REadings Module 1

Republic of the Philippines
President Ramon Magsaysay State University

(Formerly Ramon Magsaysay Technological University)
Botolan, Zambales, Philippines
Tel/Fax No.: (047) 811-1683
College of Teacher Education
College/Department College of Teacher Education

Course Code GEC 2
Course Title Readings in the Philippine History with IPED Education
Place of the Course General Education
in the Program
Semester & 1st Semester 2021-2022
Academic Year
MODULE 1
The Meaning and Relevance of History

Introduction
This chapter aims helping students to understand the present existing social, political,
religious and economic conditions of the people through studying history and its concepts. It
will help us to trace the background of our religion, customs institutions, and administration
and so on. It also helps to explain the present, to analyze it and to trace its course. Cause and-
effect relationship between the past and the present is lively presented in the history. History
thus helps us to understand the present day problems both at the national and international
level accurately and objectively.
Specific Objectives
At the end of the lesson, the students should be able to:
 Discuss the definition and nature of history.
 Identify the different aims and values of teaching history.
 Recognize the importance of teaching history.
Duration
Chapter 1: The Meaning and Relevance of History = 2 hours
The Aims and Values of Teaching History = 2 hours
Assessments = 2 hours
Lessin Proper
CHAPTER 1 – THE MEANING AND RELEVANCE OF HISTORY
1.1. DEFINITION AND NATURE OF
HISTORY DEFINITIONS OF HISTORY

The origin of the word History is associated with the Greek word ‘Historia’ that means
‘information’ or ‘an enquiry designed to elicit truth’.
Different scholars have defined history differently. Following definitions indicate the
meaning and scope of History.
 History is not just a catalogue of events put in the right order like a railway timetable–
A.J.P. Taylor
 History is written by the winners – Napoleon Bonaparte
 If you don’t know history, then you don’t know anything. You are a leaf that doesn’t
know it is part of tree – Michael Crichton
 Those who cannot remember the past, are condemned to repeat it – George Santayana
 To be ignorant of what occurred before you were born is to remain always a child –
Marcus Tullius Cicero
 The most effective way to destroy people is to deny and obliterate their own
understanding of their history – George Orwell
 Study the past if you would define the future – Confucius
 History is a wheel, for the nature of man is fundamentally unchanging. What has
happened before will perforce happen again– George R.R. Martin
 He who cannot draw on three thousand years is living from hand to mouth– Johann
Wolfgang von Goethe
 A generation which ignores history has no past- and no future – Robert A. Heinlein
 If we are to make progress, we must not repeat history but make new history. We
must add to inheritance left by our ancestors” – Mahatma Gandhi
 We are not makers of history. We are made by history – Martin Luther King, Jr.
 The history of all hitherto existing society is the history of class struggles – Karl Marx
 Let us study things that are no more. It is necessary to understand them, if only to
avoid them – Victor Hugo
 History is a guide to navigation in perilous times. History is who we are and why we
are the way we are – David McCullough
 The lack of a sense of history is the damnation of the modern world – Robert Penn
Warren
 A people without the knowledge of their past history, origin and culture is like a tree
without roots – Marcus Garvey
 History will be kind to me for I intended to write it – Winston S. Churchill
NATURE OF HISTORY
A study of the present in the light of the past: The

present has evolved out of the past. Modern history
enables us to understand how society has come to its
present form so that one may intelligently interpret the
sequence of events. Th e causal relationships between the
selected happenings are unearthed that help in revealing
the nature of happenings and framing of general laws.
History is the study of man: History deals with man’s

struggle through the ages. History is not static. By
selecting “innumerable biographies” and presenting their
lives in the appropriate social context and the ideas in the HERODUTOS
human context, we understand the sweep of events. It Father of History
traces the fascinating story of how man has developed
through the ages, how man has studied to use and control Source: Google Image
herodutos drawing - Bing images
his environment and how the present institutions have
grown out of the past.
History is concerned with man in time: It deals with a series of events and each event
occurs at a given point in time. Human history, in fact, is the process of human
development in time. It is time, which affords a perspective to events and lends a charm
that brightens up the past.
History is concerned with man in space: The interaction of man on environment and vice
versa is a dynamic one. History describes about nations and human activities in the
context of their physical and geographical environment. Out of this, arise the varied
trends in the political, social, economic and cultural spheres of man’s activities and
achievements.
Objective record of happenings: Every precaution is taken to base the data on original
sources and make them free from subjective interpretation. It helps in clear understanding
of the past and enables us to take well-informed decisions.
Multisided: All aspects of the life of a social group are closely interrelated and historical
happenings cover all these aspects of life, not limited only to the political aspect that had so
long dominated history.
History is a dialogue between the events of the past and progressively emerging future
ends. The historian’s interpretation of the past, his selection of the significant and the
relevant events, evolves with the progressive emergence of new goals. The general laws
regulating historical happenings may not be considered enough; attempts have to be made
to predict future happenings based on the laws.
Not only narration but also analysis: The selected happenings are not merely narrated; the
causal relationships between them are properly unearthed. The tracing of these relationships
lead to the development of general laws that are also compared and contrasted with similar
happenings in other social groups to improve the reliability and validity of these laws.
Continuity and coherence are the necessary requisites of history: History carries the burden
of human progress as it is passed down from generation to generation, from society to
society, justifying the essence of continuity.
Relevant: In the study of history, only those events are included which are relevant to the
understanding of the present life.
Comprehensiveness: According to modern concept, history is not confined to one period,

country, or nation. It also deals with all aspects of human life-political, social, economic,
religious, literary, aesthetic and physical, giving a clear sense of world unity and world
citizenship.
1.2. THE AIMS AND VALUES OF TEACHING
HISTORY AIMS OF TEACHING HISTORY
To promote self-understanding: History needs to be taught to promote self -understanding.

Everyone has a heritage that is uniquely his, a combination of racial, national, family and
individual traditions that are woven into his very being. Without enquiry into these historical
factors, man will remain a stranger to himself. Similarly, in the absence of historical study,
groups and persons will fail to comprehend their own identity. Being a key subject, history
provides useful information necessary for understanding the common allusions in daily
reading-names, places, dates and events etc. Thus the knowledge of history is a part of the
self- awareness and realization of our environment.
To give proper conception of time, space and society: History gives a proper understanding
of the concept of time, space and society. It reveals the relationship of the present with the
past, the local with the distant and personal and national life with the lives and the cultures of
men and women in other countries, in time and space. History is a link uniting each of us as
an individual with a whole greater than ourselves.
To enable the pupils to assess the values and achievements of their own age: History
provides the youths the standards of reference against which they can measure the values
and
achievements of their own age. This enables them to have an enlightened awareness of the
problems of modern communities, political, social and economic.
To teach tolerance: History teaches tolerance- tolerance with different faiths, different
loyalties, different cultures, different ideas and ideals.
To develop right attitudes: Development of right attitudes is based on an appreciation of

things which are worth-while in life. Attitudes depend upon intellectual and emotional
factors. Scientific attitude is intellectual, like, judgment based on facts are unaffected by
personal feelings. The teacher has to help his pupils in building up the right attitudes. But
before being able to develop desirable attitudes among his pupils by his own example, he
himself must exhibit self-control, patient, sympathy and self-respect.
To foster national feelings: An important objective of teaching history is the emotional and
national integration of Indian people. Emotional integration is a feeling of oneness among the
people of different cultures, religions, castes and languages. It is the sharing of certain
common objectives, ideals and purposes and giving them high place over smaller and
sectional loyalties. History can play a very important role in realizing this aim.
To develop international understanding: The swift growth of means of communication

among various nations has hastened the exchange of ideas and dependence on each other on
various aspects of life. History is one subject that can promote international understanding in
the best possible way. It can destroy prejudices existing among nations; it can also overplay
the fundamental unity and interdependence among nations and underplay the sources of
disunity.
To give training for handling controversial issues: Teaching history helps pupils to handle
controversial questions in a spirit that searches for truth-insists on free discussion and permits
compromise. It can expose the pupils to a vast knowledge which will enable them to tackle
controversial issues objectively.
To help resolve our contemporary social and individual problems: History helps in
resolving our contemporary social and individual problems and developing mature judgments
on immediate social issues, trends and prospects in the field of commerce, industry,
international affairs, regional politics and other aspects of the contemporary society.
To promote socialization among pupils: An important aim of history teaching is the

socialization of pupils in order to make them well informed and enlightened citizens, capable
of promoting common welfare. Socialization awakens a sense of developing confidence,
courage and happiness within oneself. It develops individual and social virtues of initiative,
thoughtfulness, righteousness, constructive thinking, critical judgment, justice, tolerance, co-
operation, fellow feeling and sacrifice etc.
VALUES OF TEACHING HISTORY
Value is that experience or fruit which one gets in the path of achieving aim whereas aim is a
conscious and active purpose that we always keep before our mind. It always remains before
us in the path of achievement. History is valuable as a study in more ways than one. Some of
the values are general that is they apply to the teaching of the subject in all circumstances.
Other values are limited and specific. They apply to particular types of history, hold for a
particular level of schooling or are the necessary result of teaching if carried out in a
particular way.
The values of teaching history may be stated as under:
Disciplinary value: History is quite fruitful for mental training. It trains the mental faculties
such as critical thinking, memory and imagination. It quickens and deepens understanding,
gives an insight into the working of social, political, economic, and religious problems.
Informative value: History is a wonderful treasure-house of information and can offer

guidance for the solution to all human problems pertaining to science and art, language and
literature, social and political life, philosophical speculation and economic development.
History shows us the roots without uprooting the tree. A mere emotional attachment to our
past can do us little good, unless it is accompanied with a sober, matured and rational
assessment of the values involved. History is a path finder of man’s future.
Cultural and social values: It is essential that one should understand the importance of
his/her own cultural and social values. We should also develop attachment towards our
cultural heritage. History makes us able to understand our present culture. It expounds the
culture of the present time by describing the past. It explains the origin of existing state of
things, our customs, our usages, our institutions. It enables us to understand that the
transformations in human history were brought about by change of habits and of innovation.
One of the main motives of history teaching has been to convey to the pupils the rich heritage
of the mankind. It develops an understanding of the different forces which have shaped the
destiny of man and paved the way for his development in society.
Political values: History is regarded to be the past politics. According to T.S. Seeley, “The
historian is a politician of the political group or organization, the state being his study. To
lecture on political science is to lecture on history.” History stands as a beacon of hope when
some nation is overcast with dark clouds. History is extremely necessary for completing the
political and social sciences which are still in the making. History supplements them by a
study of the development of these phenomena in time.
Nationalistic value: History teaching renders an effective service in imbibing the young
minds with a sense of patriotism. It is through history alone that an Indian child comes to
know of the various deeds performed by such patriots as Emilio Aguinaldo, Jose Rizal,
Andres Bonifacio and etc. By reading their great lives and deeds, the child can easily be
inspired to emulate them. A proper teaching of history can prepare the way for sober
nationalism.
Internationalistic value: History shows the dependence and interdependence of nations

which is the root of internationalism. The domain of history is very extensive and wide.
Through a survey of world history, the young learners will come to realize that although
different peoples had and still have different customs, habits, laws, and institutions; they
have been striving towards the same end. The realization of essential unity of human
race is the first step towards fostering universal understanding based on the virtues of
tolerance, kindliness, love, sympathy, and goodwill.
Educational value: History has unique value and importance because it is the only
school subject which is directly and entirely concerned with the behavior and action of
human
beings. The accrue from the teaching of history. It sharpens
imagination memory, develops the power of reasoning,
of the judgement and imagination. It cultivates the
children is qualities of reading, analyzing, criticizing, and
developed arriving at conclusions. In historical writings our
through the past is alive and treasured in the form of
teaching of chronicles, biographies, stories and other forms of
history. It is literary tradition. Once the pupils’ curiosity is
logical to aroused and interest awakened, he can easily
treat history browse the vast pastures of historical knowledge.
as a
temporal Ethical value: History is important in the
canvas curriculum because it helps in the teaching of
against morality. Through it a child comes close to the
which the valuable thoughts of saints, reformers, leaders,
facts learned important persons and sages. The children get
in other inspired by the life stories of these great leaders.
subjects can There are other arguments that go against this
be arranged. notion that history gives ethical teaching.
History is a
veritable Vocational value: History has its vocational value.
mine of There are several openings for persons well
stories- qualified in the subject. They can get jobs of
stories can teachers, librarians, archivists, curators of
illustrate museums, secretaries of institutions, social service
even subject workers, and political journalists etc.
of
curriculum- The aims and objectives of teaching history have
the only undergone changes with the shift in the
condition is philosophical thinking of the time and changes in
that the the social and political practices. Determination of
teacher aims and objectives is necessary. Instructional
should know objectives need to be clearly defined. The pupils
enough should acquire knowledge, should develop specific
stories and understandings, attitudes, interests and
should know appreciations, relevant to history.
how to
narrate
them.
Intellectual
value: A
large
number of
intellectual
values
GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 7

Activity Sheet ACTIVITY 1
Name: Course/Year/Section: Score:
Direction: Briefly answer the following questions related to the meaning and relevance of
history use at least three (3) to five (5) sentences in each item. Write your answer on the
space provided below.
What is the important role does history take in the study of Philippine as follows?
SOCIETY
CULTURE
IDENTITY
DEVELOPMENT

Activity Sheet
ACTIVITY 2
Direction: Select at least three (3) aims or values of teaching history and discuss its
importance in our everyday life. Write your answer on the spaces provide below.
A.
Example No.1
Example No.2
B.
Example No.1
Example No.2
C.
Example No.1
Example No.2

Assessment
ASSESSMENT 1
Direction: Pause for a few minutes and think about or reflect on your past. Has your
past influenced you in one way or another? How does your past shape your identity and
behavior? Discuss briefly; write your answer on the space provided.
SELF-REFLECTION

References
Gottschalk, L. (1951). A primer historical method: Understanding History. Pp. xix, 290, vii.
New York: Alfred A. Knopf.
Howell, M. & Prevenier, W. (200). History. I. The Source: The Basis of Our Knowledge
about the Past. Publishing House
Steve, h. and et.al. (2015). “The History” at publishing of The Alpha History. Alpha History
Publishing House.
Scott, W.H. (2005) Pre-Hispanic Source Materials for the Study of Philippine History (pp. 90-
135). Smithsonian Libraries and Archives
https://gutenberg.edu/2001/02/the-importance-of-history/
https://sccollege.edu/Library/Pages/primarysources.aspx
Prepared by:
LYN F. LUZANO
Instructor
Reviewed and Approved by:
DR. ZENAIDA D. UMAYAN

Chairperson, CTE

Tel/Fax No.: (047) 811-1683

Course Code ESC 18
Course Title REadings in the philippine HIstory with IPED EDucation
in the Program
Academic Year
MODULE 2
The Different Historical Sources and Criticism

Introduction
This chapter discuss the different sources use in studying history and the different
analyzation, purposes, biases, critics and conflicts regarding the different historical sources
and content of studying history. Studying history have to play a significant role in
development of young minds capable to live intelligently, judge, analyze critically, and
conclude reasonably.
Specific Objectives
 Discuss the different types of historical sources and examples
 Compare the different historical biases and criticism
 Develop critical and analytical skills through evaluating historical significance
Duration
Chapter 2: Types of Different Historical Sources
=3 hours
Historical Biases and Criticism
= 3hours
Historical Significance
= 3 hours

Lesson Proper
CHAPTER 2 – THE DIFFERENT HISTORICAL SOURCES AND CRITICISM
2.2. TYPES OF HISTORICAL SOURCES
SOURCES
A source is anything that has been left behind by the past. It might be a document, but it
might alternatively be a building or a picture or a piece of ephemera – a train ticket perhaps
or a plastic cup. They are called 'sources' because they provide us with information, which
can add to the sum of our knowledge of the past.
History as the subject of study is more or less at the mercy of the sources. The past can
neither easily be observed directly nor can it be recalled. Historians get their information
from two different kinds of sources: primary and secondary. Primary sources are first hand
sources; secondary sources are second-hand sources.
CATEGORIES OF SOURCES
1. Documents are written or printed materials that have been produced in one form or
another sometime in the past.
2. Numerical records include any type of numerical data in printed or handwritten form.
3. Oral statements include any form of statement made orally by someone.
4. Relics are any objects whose physical or visual characteristics can provide some
information about the past.
DIFFERENT TYPES OF SOURCES
A. PRIMARY SOURCES

A primary source is a document or physical object which was written or created during the
time under study. These sources were present during an experience or time period and offer an
inside view of a particular event. Primary sources give us first hand, you-are-there insights into
the past. They are also the most important tools an historian has for developing an
understanding of an event. Primary sources serve as the evidence an historian uses in
developing an interpretation and in building an argument to support that interpretation.
Primary sources provide a window into the past—unfiltered access to the record of artistic,
social, scientific and political thought and achievement during the specific period under
study, produced by people who lived during that period. Bringing young people into close
contact with these unique, often profoundly personal, documents and objects can give them a
very real sense of what it was like to be alive during a long-past era.
It is one prepared by an individual who was a participant in, or a direct witness to, the event
that is being described. It includes first-hand information, such as eyewitness reposts and
original documents.
Primary source can come in the form of written sources such as documents, archival
materials, letters, government records, parish records, court transcripts and business ledgers.
Primary sources can also be non-written. They can come in the form of artifacts such as the
Manunggul Jar; edifices like colonial churches; clothes, jewelry, and farming implements.
OTHER EXAMPLES OF PRIMARY SOURCES
Autobiography is an account of a person’s life written by that person. Autobiographical

works can take many forms, from the intimate writings made during life that were not
necessarily intended for publication.
Memoir is a history or record composed from personal observation and experiences. Writers
of memoir are usually persons who have played roles in, or have been close observers of,
historical events and whose main purpose is to describe or interpret the events.
Diary a form of autobiographical writing is a regularly kept record of the diarist’s activities
and reflections. Written primarily for the writer’s use alone, the dairy has a frankness that in
unlike writing done for publication.
Personal Letter is a type of letter (or informal composition) that usually concerns personal
matters (rather than professional concerns) and is sent from one individual to another.
Correspondence is a body of letters or communications. If you have ever had a pen pal or an
email friend, you have written plenty of correspondence.
Interview is a conversation where questions are asked and answer are given. It refers to one-
on-one conversation with one person acting in the role of the interviewer and the other in the
role of the interviewee.
Survey is a list of questions aimed at extracting specific data from a particular group of
people. Surveys may be conducted by phone, mail, via internet, and face-to-face on busy
street corners in malls. Survey research is often used to assess thoughts, opinions, and
feelings.
Field research or fieldwork is the collection of information outside a laboratory, library or
workplace setting. Field research involves a range of well-defined, although variable,
methods: informal interviews, direct observation, participation in the life of the group,
collective discussions, analyzes of personal documents produced within the group, self-
analysis, results from activities undertaken off, or on-line, and life histories.
Photographs and posters are often considered it can illustrate past events as they happened
and people as they were at a particular time.
Paintings a form of visual art where paint or ink is used on a canvas or more often in the
past, wooden panels or plaster walls, to depict an artist’s rendering of a scene or even an
abstract.
Drawing s form of visual art in which a person uses various drawing instruments to mark
peer or another two-dimensional medium.
Speech is a form of communication in spoken language, made by a speaker before an

audience for a given purpose.
B. SECONDARY SOURCES
A secondary source is a document or recording that relates or discusses information

originally presented elsewhere. Secondary sources involve generalization, analysis, synthesis,
interpretation, or evaluation of the original information.
It is a document prepared by an individual who was not a direct witness to an event, but who
obtained his or her description of the event from someone else. It includes secondhand
information, such as s description of an event by someone other than an eyewitness, or a
textbook author’s explanation of an event or theory.
EXAMPLES OF SECONDARY SOURCES
Bibliographies an annotated bibliography is an organized list of sources, each of which is

followed by a brief note or “annotation”. These annotations do one or more of the following:
describe the content and focus of the book or article, suggest the source’s usefulness to your
research, evaluate its method, conclusion, or reliability and record your reactions to the
source.
Biographical Works. A biography is a description of a real person’s life, including factual

details as well as stories from the person’s life. It includes information about the subject’s
personality and motivations, and other kinds of intimate details excluded in a general
overview or profile of a person’s life. Periodicals are newspapers, magazines, and scholarly
journals-all of which are published “periodically”. (News Paper, Magazines and Journals).
Literature review is an evaluation report of information found in the literature related to

your selected area of study. (Film Review and Book Review)
C. TERTIARY SOURCES

It provides third-hand information by reporting ideas and details from secondary sources.
This does not mean that tertiary sources have no value, merely that they include the potential
for an additional layer of bias.
EXAMPLES OF TERTIARY SOURCES
Library is a collection of sources of information and similar resources, made accessible to a

defined community for reference and borrowing.
Archive is an accumulation of historical records or the physical place they are located. We
find primary sources in the archives. There are many kinds of archives, such as those
maintained by a religious order, which are called religious archives. In the Philippines, the
Dominicans have the Dominican Archives which is found in the University of Santo Tomas.
The Jesuits have theirs at the Ateneo de Manila University. Some schools have their own
respective archives such as the University of the Philippines.
Museum is an institution that cares for (conserves) a collection of artifacts and other objects
of artistic, cultural, historical or scientific importance.
Historical Society (sometimes also preservation society) is an organization dedicated to

preserving, collecting, researching and interpreting historical information or items.
IMPORTANCE OF USING SOURCES
1. Engage students. Primary sources help students relate in a personal way to events of
the past and promote a deeper understanding of history as a series of human events.
Because primary sources are snippets of history, they encourage students to seek
additional evidence through research. First-person accounts of events helps make
them more real, fostering active reading and response.
2. Develop critical thinking skills. In analyzing sources, students move from concrete
observations and facts to questioning and making inferences about the materials.
Questions of creator bias, purpose, and point of view may challenge students’
assumptions.
3. Construct knowledge. Inquiry into sources encourages students to wrestle with

contradictions and compare multiple sources that represent differing points of view,
confronting the complexity of the past. Students construct knowledge as they form
reasoned conclusions, base their conclusions on evidence, and connect sources to the
context in which they were created, synthesizing information from multiple sources.
Integrating what they glean from comparing sources with what they already know,
and what they learn from research, allows students to construct content knowledge
and deepen understanding.
4. First-hand Knowledge. Primary sources provide first-hand knowledge to the

students. It helps students to understand the events in history.
5. To consider different points of view in analysis. In analyzing primary sources,

students move from concrete observations and facts to inferences about the materials.
“Point of view” is one of the most important inferences that can be drawn.

6. To understand the continuum of history. Students come to understand that we all
participate in making history every day, leaving behind primary source documentation
hence may examine as a record of “the past.” The immediacy of first-person accounts
of events is compelling to most students.
7. To acquire empathy for the human condition. Primary sources help students relate
personally to events of the past, gaining a deeper understanding of history as a series
of human events.
2.2. HISTORICAL CRITICISM AND BIAS
Historical criticism, also known as the historical-critical method or higher criticism, is a

branch of criticism that investigates the origins of ancient texts in order to understand "the
world behind the text".
The primary goal of historical criticism is to discover the text's primitive or original meaning
in its original historical context and its literal sense or sensus literalis historicus. The
secondary goal seeks to establish a reconstruction of the historical situation of the author and
recipients of the text. That may be accomplished by reconstructing the true nature of the
events that the text describes.
Historical-critical methods are the specific procedures used to examine the text's historical
origins, such as/the time, the place in which the text was written; its sources; and the events,
dates, persons, places, things, and customs that are mentioned or implied in the text.
TYPES OF HISTORICAL CRITICISM
EXTERNAL CRITICISM refers to the genuineness of the documents a researcher uses in a

historical study. It asks if the evidence under consideration is authentic. The researcher
checks the genuineness or validity of the source. It is what it appears or claims to be? It is
admissible as evidence.
INTERNAL CRITICISM refers to the accuracy of the contents of a document. Whereas

external criticism has to do with the authenticity of a document, internal criticism has to do
with what the documents says.
Once the source is considered authentic, then primary source goes through internal criticism
which checks on the reliability of the source. Not just because the source is primary should
one accept its contents completely. There should be some skepticism in accepting the source.
The following are questions that can be considered to check on the reliability of the source:
1. How close was the author to the event being studied?

This refers to the physical location of the author of the source. Did he/she witness the
event personally or rely on somebody’s account? How reliable is his/her account?
2. When was the account made?

A primary source should be closest or contemporary to the period being studied. The

Work Monografia de Zambales by Francisco Caňamaque published in 1880 is an
example of a primary source for the study of population and tribute statistics in the
late nineteenth century. Since the work was published in 1880, this work of
Caňamaque on the demography and socio-economic status of Zambales is a reliable
primary source.
3. Who was the recipient of the account?

The election results of a gobernadorcillo of the town of San Narciso in Zambales in
1846 is an example of a primary source. The recipient of the electoral result is the
alcalde mayor, equivalent to a provincial governor who makes the final appointment.
This would be a reliable primary source document on the conduct of elections in
Zambales during the Spanish period.
4. Does informed common sense make the account probable?

The key words here are probable and informed common sense. One cannot get
absolutely conclusive answers in history. The test whether a given testimony is
believable or not, is when there is an inherent probability of it being true and is
supported by appropriate evidence.
5. Is the account corroborated by other accounts?

A primary source cannot stand by itself. There should be corroboration from other
sources as well. Having established the authenticity and reliability of the primary
source, bear in mind the following:
a. What type of primary source is it?

b. When was the document or artifact created?
c. Who created the document or artifact?
d. Why was it written or produced?
e. For whom was the text or image intended?
f. What is the main point the author is trying to make?
g. Is there any unintentional evidence given by the text?
h. Does the text provide an author’s point of view bias, or opinion?
i. How does the source stand in relation to other primary sources of the period?
HISTORICAL BIAS
Bias is an inclination of temperament or outlook to present or hold a partial perspective and a

refusal to even consider the possible merits of alternative points of view.
Merriam Webster: A tendency to believe that some people, ides etc. are better than others that
usually result in treating some people unfairly.
Oxford dictionary: Inclination or prejudice for or against one person or group, especially in a
way considered to be unfair.
People may be biased toward an individual, a race, a religion, a social class, or a political
party. Biased means one-sided, lacking a neutral viewpoint, not having an open mind. Bias
can come in many forms and is often considered to be synonymous with prejudice. No
country is free from biases. The biases are seen in behavior, writings and can easily creep into
textbooks. All subjects could carry biased statements; however, the history textbook is
generally an easy target for bias to enter. And hence as a teacher of history one needs to be
extra sensitive to detect bias in the textbook.
DIFFERENT TYPES OF BIASES
 Gender bias refers to a person receiving different treatment based on the person's real
or perceived gender identity.
 Cultural bias Is a tendency to interpret a word or action according to culturally
derived meaning assigned to it.
 Religious bias against individuals on the basis of religion or belief
 Racial bias is a system of structuring opportunity and assigning value based on
physical properties such as skin color and hair texture. This “system” unfairly
disadvantages some individuals and groups and damages their health and mental
health.
 Political bias. emerges in a political context when individuals engage in an inability
or an unwillingness to understand a politically opposing point of view.
Many countries and states have guidelines against bias in education. In 1980, the council on
Interracial Books for Children published the book Guidelines for selecting Bias- Free
Textbooks and storybooks.
OVERCOMING BIASES
 Review school textbooks and identify each of these forms. Then think of the ways to
remove the bias and create more equitable textbooks.
 Understand the concept of bias, prejudice and stereotype
 Read various texts to understand and interpret historical accounts
 Learn simple ways to detect bias- inflammatory language, one sided view, falsified
view, making larger claims. Inform students about the bias manners
 Be careful in use of language while discussing sensitive issues
2.3. HISTORICAL SIGNIFICANCE
What is historical significance?
Historical Significance is the process used to evaluate what was significant about selected
events, people, and developments in the past. Historians are use different sets of criteria to
help them make judgements about significance.
“Teachers often tell students what is important instead of asking them to consider what is
significant. The key to understanding significance is to understand the distinction between
teaching significant history and asking students to make judgements about significance”
(Bradshaw, 2004).
The past is everything that ever happened to anyone anywhere. There is much too much
history to remember all of it. So how do we make choices about what is worth remembering?
Significant events include those that resulted in great change over long periods of time for
large numbers of people. World War II passes the test for historical significance in this sense.
But what could be significant about the life of a worker or a slave? What about my own
ancestors, who are clearly significant to me, but not necessarily to others? Significance
depends upon one’s perspective and purpose. A historical person or event can acquire
significance if we, the historians, can link it to larger trends and stories that reveal something
important for us today. For example, the story of an individual worker in Winnipeg in 1918,

however insignificant in the World War II sense, may become significant if it is recounted in
a way that makes it a part

of a larger history of workers’ struggles, economic development, or post-war adjustment and
discontent. In that case, the “insignificant” life reveals something important to us, and thus
becomes significant. Both “It is significant because it is in the history book,” and “It is
significant because I am interested in it,” are inadequate explanations of historical
significance.
CRITERIA ON ASSESSING THE HISTORICAL SIGNIFICANCE
Is it important/relevant to people living at the time?

RELEVANCE Is something still relevant to our present lives even if it had
only a passing importance?
Who were/have been affected by the event? Why was it
important to them?
RESONANCE How were people’s lives affected? Do people like to make
analogies with it?
It is possible to connect with experiences, beliefs or attitudes
across time and place?
REMARKABLE Was the event remarked on by people at the time or since?
REMEMBERED Was the event/development important at some stage within the
collective memory of a group or groups?
REVEALING Does it reveal some other aspects of the past?
RESULTING IN Does it have consequences for the future?
CHANGE
DURABILITY Foe how long have people’s lives been affected? A day. A
week, a year, or all their lives?
QUANTITY How many people were affected? Did the event affect many,
everyone, or just a few? A whole barrio, a town, a province, a
country or the entire race?
PROFUNDITY Was the superficial or deeply affecting? How deeply people’s
lives were affected? How were people’s lives affected?
PRIMARY EXAMPLES OF HISTORICAL SIGNIFICANCE
Deciding who to choose and which individuals are more useful for the children to learn
about, are issues facing all teachers in the primary school. Teachers and children’s views
about historical significance are often shaped by contemporary contexts and can dependent
upon their own values and interests.
Significant public commemoration and the commemoration of individuals in the locality are
sensitive and need careful handling in classrooms where there are children from different
cultural and religious backgrounds.
EXAMPLES OF ENQUIRES ABOUT SIGNIFICANCE
 Developing an enquiry around a key event such as World War 1 provides children with
the opportunity to explore an event that has been commemorated annually for almost
100 years. Children can investigate the origins of what it is that is being
commemorated, and how its significance has grown to include conflicts up to the
present day.

 Enquiries about conflict or war may raise sensitive issues for children whose families
are still suffering the effects of conflict or still involved in fighting a war. These

children of symbols of remembrance and how they can
have be seen as expressions of identity. The
direct, children’s awareness of different viewpoints
persona can be extended through discussions
l concerning why we should remember, what
experie sorts of things we remember, other special
nces, of events or people we remember and why is it
recent important to remember? Could we remember
hostiliti past conflicts in a different way?
es and
their  Focusing an enquiry on significant women in
schools the past such as Florence Nightingale, Mary
will Seacole or Amelia Earhart will help develop
need to the children’s understanding of the roles of
exercise women in the past. Stereotypical views of
sensitiv women explorers can be challenged by
ity in examining images of the life of Mary Kingsley,
teachin a female explorer.
g this
topic  What importance can the study of topics about
the commemoration of events which happened
 Childre in Ireland 100 years ago have for today’s
n could children? Does it matter if they know what the
also actual events are and when and how they
focus happened? These events have all had an effect
on the on the world in which the children live today,
symbol in terms of how the state in which they live was
s of set up, how they are ruled, where the
remem government is situated and the type of society
brance they will live and work in. Building enquiries
and around the commemoration of these events are
their therefore important in helping to develop the
signific children’s realization the connections between
ance, past and present.
and
why it There are a number of criteria that historians’ use
has that can be applied to establish the significance
been of events.
chosen
as a  Relevance to people living at the time
symbol  Resonance to people’s experience, beliefs or situations at
of the time
remem  Relevance to an increased understanding of the present-
brance. day
They  Remarked on by people at the time and since
can  Remembered within the collective memory of a group
explore  Revealing of some other aspect of the past
issues  Results that have consequences for the future
around  Durability – for how long people’s lives were affected
the  Quantity – how many lives were affected
wearing  Profundity – how deeply people’s lives were affected
Activity Sheet ACTIVITY 4
Direction: Read the autobiography of Gregoria de Jesus and find out her purpose/s for
writing. Determine Also the author’s main arguments. Write your findings, observations and
analysis in an essay format.
MGA TALA NG AKING BUHAY

ni Gregoria de Jesus
https://docs.google.com/document/d/1yc3OJemfFtPSqkRfzeTglaCHHRf_A3IT/edit?us
p=sharing&ouid=102195433349705759938&rtpof=true&sd=true

Activity Sheet
ACTIVITY 5
Direction: Analyze the significant event below (attached editorial cartoon). Answer the
following questions below write your answer on the space before the number.
1. Is it important/relevant to people living at the time?
2. Who were/have been affected by the event? Why was it important to them?
3. Was the superficial or deeply affecting? How deeply people’s lives were affected? How
were people’s lives affected?

Assessment
ASSESSMENT 2
A. TRUE OR FALSE
Direction: Write TRUE if the statement is correct and write FALSE if the statement is
wrong about the different historical sources and criticism. Write your answer on the spaces
provided before the number.
1. A primary source is one prepared by an individual who was a participant in, or

a direct witness to, the event that is being described.
2. A secondary source is a document prepared by an individual who was not
direct witness to an event.
3. Content analysis is a primary method of data analysis in historical research.
4. External criticism refers to the genuineness of the documents a researcher uses
in a historical study.
5. Internal Criticism pertains to the accuracy or truthfulness of information in a
document.
6. Most of historical source material can be grouped into four basic
categories: documents, numerical records, oral statements and relics.
7. Historical Significance is the process used to evaluate what was significant about
selected events, people, and developments in the past.
8. Bias is an inclination of temperament or outlook to present or hold a partial
perspective and a refusal to even consider the possible merits of alternative points of view.
9. This does not mean that tertiary sources have no value, merely that they include
the potential for an additional layer of bias.
10. Relics are any objects whose physical or visual characteristics can provide
some information about the past.
B. MATCHING TYPE
Direction: Match each of the following terms with the correct definition. Write your answer
on the spaces provided before the no.
a. Archive f. Memoir
b. Autobiography g. Museums
c. External criticism h. Primary Sources
d. Internal criticism i. Secondary Sources
e. Journal f. Tertiary Sources
1. It refers to the genuineness of the documents.

2. It refers to the accuracy of the contents and documents.
3. A collection of collective artifacts and other objects, cultural and historical.
4. A historical account or biography written from personal knowledge or sources.
5. A self- written account of the life of oneself.
6. An index or textual consolidation of primary and secondary sources.
7. A document or recording that relates or discusses information originally presented.

8. Information about events recorded at the time of those events.
9. A collection of important records about place or an organization.
10. A personal record of experience kept on a regular

References
Camagay, M. L., et. Al (2018). Unraveling the Past: Readings in Philippine History. Quezon
City: Vibal Group, Inc.
Fleming, G. & Jagodowski, S. (2018). Importance of Context in Analysis and Interpretation.

Alpha History and Publishing
Fernandez, Leandro H. (1930) Mga Tala ng aking buhay by Gregoria de Jesus. published in
the June 1930 issue of the Philippine Magazine, Volume XXVII, No 1.
Llewellyn, J. & Thompson, S. 2015) . “The History” at publishing of The Alpha History.
Alpha History Publishing House
Zaide, G. & Sonia Z. (1990) Documentary Sources of Philippine History 12 vols. Manila:
National Book Store
http://web.nlp.gov.ph/nlp/?q=node/10008
http://www.kasaysayan-kkk.info/membership-documents
Prepared by:
LYN F. LUZANO
Instructor

Chairperson, CTE

Tel/Fax No.: (047) 811-1683

Course Code ESC 18
Course Title Readings in the Philippine History with IPED Education
in the Program
Academic Year
MODULE 3
ASSESSMENT AND ANALYSIS OF

HISTORICAL SOURCES
Introduction
This chapter is devoted to the student’s actual evaluation, assessment, analysis, interpretation
and appreciation of the different historical sources. It will include the variety of templates
that will use for content analysis and different historical sources.
Specific Objectives
 Develop critical and analytical skills in assessing the different historical sources.
 Demonstrate the ability to use historical sources to argue in favor or against a
particular issue.
Duration
Chapter 3: Declaration of Principles: Kartilya ng Katipunan
Memoirs: Paghirang sa Supremo Bilang Hari = 3 hours
Proclamation: The Act Declaration of Principles
Paintings: The Making of the Philippine Flag and =3 hours
Spolarium
=3 hours
Assessments
=3 hours

Lesson Proper
CHAPTER 3 – ASSESSMENT AND ANALYSIS OF HISTORICAL SOURCES
HISTORICAL SOURCES
Historical source is original source that contain important historical information. These sources
are something that inform us about history at the most basic level, and these sources used as
clues in order to study history Historical sources include documents, artifacts, archaeological
sites, features.
DEFINITION OF THE DIFFERENT HISTORICAL SOURCES
 CHRONICLE is an account or record of series of events means to write about them
or show them in broadcast in the order in which they happened.
 DECLARATION OF PRINCIPLES a paradigm on equality, drawing on the
establishement and emerging principles of a law.
 MEMOIRS a historical account or biography written from personal knowledge or
special sources.
 PROCLAMATION a public official announcement, especially one dealing with a
matter of great importance.
 CARTOONS a simple drawing showing the features of its subjects in a humorously
exaggerated way, especially a satirical one in a newspaper or magazine.
 SPEECH the expression or the ability to express thoughts and feelings by articulate
sounds.

 PAINTINGS a picture created by putting paint on a surface, or the activity or skill of
creating pictures by using paint.
 FILM is also called as movie, motion picture or moving picture, is a visual art-form
and usually with sound, that make up a story.
 DIFFERENT HISTORICAL SOURCES TO ANALYZE
Here are the historical sources reproduced here which you can subject to situation,
assessment, analysis, interpretation and appreciation.
a. Chronicle – Customs of Tagalogs by Juan de Placencia
b. Declaration of Principles – Kartilya ng Katipunan Emilio Jacinto
c. Memoirs – Paghirang sa Supremo Bilang Hari ni Heneral Emilio Aguinaldo
d. Proclamation – The Act of Declaration of Philippine Independence
e. Cartoon – Political Caricatures of the American Era 1900-1941
f. Speech – Speech before the Joint Session of the United States Congress (1986) by
Corazon C. Aquino
g. Paintings – Spoliarium by Jaun Luna and The making of Philippine Flag by Fernando
Amorsolo
h. Film – The Yellow Propaganda “The Aquino and Cojuango Fact’s We Didn’t Know”
THE PURPOSES OF HISTORICAL SOURCES
These purposes are 1) illustration and motivation; 2) evidence for historical inquiry; 3) visual
or textual interpretation; 4) source analysis. By reflecting on how each of these purposes can
play a role in the classroom, which kinds of sources are appropriate for each, and where they
fit into an overall sequence of instruction, teachers can ensure that their use of sources
deepens and extends students’ historical understanding.
IMPORTANCE OF PRIMARY HISTORICAL SOURCES
 Primary sources help students relate in a personal way to events of the past and
promote a deeper understanding of history as a series of human events.
 Because primary sources are snippets of history, they encourage students to seek
additional evidence through research.
 First-person accounts of events help make them more real, fostering active reading
and response.
 Many state standards support teaching with primary sources, which require students
to be both critical and analytical as they read and examine documents and objects.
 Primary sources are often incomplete and have little context. Students must use prior
knowledge and work with multiple primary sources to find patterns.
 In analyzing primary sources, students move from concrete observations and facts to
questioning and making inferences about the materials.
 Questions of creator bias, purpose, and point of view may challenge students’
assumptions.
 Inquiry into primary sources encourages students to wrestle with contradictions and
compare multiple sources that represent differing points of view, confronting the
complexity of the past.
 Students construct knowledge as they form reasoned conclusions, base their
conclusions on evidence, and connect primary sources to the context in which they
were created, synthesizing information from multiple sources.

 Integrating what they glean from comparing primary sources with what they already
know, and what they learn from research, allows students to construct content
knowledge and deepen understanding.
SAMPLE HISTORICAL SOURCES TEMPLATES

Templates available in the following format:
1. Analyze a Photograph
2. Analyze a Written Document
3. Analyze a Poster/Painting
4. Analyze a Cartoon
5. Analyze a Video
6. Analyze a Sound Recording
7. Analyze a Historical Writing
8. Film Review
TEMPLATE FOR: A PHOTOGRAPH
PASTE HERE PHOTO
CAPTION/TITLE
OBSERVE ITS PARTS: List the people, objects and activities you see.
PEOPLE OBJECTS ACTIVITIES

Who took the photo?
Where is it from?
What was happening as the time in history this photo was taken?
Why was it taken? List evidence from the photo or your knowledge about the
photographer that led you to your conclusion?
What did you find out form this photo that you might not learn anywhere else?
What other documents or historical evidence are you going to use to help you
understand this event or topic?
_
_
_
_
_
_

TEMPLATE FOR: A WRITTEN DOCUMENT
What is the document’s title? And Who wrote it?
Write one sentence summarizing this document?
Why did the author write it?
Quote evidence from the document that tells you this.
What was the happening at the time in history this document was created?
What did you find out from this document?

TEMPLATE FOR: A POSTER/PAINTING
PASTE HERE POSTER/PAINTING
WORDS VISUALS
Does it have a message printed on it? If List the people, objects, places, and
yes list down. activities in the poster.
Are there questions or instructions? What are the main colors used?
Does it says who created it? Are there any symbols?
Does the poster try to persuade mainly through words, visuals, or both equally?

Write one sentence summarizing this poster.
_
_
_ _
_
_
Who do you think is the intended audience?
Why was it created? List evidence from the poster/painting that tells you this.
What did you find to this poster/painting?

TEMPLATE FOR: A CARTOON
PASTE CARTOON HERE
WORDS VISUALS
Are the labels, descriptions thoughts, or List the people, objects, and places in
dialogue? the cartoon.
List the actions or activities
WORDS VISUALS
Which words or phrases are the most Which of visuals are symbols?
significant?
List adjectives that describe the emotions What do they stand for?
portrayed.

TEMPLATE FOR: A VIDEO
OBSERVE ITS PARTS: List people, objects and activities you see.
PEOPLE PLACES ACTIVITIES
Write one sentence summarizing the video.
What was happening at the time in history it was created?
Who made it? Who do you think is the intended audience?
What do you think he creator wanted the audience to respond? List evidence form the
video or your knowledge about who made it that led you to your conclusion.

TEMPLATE FOR: A SOUND RECORDING
What is the title?
What do you think you will hear?
What is the mood or tone?
List the people and topics you hear.

PEOPLE TOPICS
Write one sentence summarizing the sound recording.
Who made it? And who do you think is the intended audience?
What do you think the creator wanted the audience to respond? List evidence from the
sound recording or your knowledge about who made it that led you to your
conclusion.

TEMPLATE FOR: A HISTORICAL WRITING
HISTORICAL WRITING ELEMENTS
Subject:
Focus
Time:
Place:
Text Organization
Style:
Author’s Purpose and Purpose:

Style
Features
CONCLUSION:

3.1. CHRONILE
THE CUSTOMS OF THE TAGALOGS

From the Philippine Islands, 11493-1898.Volume 7, 1588-1591
By Juan de Plasencia,O.S.F.
The distinctions made among the priests of the devil were as follows:
1. The first, called CATOLONAN, was either a man or a woman. This office was an
honorable one among the natives, and was held ordinarily by people of rank, this rule
being general in all the islands.
2. The second they called MANGAGAUAY, or witches, who deceived by pretending

to heal the sick. These priests even induced maladies by their charms, which in
proportion to the strength and efficacy of the witchcraft, are capable of causing death.
In this way, if they wished to kill at once they did so; or they could prolong life for a
year by binding to the waist a live serpent, which was believed to be the devil, or at
least his substance. This office was general throughout the land.
3. The third they called MANYISALAT, which is the same as mangagauay. These
priests had the power of applying such remedies to lovers that they would abandon
and despise their own wives, and in fact could prevent them from having intercourse
with the latter. If the woman, constrained by these means, were abandoned, it would
bring sickness upon her; and on account of the desertion she would discharge blood
and matter. This office was also general throughout the land.
4. The fourth was called MANCOCOLAM, whose duty it was to emit fire from
himself at night, once or oftener each month. This fire could not be extinguished; nor
could it be thus emitted except as the priest wallowed in the ordure and filth which
falls

from the houses; and he who lived in the house where the priest was wallowing in
order to emit this fire from himself, fell ill and died. This office was general.
5. The fifth was called HOCLOBAN, which is another kind of witch, of greater
efficacy than the mangagauay. Without the use of medicine, and by simply saluting or
raising the hand, they killed whom they chose. But if they desired to heal those whom
they had made ill by their charms, they did so by using other charms. Moreover, if
they wished to destroy the house of some Indian hostile to them, they were able to do
so without instruments. This was in Catanduanes, an island off the upper part of
Luzon.
6. The sixth was called SILAGAN, whose office it was, if they saw anyone clothed in
white, to tear out his liver and eat it, thus causing his death. This, like the preceding,
was in the island of Catanduanes. Let no one, moreover, consider this a fable;
because, in Caavan, they tore out in this way through the anus all the intestines of a
Spanish notary, who was buried in Calilaya by father Fray Juan de Merida.
7. The seventh was called MAGTATANGAL, and his purpose was to show himself
at night to many persons, without his head or entrails. In such wise the devil walked
about and carried, or pretended to carry, his head to different places; and, in the
morning, returned it to his body – remaining, as before, alive. This seems to me to be
a fable, although the natives affirm that they have seen it, because the devil probably
caused them so to believe. This occurred in Catanduanes.
8. The eighth they called OSUANG, which is equivalent to” sorcerer;” they say that
they have seen him fly, and that he murdered men and ate their flesh. This was among
the Visayas Islands; among the Tagalogs these did not exist.
9. The ninth was another class of witches called MANGAGAYOMA. They made
charms for lovers out of herbs, stones, and wood, which would infuse the heart with
love. Thus did they deceive the people, although sometimes, through the intervention
of the devil, they gained their ends.
10. The tenth was known as SONAT, which is equivalent to” preacher.” It was his
office to help one to die, at which time he predicted the salvation or condemnation of
the soul. It was not lawful for the functions of this office to be fulfilled by others than
people of high standing, on account of the esteem in which it was held. This office
was general throughout the islands.
11. The eleventh, PANGATAHOJAN, was a soothsayer, and predicted the future.
This office was general in all the islands.
12. The twelfth, BAYOGUIN, signified a” cotquean,” a man whose nature inclined
toward that of a woman.
SOURCES:
Customs of the Tagalogs (two relations), Juan de Plasencia, O.S.F.; Manila, October
21, 1589
Outline of Philippine Mythology, F. Landa Jocano, Centro Escolar University, 1969
3.2 DECLARATION OF PRINCIPLES
KARTILYA NG KATIPUNAN
Ni Emilio Jacinto
Sometime in 1896, Andres Bonifacio, the father of the Philippine Revolution, and
once the President of the Supreme Council of the Katipunan, penned the Duties of the
Sons of the People, a list of the duties and responsibilities to be followed strictly by
every member of the organization. The rules constituted a decalogue, and embodied
Bonifacio’s passionate beliefs.
In admiration of Emilio Jacinto’s literary style, Bonifacio would later adopt Jacinto’s
Kartilya as the official teachings of the Katipunan. Similar to the Decalogue, the
Kartilya was written to introduce new recruits to the principles and values that should
guide every member of the organization.
Mga Aral nang Katipunan ng mga A.N.B.
1. Ang kabuhayang hindi ginugugol sa isang malaki at banal na kadahilanan ay kahoy

na walang lilim, kundi damong makamandag.
2. Ang gawang magaling na nagbubuhat sa pagpipita sa sarili, at hindi sa talagang
nasang gumawa ng kagalingan, ay di kabaitan.
3. Ang tunay na kabanalan ay ang pagkakawang gawa, ang pagibig sa kapua at ang
isukat ang bawat kilos, gawa’t pangungusap sa talagang Katuiran.

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.
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.
6. Sa taong may hiya, salita’y panunumpa.
7. Huag mong sasayangin ang panahun; ang yamang nawala’y magyayaring
magbalik; nguni’t panahong nagdaan na’y di na muli pang magdadaan.
8. Ipagtanggol mo ang inaapi, at kabakahin ang umaapi.
9. Ang taong matalino’y ang may pagiingat sa bawat sasabihin, at matutong ipaglihim
ang dapat ipaglihim.
10. Sa daang matinik ng kabuhayan, lalaki ay siyang patnugot ng asawa’t mga anak;
kung ang umaakay ay tungo sa sama, ang patutunguhan ng iaakay ay kasamaan din.
11. Ang babai ay huag mong tignang isang bagay na libangan lamang, kundi isang
katuang at karamay sa mga kahirapan nitong kabuhayan; gamitan mo ng buong
pagpipitagan ang kaniyang kahinaan, at alalahanin ang inang pinagbuhata’t nagiwi sa
iyong kasangulan.
12. Ang di mo ibig na gawin sa asawa mo, anak at kapatid, ay huag mong gagawin sa
asawa, anak, at kapatid ng iba.
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 kundi
ang sariling wika, yaong may magandang asal, may isang pangungusap, may dangal
at puri; yaong di napaaapi’t di nakikiapi; yaong marunong magdamdam at marunong
lumingap sa bayang tinubuan.
14. Paglaganap ng mga aral na ito at maningning na sumikat ang araw ng mahal na
Kalayaan dito sa kaabaabang Sangkalupuan, at sabugan ng matamis niyang liwanag
ang nangagkaisang magkalahi’t magkakapatid ng ligaya ng walang katapusan, ang
mga ginugol na buhay, pagud, at mga tiniis na kahirapa’y labis nang natumbasan.
Kung lahat ng ito’y mataruk na ng nagiibig pumasuk at inaakala niyang matutupad
ang mga tutungkulin, maitatala ang kaniyang ninanasa sa kasunod nito.

3.3. MEMOIRS
PAGHIRANG SA SUPREMO BILANG HARI DAKILANG PARANGAL SA PAGDATING

NG SUPREMO
(hango mula sa mga GUNITA NG HIMAGSIKAN) ni Heneral Emilio Aguinaldo
Nang matapos ang masayang pagpapaalaman, ang Supremo at mga

kasamahan, ay sumama na sa Pamunuan ng Magdiwang. Gayon na lamang ang
karingalan at kasayahang naghari sa pagsalubong na ginawa ng mga bayang kanilang
pinagdaanan. Sa hanay na may siyam na kilometro ang haba, mula sa Noveleta,
hanggang sa San Francisco Malabon, ang lahat halos ng mga bahay ay may mga
palamuting balantok na kawayang kinaskas at pinalamutihan ng sari-saring watawat,
tanda ng maringal na pagsalubong at maligayang bati sa dakilang panauhin. Isang
kilometro pa lamang ang agwat bago dumating sa kabayanan ng San Francisco de
Malabon, ang Supremo Andres Bonifacio, sinalubong agad ng isang banda ng musika
at nang nasa pintuan na ng simbahan at nirupiki ng gayon na lamang ang kampana.
Ang malalaking aranya at dambana sa loob ng simbahan ay pawang may sindi ng
ilaw. At ang kurang Tagalog na si Padre Manuel Trias, saka ang "Pallo," ay
naghihintay naman sa mga panauhin sa pintuan ng simbahan, at pagkatapos ay
kumanta ng Te Deum, hanggang sa dambana na kaakbay ang mga panauhin.
Pagkatapos ng ganyang parangal sila'y itinuloy sa bahay ni Binibining Estefania
Potente.
PAGHIRANG SA SUPREMO BILANG HARI

Isang paglalarawan kay Bonifacio bilang "Ang
Haring Bayan" Sulat kamay mismo ni Bonifacio
ang titolo at lagda na hango sa "Acta de Tejeros".
Kinabukasan naman, ang Gabinete ng Pamahalaang
Magdiwang, ang gumanap ng kanilang malaon nang
inihandang pagpaparangal sa pamamagitan ng isang
kapasiyahan na pagkalooban ang dakilang
panauhin, Supremo Andres Bonifacio, ng
pinakamataas na tungkulin sa taguring HARING
BAYAN. Sa ganito'y lubusan nang mabubuo ang
pamunuan ng nasabing Sanggunian na dati-rati'y
wala ng tungkuling ito at pansamantala lamang
nanunungkulan sa pagka Vi Rey, si Heneral
Mariano Alvarez. Ang buong Pamunuan ng
kanilang Sanggunian, ay magagarang kasuotan kung
nangagpupulong. Simula sa HARING BAYAN,
hanggang sa kahuli-hulihang Ministro at Capitan
General, ay may mga bandang pulang ginintuan
nakasakbat sa kani-kanilang balikat. Kung
minsan sa kanilang paglalakad, ay nakasuot pa rin ang nasabing banda upang makilala
ang kanilang katayuan marahil. Lubhang masaya sila parati, palibhasa'y ang labing-
dalawang bayan na kanilang nasasakupan ay di naliligalig sa anumang laban. Sila'y
naliliskub halos ay nanga sa likuran ng mga bayang maliligalig tuwina ng
Pamahalaang Magdalo.

Nang matapos ang ilang araw na parangal sa
Supremo at mga kasama, dinalaw nilang lahat ang
labing-dalawang bayang nasasakupan nila bilang
paghahanda sa gagawing pagpipisan ng dalawang
Sangguniang Magdiwang at Magdalo.
Nangagtalumpati sila at anangaral ng pagka-
makabayan at iba pang makagising-damdaming
pangungusap ukol sa kalayaan. Sabihin pa, ang
galak ng mga taong bayan, kaya't gayon na lamang
karingal ang pagtanggap sa kanila at para bang
isang HARING BAYAN nga ang dumating. Ang
mga daan ay pawang binalantukan, may banda ng
musika at panay ang hiyawan ng "Viva Tagalog,"
magkabi- kabila. Ang mga kampana'y halos
mabasag sa pagrurupiki sa mga simbahan niyang
pinatutunguhan, may mga dapit pa ng cereales at
awit ng Te Deum. Sa kabilang dako naman, sa
gitna ng
gayong di magkamayaw na kasayahan at paghdiriwang, ang walong bayang nasa
Pamahalaan ng Magdalo. ay laging nagigimbal araw at gabi ng paghanap sa kalaban
sa mga hanay ng Zapote, Almanza, San Nicolas, Bakood, Arumahan, Pintong Bato, at
Molino sa bayan ng Bakoof, at kasakit-sakit sabihin na sa masamang pagkakataon,
ang mga kalaban ay nakalusot tuloy nang di napapansin sa kabilang ilog ng Zapote,
dahil sa puyat at pagod ng ating mga kawal. Gayon man ang matatapang nating
sandatahan sa ilalim ng mando ni Heneral Mariano Noriel at Heneral Pio del Pilar, ay
agad-agad dinaluhong ang mga kalaban, kaya't putukan at tagaang katakut-takot ang
naghari pagkatapos. Sa wakas, muli na namang nagtagumpay ang ating mga kawal, at
ang Ilog Zapote ay muling namula sa dugo ng mga kalaban. Ganyan nang ganyan ang
nangyayari parati sa buong hanay ng aming labanan."
Emilio Aguinaldo,
Mga Gunita ng Himagsikan
Manila: National Centennial Commission, 1964

3.4. PROCLAMATION
THE ACT OF DECLARATION OF PHILIPPINE INDEPENDENCE
Translation by Sulpicio Guevara
BEFORE ME, Ambrosio Rianzares Bautista, War Counsellor And Special

Delegate Designated To Proclaim And Solemnize this Declaration of Independence
by the Dictatorial Government of the Philippines, pursuant to, and by virtue of, a
Decree issued by the Engregious Dictator Don Emilio Aguinaldo y Famy, The
undersigned assemblage of military chiefs and others of the army who could not
attend, as well as the representatives of the various towns, Taking into account the
fact that the people of this country are already tired of bearing the ominous joke of
Spanish domination.
Because of arbitrary arrests and abuses of the Civil Guards who cause deaths in
connivance with and even under the express orders of their superior officers who at
times would order the shooting of those placed under arrest under the pretext that they
attempted to escape in violation of known Rules and Regulations, which abuses were
left unpunished, and because of unjust deportations of illustrious Filipinos, especially
those decreed by General Blanco at the instigation of the Archbishop and friars
interested in keeping them in ignorance for egoistic and selfish ends, which
deportations were carried out through processes more execrable than those of the
Inquisition which every civilized nation repudiates as a trial without hearing.
Had resolved to start a revolution in August 1896 in order to regain the independence
and sovereignty of which the people had been deprived by Spain through Governor
Miguel Lopez de Legazpi who, continuing the course followed by his predecessor
Ferdinand Magellan who landed on the shores of Cebu and occupied said Island by
means of a Pact of Friendship with Chief Tupas, although he was killed in the battle
that took place in said shores to which battle he was provoked by Chief Kalipulako of
Mactan who suspected his evil designs, landed on the Island of Bohol by entering also
into a Blood Compact with its Chief Sikatuna, with the purpose of later taking by
force the Island of Cebu, and because his successor Tupas did not allow him to
occupy it, he went to Manila, the capital, winning likewise the friendship of its Chiefs
Soliman and Lakandula, later taking possession of the city and the whole Archipelago
in the name of Spain by virtue of an order of King Philip II, and with these historical
precedents and because in international law the prescription established by law to
legalize the vicious acquisition of private property is not recognized, the legitimacy of
such revolution can not be put in doubt which was calmed but not complete stifled by
the pacification proposed by Don Pedro A. Paterno with Don Emilio Aguinaldo as
President of the Republic established in Biak-na-Bato and accepted by Governor-
General Don Fernando Primo De Rivera under terms, both written and oral, among
them being a general amnesty for all deported and convicted persons; that by reason
of the non- fulfillment of some of the terms, after the destruction of the plaza of
Cavite.
Don Emilio Aguinaldo returned in order to initiate a new revolution and no sooner
had he given the order to rise on the 31st of last month when several towns
anticipating the revolution, rose in revolt on the 28th , such that a Spanish contingent
of 178 men, between Imus Cavite-Viejo, under the command of major of the Marine
Infantry capitulated , the revolutionary movement spreading like wild fire to other
towns of Cavite and the other provinces of Bataan, Pampanga, Batangas, Bulacan,
Laguna, and Morong, some of them with seaports and such was the success of the
victory of our arms, truly marvelous and without equal in the history of colonial
revolutions that in the first mentioned province only the Detachments in Naic and
Indang remained to surrender; in the second all Detachments had been wiped out; in
the third the resistance of the Spanish forces was localized in the town of San
Fernando where the greater part of them are concentrated, the remainder in Macabebe,
Sexmoan, and Guagua; in the fourth, in the town of Lipa; in the fifth, in the capital
and in Calumpit; and in last two remaining provinces, only in there respective
capitals, and the city of Manila will soon be besieged by our forces as well as the
provinces of Nueva Ecija, Tarlac, Pangasinan, La Union, Zambales, and some others
in the Visayas where the revolution at the time of the pacification and others even
before, so that the independence of our country and the revindication of our
sovereignty is assured. And having as witness to the rectitude of our intentions the
Supreme Judge of the Universe, and under the protection of our Powerful and
Humanitarian Nation.
The United States of America, we do hereby proclaim and declare solemnly in the
name by authority of the people of these Philippine Islands, That they are and have
the right to be free and independent; that they have ceased to have allegiance to the
Crown of Spain; that all political ties between them are should be completely severed
and annulled; and that, like other free and independent States, they enjoy the full
power to make War and Peace, conclude commercial treaties, enter into alliances,
regulate commerce, and do all other acts and things which and Independent State Has
right to do, And imbued with firm confidence in Divine Providence, we hereby
mutually bind ourselves to support this Declaration with our lives, our fortunes, and
with our sacred possession, our Honor.
We recognize, approve, and ratify, with all the orders emanating from the same, the
Dictatorship established by Don Emilio Aguinaldo whom we reverse as the Supreme
Head of this Nation, which today begins to have a life of its own, in the conviction
that he has been the instrument chosen by God, inspite of his humble origin, to
effectuate

the redemption of this unfortunate country as foretold by Dr. Don Jose Rizal in his
magnificent verses which he composed in his prison cell prior to his execution,
liberating it from the Yoke of Spanish domination, And in punishment for the
impunity with which the Government sanctioned the commission of abuses by its
officials, and for the unjust execution of Rizal and others who were sacrified in order
to please the insatiable friars in their hydropical thirst for vengeance against and
extermination of all those who oppose their Machiavellian ends, trampling upon the
Penal Code of these Islands, and of those suspected persons arrested by the Chiefs of
Detachments at the instigation of the friars, without any form nor semblance of trial
and without any spiritual aid of our sacred Religion; and likewise, and for the same
ends, eminent Filipino priest, Doctor Don Jose Burgos, Don Mariano Gomez, and Don
Jacinto Zamora were hanged whose innocent blood was shed due to the intrigues of
these so-called Religious corporations which made the authorities to believe that the
military uprising at the fort of San Felipe in Cavite on the night of January 21, 1872
was instigated by those Filipino martyrs, thereby impeding the execution of the
decree- sentence issued by the Council of State in the appeal in the administrative case
interposed by the secular clergy against the Royal Orders that directed that the
parishes under them within the jurisdiction of this Bishopric be turned over to the
Recollects in exchange for those controlled by them in Mindanao which were to be
transferred to the Jesuits, thus revoking them completely and ordering the return of
those parishes, all of which proceedings are on file with the Ministry of Foreign
Affairs to which they are sent last month of the year of the issuance of the proper
Royal Degree which, in turn, caused the grow of the tree of the liberty in our dear
land that grow more and more through the iniquitous measures of oppressions, until
the last drop of our chalice of suffering having been drained, the first spark of
revolution broke out in Caloocan, spread out to Santa Mesa and continued its course
to the adjoining regions of the province were the unequalled heroism of its inhabitants
fought a one sided battle against superior forces of General Blanco and General
Polavieja for a period of 3 months, without proper arms nor ammunitions, except
bolos, pointed bamboos, and arrows.
Moreover, we confer upon our famous Dictator Don Emilio Aguinaldo all the powers
necessary to enable him to discharge the duties of Government, including the
prerogatives of granting pardon and amnesty, and lastly, it was results unanimously
that this Nation, already free and independent as of this day, must used the same flag
which up to now is being used, whose designed and colored are found described in the
attached drawing, the white triangle signifying the distinctive emblem of the famous
Society of the "Katipunan" which by means of its blood compact inspired the masses
to rise in revolution; the tree stars, signifying the three principal Islands of these
Archipelago - Luzon, Mindanao, and Panay where the revolutionary movement
started; the sun representing the gigantic step made by the son of the country along the
path of Progress and Civilization; the eight rays, signifying the eight provinces -
Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Laguna, and Batangas -
which declares themselves in a state of war as soon as the first revolt was initiated;
and the colors of Blue, Red, and White, commemorating the flag of the United States
of America, as a manifestation of our profound gratitude towards this Great Nation for
its disinterested protection which it lent us and continues lending us.
And holding up this flag of ours, I present it to the gentlemen here assembled:

Don Segundo Arellano Don Mariano Toribio Don Marcelino Gomez
Don Tiburcio del Rosario Don Gabriel de los Reyes Don Valentin Politan
Sergio Matias Don Hugo Lim Don Felix Politan
Don Agapito Zialcita Don Emiliano Lim Don Evaristo Dimalanta
Don Flaviano Alonzo Don Faustino Tinorio Don Gregorio Alvarez
Don Mariano Legazpi Don Rosendo Simon Don Sabas de Guzman
Don Jose Turiano Don Leon Tanjanque Don Esteban Francisco
Santiago y Acosta Don Gregorio Bonifacio Don Guido Yaptinchay
Don Aurelio Tolentino Don Manuel Salafranca Don Mariano Rianzares
Don Felix Ferrer Don Simon Villareal Bautista
Don Felipe Buencamino Don Calixto Lara Don Francisco Arambulo
Don Fernando Canon Don Buenaventura Toribio Don Antonio Gonzales
Faustino Don Gabriel Reyes Don Juan Antonio
Don Anastacio Pinzun Don Hugo Lim Gonzales
Don Timoteo Bernabe Don Emiliano Lim Don Juan Arevalo
Don Flaviano Rodriguez Don Fausto Tinorio Don Ramon Delfino
Don Gavino (?) Masancay Don Rosendo Simon Don Honorio Tiongco
Don Narciso Mayuga Don Leon Tanjanque Don Francisco del Rosario
Don Gregorio Villa Don Gregorio Bonifacio Don Epifanio Saguil
Don Luis Perez Tagle Don Manuel Salafranca Don Ladislao Afable Jose
Don Canuto Celestino Don Simon Villareal Don Sixto Roldan
Don Marcos Jocson Don Calixto Lara Don Luis de Lara
Don Martin de los Reyes Don Buenaventura Toribio Don Marcelo Basa
Don Ciriaco Bausa Don Zacarias Fajardo Don Jose Medina
Don Manuel Santos Don Florencio Manalo Don Efipanio Crisia
Don Ramon Gana Don Epitacio Asuncion Don Pastor Lopez de Leon
Don Santiago Garcia Don Catalino Ramon Don Mariano de los
Don Andres Tria Tirona Don Juan Bordador Santos
Don Estanislao Tria Don Jose del Rosario Don Antonio Calingo
Tirona Don Proceso Pulido Don Pedro Mendiola
Don Daniel Tria Tirona Don Jose Maria del Don Estanislao Galinco
Don Andres Tria Tirona Rosario Don Numeriano Castillo
Don Carlos Tria Tirona Don Ramon Magcamco Don Federico Tomacruz
Don Sulpicio P. Antony Don Teodoro Yatco
Don Ladislao Diwa
Who solemnly swear to recognize and defend it unto the last drop of their blood.
In witness thereof, I certify that this Act of Declaration of Independence was signed
by me and by all those here assembled including the only stranger who attended those
proceedings, a citizen of the U.S.A., Mr. L.M. Johnson, a Colonel of Artillery.
Ambrosio Rianzares Bautista

War Counsellor and Special Delegate-Designate
Source: Centennial Publication. National Historical Insitute

See: The Proclamation of Philippine

3.5. PAINTING
SPOLIARIUM (1884) by Juan Luna
The painting features a glimpse of Roman history centered on the bloody carnage
brought by gladiatorial matches. Spoliarium is a Latin word referring to the basement
of the Roman Colosseum where the fallen and dying gladiators are dumped and
devoid of their worldly possessions.
At the center of Luna’s painting are fallen gladiators being dragged by Roman
soldiers. On the left, spectators ardently await their chance to strip off the combatants
of their metal helmets and other armory. In contrast with the charged emotions
featured on the left, the right side meanwhile presents a somber mood. An old man
carries a torch perhaps searching for his son while a woman weeps the death of
her loved one.
The Spoliarium is the most valuable oil-on-canvas painting by Juan Luna, a Filipino
educated at the Academia de Dibujo y Pintura (Philippines) and at the Academia de
San Fernando in Madrid, Spain. With a size of 4.22 meters x 7.675 meters, it is the
largest painting in the Philippines. A historical painting, it was made by Luna in 1884
as an entry to the prestigious Exposicion de Bellas Artes (Madrid Art Exposition, May
1884) and eventually won for him the First Gold Medal.

THE MAKING OF THE PHILIPPINE FLAG by Fernando Amorsolo
The making of Philippine flag is a masterpiece painting by Fernando Amorsolo in

Philippines. Fernando Amorsolo was one of the most important artists in the history
of painting in the Philippines. No doubt he created such a wonderful artwork. The
painting shows three women namely Marcella Marino de Agoncillo (on the right side)
refer as the mother of the Philippine flag, with the help of Lorenza and Delfina
Herbosa de Natividad which is actually the daughter of Marcela. They was tasked by
Gen. Emilio Aguinaldo to sew the first flag for the new republic. The clothes that the
women are wearing are an older style, more vintage and really depict the traditional
styles. The skirts the women’s are wearing are long and their tops were like a
traditional “kimona”. The three women are sewing passionately which demonstrates
elegance.the painting was not that kind of vibrant in the eyes but canset your mood in
calm. The setting is inside of a house which is more like a “Bahay Kubo” The main
colors that was used in painting was brown, red, blue and yellow. The mood and
visual effect that this painting can be considered is calm and serene.
The painting shows a contrasts of colors of brown to yellow, it is not a harmonious.

The artist balanced his characters and the background in his painting which makes the
painting balanced. There are no real lines in the painting because it is painted in a
pointillist style. The colors of the author set the moods of the audiences as warm by
the usage of brown and yellow colors. The yellow background signifies that it a
beautiful sunny day. The colors of the characters were also contrasted with the
background which made the painting calm as it seen. The artist shows rough texture
in some parts of the painting namely the dresses as well as in the backgrounds. The
artist uses a different color values for the dresses also to differentiate it from the
background. That made the painting realistic scene.
It is believed that Fernando Amorsolo made this painting to show the citizen of the
Philippines of how the Philippine flag was made and to remind them the traditions
and customs that we did not realize it becomes faded. To take care and give
importance the National flag which it symbolizes as white triangle stands for equality
and fraternity; the blue field for peace, truth and justice; and the red field for
patriotism and valor. The eight rays of the sun stand for the first eight provinces that
the colonizers have put under martial law. The three stars symbolize Luzon, Visayas
and Mindanao. These just shows us to loved our country, be proud of it do not be
ashamed because our ancestors risked their lives for the freedom from the hands of
the colonizers. It is really shown in the painting of Amorsolo that he is a nationalistic
person some his paintings portray and commemorate the different tradition, cultures
and customs of Filipino.

Activity Sheet
ACTIVITY 6
Direction: Analyze and interpret the historical sources “The Custom of Tagalog”,
using the appropriate template.
Customs of Tagalogs by Juan de Placencia

Activity Sheet
ACTIVITY 7
Direction: Analyze and interpret the historical sources “Kartilya ng Katipunan” using
the appropriate template.
Kartilya ng Katipunan by Emilio Aguinaldo

Activity Sheet
ACTIVITY 8
Direction: Analyze and interpret the historical sources “Mga Gunita ng himagsikan
by Emilio Aguinaldo”, using the appropriate template.
ANDRES BONIFACIO “SUPREMO” ARTEMIO RECARTE “PANGALAWANG PANGULO”
Paghirang sa Supremo Bilang Hari ni Heneral Emilio Aguinaldo

Activity Sheet
ACTIVITY 9
Direction: Analyze and interpret the historical sources below using the
appropriate template.
SPOLIARIUM (1884) by Juan Luna
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Activity Sheet
ACTIVITY 10
Name: Course/Year/Section: Score
Direction: Analyze and interpret the historical sources below using the appropriate
template.
THE MAKING OF THE PHILIPPINE FLAG by Fernando Amorsolo
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References
Fleming, G. & Jagodowski, S. (2018). Importance of Context in Analysis and

Interpretation. Alpha History and Publishing
Fernandez, Leandro H. (1930) Mga Tala ng aking buhay by Gregoria de Jesus.

published in the June 1930 issue of the Philippine Magazine, Volume XXVII, No 1.
Llewellyn, J. & Thompson, S. 2015) . “The History” at publishing of The Alpha

History. Alpha History Publishing House
Zaide, G. & Sonia Z. (1990) Documentary Sources of Philippine History 12 vols.

Manila: National Book Store
http://web.nlp.gov.ph/nlp/?q=node/10008
http://www.kasaysayan-kkk.info/membership-documents
Prepared by:
LYN F. LUZANO
Instructor

Chairperson, CTE

Tel/Fax No.: (047) 811-1683

Course Code GEC2
Course Title Readings in the phil History
in the Program
Academic Year
MODULE 4
The Different Historical Controversies

Introduction
This chapter discuss the different historical controversies that includes – The First
Mass in the Philippines, the Cavite Mutiny and the Pugadlawin, Balintawak or Bahay
Toro. This chapter will help students learn about themes that are important to them,
get a better grasp of complex challenges, and consider different points of view.
Students will also get the opportunity to share their thoughts, listen closely to their
peers, and practice being open to and respectful of others' points of view.
Specific Objectives
 Demonstrate the ability to formulate arguments in favor or against a
particular issue using the historical texts and sources.
 Determine the contribution of historical texts and source to the
Philippine History.
Duration
Chapter 4: The First Mass in the Philippines = 3 hours
The Cavite Mutiny = 3 hours
Pugadlawin, Balintawak or Bahay =3hours
Toro? =3 hours
Assessments

CHAPTER 4 – THE DIFFERENT HISTORICAL CONTROVERSIES
4.1 THE FIRST MASS IN THE PHILIPPINES
FIRST VOYAGE AROUND THE WORLD BY ANTONIO PIGAFETTA

By Anna Ettore - Translation by Silvia Accorrà (edited by Davide Spagnoli)
Antonio Pigafetta was a key player of one of the most amazing world exploration
trips. He was born in Vicenza in 1492, and he was an Italian seafarer and geographer.
The relevance of his own venture, fundamentally lies in the fact that he took part to
the first globe circumnavigation, between 1519 and 1522, and he was able to
accomplish it after the murder of Ferdinand Magellan, leaving a detailed description
of the journey in the Report of the first trip around the world, a lost manuscript that
was rescued later, in 1797, and today is considered one of the most important
documentary evidences relating the geographical discoveries of the Sixteenth
Century.
Antonio Pigafetta, fascinating and fleeing personality, for scholars he still represents a
partial mystery. About him too little is known to define a satisfactory profile on the
biographical side. Documents and the testimony of contemporaneous are scarce, and

his own character primarily appears from what he wrote in his own report. His own
narration about the first world circumnavigation was one of the greatest achievements
in the history of navy exploration and discovery. In this narration can be found
descriptions of peoples, countries, goods and even the languages that were spoken, of
which the seafarer was trying to assemble some brief glossaries Pigafetta tells how,
being in Barcelona in 1519, he heard about Magellan’s expedition, and being wishful
to learn about the world, he asked for and obtained the permission to join in the
voyage.
Magellan’s fleet weighed anchor from Seville on August 10th of the same year with
five smaller vessels, heading towards Canary Islands and down along the African
coast, and across the Equator. From there they sailed towards Brazil coast, where they
stayed for some time, making supplies and weaving friendly contacts with the
cannibalistic natives who dwelled there. Moving on, then they arrived in Patagonia,
where they spent winter months in a desolate solitude. They met local people, who
looked like giants in their eyes full of wonder, because of their robust body types.
They survived the mutiny of one of the captains and some disgruntled sailors, and
continued the exploration of the coast. One of the vessels was drowned, but the whole
crew managed to be saved. They proceeded until the discovery of the strait, named
after, Magellan himself, on October 21st 1520, and went through, although one of the
ships deserted, sailing back to Spain.
Finally, they arrived in the Philippines, where they became acquainted with the
natives who proved hospitable and welcomed them as guests in the king’s palace. The
indigenous people, affected by the celebration of Mass and the crucifix planted in the
island, promised to convert to Christianity. Quickly they developed commerce and
trade, and the king, the queen and other notables of Cebu were converted, until the
entire population rapidly followed them in the new religion.
Shortly after, happened the disastrous episode that changed the course of the
expedition. Magellan took part in a conflict between some local tribes and was killed.
The rest of the expedition managed to escape
and retired, preparing to leave, but a trap set by Magellan’s interpreter and the king of
Cebu, led to another massacre of the Europeans. The surviving ships continued
toward Borneo and to the city of Brunei, where they managed to stock up, then from
there, traveling southbound, they came to the Moluccas, 27 months after the departure
from Spain, finding a warm welcome by an astrologer king who had predicted their
arrival. But at this point, despite the perspective of good business and the rich
exchanges that would lie ahead, their desire to return to Spain urged them and pushed
them to a quick return.
FIRST VOYAGE AROUND THE WORLD by Antonio Pigafetta
Translation by James Alexander Robertson (Blaire & Robertson, 1906)
That land of Verzin is wealthier and larger than Spagnia, Fransa, and Italia, put
together, and belongs to the king of Portugalo. The people of that land are not
Christians, and have no manner of worship.
They live according to the dictates of nature, and reach an age of one hundred and
twenty-five and one hundred and forty years. They go naked, both men and women.
They live in certain long houses which they call boii and sleep in cotton hammocks
called amache, which are fastened in those houses by each end to large beams. A fire
is built on the ground under those hammocks. In each one of those boii, there are one
hundred men with their wives and children, and they make a great racket. They have
boats called canoes made of one single huge tree, hollowed out by the use of stone
hatchets. Those people employ stones as we do iron, as they have no iron.
Thirty or forty men occupy one of those boats. They paddle with blades like the
shovels of a furnace, and thus, black, naked, and shaven, they resemble, when
paddling, the inhabitants of the Stygian marsh. Men and women are as well-
proportioned as we. They eat the human flesh of their enemies, not because it is good,
but because it is a certain established custom. That custom, which is mutual, was
begun by an old woman, who had but one son who was killed by his enemies. In
return some days later, that old woman’s friends captured one of the companies who
had killed her son, and brought him to the place of her abode. She seeing him, and
remembering her son, ran upon him like an infuriated bitch, and bit him on one
shoulder. Shortly afterward he escaped to his own people, whom he said that they had
tried to eat him, showing them [in proof] the marks on his shoulder. Whomever the
latter captured afterward at any time from the former they ate, and the former did the
same to the latter, so that such a custom has sprung up in this way.
They do not eat the bodies all at once, but every one cuts off a piece, and carries it to
his house, where he smokes it. Then every week, he cuts off a small bit, which he eats
thus smoked with his other food to remind him of his enemies. The above was told me
by the pilot, Johane Carnagio, who came with us, and who had lived in that land for
four years. Those people paint the whole body and the face in a wonderful manner
with fire in various fashions, as do the women also. The men are [are: doublet in
original manuscript] smooth shaven and have no beard, for they pull it out. They
clothe themselves in a dress made of parrot feathers, with large round arrangements at
their buttocks made from the largest feathers, and it is a ridiculous sight. Almost all
the people, except the women and children, have three holes pierced in the lower lip,
where they carry round stones, one finger or thereabouts in length and hanging down
outside. Those people are not entirely black, but of a dark brown color. They keep the
privies uncovered, and the body is without hair, while both men and women always
go naked. Their king is called cacich [i.e., cacique].
They have an infinite number of parrots, and gave us 8 or 10 for one mirror: and little
monkeys that look like lions, only [they are] yellow, and very beautiful. They make
round white [loaves of] bread from the marrowy substance of trees, which is not very
good, and is found between the wood and the bark and resembles buttermilk curds.
They have swine which have their navels [lombelico] on their backs, and large birds
with beaks like spoons and no tongues. The men gave us one or two of their young
daughters as slaves for one hatchet or one large knife, but they would not give us their
wives in exchange for anything at all. The women will not shame their husbands
under any considerations whatever, and as was told us, refuse to consent to their
husbands by day, but only by night.

The women cultivate the fields, and carry all their food from the mountains in
panniers or baskets on the head or fastened to the head. But they are always
accompanied by their husbands, who are armed only with a bow of Brazil-wood or of
black palm-wood, and a bundle of cane arrows, doing this because they are jealous [of
their wives]. The women carry their children hanging in a cotton net from their necks.
I omit other particulars, in order not to be tedious. Mass was said twice on shore,
during which those people remained on their knees with so great contrition and with
clasped hands raised aloft, that it was an exceeding great pleasure to behold them.
They built us a house as they thought that we were going to stay with them for some
time, and at our departure they cut a great quantity of Brazil-wood [verzin] to give us.
It had been about two months since it had rained in that land, and when we reached
that port, it happened to rain, whereupon they said that we came from the sky and that
we had brought the rain with us.
Those people could be converted easily to the faith of Jesus Christ. At first those
people thought that the small boats were the children of the ships, and that the latter
gave birth to them when they were lowered into the sea from the ships, and when they
were lying so alongside the ships (as is the custom), they believed that the ships were
nursing them. One day a beautiful young woman came to the flagship, where I was,
for no other purpose than to seek what chance might offer. While there and waiting,
she cast her eyes upon the master’s room, and saw a nail longer than one’s finger.
Picking it up very delightedly and neatly, she thrust it through the lips of her vagina
[natura], and bending down low immediately departed, the captain-general and I
having seen that action.
LIMASAWA OR BUTUAN? DEBATES CONTINUE ON WHERE FIRST

MASS WAS HELD
By: Rosalie Abatayo
Fr. Marvin Mejia reads the historical account of the first baptism in the Philippines
during a press conference for the activities for the quincentennial anniversary on the
arrival of Christianity in the country this 2021. | Gerard Francisco
CEBU CITY, Philippines —— With the quincentennial celebration approaching, the

Catholic Bishops Conference of the Philippines (CBCP) hopes the debates on the true
location of the first Mass will finally be resolved.
Fr. Marvin Mejia, secretary-general of the CBCP, said the matter was still being
looked into by the National Historical Commission of the Philippines (NHCP) and the
Association of Church Historians in the Philippines.
The first Mass and the first baptism are the two major historical ecclesiastical events
that are given focus in the quincentennial celebrations sanctioned by the CBCP and
the Archdiocese of Cebu. Cebu is identified as the site of the first baptism with Rajah
Humabon, Queen Juana and hundreds of their community members being the first
converts, according to the accounts of Antonio Pigafetta, the chronicler of the
Magellan-Elcano expedition.

The first baptism was on April 14, 1521.According to Pigafetta, the first Mass was
celebrated on March 31, 1521, an Easter Sunday. Pigafetta referred to the venue as
“Mazaua.” Some say that the venue is the island of Limasawa in Leyte. Others,
however, claim that Pigafetta was referring to Masao the community at the mouth of
Agusan River adjacent to what is now the city of Butuan.
Nearing 500 years since the first Mass, debates continue whether it was held on
Limasawa Island, in Agusan or somewhere else. “As far as our history books, the first
Mass is in Limasawa. But there are other places that are claiming that the first Mass
was held in their locality. The historical commission somehow opens the discussion
among experts and historians,” Mejia said. Read more: Archdiocese of Cebu to
highlight first baptism in 2021 quincentennial celebrations. Mejia attended the
Archdiocese of Cebu’s press conference on Wednesday, November 13, which tackled
about the plans of the Catholic church for the quincentennial celebration.
They announced that to commemorate the first baptism, 500 children with special
needs would be baptized in the Basilica Minore del Santo Niño in Cebu City on April
14, 2021. The first Mass, on the other hand, shall be celebrated across the country as
it will be commemorated on the Easter of 2021 which falls on April 12. This way,
Mejia said, the first Mass would be well celebrated and commemorated by all
churches regardless of where the true site would be. “Even if the issue is not yet
resolved, the celebration and the commemoration would still happen,” said Mejia. He
said that it would be up to the dioceses who were claiming to be the site of the first
Mass if they would hold a big event for the Easter Mass.
BUTUAN TO PURSUE CLAIM IT WAS SITE OF FIRST MASS IN 485

YEARS AGO
By Ben Serrano (Philstar.com)
BUTUAN CITY — The event that marked the birth of Christianity in the Philippines
485 years ago is still under dispute, with this city renewing its claim that the historic
first Mass celebrated by Spanish colonizers was held here and not in Limasawa,
Leyte. Local executives and Church officials as well as historians here said they have
new scientific evidence to substantiate the re-filing of a petition before the National
Historical Institute (NHI) asserting that Butuan City — particularly Mazaua Island,
now Barangay Pinamangculan — was the official site of the first Mass on Easter
Sunday in 1521. Among the pieces of evidence are 10 1,600-year-old Balanghai
boats believed to have been used for trade and to transport people for worship
services.
"We waited for more scientific evidences to strongly substantiate the Mazaua claim
until geomorphologists and archeologists came up with official reports that indeed
Mazaua Island was the site of the first Mass," Fr. Joesilo Amalia, trustee of the
Butuan City Cultural and Historical Foundation Inc. and curator of the Butuan
Diocese Museum told The STAR yesterday. A law was passed by Congress on June
19, l960, or Republic Act No. 2733, declared the site of Magallanes on Limasawa
Island as the national shrine to commemorate the first Mass ever held in the country
that gave birth to Christianity in this now predominantly Catholic nation.

But the Butuan City Cultural and Historical Foundation Inc., (BCHFI) with the
backing of the Butuan City government in the early 1980s up to the ’90s, contested
the declaration. This prompted the government in 1994 to form the Gancayco
Commission headed by then Supreme Court Associate Justice Emilio Gancayco. In
1996, the commission penned a resolution in favor of the Limasawa Island claim.
However, the BCHFI said the NHI board failed to concur with the Gancayco findings.
"This prompted BCHFI to continuously raise our protest," Amalia said. Two weeks
ago, NHI chairman Ambeth Ocampo, who visited the Butuan City Regional Museum
here, told BCHFI officials that the NHI is keen on resurrecting the Mazaua "First
Mass" claim. BCHFI officials are set to meet today with local officials, historians and
Church leaders at the Butuan City Regional Museum to discuss the contents of the
BCHFI position paper to be submitted to NHI, Amalia said.
According to BCHFI, it has gathered 28 new pieces of scientific evidence and
comparisons between the two islands — Mazaua and Limasawa — to substantiate
Butuan’s claim, including the recovery of 10 Balanghai boats which were accidentally
dug up near Masao River in 1976. A shrine was built for the ancient boats which were
used by natives in Butuan for sea travel even before the Spaniards came. The
Philippine government has endorsed the Balanghai Shrine to the United Nations
Educational, Scientific and Cultural Organization (UNESCO) as a "World Historical
and Cultural Heritage Site" because of its contribution to ancient culture and history.
According to Amalia, once UNESCO recognizes the Balanghai Shrine, it will put
Butuan City on the world map as a "historical and cultural heritage site."
Amalia said they are hoping the NHI will listen this time, pointing out that the claim
for the site of the First Mass must be substantiated by scientific proof, not just by
passing a law which, he insisted, had no scientific basis. Amalia officiated a Mass
yesterday commemorating the 485th Anniversary of the First Mass at the site with
local government officials headed by City Mayor Democrito Plaza, Church leaders
and other officials. In his homily, Amalia urged Butuanons to unite in support of their
claim, saying the distinction of having hosted the first Mass not only is a symbol of
the beginning of Christianity in the Philippines, but also a symbol of its spiritual value
to the people.
4.2 THE CAVITE MUTINY
THE TWO FACES OF THE 1872 CAVITE MUTINY
By Chris Antonette Piedad-Pugay, 2012
The 12th of June of every year since 1898 is a very important event for all the
Filipinos. In this particular day, the entire Filipino nation as well as Filipino
communities all over the world gathers to celebrate the Philippines’ Independence
Day. 1898 came to be a very significant year for all of us— it is as equally important
as 1896—the year when the Philippine Revolution broke out owing to the Filipinos’
desire to be free from the abuses of the Spanish colonial regime. But we should be
reminded that another year is as historic as the two—1872.
Two major events happened in 1872, first was the 1872 Cavite Mutiny and the other
was the martyrdom of the three martyr priests in the persons of Fathers Mariano
Gomes,

Jose Burgos and Jacinto Zamora (GOMBURZA). However, not all of us knew that
there were different accounts in reference to the said event.. All Filipinos must know
the different sides of the story—since this event led to another tragic yet meaningful
part of our history—the execution of GOMBURZA which in effect a major factor in
the awakening of nationalism among the Filipinos.
1872 Cavite Mutiny: Spanish Perspective
Jose Montero y Vidal, a prolific Spanish historian documented the event and
highlighted it as an attempt of the Indios to overthrow the Spanish government in the
Philippines. Meanwhile, Gov. Gen. Rafael Izquierdo’s official report magnified the
event and made use of it to implicate the native clergy, which was then active in the
call for secularization. The two accounts complimented and corroborated with one
other, only that the general’s report was more spiteful. Initially, both Montero and
Izquierdo scored out that the abolition of privileges enjoyed by the workers of Cavite
arsenal such as non-payment of tributes and exemption from force labor were the
main reasons of the “revolution” as how they called it, however, other causes were
enumerated by them including the Spanish Revolution which overthrew the secular
throne, dirty propagandas proliferated by unrestrained press, democratic, liberal and
republican books and pamphlets reaching the Philippines, and most importantly, the
presence of the native clergy who out of animosity against the Spanish friars,
“conspired and supported” the rebels and enemies of Spain. In particular, Izquierdo
blamed the unruly Spanish Press for “stockpiling” malicious propagandas grasped by
the Filipinos. He reported to the King of Spain that the “rebels” wanted to overthrow
the Spanish government to install a new “hari” in the likes of Fathers Burgos and
Zamora. The general even added that the native clergy enticed other participants by
giving them charismatic assurance that their fight will not fail because God is with
them coupled with handsome promises of rewards such as employment, wealth, and
ranks in the army. Izquierdo, in his report lambasted the Indios as gullible and
possessed an innate propensity for stealing.
The two Spaniards deemed that the event of 1872 was planned earlier and was
thought of it as a big conspiracy among educated leaders, mestizos, abogadillos or
native lawyers, residents of Manila and Cavite and the native clergy. They insinuated
that the conspirators of Manila and Cavite planned to liquidate high-ranking Spanish
officers to be followed by the massacre of the friars. The alleged pre-concerted signal
among the conspirators of Manila and Cavite was the firing of rockets from the walls
of Intramuros. According to the accounts of the two, on 20 January 1872, the district
of Sampaloc celebrated the feast of the Virgin of Loreto, unfortunately participants to
the feast celebrated the occasion with the usual fireworks displays. Allegedly, those in
Cavite mistook the fireworks as the sign for the attack, and just like what was agreed
upon, the 200-men contingent headed by Sergeant Lamadrid launched an attack
targeting Spanish officers at sight and seized the arsenal. When the news reached the
iron-fisted Gov. Izquierdo, he readily ordered the reinforcement of the Spanish forces
in Cavite to quell the revolt. The “revolution” was easily crushed when the expected
reinforcement from Manila did not come ashore. Major instigators including Sergeant
Lamadrid were killed in the skirmish, while the GOMBURZA were tried by a court-
martial and were sentenced to die by strangulation. Patriots like Joaquin Pardo de

Tavera, Antonio Ma. Regidor, Jose and Pio Basa and other abogadillos were
suspended by the Audencia (High Court) from the practice of law, arrested and were
sentenced with life imprisonment at the Marianas Island. Furthermore, Gov. Izquierdo
dissolved the native regiments of artillery and ordered the creation of artillery force to
be composed exclusively of the Peninsulares. On 17 February 1872 in an attempt of
the Spanish government and Frailocracia to instill fear among the Filipinos so that
they may never commit such daring act again, the GOMBURZA were executed. This
event was tragic but served as one of the moving forces that shaped Filipino
nationalism.
A Response to Injustice: The Filipino Version of the Incident
Dr. Trinidad Hermenigildo Pardo de Tavera, a Filipino scholar and researcher, wrote
the Filipino version of the bloody incident in Cavite. In his point of view, the incident
was a mere mutiny by the native Filipino soldiers and laborers of the Cavite arsenal
who turned out to be dissatisfied with the abolition of their privileges. Indirectly,
Tavera blamed Gov. Izquierdo’s cold-blooded policies such as the abolition of
privileges of the workers and native army members of the arsenal and the prohibition
of the founding of school of arts and trades for the Filipinos, which the general
believed as a cover-up for the organization of a political club.
On 20 January 1872, about 200 men comprised of soldiers, laborers of the arsenal,
and residents of Cavite headed by Sergeant Lamadrid rose in arms and assassinated
the commanding officer and Spanish officers in sight. The insurgents were expecting
support from the bulk of the army unfortunately, that didn’t happen. The news about
the mutiny reached authorities in Manila and Gen. Izquierdo immediately ordered the
reinforcement of Spanish troops in Cavite. After two days, the mutiny was officially
declared subdued.
Tavera believed that the Spanish friars and Izquierdo used the Cavite Mutiny as a
powerful lever by magnifying it as a full-blown conspiracy involving not only the
native army but also included residents of Cavite and Manila, and more importantly
the native clergy to overthrow the Spanish government in the Philippines. It is
noteworthy that during the time, the Central Government in Madrid announced its
intention to deprive the friars of all the powers of intervention in matters of civil
government and the direction and management of educational institutions. This
turnout of events was believed by Tavera, prompted the friars to do something drastic
in their dire sedire to maintain power in the Philippines.
Meanwhile, in the intention of installing reforms, the Central Government of Spain
welcomed an educational decree authored by Segismundo Moret promoted the fusion
of sectarian schools run by the friars into a school called Philippine Institute. The
decree proposed to improve the standard of education in the Philippines by requiring
teaching positions in such schools to be filled by competitive examinations. This
improvement was warmly received by most Filipinos in spite of the native clergy’s
zest for secularization.
The friars, fearing that their influence in the Philippines would be a thing of the past,
took advantage of the incident and presented it to the Spanish Government as a vast
conspiracy organized throughout the archipelago with the object of destroying
Spanish
sovereignty. Tavera sadly confirmed that the Madrid government came to believe that
the scheme was true without any attempt to investigate the real facts or extent of the
alleged “revolution” reported by Izquierdo and the friars.
Convicted educated men who participated in the mutiny were sentenced life
imprisonment while members of the native clergy headed by the GOMBURZA were
tried and executed by garrote. This episode leads to the awakening of nationalism and
eventually to the outbreak of Philippine Revolution of 1896. The French writer
Edmund Plauchut’s account complimented Tavera’s account by confirming that the
event happened due to discontentment of the arsenal workers and soldiers in Cavite
fort. The Frenchman, however, dwelt more on the execution of the three martyr
priests which he actually witnessed.
Unraveling the Truth
Considering the four accounts of the 1872 Mutiny, there were some basic facts that
remained to be unvarying: First, there was dissatisfaction among the workers of the
arsenal as well as the members of the native army after their privileges were drawn
back by Gen. Izquierdo; Second, Gen. Izquierdo introduced rigid and strict policies
that made the Filipinos move and turn away from Spanish government out of disgust;
Third, the Central Government failed to conduct an investigation on what truly
transpired but relied on reports of Izquierdo and the friars and the opinion of the
public; Fourth, the happy days of the friars were already numbered in 1872 when the
Central Government in Spain decided to deprive them of the power to intervene in
government affairs as well as in the direction and management of schools prompting
them to commit frantic moves to extend their stay and power; Fifth, the Filipino
clergy members actively participated in the secularization movement in order to allow
Filipino priests to take hold of the parishes in the country making them prey to the
rage of the friars; Sixth, Filipinos during the time were active participants, and
responded to what they deemed as injustices; and Lastly, the execution of
GOMBURZA was a blunder on the part of the Spanish government, for the action
severed the ill-feelings of the Filipinos and the event inspired Filipino patriots to call
for reforms and eventually independence. There may be different versions of the
event, but one thing is certain, the 1872 Cavite Mutiny paved way for a momentous
1898.
The road to independence was rough and tough to toddle, many patriots named and
unnamed shed their bloods to attain reforms and achieve independence. 12 June 1898
may be a glorious event for us, but we should not forget that before we came across to
victory, our forefathers suffered enough. As we enjoy our freedom, may we be more
historically aware of our past to have a better future ahead of us. And just like what
Elias said in Noli me Tangere, may we “not forget those who fell during the night.”
4.3 PUGADLAWIN, BALINTAWAK OR BAHAY TORO?
IN FOCUS: BALINTAWAK: THE CRY FOR A NATIONWIDE REVOLUTION

Milagros C. Guerrero, Emmanuel N. Encarnacion, And Ramon N. Villegas (June 06,
2003)

Nineteenth-century journalists used the phrase “el grito de rebelion” or “the Cry of
Rebellion” to describe the momentous events sweeping the Spanish colonies; in
Mexico it was the “Cry of Dolores” (16 September 1810), Brazil the “City of
Ypiraga” (7 September 1822), and in Cuba the “Cry of Matanza” (24 February 1895).
In August 1896, northeast of Manila, Filipinos similarly declared their rebellion
against the Spanish colonial government. It was Manuel Sastron, the Spanish
historian, who institutionalized the phrased for the Philippines in his 1897 book, La
Insurreccion en Filipinas. All these “Cries” were milestones in the several colonial-to-
nationalist histories of the world.
Raging controversy
If the expression is taken literally –the Cry as the shouting of nationalistic slogans in
mass assemblies –then there were scores of such Cries. Some writers refer to a Cry of
Montalban on April 1895, in the Pamitinan Caves where a group of Katipunan
members wrote on the cave walls, “Viva la indepencia Filipina!” long before the
Katipunan decided to launch a nationwide revolution.
The historian Teodoro Agoncillo chose to emphasize Bonifacio’s tearing of the cedula
(tax receipt) before a crowd of Katipuneros who then broke out in cheers. However,
Guardia Civil Manuel Sityar never mentioned in his memoirs (1896-1898) the tearing
or inspection of the cedula, but did note the pacto de sangre (blood pact) mark on
every single Filipino he met in August 1896 on his reconnaissance missions around
Balintawak.
Some writers consider the first military engagement with the enemy as the defining
moment of the Cry. To commemorate this martial event upon his return from exile in
Hong Kong, Emilio Aguinaldo commissioned a “Himno de Balintawak” to herald
renewed fighting after the failed peace of the pact of Biyak na Bato.
On 3 September 1911, a monument to the Heroes of 1896 was erected in what is now
the intersection of Epifanio de los Santos Avenue and Andres Bonifacio Drive –North
Doversion Road. From that time on until 1962, the Cry of Balintawak was officially
celebrated every 26 August.
It is not clear why the 1911 monument was erected there. It could not have been to
mark the site of Apolonio Samson’s house in barrio Kangkong; Katipuneros marked
that site on Kaingin Road, between Balintawak and San Francisco del Monte Avenue.
Neither could the 1911 monument have been erected to mark the site of the first
armed encounter which, incidentally, the Katipuneros fought and won. A
contemporary map of 1896 shows that the August battle between the Katipunan rebels
and the Spanish forces led by Lt. Ros of the Civil Guards took place at sitio Banlat,
North of Pasong Tamo Road far from Balintawak. The site has its own marker.
It is quite clear that first, eyewitnesses cited Balintawak as the better-known reference
point for a larger area. Second, while Katipunan may have been massing in
Kangkong, the revolution was formally launched elsewhere. Moreover, eyewitnesses
and therefore historians, disagreed on the site and date of the Cry.

But the issue did not rest there. In 1970, the historian Pedro A. Gagelonia
pointed out:
The controversy among historians continues to the present day. The “Cry of Pugad
Lawin” (August 23, 1896) cannot be accepted as historically accurate. It lacks
positive documentation and supporting evidence from the witness. The testimony of
only one eyewitness (Dr. Pio Valenzuela) is not enough to authenticate and verify a
controversial issue in history. Historians and their living participants, not politicians
and their sycophants, should settle this controversy.
CONFLICTING ACCOUNTS
Pio Valenzuela had several versions of the Cry. Only after they are compared and
reconciled with the other accounts will it be possible to determined what really
happened. Was there a meeting at Pugad Lawin on 23 August 1896, after the meeting
at Apolonio Samson’s residence in Hong Kong? Where were the cedulas torn, at
Kangkong or Pugad Lawin? In September 1896, Valenzuela stated before the Olive
Court, which was charged with investigating persons involved in the rebellion, only
that Katipunan meetings took place from Sunday to Tuesday or 23 to 25 August at
Balintawak.
In 1911, Valenzuela averred that the Katipunan began meeting on 22 August while
the Cry took place on 23 August at Apolonio Samson’s house in Balintawak. From
1928 to 1940, Valenzuela maintained that the Cry happened on 24 August at the
house of Tandang Sora (Melchora Aquino) in Pugad Lawin, which he now situated
near Pasong Tamo Road. A photograph of Bonifacio’s widow Gregoria de Jesus and
Katipunan members Valenzuela, Briccio Brigido Pantas, Alfonso and Cipriano
Pacheco, published in La Opinion in 1928 and 1930, was captioned both times as
having been taken at the site of the Cry on 24 August 1896 at the house of Tandang
Sora at Pasong Tamo Road. In 1935 Valenzuela, Pantas and Pacheco proclaimed “na
hindi sa Balintawak nangyari ang unang sigaw ng paghihimagsik na kinalalagian
ngayon ng bantayog, kung di sa pook na kilala sa tawag na Pugad Lawin.” (The first
Cry of the revolution did not happen in Balintawak where the monument is, but in a
place called Pugad Lawin.)
In 1940, a research team of the Philippines Historical Committee (a forerunner of the

National Historical Institute or NHI), which included Pio Valenzuela, identified the
precise spot of Pugad Lawin as part of sitio Gulod, Banlat, Kalookan City. In 1964,
the NHI’s Minutes of the Katipunan referred to the place of the Cry as Tandang
Sora’s and not as Juan Ramos’ house, and the date as 23 August.
Valenzuela memoirs (1964, 1978) averred that the Cry took place on 23 August at the
house of Juan Ramos at Pugad Lawin. The NHI was obviously influenced by
Valenzuela’s memoirs. In 1963, upon the NHI endorsement, President Diosdado
Macapagal ordered that the Cry be celebrated on 23 August and that Pugad Lawin be
recognized as its site. John N. Schrumacher, S.J, of the Ateneo de Manila University
was to comment on Pio Valenzuela’s credibility:

I would certainly give much less credence to all accounts coming from Pio Valezuela,
and to the interpretations Agoncillo got from him verbally, since Valenzuela gave so
many versions from the time he surrendered to the Spanish authorities and made
various statements not always compatible with one another up to the time when as an
old man he was interviewed by Agoncillo.
Pio Valenzuela backtracked on yet another point. In 1896, Valenzuela testified that
when the Katipunan consulted Jose Rizal on whether the time had come to revolt,
Rizal was vehemently against the revolution. Later, in Agoncillo’s Revolt of the
masses, Valenzuela retracted and claimed that Rizal was actually for the uprising, if
certain prerequisites were met. Agoncillo reasoned that Valenzuela had lied to save
Rizal.
THE PUGAD LAWIN MARKER
The prevalent account of the Cry is that of Teodoro Agoncillo in Revolt of the masses
(1956): It was in Pugad Lawin, where they proceeded upon leaving Samson’s place in
the afternoon of the 22nd, that the more than 1,000 members of the Katipunan met in
the yard of Juan A. Ramos, son of Melchora Aquino, in the morning of August 23rd.
Considerable discussion arose whether the revolt against the Spanish government
should be started on the 29th. Only one man protested… But he was overruled in his
stand… Bonifacio then announced the decision and shouted: “Brothers, it was agreed
to continue with the plan of revolt. My brothers, do you swear to repudiate the
government that oppresses us?” And the rebels, shouting as one man replied: “Yes,
sir!” “That being the case,” Bonifacio added, “bring out your cedulas and tear them to
pieces to symbolize our determination to take arms!” Amidst the ceremony, the
rebels, tear- stained eyes, shouted: “Long live the Philippines! Long live the
Katipunan!
Agoncillo used his considerable influenced and campaigned for a change in the
recognized site to Pugad Lawin and the date 23 August 1896. In 1963, the National
Heroes Commission (a forerunner of the NHI), without formal consultations or
recommendations to President Macapagal.
Consequently, Macapagal ordered that the Cry of Balintawak be called the “Cry of
Pugad Lawin,” and that it be celebrated on 23 August instead of 26 August. The 1911
monument in Balintawak was later removed to a highway. Student groups moved to
save the discarded monument, and it was installed in front of Vinzons Hall in the
Diliman campus of the University of the Philippines on 29 November 1968.
In 1962, Teodoro Agoncillo, together with the UP Student Council, placed a marker at
the Pugad Lawin site. According to Agoncillo, the house of Juan Ramos stood there in
1896, while the house of Tandang Sora was located at Pasong Tamo.
On 30 June 1983, Quezon City Mayor Adelina S. Rodriguez created the Pugad Lawin
Historical Committee to determine the location of Juan Ramos’s 1896 residence at
Pugad Lawin.

THE NHI FILES ON THE COMMITTEE’S FINDINGS SHOW THE
FOLLOWING:
In August 1983, Pugad Lawin in barangay Bahay Toro was inhabited by squatter
colonies• The NHI believed that it was correct in looking for the house of Juan Ramos
and not of Tandang Sora. However, the former residence of Juan Ramos was clearly
defined• There was an old dap-dap tree at the site when the NHI conducted its survey
I 1983. Teodoro Agoncillo, Gregorio Zaide and Pio Valenzuela do not mention a dap-
dap tree in their books.
Pio Valenzuela, the main proponent of the “Pugad Lawin” version, was dead by the
time the committee conducted its research.
Teodoro Agoncillo tried to locate the marker installed in August 1962 by the UP
Student Council. However, was no longer extant in 1983. In spite of the above
findings and in the absence of any clear evidence, the NHI disregarded its own 1964
report that the Philippine Historical Committee had determined in 1940 that the Pugad
Lawin residence was Tandang Sora’s and not Juan Ramos’s and that the specific site
of Pugad Lawin was Gulod in Banlat.
The presence of the dap-dap tree in the Pugad Lawin site determined by Agoncillo
and the NHI is irrelevant, since none of the principals like Pio Valenzuela, Santiago
Alvarez, and others, nor historians like Zaide- and even Agoncillo himself before that
instance- mentioned such a tree. On the basis of the 1983 committee’s findings, the
NHI placed a marker on 23 August 1984 on Seminary Road in barangay Bahay Toro
behind Toro Hills High School, the Quezon City General Hospital and the San Jose
Seminary. It reads:
ANG SIGAW NG PUGAD LAWIN (1896)
Sa paligid ng pook na ito, si Andres Bonifacio at mga isang libong Katipunero at

nagpulong noong umaga ng ika-23 Agosto 1896, at ipinasyang maghimagsik laban sa
Kastila sa Pilipinas. Bilang patunay ay pinag-pupunit ang kanilang mga sedula na
naging tanda ng pagkaalipin ng mga Pilpino. Ito ang kaunaunahang sigaw ng Bayang
Api laban sa bansang Espanya na pinatibayan sa pamamagitan ng paggamit ng
sandata.
(On this site Andres Bonifacio and one thousand Katipuneros met in the morning of
23 August 1896 and decided to revolt against the Spanish colonial government in the
Philippines. As an affirmation of their resolve, they tore up their tax receipts which
were symbols of oppression of the Filipinos. This was very first Cry of the Oppressed
Nation against Spain which was enforced with use of arms.)
The place name “Pugad Lawin “, however, is problematic. In History of the

Katipunan (1939), Zaide records Valenzuela’s mention of the site in a footnote and
not in the body of text, suggesting that the Historian regarded the matter as
unresolved.
CARTOGRAPHIC CHANGES
Was there a Pugad Lawin in maps or literature of the period?
A rough sketch or croquis de las operaciones practicadas in El Español showed the
movements of Lt. Ros against the Katipunan on 25, 26, and 27 August 1896. The map
defined each place name as sitio “Baclac” (sic: Banlat). In 1897, the Spanish historian
Sastron mentioned Kalookan, Balintawak, Banlat and Pasong Tamo. The names
mentioned in some revolutionary sources and interpretations- Daang Malalim,
Kangkong and Pugad Lawin- were not identified as barrios. Even detailed Spanish
and American maps mark only Kalookan and Balintawak.
In 1943 map of Manila marks Balintawak separately from Kalookan and Diliman.
The sites where revolutionary events took place are within the ambit of Balintawak.
Government maps issued in 1956, 1987, and 1990, confirm the existence of barangays
Bahay Toro, but do not define their boundaries. Pugad Lawin is not on any of these
maps. According to the government, Balintawak is no longer on the of Quezon City
but has been replaced by several barangays. Barrio Banlat is now divided into
barangays Tandang Sora and Pasong Tamo. Only bahay Toro remains intact. Writer
and linguist Sofronio Calderon, conducting research in the late 1920s on the toponym
“Pugad Lawin,” went through the municipal records and the Census of 1903 and
1918, could not find the name, and concluded that “Isang…pagkakamali… ang
sabihing mayroong Pugad Lawin sa Kalookan.” (It would be a mistake to say that
there is such as Pugad Lawin in Kalookan.)
WHAT CAN WE CONCLUDE FROM ALL THIS?
First, that “Pugad Lawin” was never officially recognized as a place name on any
Philippine map before Second World War. Second, “Pugad Lawin “appeared in
historiography only from 1928, or some 32 years after the events took place. And
third, the revolution was always traditionally held to have occurred in the area of
Balintawak, which was distinct from Kalookan and Diliman. Therefore, while the
toponym “Pugad Lawin” is more romantic, it is more accurate to stick to the original
“Cry of Balintawak.”
DETERMINING THE DATE

The official stand of NHI is that the Cry took place on 23 August 1896. That date,
however, is debatable. The later accounts of Pio Valenzuela and Guillermo
Masangkay on the tearing of cedulas on 23 August are basically in agreement, but
conflict with each other on the location. Valenzuela points to the house of Juan
Ramos in Pugad Lawin, while Masangkay refers to Apolonio Samson’s in Kangkong.
Masangkay’s final statement has more weight as it is being corroborated by many
eyewitnesses who were photographed in 1917, when the earliest 23 August marker
was installed. Valenzuela’s date (23 August) in his memoirs conflict with 1928 and
1930 photographs of the surveys with several Katipunan officers, published in La
Opinion, which claim that the Cry took place on the 24th.
THE TURNING POINT

What occurred during those last days of August 1896? Eyewitness accounts mention
captures, escapes, recaptures, killings of Katipunan members; the interrogation of
Chinese spies; the arrival of arms in Meycauyan, Bulacan; the debate with Teodoro
Plata and others; the decision to go war; the shouting of slogan; tearing of cedulas; the
sending of letters presidents of Sanggunian and balangay councils; the arrival of civil
guard; the loss of Katipunan funds during the skirmish. All these events, and many
others, constitute the beginning of nationwide revolution.
The Cry, however, must be defined as that turning point when the Filipinos finally
rejected Spanish colonial dominion over the Philippine Islands, by formally
constituting their own national government, and by investing a set of leaders with
authority to initiate and guide the revolution towards the establishment of sovereign
nation.
WHERE DID THIS TAKE PLACE?

The introduction to the original Tagalog text of the Biyak na Bato Constitution states:
Ang paghiwalay ng Filipinas sa kahariang España sa patatag ng isang bayang may
sariling pamamahala’t kapangyarihan na pangangalang “Republika ng Filipinas” ay
siyang layong inadhika niyaring Paghihimagsik na kasalukuyan, simula pa ng ika- 24
ng Agosto ng taong 1896.
The Spanish text also states:

La separacion de Filipinas de la Monarquia Española, constituyendose en Estado
Independiente y soberano con Gobierno propuio, con el nombre de Repulica de
Filipinas, es en su Guerra actual, iniciada en 24 de Agosto de 1896. (The separation of
the Philippines from the Spanish Monarchu, constituting an independent state and
with a proper sovereign government, named the Republic of the Philippines, was the
end pursued by the revolution through the present hostilities, initiated on 24 August
1896) These lines- in a legal document at that – are persuasive proof that in so far as
the leaders of the revolution are concerned, revolution began on 24 August 1896. The
document was written only one and a half years after the event and signed by over 50
Katipunan members, among them Emilio Aguinaldo, Artemio Ricarte and Valentin
Diaz.
Emilio Aguinaldo’s memoirs, Mga Gunita ng Himagsikan (1964), refer to two letters
from Andres Bonifacio dated 22 and 24 August. They pinpoint the date and place of
the crucial Cry meeting when the decision to attack Manila was made: Noong ika-22
ng Agosto, 1896, ang Sangguniang Magdalo ay tumanggap ng isang lihim na sulat
mula sa Supremo Andres Bonifacio, sa Balintawak, na nagsasaad na isamng
mahalagang pulong ang kanilang idinaos sa ika-24 ng nasabing buwan, at lubhang
kailangan na kame ay mapadala roon ng dalawang kinatawan o delegado sa ngalan ng
Sanggunian. Ang pulong aniya’y itataon sa kaarawan ng kapistahan ng San Bartolome
sa Malabon, Tambobong. kapagkarakang matanggap ang nasabing paanyaya, an
gaming Pangulo na si G. Baldomero Aguinaldo, ay tumawag ng pulong sa tribunal ng
Cavite el Viejo… Nagkaroon kami ng pag-aalinlangan sa pagpapadala roon ng aming
kinatawan dahil sa kaselanang pagdararanang mga pook at totoong mahigpit at abot-
abot ang panghuli ng

mag Guardia Civil at Veterana sa mga naglalakad lalung-lalo na sa mag
pinaghihinalaang mga mason at Katipunan. Gayon pa man ay aming hinirang at
pinagkaisahang ipadalang tanging Sugo ang matapang na kapatid naming si G.
Domingo Orcullo… Ang aming Sugo ay nakarating ng maluwalhati sa kanyang
paroonan at nagbalik din na wala naming sakuna, na taglay ang sulat ng Supremo na
may petsang 24 ng Agosto.
Doon ay wala naming sinasabing kautusan, maliban sa patalastas na kagugulat-gulat

na kanilang lulusubin ang Maynila, sa Sabado ng gabi, ika-29 ng Agosto, at ang
hudyat ay ang pagpatay ng ilaw sa Luneta. Saka idinugtong pa na marami diumano
ang nahuli at napatay ng Guardia Civil at Veterana sa kanyang mga kasamahan sa
lugar ng Gulod …
(On 22 August 1896, the Magdalo Council received a secret letter from Supremo
Andres Bonifacio, in Balintawak, which stated that the Katipunan will hold an
important meeting on the 24th of the said month, and that it was extremely necessary
to send two representatives or delegates in the name of the said Council. The meeting
would be timed to coincide with the feast day of Saint Bartolomew in Malabon,
Tambobong. Upon receiving the said invitation, our President, Mr. Baldomero
Aguinaldo, called a meeting at Tribunal of Cavite el Viejo…We were apprehensive
about sending representatives because the areas they would have pass through were
dangerous and was a fact that the Civil Guard and Veterans were arresting travelers,
especially those suspected of being freemasons and members of Katipunan.
Nevertheless, we agreed and nominated to send a single representative in the person
of our brave brother, Mr. Domingo Orcullo… Our representative arrived safely at his
destination and also returned unharmed, bearing a letter from the Supremo dated 24
August. It contained no orders but the shocking announcement that the Katipunan
would attack Manila at night on Saturday, 29 August, the signal for which would be
the putting out of the lamps in Luneta. He added that many of his comrade had been
captured and killed by the Civil Guard and Veterans in Gulod…)
The first monument to mark the Cry was erected in 1903 on Ylaya Street in Tondo, in
front of the house were Liga Filipina was founded. The tablet cites Andre Bonifacio
as a founding member, and as “ Supreme Head of the Katipunan, which gave the first
battle Cry against tyranny on August 24, 1896.” The above facts render unacceptable
the official stand that the turning point of the revolution was the tearing of cedulas in
the “Cry of Pugad Lawin” on 23 August 1896, in the Juan Ramos’s house in “Pugad
Lawin” Bahay Toro, Kalookan.
The events of 17-26 August 1896 occurred closer to Balintawak than to Kalookan.
Traditionally, people referred to the “Cry of Balintawak” since that barrio was a better
known reference point than Banlat. In any case, “Pugad Lawin” is not
historiographically verifiable outside of the statements of Pio Valenzuela in the 1930s
and after. In Philippine Historical Association round-table discussion in February this
year, a great granddaughter of Tandang Sora protested the use of toponym “Pugad
Lawin” which, she said, referred to a hawks nest on top of a tall sampaloc tree at
Gulod,

the highest elevated area near Balintawak. This certainly negates the NHI’s premise
that “Pugad Lawin” is on Seminary Road in Project 8.
What we should celebrate is the establishment of a revolutionary or the facto

government that was republican in aspiration, the designation of Bonifacio as the
Kataastaasang Pangulo (Supreme Presiddent), the election of the members of his
cabinet ministers and Sanggunian and Balangay heads which authorized these moves
met in Tandang Sora’s barn near Pasong Tamo Road, in sitio Gulod, barrio Banlat
then under the jurisdiction of the municipality of Kalookan. This took place at around
noon of Monday, 24 August 1896.
It is clear that the so-called Cry of Pugad Lawin of 23 August is an imposition and
erroneous interpretation, contrary to indisputable and numerous historical facts. The
centennial of the Cry of Balintawak should be celebrated on 24 August 1996 at the
site of the barn and house of Tandang Sora in Gulod, now barangay Banlat, Quezon
City. That was when and where the Filipino nation state was born.
OTHER HISTORICAL CONTROVERSIES

 The Trial and Death of Andres Bonifacio?
 Emilio Aguinaldo: hero or Gangster?
 The Assassination of Antonio Luna
 Gregorio del Pilar: Hero or Traitor?
 Ferdinand E. Marcos: Deserve a heroes’burial?
Activity Sheet
ACTIVITY 11
Direction: Search and answer the following questions below related to “The First
Mass in the Philippine issue”. Write your answer on the spaces provided, provide
reference/s and use another sheet if necessary.
1. When and where was the first mass in the Philippines? Why?
2. Where did the first catholic mass take place in the Philippine case study?
3. When did the first Catholic Mass take place in the Philippine according to
Francisco Albo?
4. What are the possible changes brought about the issue between the place of the first
mass in the Philippines to the Philippine history?

Activity Sheet
ACTIVITY 12
Direction: Use this chart to compare and contrast the conflicting accounts of the site
of the FIRST MASS IN THE PHILIPPINES using the historical concepts given and other
TOPIC BEING COMPARED:
REASONS FOR COMPARISON:
related sources to the topic.
LIMASAWA BUTUAN
POINT 1: POINT 1:
POINT 2: POINT 2:
POINT 3: POINT 3:
POINT 4: POINT 4:
POINT 5: POINT 5:
SIMILARITIES DIFFERENCES
CONCLUSION:

Activity Sheet
ACTIVITY 13
Direction: Search and answer the following questions below related to “Two Faces of
Cavite Mutiny”. Write your answer on the spaces provided, provide reference/s and
use another sheet if necessary.
1. What are the two version of Cavite Mutiny?
2. What is the two faces of 1872 Cavite Mutiny?
3. What is the reason of Cavite Mutiny and who is Izquierdo in Cavite Mutiny?
4. What are the possible changes brought about this issue to the Philippine history?

Activity Sheet
ACTIVITY 14
Direction: Answer the following questions about the conflicting accounts of the 1872
Cavite Mutiny.
THE TWO FACES OF THE 1872 CAVITE MUTINY

By Chris Antonette Piedad-Pugay
1. Why there is a claiming or issue in the 1872 Cavite Mutiny?
2. What is 1872 Cavite Mutiny: Spanish Perspective?
3. How Filipino response to the injustice of the incident?
4. What is the unravailing truth of the cavite mutiny?

Activity Sheet
ACTIVITY 15
Direction: Answer the following questions below related to First Nationwide

Revolution issue. Write your answer on the spaces provided below and cite your
reference/s.
1. Why is the Cry of Pugad Lawin significance in the Philippine History?
2. Is Balintawak and Pugad Lawin is the same?
3. Where did the cry of rebellion happen summary?
4. How did the cry of Pugad Lawin start?

Activity Sheet
ACTIVITY 16
Direction: Various accounts give differing dates and places for the “Cry”. Using the
chart below, map out the conflicting claims by providing the dates and palces given
by the claimants including their bases, arguments or proofs for their claims.
CLAIMANTS DATE PLACE BASIS
Lt. Olegario
Diaz
Toedoro Kalaw
Santiago
Alvarez
Pio Valenzuela
Gregoria de
Jesus

Assessment
ASSESSMENT 3
Direction: Reflect and answer the question below and write your answer on the
speech balloon.
Why is it a need to address the issues and controversies concerning our

history?

References
Abatayo, Rosalie (2019) Limasawa or Butuan? Debates Continue on Where First
Mass Was Held. www. Philippine Star.Com.
Accorrà, Silvia and edited by Spagnoli, Davide (2016). The First Voyage Around
the World. Magazine and Culture of Cinema, ISSN 2282-2283.
Ettore, Anna (2016). First Voyage Around The World.

Https://Www.Inkroci.Com/Culture_Movie/Tag/Anna-Ettore. Magazine and
Culture of Cinema, ISSN 2282-2283.
Guerrero, Emmanuel. et,al.(2003). In Focus: Balintawak: The Cry for A Nationwide

Revolution.https://ncca.gov.ph/about-culture-and-arts/in-focus/balintawak-the-
cry-for-a-nationwide-revolution
Piedad-Pugay, Chris Antonette (2012) Two Faces of Cavite

Mutiny. http://nhcp.gov.ph/the-two-faces-of-the-1872-
cavite-mutiny.
Robertson, James Alexander (Blaire & Robertson, 1906) The First Voyage Around
the World. Magazine and Culture of Cinema, ISSN 2282-2283.
Serrano, Ben (2006). Butuan to Pursue Claim It Was Site Of First Mass In 485
Years
Ago.Https://Www.Philstar.Com/Headlines/2006/04/02/329389/Butuan-
Pursue-Claim-It-Was-Site-First-Mass-Rp-485-Years-Ago
Prepared by:
LYN F. LUZANO
Instructor

Chairperson, CTE

CHAPTER 5– SOCIAL, ECONOMIC, POLITICAL AND CULTURAL ISSUES
5.1. COMPREHENSIVE AGRARIAN REFORM

A. Aquino, et,al. 2013
Republic Act 6657 or the Comprehensive Agrarian Reform Law (CARL), was signed
into a law by President C. Aquino on June 10, 1988 in response to peasants’ call for
equitable access to land. For a long period of time, the elite landlords brought by the
feudal system during the Spanish colonial government controlled the country’s
agrarian system. Problems of landlessness, massive poverty in rural areas and abuses
of landlords led to the formulation of a number of agrarian reform policies in the
country.
CARL was the sixth land reform law in more than 50 years following land reforms
laws since 1933. In instituted the implementation of the Comprehensive Agrarian
Reform Program (CARP) which is meant to distribute lands to the farmers in a span
of 10 years and usher in new process of land classification, acquisition and
distribution.
COMPREHENSIVE AGRARIAN REFORM LAW OF 1988
CARL covers all public private agricultural lands, regardless of tenurial arrangements
and commonly produced. In specific terms it includes all alienable and disposable
lands of the public domain devoted to or suitable for agriculture regardless of the
agricultural products raised. The worker-beneficiaries through cooperative or
association may

collectively own the land when it is not economically feasible to divide. The
distribution of all the lands shall be completed within 10 years.
RETENTION AND DISTRIBUTION LIMITS
To take on its declared aim of establishing owner cultivator ship of economic-sized

farms as the basis of Philippine agriculture, CARL prohibits landowners over 15
years’ age, provide that she/he is personally cultivating the land. In the same way the
distribution limit for qualified beneficiaries is three hectares of agricultural land.
Beneficiaries may be agricultural leases and share tenants, regular, seasonal or other
farm workers, actual tillers or occupants of public lands; collective or cooperatives of
the beneficiaries or others directly working on the land.
PROGRAM IMPLEMENTATION
The program was operationalized through two mechanisms: Land Tenure

Improvement (LTI) and Program Beneficiaries Development (pbd). LTI involves
land acquisition and distribution (LAD) and in detail, the major processes of survey,
identification pf qualified beneficiaries, processing of claim folders for landowners’
compensation, land valuation and compensation, registration of land and issuance of
Certificate of Land Ownership Award (CLOA) to beneficiaries.
Over the 10-year period implementation, land acquisition is scheduled to take place in
three passes:
Phase 1: Rice and corn lands, private lands voluntarily offered, foreclosed lands by
government financial institutions, acquired lands by the Presidential Commission on
Good Governance (PCGG) and all others owned by the government to be distributed
immediately and implementation completed within four years.
Phase 2: Alienable and disposable public agricultural lands, arable public agricultural
lands under Agri-forest, pasture and agricultural leases; public agricultural lands to be
opened for new development and resettlement; and ll private agricultural lands
greater than 50 hectares to be distributed immediately and implementation completed
within four years.
Phase 3: All private lands with large landholdings:

a. Landholdings above 24 hectares up to 50 hectares to begin on the fourth year
and to be completed within three years.
b. Retention limit of five hectares up to 24 hectares to begin on the sixth year
and be completed within four years.
PBD is undertaken through the establishment of agrarian reform communities (ARC)

where beneficiaries are provided with support services that would make their lands
more productive to improve their economic situation. These include, but not limited
to, irrigation facilities, infrastructure development and public works projects in
agrarian reform areas and settlements, credit support, financial assistance to small and
medium

scale industries, extension services and research development and information
dissemination.
LANDOWNER COMPENSATION
The level of compensation payable to the expropriated landowner is determined based

on the cost of acquisition of the land, the current value of like properties, the
generated income from the property, the sworn valuation of the owner and the
assessment made by the government assessor. Payments may be made in the form of
cash, shares of stock in government-owned or controlled corporations, tax credits of
Land Bank of the Philippines (LBP) bonds. The amount may be increased by 5% if
the landowners voluntarily offer their lands for sale.
CARL is the most comprehensive agrarian reform law because it covers all public
lands and others lands suitable for agriculture regardless of tenurial agreement and
crops produced. The law also adopted various progressive provisions needed by small
and marginal farmers to have equitable land. Aside from transfer of ownership, it also
provides access to support services to ensure that socio-economic improvement of the
program beneficiaries is achieved.
COMPREHENSIVE AGRARIAN REFORM PROGRAM

Salmerano, et.al., 2017
WHAT IS CARP? WHAT IS CARPER?

CARP stands for Comprehensive Agrarian Reform Program, a government
initiative that aims to grant landless farmers and frameworks ownership of
agricultural lands. It was signed into law by President Corazon C. Aquino on June
10,1988 and was scheduled to have been completed in 1998.
Congress enacted a law Republic Act No. 8532 appropriating additional funds for the
program and extending the automatic appropriation of ill-gotten wealth recovered by
the Presidential Commission on Good Governance (PCGG) for CARP until 2008.
CARPER, or the Comprehensive Agrarian Reform Program Extension with Reforms,

is the amendatory law that extends yet again the deadline of distributing agricultural
lands to farmers for five years. It also amends other provisions stated in CARP.
CARPER was signed into law on August 7, 2009.
THE BENEFECIARIES
Landless farmers, including agricultural lessees, tenants, as well as regular, seasonal

and other farmworkers. The Department of Agrarian Reform (DAR) identifies and
screens potential beneficiaries and validates their qualifications.
 At least 15 years’ old

 A resident of the barangay where the land holding is located
 Own no more than 3 hectares of agricultural land
WHAT ARE THE GOVERNMENT OFFICES INVOLVED IN THE

PROGRAM?

 DAR – Department of Agrarian Reform as the lead agencies.
 DENR – Department of Environment and Natural Resources, they are in
charge of the identification and distribution of covered land.
HOW MUCH LAND IS SUBJECT TO LAND REFORM?

An estimated 7.8 million hectares of land is covered by CARP.
HOW MUCH LAND HAS BEEN ACQUIRED AND DISTRIBUTED SO FAR?
As of December 31, 2013, the government has acquired and distributed 6.9 million
hectares of land, equivalent to 88% of the total land subject to CARP.
HOW MUCH LAND WAS DISTRIBUTED TO

BENEFECIARIES UNDER THIS ADMINISTRATION?
COMPREHENSIVE AGRARIAN REFORM PROGRAM EXTENSION AND REFORM



THE BENEFECIARIES



PROGRAM?



From July 2010 to December 2013, the administration has been distributed a total of
751, 514 hectares, or 45% of the total landholdings to be distributed to the farmer
beneficiaries left under this administration.
From this, DAR has distributed 412, 782 hectares and DENR has already distributed
338,732 hectares.
HOW MUCH LAND DOES THE GOVERNMENT STILL NEED TO
ACQUIRE FOR DISTRIBUTION FORM 2014-2016?
DAR still needs to acquire 771, 795 hectares, while DENR still needs to acquire 134,
857 hectares - a total of 906, 652 hectares.
HOW WILL THE GOVERNMENT ACQUIRE THE LANDHOLDING?
There are different modes of acquiring and distributing public and private agricultural
lands. For private lands under compulsory acquisition, the DAR will issue Notices of
Coverage to the original owners of the landholding. Notices of coverage will be
issued to most of the landholdings by June 30, 2014.
WHAT IS NOTICE OF COVERAGE?
A Notice of Coverage (NOC) is a letter informing a landowner that his/her land is
covered by CARP, and is subject to acquisition and distribution to beneficiaries. It
likewise informs the landowners of his/her rights under the law, including the right to
retain 5 hectares.
After the period of time allotted for CARPER by law is passed (August 7, 2009 to
June 30, 2014), how will the remaining landholdings, which are subject to
compulsory acquisition, de distributed to the beneficiaries?
As long as Notices of Coverage are issued on or before June 30, 2014, land
distribution to beneficiaries shall continue until completion, according to Section 30
of CARPER (R.A. 9700). Meaning, even after CARPER’s deadline, the law itself
mandates the concerned agencies to finish distributing lands to the beneficiaries up to
very last hectare. This assures to the farmers that the process of receiving their land
will continue.
HOW DOES DAR INTEND TO DEAL WITH THE REMAINING
LANDHOLDINGS (771, 795) TO BE DISTRIBUTED?

DAR projects that it will be distributing 187, 686 hectares in 2014. 198,631 hectares
in 2015, and 385, 478 in 2016 of the remaining CARP able landholding to be
distributed 551, 275 hectares are considered workable, while 220, 520 hectares are
tagged as problematic. Solutions for problematic landholdings will be worked out.
5.2. THE PHILIPPINE CONSTITUTION

Candelaria and Alphora, Jhon Lee and Veronica (2018
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.
STRUCTURE AND CONTENTS
Preamble
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 VIII – 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 XVIII – Transitory
Provisions
HISTORICAL DEVELOPMENT OF PHILIPPINE CONSTITUTION
A. THE 1897 CONSITUTION OF BIAK NA BATO

The Katipunan's revolution led to the Tejeros Convention where, at San Francisco de
Malabón, Cavite, on March 22, 1897, the first presidential and vice presidential
elections in Philippine history were held—although only Katipuneros (viz. members
of the Katipunan) were able to take part, and not the general populace. A later
meeting of the revolutionary government established there, held on November 1,
1897 at Biak-na- Bato in the town of San Miguel de Mayumo in Bulacan, established
the Republic of Biak-naBato. The republic had a constitution drafted by Isabelo
Artacho and Félix Ferrer and was based on the first Cuban Constitution. It is known
as the "Constitución Provisional de la República de Filipinas", and was originally
written in and promulgated in the Spanish and Tagalog languages.
The organs of the government under the Constitution consisted of three (3) divisions:
(1) the Supreme Council, which was authorized with the power of the Republic in
which it was headed by the President and the four different secretaries which was the
interior, foreign affairs, treasury, and war; (2) the Consejo Supremo de Garcia Y
Justicia (Supreme Council of Grace and Justice), which has the authority to create
decisions and validate and refute the sentences given by the other courts and to
command rules for the administration of justice; and (3) the Asamblea de
Representantes (Assembly of the Representatives), which was to be assembled after
the revolution to create a new constitution and to choose a new Council of
Government and Representatives of the people.
The Constitution of Biak-na-Bato was never fully implemented, and was overtaken
by the Pact of Biak-na-Bato between the Spanish and the Philippine Revolutionary
Army.
THE 1899 MALOLOS CONSTITUTION

The Filipino revolutionary leaders accepted a payment from Spain and went to exile
in Hong Kong. The Americans defeated the Spanish in the Battle of Manila Bay and
Aguinaldo was transferred to the Philippines by the United States Navy. The newly
reformed Philippine revolutionary forces returned to the control of Aguinaldo and the
Philippine Declaration of Independence was issued on June 12, 1898. On September
17, 1898, the Malolos Congress was elected, which was composed of wealthy and
educated men.
The document was patterned after the Spanish Constitution of 1812, with influences
from the charters of Belgium, Mexico, Brazil, Nicaragua, Costa Rica, and Guatemala
and the French Constitution of 1793. The Malolos Constitution, namely, the Kartilya
and the Sanggunian-Hukuman, the charter of laws and morals of the Katipunan
written by Emilio Jacinto in 1896; the Biak-na-Bato Constitution of 1897 planned by
Isabelo Artacho; Mabini's Constitutional Program of the Philippine Republic of 1898;
the provisional constitution of Mariano Ponce in 1898 that followed the Spanish
constitutions; and the autonomy projects of Paterno in 1898.
The Malolos Constitution was the first republican constitution in Asia. It declared that
sovereignty resides exclusively in the people, stated basic civil rights, separated the
church and state, and called for the creation of an Assembly of Representatives to act
as the legislative body. It also called for a parliamentary republic as the form of
government. The president was elected for a term of four years by a majority of the
Assembly. It was titled "Constitución política", and was written in Spanish following
the declaration of independence from Spain, proclaimed on January 20, 1899, and

was enacted and ratified by the Malolos Congress, a congress held in Malolos,
Bulacan.

C. DURING AMERICAN REGIME
The Philippines was a United States Territory from December 10, 1898 to March 24,
1934 and therefore was under the jurisdiction of the Federal Government of the
United States. Two acts of the United States Congress passed during this period can
be considered Philippine constitutions in that those acts defined the fundamental
political principles and established the structure, procedures, powers and duties of the
Philippine government.
Philippine Organic Act of 1902
The Philippine Organic Act of 1902, sometimes known as the "Philippine Bill of
1902" or the "Cooper Act", was the first organic law for the Philippine Islands
enacted by the United States Congress. It provided for the creation of a popularly
elected Philippine Assembly, and specified that legislative power would be vested in
a bicameral legislature composed of the Philippine Commission (upper house) and
the Philippine Assembly (lower house). Its key provisions included a bill of rights for
the Filipinos and the appointment of two non-voting Filipino Resident Commissioner
of the Philippines to represent the Philippines in the United States House of
Representatives.
Philippine Autonomy Act of 1916
The Philippine Autonomy Act of 1916, sometimes known as the "Jones Law",
modified the structure of the Philippine government by removing the Philippine
Commission as the legislative upper house and replacing it with a Senate elected by
Filipino voters, creating the Philippines' first fully elected national legislature. This
act also explicitly stated that it was and always had been the purpose of the people of
the United States to renounce their sovereignty over the Philippine Islands and to
recognize Philippine independence as soon as a stable government can be established
therein.
Hare–Hawes–Cutting Act (193)
Though not a constitution itself, the Hare–Hawes–Cutting Act of 1932 was the
precursor the Tydings–McDuffie Act, which laid down the promise of independence
to the Philippines after 10 years of transition period and other provisions; however,
because of infighting within the Philippine Congress, it was not ratified and only
became the basis for the creation of the Tydings–McDuffie Act.
Tydings–McDuffie Act (1934)
Though also not a constitution itself, the Tydings–McDuffie Act of 1934 provided for
autonomy and defined mechanisms for the establishment of a formal constitution via
a constitutional convention.
D. THE 1935 CONSTITUTION

The 1935 Constitution was written, approved and adopted in 1934 by the
Commonwealth of the Philippines (1935–1946) and later used by the Third Republic
(1946–1972). It was written with an eye to meeting the approval of the United States
Government as well, so as to ensure that the U.S. would live up to its promise to grant
the Philippines independence and not have a premise to hold onto its possession on
the grounds that it was too politically immature and hence unready for full, real
independence.

The Commonwealth Constitution was ratified to prepare the country for its
independence. This constitution was dominantly influenced by the Americans, but

possess the traces of the Malolos Constitution, the German, Spanish, and Mexican
Constitution, constitutions of several South American countries, and the unwritten
English Constitution.
It originally provided for a unicameral legislature composed of a president and vice
president elected for a six-year term without re-election. It was amended in 1940 to
provide for a bicameral legislature composed of a Senate and a House of
Representatives. The President is to be elected to a four-year term, together with the
Vice-President, with one re-election; the right of suffrage for male citizens of the
Philippines who are twentyone years of age or over and are able to read and write
were protected; this protection, later on, extended to the right of suffrage for women
two years after the adoption of the constitution.
The draft of the constitution was approved by the convention on February 8, 1935 and
was ratified by President Roosevelt in Washington D.C. on March 25, 1935. Elections
were held on September 16, 1935 and Manuel L. Quezon was elected as the first
President of the Commonwealth of the Philippines.
The original 1935 Constitution provided for a unicameral National Assembly, and the
President was elected to a six-year term without the possibility re-election. It was
amended in 1940 to have a bicameral Congress composed of a Senate and House of
Representatives, as well the creation of an independent electoral commission and to
grant the President a four-year term with a maximum of two consecutive terms in
office.
A Constitutional Convention was held in 1971 to rewrite the 1935 Constitution. The
convention was stained with manifest bribery and corruption. Possibly the most
controversial issue was removing the presidential term limit so that Ferdinand E.
Marcos could seek re-election for a third term, which many felt was the true reason
for which the convention was called. In any case, the 1935 Constitution was
suspended in 1972 with Marcos' proclamation of martial law, the rampant corruption
of the constitutional process providing him with one of his major premises for doing
so.
E. THE 1943 CONSTITUTION

The 1943 Constitution was drafted by a committee appointed by the Philippine
Executive Commission, the body established by the Japanese to administer the
Philippines in lieu of the Commonwealth of the Philippines which had established a
government-in-exile. In mid-1942, Japanese Premier Hideki Tōjō promised the
Filipinos "the honor of independence" which meant that the commission would be
supplanted by a formal republic.
The Preparatory Committee for Philippine Independence tasked with drafting a new
constitution was composed, in large part, of members of the prewar National
Assembly and of individuals with experience as delegates to the convention that had
drafted the 1935 Constitution. Their draft for the republic to be established under the
Japanese occupation, however, would be limited in duration, provide for indirect,
instead of direct, legislative elections, and an even stronger executive branch.
Upon the approval of the draft by the Committee, the new charter was ratified in 1943
by an assembly of appointed, provincial representatives of the Kalibapi, the
organization established by the Japanese to supplant all previous political parties.
Upon the ratification by the Kalibapi assembly, the Second Republic was formally
proclaimed (1943–1945). José P. Laurel was elected President by the National
Assembly and sworn into office on October 14, 1943. Laurel was highly regarded by
the Japanese for having openly criticized the U.S. for the way that they governed the
Philippines and because he had a degree from the Tokyo International University.
The 1943 Constitution remained in force in Japanese-controlled areas of the
Philippines, but was never recognized as legitimate or binding by the governments of
the United States, the Commonwealth of the Philippines, or the guerrilla
organizations loyal to them.
In late 1944, President Laurel declared war on the United States and the British
Empire and proclaimed martial law, essentially ruling by decree. His government, in
turn, went into exile in December 1944, first to Taiwan and then Japan. After the
announcement of Japan's surrender, Laurel formally dissolved the Second Republic.
The 1943 Constitution provided for strong executive powers. The Legislature
consisted of a unicameral National Assembly and only those considered to be anti-US
could stand for election, although in practice most legislators were appointed rather
than elected.
Until the 1960s, the Second Republic and its officers were not viewed as a legitimate
Philippine government or as having any standing with the exception of the Second
Republic-era Supreme Court, whose decisions, limited to reviews of criminal and
commercial cases as part of a policy of discretion by Chief Justice José Yulo,
continued to be part of official records. This was made easier by the Commonwealth
government- inexile never constituting a Supreme Court, and the formal vacancy in
the position of Chief Justice for the Commonwealth with the execution of José Abad
Santos by the Japanese. It was only during the Macapagal administration that a partial
political rehabilitation of the Japanese-era republic took place, with the official
recognition of Laurel as a former president and the addition of his cabinet and other
officials to the roster of past government officials. However, the 1943 Constitution
was not taught in schools, and the laws of the 1943–44 National Assembly were never
recognized as valid or relevant.
F. THE 1973 CONSTITUTION

The 1973 Constitution, promulgated after Marcos' declaration of martial law, was
supposed to introduce a parliamentary-style government. Legislative power was
vested in a unicameral National Assembly whose members were elected for six-year
terms. The President was ideally elected as the symbolic and purely ceremonial head
of state chosen from amongst the Members of the National Assembly for a six-year
term and could be reelected to an unlimited number of terms. Upon election, the
President ceased to be a Member of the National Assembly. During his term, the
President was not allowed to be a member of a political party or hold any other office.
Executive power was meant to be exercised by the Prime Minister who was also
elected from among the sitting Assemblymen. The Prime Minister was to be the head
of government and Commander-in-Chief of the Armed Forces. This constitution was
subsequently amended four times (arguably five, depending on how one considers
Proclamation No. 3 of 1986, see below).
From October 16–17, 1976, a majority of barangay voters (also called "Citizens'
Assemblies") approved that martial law should be continued and ratified the
amendments to the Constitution proposed by President Marcos.
The 1976 amendments provided:

• for an Interim Batasang Pambansa (IBP) substituting for the Interim National
Assembly;
• that the President would become Prime Minister and continue to exercise
legislative powers until such time as martial law was lifted.
The Sixth Amendment authorized the President to legislate on his own on an
"emergency" basis:
Whenever in the judgement of the President there exists a grave emergency or a threat
or imminence thereof, or whenever the Interim Batasang Pambansa or the regular
National Assembly fails or is unable to act adequately on any matter for any reason
that in his judgment requires immediate action, he may, in order to meet the exigency,
issue the necessary decrees, orders or letters of instructions, which shall form part of
the law of the land.
The 1973 Constitution was further amended in 1980 and 1981. In the 1980
amendment, the retirement age of the members of the judiciary was extended to 70
years. In the 1981 amendments, the false parliamentary system was formally
modified into a French-style semi-presidential system and provided:
• that executive power was restored to the President;

• that direct election of the President was restored;
• for an Executive Committee composed of the Prime Minister and not more than
14 members was created to "assist the President in the exercise of his powers and
functions and in the performance of his duties as he may prescribe;" and the Prime
Minister was a mere head of the Cabinet.
• for electoral reforms and provided that a natural born citizen of the Philippines
who has lost his citizenship may be a transference of private land for use by him
as his residence.
The last amendments in 1984 abolished the Executive Committee and restored the
position of Vice-President (which did not exist in the original, unamended 1973
Constitution).
While the 1973 Constitution ideally provided for a true parliamentary system, in
practice, Marcos made use of subterfuge and manipulation in order to keep executive
powers for himself, rather than devolving these to the Assembly and the cabinet
headed by the Prime Minister. The end result was that the final form of the 1973
Constitution
– after all amendments and subtle manipulations – was merely the abolition of the
Senate and a series of cosmetic rewording. The old American-derived terminology
was replaced by names more associated with a parliamentary government: for
example, the House of Representatives became known as the "Batasang Pambansâ"
(National Assembly), departments became "ministries", and their cabinet secretaries
became known as "cabinet ministers", with the President's assistant – the Executive
Secretary
– now being styled as the "Prime Minister". Marcos' purported parliamentary system
in practice functioned as an authoritarian presidential system, with all real power
concentrated in the hands of the President but with the premise that such was now
constitutional.

G. THE 1986 FREEDOM CONSTITUTION
Immediately following the 1986 People Power Revolution that ousted Marcos,
President Corazon C. Aquino issued Proclamation No. 3 as a provisional constitution.
It adopted certain provisions from the 1973 Constitution while abolishing others. It
granted the President broad powers to reorganize government and remove officials, as
well as mandating the president to appoint a commission to draft a new, more formal
Constitution. This document, described above, supplanted the "Freedom Constitution"
upon its ratification in 1987. This is the transitional constitution that lasted a year and
came before the permanent constitution. It maintained many provisions of the 1973
Constitution, including in rewritten form the presidential right to rule by decree. The
Convention compose of 48 members appointed by the President.
H. THE 1987 CONSTITUTION

Ruling by decree during the early months of her tenure as a president installed via the
People Power Revolution, President Corazon Aquino was granted three options:
restore the 1935 Constitution, retain and make reforms to the 1973 Constitution, or
pass a new constitution. She decided to draft a new constitution and issued
Proclamation No. 3 on March 25, 1986, abrogating many of the provisions of the
1973 Constitution adopted during the Marcos regime, including the unicameral
legislature (the Batasang Pambansa), the office of Prime Minister, and provisions
which gave the President legislative powers. Often called the "Freedom Constitution",
this constitution was intended as a transitional constitution to ensure democracy and
the freedom of the people. The Freedom Constitution provided for an orderly transfer
of power while a Constitutional Commission was drafting a permanent constitution.
The Constitutional Commission was composed of forty-eight members appointed by
Aquino from varied backgrounds, including several former members of the House of
Representatives, former justices of the Supreme Court, a Roman Catholic bishop, and
political activists against the Marcos regime. The Commission elected Cecilia Muñoz
Palma, a former Associate Justice of the Supreme Court, as its president. Several
issues were of particular contention during the Commission's sessions, including the
form of government to adopt, the abolition of the death penalty, the retention of U.S.
bases in Clark and Subic, and the integration of economic policies into the
constitution. Lino Brocka, a film director and political activist who was a member of
the Commission, walked out before the constitution's completion, and two other
delegates dissented from the final draft. The Commission finished the final draft on
October 12, 1986 and presented it to Aquino on October 15. The constitution was
ratified by a nationwide plebiscite on February 8, 1987.
The constitution provided for three governmental powers, namely the executive,
legislative, and judicial branches. The executive branch is headed by the president
and his appointed cabinet members. The executive, same with the other two co-equal
branches, has limited power. This is to ensure that the country will be "safeguarded"
if martial law is to be declared. The president can still declare martial law, but it
expires within 60 days and Congress can either reject or extend it.
The task of the Supreme Court is to review whether a declaration of martial law is
just. The legislative power consists of the Senate and the House of Representatives.
There are twenty-four senators and the House is composed of district representatives.
It also created opportunities for under-represented sectors of community to select
their representative through party-list system. The judiciary branch comprises the
Supreme
Court and the lower courts. The Supreme Court is granted the power to hear any
cases that deals with the constitutionality of law, about a treaty or decree of the
government. It is also tasked to administrate the function of the lower courts.
Through the constitution, three independent Constitutional Commissions, namely the
Civil Service Commission, Commission on Elections, and Commission on Audit,
were created. These Constitutional Commissions have different functions. The
constitution also paved a way for the establishment of the Office of the Ombudsman,
which has a function of promoting and ensuring an ethical and lawful conduct of the
government.
ATTEMPTS TO AMEND OR CHANGE THE 1987 CONSTITUTION
Further information: Constitutional reform in the Philippines

There are three possible methods by which the Constitution can be amended: a
Constituent assembly (Con-Ass), Constitutional Convention (Con-Con), or People's
Initiative. All three methods require ratification by majority vote in a national
referendum. Following the administration of Corazon Aquino, succeeding
administrations made several attempts to amend or change the 1987 Constitution.
The first attempt was in 1995. A constitution was drafted by then-Secretary of
National Security Council Jose Almonte, but was never completed because it was
exposed to the media by different non-government organizations. They saw through a
potential change regarding the protection of the people's interests in the constitutional
draft.
In 1997, the Pedrosa couple created a group called PIRMA followed with an attempt
to change the constitution through a People's Initiative by way of gathering signatures
from voters. Many prominent figures opposed the proposition, including Senator
Miriam Defensor-Santiago, who brought the issue all the way to the Supreme Court
and eventually won the case. The Supreme Court ruled that the initiative not continue,
stating that a People's Initiative requires an enabling law for it to push through.
During his presidency, Joseph Ejercito Estrada created a study commission for a
possible charter change regarding the economic and judiciary provisions of the
constitution. The attempt never attained its purpose after various entities opposed it
due apparently to the attempt serving the personal interests of the initiators.
After the Estrada presidency, the administration of Gloria Macapagal-Arroyo
endorsed constitutional changes via a Constitutional Assembly, with then-House
Speaker Jose de Venecia leading the way. However, due to political controversies
surrounding Arroyo's administration, including the possibility of term extension, the
proposal was shut down.
The next attempt was from then-Speaker of the House Feliciano Belmonte Jr. during
President Benigno Aquino III's administration. Belmonte attempted to introduce
amendments to the Constitution focusing on economic provisions aiming toward
liberalization. The effort did not succeed.
President Rodrigo Roa Duterte oversaw the possibility of implementing federalism on
the country. Following his ascension as president after the 2016 presidential election,
he signed Executive Order No. 10 on December 7, 2016, creating the Consultative
Committee to Review the 1987 Constitution.

5.3. TAXATION IN THE PHILIPPINES
Romeo C. Clemente, PhD.2010
According to the Department of Finance, Republic of the Philippines, taxes are

mandatory contributions of everyone to raise revenue for nation-building. The
revenue is used to pay for our doctors, teachers, soldiers, and other government
personnel and officials, as well as for building schools, hospitals, roads, and other
infrastructures. It is our duty to pay our taxes.
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”.
WHAT IS TAXATION
TAXATION is a process which the sovereign (government), through its law –
making body called congress, raises income purposely to defray or help pay the
necessary expenses of the government.
It is an inherent power of the state to demand enforced contributions for public
purposes. Being inherent power would mean innate function of the government and
permanent obligation of the citizens of the State unless the congress suspends the
implementation or revokes the taxation laws.
TAX as imposition is an enforced proportional contribution from person and property
levied by the law-making body of the State by virtue of Sovereignty for the support of
the government and all public needs.
NATIONAL TAXES are those imposed by the national government, with legal
reference to the National Internal Revenue Code
(NIRC) and other laws, particularly Tariffs and Customs Code (TCC).
LOCAL TAXES are those which local governments imposed for particular needs
such as the taxes collected locally, such as Residence Tax levied under the Local Tax
Code and Special Education Fund (SEF).
TYPES OF TAXATION
DIRECT TAXES (Individual Income, Earnings (like capital gain), Corporate Income and
Wealth) and INDIRECT TAXES (Consumption)
SPECIFIC KINDS OF TAXES IMPOSED BY NATIONAL

INTERNALREVENUE LAWS
INCOME TAX
WAGE which refers to the price paid of labor, or payment for the use or services of
labor per unit of time.
RENT which refers to income paid for the use of land.
INTEREST which refers to income paid for the use of capital.
PROFIT which refers to income earned by an entrepreneur for running a business.
1. Income Taxes
2. Estate tax and donor’s tax
3. Value added tax
4. Excise Taxes on Certain goods
5. Documentary Stamps Tax
6. Miscellaneous Taxes
7. Other Percentage Taxes: (Hotel, Motel, Canteens, Amusement and Winning prizes.
NATIONAL TAXES IMPOSED BY SPECIAL LAWS

1. Residence
2. Customs duties
3. Sugar adjustment Tax
4. Taxes on narcotics drugs
5. Special education fund tax (1% from Real Property Tax)
6. Travel tax
7. Private Motor Vehicle Tax
8. Energy Tax
CLASSIFICATIONS AND DISTRIBUTIONS OF TAXES
A. AS TO SUBJECT MATTER OR OBJECT
 PERSONAL, POLL, or CAPITATION – a tax of fixed amount imposed on

persons residing within a specified territory, whether citizens or not, without
regard to their property or the occupation or business in which may be
engaged, eg.residence tax.
 PROPERTY – A tax imposed on property, whether real or personal, in
proportion either to its value are in accordance with some other reasonable
methods of apportionments, eg. Real estate tax.
 EXCISE TAX (PREVILEGE TAX) – A tax which does not fall within the
classification of a poll tax or a property tax. It is imposed upon the
performance of an act, the enjoyment of a privilege or the engaging in an
occupation, profession or business.
B. AS TO WHO BEARS THE BURDEN
 DIRECT a tax which is demanded from the person who also shoulders the
burden of the tax. It is a tax which the taxpayer cannot shift to another ex;
individual, corporate, residence and donor’s tax.
 INDIRECT a tax which is demanded from one person in the expectation and
intention shall indemnify himself at the expenses of the another, or tax
imposed upon goods before they reach the customers who ultimately pay for
it.

C. AS DETERMINATION OF AMOUNT
 SPECIFIC – A tax of a fixed amount imposed by the head or number, or by

some standards of weight or measurement; it requires no assessment
(evaluation) other than listing or classification of the objects to be used, ex:
taxes on wines, and firecrackers.
 AD VALOREM – (According to Value) A tax of a fixed proportion of the
value of the property with respect to which the tax is assessed. It requires the
intervention of assessors or appraisers to estimate the value of such property
before the amount due from each taxpayer can be determined, ex: Value-
added, excise on luxury goods taxes and custom duties.
D. AS TO PURPOSE
 GENERAL FISCAL/ REVENUE – A tax imposed for the general purposes

of the government. It covers almost all taxes.
 SPECIAL OR REGULATORY – A tax imposed for a special purpose, ex:
Protective tariffs or custom duties.
E. AS TO SCOPE OR AUTHORITY IMPOSING THE TAX
 NATIONAL – A tax imposed by the national government. Ex: Custom Duties.

 MUNICIPAL OR LOCAL – A tax imposed by the municipal or local
government. However, RA 5447 authorizes the levy by the national
government of additional tax of 1% on the assessed value of real property.
F. AS TO GRADUATION OR RATE
 PROPORTIONAL – A tax imposed based on a fixed percentage of the

amount of the property, receipts or other basis to be taxed.
 PROGRESSIVE OR GRADUATED – A tax of which rate increases as the
tax or bracket increases.
 REGRESSIVE –A tax of which rate decrease as the tax base or bracket
increases. The Philippines has no tax of this nature.
OBJECTS OF TAXATION
 PERSON – refer to an individual, a trust, estate or corporate. Under special

revenue laws, poll tax may properly be levied upon persons who are
inhabitants or residents of the state.
 REAL POPERTY – under general revenue laws, real estate is subject to
taxation in the state in which it is located whether the owner is a resident or
non- resident, and is taxable only in that place.
 TANGIBLE PROPERTY – As a modern rule, tangible personal property is
levied in the state where it has actual situs or where it is physically.

 INTAGIBLE PERSONAL PROPERTY – The credits, bills, receivable,
bank deposits, bonds, promissory notes, mortgage loans, judgment and
corporate stocks as forms of intangible personal properties are not determined
with actual location, however, the general rule is that they are taxed at the
domicile of the owner.
 INCOME TAX - Income tax may properly be exacted from person are either
residents or citizens in the taxing jurisdiction and even from those who are
neither residents nor citizens provided the income is derived from sources
within the taxing state.
 BUSINESS, OCCUPATION, TRANSACTION – As far as the SITUS of
business, occupation, or transaction is concerned, the general rule is that
power to levy an excise tax depends upon the place where the business is
done, or the occupation is engaged in, or the transaction took place.
 GRATUITOUS TRANSFER OF PROPERTY – The transmission of
property from a donor to a done or from a descendant to his heirs may be
subject to taxation in the state where the transfer is (was) a citizen or resident,
or where the property is located.
CLASSIFICATION OF INDIVIDUAL TAXPAYERS
 RESIDENT CITIZEN – A citizen of the Philippines who is residing therein.

 NON – RESIDENT CITIZEN – who is physically present abroad for an
uninterrupted period covering an entire taxable year.
 RESIDENT ALIEN – A non –citizen who resides in the Philippines (ex:
actual physical residence in the Philippines).
 NON – RESIDENT ALIEN – Neither a citizen one who is performing
personal services within the country.
TAX REFORM FOR ACCELERATION AND INCLUSION

By the Department of Finance, Republic of the Philippines
The TAX REFORM FOR ACCELERATION AND INCLUSION (TRAIN) is the

first package of the comprehensive tax reform program (CTRP) envisioned by
President Duterte’s administration, which seeks to correct a number of deficiencies in
the tax system to make it simpler, fairer, and more efficient. It also includes
mitigating measures that are designed to redistribute some of the gains to the poor.
Through TRAIN, every Filipino contributes in funding more infrastructures and
social services to eradicate extreme poverty and reduces inequality towards prosperity
for all. TRAIN addresses several weaknesses of the current tax system by lowering
and simplifying estate and donor’s taxes, expanding the value-added tax (VAT) base,
adjusting oil and automobile excise taxes, and introducing excise tax on sugar-
sweetened beverages.
WHAT WILL THE TAX REFORM FUNDS GO?
EDUCATION. The tax reform will be able to fund investments in education,
achieving a more conducive learning environment with the ideal teacher-to-student
ratio and classroom-student-ration.

 Achieve the 100% enrollment and completion rates
 Build 113, 553 more classrooms
 Hire 181, 980 more teachers between 2007-2020
HEALTHCARE SERVICES. With the tax reform, we can invest more in our
country’s healthcare by providing better services and facilities.
 Upgrade 704 local hospitals and establish 25 local hospitals

 Achieve 100% PhilHealth coverage at higher quality of services
 Upgrade and/or relocate 236 rural and urban health units to
disasterresilient facilities
 Build 15, 988 new barangay health stations
 Build 2, 242 new rural health units and urban health centers
 Between 2017 and 2020, hire an additional 2, 242 doctors, 29,466
nurses, 1,114 dentists, 3, 288 pharmacists, 2,682 technologists, 911
public health associates, and 2, 497 UHC implementers
INFRASTRUCTURES PROGRAMS. The additional revenue raised by the tax
reform will be to fund the infrastructure program of the Department of Public Works
and Highways (DPWH), which consists of major highways, expressways, and flood
control projects. Funding these major’s infrastructures projects is possible with tax
reform for our country to sustain high and inclusive growth. Funds will be raised for
major infrastructures projects.
 Concretize 3, 714 km of national gravel roads

 10,473 km of national asphalts roads
 30, 209 km of local gravel roads
 Irrigate 1.3 million hectares of land
 Provide 7, 834 isolated barangays 23, 293 isolated sitios with road
access
The tax reform program aims to provide the needed additional revenues that would
fund our country’s investment needs, promoting better lives for Filipinos.
TRAIN stands for Tax Reform for Acceleration and Inclusion. The goal of the first
package of the Comprehensive Tax Reform Program (CTRP) or TRAIN is to create a
more just, simple, and more effective system of tax collection, as per the constitution,
where the rich will have a bigger contribution and the poor will benefit more from the
government’s programs and services.
The major features of the TRAIN are as follows:
 Lowering the Personal Income Tax (PIT)
 Simplifying the Estate and Donor’s Tax
 Expanding the Value- Added Tax (VAT) Base
 Increasing the Excise Tax of Petroleum Products
 Increasing the Excise Tax of Automobiles
 Excise Tax on Sweetened Beverages

LOWERING PERSONAL INCOME TAX (PIT)
TRAIN lowers personal income tax (PIT) for all tax payers except the richest. Under
TRAIN, those with annual taxable income below 250,000 are exempt from paying
PIT, while the rest of taxpayers, except the richest, will see lower tax rates ranging
from 15% to 30% by 2023. To maintain progressivity, the top individual taxpayers
whose annual taxable income exceeds 8 million, face a higher tax rate from the
current 32% to 35%.
Husbands and wives who are both working can benefit from a total of up to 500,000
in exemptions. In addition, the first 90, 000 of the 13 th month pay and other bonuses
will be exempt from income tax. Overall, the effective tax rates will be lowered for
9% of tax payers. Currently, a person who has a taxable income of 500, 000 annually
is taxed at 32% at the margin. TRAIN will bring this down to 25% in 2018, and will
be further brought down 20% after five years.
Minimum of earners will continue to be exempted from income taxes as their income
falls below 250,000. In addition, the new tax structure will address the current
problem wherein going a peso above the minimum wage earners to accept
incremental wage increases and keeping them in an artificial minimum wage trap.
The simplified tax system will increase the take home pay of most individuals and
encourages compliance. Self-employed and professionals (SEPs) with gross sales
below the VAT threshold now have the option to pay a simpler 8% flat tax in lieu of
income and percentage tax, while those above the VAT threshold will follow the PIT
schedule.
SIMPLIFYING THE STATE AND DONOR’S TAX
In the current system, the tax rates can reach up to 20% of the net state value and up
to 15% on net donations. TRAIN seeks to simplify this. Estate and donor’s tax will
be lowered and harmonized so it does not matter if the person passed away, donated a
property, or simply wants to transfer a property. This will result in loss revenues but
the key here is to make the land market more efficient so that the land will go to its
best use.
ESTATE TAX. Instead of having a complicated tax schedule with different rates,
TRAIN reduces and restructures the state tax to a low and single tax rate of 6% based
on the net value of the state with a standard deduction of 5 Million and exemption for
the first 10 million for the family home.
DONOR TAX. TRAIN also simplifies the payment of donor’s taxes to a single
tax rate of 6% of net donations is imposed for gifts above 250,000 yearly
regardless of relationship to the donor.
EXPANDING THE VALUE ADDED TAX (VAT)
The Philippines has one of the highest VAT rates but also the highest number of
exemptions in the Southeast Asia region. Consequently, the Philippines collect the
same amount of VAT revenues as a percentage of the economy as that of Thailand
despites only imposing 7% VAT rate, while the Philippines is at 12%. TRAIN aims to
clean up the VAT system to make it fairer and simpler and lower the cost of
compliance for both the taxpayers and tax administrators. This is achieved by limiting
VAT exemptions to necessities such as raw agriculture food, education, and health.

INCREASING THE FUEL ECISE TAX
TRAIN increases the excise of petroleum products, which has not been adjusted since
1997. The non- indexation of fuel excise tax to inflation has eroded the revenues
collected by 140 billion per year in 2016 prices. The Duterte administration is also
doing this to address environmental and health concerns. By taxing dirty fuel
correctly, we are also investing in a more sustainable future for our country
INCREASING THE EXCISE TAX OF AUTOMOBILES
TRAIN simplifies the excise tax on automobiles, but lower- priced cars continue to be
taxed at lower rates while more expensive cars are taxed at higher rates. This excise
will raise revenue in a very progressive manner as the richer buyers tend to own more
and expensive cars compared to those who earn less.
INCREASING THE TAX OF SUGAR- SWEETNED BEVERAGES
The SSB excise tax will help promote a healthier Philippines. Along with the
Department of Health (DOH), DOF supports this as part of a comprehensive health
measure aimed to curb the consumption of SSBs and address the worsening number
of diabetes and obesity cases in the country, while raising revenue for complementary
health programs that address these problems. This is a measure that is meant to
encourage consumption of healthier products, to raise public awareness of the harms
of SSBs, and to help incentives the industry to develop healthier products and
complements.
Why impose a tax on SBBs?
Most of the sugar-sweetened beverage, with some notable exceptions provide
unnecessary or empty calories with little or no nutrition. SSBs are not a substitute for
healthy foods such as fruits and rice. SSBs are relatively affordable especially to
children and the poor who are the most vulnerable to its negative effects on health.
SSB products are easily accessible and can be found in almost any store, unlike other
sweetened products. Most often, the poor and the children are not aware of their
consequences. Common examples of SSB products include carbonate beverages,
sports and energy drinks, and sweetened juice drinks. Under TRAIN, an excise rate of
6 pesos per liter will be taxed on drinks containing caloric or non-caloric sweetener,
and 12 per liter on drinks containing high fructose corn syrup 3-in 1 coffee milk are
exempt from this tax.
5.4. IP INCLUSION IN NATIONALIZED SPACES OF LEARNING

F. Roberto, et,al. , 2019

Students are in school as inheritors of the future. Through education, they are
expected to obtain the skills, knowledge, and experience necessary to solve
tomorrow’s problems. However, society’s greatest challenges can only be addressed
when there is an awareness of their existence. Justice does not prevail where truth is
absent—and in the education system, these gaps are all too familiar.
The lack of materials covering indigenous peoples’ (IP) struggles is one shortcoming
of Philippine education. With teaching capacity and relevant facilities found lacking,
IPcentric issues are rarely tackled in the classroom. As a result, indigenous people
who cry out for justice remain unheard—it seems hardly anyone is listening. It’s no
wonder then that in the 2017 Philippine Education Summit, 11 IP representatives
affirmed DepEd’s efforts to render local education initiatives more inclusive of IP
communities, especially of their history, culture, and aspirations.
Although self-education on the plight of IPs is achievable, education on such plights

remains the responsibility of academic institutions. Recognizing this, Senator Sonny
Angara authored the Integrated History Law or RA 10908, thereby mandating the
integration of the history, culture, and identity studies of IPs and Filipino-Muslims in
basic and higher education. In order for schools to effectively do this, the act requires
them to consult with experts in IP and Filipino-Muslim fields of knowledge before
anything else.
However, despite RA 10908’s implementation in 2016, the law has only been in
effect in select schools nationwide. According to the Department of Education,
complying schools have mostly hailed from Mindanao.
The Commission on Higher Education (CHED) has recently taken a step towards
fasttracking the bill’s implementation across the country. Last April, it released
CHED Memorandum Order (CMO) No. 2, Series of 2019, which similarly directs
universities to integrate IP studies into the relevant curricula. Constructed in
accordance with the Integrated History Law, the CMO strives to create what Angara
believes is “a truly inclusive history that accounts for all Filipinos.”
TURNING LAW INTO ACTION
CMO No. 2-2019 builds on the Integrated History Law by providing clearer
guidelines as to its implementation and supervision. In effect, higher education
institutions are provided two ways to go about integrating IP studies into their
respective curricula: Either by incorporating IP topics, contexts, and concepts into
subjects like history, political science, and the social sciences; or by including
readings about IPs and FilipinoMuslims in general education subjects.
The Coalition of Ateneans for Indigenous People (CAIP) President Camille Bagaipo
reflected on CMO No. 2-2019’s objective, especially within the context of Ateneo.
For Bagaipo, implementation of the aforementioned CMO could realize “...a more
inclusive approach, which I think is within [Ateneo’s] means right now.” With that,
she went on to illustrate how an integrated University curriculum could achieve this
inclusiveness. For instance, the University’s course on Rizal and the Emergence of
the Philippine Nation or HI165 could discuss how Muslims and IPs figured into
the
Spanish Occupation. For the University’s course on Philippine History or HI 166, the
experience of Martial Law can be analyzed from different regional, and often
unheard, perspectives such as that of the IPs. Achieving this is possible, since “we
have notable professors who have been studying [IPs]” said Bagaipo.
Another important clause in CMO No. 2-2019 establishes a monitoring protocol to

ensure compliance with the memo. The memo requires institutions to submit to their
assigned CHED Regional Office (CHEDRO) documents that show their plans and
completed actions towards complying with the order. These documents include the IP
Education Monitoring Forms 1 and 2, relevant course syllabi, and the relevant faculty
to handle the IP course. CHEDROs are then tasked to develop and maintain a
Regional Registry of IP Educators and prepare status reports on IP education.
CMO No. 2-2019 also provides for the Office of Programs and Standards
Development to do the same on a national scale. Continuous supervision of how
schools integrate IP studies into their respective curricula is crucial, given the depth
of sensitivity and expertise needed to teach IP issues in a nuanced manner. “One thing
that CAIP really wants to get across this year is that IP issues are very complex,”
Bagaipo explained. “Even in my own journey of being an advocate, there are things I
realize that are not as broad or as simple as they seem to be.”
“There are some Mindanaoan communities, for example, that don’t like being called
Lumad,” she maintained. “They want to be called their tribe, which is valid.”
If anything, the complexities of the situation will require a tremendous amount of

effort if the University, much less the country, is to ultimately realize inclusion of
indigenous people. With that, policymakers can perhaps turn to Australia’s education
system to learn a thing or two from its efforts on achieving inclusivity.
THE AUSTRALIAN PERSPECTIVE
In December 2015, the Australian government introduced the Aboriginal Languages

and Torres Strait Islander Languages Framework in an effort to guide the
development of teaching and learning of particular Aboriginal and Torres Strait
Islander languages, thereby supplementing Australia’s current curriculum. The intent
is that it will be utilized by state and territory education jurisdictions, schools, and
communities to develop language-specific curricula and programs.
It is a timely policy, especially since research has indicated that classroom teachers
devote less than five minutes per week to teaching Aboriginal and Torres Strait
Islander curriculum, languages, literature, and cultures, with many not engaged in
these activities at all. In learning Aboriginal and Torres Strait Islander languages,
Australians gain a distinctive means of understanding the relationship between their
land, environment, and people.
On the tertiary level, Australia has tapped the University of Melbourne to strengthen
the

Australian student’s knowledge about Aboriginal and Torres Strait Islander
civilizations across Australia and how they operate. The initiative is being led by
prominent academic and historian Professor Marcia Langton.
THE NEXT STEP FORWARD
In 2015, the Philippines’ Department of Education (DepEd) responded to the call for
IP inclusion with DepEd Order No. 32, s. 2015, otherwise known as the Indigenous
Peoples Education (IPEd) Curriculum Framework. With it, guidance to both public
and private schools will be provided as they localize, indigenize, and enhance the K
to 12 Curriculum. As of 2017, 7,767 public-school teachers and school heads have
already undergone relevant training on tools needed to instruct students on indigenous
people.
Establishing an integrated approach to IP inclusion via the national curriculum will

always be easier said than done. However, if anything, it is arguably the retraining of
educators across all levels by collaborating with IP stakeholders—to thereby allow for
understanding, appreciating, and ultimately teaching of indigenous languages and
cultures—that will often be the logical step to be taken if we are to solidify any IP
inclusive initiative, framework, and policy.
INDIGENOUS PEOPLE EDUCATION IN THE PHILIPPINES

Salmerano, et al. ,2017
The Philippines is home of around; 110 Indigenous people’s communities,

approximately 15 to 20 million in population, more than 60% in Mindanao, 30% in
Luzon and 10% in Visayas.
While varying in ways of life and cultural heritage, they share similar experiences of
discrimination and marginalization in the society.
INDIGENOUS PEOPLES RIGHTS ACT OF 1997 or Republic Act 8371 that

recognizes and protects the rights of indigenous communities.
IP’s NEED TO EDUCATE

 The need to understand the system of transacting business in the market place.
 The need to read street signs, newspapers, and legal documents, and to vote
and participate in activities outside their communities.
 The need for other livelihood options because the communities resource base
(finding employment)
 The need to access health services, and going to school is equated with
being “educated” and education means liberation from poverty.
IPS EXPERIENCES IN EDUCATION (School as a venue of discrimination)

 Prejudice
 Financial Inadequacy
 Comprehension difficulties
 Adjustment difficulties

IMPACT ON MAINSTRAIM SCHOOL SYSTEM
 Alienation of indigenous youth from their own communities, heritage, culture
and history.
 Misuse and abuse of cultural practices, and dying indigenous knowledge
systems and practices (IKPs)
 Graduates or schooled youth leaving the community or abusing the ancestral
domain.
 Continued marginalization of communities.
 Dying spirit of tribe.
CULTURALLY –SENSITIVE EDUCATION INTERVENTION

Indigenized formal education
Use local language
Discuss concepts with local situations and examples
Inclusion of local knowledge in the topics.
Addition of underlying values like identity and self-determination.
Inclusion of elders or experts from the community as resource person.
GOALS OF INDIGENOUS PEOPLE EDUCATION

 CULTURE as process and product
 HISTORY life- stories woven into the tribe’s story, woven into the bigger
story of nation and the world
 HERITAGE a sense of being a descendants and ancestors
 SPIRITUALITY expression of faith life, values and beliefs
INDIGENOUS BOOKS AND KNOWLEDGE STORAGE SYSTEM

“This is a natural competency among the members of the indigenous community that
cannot be taught in any Master or PhD degree anywhere in the world. It can only be
learned by being part of the ancestry (blood) and living in and working in the
ancestral domain so that this competency (which includes psycho-emotional
components) is nurtured and practiced”
DIFFERENT PROGRAMS OF THE GOVERNMENT IN PROMOTING THE

RIGHTS OF IPS IN EDUCATION SETTING
DepEd Order no.62 “Adopting the National Indigenous Peoples Education (IPED)
Policy Framework
DepEd Order no. 43 series of 2013 “Implementing Rules and Regulations of Republic
Act no. 10533 known as Enhanced Basic Education Act of 2013, adopting the
Indigenous Peoples Education Curriculum Framework.
INDIGENOUS PEOPLES EDUCATION CURRICULUM FRAMEWORK
In relation to the global movement for Education for All (EFA) in which indigenous
People are part of this advocacy. Education enables the IPs to develop competencies

such as basic literacy and livelihood education for them to respond to the demand of
the wider society. However, the DepEd should address the following:
1. Respect and recognize Indigenous knowledge system and practices in school
and learning program.
2. To eliminate discrimination from peers and teachers.
3. The need for teachers serving in indigenous communities, to be adequately
oriented and appreciated and indigenous cultural practices and values are not
discriminated as “backward”, “inferior” or “primitive”.
4. The need to promote respect cultural expressions such as dance, chants,
instruments, and attire, so they are not misused or interpreted in such
programs and related activities.
5. Ensuring the learning programs promote among learners an affirmation and
sense of indigenous cultural identity that sustain inter-generational
relationship and cultural integrity in the community.
PHILOSOPHY: K to 12 Basic Education Curriculum centers on learners focus on

lifelong, leading a productive and full of life. For indigenous learners, making their
education meaningful and relevant. Focus on preserving and enriching their culture.
1. Anchor the context on ancestral domain, and community’s world view, and its
indigenous cultural institutions.
2. Includes the respects of community’s expression on spirituality as part of their
curriculum content.
3. Affirms and strengthen indigenous cultural identity.
4. Revitalized indigenous languages.
5. Advancements pf IP rights and welfare.
LEARNING RESOURCES
1. Artifacts, stories, dances, songs, musical instruments.

2. Mother Tongue (Local Languages or Dialect)
3. Instructional materials need to be reviewed by the IKSP holders and
community to protect intellectually property rights and keeping with related
ethical principles and practices.
THE MANAGING MUSLIN MINORITY IN THE PHILIPPINE

Federico V. Magdalena
THE HISTORY OF ISLAM IN THE PHILIPPINES
The Muslims in the Philippines constitute the largest ethnic minority, and are
estimated to comprise about 5 percent of the total Philippine population of
103,754,346 as of 2017.1 This means there are 5,187,717 Muslim Filipinos, though
this number is disputed by some sectors. The positionality and religious status of
Muslims are influential, as they are separate from the mainstream Catholic nation,
which is the first, and largest, Christian community in Southeast Asia. They have
contributed much to
the political and economic development of the Philippines. The Philippine Muslims
have a unique history that antedates modern Philippine history by at least 100 years,
based on available historiography centering on the Sulu sultanate as we shall explain
below. This history is yet to be integrated fully to Philippine history instead of just
brief mentions in some textbooks for a better appreciation that the Muslims are also
part of the Philippine nation.
Let us recount how Islam began in the Philippines, and what factors shaped the
construction of the Philippines as a nation-state. This study is divided into five major
parts: (1) the history of Islamic development and how it changed the course of the
Philippine state, (2) the Philippine state’s traditional approach toward Philippine
Islam and its adherents, and the mechanisms of religious control throughout history,
(3) changing attitudes and policies concerning Islam, along with possible departures
from traditional approaches of control, as may have been influenced by foreign
relations with Islamic countries, (4) Philippine-Saudi relations, and (5) conclusions or
implications, with some policy suggestions for strengthening bilateral relations with
the Kingdom of Saudi Arabia.
The history of the Muslims in the Philippines (also called the Moro in earlier times
and during the 1970s), is older and more entrenched than that of other Philippine
groups or peoples. They directly helped shape the Philippine nation during the
colonial periods (both the Spanish era, 1565–1898; and the US era, 1900–1946), as
well as after its independence in 1946. In fact, Islam antedated the formation of the
Philippine state by about 100 years, as it was introduced around 1380 in Mindanao
and Sulu by Islamic missionaries, who were known as the makhdumin, according to
Philippine historian Cesar Majul.
Before the twentieth century, Mindanao and Sulu were largely under the domain of
two groups of indigenous peoples: Islamized natives and heathens (the latter were
designated as “pagans” in Western writings). The entire Sulu Archipelago had been
wholly dominated by the Tausug Muslims, while at least half of western Mindanao
was effectively united under the dominion of the Maguindanao and Maranao
Muslims. The central and eastern side of this large island was inhabited by various
non-Muslim tribal groups (called Lumad), who had trading relations with the
Muslims. Some of these tribal communities gradually adopted the Islamic faith,2
except for those in the eastern and western regions where Christianity was introduced
during the 300 years of colonial domination by Spain. This picture of the southern
Philippines (Mindanao and the Sulu Archipelago) is evident in the earlier writings of
scholars such as Ferdinand Blumentritt, who made a thorough ethnography of the
Philippines, including the south, with the help of Philippine national hero Jose Rizal.
A map Blumentritt drew of that ethnography in 1890, suggests the ethnic distribution
of peoples in the Philippines. Here, one can see that the south is heavily populated by
Muslims (green) and other indigenous peoples (yellow), with a small group of
Christians (red) in the eastern section of Mindanao. The same is true for the island of
Palawan, which is partly influenced by Islam by way of Sulu.
The first political entity that emerged is the sultanate in Sulu (1450), which was
founded by Sayeed Abubakar Abidin, or simply Abubakar, an Arab who was better
known as Sharif ul-Hashim (Majul, 1977). His father, Sayeed Zainal Abidin, was a
direct descendant of the Hashim clan, of which the Prophet Muhammad was a part of.
Abidin belonged to the 14th generation of Hussain, a grandson of Prophet
Muhammad. Having been accepted to live with the Sulu people (Tausug),
Abubakar married
Paramisuli, a daughter of a local chieftain, and begot sons and grandsons as heirs to
the throne. Several rulers of Sulu emerged,3 and they maintained a single, extremely
powerful sultanate that reigned in the Sulu area from the 15th to the 19th centuries
(Warren, 1980). Today, there are at least nine competing claims to the sultanate of
Sulu from among the descendants of Abubakar.
The Sulu Sultanate once held sway over North Borneo (now Sabah) as part of his
dominion. In 1878, Sabah was leased to the British North Borneo Company. When
that company dissolved, it turned over Sabah to Great Britain, which then
relinquished this vast tract of land to Malaysia on its way to full independence (see
Magdalena, 2012). Until recently, Malaysia has been paying an annual lease to the
sultan’s heirs, sustaining the long-held claim that Sabah is still a property of the Sulu
Sultanate, though it no longer holds sovereignty over it due to legal technicalities.
Another sultanate had emerged in Mindanao by 1520, established by Sharif
Kabungsuan from the Johore (now part of modern Malaysia) nobility. He was part
Malay, as shown by his appellation bungsu, meaning “youngest.” Kabungsuan’s
father was also an Arab, Sultan Betatar of Taif, Arabia, the ninth generation progeny
of Hassan (son of Fatima, daughter of the Prophet). After marrying a daughter of a
local datus, or chief, Kabungsuan was later crowned sultan, the first Islamic ruler in
Maguindanao, central Mindanao. Later, however, another contending sultanate
emerged in Buayan, also part of Maguindanao, because of a power struggle. Today,
these political dynasties centering on the sultanate are known by their location as “up-
river” (locals refer to this as sa raya) and “down-river” (sa ilud) sultanates. The up-
river sultanate has remained under the rule of the Sultan of Maguindanao, while the
down- river sultanate is controlled by the Rajah of Buayan.
Many more sultanates sprung up in the Lake Lanao region in central Mindanao,
largely through the influence of Sharif Kabungsuan. Unlike the sultanates of Sulu and
Maguindanao, however, the system of political governance in Lanao is multifaceted
and has multiple centers. The Lanao sultanates were known as the Four Principalities,
or Pangampong, and each principality has ruling Royal Houses or Panorogonan, that
number at least 16. These Royal Houses roughly approximate that of an established
sultanate in Maguindanao or Sulu. The leaders of these Royal Houses sport the titles
“datu,” “sultan” and sometimes “rajah” (for a Hindu prince). Today, the Lanao
sultanates have proliferated, especially the supporting villages, which also claim to
have other sultans (pegawid).
All these sultanates from Sulu and Mindanao eventually lost their powers upon the
establishment of a modern republican government set up by the Americans, and upon
the birth of the Philippine state in 1946. Though many still claim to be sultans or
descendants of these traditional leaders, they do not carry power as in the past except
for the honorary title and symbol of prestige in the community.
Among the Moro, religion and polity are rolled into one. The political leaders are also
pious persons who set themselves as examples to be emulated by their followers.
Being a very organized and cohesive community, the Muslims defended their faith
against all foreign intruders, Westerners and Filipinos alike, who came to their shores
to subjugate them. They opposed the Spanish and American colonialists until the end
of their colonial regimes, not having been colonized or converted to the Roman
Catholic religion, which most lowland natives accepted with little or no resistance.

It is perhaps valid to argue that the more than 350 years of colonial presence in the
Philippines were marked by conflict and violence between the Moro and foreign
invaders, including the Christianized Filipinos, who were coopted by the colonialists.
Majul (1977) described the Moro-Spanish relations as punctuated by “wars” that
never went away. Though the Spanish reign in the Philippines was quite long, it did
not leave a significant legacy among the Moro, who resisted all efforts to penetrate
their homeland, and convert them to Christianity.
The coming of the Americans was the consequence of their victory during the US-
Spanish war of 1898. Their entry into Mindanao did not appease the Moro, who
continued their defiance as evidenced by the major conflicts in Mindanao and Sulu
between 1902 and 1913, the period when most districts in Mindanao and Sulu were
placed under the Moro Province government under the US Department of the
Military.4 Notable among these conflicts are the Battle of Bayang (1902), the Bud
Dajo massacre of 1906, and the Bud Bagsak encounter in 1911, whose details we
explain below. Aside from these major battles, there were scores of skirmishes and
military operations against the recalcitrant Moro, who opposed colonialism and never
yielded to American authority.
AGREEMENT ON PEACE BETWEEN THE GOVERNMENT OF THE REPUBLIC
OF THE PHILIPPINES AND THE MORO ISLAMIC LIBERATION FRONT
The Government of the Republic of the Philippines and the Moro Islamic Liberation
Front herein referred to as the “Parties” to this Agreement; Determined to establish a
peaceful environment and a normal condition of life in the Bangsamoro homeland;
Reaffirming the General Cessation of Hostilities dated 18 July 1997 and the General
Framework of the Agreement of intent signed between the Parties on 27 August
1998, and committing to reach a negotiated political settlement of the Bangsamoro
problem, and enduring peace and stability in Mindanao;
Recalling the Tripoli Agreement of 1976 and the Jakarta Accord of 1996 between the
Government of the Republic of the Philippines (GRP) and the Moro National
Liberation Front (MNLF), and the OIC Resolution No. 56/9-P (IS) on 12 November
2000 of the Ninth
Session of the Islamic Summit Conference in Doha, State of Qatar, urging the GRP
and the MILF “ to promptly put an end to armed hostilities and to pursue peace talks
towards finding a peaceful resolution to the existing problem in Mindanao;”
Noting that the basic elements/principles for the resumption of peace talks between
the MILF and the GRP panels have been facilitated by the Government of Malaysia,
as set forth in the Agreement on the General Framework for the Resumption of Peace
Talks between the Government of the Republic of the Philippines and the Moro
Islamic Liberation Front signed on March 24, 2001 in Kuala Lumpur Malaysia;
Further recalling Article VI of the said Agreement on General Framework for the
Resumption of the Peace Talks between the GRP and the MILF signed in Kuala
Lumpur, Malaysia in which Parties agreed to undertake relief and rehabilitation
measures for evacuees, and joint development projects in the conflict affected areas;
and Recognizing that peace negotiations between the GRP and the MILF is for the
advancement of the general interest of the Bangsamoro people and other
indigenous people; and,

recognizing further the need for a comprehensive, just and lasting political settlement
of the conflict in
Mindanao, the Parties welcome the resumption of the peace talks and,
consequently, Have agreed as follows:
A. SECURITY ASPECT
In accordance with the incremental characteristic of the peace process and agreement
on the General Framework for the Resumption of the Peace Talks, the Parties, as
represented by their respective Peace Panels, consider that normalization in conflict
affected areas can be achieved if certain principles and guidelines of conduct and
action are adhered to by the Parties. That among these are:
1. All past agreements of the Parties shall be implemented in accordance with the
Agreement on the General Framework for the Resumption of the Peace Talks signed
in Kuala Lumpur, Malaysia on 24 March 2001 for the progressive resolution of the
Bangsamoro problem with honor, justice, and integrity for all sectors of society.
2. The negotiation and peaceful resolution of the conflict must involve
consultations with the Bangsamoro people free of any imposition in order to provide
chances of success and open new formulas that permanently respond to the
aspirations of the Bangsamoro people for freedom.
3. The Parties agree to invite representatives of the Organization of Islamic
Conference (OIC) to observe and monitor the implementation of all GRP-MILF
Agreements. The Parties further agree to strengthen the GRP-MILF Agreement on the
General Cessation of Hostilities dated 18 July 1997. Upon signing this Agreement, a
Monitoring Team shall be constituted with representatives from the OIC.
B. REHABILITATION ASPECT
1. The observance of international humanitarian law and respect for

internationally recognized human rights instruments and the protection of evacuees
and displaced persons in the conduct of their relations reinforce the Bangsamoro
people’s fundamental right to determine their own future and political status.
2. The MILF shall determine, lead and manage rehabilitation and development
projects in conflict affected areas, except when public funds are involved, in which
case Government procedures and rules will be observed.
3. The Parties shall safely return evacuees to their place of origin; provide all the
necessary financial/material and technical assistance to start a new life, as well as
allow them to be awarded reparations for their properties lost or destroyed by reason
of the conflict. 4. In order to pave the way for relief and rehabilitation of evacuees
and implementation of development projects in the areas affected by conflict, the
Parties agree to implement the GRP-MILF Agreement on the General Cessation of
Hostilities dated July 18, 1997.

C. ANCESTRAL DOMAIN ASPECT
On the aspect of ancestral domain, the Parties, in order to address the humanitarian
and economic needs of the Bangsamoro people and preserve their social and cultural
heritage and inherent rights over their ancestral domain, agree that the same be
discussed further by the Parties in their next meeting.
D. ACTIVATION OF COMMITTEES
Immediately upon signing of this Agreement, the Parties hereby agree to activate
working committees for the purpose of discharging their mandates, particularly the
implementation of all agreements between the Parties.
E. ACKNOWLEDGEMENT
The Parties acknowledge the leadership of President Gloria Macapagal Arroyo in

pursuing an all-out peace policy in Mindanao. The Parties express their collective
appreciation and gratitude to the Great Leader of the Great Socialist People’s Libyan
Arab Jamahiriya, Colonel Muammar Gaddafi, and to the Chairman of the Gaddafi
International Foundation for Charitable Associations, Saif Al Islam Gaddafi, for
hosting the Formal Opening of the Resumption of the GRP-MILF Peace Talks in
Tripoli, Libya; to His Excellency Dato Seri Dr. Mahathir Mohammad, Prime Minister
of Malaysia and His Excellency Abdurrahman Wahid, President of the Republic of
Indonesia, for their full and continuing support.
Done on this 22nd day of June 2001 corresponding to 30 Rabi’ ul Aw’al 1422 in the
presence of the representatives of the Gaddafi International Foundation for Charitable
Associations, the Government of Malaysia and the Government of the Republic of
Indonesia.
For the GRP: JESUS G. DUREZA Chairman, GRP Peace Panel For the
MILF: AL HAJ MURAD EBRAHIM Chairman, MILF Peace
Panel Witnessed by: SAIF AL ISLAM GADDAFI Chairman of the Gaddafi
International
Foundation for Charitable Associations
5.4. LOCAL HISTORIES: UNESCO WORLD HERITAGE IN

THE PHILIPPINES
Jane Dacumos, 2013
The Philippines has a rich history beginning from its earliest days as one of the
busiest trading posts in South East Asia and later, in the trans-Pacific galleon trade. A
period of Spanish colonization spanning three centuries then made an indelible
impression on the country. This mercurial era, along with the American occupation,
played a vital role in shaping the Philippines and its people. A vivid past has left its
mark all over the archipelago in many different forms that present-day visitors to the
country are now discovering.
The rich Philippine heritage can be experienced, not only in textbooks and museums,
but also in beautifully preserved historical sites across the country. A simple textbook
description of a historical event comes to life upon a visit to the place where it
unfolded.
Isla ng Corregidor, or simply, Corregidor, is now a tranquil island where the epic
dramatic Battle of Corregidor took place during the last world war. In a country like
the Philippines, where history is kept alive, one doesn't need to go far to travel back
in time.
The United Nations Educational, Scientific and Cultural Organization (UNESCO)

seeks to encourage governments and people from across the globe to recognize and
preserve places which show a deep cultural heritage by recognizing these places as
World Heritage Sites. Here are ten heritage sites in the Philippines recognized by the
UNESCO World Heritage Centre:
TUBBATAHA REEF NATIONAL MARINE PARK
Covering 130,028 ha, including the North and South Reefs, Tubbataha Reef is an
atoll coral reef that can be found 98 nautical miles southeast of Puerto Princesa City,
Palawan. Due to its biodiversity, it was named a World Heritage Site by the United
Nations Educational Scientific and Cultural Organization (UNESCO) in 1993.
The 33,200-hectare Tubbataha Reef National Marine Park is home to hundreds of
species of marine life and serves as a nesting place for birds and marine turtles. The
site is an excellent example of a pristine coral reef with a spectacular 100-m
perpendicular wall, extensive lagoons and two coral islands.
BANAUE RICE TERRACES
The Banaue Rice Terraces is a product of almost two millennia of Ifugao agricultural
engineering. In the past, the marvelous place was also known as the “Eighth Wonder
of the World.” It was proclaimed as a UNESCO World Heritage Site in 1993, and
cited as the “priceless contribution of Philippine ancestors to humanity.”
For 2,000 years, the high rice fields of the Ifugao have followed the contours of the
mountains. The fruit of knowledge handed down from one generation to the next, and
the expression of sacred traditions and a delicate social balance, they have helped to
create a landscape of great beauty that expresses the harmony between humankind
and the environment.

BANAUE RICE TERRACES PUERTO PRINCESA
PUERTO PRINCESA SUBTERRANEAN RIVER NATIONAL PARK
In 1999, the Puerto Princesa Subterranean River National Park was declared a
UNESCO World Heritage Site. It is found about 50 kilometers from Palawan’s
capital city, Puerto Princesa. The Subterranean Park is known to be the world's
longest navigable underground river, which also displays a spectacular limestone
karst landscape. The place is a significant habitat for biodiversity conservation with a
full mountain protecting the forests and the sea ecosystem.
One of the river's distinguishing features is that it emerges directly into the sea, and
its lower portion is subject to tidal influences. The site contains a full mountain-to-sea
ecosystem and has some of the most important forests in Asia
VIGAN CITY
The city of Vigan was named a UNESCO World Heritage Site in 1999, due mostly to
the fact that the place has been carefully preserved to show the fusion of old Asian
and Spanish architecture. Its architecture reflects the coming together of cultural
elements from elsewhere in the Philippines, from China and from Europe, resulting in
a culture and townscape that have no parallel anywhere in East and South-East Asia.
At present, the famous cobblestoned street of Calle Crisologo is conserved by the
local government by prohibiting any motor vehicle to travel along the road.
VIGAN, ILOCOS SUR APO REEF

APO REEF NATIONAL PARK
Apo Reef National Park, found in Sablayan, Mindoro Occidental, showcases the
second largest contiguous coral reef in the world and the second largest in the
Philippines. Apo Reef is the largest of the three islands that make up the park; the
other two islands are Apo Island and Pandan Island. It became part of the UNESCO
World Heritage Site’s tentative list when it was submitted in 2006.
MOUNT IGLIT-BACO NATIONAL PARK
The Mount Iglit-Baco National Park is the only known habitat of the Philippine
tamaraw. It was proclaimed as a national park by virtue of R.A. 6148 dated 11
November 1970. The park is a protected area on Mindoro island and was submitted to
the UNESCO World Heritage Site’s tentative list in 2006.
MOUNT IGLIT SAN AGUSTIN CHURCH, PAOAY
BAROQUE CHURCHES OF THE PHILIPPINES
These four churches, the first of which was built by the Spanish in the late 16th
century, are located in Manila, Santa Maria, Paoay and Miag-ao. Their unique
architectural style is a reinterpretation of European Baroque by Chinese and
Philippine craftsmen.
CHURCH OF SAN AGUSTIN IN PAOAY, ILOCOS NORTE
The Church of San Agustin, also known as Paoay Church, was built by Augustinian
friars in 1694 and was finished only after 200 years. It reflects a unique combination
of Gothic,
Baroque, and Oriental architecture. The ancient church was declared by former
president
Ferdinand Marcos as a national treasure, and subsequently became part of the group
of four baroque churches recognized as World Heritage Sites by the UNESCO World
Heritage Centre.
SANTO TOMAS DE VILLANUEVA CHURCH IN MIAG-AO, ILOILO
The Santo Tomas de Villanueva Church was built in 1797 by the Augustinian
Missionaries in Miag-ao, Iloilo. It was specifically designed to serve as a fortress to

protect the people from the Muslims (‘’Moros’’) who invaded Christianized villages
during the early times. The church is one of the four baroque Philippine churches
recognized by the UNESCO World Heritage Centre in 1993.
SANTO TOMAS DE VILLANUEVA NUESTRA SENORA DELA ASUNCION NUESTRA

SEÑORA DE LA ASUNCION IN SANTA MARIA, ILOCOS SUR
‘’Nuestra Señora de la Asuncion’’ or

the Church of the Assumption was
built on top of a hill in Santa Maria,
Ilocos Sur and can be reached by
climbing a flight of 82 steps. The
church has a red façade with exposed
brickwork. It was declared a National
Historical Landmark on 26 September
1982. On 11 December 1993, it was
declared as a World Heritage Site by
the UNESCO along with three other
baroque churches spread throughout
the Philippines.
SAN AGUSTIN CHURCH IN INTRAMUROS, MANILA
The San Agustin Church is the oldest existing church in the Philippines. It lies inside
the walled city of Intramuros in Manila. Together with three other baroque churches,
it was recognized in 1993 as one of the four Baroque Churches of the Philippines
which were declared World Heritage Sites by the UNESCO World Heritage Centre.
The legacies of the Spanish ‘’conquistadores’’ Miguel López de Legazpi, Juan de
Salcedo, and Martín de Goiti are kept in the church.

References
Aquino Albert P. et,al., 2013. Comprehensive Agarraina Reform Law. The Long
Road of AGRARIAN Reform In the Philippines.
Bradshaw, Matthews E. (2004). Facing the Past, Shaping

the
Future.www.nicie.publications.com
Clemente, Romeo C. (2010). BaSIC Economics with Taxation and Agrarian

Reform. TCS- Publishing House at Plaridel Bulacan. ISN 978-971-014-062-6.
Department of Finance, Republic of the Philippines. Tax reform program. www.

Department of finance.com

Https://Www.Inkroci.Com/Culture_Movie/Tag/Anna-Ettore. Magazine and Culture
of Cinema, ISSN 2282-2283.
Fleming, Grace and Jagodowski, Stacy (2018). Importance of Context in Analysis

and Interpretation.
Fernandez, Leandro H. Mga Tala ng aking buhay by Gregoria de Jeus. published in

Salmerano, Et Al.(2017). The Comprehensive Agrarian Reform

Program.
Www.officialgazette.gov.ph 1988/06/10 › republic-act.
WEBSITES
http://nine.cnnphilippines.com/news/2017/07/25/Duterte-threatens-to-bombLumad-
schools.html
http://davaotoday.com/main/human-rights/attacks-on-lumad-schools-continue/
http://chuvachienes.com/2009/07/31/complete-transcript-of-president-corazon-
caquinos-speech-before-us-congress/
http://www.youtube.com/watch?v=4ZnnvbKyNCQ[/youtube

Tel/Fax No.: (047) 811-1683

Course Code ESC 18
Course Title Gender and Society
in the Program
Academic Year
MODULE 5
Social, Economic, Political and Cultural Issues

In this chapter it discusses the different problems and current situation of the
Philippines development, affected by various factors such as; social, political, cultural
and economic issues. It also gives as a brief history of the economic and cultural
issues related to the development of new laws and bills in giving solutions to the
problems and how to contribute and help to the future developments.
LEARNING OUTCOMES
 Propose recommendation or solution to present day problems based on their
understanding of root causes, and their anticipation of future scenarios.
 Display the ability to work in a multi-disciplinary team and contribute to a
group endeavor in promoting Philippine patrimony.
Duration
Chapter 5: Philippine Agrarian Programs The
Philippine Constitution = 3 hours
Philippine Taxation = 3 hours
Indigenous People Education =3 hours
Philippine Local Histories =3 hours
Lesson Proper
5.5. COMPREHENSIVE AGRARIAN REFORM

A. Aquino, et,al. 2013

Republic Act 6657 or the Comprehensive Agrarian Reform Law (CARL), was signed
into a law by President C. Aquino on June 10, 1988 in response to peasants’ call for
equitable access to land. For a long period of time, the elite landlords brought by the
feudal system during the Spanish colonial government controlled the country’s
agrarian system. Problems of landlessness, massive poverty in rural areas and abuses
of landlords led to the formulation of a number of agrarian reform policies in the
country.
CARL was the sixth land reform law in more than 50 years following land reforms
laws since 1933. In instituted the implementation of the Comprehensive Agrarian
Reform Program (CARP) which is meant to distribute lands to the farmers in a span
of 10 years and usher in new process of land classification, acquisition and
distribution.
COMPREHENSIVE AGRARIAN REFORM LAW OF 1988
CARL covers all public private agricultural lands, regardless of tenurial arrangements
and commonly produced. In specific terms it includes all alienable and disposable
lands of the public domain devoted to or suitable for agriculture regardless of the
agricultural products raised. The worker-beneficiaries through cooperative or
association may

collectively own the land when it is not economically feasible to divide. The
distribution of all the lands shall be completed within 10 years.
RETENTION AND DISTRIBUTION LIMITS
To take on its declared aim of establishing owner cultivator ship of economic-sized

farms as the basis of Philippine agriculture, CARL prohibits landowners over 15
years’ age, provide that she/he is personally cultivating the land. In the same way the
distribution limit for qualified beneficiaries is three hectares of agricultural land.
Beneficiaries may be agricultural leases and share tenants, regular, seasonal or other
farm workers, actual tillers or occupants of public lands; collective or cooperatives of
the beneficiaries or others directly working on the land.
PROGRAM IMPLEMENTATION
The program was operationalized through two mechanisms: Land Tenure

Improvement (LTI) and Program Beneficiaries Development (pbd). LTI involves
land acquisition and distribution (LAD) and in detail, the major processes of survey,
identification pf qualified beneficiaries, processing of claim folders for landowners’
compensation, land valuation and compensation, registration of land and issuance of
Certificate of Land Ownership Award (CLOA) to beneficiaries.
Over the 10-year period implementation, land acquisition is scheduled to take place in
three passes:
Phase 1: Rice and corn lands, private lands voluntarily offered, foreclosed lands by
government financial institutions, acquired lands by the Presidential Commission on
Good Governance (PCGG) and all others owned by the government to be distributed
immediately and implementation completed within four years.
Phase 2: Alienable and disposable public agricultural lands, arable public agricultural
lands under Agri-forest, pasture and agricultural leases; public agricultural lands to be
opened for new development and resettlement; and ll private agricultural lands
greater than 50 hectares to be distributed immediately and implementation completed
within four years.
Phase 3: All private lands with large landholdings:

c. Landholdings above 24 hectares up to 50 hectares to begin on the fourth year
and to be completed within three years.
d. Retention limit of five hectares up to 24 hectares to begin on the sixth year
and be completed within four years.
PBD is undertaken through the establishment of agrarian reform communities (ARC)

where beneficiaries are provided with support services that would make their lands
more productive to improve their economic situation. These include, but not limited
to, irrigation facilities, infrastructure development and public works projects in
agrarian reform areas and settlements, credit support, financial assistance to small and
medium

scale industries, extension services and research development and information
dissemination.
LANDOWNER COMPENSATION
The level of compensation payable to the expropriated landowner is determined based

on the cost of acquisition of the land, the current value of like properties, the
generated income from the property, the sworn valuation of the owner and the
assessment made by the government assessor. Payments may be made in the form of
cash, shares of stock in government-owned or controlled corporations, tax credits of
Land Bank of the Philippines (LBP) bonds. The amount may be increased by 5% if
the landowners voluntarily offer their lands for sale.
CARL is the most comprehensive agrarian reform law because it covers all public
lands and others lands suitable for agriculture regardless of tenurial agreement and
crops produced. The law also adopted various progressive provisions needed by small
and marginal farmers to have equitable land. Aside from transfer of ownership, it also
provides access to support services to ensure that socio-economic improvement of the
program beneficiaries is achieved.
COMPREHENSIVE AGRARIAN REFORM PROGRAM



THE BENEFECIARIES



PROGRAM?



COMPREHENSIVE AGRARIAN REFORM PROGRAM EXTENSION AND REFORM



THE BENEFECIARIES



PROGRAM?



From July 2010 to December 2013, the administration has been distributed a total of
751, 514 hectares, or 45% of the total landholdings to be distributed to the farmer
beneficiaries left under this administration.
From this, DAR has distributed 412, 782 hectares and DENR has already distributed
338,732 hectares.
HOW MUCH LAND DOES THE GOVERNMENT STILL NEED TO
ACQUIRE FOR DISTRIBUTION FORM 2014-2016?
DAR still needs to acquire 771, 795 hectares, while DENR still needs to acquire 134,
857 hectares - a total of 906, 652 hectares.
HOW WILL THE GOVERNMENT ACQUIRE THE LANDHOLDING?
There are different modes of acquiring and distributing public and private agricultural
lands. For private lands under compulsory acquisition, the DAR will issue Notices of
Coverage to the original owners of the landholding. Notices of coverage will be
issued to most of the landholdings by June 30, 2014.
WHAT IS NOTICE OF COVERAGE?
A Notice of Coverage (NOC) is a letter informing a landowner that his/her land is
covered by CARP, and is subject to acquisition and distribution to beneficiaries. It
likewise informs the landowners of his/her rights under the law, including the right to
retain 5 hectares.
After the period of time allotted for CARPER by law is passed (August 7, 2009 to
June 30, 2014), how will the remaining landholdings, which are subject to
compulsory acquisition, de distributed to the beneficiaries?
As long as Notices of Coverage are issued on or before June 30, 2014, land
distribution to beneficiaries shall continue until completion, according to Section 30
of CARPER (R.A. 9700). Meaning, even after CARPER’s deadline, the law itself
mandates the concerned agencies to finish distributing lands to the beneficiaries up to
very last hectare. This assures to the farmers that the process of receiving their land
will continue.
HOW DOES DAR INTEND TO DEAL WITH THE REMAINING
LANDHOLDINGS (771, 795) TO BE DISTRIBUTED?

DAR projects that it will be distributing 187, 686 hectares in 2014. 198,631 hectares
in 2015, and 385, 478 in 2016 of the remaining CARP able landholding to be
distributed 551, 275 hectares are considered workable, while 220, 520 hectares are
tagged as problematic. Solutions for problematic landholdings will be worked out.
5.6. THE PHILIPPINE CONSTITUTION

Candelaria and Alphora, Jhon Lee and Veronica (2018
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.
STRUCTURE AND CONTENTS
Preamble
Article I – National Territory
Article II – Declaration of Principles and State Policies
Article III – Bill of Rights
Article VI – Legislative Department
Article VII – Executive Department
Article VIII – 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 XVIII – Transitory
Provisions
HISTORICAL DEVELOPMENT OF PHILIPPINE CONSTITUTION
A. THE 1897 CONSITUTION OF BIAK NA BATO

The Katipunan's revolution led to the Tejeros Convention where, at San Francisco de
Malabón, Cavite, on March 22, 1897, the first presidential and vice presidential
elections in Philippine history were held—although only Katipuneros (viz. members
of the Katipunan) were able to take part, and not the general populace. A later
meeting of the revolutionary government established there, held on November 1,
1897 at Biak-na- Bato in the town of San Miguel de Mayumo in Bulacan, established
the Republic of Biak-naBato. The republic had a constitution drafted by Isabelo
Artacho and Félix Ferrer and was based on the first Cuban Constitution. It is known
as the "Constitución Provisional de la República de Filipinas", and was originally
written in and promulgated in the Spanish and Tagalog languages.
The organs of the government under the Constitution consisted of three (3) divisions:
(1) the Supreme Council, which was authorized with the power of the Republic in
which it was headed by the President and the four different secretaries which was the
interior, foreign affairs, treasury, and war; (2) the Consejo Supremo de Garcia Y
Justicia (Supreme Council of Grace and Justice), which has the authority to create
decisions and validate and refute the sentences given by the other courts and to
command rules for the administration of justice; and (3) the Asamblea de
Representantes (Assembly of the Representatives), which was to be assembled after
the revolution to create a new constitution and to choose a new Council of
Government and Representatives of the people.
The Constitution of Biak-na-Bato was never fully implemented, and was overtaken
by the Pact of Biak-na-Bato between the Spanish and the Philippine Revolutionary
Army.
THE 1899 MALOLOS CONSTITUTION

The Filipino revolutionary leaders accepted a payment from Spain and went to exile
in Hong Kong. The Americans defeated the Spanish in the Battle of Manila Bay and
Aguinaldo was transferred to the Philippines by the United States Navy. The newly
reformed Philippine revolutionary forces returned to the control of Aguinaldo and the
Philippine Declaration of Independence was issued on June 12, 1898. On September
17, 1898, the Malolos Congress was elected, which was composed of wealthy and
educated men.
The document was patterned after the Spanish Constitution of 1812, with influences
from the charters of Belgium, Mexico, Brazil, Nicaragua, Costa Rica, and Guatemala
and the French Constitution of 1793. The Malolos Constitution, namely, the Kartilya
and the Sanggunian-Hukuman, the charter of laws and morals of the Katipunan
written by Emilio Jacinto in 1896; the Biak-na-Bato Constitution of 1897 planned by
Isabelo Artacho; Mabini's Constitutional Program of the Philippine Republic of 1898;
the provisional constitution of Mariano Ponce in 1898 that followed the Spanish
constitutions; and the autonomy projects of Paterno in 1898.
The Malolos Constitution was the first republican constitution in Asia. It declared that
sovereignty resides exclusively in the people, stated basic civil rights, separated the
church and state, and called for the creation of an Assembly of Representatives to act
as the legislative body. It also called for a parliamentary republic as the form of
government. The president was elected for a term of four years by a majority of the
Assembly. It was titled "Constitución política", and was written in Spanish following
the declaration of independence from Spain, proclaimed on January 20, 1899, and

was enacted and ratified by the Malolos Congress, a congress held in Malolos,
Bulacan.

I. DURING AMERICAN REGIME
The Philippines was a United States Territory from December 10, 1898 to March 24,
1934 and therefore was under the jurisdiction of the Federal Government of the
United States. Two acts of the United States Congress passed during this period can
be considered Philippine constitutions in that those acts defined the fundamental
political principles and established the structure, procedures, powers and duties of the
Philippine government.
Philippine Organic Act of 1902
The Philippine Organic Act of 1902, sometimes known as the "Philippine Bill of
1902" or the "Cooper Act", was the first organic law for the Philippine Islands
enacted by the United States Congress. It provided for the creation of a popularly
elected Philippine Assembly, and specified that legislative power would be vested in
a bicameral legislature composed of the Philippine Commission (upper house) and
the Philippine Assembly (lower house). Its key provisions included a bill of rights for
the Filipinos and the appointment of two non-voting Filipino Resident Commissioner
of the Philippines to represent the Philippines in the United States House of
Representatives.
Philippine Autonomy Act of 1916
The Philippine Autonomy Act of 1916, sometimes known as the "Jones Law",
modified the structure of the Philippine government by removing the Philippine
Commission as the legislative upper house and replacing it with a Senate elected by
Filipino voters, creating the Philippines' first fully elected national legislature. This
act also explicitly stated that it was and always had been the purpose of the people of
the United States to renounce their sovereignty over the Philippine Islands and to
recognize Philippine independence as soon as a stable government can be established
therein.
Hare–Hawes–Cutting Act (193)
Though not a constitution itself, the Hare–Hawes–Cutting Act of 1932 was the
precursor the Tydings–McDuffie Act, which laid down the promise of independence
to the Philippines after 10 years of transition period and other provisions; however,
because of infighting within the Philippine Congress, it was not ratified and only
became the basis for the creation of the Tydings–McDuffie Act.
Tydings–McDuffie Act (1934)
Though also not a constitution itself, the Tydings–McDuffie Act of 1934 provided for
autonomy and defined mechanisms for the establishment of a formal constitution via
a constitutional convention.
J. THE 1935 CONSTITUTION

The 1935 Constitution was written, approved and adopted in 1934 by the
Commonwealth of the Philippines (1935–1946) and later used by the Third Republic
(1946–1972). It was written with an eye to meeting the approval of the United States
Government as well, so as to ensure that the U.S. would live up to its promise to grant
the Philippines independence and not have a premise to hold onto its possession on
the grounds that it was too politically immature and hence unready for full, real
independence.

The Commonwealth Constitution was ratified to prepare the country for its
independence. This constitution was dominantly influenced by the Americans, but

possess the traces of the Malolos Constitution, the German, Spanish, and Mexican
Constitution, constitutions of several South American countries, and the unwritten
English Constitution.
It originally provided for a unicameral legislature composed of a president and vice
president elected for a six-year term without re-election. It was amended in 1940 to
provide for a bicameral legislature composed of a Senate and a House of
Representatives. The President is to be elected to a four-year term, together with the
Vice-President, with one re-election; the right of suffrage for male citizens of the
Philippines who are twentyone years of age or over and are able to read and write
were protected; this protection, later on, extended to the right of suffrage for women
two years after the adoption of the constitution.
The draft of the constitution was approved by the convention on February 8, 1935 and
was ratified by President Roosevelt in Washington D.C. on March 25, 1935. Elections
were held on September 16, 1935 and Manuel L. Quezon was elected as the first
President of the Commonwealth of the Philippines.
The original 1935 Constitution provided for a unicameral National Assembly, and the
President was elected to a six-year term without the possibility re-election. It was
amended in 1940 to have a bicameral Congress composed of a Senate and House of
Representatives, as well the creation of an independent electoral commission and to
grant the President a four-year term with a maximum of two consecutive terms in
office.
A Constitutional Convention was held in 1971 to rewrite the 1935 Constitution. The
convention was stained with manifest bribery and corruption. Possibly the most
controversial issue was removing the presidential term limit so that Ferdinand E.
Marcos could seek re-election for a third term, which many felt was the true reason
for which the convention was called. In any case, the 1935 Constitution was
suspended in 1972 with Marcos' proclamation of martial law, the rampant corruption
of the constitutional process providing him with one of his major premises for doing
so.
K. THE 1943 CONSTITUTION

The 1943 Constitution was drafted by a committee appointed by the Philippine
Executive Commission, the body established by the Japanese to administer the
Philippines in lieu of the Commonwealth of the Philippines which had established a
government-in-exile. In mid-1942, Japanese Premier Hideki Tōjō promised the
Filipinos "the honor of independence" which meant that the commission would be
supplanted by a formal republic.
The Preparatory Committee for Philippine Independence tasked with drafting a new
constitution was composed, in large part, of members of the prewar National
Assembly and of individuals with experience as delegates to the convention that had
drafted the 1935 Constitution. Their draft for the republic to be established under the
Japanese occupation, however, would be limited in duration, provide for indirect,
instead of direct, legislative elections, and an even stronger executive branch.
Upon the approval of the draft by the Committee, the new charter was ratified in 1943
by an assembly of appointed, provincial representatives of the Kalibapi, the
organization established by the Japanese to supplant all previous political parties.
Upon the ratification by the Kalibapi assembly, the Second Republic was formally
proclaimed (1943–1945). José P. Laurel was elected President by the National
Assembly and sworn into office on October 14, 1943. Laurel was highly regarded by
the Japanese for having openly criticized the U.S. for the way that they governed the
Philippines and because he had a degree from the Tokyo International University.
The 1943 Constitution remained in force in Japanese-controlled areas of the
Philippines, but was never recognized as legitimate or binding by the governments of
the United States, the Commonwealth of the Philippines, or the guerrilla
organizations loyal to them.
In late 1944, President Laurel declared war on the United States and the British
Empire and proclaimed martial law, essentially ruling by decree. His government, in
turn, went into exile in December 1944, first to Taiwan and then Japan. After the
announcement of Japan's surrender, Laurel formally dissolved the Second Republic.
The 1943 Constitution provided for strong executive powers. The Legislature
consisted of a unicameral National Assembly and only those considered to be anti-US
could stand for election, although in practice most legislators were appointed rather
than elected.
Until the 1960s, the Second Republic and its officers were not viewed as a legitimate
Philippine government or as having any standing with the exception of the Second
Republic-era Supreme Court, whose decisions, limited to reviews of criminal and
commercial cases as part of a policy of discretion by Chief Justice José Yulo,
continued to be part of official records. This was made easier by the Commonwealth
government- inexile never constituting a Supreme Court, and the formal vacancy in
the position of Chief Justice for the Commonwealth with the execution of José Abad
Santos by the Japanese. It was only during the Macapagal administration that a partial
political rehabilitation of the Japanese-era republic took place, with the official
recognition of Laurel as a former president and the addition of his cabinet and other
officials to the roster of past government officials. However, the 1943 Constitution
was not taught in schools, and the laws of the 1943–44 National Assembly were never
recognized as valid or relevant.
L. THE 1973 CONSTITUTION

The 1973 Constitution, promulgated after Marcos' declaration of martial law, was
supposed to introduce a parliamentary-style government. Legislative power was
vested in a unicameral National Assembly whose members were elected for six-year
terms. The President was ideally elected as the symbolic and purely ceremonial head
of state chosen from amongst the Members of the National Assembly for a six-year
term and could be reelected to an unlimited number of terms. Upon election, the
President ceased to be a Member of the National Assembly. During his term, the
President was not allowed to be a member of a political party or hold any other office.
Executive power was meant to be exercised by the Prime Minister who was also
elected from among the sitting Assemblymen. The Prime Minister was to be the head
of government and Commander-in-Chief of the Armed Forces. This constitution was
subsequently amended four times (arguably five, depending on how one considers
Proclamation No. 3 of 1986, see below).
From October 16–17, 1976, a majority of barangay voters (also called "Citizens'
Assemblies") approved that martial law should be continued and ratified the
amendments to the Constitution proposed by President Marcos.
The 1976 amendments provided:

• for an Interim Batasang Pambansa (IBP) substituting for the Interim National
Assembly;
• that the President would become Prime Minister and continue to exercise
legislative powers until such time as martial law was lifted.
The Sixth Amendment authorized the President to legislate on his own on an
"emergency" basis:
Whenever in the judgement of the President there exists a grave emergency or a threat
or imminence thereof, or whenever the Interim Batasang Pambansa or the regular
National Assembly fails or is unable to act adequately on any matter for any reason
that in his judgment requires immediate action, he may, in order to meet the exigency,
issue the necessary decrees, orders or letters of instructions, which shall form part of
the law of the land.
The 1973 Constitution was further amended in 1980 and 1981. In the 1980
amendment, the retirement age of the members of the judiciary was extended to 70
years. In the 1981 amendments, the false parliamentary system was formally
modified into a French-style semi-presidential system and provided:
• that executive power was restored to the President;

• that direct election of the President was restored;
• for an Executive Committee composed of the Prime Minister and not more than
14 members was created to "assist the President in the exercise of his powers and
functions and in the performance of his duties as he may prescribe;" and the Prime
Minister was a mere head of the Cabinet.
• for electoral reforms and provided that a natural born citizen of the Philippines
who has lost his citizenship may be a transference of private land for use by him
as his residence.
The last amendments in 1984 abolished the Executive Committee and restored the
position of Vice-President (which did not exist in the original, unamended 1973
Constitution).
While the 1973 Constitution ideally provided for a true parliamentary system, in
practice, Marcos made use of subterfuge and manipulation in order to keep executive
powers for himself, rather than devolving these to the Assembly and the cabinet
headed by the Prime Minister. The end result was that the final form of the 1973
Constitution
– after all amendments and subtle manipulations – was merely the abolition of the
Senate and a series of cosmetic rewording. The old American-derived terminology
was replaced by names more associated with a parliamentary government: for
example, the House of Representatives became known as the "Batasang Pambansâ"
(National Assembly), departments became "ministries", and their cabinet secretaries
became known as "cabinet ministers", with the President's assistant – the Executive
Secretary
– now being styled as the "Prime Minister". Marcos' purported parliamentary system
in practice functioned as an authoritarian presidential system, with all real power
concentrated in the hands of the President but with the premise that such was now
constitutional.

M. THE 1986 FREEDOM CONSTITUTION
Immediately following the 1986 People Power Revolution that ousted Marcos,
President Corazon C. Aquino issued Proclamation No. 3 as a provisional constitution.
It adopted certain provisions from the 1973 Constitution while abolishing others. It
granted the President broad powers to reorganize government and remove officials, as
well as mandating the president to appoint a commission to draft a new, more formal
Constitution. This document, described above, supplanted the "Freedom Constitution"
upon its ratification in 1987. This is the transitional constitution that lasted a year and
came before the permanent constitution. It maintained many provisions of the 1973
Constitution, including in rewritten form the presidential right to rule by decree. The
Convention compose of 48 members appointed by the President.
N. THE 1987 CONSTITUTION

Ruling by decree during the early months of her tenure as a president installed via the
People Power Revolution, President Corazon Aquino was granted three options:
restore the 1935 Constitution, retain and make reforms to the 1973 Constitution, or
pass a new constitution. She decided to draft a new constitution and issued
Proclamation No. 3 on March 25, 1986, abrogating many of the provisions of the
1973 Constitution adopted during the Marcos regime, including the unicameral
legislature (the Batasang Pambansa), the office of Prime Minister, and provisions
which gave the President legislative powers. Often called the "Freedom Constitution",
this constitution was intended as a transitional constitution to ensure democracy and
the freedom of the people. The Freedom Constitution provided for an orderly transfer
of power while a Constitutional Commission was drafting a permanent constitution.
The Constitutional Commission was composed of forty-eight members appointed by
Aquino from varied backgrounds, including several former members of the House of
Representatives, former justices of the Supreme Court, a Roman Catholic bishop, and
political activists against the Marcos regime. The Commission elected Cecilia Muñoz
Palma, a former Associate Justice of the Supreme Court, as its president. Several
issues were of particular contention during the Commission's sessions, including the
form of government to adopt, the abolition of the death penalty, the retention of U.S.
bases in Clark and Subic, and the integration of economic policies into the
constitution. Lino Brocka, a film director and political activist who was a member of
the Commission, walked out before the constitution's completion, and two other
delegates dissented from the final draft. The Commission finished the final draft on
October 12, 1986 and presented it to Aquino on October 15. The constitution was
ratified by a nationwide plebiscite on February 8, 1987.
The constitution provided for three governmental powers, namely the executive,
legislative, and judicial branches. The executive branch is headed by the president
and his appointed cabinet members. The executive, same with the other two co-equal
branches, has limited power. This is to ensure that the country will be "safeguarded"
if martial law is to be declared. The president can still declare martial law, but it
expires within 60 days and Congress can either reject or extend it.
The task of the Supreme Court is to review whether a declaration of martial law is
just. The legislative power consists of the Senate and the House of Representatives.
There are twenty-four senators and the House is composed of district representatives.
It also created opportunities for under-represented sectors of community to select
their representative through party-list system. The judiciary branch comprises the
Supreme
Court and the lower courts. The Supreme Court is granted the power to hear any
cases that deals with the constitutionality of law, about a treaty or decree of the
government. It is also tasked to administrate the function of the lower courts.
Through the constitution, three independent Constitutional Commissions, namely the
Civil Service Commission, Commission on Elections, and Commission on Audit,
were created. These Constitutional Commissions have different functions. The
constitution also paved a way for the establishment of the Office of the Ombudsman,
which has a function of promoting and ensuring an ethical and lawful conduct of the
government.
ATTEMPTS TO AMEND OR CHANGE THE 1987 CONSTITUTION
Further information: Constitutional reform in the Philippines

There are three possible methods by which the Constitution can be amended: a
Constituent assembly (Con-Ass), Constitutional Convention (Con-Con), or People's
Initiative. All three methods require ratification by majority vote in a national
referendum. Following the administration of Corazon Aquino, succeeding
administrations made several attempts to amend or change the 1987 Constitution.
The first attempt was in 1995. A constitution was drafted by then-Secretary of
National Security Council Jose Almonte, but was never completed because it was
exposed to the media by different non-government organizations. They saw through a
potential change regarding the protection of the people's interests in the constitutional
draft.
In 1997, the Pedrosa couple created a group called PIRMA followed with an attempt
to change the constitution through a People's Initiative by way of gathering signatures
from voters. Many prominent figures opposed the proposition, including Senator
Miriam Defensor-Santiago, who brought the issue all the way to the Supreme Court
and eventually won the case. The Supreme Court ruled that the initiative not continue,
stating that a People's Initiative requires an enabling law for it to push through.
During his presidency, Joseph Ejercito Estrada created a study commission for a
possible charter change regarding the economic and judiciary provisions of the
constitution. The attempt never attained its purpose after various entities opposed it
due apparently to the attempt serving the personal interests of the initiators.
After the Estrada presidency, the administration of Gloria Macapagal-Arroyo
endorsed constitutional changes via a Constitutional Assembly, with then-House
Speaker Jose de Venecia leading the way. However, due to political controversies
surrounding Arroyo's administration, including the possibility of term extension, the
proposal was shut down.
The next attempt was from then-Speaker of the House Feliciano Belmonte Jr. during
President Benigno Aquino III's administration. Belmonte attempted to introduce
amendments to the Constitution focusing on economic provisions aiming toward
liberalization. The effort did not succeed.
President Rodrigo Roa Duterte oversaw the possibility of implementing federalism on
the country. Following his ascension as president after the 2016 presidential election,
he signed Executive Order No. 10 on December 7, 2016, creating the Consultative
Committee to Review the 1987 Constitution.

5.7. TAXATION IN THE PHILIPPINES
Romeo C. Clemente, PhD.2010
According to the Department of Finance, Republic of the Philippines, taxes are

mandatory contributions of everyone to raise revenue for nation-building. The
revenue is used to pay for our doctors, teachers, soldiers, and other government
personnel and officials, as well as for building schools, hospitals, roads, and other
infrastructures. It is our duty to pay our taxes.
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”.
WHAT IS TAXATION
TAXATION is a process which the sovereign (government), through its law –
making body called congress, raises income purposely to defray or help pay the
necessary expenses of the government.
It is an inherent power of the state to demand enforced contributions for public
purposes. Being inherent power would mean innate function of the government and
permanent obligation of the citizens of the State unless the congress suspends the
implementation or revokes the taxation laws.
TAX as imposition is an enforced proportional contribution from person and property
levied by the law-making body of the State by virtue of Sovereignty for the support of
the government and all public needs.
NATIONAL TAXES are those imposed by the national government, with legal
reference to the National Internal Revenue Code
(NIRC) and other laws, particularly Tariffs and Customs Code (TCC).
LOCAL TAXES are those which local governments imposed for particular needs
such as the taxes collected locally, such as Residence Tax levied under the Local Tax
Code and Special Education Fund (SEF).
TYPES OF TAXATION
DIRECT TAXES (Individual Income, Earnings (like capital gain), Corporate Income and
Wealth) and INDIRECT TAXES (Consumption)
SPECIFIC KINDS OF TAXES IMPOSED BY NATIONAL

INTERNALREVENUE LAWS
INCOME TAX
WAGE which refers to the price paid of labor, or payment for the use or services of
labor per unit of time.
RENT which refers to income paid for the use of land.
INTEREST which refers to income paid for the use of capital.
PROFIT which refers to income earned by an entrepreneur for running a business.
8. Income Taxes
9. Estate tax and donor’s tax
10. Value added tax
11. Excise Taxes on Certain goods
12. Documentary Stamps Tax
13. Miscellaneous Taxes
14. Other Percentage Taxes: (Hotel, Motel, Canteens, Amusement and Winning prizes.
NATIONAL TAXES IMPOSED BY SPECIAL LAWS

1. Residence
2. Customs duties
3. Sugar adjustment Tax
4. Taxes on narcotics drugs
5. Special education fund tax (1% from Real Property Tax)
6. Travel tax
7. Private Motor Vehicle Tax
8. Energy Tax
CLASSIFICATIONS AND DISTRIBUTIONS OF TAXES
G. AS TO SUBJECT MATTER OR OBJECT
 PERSONAL, POLL, or CAPITATION – a tax of fixed amount imposed on

persons residing within a specified territory, whether citizens or not, without
regard to their property or the occupation or business in which may be
engaged, eg.residence tax.
 PROPERTY – A tax imposed on property, whether real or personal, in
proportion either to its value are in accordance with some other reasonable
methods of apportionments, eg. Real estate tax.
 EXCISE TAX (PREVILEGE TAX) – A tax which does not fall within the
classification of a poll tax or a property tax. It is imposed upon the
performance of an act, the enjoyment of a privilege or the engaging in an
occupation, profession or business.
H. AS TO WHO BEARS THE BURDEN
 DIRECT a tax which is demanded from the person who also shoulders the
burden of the tax. It is a tax which the taxpayer cannot shift to another ex;
individual, corporate, residence and donor’s tax.
 INDIRECT a tax which is demanded from one person in the expectation and
intention shall indemnify himself at the expenses of the another, or tax
imposed upon goods before they reach the customers who ultimately pay for
it.

I. AS DETERMINATION OF AMOUNT
 SPECIFIC – A tax of a fixed amount imposed by the head or number, or by

some standards of weight or measurement; it requires no assessment
(evaluation) other than listing or classification of the objects to be used, ex:
taxes on wines, and firecrackers.
 AD VALOREM – (According to Value) A tax of a fixed proportion of the
value of the property with respect to which the tax is assessed. It requires the
intervention of assessors or appraisers to estimate the value of such property
before the amount due from each taxpayer can be determined, ex: Value-
added, excise on luxury goods taxes and custom duties.
J. AS TO PURPOSE
 GENERAL FISCAL/ REVENUE – A tax imposed for the general purposes

of the government. It covers almost all taxes.
 SPECIAL OR REGULATORY – A tax imposed for a special purpose, ex:
Protective tariffs or custom duties.
K. AS TO SCOPE OR AUTHORITY IMPOSING THE TAX
 NATIONAL – A tax imposed by the national government. Ex: Custom Duties.

 MUNICIPAL OR LOCAL – A tax imposed by the municipal or local
government. However, RA 5447 authorizes the levy by the national
government of additional tax of 1% on the assessed value of real property.
L. AS TO GRADUATION OR RATE
 PROPORTIONAL – A tax imposed based on a fixed percentage of the

amount of the property, receipts or other basis to be taxed.
 PROGRESSIVE OR GRADUATED – A tax of which rate increases as the
tax or bracket increases.
 REGRESSIVE –A tax of which rate decrease as the tax base or bracket
increases. The Philippines has no tax of this nature.
OBJECTS OF TAXATION
 PERSON – refer to an individual, a trust, estate or corporate. Under special

revenue laws, poll tax may properly be levied upon persons who are
inhabitants or residents of the state.
 REAL POPERTY – under general revenue laws, real estate is subject to
taxation in the state in which it is located whether the owner is a resident or
non- resident, and is taxable only in that place.
 TANGIBLE PROPERTY – As a modern rule, tangible personal property is
levied in the state where it has actual situs or where it is physically.

 INTAGIBLE PERSONAL PROPERTY – The credits, bills, receivable,
bank deposits, bonds, promissory notes, mortgage loans, judgment and
corporate stocks as forms of intangible personal properties are not determined
with actual location, however, the general rule is that they are taxed at the
domicile of the owner.
 INCOME TAX - Income tax may properly be exacted from person are either
residents or citizens in the taxing jurisdiction and even from those who are
neither residents nor citizens provided the income is derived from sources
within the taxing state.
 BUSINESS, OCCUPATION, TRANSACTION – As far as the SITUS of
business, occupation, or transaction is concerned, the general rule is that
power to levy an excise tax depends upon the place where the business is
done, or the occupation is engaged in, or the transaction took place.
 GRATUITOUS TRANSFER OF PROPERTY – The transmission of
property from a donor to a done or from a descendant to his heirs may be
subject to taxation in the state where the transfer is (was) a citizen or resident,
or where the property is located.
CLASSIFICATION OF INDIVIDUAL TAXPAYERS
 RESIDENT CITIZEN – A citizen of the Philippines who is residing therein.

 NON – RESIDENT CITIZEN – who is physically present abroad for an
uninterrupted period covering an entire taxable year.
 RESIDENT ALIEN – A non –citizen who resides in the Philippines (ex:
actual physical residence in the Philippines).
 NON – RESIDENT ALIEN – Neither a citizen one who is performing
personal services within the country.

By the Department of Finance, Republic of the Philippines
The TAX REFORM FOR ACCELERATION AND INCLUSION (TRAIN) is the

first package of the comprehensive tax reform program (CTRP) envisioned by
President Duterte’s administration, which seeks to correct a number of deficiencies in
the tax system to make it simpler, fairer, and more efficient. It also includes
mitigating measures that are designed to redistribute some of the gains to the poor.
Through TRAIN, every Filipino contributes in funding more infrastructures and
social services to eradicate extreme poverty and reduces inequality towards prosperity
for all. TRAIN addresses several weaknesses of the current tax system by lowering
and simplifying estate and donor’s taxes, expanding the value-added tax (VAT) base,
adjusting oil and automobile excise taxes, and introducing excise tax on sugar-
sweetened beverages.
WHAT WILL THE TAX REFORM FUNDS GO?
EDUCATION. The tax reform will be able to fund investments in education,
achieving a more conducive learning environment with the ideal teacher-to-student
ratio and classroom-student-ration.

 Achieve the 100% enrollment and completion rates
 Build 113, 553 more classrooms
 Hire 181, 980 more teachers between 2007-2020
HEALTHCARE SERVICES. With the tax reform, we can invest more in our
country’s healthcare by providing better services and facilities.
 Upgrade 704 local hospitals and establish 25 local hospitals

 Achieve 100% PhilHealth coverage at higher quality of services
 Upgrade and/or relocate 236 rural and urban health units to
disasterresilient facilities
 Build 15, 988 new barangay health stations
 Build 2, 242 new rural health units and urban health centers
 Between 2017 and 2020, hire an additional 2, 242 doctors, 29,466
nurses, 1,114 dentists, 3, 288 pharmacists, 2,682 technologists, 911
public health associates, and 2, 497 UHC implementers
INFRASTRUCTURES PROGRAMS. The additional revenue raised by the tax
reform will be to fund the infrastructure program of the Department of Public Works
and Highways (DPWH), which consists of major highways, expressways, and flood
control projects. Funding these major’s infrastructures projects is possible with tax
reform for our country to sustain high and inclusive growth. Funds will be raised for
major infrastructures projects.
 Concretize 3, 714 km of national gravel roads

 10,473 km of national asphalts roads
 30, 209 km of local gravel roads
 Irrigate 1.3 million hectares of land
 Provide 7, 834 isolated barangays 23, 293 isolated sitios with road
access
The tax reform program aims to provide the needed additional revenues that would
fund our country’s investment needs, promoting better lives for Filipinos.
TRAIN stands for Tax Reform for Acceleration and Inclusion. The goal of the first
package of the Comprehensive Tax Reform Program (CTRP) or TRAIN is to create a
more just, simple, and more effective system of tax collection, as per the constitution,
where the rich will have a bigger contribution and the poor will benefit more from the
government’s programs and services.
The major features of the TRAIN are as follows:
 Lowering the Personal Income Tax (PIT)
 Simplifying the Estate and Donor’s Tax
 Expanding the Value- Added Tax (VAT) Base
 Increasing the Excise Tax of Petroleum Products
 Increasing the Excise Tax of Automobiles
 Excise Tax on Sweetened Beverages

LOWERING PERSONAL INCOME TAX (PIT)
TRAIN lowers personal income tax (PIT) for all tax payers except the richest. Under
TRAIN, those with annual taxable income below 250,000 are exempt from paying
PIT, while the rest of taxpayers, except the richest, will see lower tax rates ranging
from 15% to 30% by 2023. To maintain progressivity, the top individual taxpayers
whose annual taxable income exceeds 8 million, face a higher tax rate from the
current 32% to 35%.
Husbands and wives who are both working can benefit from a total of up to 500,000
in exemptions. In addition, the first 90, 000 of the 13 th month pay and other bonuses
will be exempt from income tax. Overall, the effective tax rates will be lowered for
9% of tax payers. Currently, a person who has a taxable income of 500, 000 annually
is taxed at 32% at the margin. TRAIN will bring this down to 25% in 2018, and will
be further brought down 20% after five years.
Minimum of earners will continue to be exempted from income taxes as their income
falls below 250,000. In addition, the new tax structure will address the current
problem wherein going a peso above the minimum wage earners to accept
incremental wage increases and keeping them in an artificial minimum wage trap.
The simplified tax system will increase the take home pay of most individuals and
encourages compliance. Self-employed and professionals (SEPs) with gross sales
below the VAT threshold now have the option to pay a simpler 8% flat tax in lieu of
income and percentage tax, while those above the VAT threshold will follow the PIT
schedule.
SIMPLIFYING THE STATE AND DONOR’S TAX
In the current system, the tax rates can reach up to 20% of the net state value and up
to 15% on net donations. TRAIN seeks to simplify this. Estate and donor’s tax will
be lowered and harmonized so it does not matter if the person passed away, donated a
property, or simply wants to transfer a property. This will result in loss revenues but
the key here is to make the land market more efficient so that the land will go to its
best use.
ESTATE TAX. Instead of having a complicated tax schedule with different rates,
TRAIN reduces and restructures the state tax to a low and single tax rate of 6% based
on the net value of the state with a standard deduction of 5 Million and exemption for
the first 10 million for the family home.
DONOR TAX. TRAIN also simplifies the payment of donor’s taxes to a single
tax rate of 6% of net donations is imposed for gifts above 250,000 yearly
regardless of relationship to the donor.
EXPANDING THE VALUE ADDED TAX (VAT)
The Philippines has one of the highest VAT rates but also the highest number of
exemptions in the Southeast Asia region. Consequently, the Philippines collect the
same amount of VAT revenues as a percentage of the economy as that of Thailand
despites only imposing 7% VAT rate, while the Philippines is at 12%. TRAIN aims to
clean up the VAT system to make it fairer and simpler and lower the cost of
compliance for both the taxpayers and tax administrators. This is achieved by limiting
VAT exemptions to necessities such as raw agriculture food, education, and health.

INCREASING THE FUEL ECISE TAX
TRAIN increases the excise of petroleum products, which has not been adjusted since
1997. The non- indexation of fuel excise tax to inflation has eroded the revenues
collected by 140 billion per year in 2016 prices. The Duterte administration is also
doing this to address environmental and health concerns. By taxing dirty fuel
correctly, we are also investing in a more sustainable future for our country
INCREASING THE EXCISE TAX OF AUTOMOBILES
TRAIN simplifies the excise tax on automobiles, but lower- priced cars continue to be
taxed at lower rates while more expensive cars are taxed at higher rates. This excise
will raise revenue in a very progressive manner as the richer buyers tend to own more
and expensive cars compared to those who earn less.
INCREASING THE TAX OF SUGAR- SWEETNED BEVERAGES
The SSB excise tax will help promote a healthier Philippines. Along with the
Department of Health (DOH), DOF supports this as part of a comprehensive health
measure aimed to curb the consumption of SSBs and address the worsening number
of diabetes and obesity cases in the country, while raising revenue for complementary
health programs that address these problems. This is a measure that is meant to
encourage consumption of healthier products, to raise public awareness of the harms
of SSBs, and to help incentives the industry to develop healthier products and
complements.
Why impose a tax on SBBs?
Most of the sugar-sweetened beverage, with some notable exceptions provide
unnecessary or empty calories with little or no nutrition. SSBs are not a substitute for
healthy foods such as fruits and rice. SSBs are relatively affordable especially to
children and the poor who are the most vulnerable to its negative effects on health.
SSB products are easily accessible and can be found in almost any store, unlike other
sweetened products. Most often, the poor and the children are not aware of their
consequences. Common examples of SSB products include carbonate beverages,
sports and energy drinks, and sweetened juice drinks. Under TRAIN, an excise rate of
6 pesos per liter will be taxed on drinks containing caloric or non-caloric sweetener,
and 12 per liter on drinks containing high fructose corn syrup 3-in 1 coffee milk are
exempt from this tax.
5.8. IP INCLUSION IN NATIONALIZED SPACES OF LEARNING

F. Roberto, et,al. , 2019

Students are in school as inheritors of the future. Through education, they are
expected to obtain the skills, knowledge, and experience necessary to solve
tomorrow’s problems. However, society’s greatest challenges can only be addressed
when there is an awareness of their existence. Justice does not prevail where truth is
absent—and in the education system, these gaps are all too familiar.
The lack of materials covering indigenous peoples’ (IP) struggles is one shortcoming
of Philippine education. With teaching capacity and relevant facilities found lacking,
IPcentric issues are rarely tackled in the classroom. As a result, indigenous people
who cry out for justice remain unheard—it seems hardly anyone is listening. It’s no
wonder then that in the 2017 Philippine Education Summit, 11 IP representatives
affirmed DepEd’s efforts to render local education initiatives more inclusive of IP
communities, especially of their history, culture, and aspirations.
Although self-education on the plight of IPs is achievable, education on such plights

remains the responsibility of academic institutions. Recognizing this, Senator Sonny
Angara authored the Integrated History Law or RA 10908, thereby mandating the
integration of the history, culture, and identity studies of IPs and Filipino-Muslims in
basic and higher education. In order for schools to effectively do this, the act requires
them to consult with experts in IP and Filipino-Muslim fields of knowledge before
anything else.
However, despite RA 10908’s implementation in 2016, the law has only been in
effect in select schools nationwide. According to the Department of Education,
complying schools have mostly hailed from Mindanao.
The Commission on Higher Education (CHED) has recently taken a step towards
fasttracking the bill’s implementation across the country. Last April, it released
CHED Memorandum Order (CMO) No. 2, Series of 2019, which similarly directs
universities to integrate IP studies into the relevant curricula. Constructed in
accordance with the Integrated History Law, the CMO strives to create what Angara
believes is “a truly inclusive history that accounts for all Filipinos.”
TURNING LAW INTO ACTION
CMO No. 2-2019 builds on the Integrated History Law by providing clearer
guidelines as to its implementation and supervision. In effect, higher education
institutions are provided two ways to go about integrating IP studies into their
respective curricula: Either by incorporating IP topics, contexts, and concepts into
subjects like history, political science, and the social sciences; or by including
readings about IPs and FilipinoMuslims in general education subjects.
The Coalition of Ateneans for Indigenous People (CAIP) President Camille Bagaipo
reflected on CMO No. 2-2019’s objective, especially within the context of Ateneo.
For Bagaipo, implementation of the aforementioned CMO could realize “...a more
inclusive approach, which I think is within [Ateneo’s] means right now.” With that,
she went on to illustrate how an integrated University curriculum could achieve this
inclusiveness. For instance, the University’s course on Rizal and the Emergence of
the Philippine Nation or HI165 could discuss how Muslims and IPs figured into
the
Spanish Occupation. For the University’s course on Philippine History or HI 166, the
experience of Martial Law can be analyzed from different regional, and often
unheard, perspectives such as that of the IPs. Achieving this is possible, since “we
have notable professors who have been studying [IPs]” said Bagaipo.
Another important clause in CMO No. 2-2019 establishes a monitoring protocol to

ensure compliance with the memo. The memo requires institutions to submit to their
assigned CHED Regional Office (CHEDRO) documents that show their plans and
completed actions towards complying with the order. These documents include the IP
Education Monitoring Forms 1 and 2, relevant course syllabi, and the relevant faculty
to handle the IP course. CHEDROs are then tasked to develop and maintain a
Regional Registry of IP Educators and prepare status reports on IP education.
CMO No. 2-2019 also provides for the Office of Programs and Standards
Development to do the same on a national scale. Continuous supervision of how
schools integrate IP studies into their respective curricula is crucial, given the depth
of sensitivity and expertise needed to teach IP issues in a nuanced manner. “One thing
that CAIP really wants to get across this year is that IP issues are very complex,”
Bagaipo explained. “Even in my own journey of being an advocate, there are things I
realize that are not as broad or as simple as they seem to be.”
“There are some Mindanaoan communities, for example, that don’t like being called
Lumad,” she maintained. “They want to be called their tribe, which is valid.”
If anything, the complexities of the situation will require a tremendous amount of

effort if the University, much less the country, is to ultimately realize inclusion of
indigenous people. With that, policymakers can perhaps turn to Australia’s education
system to learn a thing or two from its efforts on achieving inclusivity.
THE AUSTRALIAN PERSPECTIVE
In December 2015, the Australian government introduced the Aboriginal Languages

and Torres Strait Islander Languages Framework in an effort to guide the
development of teaching and learning of particular Aboriginal and Torres Strait
Islander languages, thereby supplementing Australia’s current curriculum. The intent
is that it will be utilized by state and territory education jurisdictions, schools, and
communities to develop language-specific curricula and programs.
It is a timely policy, especially since research has indicated that classroom teachers
devote less than five minutes per week to teaching Aboriginal and Torres Strait
Islander curriculum, languages, literature, and cultures, with many not engaged in
these activities at all. In learning Aboriginal and Torres Strait Islander languages,
Australians gain a distinctive means of understanding the relationship between their
land, environment, and people.
On the tertiary level, Australia has tapped the University of Melbourne to strengthen
the

Australian student’s knowledge about Aboriginal and Torres Strait Islander
civilizations across Australia and how they operate. The initiative is being led by
prominent academic and historian Professor Marcia Langton.
THE NEXT STEP FORWARD
In 2015, the Philippines’ Department of Education (DepEd) responded to the call for
IP inclusion with DepEd Order No. 32, s. 2015, otherwise known as the Indigenous
Peoples Education (IPEd) Curriculum Framework. With it, guidance to both public
and private schools will be provided as they localize, indigenize, and enhance the K
to 12 Curriculum. As of 2017, 7,767 public-school teachers and school heads have
already undergone relevant training on tools needed to instruct students on indigenous
people.
Establishing an integrated approach to IP inclusion via the national curriculum will

always be easier said than done. However, if anything, it is arguably the retraining of
educators across all levels by collaborating with IP stakeholders—to thereby allow for
understanding, appreciating, and ultimately teaching of indigenous languages and
cultures—that will often be the logical step to be taken if we are to solidify any IP
inclusive initiative, framework, and policy.
INDIGENOUS PEOPLE EDUCATION IN THE PHILIPPINES

Salmerano, et al. ,2017
The Philippines is home of around; 110 Indigenous people’s communities,

approximately 15 to 20 million in population, more than 60% in Mindanao, 30% in
Luzon and 10% in Visayas.
While varying in ways of life and cultural heritage, they share similar experiences of
discrimination and marginalization in the society.
INDIGENOUS PEOPLES RIGHTS ACT OF 1997 or Republic Act 8371 that

recognizes and protects the rights of indigenous communities.
IP’s NEED TO EDUCATE

 The need to understand the system of transacting business in the market place.
 The need to read street signs, newspapers, and legal documents, and to vote
and participate in activities outside their communities.
 The need for other livelihood options because the communities resource base
(finding employment)
 The need to access health services, and going to school is equated with
being “educated” and education means liberation from poverty.
IPS EXPERIENCES IN EDUCATION (School as a venue of discrimination)

 Prejudice
 Financial Inadequacy
 Comprehension difficulties
 Adjustment difficulties

IMPACT ON MAINSTRAIM SCHOOL SYSTEM
 Alienation of indigenous youth from their own communities, heritage, culture
and history.
 Misuse and abuse of cultural practices, and dying indigenous knowledge
systems and practices (IKPs)
 Graduates or schooled youth leaving the community or abusing the ancestral
domain.
 Continued marginalization of communities.
 Dying spirit of tribe.
CULTURALLY –SENSITIVE EDUCATION INTERVENTION

Indigenized formal education
Use local language
Discuss concepts with local situations and examples
Inclusion of local knowledge in the topics.
Addition of underlying values like identity and self-determination.
Inclusion of elders or experts from the community as resource person.
GOALS OF INDIGENOUS PEOPLE EDUCATION

 CULTURE as process and product
 HISTORY life- stories woven into the tribe’s story, woven into the bigger
story of nation and the world
 HERITAGE a sense of being a descendants and ancestors
 SPIRITUALITY expression of faith life, values and beliefs
INDIGENOUS BOOKS AND KNOWLEDGE STORAGE SYSTEM

“This is a natural competency among the members of the indigenous community that
cannot be taught in any Master or PhD degree anywhere in the world. It can only be
learned by being part of the ancestry (blood) and living in and working in the
ancestral domain so that this competency (which includes psycho-emotional
components) is nurtured and practiced”
DIFFERENT PROGRAMS OF THE GOVERNMENT IN PROMOTING THE

RIGHTS OF IPS IN EDUCATION SETTING
DepEd Order no.62 “Adopting the National Indigenous Peoples Education (IPED)
Policy Framework
DepEd Order no. 43 series of 2013 “Implementing Rules and Regulations of Republic
Act no. 10533 known as Enhanced Basic Education Act of 2013, adopting the
Indigenous Peoples Education Curriculum Framework.
INDIGENOUS PEOPLES EDUCATION CURRICULUM FRAMEWORK
In relation to the global movement for Education for All (EFA) in which indigenous
People are part of this advocacy. Education enables the IPs to develop competencies

such as basic literacy and livelihood education for them to respond to the demand of
the wider society. However, the DepEd should address the following:
6. Respect and recognize Indigenous knowledge system and practices in school
and learning program.
7. To eliminate discrimination from peers and teachers.
8. The need for teachers serving in indigenous communities, to be adequately
oriented and appreciated and indigenous cultural practices and values are not
discriminated as “backward”, “inferior” or “primitive”.
9. The need to promote respect cultural expressions such as dance, chants,
instruments, and attire, so they are not misused or interpreted in such
programs and related activities.
10. Ensuring the learning programs promote among learners an affirmation and
sense of indigenous cultural identity that sustain inter-generational
relationship and cultural integrity in the community.
PHILOSOPHY: K to 12 Basic Education Curriculum centers on learners focus on

lifelong, leading a productive and full of life. For indigenous learners, making their
education meaningful and relevant. Focus on preserving and enriching their culture.
6. Anchor the context on ancestral domain, and community’s world view, and its
indigenous cultural institutions.
7. Includes the respects of community’s expression on spirituality as part of their
curriculum content.
8. Affirms and strengthen indigenous cultural identity.
9. Revitalized indigenous languages.
10. Advancements pf IP rights and welfare.
LEARNING RESOURCES
4. Artifacts, stories, dances, songs, musical instruments.

5. Mother Tongue (Local Languages or Dialect)
6. Instructional materials need to be reviewed by the IKSP holders and
community to protect intellectually property rights and keeping with related
ethical principles and practices.
THE MANAGING MUSLIN MINORITY IN THE PHILIPPINE

Federico V. Magdalena
THE HISTORY OF ISLAM IN THE PHILIPPINES
The Muslims in the Philippines constitute the largest ethnic minority, and are
estimated to comprise about 5 percent of the total Philippine population of
103,754,346 as of 2017.1 This means there are 5,187,717 Muslim Filipinos, though
this number is disputed by some sectors. The positionality and religious status of
Muslims are influential, as they are separate from the mainstream Catholic nation,
which is the first, and largest, Christian community in Southeast Asia. They have
contributed much to
the political and economic development of the Philippines. The Philippine Muslims
have a unique history that antedates modern Philippine history by at least 100 years,
based on available historiography centering on the Sulu sultanate as we shall explain
below. This history is yet to be integrated fully to Philippine history instead of just
brief mentions in some textbooks for a better appreciation that the Muslims are also
part of the Philippine nation.
Let us recount how Islam began in the Philippines, and what factors shaped the
construction of the Philippines as a nation-state. This study is divided into five major
parts: (1) the history of Islamic development and how it changed the course of the
Philippine state, (2) the Philippine state’s traditional approach toward Philippine
Islam and its adherents, and the mechanisms of religious control throughout history,
(3) changing attitudes and policies concerning Islam, along with possible departures
from traditional approaches of control, as may have been influenced by foreign
relations with Islamic countries, (4) Philippine-Saudi relations, and (5) conclusions or
implications, with some policy suggestions for strengthening bilateral relations with
the Kingdom of Saudi Arabia.
The history of the Muslims in the Philippines (also called the Moro in earlier times
and during the 1970s), is older and more entrenched than that of other Philippine
groups or peoples. They directly helped shape the Philippine nation during the
colonial periods (both the Spanish era, 1565–1898; and the US era, 1900–1946), as
well as after its independence in 1946. In fact, Islam antedated the formation of the
Philippine state by about 100 years, as it was introduced around 1380 in Mindanao
and Sulu by Islamic missionaries, who were known as the makhdumin, according to
Philippine historian Cesar Majul.
Before the twentieth century, Mindanao and Sulu were largely under the domain of
two groups of indigenous peoples: Islamized natives and heathens (the latter were
designated as “pagans” in Western writings). The entire Sulu Archipelago had been
wholly dominated by the Tausug Muslims, while at least half of western Mindanao
was effectively united under the dominion of the Maguindanao and Maranao
Muslims. The central and eastern side of this large island was inhabited by various
non-Muslim tribal groups (called Lumad), who had trading relations with the
Muslims. Some of these tribal communities gradually adopted the Islamic faith,2
except for those in the eastern and western regions where Christianity was introduced
during the 300 years of colonial domination by Spain. This picture of the southern
Philippines (Mindanao and the Sulu Archipelago) is evident in the earlier writings of
scholars such as Ferdinand Blumentritt, who made a thorough ethnography of the
Philippines, including the south, with the help of Philippine national hero Jose Rizal.
A map Blumentritt drew of that ethnography in 1890, suggests the ethnic distribution
of peoples in the Philippines. Here, one can see that the south is heavily populated by
Muslims (green) and other indigenous peoples (yellow), with a small group of
Christians (red) in the eastern section of Mindanao. The same is true for the island of
Palawan, which is partly influenced by Islam by way of Sulu.
The first political entity that emerged is the sultanate in Sulu (1450), which was
founded by Sayeed Abubakar Abidin, or simply Abubakar, an Arab who was better
known as Sharif ul-Hashim (Majul, 1977). His father, Sayeed Zainal Abidin, was a
direct descendant of the Hashim clan, of which the Prophet Muhammad was a part of.
Abidin belonged to the 14th generation of Hussain, a grandson of Prophet
Muhammad. Having been accepted to live with the Sulu people (Tausug),
Abubakar married
Paramisuli, a daughter of a local chieftain, and begot sons and grandsons as heirs to
the throne. Several rulers of Sulu emerged,3 and they maintained a single, extremely
powerful sultanate that reigned in the Sulu area from the 15th to the 19th centuries
(Warren, 1980). Today, there are at least nine competing claims to the sultanate of
Sulu from among the descendants of Abubakar.
The Sulu Sultanate once held sway over North Borneo (now Sabah) as part of his
dominion. In 1878, Sabah was leased to the British North Borneo Company. When
that company dissolved, it turned over Sabah to Great Britain, which then
relinquished this vast tract of land to Malaysia on its way to full independence (see
Magdalena, 2012). Until recently, Malaysia has been paying an annual lease to the
sultan’s heirs, sustaining the long-held claim that Sabah is still a property of the Sulu
Sultanate, though it no longer holds sovereignty over it due to legal technicalities.
Another sultanate had emerged in Mindanao by 1520, established by Sharif
Kabungsuan from the Johore (now part of modern Malaysia) nobility. He was part
Malay, as shown by his appellation bungsu, meaning “youngest.” Kabungsuan’s
father was also an Arab, Sultan Betatar of Taif, Arabia, the ninth generation progeny
of Hassan (son of Fatima, daughter of the Prophet). After marrying a daughter of a
local datus, or chief, Kabungsuan was later crowned sultan, the first Islamic ruler in
Maguindanao, central Mindanao. Later, however, another contending sultanate
emerged in Buayan, also part of Maguindanao, because of a power struggle. Today,
these political dynasties centering on the sultanate are known by their location as “up-
river” (locals refer to this as sa raya) and “down-river” (sa ilud) sultanates. The up-
river sultanate has remained under the rule of the Sultan of Maguindanao, while the
down- river sultanate is controlled by the Rajah of Buayan.
Many more sultanates sprung up in the Lake Lanao region in central Mindanao,
largely through the influence of Sharif Kabungsuan. Unlike the sultanates of Sulu and
Maguindanao, however, the system of political governance in Lanao is multifaceted
and has multiple centers. The Lanao sultanates were known as the Four Principalities,
or Pangampong, and each principality has ruling Royal Houses or Panorogonan, that
number at least 16. These Royal Houses roughly approximate that of an established
sultanate in Maguindanao or Sulu. The leaders of these Royal Houses sport the titles
“datu,” “sultan” and sometimes “rajah” (for a Hindu prince). Today, the Lanao
sultanates have proliferated, especially the supporting villages, which also claim to
have other sultans (pegawid).
All these sultanates from Sulu and Mindanao eventually lost their powers upon the
establishment of a modern republican government set up by the Americans, and upon
the birth of the Philippine state in 1946. Though many still claim to be sultans or
descendants of these traditional leaders, they do not carry power as in the past except
for the honorary title and symbol of prestige in the community.
Among the Moro, religion and polity are rolled into one. The political leaders are also
pious persons who set themselves as examples to be emulated by their followers.
Being a very organized and cohesive community, the Muslims defended their faith
against all foreign intruders, Westerners and Filipinos alike, who came to their shores
to subjugate them. They opposed the Spanish and American colonialists until the end
of their colonial regimes, not having been colonized or converted to the Roman
Catholic religion, which most lowland natives accepted with little or no resistance.

It is perhaps valid to argue that the more than 350 years of colonial presence in the
Philippines were marked by conflict and violence between the Moro and foreign
invaders, including the Christianized Filipinos, who were coopted by the colonialists.
Majul (1977) described the Moro-Spanish relations as punctuated by “wars” that
never went away. Though the Spanish reign in the Philippines was quite long, it did
not leave a significant legacy among the Moro, who resisted all efforts to penetrate
their homeland, and convert them to Christianity.
The coming of the Americans was the consequence of their victory during the US-
Spanish war of 1898. Their entry into Mindanao did not appease the Moro, who
continued their defiance as evidenced by the major conflicts in Mindanao and Sulu
between 1902 and 1913, the period when most districts in Mindanao and Sulu were
placed under the Moro Province government under the US Department of the
Military.4 Notable among these conflicts are the Battle of Bayang (1902), the Bud
Dajo massacre of 1906, and the Bud Bagsak encounter in 1911, whose details we
explain below. Aside from these major battles, there were scores of skirmishes and
military operations against the recalcitrant Moro, who opposed colonialism and never
yielded to American authority.
AGREEMENT ON PEACE BETWEEN THE GOVERNMENT OF THE REPUBLIC
OF THE PHILIPPINES AND THE MORO ISLAMIC LIBERATION FRONT
The Government of the Republic of the Philippines and the Moro Islamic Liberation
Front herein referred to as the “Parties” to this Agreement; Determined to establish a
peaceful environment and a normal condition of life in the Bangsamoro homeland;
Reaffirming the General Cessation of Hostilities dated 18 July 1997 and the General
Framework of the Agreement of intent signed between the Parties on 27 August
1998, and committing to reach a negotiated political settlement of the Bangsamoro
problem, and enduring peace and stability in Mindanao;
Recalling the Tripoli Agreement of 1976 and the Jakarta Accord of 1996 between the
Government of the Republic of the Philippines (GRP) and the Moro National
Liberation Front (MNLF), and the OIC Resolution No. 56/9-P (IS) on 12 November
2000 of the Ninth
Session of the Islamic Summit Conference in Doha, State of Qatar, urging the GRP
and the MILF “ to promptly put an end to armed hostilities and to pursue peace talks
towards finding a peaceful resolution to the existing problem in Mindanao;”
Noting that the basic elements/principles for the resumption of peace talks between
the MILF and the GRP panels have been facilitated by the Government of Malaysia,
as set forth in the Agreement on the General Framework for the Resumption of Peace
Talks between the Government of the Republic of the Philippines and the Moro
Islamic Liberation Front signed on March 24, 2001 in Kuala Lumpur Malaysia;
Further recalling Article VI of the said Agreement on General Framework for the
Resumption of the Peace Talks between the GRP and the MILF signed in Kuala
Lumpur, Malaysia in which Parties agreed to undertake relief and rehabilitation
measures for evacuees, and joint development projects in the conflict affected areas;
and Recognizing that peace negotiations between the GRP and the MILF is for the
advancement of the general interest of the Bangsamoro people and other
indigenous people; and,

recognizing further the need for a comprehensive, just and lasting political settlement
of the conflict in
Mindanao, the Parties welcome the resumption of the peace talks and,
consequently, Have agreed as follows:
F. SECURITY ASPECT
In accordance with the incremental characteristic of the peace process and agreement
on the General Framework for the Resumption of the Peace Talks, the Parties, as
represented by their respective Peace Panels, consider that normalization in conflict
affected areas can be achieved if certain principles and guidelines of conduct and
action are adhered to by the Parties. That among these are:
4. All past agreements of the Parties shall be implemented in accordance with the
Agreement on the General Framework for the Resumption of the Peace Talks signed
in Kuala Lumpur, Malaysia on 24 March 2001 for the progressive resolution of the
Bangsamoro problem with honor, justice, and integrity for all sectors of society.
5. The negotiation and peaceful resolution of the conflict must involve
consultations with the Bangsamoro people free of any imposition in order to provide
chances of success and open new formulas that permanently respond to the
aspirations of the Bangsamoro people for freedom.
6. The Parties agree to invite representatives of the Organization of Islamic
Conference (OIC) to observe and monitor the implementation of all GRP-MILF
Agreements. The Parties further agree to strengthen the GRP-MILF Agreement on the
General Cessation of Hostilities dated 18 July 1997. Upon signing this Agreement, a
Monitoring Team shall be constituted with representatives from the OIC.
G. REHABILITATION ASPECT
4. The observance of international humanitarian law and respect for

internationally recognized human rights instruments and the protection of evacuees
and displaced persons in the conduct of their relations reinforce the Bangsamoro
people’s fundamental right to determine their own future and political status.
5. The MILF shall determine, lead and manage rehabilitation and development
projects in conflict affected areas, except when public funds are involved, in which
case Government procedures and rules will be observed.
6. The Parties shall safely return evacuees to their place of origin; provide all the
necessary financial/material and technical assistance to start a new life, as well as
allow them to be awarded reparations for their properties lost or destroyed by reason
of the conflict. 4. In order to pave the way for relief and rehabilitation of evacuees
and implementation of development projects in the areas affected by conflict, the
Parties agree to implement the GRP-MILF Agreement on the General Cessation of
Hostilities dated July 18, 1997.

H. ANCESTRAL DOMAIN ASPECT
On the aspect of ancestral domain, the Parties, in order to address the humanitarian
and economic needs of the Bangsamoro people and preserve their social and cultural
heritage and inherent rights over their ancestral domain, agree that the same be
discussed further by the Parties in their next meeting.
I. ACTIVATION OF COMMITTEES
Immediately upon signing of this Agreement, the Parties hereby agree to activate
working committees for the purpose of discharging their mandates, particularly the
implementation of all agreements between the Parties.
J. ACKNOWLEDGEMENT
The Parties acknowledge the leadership of President Gloria Macapagal Arroyo in

pursuing an all-out peace policy in Mindanao. The Parties express their collective
appreciation and gratitude to the Great Leader of the Great Socialist People’s Libyan
Arab Jamahiriya, Colonel Muammar Gaddafi, and to the Chairman of the Gaddafi
International Foundation for Charitable Associations, Saif Al Islam Gaddafi, for
hosting the Formal Opening of the Resumption of the GRP-MILF Peace Talks in
Tripoli, Libya; to His Excellency Dato Seri Dr. Mahathir Mohammad, Prime Minister
of Malaysia and His Excellency Abdurrahman Wahid, President of the Republic of
Indonesia, for their full and continuing support.
Done on this 22nd day of June 2001 corresponding to 30 Rabi’ ul Aw’al 1422 in the
presence of the representatives of the Gaddafi International Foundation for Charitable
Associations, the Government of Malaysia and the Government of the Republic of
Indonesia.
For the GRP: JESUS G. DUREZA Chairman, GRP Peace Panel For the
MILF: AL HAJ MURAD EBRAHIM Chairman, MILF Peace
Panel Witnessed by: SAIF AL ISLAM GADDAFI Chairman of the Gaddafi
International
Foundation for Charitable Associations
5.4. LOCAL HISTORIES: UNESCO WORLD HERITAGE IN

THE PHILIPPINES
Jane Dacumos, 2013
The Philippines has a rich history beginning from its earliest days as one of the
busiest trading posts in South East Asia and later, in the trans-Pacific galleon trade. A
period of Spanish colonization spanning three centuries then made an indelible
impression on the country. This mercurial era, along with the American occupation,
played a vital role in shaping the Philippines and its people. A vivid past has left its
mark all over the archipelago in many different forms that present-day visitors to the
country are now discovering.
The rich Philippine heritage can be experienced, not only in textbooks and museums,
but also in beautifully preserved historical sites across the country. A simple textbook
description of a historical event comes to life upon a visit to the place where it
unfolded.
Isla ng Corregidor, or simply, Corregidor, is now a tranquil island where the epic
dramatic Battle of Corregidor took place during the last world war. In a country like
the Philippines, where history is kept alive, one doesn't need to go far to travel back
in time.
The United Nations Educational, Scientific and Cultural Organization (UNESCO)

seeks to encourage governments and people from across the globe to recognize and
preserve places which show a deep cultural heritage by recognizing these places as
World Heritage Sites. Here are ten heritage sites in the Philippines recognized by the
UNESCO World Heritage Centre:
TUBBATAHA REEF NATIONAL MARINE PARK
Covering 130,028 ha, including the North and South Reefs, Tubbataha Reef is an
atoll coral reef that can be found 98 nautical miles southeast of Puerto Princesa City,
Palawan. Due to its biodiversity, it was named a World Heritage Site by the United
Nations Educational Scientific and Cultural Organization (UNESCO) in 1993.
The 33,200-hectare Tubbataha Reef National Marine Park is home to hundreds of
species of marine life and serves as a nesting place for birds and marine turtles. The
site is an excellent example of a pristine coral reef with a spectacular 100-m
perpendicular wall, extensive lagoons and two coral islands.
BANAUE RICE TERRACES
The Banaue Rice Terraces is a product of almost two millennia of Ifugao agricultural
engineering. In the past, the marvelous place was also known as the “Eighth Wonder
of the World.” It was proclaimed as a UNESCO World Heritage Site in 1993, and
cited as the “priceless contribution of Philippine ancestors to humanity.”
For 2,000 years, the high rice fields of the Ifugao have followed the contours of the
mountains. The fruit of knowledge handed down from one generation to the next, and
the expression of sacred traditions and a delicate social balance, they have helped to
create a landscape of great beauty that expresses the harmony between humankind
and the environment.

BANAUE RICE TERRACES PUERTO PRINCESA
PUERTO PRINCESA SUBTERRANEAN RIVER NATIONAL PARK
In 1999, the Puerto Princesa Subterranean River National Park was declared a
UNESCO World Heritage Site. It is found about 50 kilometers from Palawan’s
capital city, Puerto Princesa. The Subterranean Park is known to be the world's
longest navigable underground river, which also displays a spectacular limestone
karst landscape. The place is a significant habitat for biodiversity conservation with a
full mountain protecting the forests and the sea ecosystem.
One of the river's distinguishing features is that it emerges directly into the sea, and
its lower portion is subject to tidal influences. The site contains a full mountain-to-sea
ecosystem and has some of the most important forests in Asia
VIGAN CITY
The city of Vigan was named a UNESCO World Heritage Site in 1999, due mostly to
the fact that the place has been carefully preserved to show the fusion of old Asian
and Spanish architecture. Its architecture reflects the coming together of cultural
elements from elsewhere in the Philippines, from China and from Europe, resulting in
a culture and townscape that have no parallel anywhere in East and South-East Asia.
At present, the famous cobblestoned street of Calle Crisologo is conserved by the
local government by prohibiting any motor vehicle to travel along the road.
VIGAN, ILOCOS SUR APO REEF

APO REEF NATIONAL PARK
Apo Reef National Park, found in Sablayan, Mindoro Occidental, showcases the
second largest contiguous coral reef in the world and the second largest in the
Philippines. Apo Reef is the largest of the three islands that make up the park; the
other two islands are Apo Island and Pandan Island. It became part of the UNESCO
World Heritage Site’s tentative list when it was submitted in 2006.
MOUNT IGLIT-BACO NATIONAL PARK
The Mount Iglit-Baco National Park is the only known habitat of the Philippine
tamaraw. It was proclaimed as a national park by virtue of R.A. 6148 dated 11
November 1970. The park is a protected area on Mindoro island and was submitted to
the UNESCO World Heritage Site’s tentative list in 2006.
MOUNT IGLIT SAN AGUSTIN CHURCH, PAOAY
BAROQUE CHURCHES OF THE PHILIPPINES
These four churches, the first of which was built by the Spanish in the late 16th
century, are located in Manila, Santa Maria, Paoay and Miag-ao. Their unique
architectural style is a reinterpretation of European Baroque by Chinese and
Philippine craftsmen.
CHURCH OF SAN AGUSTIN IN PAOAY, ILOCOS NORTE
The Church of San Agustin, also known as Paoay Church, was built by Augustinian
friars in 1694 and was finished only after 200 years. It reflects a unique combination
of Gothic,
Baroque, and Oriental architecture. The ancient church was declared by former
president
Ferdinand Marcos as a national treasure, and subsequently became part of the group
of four baroque churches recognized as World Heritage Sites by the UNESCO World
Heritage Centre.
SANTO TOMAS DE VILLANUEVA CHURCH IN MIAG-AO, ILOILO
The Santo Tomas de Villanueva Church was built in 1797 by the Augustinian
Missionaries in Miag-ao, Iloilo. It was specifically designed to serve as a fortress to

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ACTIVITY 17
Direction: Search and answer the following questions below related to “The Agrarian
Reform Program and Law”. Write your answer on the spaces provided, provide
reference/s and use another sheet if necessary.
1. What is RA 6657 all about? What are the salient of RA 6657?
2. What is the importance of RA 9700? Who are the beneficiaries of CARP?
3. What are the rights violated in Hacienda Luisita’s issues under the RA 6657 and
Human Rights?

Activity Sheet
ACTIVITY 18
Directions: 1. Get a copy of CARP and CARPER laws. 2. Write on the right side the
items you would want to change, revised or replaced on a per item basis.3. Write on
the left side the proposal. 4. Provide the reason/s for your revision or proposal.
AGRARIAN REFORM
CARP and CARPER Laws PROPOSAL
REASON/S FOR THE PROPOSAL:

Activity Sheet
ACTIVITY 19
Direction: Search and answer the following questions below related to

“The Philippine Constitution”. Write your answer on the spaces provided,
provide reference/s and use another sheet if necessary.
1. What is the importance and purpose of the Philippine Constitution?
2. Is constitution in the Philippine perform 100% in attaining the safe and securing
the rights of the Filipino people? Why?
3. Make a timeline of the historical development of the Philippine Constitution.

Activity Sheet
ACTIVITY 20
Direction: Certain sectors of the Philippine society are now preparing for a new
Philippine Constitution. If you were given the chance to contribute to craft the New
Philippine Constitution, what would be your proposals? Get a copy of 1987
Constitution. Write on the right side of the items you would want to change, revised
or replaced on a per item basis, write on the left side your proposal, and provide the
reason/s for your revision or proposal. Use another sheer if necessary.
THE PHILIPPINE CONSTITUTION

THE 1987 PROPOSAL REASON/S FOR
CONSTITUTION PROPOSAL
Article I – National
Territory
Article II – Bill of Rights
Article X –
Local
Government

Activity Sheet
ACTIVITY 21
Direction: Search and answer the following questions below related to “Taxation in
the Philippines”. Write your answer on the spaces provided, provide reference/s and
use another sheet if necessary.
1. What is the importance and purpose of Taxation in the Philippine development as a
third world country?
2. Did the taxation in the Philippines affect the marginal group of people in the
Philippines? Prove.
3. What are the possible effects of the current pandemic situations in the
Philippine taxation and development?

Activity Sheet
ACTIVITY 222
Directions:
1. Get a copy of the TRAIN LAW or Republic Act 10963.
2. Write on the right side the items you would want change, revised or replaced on
a per item basis.
3. Write on the left side your proposal.
4. Provide the reson/s for your revision or proposal.
TRAIN LAW
TRAIN LAW PROPOSAL
REASON/S FOR THE PROPOSAL:

Activity Sheet
ACTIVITY 23
Direction: Search the following answer to the questions below, about the
Indigenous People Education development in the Philippines. Write your answer on
the spaces provided after the item.
1. What is Indigenous Education?
2. What are the examples of Indigenous curriculum implemented in the Philippines?
3. What is the importance of indigenous knowledge?
4. What are the main characteristics of the indigenous system of education?

Activity Sheet
ACTIVITY 24
Direction: Search and answer the following questions below related to “The
Indigenous People in the Philippines”. Write your answer on the spaces provided,
provide reference/s and use another sheet if necessary.
1. What are the rights of the indigenous peoples in the Philippines?
What struggles and challenges do the indigenous people of the Philippines facing
today?
2. How the government promotes the protection of the rights of the Indigenous
people in the Philippines?

Activity Sheet
ACTIVITY 25
Direction: Watch the Safeguard Commercial: Pabaon sa buhay featuring the first
Aeta who graduated at UP Diliman. Make a self-reflection about the video.
PABAON SA BUHAY
https://www.youtube.com/watch?v=NRgPp-jiHxo&feature=share

Activity Sheet
ACTIVITY 26
Direction: Search and answer the following questions below related to “Managing
the Muslim Minority in the Philippines”. Write your answer on the spaces
provided, provide reference/s and use another sheet if necessary.
1. What is the percentage of Muslim in the Philippines?
2. Which among the ethnic minorities in Mindanao is from Muslim group? Who
comes under Muslim Minority?
3. What are the actions of the government in promoting the protection and the
rights of the Muslim minority group in the Philippines?

Activity Sheet
ACTIVITY 27
Direction: If you were given the chance to contribute in the crafting of the law, what
would be your proposals?
1. Get a copy of the proposed BANGSAMORO BILL.
2. Study themajor talkings.
3. Write your proposals and the reasons for the proposals.
PROPOSAL REASON/S
FORM OF GOVERNMENT AND

POWER
SHARING
CONSTITUTIONAL AMENDMENTS
TERRITORY AND THE OPT

PROVISION
WEALTH SHARING AND REVENUE

GENERATION
INDIGENOUS PEOPLE, ANCESTRAL

LANDS, AND THE BANGSAMORO
IDENTITY

Activity Sheet
ACTIVITY 28
Direction: Aswer the following questions below related to the topic THE
HISTORICAL SITES AND UNESCO HERITEAGE IN THE PHILIPPINES. Write
your answer in the spaces after the item. Use another sheet if necessary.
1. How many UNESCO WORLD HERITAGES are there in the Philippines?
Discuss each briefly.
2. What are the world heritage sites found in the Philippines?
3. What are the most significant natural and cultural heritage stes of the Philippines?
4. How these historical sites contribute to the historical identity of the Philippines?

5. How can we preserve cultural heritage in the Philippines?
6. Why is Philippine cultural heritage important to Filipino citizen?
7. Why is it important to preserve Filipino Cultural Heritage and traditions?

Activity Sheet
ACTIVITY 29
Direction: Situational Scenario: Imagine that you are the Sectary of the Department
of Tourism, how can you promote the protection and development of the Philippine
heritage sites and to help the conservation of the cultural resources? Write your
answer on the spaces provided below.
I am the Secretary of the Philippine Department

of Tourism will propose the following projects:

References
Aquino Albert P. et,al., 2013. Comprehensive Agarraina Reform Law. The Long
Road of AGRARIAN Reform In the Philippines.
Bradshaw, Matthews E. (2004). Facing the Past, Shaping

the
Future.www.nicie.publications.com
Clemente, Romeo C. (2010). BaSIC Economics with Taxation and Agrarian

Reform. TCS- Publishing House at Plaridel Bulacan. ISN 978-971-014-062-6.
Department of Finance, Republic of the Philippines. Tax reform program. www.

Department of finance.com

Https://Www.Inkroci.Com/Culture_Movie/Tag/Anna-Ettore. Magazine and Culture
of Cinema, ISSN 2282-2283.
Fleming, Grace and Jagodowski, Stacy (2018). Importance of Context in Analysis

and Interpretation.
Fernandez, Leandro H. Mga Tala ng aking buhay by Gregoria de Jeus. published in

Salmerano, Et Al.(2017). The Comprehensive Agrarian Reform

Program.
Www.officialgazette.gov.ph 1988/06/10 › republic-act.
WEBSITES
http://nine.cnnphilippines.com/news/2017/07/25/Duterte-threatens-to-bombLumad-
schools.html
http://davaotoday.com/main/human-rights/attacks-on-lumad-schools-continue/
http://chuvachienes.com/2009/07/31/complete-transcript-of-president-corazon-
caquinos-speech-before-us-congress/
http://www.youtube.com/watch?v=4ZnnvbKyNCQ[/youtube

Prepared by:
LYN F. LUZANO
Instructor

Chairperson, CTE

REadings Module 1

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Republic of the Philippines

President Ramon Magsaysay State University

College/Department College of Teacher Education

The Meaning and Relevance of History

CHAPTER 1 – THE MEANING AND RELEVANCE OF HISTORY

1.1. DEFINITION AND NATURE OF

HISTORY DEFINITIONS OF HISTORY

A study of the present in the light of the past: The

History is the study of man: History deals with man’s

Comprehensiveness: According to modern concept, history is not confined to one period,

1.2. THE AIMS AND VALUES OF TEACHING

HISTORY AIMS OF TEACHING HISTORY

To promote self-understanding: History needs to be taught to promote self -understanding.

To develop right attitudes: Development of right attitudes is based on an appreciation of

To develop international understanding: The swift growth of means of communication

To promote socialization among pupils: An important aim of history teaching is the

VALUES OF TEACHING HISTORY

The values of teaching history may be stated as under:

Informative value: History is a wonderful treasure-house of information and can offer

Internationalistic value: History shows the dependence and interdependence of nations

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 7

Name: Course/Year/Section: Score:

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 8

Name: Course/Year/Section: Score:

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 9

Name: Course/Year/Section: Score:

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 10

Reviewed and Approved by:

DR. ZENAIDA D. UMAYAN

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 12

College/Department College of Teacher Education

The Different Historical Sources and Criticism

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 13

CHAPTER 2 – THE DIFFERENT HISTORICAL SOURCES AND CRITICISM

2.2. TYPES OF HISTORICAL SOURCES

DIFFERENT TYPES OF SOURCES

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 14

OTHER EXAMPLES OF PRIMARY SOURCES

Autobiography is an account of a person’s life written by that person. Autobiographical

Speech is a form of communication in spoken language, made by a speaker before an

A secondary source is a document or recording that relates or discusses information

EXAMPLES OF SECONDARY SOURCES

Bibliographies an annotated bibliography is an organized list of sources, each of which is

Biographical Works. A biography is a description of a real person’s life, including factual

Literature review is an evaluation report of information found in the literature related to

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 16

EXAMPLES OF TERTIARY SOURCES

Library is a collection of sources of information and similar resources, made accessible to a

Historical Society (sometimes also preservation society) is an organization dedicated to

IMPORTANCE OF USING SOURCES

3. Construct knowledge. Inquiry into sources encourages students to wrestle with

4. First-hand Knowledge. Primary sources provide first-hand knowledge to the

5. To consider different points of view in analysis. In analyzing primary sources,

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 17

2.2. HISTORICAL CRITICISM AND BIAS

Historical criticism, also known as the historical-critical method or higher criticism, is a

TYPES OF HISTORICAL CRITICISM

EXTERNAL CRITICISM refers to the genuineness of the documents a researcher uses in a

INTERNAL CRITICISM refers to the accuracy of the contents of a document. Whereas

1. How close was the author to the event being studied?

2. When was the account made?

GEC2A – READINGS IN THE PHILIPPINE HISTORY with IPED | 18

3. Who was the recipient of the account?