword, a knife, or barong and a
spear, made of bamboo and an iron spearhead. The Moro's swivel guns were not like
more modern guns used by the world powers but were of a much older technology,
making them largely inaccurate, especially at sea. Lantakas dated back to the 16th
century and were up to six feet long, requiring several men to lift one. They fired up to a
half-pound cannonball or grape shot. A lantaka was bored by hand and were sunk into a
pit and packed with dirt to hold them in a vertical position. The barrel was then bored by
a company of men walking around in a circle to turn drill bits by hand.
History
The Spanish engaged the Moro pirates frequently in the 1840s. The expedition
to Balanguingui in 1848 was commanded by Brigadier José Ruiz with a fleet of nineteen
small warships and hundreds of Spanish Army troops. They were opposed by at least
1,000 Moros holed up in four forts with 124 cannons and plenty of small arms. There were
also dozens of proas at Balanguingui but the pirates abandoned their ships for the better
defended fortifications. The Spanish stormed three of the positions by force and captured
the remaining one after the pirates had retreated. Over 500 prisoners were freed in the
operation and over 500 Moros were killed or wounded, they also lost about 150 proas.
The Spanish lost twenty-two men killed and around 210 wounded. The pirates later
reoccupied the island in 1849. Another expedition was sent which encountered only light
resistance.
In the 1840s, James Brooke became the White Rajah of Sarawak and led a series
of campaigns against the Moro pirates. In 1843 Brooke attacked the pirates of Malludu
and in June 1847 he participated in a major battle with pirates at Balanini where dozens
of proas were captured or sunk. Brooke fought in several more anti-piracy actions in 1849
as well. During one engagement off Mukah with Illanun Sulus in 1862, his nephew, ex-
army Captain Brooke, sank four proas, out of six engaged, by ramming them with his
small four-gun steamship Rainbow. Each pirate ship had over 100 crewmen and galley
slaves aboard and was armed with three brass swivel guns. Brooke lost only a few men
killed or wounded while at least 100 pirates were killed or wounded. Several prisoners
were also released.
54
Despite Spanish efforts to eradicate the pirate threat, piracy persisted until the
early 1900s. Spain ceded the Philippines to the United States as a result of the Spanish–
American War in 1898, after which American troops embarked on a pacification
campaign. from 1903 to 1913 that extended American rule to the southern Philippines
and effectively suppressed piracy.
X. Works Of Luna and Amorsolo
Juan Luna de San Pedro y Novicio Ancheta (source: Wikipedia)
Juan Luna de San Pedro y Novicio Ancheta (Spanish: [ˈxwan ˈluna]; October 24,
1857 – December 7, 1899), better known as Juan Luna, was a Filipino painter, sculptor
and a political activist of the Philippine Revolution during the late 19th century. He became
one of the first recognized Philippine artists.
His winning the gold medal in the 1884 Madrid Exposition of Fine Arts, along with
the silver win of fellow Filipino painter Félix Resurrección Hidalgo, prompted a celebration
which was a major highlight in the memoirs of members of the Propaganda Movement,
with the fellow Ilustrados toasting to the two painters' good health and to the brotherhood
between Spain and the Philippines.
Regarded for work done in the manner of European academies of his time, Luna
painted literary and historical scenes, some with an underscore of political commentary.
His allegorical works were inspired with classical balance, and often showed figures in
theatrical poses.
55
Biography
Early life
Born in the town of Badoc, Ilocos Norte in the northern Philippines, Juan N. Luna was the
third among the seven children of Joaquín Luna de San Pedro y Posadas and Laureana
Novicio y Ancheta. In 1861, the Luna family moved to Manila and he went to Ateneo
Municipal de Manila where he obtained his Bachelor of Arts degree. He excelled in
painting and drawing, and was influenced by his brother, Manuel N. Luna, who, according
to Filipino patriot José Rizal, was a better painter than Juan himself.
Luna enrolled at Escuela Nautica de Manila (now Philippine Merchant Marine Academy)
and became a sailor. He took drawing lessons under the illustrious painting teacher
Lorenzo Guerrero of Ermita, Manila. He also enrolled in the Academy of Fine Arts
(Academia de Dibujo y Pintura) in Manila where he was influenced and taught how to
draw by the Spanish artist Agustin Saez. However, Luna's vigorous brush strokes
displeased his teacher and Luna was discharged from the academy. However, Guerrero
was impressed by his skill and urged Luna to travel to Madrid to further pursue his work.
Travel abroad
In 1877 Manuel and Juan Luna traveled to Europe, where Manuel studied music and
Juan painting. Juan entered the Escuela de Bellas Artes de San Fernando, where he
befriended the painter Don Alejo Vera. Luna was discontented with the style of teaching
in school and decided that it would be much better to work with Vera.
Vera brought him to Rome for some of his commissions, and Luna was exposed to the
art of the Renaissance painters. It was in 1878 when his artistic talents was established
with the opening of the first art exposition in Madrid which was called the Exposición
Nacional de Bellas Artes (National Demonstration of Fine Arts). From then on, Luna
became engrossed in painting and produced a collection of paintings that he exhibited in
the 1881 Exposition.
In 1881, his La Muerte de Cleopatra (The Death of Cleopatra)[1][2] won him a silver medal
and came in second place. Luna's growing reputation as an artist led to a pensionado
(pension) scholarship at 600 pesos annually through the Ayuntamiento of Manila. The
condition was that he was obliged to develop a painting which captured the essence of
Philippine history which would then become the Ayuntamiento's property.
56
Artistic career
Juan Luna in his Paris studio.
In 1883 Luna started the painting demanded of him by the Ayuntamiento. In May 1884,
he shipped the large canvas of the Spoliarium to Madrid for the year's Exposición
Nacional de Bellas Artes. He was the first recipient of the three gold medals awarded in
the exhibition and Luna gained recognition among the connoisseurs and art critics
present. On June 25, 1884, Filipino and Spanish nobles organized an event celebrating
Luna's win in the exhibition. That evening, Rizal prepared a speech for his friend,
addressing the two significant things of his art work, which included the glorification of
genius and the grandeur of his artistic skills.
Spoliarium of Juan Luna displayed at Philippine National Museum of Fine Arts
Luna developed a friendly relationship with the King of Spain and was later commissioned
by the Spanish Senate to paint a large canvas which was called the La Batalla de Lepanto
(The Battle of Lepanto). He moved to Paris in 1885 where he opened his own studio and
befriended Hidalgo. A year after, he finished the piece El pacto de sangre (The Blood
Compact) in accordance with the agreement he had with the Ayuntamiento of Manila.
Depicted in this piece was the blood compact ceremony between the Datu Sikatuna, one
of the lords in Bohol island, and the Spanish conquistador Miguel López de Legazpi. It is
now displayed in the Malacañan Palace. He also sent two other paintings in addition to
the one required; the second canvas sent to Manila was a portrait of López de Legazpi
reconstructed by Luna from his recollection of a similar portrait he saw in the hall of the
Cabildo, and the third was of Governor-general Ramón Blanco y Erenas. In 1887, Luna
once again traveled back to Spain to enter in that year's Exposition two of his pieces, the
La Batalla de Lepanto and Rendición de Granada (Surrender of Granada), which both
won in the exhibition. He celebrated his triumph with his friends in Madrid with Graciano
López-Jaena delivered Luna a congratulatory speech. Luna's paintings are generally
described as being vigorous and dramatic. With its elements of Romanticism, his style
shows the influence of Delacroix, Rembrandt, and Daumier. A Juan Luna masterpiece
called “¿A Do...Va la Nave?” sold for P46.8M at a Makati auction.
Marriage
On December 4, 1886, Luna married María de la Paz Pardo de Tavera, a sister of his
friend Felix and Trinidad Pardo de Tavera. The couple traveled to Venice and Rome and
settled in Paris. They had one son, whom they named Andrés, and a daughter, Maria de
la Paz, nicknamed Bibi, who died when she was three years old. Luna was fond of his
wife. However, the jealous Luna frequently accused Paz of having an affair with a certain
Monsieur Dussaq. Finally in a fit of jealousy, he killed his wife and mother-in-law and
wounded his brother-in-law, Felix, on September 22, 1892. He was arrested and murder
charges were filed against him.
57
Luna was acquitted of charges on February 8, 1893, on the grounds of a crime of passion.
Temporary insanity; the "unwritten law" at the time forgave men for killing unfaithful
wives.[6] He was ordered to pay the Pardo de Taveras a sum of one thousand six hundred
fifty one francs and eighty three cents, and an additional twenty five francs for postage,
in addition to the one franc of claims for damages ("dommages-intérêts"). Five days later,
Luna went to Madrid with his brother, Antonio Luna, and his son, Andrés.
Murcia
A few years later, in October 1889, the artist travelled to southeast Spain, Murcia, as
contained in the news release at the time, was provisionally installed in Moratalla where
he made a portrait of the daughter of Juan Tamayo, an eminent man in this town. Passing
through Murcia gave two portraits of the Queen Regent had made to the Provincial and
City Council, respectively, and one of these was acquired by the provincial body for five
hundred seventy-five pesetas installed on top of the Hall of Sessions of the Provincial
Palace and then going to the presidential office in April 1932, one year after the
proclamation of the Second Spanish Republic, enters as a deposit Museum of Murcia
along with several official portraits of royal iconography, being included in the different
inventories and catalogs without sufficient data or references, just a terse "DJ.LUNA" as
artistic attribution.
Final years
In 1894 Luna moved back to the Philippines and traveled to Japan in 1896, returning
during the Philippine Revolution of the Cry of Balintawak. On September 16, 1896, he
and his brother Antonio Luna were arrested by Spanish authorities for being involved with
the Katipunan rebel army. Despite his imprisonment, Luna was still able to produce a
work of art which he gave to a visiting priest. He was pardoned by the Spanish courts on
May 27, 1897 and was released from prison and he traveled back to Spain in July. He
returned to Manila in November 1898. In 1898, he was appointed by the executive board
of the Philippine revolutionary government as a member of the Paris delegation which
was working for the diplomatic recognition of the República Filipina (Philippine Republic).
In 1899, upon the signing of the Treaty of Paris (1898), Luna was named a member of
the delegation to Washington, D.C. to press for the recognition of the Philippine
government.
He traveled back to the Philippines in December 1899 upon hearing of the murder of his
brother Antonio by the Kawit Battalion in Cabanatuan.
Death
He traveled to Hong Kong and died there on December 7, 1899 from a heart attack. His
remains were buried in Hong Kong and in 1920 were exhumed and kept in Andrés Luna's
house, to be later transferred to a niche at the Crypt of San Agustin Church in the
58
Philippines. Five years later, Juan would be reinstated as a world-renowned artist and
Peuple et Rois, his last major work, was acclaimed as the best entry to the Saint Louis
World's Fair in St. Louis, Missouri. Some of his paintings were destroyed by fire in World
War II.
Paintings of Juan Luna:
Spolarium The Parisian Life
Blood Compact Battle at Lepanto
59
Fernando Amorsolo y Cueto (source: Wikipedia)
Fernando Amorsolo y Cueto (May 30, 1892 – April 24, 1972) was one of the most
important artists in the history of painting in the Philippines. Amorsolo was a portraitist
and painter of rural Philippine landscapes. He is popularly known for his craftsmanship
and mastery in the use of light.
Early life and education
Amorsolo was born on May 30, 1892, in Paco, Manila. Don Fabián de la Rosa, his
mother's cousin, was also a Filipino painter. At the age of 13, Amorsolo became an
apprentice to De la Rosa, who would eventually become the advocate and guide to
Amorsolo's painting career. During this time, Amorsolo's mother embroidered to earn
money, while Amorsolo helped by selling water color postcards to a local bookstore for
10 centavos each. His brother, Pablo Amorsolo, was also a painter. Amorsolo's first
success as a young painter came in 1908, when his painting Leyendo el periódico took
second place at the Bazar Escolta, a contest organized by the Asociacion Internacional
de Artistas. Between 1909 and 1914, he enrolled at the Art School of the Liceo de Manila.
After graduating from the Liceo, he entered the University of the Philippines' School of
Fine Arts, where De la Rosa worked at the time. During college, Fernando Amorsolo's
primary influences were the Spanish people court painter Diego Velázquez, John Singer
Sargent, Anders Zorn, Claude Monet, Pierre-Auguste Renoir, but mostly his
contemporary Spanish masters Joaquín Sorolla Bastida and Ignacio Zuloaga. Amorsolo's
most notable work as a student at the Liceo was his painting of a young man and a young
woman in a garden, which won him the first prize in the art school exhibition during his
graduation year. To make money during school, Amorsolo joined competitions and did
illustrations for various Philippine publications, including Severino Reyes’ first novel in
Tagalog language, Parusa ng Diyos ("Punishment of God"), Iñigo Ed. Regalado's
60
Madaling Araw ("Dawn"), as well as illustrations for editions of the Pasion. Amorsolo
graduated with medals from the University of the Philippines in 1914.
Career
This section does not cite any sources. Please help improve this section by adding
citations to reliable sources. Unsourced material may be challenged and removed.
Find sources: "Fernando Amorsolo" – news · newspapers · books · scholar · JSTOR
(October 2016) (Learn how and when to remove this template message)
Antipolo by Fernando Amorsolo, depicting Filipinos celebrating the annual pilgrimage to

Antipolo, with the pre-War cathedral depicted in the background.
After graduating from the University of the Philippines, Amorsolo worked as a draftsman
for the Bureau of Public Works, as a chief artist at the Pacific Commercial Company, and
as a part-time instructor at the University of the Philippines (where he would work for 38
years). After three years as an instructor and commercial artist, Amorsolo was given a
grant to study at the Academia de San Fernando in Madrid, Spain by Filipino
businessman Enrique Zóbel de Ayala. During his seven months in Spain, Amorsolo
sketched at museums and along the streets of Madrid, experimenting with the use of light
and color. Through the Zóbel grant, Amorsolo was also able to visit New York City, where
he encountered postwar impressionism and cubism, which would be major influences on
his work.
Amorsolo set up his own studio upon his return to Manila and painted prodigiously during
the 1920s and the 1930s. His Rice Planting (1922), which appeared on posters and tourist
brochures, became one of the most popular images of the Commonwealth of the
Philippines. Beginning in the 1930s, Amorsolo's work was exhibited widely both in the
Philippines and abroad. His bright, optimistic, pastoral images set the tone for Philippine
painting before World War II. Except for his darker World War II-era paintings, Amorsolo
painted quiet and peaceful scenes throughout his career.
Amorsolo was sought after by influential Filipinos including Luis Araneta, Antonio Araneta
and Jorge B. Vargas. Amorsolo also became the favourite Philippine artist of United
States officials and visitors to the country. Due to his popularity, Amorsolo had to resort
to photographing his works and pasted and mounted them in an album. Prospective
patrons could then choose from this catalog of his works. Amorsolo did not create exact
replicas of his trademark themes; he recreated the paintings by varying some elements.
His works later appeared on the cover and pages of children textbooks, in novels, in
commercial designs, in cartoons and illustrations for the Philippine publications such The
Independent, Philippine Magazine, Telembang, El Renacimiento Filipino, and Excelsior.
He was the director of the University of the Philippine's College of Fine Arts from 1938 to
1952.
61
During the 1950s until his death in 1972, Amorsolo averaged to finishing 10 paintings a
month. However, during his later years, diabetes, cataracts, arthritis, headaches,
dizziness and the death of two sons affected the execution of his works. Amorsolo
underwent a cataract operation when he was 70 years old, a surgery that did not impede
him from drawing and painting.
Amorsolo was a close friend of the Philippine sculptor Guillermo Tolentino, the creator of
the Caloocan City monument to the patriot Andrés Bonifacio.
Style and techniques
Sketch of a woman, whose unfinished style is representative of Amorsolo's sketching

Women and landscapes
Amorsolo is best known for his illuminated landscapes, which often portrayed traditional
Filipino customs, culture, fiestas and occupations. His pastoral works presented "an
imagined sense of nationhood in counterpoint to American colonial rule" and were
important to the formation of Filipino national identity. He was educated in the classical
tradition and aimed "to achieve his Philippine version of the Greek ideal for the human
form." In his paintings of Filipina women, Amorsolo rejected Western ideals of beauty in
favor of Filipino ideals and was fond of basing the faces of his subjects on members of
his family.
"The women I paint should have a rounded face, not of the oval type often presented to
us in newspapers and magazine illustrations. The eyes should be exceptionally lively, not
the dreamy, sleepy type that characterizes the Mongolian. The nose should be of the
blunt form but firm and strongly marked. ... So the ideal Filipina beauty should not
necessarily be white complexioned, nor of the dark brown color of the typical Malayan,
but of the clear skin or fresh colored type which we often witness when we met a blushing
girl."
Fernando Amorsolo
Amorsolo used natural light in his paintings and developed the backlighting technique
Chiaroscuro, which became his artistic trademark and his greatest contribution to
Philippine painting. In a typical Amorsolo painting, figures are outlined against a
characteristic glow, and intense light on one part of the canvas highlights nearby details.
Philippine sunlight was a constant feature of Amorsolo's work; he is believed to have
painted only one rainy-day scene.
62
Sketches
Amorsolo was an incessant sketch artist, often drawing sketches at his home, at Luneta
Park, and in the countryside. He drew the people he saw around him, from farmers to
city-dwellers coping with the Japanese occupation. Amorsolo's impressionistic
tendencies, which may be seen in his paintings as well, were at their height in his
sketches. His figures were not completely finished but were mere "suggestions" of the
image.
Historical paintings and portraits
Amorsolo also painted a series of historical paintings on pre-Colonial and Spanish

Colonization events. Amorsolo's Making of the Philippine Flag, in particular, was widely
reproduced. His The First Baptism in the Philippines required numerous detailed sketches
and colored studies of its elements. These diverse elements were meticulously and
carefully set by the artist before being transferred to the final canvas. For his pre-colonial
and 16th-century depiction of the Philippines, Amorsolo referred to the written accounts
of Antonio Pigafetta, other available reading materials, and visual sources He consulted
with the Philippine scholars of the time, H. Pardo de Tavera and Epifanio de los Santos.
Amorsolo also painted oil portraits of Presidents like General Emilio Aguinaldo, and other
prominent individuals such as Don Alfredo Jacób and Doña Pura Garchitorena Toral of
Camarines Sur. He also painted the wedding picture of Don Mariano Garchitorena and
Doña Caridad Pamintuan of Pampanga.
He also did a portrait of American Senator Warren Grant Magnuson (1905–1989), of the
Democratic Party from Washington, whom the Warren G. Magnuson Health Sciences
Building at the University of Washington, and the Warren G. Magnuson Clinical Center at
the National Institutes of Health in Bethesda, Maryland are named after.
Detail from Fernando Amorsolo's 1945 Defence of a Filipina Woman's Honour, which is
representative of Amorsolo's World War II-era paintings. Here, a Filipino man defends a
woman, who is either his wife or daughter, from being raped by an unseen Japanese
soldier. Note the Japanese military cap at the man's foot
World War II-era works
After the onset of World War II, Amorsolo's typical pastoral scenes were replaced by the
depictions of a war-torn nation. During the Japanese occupation of the Philippines during
World War II, Amorsolo spent his days at his home near the Japanese garrison, where
he sketched war scenes from the house's windows or rooftop.
63
During the war, he documented the destruction of many landmarks in Manila and the pain,
tragedy and death experienced by Filipino people, with his subjects including "women
mourning their dead husbands, files of people with pushcarts and makeshift bags leaving
a dark burning city tinged with red from fire and blood."Amorsolo frequently portrayed the
lives and suffering of Filipina women during World War II. Other World War II-era paintings
by Amorsolo include a portrait in absentia of General Douglas MacArthur as well as self-
portraits and paintings of Japanese occupation soldiers. In 1948, Amorsolo's wartime
paintings were exhibited at the Malacañang Presidential Palace.
Paintings of Fernando Amorsolo:
The Making of Philippine Flag Planting Rice
Dalagang Bukid The Burning of Manila
64
DEMONSTRATION (APPLICATION):
ACTIVITY – 1
Think!!! Toink!!! ☺
DIRECTION: After the discussion of each topic you have to search the details from other
sources. You may utilize the most convenient through the internet. Read and understand
on the assigned author’s main argument and point of view to generate content and
contextual analysis for each topic. Follow the format below for your answer. Each topic
will be submitted after the discussion.
Format:
(Cover page: Example for Topic I)
Pigafetta, First Voyage Around The World
Content & Context Analysis

In
RIPH (Readings in Philippine History)
Presented to:
Elena C. Bernabe, MPM, DM-CAR

( instructor )
Presented by:
Bonifacio, Andres
BSN-1 Mother of Mercy
September , 2020
Contents:
I. Summary of the Topic

II. Content & Context Analysis
III. Evidences (pictures, maps, documents etc.
IV. Conclusion
65
REFLECTION:
The historian’s primary tool of understanding and interpreting the past is the
historical sources. Primary sources consist of documents, memoir, accounts, and other
materials that were produced at the period of the event or subject being studied. Using
primary sources in historical research entails two kinds of criticism. The first one is
external criticism, and the second one is the internal criticism. External critism examines
authenticity of the document or evidence being used. This is important in ensuring that
the primary source is not fabricated. On the other hand, internal criticsm examines
truthfulness of the content of the evidence. However, this criticism requires not just the
act establishing truthfulness and/or accuracy but also the examination of the primry
sources in terms of the context of its producton.
66
POST ASSESSMENT: (Coverage: LESSON II topic 6-10)
Major Exam: MidTerms)
Name:____________________Program&Yr.level____________Date:___________
Test-I (Identification) : Read each item & identify the correct answer. Write the
complete answer on the space provided.
_____________1. Known for a governance characterized by a train of usurpations &

arbitrary acts which resulted to the curtailment of Filipinos autonomy.
_____________2. Widely recognized around the world as “peaceful revolution.”
_____________3. Functioned as the symbol of restoration of democracy.
_____________4. President of the Philippines who proclaimed “martial law”
_____________5. Former senator who was assassinated and known to be Marcos

oppositionist.
_____________6. Military government by which ordinarily laws are suspended.
_____________7. Mayor of the town of Kawit who became famous because of his
victories in many battles against the Spaniards.
_____________8. Agreement for temporary cessation of hostilities during Spanish times.
_____________9. Aguinaldo’s official adviser during the declaration of independence.
_____________10. Filipino painter, sculptor & a political activist of the Philippine

Revoluton during the late 19th century.
_____________11. Became the haven for piracy of the Moros.
_____________12. Filipino painter who uses natural light in his paintings an develop
backlighting technique which became his trademark.
_____________13. Battles considered to be the first major victory of the Filipinos over
a colonial power.
_____________14. Group of Filipino rebels headed by the supremo of the katatipuan.
_____________15. Faction of rebels who are loyal to Emilio Aguinaldo.
67
Test-II (Matching Type): Match Column A with Column B. Write your answer on
the space provided, letter only.
A B
______1. Composer of Marcha Filipina a. Jose Rizal
______2. Greatest Journalist b. Emilio Jacinto
______3. Mother of Katipunan c. Emilio Aguinaldo
______4. Lakambini ng Katipunan d. Andres Bonifacio
______5. Filipino diplomat sent to attend e. Apolinario Mabini
the treaty of Paris f. Felipe de Jesus
______6. Most brilliant of the Filipinos g. Melchora Aquino
during his time h. Gregoria de Jesus
______7. Brains of the Katipunan i. Marcelo H. del Pilar
______8. Painting: the making of Phil.flag j. Juan Luna
______9. Painting: the Spolarium k. Fernando Amorsolo
_____10. Adviser of Heneral Miong l. Graciano Lopez Jaena
_____ 11. Magdalo m. Julian Felipe
_____ 12. Magdiwang n. Noli & Feli
______13. Novels of Rizal o. Corazon C. Aquino
______14. Ousted from the Phil. Due to p. Ferdinand E. Marcos
people power revolution
______15. President of the Revolutionary Gov’t.
68
Test-III (True or False): Write True if the statement is true. Otherwise, write False
in the space provided.
____________1.The forces of Magellan were successful in defeating an

conquering Lapu lapu.
____________2. The conservative attitude of the youth toward sexuality did not
change since the Spanish period until the 1930s.
____________3. Corazon Aquino did not want to forge alliance with the United
States because the latter was a known important ally of Marcos.
____________4. The enmity between Aguinaldo and Bonifacio did not affect how
the former’s revolutionary government credited Bonifacio to the beginnings of
the Philippine Revolution.
____________5. The “Proclamation of Philippine Independence” reflects the

social and economic discontent of the masses about land ownership and other
agrarian issues.
____________6. The Americans radically altered the social structure in the

Philippines after they took over from Spain in terms of socioeconomic equality.
____________7. Magellan and his fleet received a warm welcome from all of the
chieftains and local leaders in the Philippine Islands.
____________8. Apolinario Mabini penned the “Kartilya ng Katipunan”.
____________9. The assassination of Cory Aquino is an important historical

event that fueld people’s anger and condemnation of the dictator Ferdinand
Marcos.
___________10. Non-written documents are not useful as primary sources in

conducting historical research.
69
LESSON III
Philippine History: Spaces for Conflict and Controversies
Here, my dear students, you will critically analyze the issues of the famous
conflicts and controversies in Philippine History way back Spanish Colonial Era and
justify your findings. Apply what you have learned in analyzing historical subject.
FOCUS:
1. Interpret historical events using primary sources

2. Recognize the multiplicity of interpretation than can be read from a historical text
3. Identify the advantages and disadvantages of employing critical tools in
interpreting historical events through primary sources.
4. Demonstrate ability to argue for or against a particular issue using primary sources
70
PRE ASSESSMENT: LESSON III
____________ 1. Historical interpretation is based on the historian’s judgment on

how the past should be seen.
____________ 2. We make sense of the past through historical interpretation.
____________ 3. Multiperspectivity is a quality of historical writing attributed to

variety of lenses that may be used to view the past.
____________ 4. There is only one account of the First Catholic Mass in the
Philippines.
____________ 5. The significance of the martyrdom of GOMBURZA is questioned

by historians.
____________ 6. Jose Rizal’s essays go against the Catholic faith.
_____________7. The Cavity Mutiny is an event that led to the execution of the
GOMBURZA.
_____________8. There is no doubt that Rizal retracted his writings to be able to

marry Josephine Bracken.
_____________9. The Cry of the Rebellion happened in the present-day Quezon

City.
____________10. The site of the monument to the Heroes of 1896 was chosen
because this is the actual place where the Cry of the Rebellion happened.
71
In this lesson, you will analyze four (4) historical problems in Philippine history in
an attempt to apply what you have learned thus far in the work of a historian and the
process of historical inquiry.
Before the presentation of the four historical issues, read the poem written by our
national hero: Jose Rizal, entitled : Sa Aking mga Kababata. Then, analyze and apply
what you have learned to make correct interpretation.
Sa Aking Mga Kabata
Ni Jose Rizal
Kapagka ang baya’y sadyang umiibig

Sa kanyang salitang kaloob ng langit,
Sanlang kalayaan nasa ring masapit
Katulad ng ibong nasa himpapawid.
Pagka’t ang salita’y isang kahatulan

Sa bayan, sa nayo’t mga kaharian,
At ang isang tao’y katulad, kabagay
Ng alin mang likha noong kalayaan.
Ang hindi magmahal sa kanyang salita

Mahigit sa hayop at malansang isda,
Kaya ang marapat pagyamaning kusa
Na tulad sa inang tunay na nagpala.
Ang wikang Tagalog tulad din sa Latin

Sa Ingles, Kastila at salitang anghel,
Sapagka’t ang Poong maalam tumingin
Ang siyang naggawad, nagbigay sa atin.
72
Ang salita nati’y huwad din sa iba
Na may alfabeto at sariling letra,
Na kaya nawala’y dinatnan ng sigwa
Ang lunday sa lawa noong dakong una.
Sinasabing isinulat ni Jose Rizal ang tulang ito nang siya’y wawalong taong gulang
lamang. Ipinakikila sa tulang ito ang pagpapahalaga sa sariling wika.
FIRMING-UP (ANALYSIS):
“Sa Aking mga Kababata” is a poem purportedly written by Jose Rizal when he
was eight years old and is probably one of Rizal’s most prominent works. There is no
evidence to support the claim that this poem, with the now immortalized lines…”Ang
hindi magmahal sa kanyang salita mahigit sa hayop at malansang isda was written by
Rizal, and worse, the evidence against Rizal’s authorship of the poem seems all
unassailable.
There exists no manuscript of the poem handwritten by Rizal. The poem was
first published in 1906, in a book by Hermenegildo Cruz. Cruz said he received the
poem from Gabriell Beato Francisco, who claimed to have received it in 1884 from
Rizal’s close friend, Saturnino Raselis. Rizal never mentioned writin this poem
anywhere in his writings, and more importantly, he never mentioned of having a close
friend by the person of Raselis.
Further criticism of the poem reveals more about the wonderful attruibution of the
poem of Rizal. The poem was written in Tagalog and reffered to the word “kalayaan.”
But it was documented in Rizal’s letters that he first encountered the word through a
Marcelo H. del Pilar’s translation of Rizal’s essay “EL Amor Patrio” where it spelled as
“kalayahan”
While Rizals‘s native tonue was tagalog, he was educated in Spanish, starting
from his mother, Teodora Alonso. Later on, he would express disappointment in his
difficulty in expressing himself in his naïve tongue.
The poem’s spelling is also suspect – the use of letters “k” and “w” to replace “c”
and “u,” respectively was suggested by Rizal as an adult. If the poem was indeed
written during his time, it should use the original Spanish orthography that was prevalent
in his time.
Interpretations of the past therefore, vary according to who reads the primary
source?, when it was read? and how it was read? As students of history, you must be
well equipped to recognize different types of interpretations, why these may differ from
each other, and how to critically sift these interpretations through historical evaluation.
73
DEEPENING DETAILS:
Making Sense of the Past: Historical Interpretation
Interpretations of historical events change over time; thus it is an important skill for
a student of history to track these changes in an attempt to un derstand the past.Many of
the things we accept are “true” about the past might not be the case anymore; just
because these taught to us as “facts” when we were younger does not mean that it is set
in stone – history is, after all, a construct. And as construct, it is open for interpretation.
There might be conflicting and competing accounts of the past that need one’s attention,
and can impact the way we view our country’s history nd identity. It is important, therefore,
to subject to evaluation not only the primary source, but also the historical interpretation
is reliable to support our acceptance of events of the past.
With several possibilities of interpreting the past, another important concept that
we must note is multiperspectivity. This can be defined as a way of looking at historical
events, personalities, developments, cultures, and societies from different
perspectves.This means that there is a multitude of ways by which we can view the worl,
and each could be equally valid, and at the same time, equally partial as well. Historical
writin is, by definition, biased, partial, and contains preconceptions.The historian decides
on what sources to use, what interpretation to make more apparent, depending on what
his end is. Historians may misinterpret evidence, attending to those that suggest that
certain event happened, and then ignore the rest that goes against the evidence.
Historians may omit significant facts about their subject, which makes the interpretation
unbalanced. Historians may impose a certain ideology to their subject, which may not be
appropriate to the period the subject was from. Historians may also provide a sinle cause
for an event without considerin other possible causal explanations of said event. These
are just many of the ways a hstoran may fail in his historical inference, descripton, and
interpretation. With multiperspectivty as an approach to history, we ust understand that
historical interprettions contain discrepancies, contradictions, ambiguities, and are ofte
the focus of dissent.
Exploring multiple perspective in history requires incorporating source materials

that reflect different views of an event in history, because singular historical narratives do
not provide for space to inquire and investigate. Different sources that encounter each
other may create space for more investigation and research, while providing more
evidence for those truths that these sources aree on.
Different kinds of sources also provide different historical truths – an official

document may note different aspects of the past than, say, a memoir of an ordinary
person on the same event. Different historical agents create different historical truths, and
74
while this may be a burdensome work for the historian, it also renders more validity to the
historical scholarship.
Taking these in close regard in the reading of historical interpretations, it provides

for the audience a more complex, but also a more complete and richer understanding of
the past. (Alphora&Candelaria, 2018)
NOTE: Search and read the following issues from different sources, the most
convenient is through the internet. Be guided with the given questions. Apply
proper interpretation and multiperspectivity and follow the direction. Write your
answer in the activity sheet.
Issue # 1 Where Did the First Catholic Mass Take Place in the Philippines?
Masao or Limasawa? Justify by citing primary sources
Issue # 2 What Happened in the Cavity Mutiny?
From the 3 Versions whose account is true? Justify
Issue # 3 Did Rizal Retract his belief in Catholic Faith?
YES or NO? Justify by citing primary sources
Issue # 4 Where Did the Cry of Rebellion Happen?
Balintawak or Pugad Lawin? Justify by citing primary sources
75
DEMONSTRATION APPLICATION:
ACTIVITY 1 - 4
Issue Analysis
DIRECTION: Search and analyze the details of each issue on the controversies and
conflicting views in Philippine History from other sources. Justify and defend to which
version and whose account you agree by writing an issue analysis. You have to
accomplish the 4 Issue Analysis. Follow the given format below:
Cover page: (Example)

Site of the First Mass
An Issue Analysis
In RIPH ( Readings in Philippine History )
Presented to:

(instructor)
Presented by:
Bonifacio, Andres.
December 2020
Contents:
I. The Issue
II. Historical Backround
III. Analysis
IV. Conclusion
76
REFLECTION:
Historians utilze facts collected from primary sources of history and then draw their
own reading so that their intended audience may understand the historical event, a
process that in essence, “make sense of the past.” The premise is that not all primary
sources are accessible to a general audience, and witout the proper training and
backround, a non-historian interpreting a primary source may do harm than good – a
primary source may even cause misunderstandings; sometimes even resulting to more
problems.
77
POST ASSESSMENT: (Coverage: LESSON III)
(Major Exam: Semi-Finals)

Test-I (Identification): Read the following items and write your answer on the
space provided.
_________________1. Site of the first mass was held in the Philippines.
_________________2. Date when the fist mass was held in the Philippines.
_________________3. Name given to our country by Ferdinand Magellan.
_________________4. First Spanish City which was named: the “city of the most
holy name of Jesus”
_________________5. The image given by Magellan to Queen Juana after being

baptized.
_________________6. EventOrganization founded by Dr. Jose Rizal to campaign

for reforms.
_________________7. Document declaring Rizal’s belief in the Catholic Church.
_________________8. Revolutionary event that happened when Bonifacio tore the

cedula or tax receipt before the katipuneros who also did the same.
_________________9. Primary source & Filipino version of “Cavity Mutiny.”
________________10. _Event which has a major factor in the awakening of

nationalism among the Filipinos of that time.
Test-II (Enumeration) :
1-2 (2) Primary Sources of the First Mass in the Philippines
3-4 (2) Historic Events in the Year 1872
5-7 (3) Primary Sources of the Cavity Mutiny
8-9 (2) Great Volume of Rizal’s Lifework
10-12(3) Martyr Priests (complete names)
13-16(4) Historical Issues
78
17-18(2) Primary Sources of the Cry of Rebellion
19-20(2) Key Concepts in Historical Analysis
Test-III (True or False): Read the following the following statement below. Write
True if the statement is true. Otherwise, write False in the space provided
_____________1. The site of the monument to the Heroes of 1896 was chosen
because this is the actual place where the Cry of the Rebellion happened.
_____________2. The Cry of the Rebellion happened in the present-day Quezon

City.
_____________3. There is no doubt that Rizal retracted his writings to be able to

marry Josephine Bracken.
_____________4. The Cavity Mutiny is an event that led to the execution of the
GOMBURZA.
_____________ 5. Jose Rizal’s essays go against the Catholic faith.
____________ 6. The significance of the martyrdom of GOMBURZA is questioned

by historians.
_____________ 7. There is only one account of the First Catholic Mass in the
Philippines.
______________8. Multiperspectivity is a quality of historical writing attributed

to variety of lenses that may be used to view the past.
______________9. We make sense of the past through historical interpretation

_____________ 10. Historical interpretation is based on the historian’s judgment
on how the past should be seen.
Test-IV (Essay): (10 points)
1. From the four (4) historical issues, choose one (1) and explain briefly to which
version and account you agree.
79
LESSON IV
Social, Political, Economic, and Cultural Issues
in Philippine History
At this point we will tackle the following mandated topics:1.The Philippine

Constitution, 2. Agrarian Reform Policies, and 3.Taxation
. These 3 topics have great impact in the social, political, economic, and cultural
issues in Philippine History.
FOCUS:
1. Analyze social, political, economic, and cultural issues in the Philippines using the
lens of history
2. Recognize that the problems of today are consequences of decisions and events
that happened in the past
3. Understand several enduring issues in Philippine society through history
4. Propose recommendations or solutions to present day problems based on the
understanding of the past and anticipation of the future through the study of history
80
PRE ASSESSMENT: LESSON IV
____________ 1. The 1935 Commonwealth Constitution was a result of the passage in

the United States Congress of the Hare-Hawes-Cutting Act.
____________ 2. The Philippine Commonwealth was interrupted by the Cold War.
____________ 3. Before 1973, the constitution in effect in the Philippines was the 1935
Constitution..
____________ 4. Landownership in the Philippines during the Spanish colonial period

was a great hatred source of hatred and resentment among the Filipinos.
____________ 5. The American period ushered in a great improvement in landownership

in the country.
_____________6. Agrarian reform under the dictator Ferdinand Marcos was a failure.
_____________7. The cedula personal was optional during the Spanish period.
_____________8. The VAT or value-added tax was introduced during the time of
President Elpidio Quirino.
_____________9. Direct taxation was suggested by the American after World War II, but
then President Manual Roxas declined it.
_____________10. The Sin Tax Reform is a good example on how tax reform could
impact social services.
81
The lessons here are dedicated to enduring issues in Philippines society which
history could lend a hand in understanding, and hopefully, proposing solutions. These
topics include the mandated discussion on Philippine constitution, policies on agrarian
reform, and taxation.
Before the discussion of the said topics, do the activity below by reading the
problems & providing solutions through the topics mentioned.
PROBLEMS:
1. Reference to corruption of government officials
Answer:
2. Land owner and land tiller dispute
Answer:
3. Source of government income
Answer:
82
The activity reflects the importance of the mandated topics: Philippine

Constitution, which is the basic law of the land; Agrarian Reform Policies, essential in
the rectification of the whole system of Agriculture; &Taxation, the lifeblood of the
government.
Thus, we can relate why the problems of today are the consequences of
decisions and events that happened in the past which also brought impact to social,
political, economic and cultural issues.
It is hope that these discussion will help us propose recommendations or

solutions to present – day problems based on our understanding of root causes and
how we anticipate future scenarios in the Philippine setting.
83
DEEPENING DETAILS:
Discussion:
I. Evolution of the Philippine Constitution:
The Constitution of the Philippines (Filipino: Saligang Batas ng Pilipinas or

Konstitusyon ng Pilipinas, Spanish: Constitución de la República de Filipinas) is the
constitution or supreme law of the Republic of the Philippines. Its final draft was completed
by the Constitutional Commission on October 12, 1986 and was ratified by a nationwide
plebiscite on February 2, 1987.
Three other constitutions have effectively governed the country in its history: the
1935 Commonwealth Constitution, the 1973 Constitution, and the 1986 Freedom
Constitution.
The earliest constitution establishing a "Philippine Republic", the 1899 Malolos

Constitution, was never fully implemented throughout the Philippines and did not establish
a state that was internationally recognized, due in great part to the eruption of the
Philippine–American War following its adoption
The Constituton is defined as set of fundamental principles established

precedents according to which a state or other organization is governed, thus the word
itself means to be a part of a whole, the coming together of distinct entities into one group,
with the same principles and ideals. These principles define the nature and extent of
government.
The 1987 Constitution of the Republic of the Philippines
PREAMBLE
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a
just and humane society and establish a Government that shall embody our ideals and
aspirations, promote the common good, conserve and develop our patrimony, and secure
to ourselves and our posterity the blessings of independence and democracy under the
rule of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain
and promulgate this Constitution.
84
Articles of the Philippine Constitution:
ARTICLE I National Territory
ARTICLE II Declaration of Principles and State Policies
ARTICLE III Bill of Rights
ARTICLE IV Citizenship
ARTICLE V Suffrage
ARTICLE VI Legislative Department
ARTICLE VII Executive Department
ARTICLE VII Judicial Department
ARTICLE IX Constitutional Commissions
ARTICLE X Local Government
ARTICLE XI Accountability of Public Officers
ARTICLE XII National Economy and Patrimony
ARTICLE XIII Social Justice and Human Rights
ARTICLE XIV Education, Science and Technology, Arts, Culture and Sports
ARTICLE XV The Family
ARTICLE XVI General Provisions
ARTICLE XVII Amendments or Revisions
ARTICLE XVIIITransitory Provisions
85
II. Agrarian Reform Policies (Source: dar.gov.ph)
Pre-Spanish Period
“This land is Ours God gave this land to us”
Before the Spaniards came to the Philippines, Filipinos lived in villages or barangays
ruled by chiefs or datus. The datus comprised the nobility. Then came the maharlikas
(freemen), followed by the aliping mamamahay (serfs) and aliping saguiguilid (slaves).
However, despite the existence of different classes in the social structure, practically
everyone had access to the fruits of the soil. Money was unknown, and rice served as
the medium of exchange.
Spanish Period
“United we stand, divided we fall”
When the Spaniards came to the Philippines, the concept of encomienda (Royal Land
Grants) was introduced. This system grants that Encomienderos must defend his
encomienda from external attack, maintain peace and order within, and support the
missionaries. In turn, the encomiendero acquired the right to collect tribute from the
indios (native).
The system, however, degenerated into abuse of power by the encomienderos The
tribute soon became land rents to a few powerful landlords. And the natives who once
cultivated the lands in freedom were transformed into mere share tenants.
First Philippine Republic

“The yoke has finally broken”
When the First Philippine Republic was established in 1899, Gen. Emilio Aguinaldo
declared in the Malolos Constitution his intention to confiscate large estates, especially
the so-called Friar lands.
However, as the Republic was short-lived, Aguinaldo’s plan was never implemented.
American Period
“Long live America”
Significant legislation enacted during the American Period:
Philippine Bill of 1902 – Set the ceilings on the hectarage of private individuals and
corporations may acquire: 16 has. for private individuals and 1,024 has. for corporations.
86
Land Registration Act of 1902 (Act No. 496) – Provided for a comprehensive registration
of land titles under the Torrens system.
Public Land Act of 1903 – introduced the homestead system in the Philippines.
Tenancy Act of 1933 (Act No. 4054 and 4113) – regulated relationships between
landowners and tenants of rice (50-50 sharing) and sugar cane lands.
The Torrens system, which the Americans instituted for the registration of lands, did not
solve the problem completely. Either they were not aware of the law or if they did, they
could not pay the survey cost and other fees required in applying for a Torrens title.
Commonwealth Period
“Government for the Filipinos”
President Manuel L. Quezon espoused the "Social Justice" program to arrest the
increasing social unrest in Central Luzon.
Significant legislation enacted during Commonwealth Period:
1935 Constitution – "The promotion of social justice to ensure the well-being and
economic security of all people should be the concern of the State"
Commonwealth Act No. 178 (An Amendment to Rice Tenancy Act No. 4045), Nov. 13,
1936 – Provided for certain controls in the landlord-tenant relationships
National Rice and Corn Corporation (NARIC), 1936 – Established the price of rice and
corn thereby help the poor tenants as well as consumers.
Commonwealth Act. No. 461, 1937 – Specified reasons for the dismissal of tenants and
only with the approval of the Tenancy Division of the Department of Justice.
Rural Program Administration, created March 2, 1939 – Provided the purchase and lease
of haciendas and their sale and lease to the tenants.
Commonwealth Act No. 441 enacted on June 3, 1939 – Created the National Settlement
Administration with a capital stock of P20,000,000.
Japanese Occupation
“The Era of Hukbalahap”
The Second World War II started in Europe in 1939 and in the Pacific in 1941.
Hukbalahap controlled whole areas of Central Luzon; landlords who supported the
Japanese lost their lands to peasants while those who supported the Huks earned fixed
rentals in favor of the tenants.
Unfortunately, the end of war also signaled the end of gains acquired by the peasants.
Upon the arrival of the Japanese in the Philippines in 1942, peasants and workers
organizations grew strength. Many peasants took up arms and identified themselves with
the anti-Japanese group, the HUKBALAHAP (Hukbo ng Bayan Laban sa Hapon).
87
Philippine Republic
“The New Republic”
After the establishment of the Philippine Independence in 1946, the problems of land
tenure remained. These became worst in certain areas. Thus the Congress of the
Philippines revised the tenancy law.
President Manuel A. Roxas (1946-1948) enacted the following laws:
Republic Act No. 34 -- Established the 70-30 sharing arrangements and regulating
share-tenancy contracts.
Republic Act No. 55 -- Provided for a more effective safeguard against arbitrary
ejectment of tenants.
Elpidio R. Quirino (1948-1953) enacted the following law:
Executive Order No. 355 issued on October 23, 1950 -- Replaced the National Land
Settlement Administration with Land Settlement Development Corporation (LASEDECO)
which takes over the responsibilities of the Agricultural Machinery Equipment
Corporation and the Rice and Corn Production Administration.
Ramon Magsaysay (1953-1957) enacted the following laws:
Republic Act No. 1160 of 1954 -- Abolished the LASEDECO and established the National
Resettlement and Rehabilitation Administration (NARRA) to resettle dissidents and
landless farmers. It was particularly aimed at rebel returnees providing home lots and
farmlands in Palawan and Mindanao.
Republic Act No. 1199 (Agricultural Tenancy Act of 1954) -- governed the relationship
between landowners and tenant farmers by organizing share-tenancy and leasehold
system. The law provided the security of tenure of tenants. It also created the Court of
Agrarian Relations.
Republic Act No. 1400 (Land Reform Act of 1955) -- Created the Land Tenure
Administration (LTA) which was responsible for the acquisition and distribution of large
tenanted rice and corn lands over 200 hectares for individuals and 600 hectares for
corporations.
Republic Act No. 821 (Creation of Agricultural Credit Cooperative Financing
Administration) -- Provided small farmers and share tenants loans with low interest rates
of six to eight percent.
President Carlos P. Garcia (1957-1961)
Continued the program of President Ramon Magsaysay. No new legislation passed.
President Diosdado P. Macapagal (1961-1965) enacted the following law:
88
Republic Act No. 3844 of August 8, 1963 (Agricultural Land Reform Code) -- Abolished
share tenancy, institutionalized leasehold, set retention limit at 75 hectares, invested
rights of preemption and redemption for tenant farmers, provided for an administrative
machinery for implementation, institutionalized a judicial system of agrarian cases,
incorporated extension, marketing and supervised credit system of services of farmer
beneficiaries.
The RA was hailed as one that would emancipate Filipino farmers from the bondage of
tenancy.
President Ferdinand E. Marcos (1965-1986)
Proclamation No. 1081 on September 21, 1972 ushered the Period of the New Society.
Five days after the proclamation of Martial Law, the entire country was proclaimed a land
reform area and simultaneously the Agrarian Reform Program was decreed.
President Marcos enacted the following laws:
Republic Act No. 6389, (Code of Agrarian Reform) and RA No. 6390 of 1971 -- Created
the Department of Agrarian Reform and the Agrarian Reform Special Account Fund. It
strengthen the position of farmers and expanded the scope of agrarian reform.
Presidential Decree No. 2, September 26, 1972 -- Declared the country under land
reform program. It enjoined all agencies and offices of the government to extend full
cooperation and assistance to the DAR. It also activated the Agrarian Reform
Coordinating Council.
Presidential Decree No. 27, October 21, 1972 -- Restricted land reform scope to tenanted
rice and corn lands and set the retention limit at 7 hectares.
President Corazon C. Aquino (1986-1992)
The Constitution ratified by the Filipino people during the administration of President
Corazon C. Aquino provides under Section 21 under Article II that “The State shall
promote comprehensive rural development and agrarian reform.”
On June 10, 1988, former President Corazon C. Aquino signed into law Republic Act No.
6657 or otherwise known as the Comprehensive Agrarian Reform Law (CARL). The law
became effective on June 15, 1988.
Subsequently, four Presidential issuances were released in July 1987 after 48

nationwide consultations before the actual law was enacted.
President Corazon C. Aquino enacted the following laws:
Executive Order No. 228, July 16, 1987 – Declared full ownership to qualified farmer-
beneficiaries covered by PD 27. It also determined the value remaining unvalued rice
and corn lands subject of PD 27 and provided for the manner of payment by the FBs and
mode of compensation to landowners.
89
Executive Order No. 229, July 22, 1987 – Provided mechanism for the implementation
of the Comprehensive Agrarian Reform Program (CARP).
Proclamation No. 131, July 22, 1987 – Instituted the CARP as a major program of the
government. It provided for a special fund known as the Agrarian Reform Fund (ARF),
with an initial amount of Php50 billion to cover the estimated cost of the program from
1987-1992.
Executive Order No. 129-A, July 26, 1987 – streamlined and expanded the power and
operations of the DAR.
Republic Act No. 6657, June 10, 1988 (Comprehensive Agrarian Reform Law) – An act
which became effective June 15, 1988 and instituted a comprehensive agrarian reform
program to promote social justice and industrialization providing the mechanism for its
implementation and for other purposes. This law is still the one being implemented at
present.
Executive Order No. 405, June 14, 1990 – Vested in the Land Bank of the Philippines
the responsibility to determine land valuation and compensation for all lands covered by
CARP.
Executive Order No. 407, June 14, 1990 – Accelerated the acquisition and distribution
of agricultural lands, pasture lands, fishponds, agro-forestry lands and other lands of the
public domain suitable for agriculture.
President Fidel V. Ramos (1992-1998)
When President Fidel V. Ramos formally took over in 1992, his administration came face
to face with publics who have lost confidence in the agrarian reform program. His
administration committed to the vision “Fairer, faster and more meaningful
implementation of the Agrarian Reform Program.
President Fidel V. Ramos enacted the following laws:
Republic Act No. 7881, 1995 – Amended certain provisions of RA 6657 and exempted
fishponds and prawns from the coverage of CARP.
Republic Act No. 7905, 1995 – Strengthened the implementation of the CARP.
Executive Order No. 363, 1997 – Limits the type of lands that may be converted by
setting conditions under which limits the type of lands that may be converted by setting
conditions under which specific categories of agricultural land are either absolutely non-
negotiable for conversion or highly restricted for conversion.
Republic Act No. 8435, 1997 (Agriculture and Fisheries Modernization Act AFMA) –
Plugged the legal loopholes in land use conversion.
Republic Act 8532, 1998 (Agrarian Reform Fund Bill) – Provided an additional Php50
billion for CARP and extended its implementation for another 10 years.
President Joseph E. Estrada (1998-2000)
“ERAP PARA SA MAHIRAP’. This was the battle cry that endeared President Joseph
Estrada and made him very popular during the 1998 presidential election.
90
President Joseph E. Estrada initiated the enactment of the following law:
Executive Order N0. 151, September 1999 (Farmer’s Trust Fund) – Allowed the
voluntary consolidation of small farm operation into medium and large scale integrated
enterprise that can access long-term capital.
During his administration, President Estrada launched the Magkabalikat Para sa

Kaunlarang Agraryo or MAGKASAKA. The DAR forged into joint ventures with private
investors into agrarian sector to make FBs competitive.
However, the Estrada Administration was short lived. The masses who put him into office
demanded for his ouster.
President Gloria Macapacal-Arroyo (2000-2010)
The agrarian reform program under the Arroyo administration is anchored on the vision
“To make the countryside economically viable for the Filipino family by building
partnership and promoting social equity and new economic opportunities towards lasting
peace and sustainable rural development.”
Land Tenure Improvement - DAR will remain vigorous in implementing land acquisition
and distribution component of CARP. The DAR will improve land tenure system through
land distribution and leasehold.
Provision of Support Services - CARP not only involves the distribution of lands but also
included package of support services which includes: credit assistance, extension
services, irrigation facilities, roads and bridges, marketing facilities and training and
technical support programs.
Infrastructure Projects - DAR will transform the agrarian reform communities (ARCs), an
area focused and integrated delivery of support services, into rural economic zones that
will help in the creation of job opportunities in the countryside.
KALAHI ARZone - The KALAHI Agrarian Reform (KAR) Zones were also launched.
These zones consists of one or more municipalities with concentration of ARC population
to achieve greater agro-productivity.
Agrarian Justice - To help clear the backlog of agrarian cases, DAR will hire more
paralegal officers to support undermanned adjudicatory boards and introduce quota
system to compel adjudicators to work faster on agrarian reform cases. DAR will respect
the rights of both farmers and landowners.
President Benigno Aquino III (2010-2016)
President Benigno Aquino III vowed during his 2012 State of the Nation Address that he
would complete before the end of his term the Comprehensive Agrarian Reform Program
91
(CARP), the centerpiece program of the administration of his mother, President Corazon
Aquino.
The younger Aquino distributed their family-owned Hacienda Luisita in Tarlac. Apart from
the said farm lots, he also promised to complete the distribution of privately-owned lands
of productive agricultural estates in the country that have escaped the coverage of the
program.
Under his administration, the Agrarian Reform Community Connectivity and Economic
Support Services (ARCCESS) project was created to contribute to the overall goal of
rural poverty reduction especially in agrarian reform areas.
Agrarian Production Credit Program (APCP) provided credit support for crop production
to newly organized and existing agrarian reform beneficiaries’ organizations (ARBOs)
and farmers’ organizations not qualified to avail themselves of loans under the regular
credit windows of banks.
The legal case monitoring system (LCMS), a web-based legal system for recording and
monitoring various kinds of agrarian cases at the provincial, regional and central offices
of the DAR to ensure faster resolution and close monitoring of agrarian-related cases,
was also launched.
Aside from these initiatives, Aquino also enacted Executive Order No. 26, Series of 2011,
to mandate the Department of Agriculture-Department of Environment and Natural
Resources-Department of Agrarian Reform Convergence Initiative to develop a National
Greening Program in cooperation with other government agencies.
President Rodrigo Roa Duterte (2016 – present)
Under his leadership, the President wants to pursue an “aggressive” land reform
program that would help alleviate the life of poor Filipino farmers by prioritizing the
provision of support services alongside land distribution.
The President directed the DAR to launch the 2nd phase of agrarian reform where
landless farmers would be awarded with undistributed lands under the Comprehensive
Agrarian Reform Program (CARP)
Duterte plans to place almost all public lands, including military reserves, under agrarian
reform.
The President also placed 400 hectares of agricultural lands in Boracay under CARP.
Under his administration the DAR created an anti-corruption task force to investigate and
handle reports on alleged anomalous activities by officials and employees of the
department.The Department also pursues an “Oplan Zero Backlog” in the resolution of
cases in relation to agrarian justice delivery of the agrarian reform program to fast-track
the implementation of CARP.
92
III. Policy of Taxation (source: Wikipedia.org)
Taxation refers to the practice of a government collecting money from its citizens to pay
for public services.
A tax is a compulsory financial charge or some other type of levy imposed upon a
taxpayer (an individual or legal entity) by a governmental organization in order to
fund government spending and various public expenditures. A failure to pay, along with
evasion of or resistance to taxation, is punishable by law. Taxes consist
of direct or indirect taxes and may be paid in money or as its labour equivalent. The first
known taxation took place in Ancient Egypt around 3000–2800 BC.
Most countries have a tax system in place to pay for public, common or agreed
national needs and government functions. Some levy a flat percentage rate of taxation
on personal annual income, but most scale taxes based on annual income amounts. Most
countries charge a tax on an individual's income as well as on corporate income.
Countries or subunits often also impose wealth taxes, inheritance taxes, estate taxes, gift
taxes, property taxes, sales taxes, payroll taxes or tariffs.
In economic terms, taxation transfers wealth from households or businesses to the
government. This has effects which can both increase and reduce economic growth and
economic welfare. Consequently, taxation is a highly debated topic.
The policy of taxation in the Philippines is governed chiefly by the Constitution of the
Philippines and three Republic Acts.
• Constitution: Article VI, Section 28 of the Constitution states that "the rule of taxation
shall be uniform and equitable" and that "Congress shall evolve a progressive system
of taxation".
• national law: National Internal Revenue Code—enacted as Republic Act No. 8424 or
the Tax Reform Act of 1997 and subsequent laws amending it; the law was most
recently amended by Republic Act No. 10963 or the Tax Reform for Acceleration and
Inclusion Act; and,
• local laws: major sources of revenue for the local government units (LGUs) are the
taxes collected by virtue of Republic Act No. 7160 or the Local Government Code of
1991, and those sourced from the proceeds collected by virtue of a local
ordinanceTaxes imposed at the national level are collected by the Bureau of Internal
Revenue (BIR), while those imposed at the local level
(i.e., provincial, city, municipal, barangay) are collected by a local treasurer's office.
93
List of Taxes & Rates in the Philippines
• Capital Gains Tax
• Donor’s Tax
• Income Tax
• Value Added Tax (VAT)
• Expanded Withholding Tax
• Withholding Tax on Government Money Payments
• Documentary Stamp Tax
• Estate Tax
• Percentage Tax
• Withholding Tax on Compensation
• Final Withholding Tax
Capital Gains Tax – Philippines

Capital Gains Tax is a tax imposed on the gains presumed to have been realized by the
seller from the sale, exchange, or other disposition of capital assets located in the
Philippines, including pacto de retro sales and other forms of conditional sale.
Documentary Stamp Tax – Philippines

Documentary Stamp Tax is a tax on documents, instruments, loan agreements, and
papers evidencing the acceptance, assignment, sale, or transfer of an obligation, rights,
or property incident thereto.
Donor’s Tax – Philipppines

Donor’s Tax is a tax on a donation or gift, and is imposed on the gratuitous transfer of
property between two or more persons who are living at the time of the transfer.
Estate Tax – Philippines

Estate Tax is a tax on the right of the deceased person to transmit his/her estate to
his/her lawful heirs and beneficiaries at the time of death and on certain transfers which
are made by law as equivalent to testamentary disposition.
94
Income Tax – Philippines
Income Tax is a tax on all yearly profits arising from property, profession, trades or
offices, or as a tax on a person’s income, emoluments, profits, and the like.
Percentage Tax – Philippines

Percentage Tax is a business tax imposed on persons or entities who sell or lease
goods, properties, or services in the course of trade or business whose gross annual
sales or receipts do not exceed P550,000 and are not VAT-registered.
Value Added Tax (VAT) – Philippines

Value Added Tax (VAT) is a business tax imposed and collected from the seller in the
course of trade or business on every sale of properties (real or personal), lease of
goods or properties (real or personal), or vendors of services. It is an indirect tax, thus, it
can be passed on to the buyer.
Withholding Tax on Compensation – Philippines

Withholding Tax on Compensation is the tax withheld from individuals receiving purely
compensation income.
Expanded Withholding Tax – Philippines

Expanded Withholding Tax is a creditable tax prescribed for certain domestic
(Philippine) payors and is creditable against the income tax due of the payee for the
taxable quarter year. The expanded withholding tax normally covers services.
Final Withholding Tax – Philippines

Final Withholding Tax is a withholding tax which is prescribed only for certain payors
and is not creditable against the income tax due of the payee for the taxable year.
Income Tax withheld constitutes the full and final payment of the Income Tax due from
the payee on the said income.
Withholding Tax on Government Money Payments – Philippines

Withholding Tax on Government Money Payments is the withholding tax withheld by
government offices and instrumentalities, including government-owned or controlled
corporations and local government units, before making any payments to resident
suppliers of goods and services.
95
DEMONSTRATION APPLICATION:
ACTIVITY 1 - 3
Reaction Paper
DIRECTION: Search and analyze the details of each topic and write a reaction paper
regarding its relevance to the country. Follow the given format below:
Cover page: (Example)

Relevance of the Constitution
A Reaction Paper
In RIPH ( Readings in Philippine History )
Presented to:

(instructor)
Presented by:
Bonifacio, Andres
BSN-1 Mother of MercDecember 2020
Contents:
I. Summary
II. Reaction
III. Conclusion
IV. Recommendation
96
REFLECTION:
The Constitution of the Philippines is the supreme law of the Republic of the
Philippines, has been in effect since 1987. There were only three other constitutions
that have effectively governed the country: 1935 Commonwealth Constitution, the 1973
Constitution, and the 1986 Constitution. However, there were earlier constitutions
attempted by Filipinos in the struggle to break free from colonal yoke.
Agrarian reform is essentially the rectification of thewhole system of agriculture,

an important aspect of the Philippine economy because nearly Agrarian reform is
centered on the relationship between production and the distribution of land among
farmers. It is also focused on the political and economic class character of the relations
of production and distribution in farming and related enterprises, and how these connect
to the wider clss structure. Through CARP the Philippines would be ble to gain more
from its agricultural reform and uplift the Filipinos in the agricultural sector.
In today’s worl, taxation s a reality that all citizens ust contend with for the
primary reason that governments raise revenue from the people they govern to be able
to function fully. In exchange for taxes that people pay, the government promises to
improve the citizens’ lives through good governance. Taxation, as a government
mechanism to raise funds, developed and evolved through tme, and in the context of
the Philppines, we must understand that it came with our colonial experience.
97
POST ASSESSMENT: (Coverage: LESSON IV)
(Major Exam. - Final Exam.)

Test-I (Identification): Read each item & identify the correct answer. Write the
complete answer on the space provided.
__________1. Compulsory financial charge or some other type of levy imposed

upon a taxpayer (an individual or legal entity) by a governmental organization in
order to fund government spending and various public expenditures.
__________2. Refers to failure to pay tax or resistance to taxation, is punishable

by law.
__________3.________4. Governs chiefly the policy of taxation in thePhilippines.
__________5. Signed on June 10, 1988, by former President Corazon C. Aquino

into law otherwise known as the Comprehensive Agrarian Reform Law (CARL).
__________6. Instituted through CARL in order to promote social justice and

industrialization providing the mechanism for its implementation and for other
purposes.
__________7. Government agency created through Republic Act No.6389 and

Republic Act No.6390 0f 1971.
__________8. Declared the country under land reform program in September 26,
1972.
________ 9. Restricted land reform scope to tenanted rice and corn lands and
set retention limit at 7 hectares.
_________10. Introduced to the Philippines the concept of “encomienda” or Royal

Land Grants.
__________11. Refers to the practice of a government collecting money from its

citizens to pay for public services.
__________12. Tax on all yearly profits arising from property, profession, trades
or offices, or as a tax on a person’s income, emoluments, profits, and the like.
__________13. Business tax imposed and collected from the seller in the course
of trade or business on every sale of properties (real or personal), lease of goods
or properties (real or personal), or vendors of services. It is an indirect tax, thus,
it can be passed on to the buyer.
98
____________14. Article of the Constitution which states the Accountability of
Public Officers.
____________15. Article of the Constitution that covers the declaration of

Principles and State Policies.
Test-II (True or False): Read the following statement below. Write True if the
statement is true. Otherwise, write False in the space provided.
____________ 1. The Sin Tax Reform is a good example on how tax reform could
impact social services.
_____________2. Direct taxation was suggested by the American after World War
II, but then President Manual Roxas declined it.
_____________3. The VAT or value-added tax was introduced during the time of
President Elpidio Quirino.
_____________4. Cedula personal was optional during the Spanish period.
_____________5. Agrarian reform under the dictator Ferdinand Marcos was a

failure.
_____________6. The American period ushered in a great improvement in

landownership in the country.
_____________7. Before 1973, the constitution in effect in the Philippines was

the 1935 Constitution.
_____________8. Landownership in the Philippines during the Spanish colonial

period was a great hatred source of hatred and resentment among the Filipinos.
_____________9. The Philippine Commonwealth was interrupted by the Cold

War.
____________10. The 1935 Commonwealth Constitution was a result of the

passage in the United States Congress of the Hare-Hawes-Cutting Act.
99
Test-III (Enueration):
1-3 (3) Branches of Governent
4-6 (3) Constitutional Commissions
7-9 (3) Sources of the Policies of Taxation in the Philippines
10-12 (3) Articles of the Costitution
13-15 (3) Examples of Taxes in the Philippines
Test-IV (Essay):
Explain briefly the relevance of the following: (5 pts.each)
A. Constitution
B. CARP
C. Taxation
100
LESSON V:
Doing History: Local and Oral History
My advance congratulations my dear RIPH students! You are now on the last part of
your lesson in your RIPH module, the local history. Local History is the study of the
history of a particular community or a smaller unit of geography. (Alphora&Candelaria,
2018) Thus, the requirement that you have to accomplish under this lesson is to apply
what you have learned and come up with a written local history. You are going to make a
research about the history of your own town or barangay.
FOCUS
1. Manifest interest in local history and cultural heritage

2. To apply historiographical methods in writing the history of one’s locality
3. To incorporate technology in the discipline of history
4. To appreciate the value of doing history to the present day
101
(PRE ASSESSMENT):
Direction: Essay
1. What do you know about local history? Can you give example?
102
It is not enough that we know our history. We must also realize that as agents of
social change, we can contribute to the narrative of the nation by participating in writing
about our past and present. This topic focuses on applying the skills you have learned in
the previous lessons in writing history. Special attention will be given to doing local history.
Practice doing local history. Start identifying possible historical subject in your
municipality or barangay and make a list. From your list choose the historical subject
which you are most interested.
Does local history study local communities? Local institutions? Local groups?
Local heroes? In recent studies, local history tends to cover all of these topics. Local
historians study the history of local institutions like churches. They also study the local
economies, local heroes, and local events. Local history, thus, is also a broad and
dynamic field of inquiry that aims to have an in – depth understanding of certain locale.
103
DEEPENING DETAILS
Discussion: Doing Local and Oral History
Local history (source: Wikipedia)
Local history is the study of history in a geographically local context and it often
concentrates on the local community. It incorporates cultural and social aspects of history.
Local history is not merely national history writ small but a study of past events in a given
geographical but one that is based on a wide variety of documentary evidence and placed
in a comparative context that is both regional and national. Historic plaques are one form
of documentation of significant occurrences in the past and oral histories are another.
Local history is often documented by local historical societies or groups that form
to preserve a local historic building or other historic site. Many works of local history are
compiled by amateur historians working independently or archivists employed by various
organizations. An important aspect of local history is the publication and cataloguing of
documents preserved in local or national records which relate to particular areas.
In a number of countries a broader concept of local lore is known, which is a

comprehensive study of everything pertaining to a certain locality: history, ethnography,
geography, natural history, etc.
If you are a keen local history researcher then the next step is writing a local history. As
a local historian you have the opportunity to create a picture of what a village, town or
region was like in the past by telling the stories of the people who lived and worked
there so here are some tips on how to get started.
There are numerous aspects you can focus on in your research and writing. For
example, you could focus on individual families or the wider community. You could
focus on local events, traditions, local occupations and entertainment. Or, you could
focus on buildings, churches, monuments, historical sites, industry, organisations,
schools or churches. Your research has probably also given you an insight into the
origins and development of the community. How the community thrived or declined and
how events both within and outside affected the lives of the people living there at that
time. So where do you begin?
Start by writing what you know most about
It is easier to start by focusing on topics which you are very familiar with or passionate
about. If the research you have already done is extensive and/or ongoing, choose just
one theme or topic for your first writing project and save the rest for other essays,
articles or separate chapters of a book. You may find that an idea for a story is simply
sparked by a photo, a letter, a building, an anniversary of an event or institution or an
interesting document you have found.
104
Don’t just write about the big stuff
When you start writing, by all means mention significant events and people but also tell
your readers about the lives and experiences of ordinary people. Your readers want to
be able to identify with the people you are writing about and to discover more about the
place they may well be living in now. They also want to learn how it has changed, what
brought about the changes, which historic sites and landmarks have survived, which
traditions live on and so on.
Who is going to read your story?
Before you start writing a local history, consider who you are writing for. Are you writing
for a specific group of people or publication (for example, a village or local history
magazine) or do you want your story to appeal to a wider audience? Knowing your
audience can help you to decide how much detail you need to include in your story and
how you craft your story.
It’s never too soon to start writing a local history
Research can be never ending and the more information you gather the harder it will be
to start writing. The risk is that you will suffer from information overload and
consequently miss an opportunity to share the work you have done with your potential
readers. Don’t underestimate the interest other people may have in your research and
the enthusiasm they will have to read your stories – so the sooner you get scribbling the
better.
Make a plan before you start
If you plan to submit your idea for a book to a publisher you will have to prepare a
detailed synopsis. However, it is also a good idea to create a synopsis for your own
benefit when writing a local history. You can simply list the main topics you plan to cover
or you can break it down further into chapters and sections. Having a plan before you
start writing will save you a lot of time when you get down to the business of writing. A
good synopsis or plan will also highlight any gaps in your research which you can sort
out before you get scribbling.
Put your story in a wider historical context
As a local historian your research will not only help you to tell stories about people and
places in the past but also how events both within and outside a community or area may
have affected the people living and working there. Describing the influences beyond
your area of research will put your story in a wider historical context and help to explain
the course of events in the place or community you are writing about.
105
Check your facts
Make sure that what you write is factually accurate. Primary sources are the most
accurate but secondary research sources, including internet research, can be less
reliable and sometimes misleading. The main rule is, if in doubt leave it out, or make
sure that you qualify what you say by adding a phrase such as “according to…” or by
referencing your sources. If you haven’t kept a list of all your sources and references
while doing your research, now is the time to do it. Also, make sure that you have
permission to reproduce any material that is affected by copyright.
Bring the past to life
Don’t just present your readers with a chronological list of dry facts, figures and dates.
Although dates in history are important, your readers will want to be entertained as well
as informed. It is your job as a writer to bring your research to life by creating a lively
narrative which includes just enough information to create a convincing and accurate
story and in a style which is lively and accessible. If you are a new or inexperienced
writer this may be difficult at first but with practice you will get better. If you really don’t
know how to get started writing a local history take a look at how other writers do it.
The three main elements of writing a local history
Successful non-fiction history writers combine the three elements of good history writing
– narrative, description and analysis. By interweaving descriptions of what happened at
a particular time and the reasons why these may have happened with an engaging
narrative, will enable you to tell a story people will want to read. It may be tempting to
include every little detail you have uncovered but the art of a good writer is to identify
the bits that will make a good story and leave the rest out.
Oral History:
Oral history is important in the midst of scrcty n written sources, historicl ocuents, and
other material evidences.Ths method uses oral accounts of historical subjects, witnesses,
members of the communities, n the like. Oral history primarily relies on memory. The
subject or the informant will recount his experiences to the researcher as he remembers
it. In other instances, the informant wll rely what he learned from his ancestors or older
mebers of the counity to the historian. Ths nature and definition of oral history caused
106
positivist historns or those who subscribe to the belief that history should be primarily
based on written document to criticize the methods of oral history.Memory is seen as
something that is faulty and inaccurate. At best, positivist historians see oral accounts as
mere supplement to the history written ocuments.
However, one cannot discount the importance of oral history in writing the history of
underprivileged sectors and communities like the urban poor or ndigenous peoples.
These groups re usually left on records. They were undocumented because of their
status. In these instances, it is the task of the historian to search for alternative methods
that will capture the experience and collective pasts of these communities. Oral history
play thia role.
Local and orl history re important endeavors in the evelopent and enrichment in the
discipline of history. These efforts fill the gaps in the disciplne by highlighting alternative
areas of study and methodology toward a more holistic, inclusive, and progressive study
of our past.
107
DEMONSTRATION (APPLICATION)
ACTIVITY – 1
Writing Local History
DIRECTION: Write a local history of your town or barangay. Follow the format given
below.
Cover page: Example:
“Palo, Leyte”
A Written Local History
In Partial Fulfillment of the Requirements
In RIPH (Readings in Philippine History)
Presented to:

(instructor)
Presented by:
Bonifacio, Andres
December 2020
Contents:
I. Introduction
II. Historical Background
III. Documentation (attach historical pictures)
IV. Conclusion & Recommendation
108
REFLECTION:
Local history can serve as balancer of these tendences by showing new

peculiarities in certain locales in particular nation, region, or continent. Study in local
history can provide new and alternative interpretations on the different aspects of
nation’s history. Local history also facilitates a historical narratve emanating from the
people. Ultimately, studyng local history shall provide new provisions and perspectives
on the already established national history. What used to be a generalizing narrative of
a nation would start to recognize certan nuances and uniqueness in the experience of
the people coming from different localities in the nation.Thus, local history is not just
aimed at opposing the discourse in the national histories but is also a tool of enriching
these national narratives.
109
GLOSSARY: (note: arranged according to lesson)
History - the study of the past
Historia- the knowledge acquired through inquiry or investgation
Historiography - the history of history
Primary Sources - those sources produced at the same time as the event, period,
or subject being studied
Secondary Sources – those sources which were produced by an author who used
primary sources to produce the material.
Context Analysis - considers the following: (i) the historical context of the source
[time and place it was written and the situation at the time], (ii) the author’s
background, intent (to the extent discernable), and authority on the subject; and
(iii) the source’s relevance and meaning today
Content Analysis - applies appropriate techniques depending on the type of source

(written, oral or visual). In the process you will be asked for example, the author’s
main argument or thesis, compare points of view, identify biases, and evaluate the
author’s claim based on the evidences presented or other available evidence at the
time
External Criticism – the practice of verifying the authenticity of evidence by

examining its physical characteristics; and the materials used for the evidence
Internal Criticism – the examination of the truthfulness of the evidence. It looks at

the content of the source and examines the circumstance of its production
Chronicles – the historical account of events arranged in order of time usually

without analysis or interpretation
Voyage – the long journey to a distant or unknown place especially over water or
through outer space
Navigation – the act of movin in boat or ship over an area of water
Travelogue - a speech, movie, or a piece of writing about someone’s experiences

while traveling
Christianity – the religion that is based on the teaching of Jesus Christ
Catholicism - the traditions and beliefs of Catholic Churches. It refers to their

theology, liturgy, morals and spirituality.
110
Katipunan - was a Philippine revolutionary society founded by anti-Spanish
colonialism Filipinos in Manila in 1892; its primary goal was to gain independence
from Spain through a revolution.
Kartilya - served as the guidebook for new members of the organization, which laid
out the group's rules and principles.
Proclamation - a public or official announcement, especially one dealing with a

matter of great importance.
Independence - the fact or state of being independent.
Archipelago - a group of islands.
Accounts - a report or description of an event or experience.
Retract/Retraction - a statement saying that something you said or wrote at an

earlier time is not true or correct.
Testimony - a formal written or spoken statement, especially one given in a court

of law.
La Liga Filipina - The organization derived from La Solidaridad and the

Propaganda movement.
Cedula - any of various official documents or certificates in Spain, Latin America,

or the Philippines
Social Issues - is a problem that influences many citizens within a society.
Political Issues - An issue is an important subject that people are arguing about or
discussing.
Economic Issues - sometimes called the basic or central economic problem –

asserts that an economy's finite resources are insufficient to satisfy all human
wants and needs.
Cutural Issues - comes from. Issues arise when groups of people believe another
group is wrong in their behavior.
Constitution - a body of fundamental principles or established precedents

according to which a state or other organization is acknowledged to be governed.
Preamble - the introductory part of a statute or deed, stating its purpose, aims, and
justification.
111
Fiscal Policy - the means by which a government adjusts its spending levels
and tax rates to monitor and influence a nation's economy.
Tax - a compulsory contribution to state revenue, levied by the government on

workers' income and business profits, or added to the cost of some goods,
services, and transactions.
Taxation - a term for when a taxing authority, usually a government, levies or

imposes a tax.
VAT - a consumption tax placed on a product whenever value is added at each

stage of the supply chain, from production to the point of sale.
Agrarian Reform - can refer either, narrowly, to government-initiated or

government-backed redistribution of agricultural land
Land reform - the statutory division of agricultural land and its reallocation to
landless people
CARP – Comprehensive Agrarian Reform Program, more commonly known

as CARP, is an agrarian reform law of the Philippines whose legal basis is the
Republic Act No. 6657.
CARL -- Comprehensive Agrarian Reform Law of Republic Act No.6657 which

introduced the program with the same name CARP
Local History - the study of history in a geographically local context and it often
concentrates on the local community.
Oral History - the collection and study of historical information about individuals,
families, important events, or everyday life using audiotapes, videotapes, or
transcriptions of planned interviews
112
VI. REFERENCES:
Candelaria, John Lee P. and Alporha, Veronica C. Readings in Philippine History,

Manila,Philippines: REX Bookstore, Inc., 2018
Agoncillo,Teodoro A., History of Filipino People, Quezon, City: C & E Publishing,

Inc., 2012
Zaide, Sonia M., Philippine History and Government, Manila, Philippines: All-
Nations Publishing Co., Inc., 1994
Wikipedia.org,
Officialgazette.gov.ph
Prepared by:
MRS. ELENA C. BERNABE, MPM, DM (CAR)
GHIST- INSTRUCTOR
113

Module RIPH Word

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module RIPH Word

Uploaded by

Copyright:

Available Formats

HOLY INFANT COLLEGE

Cover Page/Contents 1-4

LESSON- 1 Introduction to History: Definition, Issues, Sources 6

Post Assessment 17-19

LESSON- 2 Content and Contextual Analysis of Selected Primary Sources 20

Exploring Actvities 22-24

Post Assessment 67-69

Exploring Actvities 72-73

Post Assessment 78-79

LESSON- 4 Social, Politicsl, Economic and Cultural Issues in Philippine

Post Assessment 98-100

Exploring Actvities 103

Post Assessment 110

Pre-Assessment (lesson 1-5) 111-112

Major Exams: Prelims-Finals 113-119

By studying History, we situate ourselves in the story of the nation, a necessary

Introduction to History: Definition, Issues, Sources, and Methodology

1. Understand the meaning and relevance of History

Otherwise, write False in the space provided.

________ 1. History is the study of the past.

________ 3. The subject of historiography is history itself.

_________ 5. History is limited to the story of a hero versus a villain.

_________ 6. Only primary sources may be used in writing history.

_________ 8. External criticism is done by examining the physical characteristics of a

_________10. The historians are the only source of history.

2. Give your reasons. Identify the causes of such historical subject.

4. Identify the possible authors of your sources.

Historical Sources: (Alphora&Candelaria)

As mentioned above, the classification of sources between primary and secondary

External criticism is the practice of verifying the authenticity of evidence by

1. Distinguish History from Historiography?

2. Explain the relevance of History.

3. Differentiate Primary Source from Secondary Source.

What do you think?

Philippine historiography underwent several changes since the precolonial period

Name:_______________ Program&Year:____________ Date:_______

_____________1. Sources produce at the same time as the event, period, or

_____________2. Sources which were produced by an author who use priary

_____________3. Greek word whch means “knowledge acquired through inquiry

_____________6. Examination of the truthfulness of the evidence. It looks at the

_____________7. Practice of verifying the authenticity of evidence by examining

_____________9. Italian nobleman who accompanied Ferdinand Magellan in his

____________10. Portuguese explorer who first sighted the mountains of

_____________11. Complete date when Magellan landed in the Philippines.

_____________12. Primary sourse for the “Customs of the Tagalogs”

_____________13. The founder & supremo of the Katipunan

_____________15. Treated as the Katipunan’s code of conduct.

_____________ 16. First president of the First Philippine Republic.

_____________ 17. Complete date of the proclamation of Philippine

______________19. Author of the important document in the Katipunan called

______________20. Compiled the book Philippine Catoons: Political Caricature of

_____1. Country ruled by foreigners a. Americans

_____ 2. Centralized Government b. Spaniards

_____ 3. Democratic Government c. Japanese

_____ 4. Puppet Government d. Portuguese

_____ 5. Land grabbing around the world e. Italian

_____ 6. Ferdnand Magellan f. Colonialism

______ 7. Antonio Pigafetta g. Colony

______ 8. Spice Islands h. Marianas

______ 9. Ladrones Islands i. Moluccas

_____ 10. Traditional blood compact j. Sandugo

_________ 1. The historians are the only source of history.

________ 10. History is the study of the past.

Names & Nickname of our country Proponents

Name:_________ Program&Year: Date:_