1 UNIT

Introduction to History: Definition, Sources, and

Methodologies

Lesson 1 Meaning and Relevance of History

Learning Outcomes:
1. Understand the meaning of history and its task
2. Demonstrate the value of history and underlying methodologies

History as an academic subject has always been considered by most of the

students to be boring and tiring and dreaded due to memorization. With this, students
take it loosely and forgot the relevance of studying history. This chapter will introduce
history as a discipline, the role of sources and the historian in creating a historical
narrative.

Pretest

Direction: In the space provided below, give at least three (3) words that would
describe each.
1. History
______________________________________________________________
2. Historical fact
______________________________________________________________
3. Primary sources
______________________________________________________________

History as the study of past events has always been considered as one of the
most boring courses offered in school. Students would often ask why study dead people
and memorize long gone times. Studying history in the Philippines is one of the
underrated fields in terms of attention and budget.

1
 What is history? History, from the Greek word historia meaning "inquiry;
information gained by investigation," is the study of the past. In its broadest meaning, it
is the systematic study of the past. History also includes the academic discipline that uses
narrative to describe, examine, question and analyze a sequence of past events,
investigate the causal and effect patterns that are connected with them. According to
E.H. Carr (1961) “History is […] a dialogue between the past and the present”. History
the key in understanding the present and an important tool in unlocking the future events.
What is unknown is yet to be discovered. Historians gather historical facts through
reliable sources. In analyzing history, other related disciplines are necessary to
understand the motives and consequences of human action. Gottschalk (1950) noted that
history is a summary and interpretation of past actuality incorporated by careful
examination of the whole truth. This dissertation includes instructions for the collection,
assessment and fashioning of historical materials with considerable focus on the
technical aspects of writing.
The meanings listed above simply express that history deals with the systemic
account / record of past events in human societies and presented / analyzed in present
time. With definitions of history being examined, the relevance of the past to the realm
of historical studies is relevant to note.

History and Related Disciplines

Anthropology and History
 This approach introduces students to the work of cultural and social
anthropologists and how in recent decades it has affected historians' thought. Like
the other strategies, the aim is to provide students with new broader perspectives
on how to interpret the past and to think more carefully about the ideas they are
using. Students will also be encouraged to note the degree to which anthropology
and history connect in two ways, and to consider the implications of
anthropology's intense self-criticism as an agent of colonialism. 1

Archeology and History

 The aim of this Approach is to introduce history students, very familiar with
working with the evidence of words and texts, to a different type of evidence for
the human past: mute material remains. The course underlines the very
considerable strengths of material objects as facts, but also their weaknesses, and
how they are subject to varying interpretations.2
Economics and History
 The aim of this Approach is to introduce students to how to use economic models
and statistical sources to understand history. It invites students to address the
central question of how economic development has changed the nature and

1
Retrieved from https://www.history.ox.ac.uk/historical-methods
2
ibid
2
 quality of human life and to investigate how economics has attempted to define
and measure terms such as character and quality. 3
Gender and History
 This Approach enables students to look both at the historiography of gender
history and at the contribution it has made to other historical agendas. The
contributions of women's history are analyzed alongside the more recent
emphasis on gender as a field of historical analysis, which has shown the degree
to which masculinity is a disputed social category. 4
Sociology and History
 The aim of this approach is to introduce students to the sociology discipline, to
explore how sociological methods have influenced historians, and to look at ways
in which sociology and history have diverged or converged over the years.5

Role of Historians
It is the role of the historians to seek historical evidences and facts and also to
interpret it. “Facts can’t speak for themselves”, with this, the historians’ job is to
systematically arrange it, establish causes, give meaning to the facts and organize
everything. Historians use historical sources such as written documents, oral accounts,
ecological markers, and material objects including art and artefacts to contextualize past.
A historian upon interpreting and writing narratives is influenced by his own context,
environment, ideology, education and influences among others. His subjectivity will
inevitably influence the process of the historical research. Thus, history is always
subjective. Spirinelli (2020) remarked that as a historian, there is a need to refrain from
judging the past. 6
Historiography has several related significances. First, it may refer to how history
has been produced: the story of technique and practice creation (for example, the change
from short-term biographical narrative to long-term thematic analyzes).

Historical Methodologies
It is important to learn how to construct history based on facts, and how to
formulate different interpretations. History is more complex than many people know.
There is so much more than simply memorizing names, dates and places. History is quite
'scientific,' suggesting logical thought. It involves the formulation and testing of
evidence-based theories.

Learning Activity
Activity 1

3
Retrieved from https://www.history.ox.ac.uk/historical-methods
4
Ibid
5
Ibid
6
Retrieved from https://www.c2dh.uni.lu/thinkering/empowering-history-role-historians-todays-society
3
 1. How will you define Philippine history base on your understanding of history
itself?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. As a student of history and a Filipino, how can you help instill the value of
Philippine heritage to your respective community?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Why is History important?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. How will History help in solving the pressing issues in the Philippines?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Mastery Test:
A. True or False: Read the following statements below. If the statement is true write
TRUE otherwise write FALSE in the space provided.

_________ 1. The writing of history started during the ancient times.

_________ 2. Historians are the only source of history.
_________ 3. Herodotus is considered as the ‘Father of History’.
_________ 4. History is based on facts.
_________ 5. History of the Philippines started during the coming of the
Spaniards in the Philippines.

B. List down at least 5 Filipino historians and do a research on what Filipino

historians said about history. For students who chose offline mode you can write
your research output in a yellow paper. For those students who refer to submit
research outputs online, you can submit it via email.

4
Lesson 2 Sources in History

Learning Outcomes
1. Differentiate primary and secondary sources of history records;
2. Evaluate the provenance of history materials; and
3. Identify possible repositories of primary source

Data sources provide evidence of the historian gathering information from historical
events. Historians not only rely on data in writing history but also contextualize the
documents and historical records.

Pretest
Fake News or Real News
Directions: On the space provided, write your insights on the following story behind the
Oblation statue of the University of the Philippines (UP). Is it a credible source material
or not?

5
Figure 1 UP Oblation
Photo credits: sites.google.com
 When you visit any UP campus, it is not difficult to
see the Oblation. In the UP Diliman campus, the popular
statue, measuring 3.5 meters in height, was constructed during
the university presidency of Rafael Palma. First-time
observers, whether part of the UP community or not, usually
ask “Who is the model of the famous UP symbol, the
Oblation?”
The answer is Fernando Poe, Sr., a UP student during
the time. Natural artist Guillermo Tolentino, a professor at the
UP School of Fine Arts, created the statue.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Historical Source

Sources are our way of peering into the past but they all pose their own
advantages and challenges in the various kinds. Groeneveld (2017), remarked the
distinction between primary and secondary sources. A primary source is first-hand
material that stems (roughly) from the time period that one wants to examine, whereas a
secondary source is an additional step removed from that period – a 'second-hand' work
that is the result of reconstructing and interpreting the past using the primary material,
such as textbooks, articles, and, of course, and websites. 7

Historical sources can be classified into;

1. Written sources which can be books, eyewitness accounts, copies of speech,
letters, diaries, magazines, newspaper, laws, maps, etc and
2. Non-written sources such as remains, relics, fossils, videos, etc.

7
Groeneveld, E. (2017, April 19). Sources of History. Ancient History Encyclopedia. Retrieved from
https://www.ancient.eu/article/1048/
6
There are two types of historical sources

1. Primary sources - are those sources produced at the same time as the event,
period, or subject being studied. It is considered as the lifeblood of history.
Examples of primary sources are minutes of the meeting, diaries and journals,
autobiographies, speeches, receipts, essays written by a person expressing his
views, laws, letters of instruction, decrees, letters, eyewitness accounts,
official reports, newsletter Articles reporting directly about the event,
editorials or books containing direct quotation of events. A primary source is
something that originates from the past. It can be a chronicle, a piece of
pottery, or even a piece of glacial ice that gives us climate data about the
levels of atmospheric carbon one thousand years ago. Historians, to the best
of their abilities, work with primary sources to understand the past on its own
terms, not through the modern-day lenses.8

2. Secondary sources are documents or works made by individuals who are not
directly involved to the events or made by people who obtained the
information from somebody else or from primary sources (Grey 2017).
Examples of primary sources are textbooks, encyclopedia entries, newspapers
accounts of a meeting, magazine articles about a subject or teacher’s reports
on student behavior as reported by school counselors.

Internal and External Criticism

External criticism is the practice of verifying the authenticity of

evidence by examining its physical characteristics; consistency with the
historical characteristic of the time when it was produced; and the materials
used for the evidence. Examples of the things that will be examined when
conducting external criticism of a document include the quality of the paper,
the type of the ink, and the language words used in the material, among
others.

Internal criticism, on the other hand, is the examination of the

truthfulness of the evidence, it looks at the content of the source and
examines the circumstance of its production. Internal criticism looks at the
truthfulness and factuality of the evidence by looking at the author of the
8
Rank, Scott M. "What Are Historical Sources?" History on the Net © 2000-2020, Salem Media. August
21, 2020 <https://www.historyonthenet.com/what-are-historical-sources>
7
 source, its context, the agenda behind its creation, the knowledge which
informed it, and its intended purpose, among others.

One of the most scandalous cases of deception in Philippines history is

the hoax code of Kalantiaw. The code was a set of rules contained in an epic,
Maragtas, which was allegedly written by a certain Datu Kalantiaw. The
document was sold to the National Library and was regarded William Henry
Scott debunked the authenticity of the code due to anachronism and lack of
evidence to prove that the code existed in the precolonial Philippines society.
Ferdinand Marcos also claimed that he was a decorated World War II soldier
who led a guerilla unit called Ang Maharlika. This was widely believed by
students of history and Marcos had war medals to show. This claim, however,
was disproven when historians counterchecked Marco’s claims with the war
records of the United States.

In general, the reliability of primary sources is assessed on how these

sources are directly related and closely connected to the time of the events
that pertain to. On the other hand, the reliability of secondary sources depends
on the elapsed time from the date of the event to the date of their creation.

Learning Activities

Activity 1. What it really means

Directions: The diagram below shows the definition of terms related to sources. Rewrite
each of them in your own words on the space provided.

Firsthand-coming
directly from the
original source

8
Primary – not made or
coming from
something else;
original

Source- a person,
publication, or
object that gives
Information

Secondhand- not
Secondary –
original; taken from
coming from
someone or something
or created
else
using an
original
source

Activity 2.
Instructions:
Based on
your
definitions
from the
previous
activity,
enumerate
examples of
primary Primary
sources. Source
Write your
answers on
the web
diagram
below

9
Activity 3. Comparative Analysis: Primary vs. Secondary Sources
Directions: Read the following materials and fill in the table with the necessary
information.

Category Alvarez Agoncillo

Brief description of the

author

Type of source (primary or

secondary)

Main points raised by the

article

Texts from the article

which support the main
points raised

Relevance to the
Philippine history

Activity 4. Instructions. Research the following repositories of primary sources and

give one important primary source found in it.

Repositories Title of primary source found

1. ADMU Rizal Library ____________________________

2. Archivo General de Indias ____________________________
3. Archivo General de la Nacion____________________________
4. Ayala Museum ____________________________
5. DLSU Library ____________________________
6. Library of Congress ____________________________
7. Lopez Memorial Museum ____________________________
8. National Archives and Records Administration __________________
9. National Archives of the Philippines ____________________________
10. National Historical Commission of the Phils. _____________________
11. National Library of the Philippines ____________________________
12. National Museum of the Phils. ____________________________
13. UP Main Library ____________________________
10
 14. UST Library ____________________________

Mastery Test
Directions: True or False. Write true if the statement is true. Otherwise, write false in
the space provided.
_______1. Non written documents are not useful as primary sources in
conducting historical research.
_______2. Historical sources that were not written should not be used in
writing history.
_______3. Only primary sources can be used in history.
_______4. External Critism is done by examining the physical characteristic of
a source.
_______5. Internal criticism is done by looking at a source quality of paper and
type of ink, among others.
_______6. Animal relics are examples of non-written source.
_______7. The Code of Kalantiaw is not a legitimate source because it was
written by one of the most successful forgers Jose E. Marco.
_______8. Pres. Marcos claimed that he was a decorated World War 2 soldier
who led a guerilla unit called “Ang Maharlika”
_______9. Ambeth Ocampo is an author in the 21 st century. He wrote some
events in the 18th century. His book is considered a primary source
_______10. Only written sources are acceptable in identifying the primary
sources.

2 UNIT

Social, Political, Economic and Cultural Issues in Philippine

History

Lesson 1 HISTORY OF THE PHILIPPINE CONSTITUTION

Learning outcome:
11
This topic, the students were able to
1. Explain the importance of constitution in a nation
2. Trace the development of the Philippine constitution throughout the country’s
history
3. Discuss the significant features and provisions incorporated in the seven
Philippine Constitutions

PRE TEST
Directions: Every person is entitled with the basic human rights, enumerate your rights
as a Filipino citizen and as a student.

HUMAN
RIGHTS

The Oxford English Dictionary defines a constitution as "a body of fundamental

principles or established precedents according to which a state or organization is
governed". The Collins dictionary says a constitution consists of "the fundamental
principles on which a state is governed, especially when considered as embodying the
rights of subjects". A constitution sets out how all the elements of government are
organized and how power is carved up among different political units. It contains rules
about what power is wielded, who wields it and over whom it is wielded in the governing
of a country. 9

The purposes of a constitution is as follows:

1. It prescribes the kind of government that will exist in the state.
2. It creates the different departments and specifies their respective functions
and duties.
3. It is the source of the sovereign powers of a government by establishing
the fixed, first or basic principles.

9
Retrieved from https://www.concourt.org.za/index.php/constitution/what-is-a-constitution
12
 4. It promotes public welfare. The constitution establishes the rights of the
people which the government is obligated to protect. 10

The constitution is crafted by a constitutional convention which is a body

assembled for the express purpose of framing or writing a constitution, revising an
existing one, or proposing amendments to it. After writing the constitution, the draft
constitution or its amendments/ revisions are submitted to a plebiscite for ratification in
which people will decide whether it is acceptable to become law of the land. The results
are then considered and followed by the government. This is different from a referendum
in which a law passed by a legislative body is brought before the people to be voted
upon. The results, however, may or may not be considered by the state.

History of the Philippine Constitutions

A. BIAK-NA-BATO CONSTITUTION (1897)

Primary Source: Preamble of the Biak-na- Bato Constitution

The separation of the Philippines from the Spanish monarchy and their formation into an independent
state with its own government called the Philippine Republic has been the end sought by the
Revolution in its existing war, begun on the 24th of August, 1896; and, therefore, in its name and by
the power delegated by the Filipino people, interpreting faithfully their desires and ambitions, we, the
representatives of the Revolution, in a meeting at Biak-na-Bato, Noovember 1, 1897, unanimously
adopted the following articles for the constitution of the State.

Emilio Aguinaldo established his headquarters in Biak-na-Bato in Bulacan

province. The news immediately spread throughout the country, and the revolutionaries
were once more in high spirits. General Llanera, who was in Nueva Ecija, declared his
support for Aguinaldo. In July 1897, Aguinaldo established the Biak-na-Bato Republic
and issued a proclamation stating the following demands:

▪ Expulsion of the friars and the return of the friar lands to the Filipinos
▪ Representation of the Philippines in the Spanish Cortes
▪ Freedom of the press and of religion
▪ Abolition of the government’s power to banish Filipinos
▪ Equality for all before the law.

The constitution was promulgated by the Philippine Revolutionary Government

and became the provisionary constitution of the government during the revolution
against Spain.

A charter based on the Cuban Constitution was also drafted by Felix Ferrer and
Isabelo Artacho. It was signed on November 1, 1897. The Biak-na-Bato Constitution
provided for the establishment of a Supreme council that would serve as the highest
governing body of the Republic. It also outlined certain basic human rights, such as
freedom of religion, freedom of the press, and the right to education. Emilio Aguinaldo

10
Torres, Jose Victor (2018). BATIS, Sources in Philippine History. C&E Publishing Inc. Quezon City.
13
and Mariano Trias were elected Supreme Council president and vice president,
respectively. 11

In spite of being a copied constitution, the Biak-na-Bato Constitution had its own
unique features.
 Its preamble reiterated the objective of the revolution which was the “the
separation of the Philippines from the Spanish monarchy and their
formation into an independent state with its own government”.
 The government that was formed was a Supreme Council composed of a
President, a Vice President, a Secretary of the Interior, a Secretary of the
Foreign Relations, a Secretary of War, and a Secretary of Treasury. This
council had sweeping powers of government which included the power to
issue orders and other laws for the security of the State, to impose and
collect taxes, to raise an army, to ratify treaties, and to convene an
Assembly of Representatives.
 Official language was Tagalog.
 The judiciary power was vested in another Supreme Council of Justice.
 Articles XXII to XXV were essentially the Bill of Rights accorded to
every Filipino.
This constitution was to last only for two years during which, it was superseded
by laws and decrees made by Aguinaldo.

B. THE MALOLOS REPUBLIC CONSTITUTION (1899)

Primary Source: Preamble of the Political Constitution of 1899

We, the Representatives of the Filipino People, lawfully convened, in order to establish justice,
provide for common defense, promote the general welfare and insure the benefits of liberty,
imploring the aid of the Sovereign Legislator of the Universe for the attainment of these ends, have
voted, decreed, and sanctioned the following political constitution.

In 1898 after the defeat of Spain in the Spanish-American War, the Filipinos began
their task of creating the independent nation. On June 12, 1898, Philippine Independence
was declared and Aguinaldo ordered the convening of a Congress in Malolos, Bulacan.
Elections were held for the delegates in the provinces that were already free from
Spanish forces. The Malolos Congress had its inaugural session at Barasoain Church in
Malolos on September 15, 1898.
The Congress was conceived by Apolinario Mabini as the presidential adviser. But
another group led by Pedro Paterno decided to create a constitution to form a
government that would recognize foreign powers.

In October 25, 1899, the discussions for the constitution began after the submission
of a draft by Felipe Calderon. Calderon drew inspiration from constitutions of Mexico,
Belgium, Guatemala, Costa Rica, Brazil and France. One of the heated topics of the
discussion of this constitution was the issue of the union of church and state where
Catholicism would be made the state religion. It was voted twice by the body and was
disapproved thus having the separation of church and state. The constitution was

11
Retrieved from http://www.philippine-history.org/biak-na-bato.htm?level=1/?lang=en_gb
14
approved by the Malolos Congress on November 29, 1899 and was forwarded to
President Aguinaldo for approval.
Malolos Constitution was the first republican constitution in Asia.

Features of the Malolos Constitution:

 It was based on democratic traditions in which the government formed was
“popular, representative and responsible” with three distinct branches- the
executive, the legislative, and the judicial.
 It called for a presidential form of government with the president elected for a
term of 4 years by a majority of the Assembly convened as a constituent
assembly.
 It recognized the freedom of religion and the separation of church and state.
 It emphasized and safeguarded the basic civil rights of not only the Filipinos,
but foreigners, through a Bill of Rights (Articles XIX to XXIII).

C. THE 1935 CONSTITUTION

Primary Source: Preamble of the 1935 Commonwealth Constitution

The Filipino people, imploring the aid of Divine Providence, in order to establish a government
that shall embody their ideals, conserve and develop the patrimony of the nation, promote the
general welfare, and secure to themselves and their posterity the blessings of independence
under a regime of justice, liberty, and democracy, do ordain and promulgate this constitution.

Right after the signing of the Treaty of Paris in Washington D.C in 1898 that
ceded the Philippines to the US paying the amount of $20, 000, 000 to Spain in the
process, and the eruption of Filipino-American War in 1899, our country was placed
under a military government until 1901 with the passing of the Spooner Amendment,
putting an end to the military rule in the Philippines and replacing it with a civil
government with William H. Taft as the first civil governor. The ratification of the
Philippine Bill of 1902, which called for the creation of a lower legislative branch
composed of elected Filipino legislators, and the Jones Law in August 1916 gave the
Filipinos the opportunity to govern themselves better. The First Philippine Assembly,
which convened on October 16, 1907, was composed of educated Filipinos from
illustrious clans such as Sergio Osmeña and Manuel L. Quezon, who revived the issue of
immediate independence for the Filipinos and this was expressed by sending political
missions to the US Congress.

Controversy divided the Philippine legislature with the debate on the acceptance or
rejection of the Hare-Hawes-Cutting Bill brought home by Osmeña-Roxas mission from
the US Congress in 1931, which provided for a 10-year transition period before the
granting of Philippine independence. The passage of the independence bill resulted in the
splitting of the Democrata Party and Nacionalista Party into two factions; the Pros and
Antis. Majority in the legislature led by Quezon and Recto rejected the said bill, thereby
composing the Antis, while the Pros became the Minority under Osmena, Roxas and
others.

On October 17, 1933, Quezon and others triumphed in this battle as the Philippine
legislature rejected the bill. Quezon eventually brought in from the United States the
Tydings-McDuffie Act (Public Law 73-127) authored by Sen. Millard Tydings and Rep.
15
 John McDuffie, a slightly amended version of the Hare-Hawes-Cutting bill signed by
President Franklin Roosevelt on March 24, 1934. The bill set July 4 after the tenth year
of the commonwealth as date of Philippine independence. This was accepted by the
Philippine Legislature on May 1, 1934.

The organization of constitutional Convention that would draw up the fundamental

law of the land based on the American model was one of the salient provisions of the
Tydings-McDuffie Act. Delegates to the convention were subsequently elected in 1934.
In the first meeting held on July 30 at the session of the House of Representatives, Claro
M. Recto was unanimously elected as its President.

Salient features of the 1935 Constitution include the following: a bicameral

legislature composed of a senate and House of Representatives. The President is to be
elected to a four-year term together with the Vice-President without re-election; rights of
suffrage by male citizens of the Philippines who are twenty-one years of age or over and
are able to read and write; extension of the right of suffrage to women within two years
after the adoption of the constitution.

The draft of the constitution was approved by the convention on February 8, 1935
and ratified by Pres. Roosevelt in Washington D.C on March 25, 1935. Elections were
held in September 1935, Manuel L. Quezon was elected as the president of the
Commonwealth. The 1935 Constitution provided the legal basis of the Commonwealth
Government which was considered a transition government before the granting of the
Philippine independence with American-inspired constitution; the Philippine government
would eventually pattern its government system after American government. It has been
said that the 1935 Constitution was the best-written Philippine charter ever. 12

D. THE 1943 CONSTITUTION

Primary Source: Preamble of the 1943 Constitution

The Filipino people, imploring the aid of Divine Providence and desiring to lead a free
national existence, do hereby proclaim their independence, and in order to establish a
government that shall promote the general welfare, conserve and develop the patrimony
of the Nation, and contribute to the creation of a world order based on peace, liberty, and
moral justice, do ordain this Constitution.

In 1940 the Philippines National Assembly revised the Constitution of 1935. The
legislature was shifted from a unicameral congress to a bicameral one. The
amendment also reduced the Philippine President's term limit from six years without
re-election to four years, with the prospect of re-election for a second time.
The Republic, supported by the Japanese during World War II, nullified the
Constitution of 1935 and formed a Preparatory Committee on Philippine
Independence to replace it. The Second Republic used the Constitution of 1943, with
Jose P. Laurel as its president.

12
Retrieved from https://nhcp.gov.ph/the-constitution-of-the-philippine-commonwealth/
16
 E. THE 1973 CONSTITUTIONAL AUTHORITARIANISM

Primary Source: Preamble of the 1973 Constitution

We, the sovereign Filipino people, imploring the aid of Divine Providence, in order to establish
a Government that shall embody our ideals, promote the general welfare, conserve and develop
the patrimony of our Nation, and secure to ourselves and our posterity the blessings of
democracy under a regime of justice, peace, liberty, and equality, do ordain and promulgate
this Constitution.

The Constitution of 1935 returned to force after the liberation of the Philippines
in 1945. The Constitution remained unaltered until 1947 when, by Commonwealth Act
No. 733, the Philippine Congress called for its amendment. On 11 March 1947, the Parity
Amendment granted citizens of the United States equal rights with citizens of the
Philippines to establish natural resources in the country and operate public utilities. The
Constitution, thereafter, remained the same until the declaration of martial law on
September 23, 1972. 13
A constitutional convention was already in the process of deliberating on
amending or revising the Constitution of 1935, when President Marcos proclaimed
martial law. They completed their report and on 1st December 1972 they delivered it to
President Marcos. In early January 1973 President Marcos sent it for ratification.
Foresaw that a direct constitutional ratification was expected to fail, Marcos
issued Presidential Decree No. 86, s. 1972, establishing assemblies of people to ratify the
newly adopted constitution by means of a Viva Voce vote instead of a secret ballot.
Marcos declared on 17 January 1973 that it had been ratified in full force and effect.
While the Constitution of 1973 had thus been "ratified," opposition to it persisted. In his
dissenting opinion on the case of Javellana v. Executive Secretary, Chief Justice Roberto
V. Concepcion revealed the fraud that occurred during the adoption of the 1973
Constitution by the Citizen's Assembly on January 10-15, 1973. The final ruling in this
issue, however, was that ratification of the Constitution of 1973 was legal and in effect.

F. THE 1987 CONSTITUTION

Primary Source: Preamble of the 1987 Constitution
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and
humane society, and establish a Government that shall embody our ideals and aspirations, promote
the common good, conserve and develop our patrimony, and secure to ourselves and our posterity,
the blessings of independence and democracy under the rule of law and a regime of truth, justice,
freedom, love, equality, and peace, do ordain and promulgate this Constitution.

13
Retrieved from https://www.officialgazette.gov.ph/constitutions/constitution-day/
17
 As 1986 saw the return of democracy, President Corazon C. Aquino issued
Proclamation No. 3, repealing those clauses of the 1973 Constitution and promulgating a
transitory constitution in its place. By virtue of Sec. 1, Article 5 of the Constitution on
Independence, on 23 April 1986, President Cory Aquino issued Proclamation No. 9
creating a Constitutional Commission (ConCom) tasked with drafting a new Constitution
no later than 2 September 1986. In line with this issue, on May 26, 1986, President Cory
Aquino named the 50 members of COnCom representing the diverse sectors of society
from politics to the arts and religion.

On June 2, 1986, the ConCom headed by former Jusctuce Cecilia Muñoz Palma,
commenced its sessions at the Batasang Pambansa in Quezon City. The ConCom
completed their task on October 12, 1986, and presented the draft constitution to
President Cory Aquino on October 15. A plebiscite for its ratification was held on
February 2, 1987. 17, 059, 495 voted to ratify the constitution while 5, 058, 714 voted
against it.

On February 11, 1987, the new constitution was proclaimed ratified and in effect.
On that same day, President Cory Aquino, government officials, and the military pledged
allegiance to the New Constitution.

The 1987 Constitution consists of 18 articles with a preamble. Among its

significant provisions are as follows:
1. A presidential system of government restores the bicameral Congress of
the Philippines, composed of a Senate and a House of Representatives.
2. A modified Bill of Rights (Article III) details the rights of every Filipino
citizen. Much emphasis was placed on the writing of this provision after
the violations committed during the Marcos dictatorship. In addition, the
constitution includes the abolition of death penalty, except when Congress
provides otherwise with regard to “heinous crimes”.
3. The creation of a Commission on Human Rights which, under Section 18,
Article XIII, is tasked to investigate all forms of human rights violations
involving civil and political rights. It provides appropriate legal measures
for the protection of human rights of all persons within the Philippines,
and several other powers in relation to the protection of human rights.
4. The recognition of an Autonomous Region of Muslim Mindanao and the
Cordilleras.
5. Limited political autonomy for local government units like the provinces,
cities, municipalities and barangays and instructing the Congress to
establish a Local Government Code.

The complete provisions are as follows:

Preamble

ARTICLE I National Territory

ARTICLE II Declaration of Principles and State Policies

ARTICLE III Bill of Rights

ARTICLE IV Citizenship

18
 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

The Philippine government is administered by a presidential system of

government with a bicameral legislature and an independent judiciary. It has three
branches of the government:

1. The Executive headed by the President

2. The Legislative composed of the Senate headed by the Senate President

and the House of Representatives headed by the Speaker of the House

3. The Judiciary composed of the Supreme Court headed by the Chief

Justice, and the lower courts.

The House of the Representatives of composed of the Congressmen/ women

(officially called representatives) elected to a three-year term and can be re-elected, but
cannot serve more than three consecutive terms.

The Senate is composed of 24 senators who are elected and serve for six-year
terms with half of the senators elected every three years.

The Supreme Court is the Philippines’ highest judicial court. The court consists
of 14 associate justices and a chief justice.

19
Learning Activities
Activity 1
After the Marcos dictatorship, the framers of the 1987 Constitution put in place certain
provisions to prevent repeating the tyranny and horrors experienced during the martial
law era from 1972 to 1983. On May 2017, President Duterte declared Martial law in
Mindanao.
Read official reports and documents on the issue and write a short essay
answering the following:

1. What martial law safeguards were provided in the 1987 Constitution?

2. Do you think the basis of the declaration of martial law in Mindanao sufficient?

Activity 2
Directions: Complete the table below to compare and contrast the 6 constitution framed
in the country.

Constitution Form of Ratifying/ Length of Distinctive Features

Government Promulgating Effectivity
Body

1.

2.

3.

4.

20
 5.

6.

Mastery Test
Directions: Read the questions below. Provide the answer/s needed in the space before
the number.
_____________________ 1. What is considered as “the highest expression
of the law”?
________________________ 2. It is a body assembled for the purpose of
framing or writing the Constitution.
________________________ 3. Who were tasked to write a constitution which
paved way to the creation of the Biak-na-Bato Constitution?
________________________ 4. It is considered as the first republican
constitution in Asia.
________________________ 5. Who was the president of the Philippines during
crafting of the 1973 constitution?

21
Lesson 2 BRIEF HISTORICAL BACKGROUND OF AGRARIAN REFORM

Learning Outcomes:
At the end of this lesson, the students are expected to:
1. Recall the history of agrarian conflicts and reform in the Philippines;
2. Determine the root issues related to agrarian reform policies and initiatives of
every administration;
3. Introduce possible solutions to the present issue of agrarian crisis; and
4. Analyze the significance of the issues on agrarian reform to in order to
understand the grand narrative of Philippine history.

This chapter introduces the brief history of land and agrarian reform programs in
the Philippines. Discussions that were going to tackled from the Spanish period up to
present will let us understand the present Comprehensive Agrarian Reform Program
(CARP).
It is important to know the history of agrarian reforms in order to be aware of the
problem of land redistribution. This historical context will introduce us the root of the
problem – Why there are still landless farmers and why do they remain tenants of the big
landlords?
Well-known Filipino historians shared their voice in the usefulness of tracing and
recognizing the historical aspects of agrarian protest, reforms, policies and laws.

PRETEST:

22
Directions: List down below at least 5 clans in the Philippines who own large areas of
lands and the region/ province it is located.
Clan Location

PRE-SPANISH ERA

Land was not distributed during the pre-Spanish period in the Philippines. Land is
a communal – meaning it was owned by the community or the barangay. Private
property was only recognized by the advanced provinces like Pampanga.

Historical records during this period continue to be unavailable. Although, there are
historical accounts that shows some land patterns in the Philippines:

1. The tribal hunters and gatherers existed in their resource ranges with no system of
land ownership;
2. Engaging in shifting cultivation regarded all land as their public domain,
although they did not choose to cultivate all of the available land;
3. A rudimentary form of ownership was followed by those who practiced a type of
sedentary culture. Aside from that, there were no formalized procedures for
recognizing private ownership, such as deed of sale, deed of donations, titles and
tax documents.
4. Social classes who lived in barangays determined the landownership system. The
datu (headman) was the one who ruled the barangay and lead the other social
classes - Maharlika (nobles), timawa (freemen), and alipin (dependents).

The social classes determined a land ownership system during the pre-Spanish era.
1. The nobles were free from paying tributes, could own land and pay less
contributions to the chief but they were responsible to fight for the datu in times
of inter-barangay warfare.

23
 2. The freemen were entitled to manage a certain lands, but were required to pay an
annual fee of one-half of the yield of their crops to the datu. They remained in
that land as a result of their regular payment.
3. The dependents simply served the datu and nobles who owned them. They can
also be sold or traded anytime and had no rights to enter the landholding class.

It is said that during the Spanish period, Filipino natives were scattered into small
groups ruled by a powerful chieftain who along with relatively few nobles, claimed the
best agricultural lands.

SPANISH PERIOD (1521-1898)

Under the sponsorship of the Spanish King Charles I, Ferdinand Magellan started
to navigate East Asia that led to the discovery of the Philippines on March 17, 1521.
Before the exploration, the Spanish monarch briefed Ferdinand Magellan to “treat the
natives with justice, utmost good faith and great respect in order that they will be
influenced to become Christians, and that, in good will, natives will served us and be
under our government subjection and friendship.” Magellan’s voyage did not create
much in terms of political, cultural, and economic rewards as compared to Legazpi’s
expedition in 1565.
With Miguel Lopez de Legazpi’s victory in colonizing the country, gradual
hispanization in politics, economy, culture, education, and religion started in 1565. One
of Legazpi’s major programs was to make all lands as part of public domain, regardless
of local customs. Because of that, Spanish king free to parcel out big tracts of Philippine
lands including the resources and people living, as a rewards to loyal civilian and
military servants. Therefore, communal ownership of lands gradually dissolved. Private
property was address as a result of re-establishing the Philippines under the Spanish
political structure.

Encomienda System
Encomiendas were introduced in the Philippines in conformity with the decree
issued by King Philip II in 1558. The encomienda was not a land grant but a privilege
from the King for being loyal subjects under the Spaniard called the encomendero. The
encomendero has given the right to collect taxes from the people living in the area
entrusted to him. The encomenderos are required to execute the duties such as protection
of the people, convert them into Christians and promote education. Unluckily, most
encomenderos committed abuses which affects the peace and order. And this situation
creates conflict between the friars and encomenderos.

Rise of the Cacique Class

Later in the encomiendas, the Spanish authorities merged several barangays into
administrative units and called it pueblos or municipios. The datu was still the head of
the barangay who then called as “cabeza de barangay” or barrio tenientes”. The pueblos
or municipios were governed by a so-called gobernadorcillos (town chief) who came
from a class known as caciques.
24
 As time went by, this Filipino cacique class intermarried Spaniards giving birth
of a mestizos which exists until today. Because of this agreeable position, the
gobernadorcillos extended more influence with the Spanish authorities and power over
the common people. During this time, the caciques were given the authority to collect
taxes which gave them a great power. Caciquism shortly became an institution that
caused of many agrarian problems and commotion.

Early Rebellions
As the cacique system raised, it also became more oppressive. This turnout into
several rebellions during the 18th century from the regions which has a greater
agricultural areas such as Central Luzon. The tremendous sources of conflict was the
heavy Spanish levies such as tributo (tribute), polo (forced labor) and encomienda (land
grant).

Conflicts over Land Ownership

In the 19th century, numerous developments were sighted in order to harden the
land tenure system and conclude its injustices and inequalities. Since the Spaniards did
not levy a land tax or cedula (head tax), and only few of the landownership were
recorded, the Spanish government issued two decreto realenga (royal decrees). These
decrees urging landowners, either caciques or peasants, to secure a legal land title. The
first decree was issued in 1880 and the second one issued in 1894. The 1894 decree
known as Maura Law gave landowners one year to comply a legal title of their land or
else they will suffer forfeiture.
The Filipino peasants, aside from being ignorant of the law, they had also
difficulty in understanding and analyzing the Spanish-written instructions and was not
able to respond immediately. On the other hand, the caciques processed quickly their
land title, not only their own land but took advantage on the ignorance of the peasants
registering peasants land adjacent to their own lands. Therefore, most Filipino peasants
ended up as tenants in their own lands.

Friar Lands
Another land related conflict in the 19th century was the friar lands. Religious
Orders like Dominicans, Augustinians and Recollects were given large portion of lands
located in a populous provinces of Cavite, Laguna, Rizal and Bulacan. And many
Filipino farmers questioned the huge amount of land grant given to them. The inquilinos
(tenants) paid a tax called canon to the friars and one of these inquilino was Don
Francisco Mercado, the father of Dr. Jose Rizal, who rented 500 hectares of land at a
favourable lease from the Dominican fathers in Calamba.

PHILIPPINE REVOLUTIONARY GOVERNMENT

Later after the establishment of the First Philippine Republic, General Emilio
Aguinaldo confiscated the large Church estates and landless peasants were permitted to
settle on church lands. When the revolutionary government was cut short by the armed
25
forces of the United States in 1898, the end of the Spanish period affirmed that majority
of the agricultural lands were still in the hands of the caciques and the friars and a small
minority of the land is in the legal possession of the peasants.

AMERICAL RULE (1898-1935)

Americans were the new colonizers by virtue of the Treaty of Paris signed on
December 10, 1898. Beginning of this period, the Spanish land ownership records were
destroyed or lost and leaving the situation very complicated. Most caciques able to
maintained and strengthened their position even under the Americans.

Purchase of Friar Lands

Analyzing that friar lands occupied the best lands in the country, the United
States negotiated the purchase of 23 Friar Estates during the beginning years of the
century. The estates were sub-divided and offered for sale to the Filipinos cultivating on
it at a rate of 8% interest for 25 years. Through this program, the people questioned why
they have to buy the land where their parents and forefathers had worked and developed.
Yet, purchasing of friar lands did not still solve the tenancy problems in the Philippines.
It is believed that the American regime became friendlier to a few rich landowners. The
Americans strengthened the Filipino elite because they will provide to the American
economy. Americans motivated the hacienderos to acquire more lands, intensify
products for the demand of export crops and exploit the peasants. And so, tenancy
problem worsened and persisted.

Homesteading
On July 1, 1902, the Public Land Act was promulgated and became effective on
July 26, 1904 offering homestead plots not in excess of 16 hectares to families who had
occupied and cultivated the land they were residing in since August 1, 1898. To those
who are willing to relocate, same size of land were promised are given to them. This law
favoured only to the small landholders since the largest land obtainable by the
corporation was 1,024 hectares.

Present rebellions and oppositions

As the tenancy problem raised in the 1930’s, multiple rebellions broke out in the
high tenancy areas in the Philippines. The “Tayug Incident” occurred in 1931 of which
armed peasants destroyed land records in the Tayug City Hall.
Another one is the Sakdalista movement which was initiated in 1930 by Benigno
Ramos, a former official who opposed Quezon and the forthcoming Commonwealth,
since he felt that the cacique system still has a strength in this period. Over one hundred
Sakdalistas were killed when the Commonwealth police muted the rebellion.
COMMONWEALTH ERA (1935-1946)

26
Rice Share Tenancy Act (Act No. 4050)
The purpose of this program was to control the share-tenancy contracts by
establishing minimum standards. Primarily, the Act provided for a better tenant-landlord
relationship, a 50-50 sharing of the crop, regulation of an interest to 10% per agricultural
year, and safeguard against arbitrary dismissal by the landlord. Nevertheless, this Act can
only be implemented if majority of municipal councils in a province submit a petition for
it. However, landowners usually controlled the municipal councils and such there were
no petitioned presented for the application of Rice Share Tenancy Act.
Therefore, Manual Quezon ordered the act to be mandatory in all Central Luzon
provinces. But contracts were good only for one year. And so, by refusing to renew their
contract, landowners were able to dismiss the tents.
In 1936, the Act was amended to get rid of its loophole, but again landowners were
successful by making its application relative and not absolute. Landowners threatened to dismiss
tenants who alleged on the observance of the Act. As a result, the Act was never carried out in
spite of its good intentions. Dictated by the social justice program of the government,
expropriation of landed estates and other landholdings began. Likewise, the National
Land Settlement Administration (NLSA) commenced and orderly settlement of
unspoiled public agricultural lands. At the outbreak of the Second World War, major
settlement areas containing more that 65,000 hectares were already established.

SECOND PHILIPPINE REPUBLIC: JAPANESE OCCUPATION (1941-1945)

The Japanese occupation of the Philippines had a huge impact on the agrarian
reform issue. From the peasants and labor organizations, and the merger of the
Communist Party of the Philippines and the Socialist Party, the Hukbo ng Bayan Laban
sa Hapon (HUKBALAHAP) was born led by a charismatic peasant leader, Luis Taruc.
The Huks fought the Japanese for the peasants against the landowners, who often
collaborated with the Japanese to maintain their dominant position.

Rise of the HUKBALAHAP

After the World War II, continuing peasant struggle for agrarian reform were
observed, thus, the Huks were able to take advantage of the social unrest driving the
country. Huks were able to establish a “shadow” government in Central Luzon.
Accordingly, they carried on elections, expropriated lands of collaborators, and took
crops for division among peasants. The tumbled economic situation and the use of the
military by the landowners further dishonoured the government in the eyes of the people.
This made the Huks stronger and closer to the people.
THIRD TO FIFTH PHILIPPINE REPUBLIC

Post-War Attempts at Agrarian Reform

In 1946, President Manuel Roxas declared the Rice Share Tenancy Act of
1933 effective throughout the country, but problems of land tenure still existed. Among
the reformative measures enacted was Republic Act No. 34 of 1946 known as Tenant
Act, providing a 70-30 sharing arrangement and regulated share-tenancy contracts and

27
Republic Act No. 1160 of 1954 establishing the National Resettlement and
Rehabilitation administration to the settle landless dissidents and other landless farmers.

Agricultural Tenancy Act of 1954 (R.A. No. 1199)

During the term of President Ramon Magsaysay, the Agricultural Tenancy Act (R.A. No.
1199 as amended by R.A. No. 2263) was passed and allowed for the division of crops on
the following basis:

Item Equivalent % of the Crop:

1. Land 30%
2. Labor 30%
3. Animals 5%
4. Implements 5%
5. Final Harrowing 5%
6. Transplanting 25%

Under this program, if the tenants provided items 2-6, he could receive a maximum of
70% of the crop, and this is a genuine favour to the tenants. However, this law attacks
only the symptoms of the tenancy problem but the root of the issues which is tenurial
system was neglected.
Land Reform Act of 1955 (R.A. No. 1400)
This Act provides for the expropriation of private agricultural land over 300
hectares of contiguous areas, if owned by individuals. However, it allowed expropriation
regardless of hectares in places where there was justified agrarian unrest. This Act also
has loopholes because it prohibited the expropriation of those lands less than the stated
limits. Aside from that, the law favoured many landowners who had a large parcelled
landholdings. Besides, the Act allowed expropriation only when majority of tenants
petitioned for land purchase but landowners usually controlled over those debt-ridden
tenants and the local governments that’s why all peasants cannot organized such petition.

Land Resettlement as a Solution

The purpose of land resettlement has always been point out by the so-called
experts. Resettlement viewed as a solution on the obstacle to the continued progress of
land reform and the regulation of tenancy. It has always been used by landlord politicians
to draw attention away from the failure of the government to enact direct reasonable and
valuable form of agrarian reform.

The Agricultural Land Reform Code of 1963 (R.A. No. 3844)

Under the leadership of President Diosdado Macapagal, R.A. No. 3844
otherwise known as Agricultural Land Reform Code was passed in Congress. This law
lowered the retention limit to 75 hectares, whether owned by individuals or corporations

28
and the share-tenancy system was restricted. It formulated a bill of rights that assured
agricultural workers the right to self-organization and receive a minimum wage.
Financing institution was created for acquired and distributed farmlands but the major
loopholes of this law was that it still has many exemptions, such as land producing for
export (big capital plantations established during Spanish and American periods),
saltbeds, fishponds and lands primarily planted with citrus, coconuts, cacao, coffee,
durian and other permanent trees. Aside from that, those lands converted to residential,
industrial, commercial and other non-agricultural purposes.

Amendments to the Agricultural Land Reform Code (R.A. No. 6389)

By September 10, 1971, peasant organization demonstrators rallied for 84 days in

front of the Legislative Building, as such, Congress passed another amendments to the
Agricultural Land Reform Code. The main features of the new amendments were:
1. Abolition of personal cultivation and conversion to residential subdivision as
grounds for the ejectments of tenants;
2. Automatic conversion of all share-tenants in the Philippines to leasehold tenants
with some exceptions and qualifications;
3. Creation of the Department of Agrarian Reform;
4. Right of the tenant on land converted to residential subdivisions to demand a
disturbance compensation equivalent to five times the average gross harvest for
the past three agricultural years;
5. Increase financing for the land reform program; and
6. Crediting of rentals in favour of the tenant against the just compensation that he
would have to pay in case the land was expropriated by the government for resale
to the tenant.

Agrarian Reform Special Fund Act (R.A. No. 6369)

This Act created a special account specifically to finance the Agrarian Reform
Program of the government.

Under Martial Law and the 1973 Constitution

On September 21, 1972, President Ferdinand Marcos declared Martial Law. Five
days later, he issued Presidential Decree No. 02 declaring the entire Philippines as land
reform area. By October 21, 1972, one month after the declaration of martial law,
Marcos then issued Presidential Decree No. 27 known as Tenant Emancipation Act
launching the Operation Land Transfer (OLT) of which tenant-farmers will owned the
land they tilled and provided with instruments and mechanisms needed for such transfer.
And it was made possible due to the exceptional powers exercised by the president.
During also this time, that the Land Bank of the Philippines was established as a
financing arm and penalized the ejectment of tenant-tillers from landholdings. In P.D.
27, those landlords who owned more than seven hectares of land will sell the excess to
the DAR, and in return, these lands will be sold to the landless farmers tilling the land.
And yet, this decree had also its own flaws since all landholdings planted with export
crops are exempted in the provisions.

29
Corazon Aquino Administration (1986-1992)
The recent Philippine Constitution was ratified by the people and took effect on
February 2, 1987, and thus, it repealed the Provisional Constitution promulgated under
the Proclamation No. 3 of President Corazon Aquino in the installation of the
revolutionary government.
Upon her assumption to office, she defined agrarian reform as “the most
fundamental and far-reaching program of the government for it adheres to the economic
well-being and dignity of many Filipinos.” Accordingly, she made this program as the
centrepiece of her government. On July 22, 1987, Comprehensive Agrarian Reform
Program (CARP) was passed by signing the Proclamation No. 131 and Executive Order
No. 229. These policies incorporated the general principles of the program and the
detailed mechanics of its implementation.
The principal law on agrarian reform during the time of Corazon Aquino was
the Republic Act No. 6657 known as Comprehensive Agrarian Reform Law (CARL) of
1988 signed on June 10, 1988 and took effect on June 15, 1988. This program covers any
type of agricultural land with any type of crops planted in it. Unfortunately, the CARP
was examined as failure after a 10-year implementation timeframe and this led another
10-year extension of the program until June 10, 2008 as approved by President Fidel
Ramos.

Other presidential issuances on agrarian reform are Executive Order No. 129-A dated on
July 26, 1987, for the purpose of reorganizing and strengthening the Department of
Agrarian Reform and other scope. In addition, Executive Order No. 228 dated July 17,
1987 focusing on the declaration of full land ownership to qualified farmer beneficiaries
covered by Presidential Decree No. 27.

Some aspects for its failure are the following:

1. Use of non-land transfer schemes;
2. Lack of strong willingness on the part of the national leadership to seriously
implement the program;
3. Lack of sufficient funds to fully finance the program;
4. The landowner’s unwillingness to distribute their land;
5. Avoidance of the law, greed, and lack of justice.

Fidel Ramos Administration (1992-1998)

In 1992, the Ramos administration acquired and distributed 382 hectares of land
to almost quarter of a million farmer beneficiaries. This accomplished 41% of all the
land titles distributed by the DAR during the last thirty years. In 1996, DAR distributed
only 58.25% of the total area it was supposed to cover and for 1998, DAR distributed
206,612 hectares of land. From 1987 to 1997, DAR distributed lands for a total of 2.66
million hectares to almost 1.8 million tenant-farmers.
Lack of funds is one of the primary problem encountered by Ramos
administration in order to support the program. To answer this problem, Ramos signed
Republic Act No. 8532 dated February 23, 1998, few months before the end of his term.
30
The purpose of this law was to amend the CARL and strengthen the CARP by extending
the program for another ten years.

Joseph Estrada Administration (1998-2001)

During the time of Estrada administration, he launched the so-called
Magkabalikat para sa Kaunlarang Agraryo (MAGSASAKA) that focused on introducing
foreign investors to agricultural sectors in order that farmers learned the advanced
technology in crop productions. However, the implementation of agrarian reform
remained unsettled.

Gloria Arroyo Administration (2001-2010)

By the end of 2008, if was found out that DAR distributed 6 million out of 8.1
million hectares of public lands. On 1.5 million hectares of private lands, only 17% of
that were transferred to tenants. President Gloria Arroyo’s administration was not
aggressive in the implementation of agrarian reform until nine months before the end of
her term.

By August 7, 2009, Arroyo signed the Republic Act No. 9700 known as Comprehensive
Agrarian Reform Program Extension and Reforms (CARPER) for amending certain
provisions of 1988 CARL and extended the CARL to five years and allocated more
funds for the implementation of the CARP.

Benigno Aquino III Administration (2010-2016)

Aquino administration only achieved 5% of its target for the distribution of

lands, much lower than the accomplishment of the short-lived Estrada administration
posted at 5.4%. Even that 5% distributed lands still encountered questions on appropriate
services. Problems still present during this administration such as:
1. Poverty and landlessness remained;
2. Interruption on the identification and distribution of a huge number of
landholdings;
3. Pending titles at the Registry of Deeds;
4. Inclusions and exclusions of beneficiaries;
5. Inability of farmers to pay the monthly amortizations and foreclosures;
6. Existence of exemptions in lands use conversions

People criticized this administration for lacking of political will to fully implement the
extended CARP and to enhance the distribution of land under CARPER.

Rodrigo Duterte Administration (2016 – Present)

31
 Under this leadership, President Rodrigo Duterte aggressively continued the
agrarian reform program that helps lighten the life of the farmers’ through prioritizing
the preparation of support services in the land distribution. The President ordered the
DAR to implement the 2nd phase of the program where landless farmers will be awarded
with the undistributed lands under the CARP, including the military reserves.

Under this administration, the DAR created an Anti-corruption Task Force to inspect and
examine reports on alleged anomalous activities of officials and employees in the
department. Also, DAR pursue the “Oplan Zero Backlog” program in relation to the
delivery of services of the agrarian reform and to fast track the implementation of the
CARP.
On August 3, 2019, President Rodrigo Duterte led the distribution of 58,387 Certificates
of Land Ownership Award (CLOA) to 60,233 farmer-beneficiaries of the CARP. The
distribution covers 102,727 hectares of land from the five regions, namely: Zamboanga
Peninsula, Northern Mindanao, Caraga, Davao Region and Soccsksargen.

President Duterte said that the turnover was pursuant to Administrative Order No. 5,
series of 2019.

Learning Activities:
Investigating the Agrarian Reform Issue
Name: _______________________________ Section: _______________
Directions: Interview six people (three from each side) about what they see as problems
or hindrances to the full implementation of agrarian reform and what solutions they can
32
recommend for these. List down your significant observations and synthesize the
interviewee’s remarkable responses.

Side 1: A tenant who cultivates another person’s agricultural land.

Side 2: An owner of an agricultural land that is tilled by a tenant.

Tenant Landlord

Background Information on
the Interviewee’s (name,
place, age, no. of years
being a tenant/landlord)

Major Problems

Possible Remedies

Analysis:
What do you think is the problem or issue with land ownership in the Philippines? Is it
plausible to have a genuine and successful agrarian reform program in the Philippines?
What do you think should be done? Explain your answer.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________

Mastery Test:
The Way Forward: Agrarian vs Industrialization
Name: ____________________________Section: ___________________
Directions: Consider yourself as a landowner of a ten-hectare agricultural land. Would it
be fair for you if parts of your land were to be distributed to farmers in the
implementation of the agrarian reform law? Using 300 to 500 words, justify your stand
about this hypothetical scenario.

33
Lesson 3 Taxation

Learning Outcomes:
At the end of this lesson, the student is expected to:
1. Effectively communicate, using various techniques and genres, historical analysis
of a particular event that could help others understand the chosen topic;
2. Propose recommendation or solutions to present day problems based on their
understanding of root causes, and their anticipation of future scenarios;
3. Display the ability to work in a multi-disciplinary team and contribute to a group
endeavor.

Pretest
True or False
34
 Directions: Read the statements below, write T if the statement is true otherwise
write F.
___1. Agricultural income is an exempted income.
___ 2. Gift is not taxable at all.
___ 3. Income tax is an indirect tax.
___4. The local government can collect income taxes.
___5. Rent free accommodation is taxable.

What is ‘Taxation’?

Taxation refers to compulsory money collection by a levying authority usually a

government the term “taxation” applies to all types of involuntary levies, from income to
capital gains to estate taxes. Though taxation can be a noun or verb, it is usually referred
to as an act; the resulting revenue is usually called “taxes” (Investopedia, 2016)
Taxation is a means by which government finance their expenditure by imposing
charges on citizens and corporate entities. Government use taxation to encourage or
discourage certain economic decision for example, reduction in taxable personal (or
household) income by the amount paid as interest on home mortgage loans result in
greater construction activity and generates more jobs. (Business Dictionary, n.d.)
Taxation refers to the practice of a government collecting money from its citizens
to pay for public services. Without taxation, there would be no public libraries or parks.
One of the most frequently debated political topics is taxation. Taxation is the
practice of collecting taxes (money) from citizens based on their earnings and property.
The money raised from taxation supports the government and allows it to fund police
and courts, have a military, build and maintain roads, along with many others services.
Taxation is the price of being a citizen, thought politician and citizens often argue about
how much taxation is to little or too much. (Vocabulary, n.d.)
Taxation is different from others forms of payment, like payment for a purchase
of goods or services, because taxation does not require consent from the payor and the
payment is not directly tied to any goods bought or services rendered. The government
compels taxation through an implicit threat or force – through penalties and / or
imprisonment. Taxation is legally different than extortion or a protection racket because
the imposing institution is a government, not a private actors.
Tax system have varied considerably across jurisdiction and time. In the most
modern system, taxation occurs on a both physical assets, such as property, and specific
events, such as sales transaction. The formulation of tax policies is one of the most
critical and contentious issues in modern politics. (Investopedia, 2016)

Philippine Taxation
What are taxes? According to the Department of Finance, Republic of the
Philippines, taxes are mandatory contribution of everyone to raised revenue for nation –

35
building. The revenue is used to pay for our doctors, teacher, soldier, and other
government personnel and officials, as well as for building schools, hospitals, roads, and
other infrastructure. It is our duty pay our taxes.

Why does the government collect taxes? The government collects taxes to provide
basic services such as education, health infrastructure, and other social services for all.
These taxes are used to pay for our doctors, teacher, soldier, and other government
personnel and officials. These are also used to build schools, hospitals, roads, and
various infrastructure for connectivity, and industrial and agricultural facilities.

Who pays taxes? We all pay taxes, either directly or indirectly. We pay taxes
according our income and / or level of consumption.

 Income tax is based on the ability – to – pay principle wherein people with higher
income should pay more.
 Consumption tax is based on the amount of goods and services utilized such that
the more you consume, the higher the tax you pay.
Filipino residing in the Philippines are taxed based on income earned here and
abroad. In the case of Filipinos living abroad, they are only taxed based on their income
earned in the Philippines. Similarly, resident aliens and non – resident aliens in the
Philippines are taxed based on their income earned in the country.

Where do my taxes go? Taxes are used to fund social services and investment in
infrastructure and human capital development. Part of our taxes get directly transferred
to the poorest through targeted transfers (e.g. 4Ps, pension to qualified senior citizens,
allowance for PDWs, and PhilHealth).

Legal Bases of Philippines Taxation

The policy of taxation in the Philippines is governed chiefly by the Constitution
of the Philippines and Three Republic Acts.

a) Constitution
Article VI, Section 28 of the Constitution states that “the rule of taxation shall be
uniform and equitable” and that “Congress shall evolve a progressive system of
taxation.”
Find a copy of the original document at this site:
hhtp://www.officialgazette.gov.ph./constitution/the-1987-constitution-of-the-republic-of-
the-philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-vi/
https://www.lawphil.net/consti/cons1987.html
b) National Law

36
 National Internal Revenue Code – enacted as Republic Act No. 8424 or the
tax Reform Act of 1997; Find a copy of the original document of this site:
http://www.officialgazette.gov.ph/1997/12/11/republic-act-no-8424/
 Subsequently amended by Republic Act No. 10936 or the Tax Reform for
Acceleration and Inclusion Act of 2017; find a copy of the original document
at this site: http://www.officialgazette.gov.ph/2017/12/27/republic-act-no-
10963/
 Republic Act No. 7160 or the Local Government Code of 1991, and those
sourced from the proceeds collected by virtue of the local ordinance. Find a
copy of the original document at all these site:
https://www.lawphil.net/statutes/repacts/ra1991/ra_7160_1991.html and
http://www.officailgazette.gov.ph/1991/10/10/republic-act-no-7160/

Taxes imposed at the national level are collected by the Bureau of the
International Revenue (BIR), while those imposed at the local level (i.e.,
provincial, city, municipal, barangay) are collected by a local treasurer’s office.

The power and duties of The Bureau of Internal Revenue are:

1. Reduction and collection of all internal revenue taxes, fees and charges;
and
2. Enforcement of all forfeitures, penalties, and fines connected therewith ,
including the execution of judgement in all cases decided in its favor by
the Court of Tax Appeals and the ordinary courts;
3. It shall also give effect to administer supervisory and police powers
conferred to it by National Internal Revenue Code and special laws.

4. Kind of taxes

According to the Department of Finance, Republic of the Philippines,

taxes can either be direct or indirect.

Direct taxes are those that are paid from your income taxes, and property
and capital taxes.
Indirect taxes are collected based on consumption. Example include
excise taxes, VAT, percentage tax, and documentary stamp tax (DST).

a. Direct Taxes
1. Income tax is a direct tax paid by individual or organization impose on:
Compensation Income – Salaries, wages, taxable bonuses, fringe benefits, and
other allowances
Business Income – Practiced of the profession, trades, gains, from the sale of the
assets, and other income not covered by compensation
Passive Income – Tax on deposits, royalties, and dividends

Compensation and self-employment income

37
 Individual earning compensation income are taxed based only on the
income tax schedule for individuals. On the other hand, self-employed
individuals, applicable percentage taxes, and value-added tax (VAT). However, if
their gross sales (or gross receipts plus other non-operating income) does not
exceed the VAT threshold, they have the option to be taxed either on the basic of
the income tax schedule for individuals and applicable percentage taxes, or just
with a flat tax rate of 8% on their gross sale (or gross receipts plus other non-
operating income).

Income tax schedule for individual effective FY 2018 until FY 2022

Annual taxable income Tax to pay

Over But not over

P0 P250,000 0%
P250,000 P400,000 20% of the
excess over
P250,000
P400,000 P800,000 P30,000 +
25% of the
excess over
P400,000
P800,000 P2,000,000 P130,000 + 30
% of the
excess over
P800,000
P2,000,000 P8,000,000 P490,000 +
32% of the
excess over
P2,000,000
P8,000,000 P2,410,000 +
35% of the
excess over
P8,000,000

B. Indirect Tax
1. Value-Added Tax
Value-Added Tax is a type of indirect tax imposed on goods and services. It
is typically passed on to the buyer as part of the selling price. The value-added
tax (VAT) rate since 2006 is 12%. Both imported and domestic goods and
services are covered by VAT, but there are many exemptions. The list of
exemptions can be found in Section 109 of the Tax Code

2. Percentage Tax
Percentage Tax is a business tax imposed on person or entities/
transaction: who sell or lease goods, properties or services in the course of trade
or business and are exempt from value-added tax (VAT) under Section 109 (w)
38
of the National Internal Revenue Code, as amended, whose gross annual sales
and/or receipts do not exceed Php. 1,919,500 and who are not VAT-registered;
and, engage in business specific in Title V of the National Internal Revenue
Code.

3. Excise Tax
Excise Tax is an indirect tax on selected goods that have negative
externalities and are non-essentials. Excise tax can be either specific or ad
valorem.

Specific is based on weight, volume capacity, or any other physical of unit

measurement.
Ad valorem (literally meaning “according to value”) is based on selling
price or other specified value This is a measure to discourage too much
consumption of scarce resources and limit the bad effect of some products.

These are the commodities subject to excise taxes: Sin products (alcohol and
tobacco), petroleum, miscellaneous article (automobiles, jewelry, perfume,
and toilet waters, yachts, and other vessels intended for pleasure or sports),
and mineral products. Taxed can be also classified as to who imposes them
either the National Government or the local Government (LGU)

C. National Taxes
The taxes imposed by the national government of the Philippines
include, but are not limited to:

Income tax (Compensation, Business, Passive)

Estate Tax;
Donor’s Tax;
Value-Added Tax;
Percentage Tax;
Excise Tax; and
Documentary Stamp Tax

D. Local Taxes
One of main sources of revenues of the local government units is the real
property tax, which is a tax imposed on all types of real properties including
lands, buildings, improvements, and machinery.

Another source of revenues are local ordinances such as parking fees

and the like:

References:
“The Constitutions of the Republic of the Philippines.” Official Gazette.
Retrieved 8 January 2018.
“Republic Act 8424-Tax Reform Act of 1997.” The Lawphil Project.
Retrieved 8 January 2018.
Republic Act 10963-Tax Reform for Acceleration and Inclusion Act of
2017” (PDF). Official Gazette. Retrieved 8 January 2018.
39
 Republic Act 7160-Local Government Code of 1991.” The Lawphil
Project. Retrieved 8 January 2018.
“12% VAT now in effect.” GMA news. 1 February 2006. Retrieved 8 January
2018. (“taxation in the Philippines,” 2018)

5. Brief History of Philippine Taxation

Spanish era
During the 17 th and 18th centuries, the Contador de’ Resultas served as
the Chief Royal Accountant whose function were similar to the
Commissioner of Internal Revenue today. He was the Chief Arbitrator whose
decision on financial matters were final except when revoke by the Council of
Indies. During those time, taxes that were collected from the inhabitants
varied from tribute or head tax of one gold maiz annually; tax on value of
jewelries and gold trinkets; indirect taxes on tobacco, wine, cockpits, burlas
and powder. From 1521 to 1821, the Spanish treasury had to subsidize the
Philippines in the amount of P250, 000. 000 per annum due to the poor
financial condition of the country, which can be primarily attributed to the
poor revenue collection system. (Wikipedia, 2018)

American era
In the early American regime from the period 1898 to 1901, the
country was ruled by American military governors. In 1902, the civil
government was establish under William H. Taft. However, it was only
during the term of second civil governor Luke E. Wright that the Bureau of
Internal Revenue (BIR) was created in July 2, 1904.
On August 1, 1904, the BIR was formally organized and made
operational under the Secretary of Finance, Henry Ide (author of the Internal
Revenue Law of 1904), with John S. Hord as the first collector.

The second American collector was Ellis Cromwell (1909-1912)

The third American was William T. Hotling (1912-1214). During

his term, collection by the Real Estate and License Division were confined to
revenue accruing to the City of Manila.

The fourth American collector was James J. Rafferty (1914-1918).

In line with the Filipinization policy of the US President

McKinley, Filipino Collector were appointed. The first three (3) BIR
Collector were: Wenceslao Trinidad (19918-1922); Juan Posadas, Jr. (1922-
1934) and Alfredo Yatao (1934-1938).

40
 In 1937, the Secretary of Finance reorganized the Provincial
Inspection Districts and maintained in each province an Internal Revenue
Office supervised by a Provincial Agent. (Wikipedia, 2018)

Japanese era
Under the Japanese regime (1942-1945), the Bureau was combined
with the Costume Office and was headed by a Director of Costume and
Internal Revenue. (Wikipedia, 2018)

Post-war era
On July 4, 1946, when the Philippines gained its independence from
the United States, the Bureau was eventually re-established separately.

The country was divided into 31 inspection unit, each of which was
under a Provincial Revenue Agent and City Revenue Agent Distilleries and
tobacco factories.

In 1951, the withholding tax system was adopted by Republic Act

(RA) 690. This method of collecting income tax upon receipt of the income
resulted to the collection of approximately 25% of the total income tax
collected during the said period.

From 1954 to 1957, major reorganized took place in the Bureau

which created various offices, including the setting up of regional offices in
Cebu and Davao in 1955. The Bureau organizational set-up expanded
beginning 1956 in line with regionalization scheme of the government.

In January 1957, the position title of the head of the Bureau was
change from Collector to Commissioner. The last Collector and the first
Commissioner of the BIR was Jose Aranas.

In 1958, the tax Census Division was established to consolidate all

statements of assets, incomes and liabilities of all individual and resident
corporations in the Philippines into National Tax Census.

On June 19,1959, the Rewards Law (RA No. 223) was passed to strictly
enforce the payment of taxes and to further discourage tax evasion, whereby

41
informers were rewarded the 25% equivalent of the revenue collected from
the tax evader.

In 1946, the Philippines was sub-divided again into 15 regions and 72

inspection districts. The Tobacco Inspection Board and Accountable Forms
committee were also created directly under the Office of the Commissioner.
(Wikipedia, 2018)

Marcos administration

In 1956, Commissioner Misael Vera implemented the “Blue

Master Program” to curb the abuses of both the tax payers and BIR personnel;
and the “Voluntary Tax Compliance Program” to encourage professionals in
the private and government sectors to report their true income and to pay the
correct amount of taxes.

In 1970, each tax payers was provided with a permanent Tax

Amount Number (TAN) which resulted into faster verification of tax records.

Similarly, the payment of taxes through banks, and the package

audit investigation by industry were implemented.

During the Martial Law years, several tax amnesty decrees were
issue by the President to enable erring taxpayers to start anew.

In 1976, the Bureau’s National Office was transferred from the

Finance Building in Manila to its own building in Quezon City.

In 1977, President Marcos Promulgated the National Internal

Revenue Code of 1977, which updated the 1934 Tax Code.

In 1980, Commissioner Ruben Ancheta further recognized the

Bureau (Wikipedia, 2018)

Aquino administration

After the EDSA Revolution in February 1986,”Operation:

“Walang Lagay” was launched to promote the efficient and honest collection
of taxes.
42
 On January 30, 1987, Commissioner Bienvenido Tan, Jr
reorganized the Bureau.

In 1988, the value-added tax (VAT) was introduced. The

adoption of the VAT system was one of the structural reforms provided for in
the 1986 Tax Reform Program, which was designed to simplify tax
administration and make the tax system more equitable.

In 1989 Commissioner Jose Ong improve tax collection and

simplified tax administration. The Tax Account Number (TAN) was replaced
by the Taxpayer Identification Number (TIN) and adopted the New Payment
Control System and Simplified Net Income Taxation Scheme. (Wikipedia,
2018)

Ramos administration

In 1993, Commissioner Liwayway Vinzons-Chato implement the

Action Centered Transformation Program. (ACTS) to realign and direct the
entire organization towards the fulfillment of its vision and mission.

In 1994, a five-year Tax Computerization Project (TCP) was

undertaken which involve the establishment of a modern and computerized
Integrated Tax System and Internal Administration System.

In July 1997, the BIR was further streamline to support the

implementation of the computerized Integrated Tax System. (Wikipedia,
2018)

Estrada administration

Commissioner Beethoven Rualo enhance the voluntary

compliance nad implemented The Economic Recovery Assistance Payment
(ERAP) Program, which granted immunity from audit and investigation to
taxpayer who have paid 20% more than the tax paid in 1997 for income tax,
VAT and/or percentage taxes.

In 1999, the raffle promo “Humingi ng Resibo, Manalo ng

Libo-Libo” was institutionalized to encourage consumers to demand sales
invoices and receipts.

43
 In 2000, Commissioner Dakila Fonacier implemented the full
utilization of tax computerization in the Bureau’s operation; expansion of the
use electronic Documentary Stamp Tax metering machine and establishment
of tie-up with the national government agencies and local government unit for
the prompt remittance of withholding taxes; and implementation of
Compromise settlement Program for taxpayers with outstanding accounts
receivable and deputed assessment with the BIR.

The Larges Taxpayers Service (LTS) and the Excise

Taxpayers Service (ETS) were established to reinforce the tax administration and
enforcement capabilities of the BIR. The BIR also implemented a Full Integrated
Tax System (ITS) Rollout Acceleration Program to facilitate the full utilization of
the computerization in the Bureau’s operation. (Wikipedia, 2018)

Arroyo administration

In 2001, Commissioner, Atty. Rene G. Banez implemented changes

that made the tax system simpler and suited to the Philippine culture, more
efficient and transparent. He also implemented the Voluntary Assessment
Program and Compromise Settlement Program and expansion of coverage of the
creditable withholding tax system. A technology-based system that promotes the
paperless filling of tax returns and payment of taxes was also adopted through the
electronic Filling and Payment System (eFPS).

In 2002, Commissioner Guillermo L. Parayno, Jr. offered a

Voluntary Assessment and Abatement Program (VAAP) to taxpayers with under-
declared sales/ receipts/ income. He adopted the Reconciliation of Listings for
Enforcement or RELIEF system to detect under-declarations or taxable income
by taxpayers and the electronic broadcasting system to enhance security of tax
payments.

The BIR expanded its electronic services to include the web-based

TIN application and processing; electronic raffle of invoices/ receipts; provision
of e-payment gateways; e-substitute filling of tax returns and electronic
submission of sales reports.
High-profile tax evaders were sued under the Run After Tax Evaders
(RATE) Program and cash register machines and point-of-sale machines were
registered with the BIR.

In 2006, Commissioner Jose Mario C. Bunag expanded the RATE

Program to the Regional Offices; inclusion of new payment gateways, such as the
efficient Service Machines and the G-Cash and SMART Money facilities;
implementation of the Benchmarking Method and installation of the Bureau’s e-
Complaint System, a new e-Service that allows taxpayers to log their complaints
against erring revenuers through the BIR website. The Nationwide Rollout of
Computerized System (NRCS) was also computerized Revenue District Offices.

In 2007, the National Program Support for Tax Administration Reform

(NPSTAR), a program funded by various international development agencies,
44
was lunched to improve the BIR efficiency in various areas of tax administration
(i.e. taxpayer compliance, tax enforcement and control, etc.). (Wikipedia, 2018)

In 2007, Commissioner Lilian B. Hefti embarked on data matching of

income payments of withholding agent against the reported income of the
concerned recipients. Information sharing between the BIR and the Local
Government Units (LGUs) was aimed to uncover fraud and non-payment of
taxes. Computer-Assisted Audit Tools and Technique (CAATTs) was used to
enhance the Bureau’s audit capabilities.

In 2008, Commissioner Sixto S. Esquivias IV closed erring business

establishment under “Oplan Kandado” Program.

A Taxpayer Feedback Mechanism was also established were

complaints on erring BIR employees and taxpayers who do not pay taxes and do
not issue ORs/invoices can be reported.

In 2009, Commissioner Joel L. Tan-Torres pursued a high visibility

public awareness campaign on the Bureau’s enforcement and taxpayers’ service
program. He institutionalized several program to improve revenue collections.
(Wikipedia, 2018)

Aquino administration

Under Commissioner Kim S. Jacinto-Henares, the BIR focused

on the filling of tax evasion cases. The BIR was able to collect more than one-
half of the total revenues of the government. (Wikipedia, 2018)

Duterte administration

Rodrigo Duterte signed the Public Act 10963 or the Tax Reform
for Inclusion and Acceleration Act of 2017, which lowered personal income tax
rate but increased taxes on certain goods leading to a net increase in revenue.
This excess revenue will be used to fund the major expansion in public
infrastructure in the country. (Wikipedia, 2018)

6. What is the tax Reform Program?

By the Department of Finance, Republic of the Philippines

We are redesigning out tax system to be simpler, fairer, and more
efficient for all, while also raising the resources needed to invest in our
infrastructure and our people. We will lessen the overall tax burden of the
poor and the middle class.

The Tax Reform and Acceleration and Inclusion (TRAIN) is the

first package of the comprehensive tax reform program (CTRP)

45
 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 design to
redistribute some of the gains to the poor.

Through TRAIN, every Filipino contributes in funding more

infrastructure and social services to eradicate extreme poverty and
reduced inequality toward prosperity for all. TRAIN address several
weakness of the current tax system by lowering and simplifying personal
income taxes, 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.

Learning Activities
Name:_________________________ score: ________
Subject & Section:_______________ date: ________
Activity: How Much Taxes Do You Pay the Government?
While as a student, you may not be earning your own income yet, and hence
being taxed; but as consumers, you are paying your taxes to the government of the
Philippines. Compute how much Taxes you are paying in the government daily, weekly,
monthly and annually by computing your everyday consumption. Get the tax percentages
of Value added tax, Percentage Tax and Excise Tax of the items that you consume and/or
purchase. Base your computation on the train law.

ITEMS DAILY WEEKLY MONTHLY YEARLY

Food
(Meals, snacks,
etc. including
those taken in
fast food or
restaurants, bars,
etc.)
Drinks
(Soft drinks,
juices, bottled
drinks, etc.)
Clothing
(Shirts, dress,
pants, shoes,
rubber shoes,
jackets, etc.)
School Supplies
(Pens, papers,
notebooks,
cartolina,
46
 cardboards, etc
Accessories and
Gadgets
(Smartphones,
wristwatches,
jewelries, etc.)
Transport
(gas, fares, etc.)
Leisure &
Lifestyle
(Movies, outing,
haircut, hair
rebond, hair
color, massage,
etc.)
Toiletries
(Soap, shampoo,
conditioners,
toothpaste, etc.)
Water
(Get the Vat
reflected on the
bill and divide
by the members
of your
household)
Electricity
(Get the Vat
reflected on the
bill and divide
by the members
of your
household)

Total Taxes

Mastery Test
Name:_________________________ score: ________
Subject & Section:_______________ date: ________
Directions: Read each questions carefully, and then encircle the answer that fits the
question.

1. President who signed TRAIN law?

a. Pres. Aquino b. Pres. Duterte c. Pres. Arroyo d. Pres. Estrada
47
2. The primary purpose of taxation is to:
a. Fortify the government against invades
b. make the country a leading industrialized country in the world
c. raise revenue for the support of government
d. reduce inequalities I wealth and income
3. Which term refers to the practice of a government collecting money from its citizens
to pay for public services?
a. tax b. Indirect c. direct d. taxation
4. Cash and property dividends are tax at the rate of?
a.10% b. 15% c. 20% d. 25%
5. Taxes paid from your income and properties?
a. excise b. value added-tax c. indirect d. direct
6. Taxes collected based on consumption?
a. specific b. indirect c. ad- valorem d. direct
7. Interest income bank deposit, deposit substitute, trust funds, and other similar products
(except for its long-term variants) is taxed at the rate of:
a.10% b. 15% c. 20% d. 25%

8. Royalties, exempt on books, literary works and musical composition, are taxed at the
rate of:
a.10% b. 15% c. 20% d. 25%
9. Prizes and winnings from Philippines Charity Sweepstakes office (PCSO) Lotto in
excess of P10, 000 (upon which individual prizes and winnings P10, 000 or below are
taxed on the basis of the income tax schedule for individuals) are taxed at the rate of:
a.10% b. 15% c. 20% d. 25%
10. Tax imposed on goods and services?
a. percentage tax b. specific c. value-added-tax d. ad-valorem
11. Tax based on weight volume capacity or any other physical unit measurement?
a. specific b. excise c. direct d. ad-valorem
12. Value added tax rate in the Philippines?
a.6% b. 12% c. 15% d. 18%
13. Tax rate for corporations?
a.10% b.20% c.25% d. 30%
14. All are indirect taxes except?
a. value- added tax b. income tax c. excise tax d. Percentage tax
48
15. A mandatory contributions of everyone to raise revenue for nation building?
a. direct b. tax c. indirect d. property tax

Lesson 4 Peace Education

Learning outcomes:
1. Define peace education and explain its key terms
2. Analyze the root of conflict
3. Identify major conflicts in Philippine history
4. Determine the approaches to conflict resolution

Pretest
Directions: In the matrix below, provide word/s or phrase that would relate to PEACE. It
could be in Bisaya, Filipino, English, or any dialect you know.

PEACE/ KALINAW

Understanding Basic Concepts

Believing that young people carry creative energy and active capacity to
transform violent conflict in the world— and believing that education is a place to build
cultures of peace or war cultures— peace educators argue that practitioners have a
responsibility to communicate with young people about values, views, skills and
behaviors that promote global harmony and social justice.14
Peace is described as the absence of physical and structural violence and the
presence of justice; therefore, students should investigate the root causes of conflict,
learn about international humanitarian and human rights laws, seek out alternative

14
(Kester, K. . (2012). Education for Peace: Content, Form, and Structure: Mobolizing Youth for Civic
Engagement. The Paulinian Compass, 2(3). Retrieved from http://ejournals.ph/form/cite.php?id=2404)

49
security structures, and learn skills to manage micro / macro conflicts without violence.
15

Training for peace is in fact transformative. It cultivates the knowledge base,

skills, attitudes and values that aim to transform the mindsets, attitudes and behaviors of
people that have either created or escalated violent conflicts in the first place.16
There is now consensus that if we are to move towards a genuine culture of
peace, we need a comprehensive and holistic understanding of the peace. 17 According to
Johan Galtung, peace doesn’t mean no dispute at all. This means the absence of
aggression in all forms, and the positive development of conflict. 18 The father of peace
studies often refers to the distinction between ‘negative peace’ and ‘positive peace’.
Negative peace refers to the absence of violence. When, for example, a ceasefire is
enacted, a negative peace will ensue. It is negative because something undesirable
stopped happening (e.g. the violence stopped, the oppression ended). Positive peace is
filled with positive content such as restoration of relationships, the creation of social
systems that serve the needs of the whole population and the constructive resolution of
conflict.
Our understanding of peace should also cover the different levels of relationships,
starting with personal peace and expanding into broader circles.

PEACE

15
ibid
16
https://www.waxmann.com/index.php?eID=download&id_artikel=ART100888&uid=frei
17
Social Dim
18
Galtung, J. (1969). Violence, Peace, and Peace Research. Journal of Peace
Research, 6(3), 167-191. Retrieved August 15, 2020, from www.jstor.org/stable/422690

50
 NEGATIVE PEACE POSITIVE
PEACE

Absence of direct/ Presence of conditions of

physical violence well-being and just
relationship: social,
economic, political,
ecological

Structural Violence
Direct Violence (e.g. poverty and hunger)
(E.g. War, torture) Socio-cultural Violence
(e.g. racism, sexism, religious intolerance)
Ecological Violence
(e.g. pollution, overconsumption)

VIOLENCE

Figure 2Levels of Peace

Photo credit: google.com

Understanding the concept of conflict and violence

51
 Conflict is characterized as a conflict between individuals that emerges from a
difference in the process of thought, attitudes, understanding, interests, requirements and
sometimes even perceptions.19
Conflict occurs when people have different beliefs, views, desires, interest and
cannot find a middle way. Conflicts can be of many types, such as verbal conflict,
religious conflict, emotional conflict, social conflict, personal conflict, organizational
conflict, conflict between the group, etc. Conflicts and conflict with one another never
lead to a conclusion.
WHO definition of violence states as “the intentional use of physical force or
power, threatened or actual, against oneself, another person, or against a group or
community that either results in or has a high likelihood of resulting in injury, death,
psychological harm, maldevelopment or deprivation.”
Peace Education and Transformative education

Peace education, or an education that promotes a culture of peace, is essentially

transformative. It cultivates the knowledge base, skills, attitudes and values that seek to
transform people’s mindsets, attitudes and behaviors that have created violent conflicts.
The transformation builds awareness and understanding, developing concern and

19
Retrieved from https://www.managementstudyguide.com/understanding-conflict.htm “Prachi Juneja”
and Reviewed By Management Study Guide Content Team. MSG Content Team comprises
experienced Faculty Member, Professionals and Subject Matter Experts. We are a ISO 2001:2015
Certified Education Provider
52
challenging personally social actions that will enable people to create conditions and
systems that actualize nonviolence, justice, environmental care and other peace values.
Educating for peace will give us the practical benefits that we seek. It is expected
to build a critical mass of people who will demand for and address the needed personal
and structural changes that will transform the many problems that relate to peace into
nonviolent, humane and ecological alternatives and solutions.
Peace Concepts:
I. Maintaining Dignity

Upholding human dignity is at center of the values system that is

associated with social peace. What is human dignity? It is defined as the
fundamental innate worth of a human being. Human dignity is the
recognition that human beings possess a special value intrinsic to their
humanity and as such are worthy of respect simply because they are
human beings. This concept, once foundational to ethical reflection in
such diverse areas of engagement as social ethics and human rights on to
the clinical bedside and bioethics, has come under increasing criticism.20

II. Disputing Prejudice and Building Tolerance

Gordon Allport (1958) as cited by Vega et.al (2015) asserts that
humans have tendencies towards prejudice. This lies in their
normal tendencies to form generalizations and categories whose
content represents an oversimplification of experience.

What is prejudice?
Prejudice is an unjustified or incorrect attitude (usually
negative) towards an individual based solely on the individual’s
membership of a social group.21

What is Stereotype?
Stereotype is"... a fixed, over-generalized belief in a given
group or class of people" (Cardwell, 1996).22

What is discrimination?
Discrimination hits the very heart of a human being. This violates the dignity
of others simply because of who they are, or what they believe. Discrimination is
negative, and injustice endures. Discrimination arises when, because of an
unjustified distinction created in policy, law or care, a person is unable to enjoy his
or her civil rights or other legal rights on equal terms with others. The mission of
Amnesty International is grounded in the no discrimination principle. Working with
societies around the world, we challenge discriminatory laws and policies to ensure
equal enjoyment for all people of their rights.23

20
Retrieved from https://cbhd.org/category/issues/human-dignity
21
Retrieved from https://www.simplypsychology.org/prejudice.html
22
Retrieved from https://www.simplypsychology.org/katz-braly.html
23
Retrieved from https://www.amnesty.org/en/what-we-do/discrimination/
53
Various forms of Prejudice:
 Racism- the belief that one’s own cultural or racial heritage is innately
superior to that of others, hence, the lack of respect appreciation for those who
belong to a ‘different race’.
 Sexism- a system of attitudes, actions, and structures that subordinates
others on the basis of their sex where the usual victims are women.
 Heterosexism- negative attitudes towards the LGBTQ++ community.
 Classism- distancing from and perceiving the poor as ‘the other’ (Lott,
1995 as cited by Vega et.al, 2015)
 Linguicism- negative attitudes which members of the dominant language
groups holds against non-dominant language groups. (Chen-Hayes et.al as
cited by Vega et.al, 2015)
 Ageism- negative attitudes held against the young or the elderly
 “lookism”- prejudice against those who do not measure up to the
standards of beauty. The usual victims are the overweight, undersized,
and the dark-complexioned (Nario- Galace, 2003 as cited by Vega et al,
2015)
 Religious intolerance- prejudice against those who are followers of
religions other than one’s own.
An effective way of disputing prejudice is by teaching tolerance.
Tolerance is not just tolerating what is unjust but it is respecting,
accepting and appreciating the diversity of cultures and human
expression. Education for tolerance aims to counter influences that lead to
fear, discrimination and exclusion of others. Tolerance recognizes that
others have the right to be who they are.
Discrimination can take various forms:

 Direct discrimination is when an explicit distinction is made

between groups of people that results in individuals from some
groups being less able than others to exercise their rights. For
example, a law that requires women, and not men, to provide
proof of a certain level of education as a prerequisite for voting
would constitute direct discrimination on the grounds of sex.

 Indirect discrimination is when a law, policy, or practice is

presented in neutral terms (that is, no explicit distinctions are
made) but it disproportionately disadvantages a specific group or
groups. For example, a law that requires everyone to provide proof
of a certain level of education as a prerequisite for voting has an
indirectly discriminatory effect on any group that is less likely to
have achieved that level of education (such as disadvantaged
ethnic groups or women).

 Intersectional discrimination is when several forms of

discrimination combine to leave a particular group or groups at an
54
 even greater disadvantage. For example, discrimination against
women frequently means that they are paid less than men for the
same work. Discrimination against an ethnic minority often results
in members of that group being paid less than others for the same
work. Where women from a minority group are paid less than
other women and less than men from the same minority group,
they are suffering from intersectional discrimination on the
grounds of their sex, gender and ethnicity.

III. Advancing Nonviolence

Nonviolence is the refusal to do harm to other people as life is
sacred and is an absolute value. It is anchored on the belief that people
have the potential to change.

IV. Grueling the War System

War, in the common context, a conflict that includes hostilities of
significant length and magnitude between political groups. Clausewitz
cogently describes war as a legitimate foreign policy instrument: "an act
of aggression intended to force our adversary to meet our will."24
Contemporary ideas about the causes of war loosely split into two
primary classes. Another attributes war to or activates some intrinsic
biological and psychological causes, the other attributes war to certain
social ties and institutions.

V. Sharing the Earth’s Resources

Societies demonstrate the great contrast of those who are
extremely poor and wealthy. This uneven distribution of resources is a
situation of violence known as structural violence.
Causes of Poverty
 War and other armed conflicts disrupts the people’s
livelihood and all productive activities.
 Political systems created by the local political elite that
have combined with profit-motivated economic systems
that reduce opportunities for most people to earn enough to
meet their basic needs.
 Inequitable distribution of wealth and resources.
 Environmental conditions
 Lack of opportunities for employment
 Lack of education
 Corruption
 Over consumption
 Greed
 Idleness

VI. Resolving Conflicts

24
Frankel, Joseph. (20200. War. Encyclopedia Britannica, Encyclopedia Britannica, Inc.
https://www.britannica.com/topic/war
55
 In dealing with conflicts, two variables are generally considered by
disputants. First, relationship with the adversary. Second, importance of
issue at hand. Below are some options to choose from when faced with
conflicts:
 Avoidance or withdrawal
 Aggression
 Accommodation
 Compromise
 Collaboration or collaborative problem solving.

What is a Peaceable Learning Environment?

It is characterized by affirmation, cooperation, communication, appreciation for
diversity, appropriate expression of feelings and peaceful conflict resolution. It is a
learning environment where students feel safe and secure whether it is in residential class
or in a virtual one.

Learning Activities
Activity 1
Directions: Base on the characteristics of a peaceable learning environment, create your
own model of learning environment in the new normal setting (Virtual classroom/ Study
from Home).

Activity 2
Do a research about conflict in the Philippines. Do a timeline of conflict/ war in the 21 st
century Philippines with the efforts of reconciliation and solution done by the
government.

Mastery Test
Essay. Compose an essay with at least 400 words about the following questions.
1. Why there is a need for peace education?
2. In what way is peace education practical and ethical?

References:
Vega, Violeta et al (2015). Social Dimensions of Education. Lorimar Publishing. Quezon
City.

Palispis, Epitacio (1995). Introduction to Values Education. Rex Bookstore. Manila,

Philippines.

56
Linao, Rex (2001). The Peace Paradigm of Development: An Agenda for Mindanaoans.
Mindanao Center for Policy Studies. Davao City.

Lesson 5: Indigenous Peoples’ and Filipino Muslims Education

Learning Outcomes:
1. Identify the Indigenous groups and the Filipino Muslim groups in the Philippines
2. Examine their role in the history of the Philippines
3. Identify the challenges of the indigenous groups

Pretest
Directions: Fill the necessary information needed in the table below.

Enumerate the Indigenous

groups/ Filipino Muslim Location (Region/ Province) Beliefs and Practices
groups you know

1.

2.

3.

57
 4.

5.

In the Philippines, indigenous peoples preserved much of their traditional, pre-

colonial culture, social structures, and living practices. Generally, they live in
geographically remote areas with little access to basic social services and little
opportunities for significant economic activities, employment, or political participation.
In comparison, commercially important natural resources such as minerals, forests and
rivers are found predominantly in their regions, making them continually vulnerable to
violence toward land grabbing and development.
The number of indigenous peoples in the Philippines is unknown but between 10
percent and 20 percent of the country's population is estimated. The Philippines accepted
the UN Declaration on Indigenous Peoples ' Rights but has not yet ratified ILO
Convention 169. 25
In 1997, Republic Act 8371, dubbed the Indigenous Peoples Rights Act (IPRA),
was passed. It was praised for its support for indigenous peoples' cultural integrity, the
right to their lands and the right to self-directed development of these lands.
A more comprehensive implementation of the law is still being sought, as the
indigenous peoples of the Philippines tend to live in geographically remote areas without
access to basic social services and with little opportunities for widespread cultural,
educational, or political participation.
Many categorizations of indigenous peoples in the Philippines are possible, but
for purposes here a fairly conventional one employed by the Episcopal Commission on
Tribal Filipinos (ECTF) will serve. ECTF estimates that there are approximately 6.5
million indigenous peoples, composing about 10 percent of the total Philippine
population and belonging to over 40 distinct ethnolinguistic groups, which can be
grouped in the following fashion:
(1) the Lumad of Mindanao, various non-Muslim tribal peoples found in virtually
every province of Mindanao, numbering around 2.1 million people and including such
groups as the T'Boli, the Manobo, the Mandaya, the Subanun, the Tiruray, the Bagobo,
and the B'laan;
(2) the Peoples of the Cordillera, indigenous inhabitants of the five provinces of
the Cordillera mountain range of Northern Luzon, numbering around 1 million people

25
https://www.iwgia.org/en/philippines.html
58
and including such groups as the Ifugao, Bontoc, Kalinga, Isneg, Ibaloy, Tinngguian, and
Kankaney; and
(3) various other, widely scattered tribal peoples of the hinterlands of Central and
Southern Luzon, some islands in the Visayas, Mindoro, and Palawan, and including the
various "Negrito" groups (Dumagat, Agta, Batak, etc.), the various Mangyan groups, the
Tagbanua, and the Pala'wan.
In some parts of the country, intermarriage between Tribal Filipinos and lowland
Filipinos and, as suggested above, the length of residence of at least some "lowland"
Filipinos in hinterland areas are factors confounding efforts to specify unambiguously
who is and who is not an "indigenous Filipino."26
The start of the Spanish rule in the country was marked by internecine conflicts.
Although Queen Isabela and King Phillip had instructed that the inhabitants of the
Philippines be considered Spanish subjects and accorded justice and “their progress
enhanced”, the early colonial leaders did not carry out theses instructions smoothly. The
leaders often disregarded the rights of the indios whom they conscripted to cut the forests
to build the ships and to man these for war of domination against the Filipino “Moros”.
The natives’ hardships and material losses seemed not to matter to some governors.
The Spanish crown asserted sovereignty over the islands and the power to
dispose of the land by way of colonization. The U.S. authorities later institutionalized
their legal authority to dispose of all land and voided all prior Moro or Lumad chiefs
land grants, as well as those throughout the Philippines that had been made without
government approval.27

Lumads and Moros of MINSUPALA

LUMAD is a Bisayan term meaning “native” or “indigenous”. It is adopted by a
group of 15 from a more than 18 Mindanao ethnic groups in their Cotabato Congress in
June 1986 to distinguish them from the other Mindanaons, Moro or Christian. Its usage
was accepted during the Cory Administration when R.A. 6734, the word Lumad was
used in Art. XIII sec. 8(2) to distinguish these ethnic communities from the Bangsa
Moro.
At present, Mindanao Lumads account for 2.1 million out of the total 6.5 million
indigenous people nationally. (1993 Census) these fifteen Lumads in the Cotabato
Congress were the following:
 Subanen
 B’laan
 Mandaya
 Higaonon
 Banwaon
 Talaandig
 Ubo

26
Retrieved from https://www.culturalsurvival.org/publications/cultural-survival-quarterly/indigenous-
peoples-ancestral-lands-and-human-rights
27
Retrieved from https://minorityrights.org/minorities/indigenous-peoples-6/
59
  Manobo
 T’boli
 Tiruray
 Bagobo
 Tagakaolo
 Dibabawon
 Manguangan, and
 Mansaka.
They are found in the following towns and cities:
Cotabato, Tandag, Dipolog, Kidapawan, Marbel, Tagum, Cagayan de Oro,
Davao, Malaybalay,Pagadian, Butuan, Surigao, Ozamis, Ipil, Digos, Mati and Dipolog.

History
About the 11th century, the anthropologist called the "emerging period," F. Landa
Jocano, the complex relations between the indigenous cultural elements and those of the
migrants contributed to the eventual narrowing into distinct ethnic groups. Pigafetta, the
chronicler of Magellan in 1521, listed four classes of Mindanao such as: Caragan,
Mandanaos, Lutaos, Subanus and Dapitans.
The Caragans have apparently been found in the area of Misamis Oriental,
Agusan, and Bukidnon. The Mandanaos in Mindanao Central; Lutaos in Zamboanga del
Sur and Basilan; Subanus and Dapitans in Zamboanga del Sur and del Norte; and the
Dapitans in the Provinces of Zamboanga del Norte as they are called today.

Indigenous people were called” infieles” during the Spanish regime, the
subjugation of the Lumads was equally important as that of the Muslims. Thus, Jesuit
missions were established near infieles territories. They were found among the Tiruray in
Cotabato; among the Subanons in Dapitan; among the Manuvus and Caragans in
Misamis and Surigao; and among the Bilaans in Davao.
Lumads practiced swidden agriculture in economic terms, depending on the value of
the land. Communal sharing of wealth based on the assumption that land and nature are
sacred as divine endowments determines their relationship with their surroundings.
Its socio-political arrangements have been varied. The Mandaya were led by their
bagani or warrior while their datu led the Bagobos, Manuvu, and most of the Lumads.
His sacops were the subjects of The Datu. The Lumad remained isolated and removed
from the hard to penetrate hills and woods. The Spanish colonial strategy was to begin
settlement along the coast into the plains through its way to the hinterlands.

During the Revolution of 1896, Lumads joined a band of deportados and boluntarios
who started a mutiny in Marawi City against their Spanish superiors. They roamed the

60
Misamis Oriental area, harrassing and wrecking havoc on Chinese and Spanish-owned
business establishments
Throughout the 1896 Revolution, Lumads formed a band of deportados and
boluntarios, who started a mutiny against their Spanish superiors in Marawi City. They
roamed the Misamis Oriental area, harassing the Chinese and Spanish-owned business
establishments and wrecking havoc.
The Lumads had opposed American colonization in Mindanao. The Bagobos
were murdered in the region in 1906 by Gov. Bolton of Davao. About 1906-1908 the
Lumads Tungud Movement spread through Agusan and Bukidnon in Davao.
A systematic strategy to incorporate Mindanao and Sulu started when US rule was
established. Lumads and the Muslims were organized under a structure of tribals. There
were 6 people in Davao (Ata, Guiangga, Mandaya, Manobos, Tagakaolo), 18 in
Cotabato, 13 in Lanao, 9 in Sulu, 5 in Zamboanga, 56 in sub-districts. The governor of
the district that headed the wards had a deputy in the Lumad datu person.

Throughout the contemporary times, concern for the Lumads in Mindanao

centered on the development projects that threaten to displace the Lumads from their
homeland. Legislations for the protection of ancestral lands by the cultural communities
had been passed by Congress. Senate Bill 1728, sponsored by Juan Flavier entitled,
Indigenous People’s Rights Act (IPRA) of 1997 seeks to “recognize, protect and promote
the rights of indigenous cultural communities and to appropriate funds for the purpose.28

1987
Constitution
IPRA
Martial lal/
Marcos Regime Self-
determination
American Period Integration

Spanish Period Assimilation

Annihilation
Pre- Spanish

Autonomy

Figure 3 Historical Development of Policies

28
Ulindang, Faina (?). LUMAD in Mindanao. National Commission for Culture and Arts.
https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-cultural-heritagesch/historical-
research/lumad-in-mindanao/
61
Filipino Muslims/ Moros of Mindanao
The Moro people are composed of the 13 ethnolinguistic communities Islamized
in Mindanao , Sulu, and Palawan. The Moros are an indigenous people, along with the
culture known as Lumad in Mindanao, who had lived on the islands long before Spanish
colonization came in.
Today the people of Moro are found in the Philippines. Yet they are dominant in
the Maguindanao, Lanao del Sur, Basilan, Sulu, and Tawi-Tawi provinces. In certain
municipalities of North Cotabato, Lanao del Norte, Davao del Sur, South Cotabato,
Zamboanga del Sur, Zamboanga Sibugay and Palawan they are also numerous.29

Origin of the word

Etymologically, the word Moro was derived from the term 'Moor,' originating in
itself from 'Mauru,' a Latin word that referred to the inhabitants of the ancient Roman
province of Mauritania in northwestern Africa which today includes the modern states of
Algeria, Mauritania and the Kingdom of Morocco.
The word Moor had not always had a negative connotation for the Spaniards. To
someone who was a Muslim it was simply the Spanish name. The Spanish rulers in the
colonial Philippines used the term "Moro" to refer to all the people of Mindanao, Sulu
and Palawan, claiming that they all belonged to the Islamic religion.
Spanish attempts to subjugate Moro's homeland culminated in wars between the
Spanish and Moro that started in 1565 and lasted for more than 300 years. The Spaniards
filled the word "Moro" with negative connotations to gain the sympathy and support of
Christianized native Filipinos, such as "pirates," "traitors," "juramentado," "enslavers,"
"cruel" and "uncivilized."
Although the Moroland people refused to be called Moros until 1969 saw the rise
of the Moro National Liberation Front ( MNLF). Notwithstanding this, the MNLF
converted Moroland 's expression into a byword of nationality and identification.

Historians date Islam's arrival on the islands into the later part of the 13th
century.
 In 1280 Tuan Masha'ika set foot on the archipelago of Sulu, where he married
and founded the first Muslim community.
 Tuan Masha'ika was later followed in the middle of the 14th century by Karim-
ul-Makhdum, a religious missionary.
 In the early 15th century, however, it was the arrival of Rajah Baginda that the
political aspect of Islam was introduced in Sulu. It was in fact his son-in - law,
Abu Bakar, who established the Sulu Sultanate whose capital was Sulu.
 Upon Sharif Awliya 's advent Islam will be spread to the rest of Mindanao. Oral
and genealogical records show that about 1460 he landed on Mindanao, the

29
Kamlian, Jamail (2012). Who are the Moro people? Inquirer.net, https://opinion.inquirer.net/39098/who-
are-the-moro-people
62
 mainland. But it was Sharif Kabungsuan who was in charge of establishing the
first Islamic community, particularly in the Cotabato region.

In fact, all those who claim to be heirs of the Sultanate of Maguindanao

would always have a tarsila/salsilah (genealogy) showing that they are descendants
of Sharif Kabungsuan.

Eventually, it is the Islamic faith that would distinguish the Moros from the other
natives of the Philippine archipelago. Under the sultanates, the Moros were unified
under one leadership, one command and one God. Islam served not only as a
unifying thread for their political organization but also as the ideological foundation
to effectively resist foreign intrusions. The non-Islamic populations, on the other
hand, were scattered in barangays that were independent from each other, thus
offering only sporadic and disunited resistance against the Spanish invaders. Because
of this, they would be easily conquered by the Spanish colonizers.

Moros Struggle for Self- determination

The struggle for self-determination of the Moro people started long before
President Ferdinand Marcos proclaimed martial law in 1972, and initiated military
operations against the Moro nationalist forces led by the MNLF.

The war began in 1565, when the colonial Spanish aggressors started to invade
Moroland and made their presence known. The Spaniards, after Christianizing and
colonizing the inhabitants of the northern part of the Philippines, proceeded to the Moro
homeland to suppress Islam and neutralize the Moro sultanates' economic and political
activities.

Throughout their military expeditions against the Moro people, the Spanish rulers
successfully used the traditional "divide and rule" tactic and made use of the
Christianized Natives (called Indios). The latter, for 330 years, battled the Spaniards
defensively and offensively on the strength of their centralized sultanates, the Maranao
Pengampong, their Islamic teachings, and advanced economies.

Learning Activities
Activity 1
Directions: Do a research about the Lumads and Moros of Minsupala. Identify their
beliefs and practices relating to human life cycle (Courtship, Marriage, Pregnancy, Birth,
Adulthood, and Death).

63
Activity 2
Directions: In relation with the first activity, do a survey on how many indigenous people
are still practicing the Indigenous knowledge system.

Activity 3
Directions: Conduct an investigative research about the challenges faced by the Lumads/
Moros today. Suggest possible solutions.

Mastery Test
Directions: Complete the table below by doing a research on the different national
policies that contributed to the development of the well-being of the Lumads/ Moros of
MINSUPALA. Support your research with legal policies.

American Period (1899-1945)

Post war Period (1946- 1985)

64
 Content and Contextual Analysis of Selected Primary Sources

Fifth Republic (1986- present)

3Unit

65
Lesson 1 MAGELLAN’S VOYAGE AROUND THE WORLD
Learning Outcomes:
1. Analyze the content, context, and perspective of the document
2. Discuss Magellan-Elcano expedition and experience based on the journal
3. Explain the importance of Pigafetta’s account on the study of Philippine history

Pretest
Direction: Write your answer before the number
____1. The sixteenth century was an age of great ___exploration.
A. cosmic B. land C. mental D. common man E. none of the above
____2. Magellan lost the favor of the king of Portugal when he became involved in a
political ___.
A. entanglement B. discussion C. negotiation D. problems E. none of the above
____3. The Pope divided New World lands between Spain and Portugal according to
their location on one side or the other of an imaginary geog

raphical line 50 degrees west of Greenwich that extends in a ___ direction.

A. north and south B. crosswise C. easterly D. south east E. north and west
____4. One of Magellan's ships explored the ___ of South America for a passage across
the continent.
A. coastline B. mountain range C. physical features D. islands E. none of the above
____5. The ship commanded by Magellan.
A. Conception B. Santiago C. Trinidad D. Victoria

66
6. Four of the ships sought a passage along a southern ___.
A. coast B. inland C. body of land with water on three sides
D. border E. answer not available
____7. The passage was found near 50 degrees S of ___.
A. Greenwich B. The equator C. Spain D. Portugal E. Madrid
____8. In the spring of 1521, the ships crossed the ___ now
called the International Date Line.
A. imaginary circle passing through the poles B. Imaginary
line parallel to the equator C. area
D. land mass E. answer not found in article
____9. Magellan’s arrival to Philippines.
A.16 March 1521 B. 7 April 1522 C. 29 June 1526 D. 30 November 1528
10. Documents or works made by individuals who are not directly involved to the event.
A. Primary Source b. Evidence c. Secondary Source d. Historian

Who is Ferdinand Magellan?


F Ferdinand Magellan was born in Portugal, circa 1480. He
studied mapmaking and navigation.

 He organized the Spanish expedition to the East Indies from 1519-1522, resulting
in the first circumnavigation of the Earth, which was completed by Juan
Sebastian Elcano.
 He never planned to sail around the globe.  His assignment - to reach the Spice
Islands, also known as the Moluccas (or Maluku Islands), thereby proving they
belonged to Spain - already had more-than-enough challenges. 
 His expedition originally started with five ships - Trinidad, San Antonio,
Figure 4 Fernando Magallanes Concepción, Victoria and Santiago - but only
Photo credit: History.com Victoria made it back to the starting point.
 He was one of the casualties during the fight with Lapu-lapu and his men

Why Magellan and his group circumnavigate around the World?

67
 One of the reasons why Europeans traveled around the world was to discover
some products that were not available in their home country. These included porcelain,
silk, incense, herbs, perfumes, fabrics, carpets, spices, and other oriental products.

What are the important happenings of Magellan-Elcano circumnavigation?

Historical Context
Of all Asian products they discovered, spices became the most expensive and in-
demand commodity among Europeans because of their numerous uses such as food
preservation, flavor enhancement, and even medicine. Since spices were a very lucrative
commodity, many merchants aspired to monopolize their supply and distribution in the
European markets.
Asian goods reached Europe either via the Silk Road or the Arabian-Italian trade
route. Both routes were expensive and oftentimes disrupted by wars, natural calamities,
and bandits. The closing of the land route of the Spice Trade with the conquest by the
Ottoman Empire of Constantinopole (present-day Turkey and the “gateway to the West”)
then in 1453 forced European kingdoms to look ways to purchase spices directly from
the source. They decided to explore the oceans to look for a way to the famed Spice
Island.
Prince Henry the Navigator of Portugal put up a maritime school that trained
sailors who would later discover an eastern sea route going to the Spice Islands (the
modern-day Moluccas Islands) and other islands in Southeast Asia via the Atlantic
Ocean and Indian Ocean. This route enabled them to trade directly with the producers of
spices and other Oriental goods. The numerous economic benefits it gave the Portugal
made other monarchs envious and prompted them to search for a new trade route to Asia.
This led to the discovery of many territories previously unknown to the Europeans,
though inhabited already and known to other races.
The marriage of Queen Isabella of Castile and King Ferdinand II of Aragon
(1469) coupled with the victory of the Catholic monarchs over the Moors in the Battle of
Granada (1492) resulted in the rise of Spain as a world power. With the domestic
problems already under control, Spain started to explore their economic options outside
the Iberian Peninsula. Inspired by the success of Portugal, they aspired to have a fair
share in the spice trade. They financed the trans-Atlantic voyages of Christopher
Columbus (1492 to 1502) which resulted in the discovery of territories on the other side
of Atlantic Ocean. Decades later, the Spanish monarch also supported the plan of
Ferdinand Magellan to go to the East by sailing westward, a proposal that Portugal
refused to finance.
The Magellan-Elcano expedition left the port of Sanlucar de Barrameda in Seville
on August 20, 1521 with around 270 men of different nationalities. One of its main
objectives was to search for a new maritime path to the Spice Islands that would not
violate Spain’s treaty with Portugal. Along the way the expedition suffered natural and
man-made challenges and out of the five ships that left Spain only three reached the
Philippines. The first couple of weeks of their stay in the Philippines were marked with
hospitality and cordial exchanges of goods. The local inhabitants traded with them and
some were even converted to Christianity. Lapu-lapu, the chieftain of Mactan, refuse to

68
trade with the Spaniards and when Magellan learned this, he waged war with them.
Despite their superiority in terms of arms and training, the Spaniards lost the battle and
one of the casualties was Magellan himself. When the survivors returned to Cebu, they
were also treacherously attacked by their former allies. This prompted them to leave the
island. By that time, their number was just enough to man
two ships, the Victoria (now under the command of Juan
Sebastian Elcano) and the Trinidad. The expedition finally
reached the Spice Islands and managed to purchase a large
amount of spices before leaving. Unfortunately, the Trinidad
and her crew captured by the Portuguese on their journey
back.
On September 7, 1522, Elcano and 17 survivors
arrived in Spain aboard the ship Victoria. One of them was
Antonio Pigafetta, the assistant of Magellan who kept a
journal that became the main source of what we know about
the first encounter of the Spaniards and the Filipinos.
Who is Antonio Pigafetta?
 Antonio Pigafetta (1491-c.1534), born around 1490 in the
town of Vicenza, Vinice, Italy, was the eldest son of
Giovanni Pigafetta to second wife Angela Zoga. He
studied astronomy, geography and cartography
 His biographers describe him as a weel-educated young
man possessing an avid curiosity of the world around him.
 He presented his credentials to Magellan and to the Casa
de la Contratacion, the office in charge of voyages to the
Figure 5 Antonio Pigafetta
New World. He was admitted
Photo credit: as one of the sobresalientes
Philippinediaryproject.com
(supernumeraries), or men
coming from prominent families who will join the trip for
the love of adventure and for the advancement of military
service.
 He was among the 18 survivors who returned to Spain on
September 6, 1522 aboard the Victoria with Juan Sebastian
Elcano.
 He died sometime in 1534.

About his Book

69
  A detailed journal of what happened to them from the time they left Seville in
1519 until they returned to Spain three years after.
 Of other known primary sources that dealt with the Magellan expedition,
Pigafetta’s account is the longest and most comprehensive. It narrated lucidly
how they gallantly survived the unforeseen problems and challenges.
 The travelogue contributed immensely to the enrichment of Philippine
historiography. It provided us a glimpse of the political, economic, and social
conditions of the Islands in the Visayan region during 16th century.
Figure 6 A Primary source which
 The account also contains data about the economic
contains chronicles of contemporary activities of the local folks and the goods they
voyagers and navigators of the 16th
century
offered for trade.
Photo credit: Kobo.com  He got all this information through the help of
Magellan’s slave/interpreter, Enrique de Malacca. It also gave us an eye witness
account of the death of Magellan in the Battle of Mactan.

(Excerpts from Magellan’s Voyage around the World can be found in the book of Jose
Victor Torres, Batis, Sources in Philippine History, pp. 20-40)

Relevance
 Pigafetta’s account contributed immensely to European historiography as it
preserved and popularized the achievements of the Magellan-Elcano expedition.
 If Pigafettas’s did not survive the journey, we would have very little knowledge
of Magellan’s numerous contributions in the fields of geography, navigation,
history, and other related areas. Such as follows:
 Credit must be given to Magellan expedition for proving that the
earth is not flat but an oblate sphere.
 Magellan and his men completed the first circumnavigation of the
world.
 They confirmed that the Portuguese route is not the only way to
the Spice Islands and they proved the
theory that one can go to the east by
sailing west.
 They brought to the attention of the
Europeans that on the other side of the
American continent exists a large
body of water which they named
Pacific Ocean (Mar Pacifico).
 Pigafetta’s account also enriched Philippine
historiography because it contains important details
about the conditions of the Visayan Islands in the 16th
century.
 Pigafetta’s account also used as sources of local textbook writers on historical
information about the beginning of Christianity in the Philippines.
 The accounts about the First Mass in the Philippines, the conversion of Rajah
Humabon and his wife, and the story of the image of Sto. Nino were mostly taken
from Pigafetta’s book.
70
 Be Involved!
Directions: Answer the guide questions based on Pigafetta’s journal
(Relevance of the Statement- 3 pts; grammar-2 pts)
1. According to Pigafetta, how did the locals of the island welcome Magellan and
his crew?
___________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________
2. Based on Pigafetta’s account, how did the battle of Mactan start?
___________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________
3. How are the islander’s way of life, cultural practices, and religious beliefs
described? What does Pigafetta’s account tell us about the conditions of the
Visayan Islands in the 16th century?
___________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________
4. Who is Antonio Pigafetta? What is his role in the Magellan-Elcano expedition?

71
Let’s try this!
Directions: Make a flow chart indicating the highlights of Magellan-Elcano expedition.

72
Lesson 2 Customs of the Tagalogs
Learning Outcomes

At the end of this topic, you will be able to:

1. Determine the practices and customs of the Tagalog and visualize the type of
community that pre-colonial Filipinos have;
2. Compare and contrast the pre-Hispanic customs of the Filipinos to the practices
that the Spaniards introduced;
3. Explain the importance in understanding the customs of the early societies in the
Philippines and how it contributes to the narratives of Philippine history

Pre-test
Directions: As a Filipino, how well do you know the beliefs, customs, and practices of
the pre-colonial Philippines? Below are some words/concepts you will come across
with in the course of this lesson. Describe each item based on your general
knowledge, assumption and understanding.

1. Concept of marriage and family

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Government and Laws

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Superstitious Beliefs
_______________________________________________________________
Long before the coming of the colonizers in Asia, our Filipino ancestors had their
own culture_______________________________________________________________
and life-style which has their own customs, society, government and laws,
writing and_______________________________________________________________
language, literature, music, religion, superstitious beliefs, economy, and arts
4. Economic
and sciences. system
All these things, in the course of time, became the Asian heritage of the
_______________________________________________________________
Filipino people. Contrary to the writings of the Spanish missionaries, Filipinos are
_______________________________________________________________
civilized enough and had a culture of their own. But since they view the Filipino culture
_______________________________________________________________
as inferior compared to their Hispanic culture they come up with the assumption that
early Filipinos are uncivilized, savage and barbaric. This account of Juan de Plasencia
about 5.theBurial practicessocieties of the Tagalogs shows that under the criteria of
pre-colonial
_______________________________________________________________
civilization, the pre-colonial Philippines already have the civilization of our own.
_______________________________________________________________
_______________________________________________________________
Author’s Background

73
Juan de Plasencia, his real name is Juan de Portocarrero, one of the seven children of
Pedro Portocarrero.
 He was raised and born in Extremadura, Spain in the 16 th century during the
country’s Golden Age (Siglo de Oro). One of the Spanish Missionaries assigned
in Luzon, he recorded his observations on the customs of the Tagalogs.
 Juan de Plasencia, who entered the Franciscan order in early youth, came to the
Philippine Islands as one of the first missionaries of that order, in 1577. He was
distinguished, in his labors among the natives, for gathering the converts into
reductions (villages in which they dwelt apart from the heathen, and under the
special care of the missionaries), for establishing numerous primary schools, for
his linguistic abilities—being one of the first to form a grammar and vocabulary
of the Tagal language.
 He was also credited with foundation of many towns in Quezon, Laguna, Rizal,
and Bulacan. His interaction with Tagalog converts to Christianity influenced
him in writing the boo relacien de las Costumbres de Los Tagalogs (Customs of
the Tagalogs, 1589). The book identifies the political, social, economic, and
cultural systems that were already in place among Filipino communities prior the
arrival of the Spaniards. He died in Liliw, Laguna in 1590. 

About the document

Friars became the most influential and knowledgeable figure in the pueblo
(barangay). They are assigned in the parishes to performed administrative duties in the
local level by supervising and monitoring the activities of the gobernadorcillo. Some
duties of friars were to periodically submit reports to their superiors about their tasks and
their observations especially on the unknown areas of the country. Most of these reports
are in the form of short letters but other friars were also gifted in writing. Fr. Juan de
Plasencia is one of those friars who wrote a large number of friar accounts. His Relacion
de las Costumbres de Los Tagalos (Customs of the Tagalog, 1589) contains extensive
information reconstructing the political and socio-cultural history of the Tagalog region.
His work is a primary source because it is a first-hand accounts of his experiences and
observations, and example of a friar account.

Plasencia described their social organization, which was originally patriarchal;

and rights of property, which are partly individual and partly communistic. There are
three classes among the people—nobles, commoners and slaves. The status and rights of
each are carefully defined, and the causes and kinds of slavery. A somewhat elaborate
system of regulations concerning inheritances is described, also the status of children by
adoption, which usage is widely prevalent among the Tagalogs. Marriage, dowries, and
divorce are fully treated. In the second of these relations Plasencia describes their modes
of burial and worship, and the religious beliefs and superstitions current among that
people. They have no buildings set aside as temples, although they sometimes celebrate,
in a temporary edifice, a sort of worship. Their chief idol is Bathala, but they also
worship the sun and the moon, and various minor divinities. They believe in omens, and
practice divination. A detailed account is given of the various classes of priests,
sorcerers, witches, etc., in which the natives believed; also of the burial rites of both
Tagalogs and Negritos.

The account of Plasencia also shows the Bayanihan spirit which pervades among
the Tagalog people. This spirit is best shown during their wake for the dead and in some
occasions in their daily lives. Right after the death of the person, his friends and relatives
would make a shed made of bamboo in his yard or on the street fronting his home, and
74
put long benches for all condolers. In the entire duration of the wake, those who stay
with the family of the deceased are served with food. The immediate family members of
the deceased do not do anything during this time. Everything is done for them by their
relatives, neighbors and friends, including providing financial support to help the family.
The community often functions through Bayanihan, such as building a nipa hut, house
repairing, moving a small nipa house from one barrio to another, planting rice and
harvesting palay, and preparing food for the rest. The friends and relatives would offer
their services and are not paid but are given free lunch and snacks. Free service is
extended and reciprocity is expected.

The original text of the document is currently kept in Archivo General de

Indias in Seville, Spain. A duplicate copy is in Archivo Franciscano ibero-oriental in
Madrid, Spain. In the Philippines, and English version appeared in Volume VII of Blair
and Robertson’s collection of Spanish documents. This can be access also online for free
from The Project Gutenberg EBook of The Philippine Islands, 1493-1897, V7, 1588-
1591, by Emma Helen Blair. The Customs of the Tagalogs by Juan de Plasencia is as
follows:

Full article: Click this link, https://www.gutenberg.org/files/13701/13701-h/13701-h.htm

CUSTOMS OF THE TAGALOGS

Juan de Plasencia O.S.F

This people always had chiefs, called by them datos, who governed them and were
captains in their wars, and whom they obeyed and reverenced. The subject who
committed any offense against them, or spoke but a word to their wives and children,
was severely punished.

These chiefs ruled over but few people; sometimes as many as a hundred houses,
sometimes even less than thirty. This tribal gathering is called in Tagalo a barangay. It
was inferred that the reason for giving themselves this name arose from the fact (as they
are classed, by their language, among the Malay nations) that when they came to this
land, the head of the barangay, which is a boat, thus called—as is discussed at length in
the first chapter of the first ten chapters—became a dato. And so, even at the present
day, it is ascertained that this barangay in its origin was a family of parents and
children, relations and slaves. There were many of these barangays in each town, or, at
least, on account of wars, they did not settle far from one another. They were not,
however, subject to one another, except in friendship and relationship. The chiefs, in
their various wars, helped one another with their respective barangays.

In addition to the chiefs, who corresponded to our knights, there were three castes:
nobles, commoners, and slaves. The nobles were the free-born whom they
call  maharlica. They did not pay tax or tribute to the dato, but must accompany him in
war, at their own expense. The chief offered them beforehand a feast, and afterward they
divided the spoils. Moreover, when the dato went upon the water those whom he
summoned rowed for him. If he built a house, they helped him, and had to be fed for it.
The same was true when the whole barangay went to clear up his lands for tillage. The
lands which they inhabited were divided among the whole barangay, especially the
irrigated portion, and thus each one knew his own. No one belonging to another
barangay would cultivate them unless after purchase or inheritance. The lands on
the tingues, or mountain-ridges, are not divided, but owned in common by the barangay.
75
Consequently, at the time of the rice harvest, any individual of any particular barangay,
although he may have come from some other village, if he commences to clear any land
may sow it, and no one can compel him to abandon it. There are some villages (as, for
example, Pila de la Laguna) in which these nobles, or maharlicas, paid annually to the
dato a hundred gantas of rice. The reason of this was that, at the time of their settlement
there, another chief occupied the lands, which the new chief, upon his arrival, bought
with his own gold; and therefore the members of his barangay paid him for the arable
land, and he divided it, among those whom he saw fit to reward. But now, since the
advent of the Spaniards, it is not so divided.

The chiefs in some villages had also fisheries, with established limits, and sections of the
rivers for markets. At these no one could fish, or trade in the markets, without paying for
the privilege, unless he belonged to the chief's barangay or village.

The commoners are called  aliping namamahay. They are married, and serve their
master, whether he be a dato or not, with half of their cultivated lands, as was agreed
upon in the beginning. They accompanied him whenever he went beyond the island, and
rowed for him. They live in their own houses, and are lords of their property and gold.
Their children inherit it, and enjoy their property and lands. The children, then, enjoy
the rank of their fathers, and they cannot be made slaves (sa guiguilir) nor can either
parents or children be sold. If they should fall by inheritance into the hands of a son of
their master who was going to dwell in another village, they could not be taken from
their own village and carried with him; but they would remain in their native village,
doing service there and cultivating the sowed lands.

The slaves are called aliping sa guiguilir. They serve their master in his house and on
his cultivated lands, and may be sold. The master grants them, should he see fit, and
providing that he has profited through their industry, a portion of their harvests, so that
they may work faithfully. For these reasons, servants who are born in the house of their
master are rarely, if ever, sold. That is the lot of captives in war, and of those brought up
in the harvest fields.

Those to whom a debt was owed transferred the debt to another, thereby themselves
making a profit, and reducing the wretched debtors to a slavery which was not their
natural lot. If any person among those who were made slaves (sa guiguilir)—through
war, by the trade of goldsmith, or otherwise—happened to possess any gold beyond the
sum that he had to give his master, he ransomed himself, becoming thus a namamahay,
or what we call a commoner. The price of this ransom was never less than five taels, and
from that upwards; and if he gave ten or more taels, as they might agree, he became
wholly free. An amusing ceremony accompanied this custom. After having divided all the
trinkets which the slave possessed, if he maintained a house of his own, they divided
even the pots and jars, and if an odd one of these remained, they broke it; and if a piece
of cloth were left, they parted it in the middle.

The difference between the aliping namamahay and the aliping sa guiguilir, should be

noted; for, by a confusion of the two terms, many have been classed as slaves who really
are not. The Indians seeing that the alcaldes-mayor do not understand this, have
adopted the custom of taking away the children of the aliping namamahay, making use
of them as they would of the  aliping sa guiguilir, as servants in their households, which
is illegal, and if the aliping namamahay should appeal to justice, it is proved that he is
an  aliping as well as his father and mother before him and no reservation is made as to
whether he is aliping namamahay or atiping sa guiguilir. He is at once considered
76
an  alipin, without further declaration. In this way he becomes a sa guiguilir, and is even
sold. Consequently, the alcaldes-mayor should be instructed to ascertain, when anyone
asks for his alipin, to which class he belongs, and to have the answer put in the
document that they give him.

In these three classes, those who are maharlicas on both the father's and mother's side
continue to be so forever; and if it happens that they should become slaves, it is through
marriage, as I shall soon explain. If these maharlicas had children among their slaves,
the children and their mothers became free; if one of them had children by the slave-
woman of another, she was compelled, when pregnant, to give her master half of a gold
tael, because of her risk of death, and for her inability to labor during the pregnancy. In
such a case half of the child was free—namely, the half belonging to the father, who
supplied the child with food. If he did not do this, he showed that he did not recognize
him as his child, in which case the latter was wholly a slave. If a free woman had
children by a slave, they were all free, provided he were not her husband.

If two persons married, of whom one was a maharlica and the other a slave,
whether namamahay or sa guiguilir, the children were divided: the first, whether male
or female, belonged to the father, as did the third and fifth; the second, the fourth, and
the sixth fell to the mother, and so on. In this manner, if the father were free, all those
who belonged to him were free; if he were a slave, all those who belonged to him were
slaves; and the same applied to the mother. If there should not be more than one child he
was half free and half slave. The only question here concerned the division, whether the
child were male or female. Those who became slaves fell under the category of servitude
which was their parent's, either namamahay or sa guiguilir. If there were an odd number
of children, the odd one was half free and half slave. I have not been able to ascertain
with any certainty when or at what age the division of children was made, for each one
suited himself in this respect. Of these two kinds of slaves the sa guiguilir could be sold,
but not the namamahay and their children, nor could they be transferred. However, they
could be transferred from the barangay by inheritance, provided they remained in the
same village.

The maharlicas could not, after marriage, move from one village to another, or from one
barangay to another, without paying a certain fine in gold, as arranged among them.
This fine was larger or smaller according to the inclination of the different villages,
running from one to three taels and a banquet to the entire barangay. Failure to pay the
fine might result in a war between the barangay which the person left and the one which
he entered. This applied equally to men and women, except that when one married a
woman of another village, the children were afterwards divided equally between the two
barangays. This arrangement kept them obedient to the dato, or chief, which is no longer
the case—because, if the dato is energetic and commands what the religious fathers
enjoin him, they soon leave him and go to other villages and other datos, who endure
and protect them and do not order them about. This is the kind of dato that they now
prefer, not him who has the spirit to command. There is a great need of reform in this,
for the chiefs are spiritless and faint-hearted.

Investigations made and sentences passed by the dato must take place in the presence of
those of his barangay. If any of the litigants felt himself aggrieved, an arbiter was
unanimously named from another village or barangay, whether he were a dato or not;
since they had for this purpose some persons, known as fair and just men, who were said
to give true judgment according to their customs. If the controversy lay between two
chiefs, when they wished to avoid war, they also convoked judges to act as arbiters; they
77
did the same if the disputants belonged to two different barangays. In this ceremony they
always had to drink, the plaintiff inviting the others.

They had laws by which they condemned to death a man of low birth who insulted the
daughter or wife of a chief; likewise witches, and others of the same class.

They condemned no one to slavery, unless he merited the death-penalty. As for the
witches, they killed them, and their children and accomplices became slaves of the chief,
after he had made some  recompense to the injured person. All other offenses were
punished by fines in gold, which, if not paid with promptness, exposed the culprit to
serve, until the payment should be made, the person aggrieved, to whom the money was
to be paid. This was done in the following way: Half the cultivated lands and all their
produce belonged to the master. The master provided the culprit with food and clothing,
thus enslaving the culprit and his children until such time as he might amass enough
money to pay the fine. If the father should by chance pay his debt, the master then
claimed that he had fed and clothed his children, and should be paid therefor. In this
way he kept possession of the children if the payment could not be met. This last was
usually the case, and they remained slaves. If the culprit had some relative or friend who
paid for him, he was obliged to render the latter half his service until he was paid—not,
however, service within the house as aliping sa guiguilir, but living independently, as
aliping namamahay. If the creditor were not served in this wise, the culprit had to pay
the double of what was lent him. In this way slaves were made by debt: either sa
guiguilir, if they served the master to whom the judgment applied; or aliping
namamahay, if they served the person who lent them wherewith to pay.

In what concerns loans, there was formerly, and is today, an excess of usury, which is a
great hindrance to baptism as well as to confession; for it turns out in the same way as I
have showed in the case of the one under judgment, who gives half of his cultivated
lands and profits until he pays the debt. The debtor is condemned to a life of toil; and
thus borrowers become slaves, and after the death of the father the children pay the
debt. Not doing so, double the amount must be paid. This system should and can be
reformed.

As for inheritances, the legitimate children of a father and mother inherited equally,
except in the case where the father and mother showed a slight partiality by such gifts as
two or three gold taels, or perhaps a jewel.

When the parents gave a dowry to any son, and, when, in order to marry him to a chief's
daughter, the dowry was greater than the sum given the other sons, the excess was not
counted in the whole property to be divided. But any other thing that should have been
given to any son, though it might be for some necessity, was taken into consideration at
the time of the partition of the property, unless the parents should declare that such a
bestowal was made outside of the inheritance. If one had had children by two or more
legitimate wives, each child received the inheritance and dowry of his mother, with its
increase, and that share of his father's estate which fell to him out of the whole. If a man
had a child by one of his slaves, as well as legitimate children, the former had no share
in the inheritance; but the legitimate children were bound to free the mother, and to give
him something—a tael or a slave, if the father were a chief; or if, finally, anything else
were given it was by the unanimous consent of all. If besides his legitimate children, he
had also some son by a free unmarried woman, to whom a dowry was given but who was
not considered as a real wife, all these were classed as natural children, although the
78
child by the unmarried woman should have been begotten after his marriage. Such
children did not inherit equally with the legitimate children, but only the third part. For
example, if there were two children, the legitimate one had two parts, and the one of
the inaasava one part. When there were no children by a legitimate wife, but only
children by an unmarried woman, or inaasava, the latter inherited all. If he had a child
by a slave woman, that child received his share as above stated. If there were no
legitimate or natural child, or a child by an inaasava, whether there was a son of a slave
woman or not, the inheritance went only to the father or grandparents, brothers, or
nearest relatives of the deceased, who gave to the slave-child as above stated.

In the case of a child by a free married woman, born while she was married, if the
husband punished the adulterer this was considered a dowry; and the child entered with
the others into partition in the inheritance. His share equaled the part left by the father,
nothing more. If there were no other sons than he, the children and the nearest relatives
inherited equally with him. But if the adulterer were not punished by the husband of the
woman who had the child, the latter was not considered as his child, nor did he inherit
anything. It should be noticed that the offender was not considered dishonored by the
punishment inflicted, nor did the husband leave the woman. By the punishment of the
father the child was fittingly made legitimate.

Adopted children, of whom there are many among them, inherit the double of what was
paid for their adoption. For example, if one gold tael was given that he might be adopted
when the first father died, the child was given [in inheritance] two taels. But if this child
should die first, his children do not inherit from the second father, for the arrangement
stops at that point.

This is the danger to which his money is exposed, as well as his being protected as a
child. On this account this manner of adoption common among them is considered
lawful.

Dowries are given by the men to the women's parents. If the latter are living, they enjoy
the use of it. At their death, provided the dowry has not been consumed, it is divided like
the rest of the estate, equally among the children, except in case the father should care to
bestow something additional upon the daughter. If the wife, at the time of her marriage,
has neither father, mother, nor grandparents, she enjoys her dowry—which, in such a
case, belongs to no other relative or child. It should be noticed that unmarried women
can own no property, in land or dowry, for the result of all their labors accrues to their
parents.

In the case of a divorce before the birth of children, if the wife left the husband for the
purpose of marrying another, all her dowry and an equal additional amount fell to the
husband; but if she left him, and did not marry another, the dowry was returned. When
the husband left his wife, he lost the half of the dowry, and the other half was returned to
him. If he possessed children at the time of his divorce, the whole dowry and the fine
went to the children, and was held for them by their grandparents or other responsible
relatives.

I have also seen another practice in two villages. In one case, upon the death of the wife
who in a year's time had borne no children, the parents returned Page 175one-half the
dowry to the husband whose wife had died. In the other case, upon the death of the
husband, one-half the dowry was returned to the relatives of the husband. I have

79
ascertained that this is not a general practice; for upon inquiry I learned that when this
is done it is done through piety, and that all do not do it.

In the matter of marriage dowries which fathers bestow upon their sons when they are
about to be married, and half of which is given immediately, even when they are only
children, there is a great deal more complexity. There is a fine stipulated in the contract,
that he who violates it shall pay a certain sum which varies according to the practice of
the village and the affluence of the individual. The fine was heaviest if, upon the death of
the parents, the son or daughter should be unwilling to marry because it had been
arranged by his or her parents. In this case the dowry which the parents had received
was returned and nothing more. But if the parents were living, they paid the fine,
because it was assumed that it had been their design to separate the children.

The above is what I have been able to ascertain clearly concerning customs observed
among these natives in all this Laguna and the tingues, and among the entire Tagalo
race. The old men say that a dato who did anything contrary to this would not be
esteemed; and, in relating tyrannies which they had committed, some condemned them
and adjudged them wicked.

Others, perchance, may offer a more extended narrative, but leaving aside irrelevant
matters concerning government and justice among them, a summary of the whole truth is
contained in the above. I am sending the account in this clear and concise form because
I had received no orders to pursue the work further. Whatever may be decided upon, it is
certainly important that it should be given to the alcal-des-mayor, accompanied by an
explanation; for the absurdities which are to be found in their opinions are indeed
pitiable.

May our Lord bestow upon your Lordship His grace and spirit, so that in every step
good fortune may be yours; and upon every occasion may your Lordship deign to
consider me your humble servant, to be which would be the greatest satisfaction and
favor that I could receive. Nagcarlán, October 21, 1589.

RELATION OF THE WORSHIP OF THE TAGALOGS, THEIR GODS, AND THEIR BURIALS AND
SUPERSTITIONS

In all the villages, or in other parts of the Filipinas Islands, there are no temples
consecrated to the performing of sacrifices, the adoration of their idols, or the general
practice of idolatry. It is true that they have the name simbahan, which means a temple
or place of adoration; but this is because, formerly, when they wished to celebrate a
festival, which they called  pandot, or “worship,” they celebrated it in the large house of
a chief. There they constructed, for the purpose of sheltering the assembled people, a
temporary shed on each side of the house, with a roof, called sibi, to protect the people
from the wet when it rained. They so constructed the house that it might contain many
people—dividing it, after the fashion of ships, into three compartments. On the posts of
the house they set small lamps, called sorihile; in the center of the house they placed one
large lamp, adorned with leaves of the white palm, wrought into many designs. They
also brought together many drums, large and small, which they beat successively while
the feast lasted, which was usually four days. During this time the whole barangay, or
family, united and joined in the worship which they call nagaanitos. The house, for the
above-mentioned period of time, was called a temple.

80
Among their many idols there was one called. Badhala, whom they especially worshiped.
The title seems to signify “all powerful,” or “maker of all things.” They also worshiped
the sun, which, on account of its beauty, is almost universally respected and honored by
heathens. They worshiped, too, the moon, especially when it was new, at which time they
held great rejoicings, adoring it and bidding it welcome. Some of them also adored the
stars, although they did not know them by their names, as the Spaniards and other
nations know the planets—with the one exception of the morning star, which they called
Tala. They knew, too, the “seven little goats” [the Pleiades]—as we call them—and,
consequently, the change of seasons, which they call Mapolon; and Balatic, which is our
Greater Bear. They possessed many idols called lic-ha, which were images with
different shapes; and at times they worshiped any little trifle, in which they adored, as
did the Romans, some particular dead man who was brave in war and endowed with
special faculties, to whom they commended themselves for protection in their
tribulations. They had another idol called Dian masalanta, who was the patron of lovers
and of generation. The idols called Lacapati and Idianale were the patrons of the
cultivated lands and of husbandry. They paid reverence to water-lizards called by
them buaya, or crocodiles, from fear of being harmed by them. They were even in the
habit of offering these animals a portion of what they carried in their boats, by throwing
it into the water, or placing it upon the bank.

They were, moreover, very liable to find auguries in things they witnessed. For example,
if they left their house and met on the way a serpent or rat, or a bird
called Tigmamanuguin which was singing in the tree, or if they chanced upon anyone
who sneezed, they returned at once to their house, considering the incident as an augury
that some evil might befall them if they should continue their journey—especially when
the above-mentioned bird sang. This song had two different forms: in the one case it was
considered as an evil omen; in the other, as a good omen, and then they continued their
journey. They also practiced divination, to see whether weapons, such as a dagger or
knife, were to be useful and lucky for their possessor whenever occasion should offer.

These natives had no established division of years, months, and days; these are
determined by the cultivation of the soil, counted by moons, and the different effect
produced upon the trees when yielding flowers, fruits, and leaves: all this helps them in
making up the year. The winter and summer are distinguished as sun-time and water-
time—the latter term designating winter in those regions, where there is no cold, snow,
or ice.

It seems, however, that now since they have become Christians, the seasons are not quite
the same, for at Christmas it gets somewhat cooler. The years, since the advent of the
Spaniards, have been determined by the latter, and the seasons have been given their
proper names, and they have been divided into weeks.

Their manner of offering sacrifice was to proclaim a feast, and offer to the devil what
they had to eat. This was done in front of the idol, which they anoint with fragrant
perfumes, such as musk and civet, or gum of the storax-tree and other odoriferous
woods, and praise it in poetic songs sung by the officiating priest, male or female, who is
called catolonan. The participants made responses to the song, beseeching the idol to
favor them with those things of which they were in need, and generally, by offering
repeated healths, they all became intoxicated. In some of their idolatries they were
accustomed to place a good piece of cloth, doubled, over the idol, and over the cloth a
chain or large, gold ring, thus worshiping the devil without having sight of him. The
devil was sometimes liable to enter into the body of the catolonan, and, assuming her
81
shape and appearance, filled her with so great arrogance—he being the cause of it—that
she seemed to shoot flames from her eyes; her hair stood on end, a fearful sight to those
beholding,  and she uttered words of arrogance and superiority. In some districts,
especially in the mountains, when in those idolatries the devil incarnated himself and
took on the form of his minister, the latter had to be tied to a tree by his companions, to
prevent the devil in his infernal fury from destroying him. This, however, happened but
rarely. The objects of sacrifice were goats, fowls, and swine, which were flayed,
decapitated, and laid before the idol. They performed another ceremony by cooking a jar
of rice until the water was evaporated, after which they broke the jar, and the rice was
left as an intact mass which was set before the idol; and all about it, at intervals, were
placed a few buyos—which is a small fruit 3 wrapped in a leaf with some lime, a food
generally eaten in these regions—as well as fried food and fruits. All the above-
mentioned articles were eaten by the guests at the feast; the heads [of the animals], after
being “offered,” as they expressed it, were cooked and eaten also.

The reasons for offering this sacrifice and adoration were, in addition to whatever
personal matters there might be, the recovery of a sick person, the prosperous voyage of
those embarking on the sea, a good harvest in the sowed lands, a propitious result in
wars, a successful delivery in childbirth, and a happy outcome in married life. If this
took place among people of rank, the festivities lasted thirty days.

In the case of young girls who first had their monthly courses, their eyes were
blindfolded four days and four nights; and, in the meantime, the friends and relatives
were all invited to partake of food and drink. At the end of this period, the catolonan
took the young girl to the water, bathed her and washed her head, and removed the
bandage from her eyes. The old men said that they did this in order that the girls might
bear children, and have fortune in finding husbands to their taste, who would not leave
them widows in their youth.

The distinctions made among the priests of the devil were as follows: The first, called
catolonan, as above stated, 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.

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. The third they called manyisalat, which is the
same as magagauay. 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.

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.

82
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.

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 Calavan,
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 Mérida.

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.

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 Tagalos these did not exist.

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.

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.

The eleventh, pangatahojan, was a soothsayer, and predicted the future. This office was
general in all the islands.

The twelfth, bayoguin, signified a “cotquean,” a man whose nature inclined toward that
of a woman.

Their manner of burying the dead was as follows: The deceased was buried beside his
house; and, if he were a chief, he was placed beneath a little house or porch which they
constructed for this purpose. Before interring him, they mourned him for four days; and
afterward laid him on a boat which served as a coffin or bier, placing him beneath the
porch, where guard was kept over him by a slave. In place of rowers, various animals
were placed within the boat, each one being assigned a place at the oar by twos—male
and female of each species being together—as for example two goats, two deer, or two
fowls. It was the slave's care to see that they were fed. If the deceased had been a
warrior, a living slave was tied beneath his body until in this wretched way he died. In
course of time, all suffered decay; and for many days the relatives of the dead man
bewailed him, singing dirges, and praises of his good qualities, until finally they wearied
83
of it. This grief was also accompanied by eating and drinking. This was a custom of the
Tagalos.

The Aetas,4 or Negrillos [Negritos] inhabitants of this island, had also a form of burial,
but different. They dug a deep, perpendicular hole, and placed the deceased within it,
leaving him upright with head or crown unburied, on top of which they put half a cocoa-
nut which was to serve him as a shield. Then they went in pursuit of some Indian, whom
they killed in retribution for the Negrillo who had died. To this end they conspired
together, hanging a certain token on their necks until some one of them procured the
death of the innocent one.

These infidels said that they knew that there was another life of rest which they
called maca, just as if we should say “paradise,” or, in other words, “village of rest.”
They say that those who go to this place are the just, and the valiant, and those who
lived without doing harm, or who possessed other moral virtues. They said also that in
the other life and mortality, there was a place of punishment, grief, and affliction,
called casanaan, which was “a place of anguish;” they also maintained that no one
would go to heaven, where there dwelt only Bathala, “the maker of all things,” who
governed from above. There were also other pagans who confessed more clearly to a
hell, which they called, as I have said, casanaan; they said that all the wicked went to
that place, and there dwelt the demons, whom they called sitan.

All the various kinds of infernal ministers were, therefore, as has been
stated: catolonan; sonat (who was a sort of bishop who ordained priestesses and
received their reverence, for they knelt before him as before one who could pardon sins,
and expected salvation through him); mangagauay, manyisalat, mancocolam, hocloban,
silagan, magtatangal, osuan, mangagayoma, pangatahoan.5

There were also ghosts, which they called vibit; and phantoms, which they
called Tigbalaang. They had another deception—namely, that if any woman died in
childbirth, she and the child suffered punishment; and that, at night, she could be heard
lamenting. This was called patianac. May the honor and glory be God our Lord's, that
among all the Tagalos not a trace of this is left; and that those who are now marrying do
not even know what it is, thanks to the preaching of the holy gospel, which has banished
it.

Learning Activities
Activity 1. Knowing the Customs of the Tagalogs
Name: __________________________ Course & Section: ________

Directions: Identify the practices mentioned by Plasencia on the following aspects. (3

points each item)

1. Bayanihan

a.
b.
c.

2. Belief and Practices

84
 a.
b.
c.

3. Culture

a.
b.

4. Laws and Government

a.
b.
c.

5. Property

a.
b.
c.

Activity 2.

A. Customs of the Tagalogs versus Your customs

Name: __________________________ Course & Year: _________

Directions: Identify at least ten distinct or unique practices, customs, and traditions in
your community (or from your culture) and make a comparison from what you identified
to the ones of the Tagalogs. The first table below is intended for the similarities of the
customs and the succeeding table is for its differences.

Customs/Practices/Traditions Similarities

(Your Community)
Tagalogs

85
 Customs/Practices/Tradition Differences
Tagalogs (Your Community)

B. Assessing the customary changes from Pre-Colonial to Contemporary

Philippine Society

Directions: Choose two customs of the Tagalogs from Plasencia’s account. Compare it
to the customs the Spaniards have introduced during the colonial period AND the
contemporary practices in today’s Philippine society. Write the changes and explain it in
400-500 words the causal factor which prompted such changes.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
86
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________

Activity 3. Understanding the customs of the early societies in the Philippines and
its importance in the narratives of Philippine history

Name: ________________________________ Course & Year: _________

1. Imagine yourself that you were alive during the time of Dr. Jose Rizal and his
contemporaries. How will you defend our early ancestors from the claims of the
colonizers that “the natives are barbaric, savage, and uncivilized”?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Give 3 (three) reasons why the Customs of the Tagalogs by Plasencia is important
to the grand narrative of Philippine history?

a. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

b. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

c. ______________________________________________________________
______________________________________________________________
______________________________________________________________

87
 ______________________________________________________________
______________________________________________________________

3. As a Filipino whose country have a lot of beliefs, customs and practices because
of our different cultural backgrounds. Do you believe that there is a superior
culture among these various cultures? Why or why not? Cite some examples to
support your claim.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Mastery Test
A. Multiple Choices: Choose and encircle the letter of the correct answer.

1. The _______ are said to be the rulers of the community.

a. Alipin
b. Babaylan
c. Datu
d. Hari

2. The _______ functions as the medium between the living and the dead also
functions as an officiating priest in every occasion.
a. Alipin
b. Catolona
c. Dato
d. Hari

3. There are two kinds of slaves based on the written accounts. What are they?
a. Commoner
b. Namamahay
c. Saguiguilid
d. Both B & C

4. What do you call the early communities that are led by the Datos?
a. Balangay
b. Barangay
c. Municipio
d. Sitio

5. This is a property or money brought upon engagement or in an arranged

marriage.
a. Dowry
b. Land
c. Money
d. Property

6. This kind of alipin lives independently from their masters, serving the people and
they cannot be sold. What kind of alipin is this?
a. Namumuhay
b. Namamahy
c. Saguiguilid
88
 d. Saguilid

7. This kind of alipin lives within the house of their masters, serving the people they
are indebted to, they can be sold anytime. What kind of alipin is this?
a. Namumuhay
b. Namamahay
c. Saguiguilid
d. Saguilid

8. A ______ spirit is traced back to in a country’s tradition which can be observed

in rural areas, wherein the town’s people were asked especially the men to lend a
hand to a family who will move into a new place.
a. Bayanihan
b. Kind
c. Hospitable
d. all of these

9. The _______ also known as freeman were the privileged warrior class in

ancient Tagalog society in Luzon.
a. Alipin
b. Datu
c. Maharlika
d. Catolona

10. The indigenous religious beliefs of the Tagalog people, ______ is the supreme

deity who created the universe.
a. Anito
b. Bathala
c. Duwende
d. Diwata

A. Essay: Ten points each. Refer to the rubrics provided for guidance.

1. Most of the primary sources about Philippine history were written by foreigners
visiting the islands or friars doing their missionary work. Do you think their
writings are credible? Yes or No? Why or why not? Does their writings really
reflects the status or the image of the Philippine islands during those times? You
can cite some examples to support your claims.

2. How important culture is to people? Do you think people will survive without
culture? Why or why not? You can site some examples to support your answer.

3. How similar the customs of the Tagalogs is to the customs of the other ethnic
groups in the country like the Visayan people and other groups. Do you agree
with the notion that there is no greater culture among various cultures and that it
is equal in all aspect? Why or why not?

Lesson 3 Kartilya ng Katipunan

89
 This session sheds light on Emilio Jacinto’s Kartilya ng Katipunan which
enumerates the guidelines that new members of the Katipunan have to follow. It contains
thirteen “teachings” that the members were required to adhere to.

Learning Outcomes

At the end of this lesson, the students are expected to:

1. Enumerate the different points given in the Kartilya ng Katipunan;

2. Explain the importance of the Kartilya to the grand narrative of Philippine
history; and
3. Evaluate the relevance of the document to the present time.

Pre-test

Every organization has a code of conduct in order to maintain cooperation

and respect among its members, If these rules are broken, there are corresponding
sanctions and consequences. Cite one rule or regulation you have in an organization
you are part of and explain the importance of compliance and the sanctions for non-
compliance.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________________________

Emilio Jacinto

90
  Historian’s regard Emilio Jacinto as
the “Brains of
the
Katipunan”
Artemio
Ricarte called
him the
“Mose of the
Figure 7 Authored the Kartilya ng
Filipino
Katipunan people” while
Photo credit: sites.google.com
Epifanio de los Santos considered him as
the“Soul of the Revolution” and the
“Eyes of the Katipunan.”
 Emilio Jacinto was born in Trozo, Manila on December 15, 1875.
His father was Mariano Jacinto who, according to Zaide, was a
bookkeeper but according to E. de los Santos, was a merchant. His
mother Josefa Dizon was a manghihilot or midwife.
 He studied at the private school of Maestro Ferrer and later, at the
private school of Jose Dizon. He was enrolled by his uncle at the
Colegio de San Juan de Letran for his Bachelor’s degree and he
later transferred to the University of Santo Tomas to study law.
 He used the pen names Pingkian, Dimasilaw, and Ka Ilyong.
 He joined the Katipunan in 1894 and was the youngest member at
19 years old. He was the fiscal, secretary, editor, and later, general
of the Katipunan.
 He also became the director of the printing shop and library of the
Katipunan. The library contained written works on tactics and
weaponry, the French Revolution, and works of demagogues.
 Jacinto was proclaimed generalissimo of the North (Punong
Hukbo sa Hilagaan), became the adviser of the Supremo, and
furnished Bonifacio with weapons, money, printing materials, and
musical compositions. He was also the editor of the newspaper
Kalayaan.
 He died of malaria on April 16, 1899 at 23 years old.

Kartilya ng katipunan

Andres Bonifacio long wanted to have a codified document listing the duties and
responsibilities of every member of the Katipunan. Incidentally, as Bonifacio was
drafting the said document, Emilio Jacinto was writing one as well. By the time that
Bonifacio was about to consult Jacinto for comments on his draft, the latter presented
his work to the Supremo. After seeing the draft of Kartilya ng Katipunan by Emilio
Jacinto, Bonifacio was impressed with Jacinto’s style of writing and decided to adopt
the Kartilya as the guidebook for the rules and regulations of the Katipunan.
91
 Aside from the maltreatment experienced by Filipinos Figure 8 Unang pahina ng limbag na
edisyon ng Kartilya ng Katipunan.
from the Spaniards, the following are the other factors that Mula sa pribadong koleksyon ni
Emmanuel Encarnacion.
were influential in the forming of the Katipunan and that of Photo credit: XiaoChua.net
the Kartilya:

1. The Age of Enlightenment gave way to Liberalism and Classicism and in the 20 th
century, Modernism. In this period, secret societies like the Freemasons were
established. Coffeehouses, newspapers, and literary salons flourished as new
places for ideas to circulate and transfer.
2. The French Revolution was a period of social and political upheaval in France. It
became the focal point for the development of all modern political ideologies.
This led to the spread of radicalism, liberalism, and nationalism which greatly
influenced the Ilustrados in the Philippines and in Europe.
3. Masonry was introduced to the Philippines in 1856 when a Spanish naval officer
organized a lodge in Cavite under the auspices of the Portuguese Gran Oriente
Lusitano. However, the true roots of Philippine Masonry sprouted in 1889 when
Graciano Lopez Jaena organized the Logia Revolucion in Barcelona under the
auspices of Grande Oriente Español. Through Filipino students studying in
Spain, masonry further spread in Philippine circles, among Marcelo H. del Pilar,
Jose Alejandrino, brothers Antonio and Juan Luna, Jose Rizal and more.
Masonry, as a civic movement promoting fraternity, evidently influenced the
dynamics of the Katipunan. The Spanish friars believed that Masonry was the
root of the problems and the establishment of the Katipunan. Jesuit Francisco
Foradada, wrote that Filipino filibusterism (subversion) was against
righteousness, morality, or justice, and that Masonry was the enemy of God.
4. The Propaganda Movement was propelled by the execution of the three priests,
Gomburza in 1872 which left a profound effect on many Filipinos including Jose
Rizal. After the execution, many Filipinos started questioning Spanish authorities
and asked for reforms. The Ilustrados demanded for reforms through a systematic
and peaceful movement later called the Propaganda movement. This movement
helped Andres Bonifacio and other nationalists to realize that a peaceful way of
asking for reforms was not enough, leading to the establishment of the Katipunan
and the staging of an armed rebellion against the Spanish colonial administration.
5. The La Liga Filipina was established by Jose Rizal when he decided to return to
the Philippines to continue to call for reforms through legal means. However, the
operations of La Liga were cut short when Rizal was arrested and exited to
Dapitan. Left without a leader, La Liga split into two factions, the Katipunan led
by Andres Bonifacio and the Cuerpo de Compromisarios led by Numeriano
Adriano. The former was known to be composed of the radicals while the latter
was composed of conservatives, adhering to the original aspirations of Jose Rizal.
Andres Bonifacio saw Rizal’s exile to Dapitan as a sign that asking for reforms
through legal means was futile. This prompted him to formally establish the
secret revolutionary organization, the Katipunan.

92
 Decalogue of the Duties of the Sons of the People
By: Andres Bonifacio

I. Love God full-heartedly.

II. Bear always in mind that the true love of God is love of Country, love
which is also true love of man.
III. Bear always in mind that the true measure of honor and of charity is to
die in defense of your country.
Figure 9Andres Bonifacio
Photo Credit: Esquiremag.ph
IV. Serenity, constancy, reason, and faith in whatever act of
endeavor, crown with success every desire.
V. Guard, as you would your honor, the mandates and aims of the K.K.K.
VI. It is Incumbent on all that he who Figure10Bonifacio's commandments written in blood
Photo credit: Esquiremag.ph
runs a precious risk in complying
with his duties should be protected of the sacrifice of life and riches.
VII. Let the achievement of each, either in self-control or in compliance
with duty, be on example to his fellow.
VIII. Help to the limit of your endurance; share
your wealth with the needy or the
unfortunate.
IX. Diligence in your daily work to earn a
living is the true expression of love and affection for
yourself, for your wife, for your child, for your brother,
and for your countryman.
X. Believe in the chastisement of the perverse and the
treacherous and in the reward of all good work. Believe,
also, that the aims of the KKK are the gifts of God; for
the hopes of the country are also the hope of God.

The Katipunan Code of Conduct (Kartilya)

By: Emilio Jacinto

I. Life which is not consecrated to

a lofty and sacred cause is like a
tree without a shadow, If not a
poisonous weed.
II. A good deed that springs from a
desire for personal profit and not from a desire to do good is not
kindness.
Figure 11 Kartiya, KKK's Code of Conduct III. True greatness consists in being
Photo credit: bayaningfilipinoblogspot.com charitable, in loving ones fellowmen
and in adjusting every movement, deed, and word to true reason.

93
 IV. All men are equal, be the color of their skin black or white. One may be
superior to another in knowledge, wealth, and beauty, but cannot be
superior in being.

V. He who is noble prefers honor to personal gains; he who is mean

prefers personal profit to honor.

VI. To a man with a sense of shame, his word is inviolate.

VII. Don’t fritter away time; lost riches may be recovered, but time lost will
never come again.

VIII. Defend the oppressed and fight the oppressor.

IX. An intelligent man is he who is cautious in speech and knows how to

keep the secrets that must be guarded.

X. In the thorny path of life, man is the guide of his wife and children; If
he who guides moves towards evil, they who are guided like- wise
move towards evil.

XI. Think not of woman as a thing merely to while away time with, but as a
helper and partner in the hardships of life. Respect her in her weakness,
and remember the mother who brought you into this world and who
cared for you in your childhood.

XII. What you do not want done to your wife, daughter, and sister, do not do
to the wife, daughter, and sister of another.

XIII. The nobility of a man does not consist in being a king, nor in the
highness of the nose and the whiteness of the skin, nor in being a priest
representing God, nor in the exalted position on this earth, but pure and
truly noble is who, though born in the woods, is possessed of an upright
character, who is true to his word; who has dignity and honor, who
does not oppress and does not help those who oppress; who knows how
to look after and love the land of his birth.

XIV. When these doctrines spread and the sun of beloved liberty shines with
brilliant effulgence on these unhappy Isles and sheds its soft rays upon
the united people and brothers in everlasting happiness, the lives,
labors, and sufferings from those who are gone shall be more than
recompensed.

Learning Activities
Activity 1. Applying the Principles of the Kartilya ng Katipunan

94
Directons: Read the fourteen (14) points presented in the Kartilya ng Katipunan. Select
two from them and explain their significance in maintaining a peaceful and orderly
community. (Use another sheet if necessary)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Activity 2. Kartilya ng Katipunan in the Modern World

Directions: Read the provisions of the Kartilya ng Katipunan and through it, visualize
the dynamics of the Katipunan as an organization. Considering the present circumstances
in the modern world, do you think the provisions of the Kartilya ng Katipunan will help
address some of the problems of Philippine society? Cite examples and defend your
answer.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Activity 3. Comparing the Kartilya ng Katipunan and the Decalogue

Directions: Read the “Decalogue of the Duties of the Sons of the People” by Andres
Bonifacio and compare it with the Kartilya ng Katipunan by Emilio Jacinto. In your
opinion, which better suits the needs of Philippines society during the time of the
revolution? Explain your answer in 300 to 500 words.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
95
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Mastery Test
Assessing the Importance of the Primary Sources in Understanding the Grand
Narrative of Philippine History
Instructions: Give three reasons why the Kartilya ng Katipunan is important to the
grand narrative of Philippine history.
1.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

96
Lesson 4 Act of the Declaration of Philippine Independence

Learning Outcomes
At the end of this topic, you will be able to:

1. Identify the key players behind the historic declaration of Philippine

Independence;
2. Examine the situation of the Philippines before the declaration of Philippine
Independence;
3. Explain the importance of gaining independence from the colonizers.

Pre-test
Directions: In the box provided below, make an illustration about the Philippine
Independence Day on how it is celebrated by the Filipinos.

97
 The Philippine situation from the hands of its many colonizers is no secret to us.
Before the declaration of Philippine independence, there was a Philippine revolution
which began in August 1896 shortly before the death of Jose Rizal in December, until its
end in 1901. Originally, it was a war of independence against Spain which turned into a
war of independence from United States later on, as the United States replaced Spain as
colonial masters. Many of our best heroes were killed during the revolution but there
were also significant individuals who continued the fight.

The Philippine Independence is no easy feat to attain. Our heroes made various
sacrifices to free our country from the abuses of the colonizers. Most of these heroes are
well-known and widely credited, some were unsung. But nevertheless, their
contributions made us what we are today. Most of the important players of the Philippine
independence were of course military leaders, strategist, and government leaders. One of
these leaders is Emilio Aguinaldo, the first President of the Philippine Republic. Along
with his contemporaries, they envisioned the Philippine as a free country away from the
grasp of the foreigners.

The Declaration was proclaimed on June 12, 1898 in Cavite II el Viejo (present-

day Kawit, Cavite). With the public reading of the Act of the Proclamation of
Independence of the Filipino People, Filipino revolutionary forces under General Emilio
Aguinaldo proclaimed the sovereignty and independence of the Philippine Islands from
the colonial rule of Spain. For the first time, the Flag of the Philippines was unfurled
which was made in Hong Kong by Marcela Agoncillo, Lorenza Agoncillo, and Delfina
Herboza. The said event was accompanied by the performance of the Marcha Filipina
Magdalo, as the national anthem, now known as Lupang Hinirang, composed by Julián
Felipe and played by the San Francisco de Malabon marching band.

The Act of the Declaration of Independence was prepared, written, and read
by Ambrosio Rianzares Bautista in Spanish. The Declaration was signed by 98 people,
among them a United States Army officer who witnessed the proclamation. The final
paragraph states that there was a "stranger" (stranger in English translation—
extranjero in the original Spanish, meaning foreigner) who attended the proceedings,
Mr. L. M. Johnson, described as "a citizen of the U.S.A, a Colonel of Artillery". Despite
his prior military experience, Johnson had no official role in the Philippines.

The declaration was never recognized by either the United States or Spain. Later

in 1898, Spain ceded the Philippines to the United States in the 1898 Treaty of Paris that
ended the Spanish–American War. According to (Worcester, 1914) the Philippine
Revolutionary Government did not recognise the treaty or American sovereignty, and
subsequently fought and lost a conflict with the United States known as the Philippine–
American War, which ended when Emilio Aguinaldo was captured by U.S. forces and
issued a statement acknowledging and accepting the sovereignty of the United States
over the Philippines (p.175-176). 
98
 The Declaration is currently housed in the National Library of the Philippines. It
is not on public display but can be viewed with permission like any other document held
by the National Library. From the archives of CNN World on the Asiaweek article
published on August 31, 1999 it stated that accordingly, during the Philippine–American
War, the American government captured and sent to the United States about 400,000
historical documents. In 1958, the documents were given to the Philippine government
along with two sets of microfilm of the entire collection, with the U.S. Federal
Government keeping one set.

Sometime in the 1980s or 1990s the Declaration was stolen from the National
Library. As part of a larger investigation into the widespread theft of historical
documents and a subsequent public appeal for the return of stolen documents, the
Declaration was returned to the National Library in 1994 by historian and University of
the Philippines professor Milagros Guerrero, who mediated the return of the documents.

The readings on the Act of the Declaration of Philippine Independence was

translated in English by Sulpicio Guevara from the Appendix A, page 203-206, The laws
of the first Philippine Republic (the laws of Malolos) 1898-1899. / Compiled & Edited by
Sulpicio Guevara by the Philippines. Gobierno Revolucionario, 1898 from the
collection, The United States and its Territories, 1870 - 1925: The Age of Imperialism.
The readings is as follows:

DECLARATION OF PHILIPPINE INDEPENDENCE

Translated by Sulpicio Guevara

Declaration of Philippine Independence

In the town of Cavite-Viejo, Province of Cavite, this 12th day of June 1898: 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 Egregious 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 the 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 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
99
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
completely 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 Spanish Squadron by the North American Navy, and bombardment 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 and Cavite-Viejo, under the command of a 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 the last two remaining provinces, only in their 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 the Powerful and Humanitarian Nation, the United States of America, we do
hereby proclaim and declare solemnly in the name and 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 any
allegiance to the Crown of Spain; that all political ties between them are and 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 an Independent State has a 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 most 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 revere as the Supreme Head of this Nation, which today
begins to have a life of its own, in the conviction that he ha3 been the instru. ment 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 sacrificed 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 priests, 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 last year for the issuance of the proper Royal Degree which, in turn, caused the growth of
100
the tree of liberty in this our dear land that grew more and more through the iniquitous measures of
oppression, until the last drop from our chalice of suffering having been drained, the first spark of
revolution broke out in Caloocan, spread out to Santamesa and continued its course to the adjoining
regions of the province where the unequalled heroism of its inhabitants fought a onesided battle against
superior forces of General Blanco and General Polavieja for a period of three 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 resolved unanimously that this Nation, already free and independent as of this
day, must use the same flag which up to now is being used, whose design and colors 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 three
stars, signifying the three principal Islands of this Archipelago-Luzon, Mindanao, and Panay where this
revolutionary movement started; the sun representing the gigantic steps made by the sons 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 declared 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 North 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 Tiburcio del Rosario Don Ramon Gana
Sergio Matias Don Marcelino Gomez
Don Agapito Zialcita Don Valentin Politan
Don Flaviano Alonzo Don Felix Politan
Don Mariano Legazpi Don Evaristo Dimalanta
Don Jose Turiano Santiago y Acosta Don Gregorio Alvarez
Don Aurelio Tolentino Don Sabas de Guzman
Don Felix Ferrer Don Esteban Francisco
Don Felipe Buencamino Don Guido Yaptinchay
Don Fernando Canon Faustino Don Mariano Rianzares Bautista
Don Anastacio Pinzun Don Francisco Arambulo
Don Timoteo Bernabe Don Antonio Gonzales
Don Flaviano Rodriguez Don Juan Antonio Gonzales
Don Gavino (?) Masancay Don Juan Arevalo
Don Narciso Mayuga Don Ramon Delfino
Don Gregorio Villa Don Honorio Tiongco
Don Luis Perez Tagle Don Francisco del Rosario
Don Canuto Celestino Don Epifanio Saguil
Don Marcos Jocson Don Ladislao Afable Jose
Don Martin de los Reyes Don Sixto Roldan
Don Ciriaco Bausa Don Luis de Lara
Don Manuel Santos Don Marcelo Basa
Don Mariano Toribio Don Jose Medina
Don Gabriel de los Reyes Don Efipanio Crisia(?)
Don Hugo Lim Don Pastor Lopez de Leon
Don Emiliano Lim Don Mariano de los Santos
Don Faustino Tinorio(?) Don Santiago Garcia
Don Rosendo Simon Don Andres Tria Tirona
Don Leon Tanjanque(?) Don Estanislao Tria Tirona
Don Gregorio Bonifacio Don Daniel Tria Tirona
Don Manuel Salafranca Don Andres Tria Tirona
Don Simon Villareal Don Carlos Tria Tirona
Don Calixto Lara Don Sulpicio P. Antony

101
 Don Buenaventura Toribio Don Epitacio Asuncion
Don Gabriel Reyes Don Catalino Ramon
Don Hugo Lim Don Juan Bordador
Don Emiliano Lim Don Jose del Rosario
Don Fausto Tinorio(?) Don Proceso Pulido
Don Rosendo Simon Don Jose Maria del Rosario
Don Leon Tanjanque(?) Don Ramon Magcamco(?)
Don Gregorio Bonifacio Don Antonio Calingo
Don Manuel Salafranca Don Pedro Mendiola
Don Simon Villareal Don Estanislao Galinco
Don Calixto Lara Don Numeriano Castillo
Don Buenaventura Toribio Don Federico Tomacruz
Don Zacarias Fajardo Don Teodoro Yatco
Don Florencio Manalo 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 Coronel of Artillery.

Ambrosio Rianzares Bautista

War Counsellor and Special Delegate Designate

*************

The original document on the Act of the Declaration of Philippine Independence

was retrieved from Appendix A, page 185-202, The laws of the first Philippine Republic
(the laws of Malolos) 1898-1899. / Compiled & Edited by Sulpicio Guevara by the
Philippines. Gobierno Revolucionario, 1898 from the collection, The United States and
its Territories, 1870 - 1925: The Age of Imperialism. The document is as follows:

102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
Learning Activities
Activity 1. Identifying Significant People

Name: __________________________ Course & Section: ________

Directions: Identify at least five people who have a big role in the proclamation of the
Philippine Independence in 1898 and provide their key position afterwards.

1. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

5. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Activity 2. Providing bigger picture of the events

Name: __________________________ Course & Year: _________

Directions: In a minimum of 500 words, discuss the situation of the Philippines from the
Philippine Revolution up to the creation of the dictatorial government of Aguinaldo
which initiated the declaration of the Philippine Independence.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
121
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Activity 3. Understanding the concept of Independence

Name: ________________________________ Course & Year: _________

1. Why do we need to become independent from others? You can cite some
examples to support your answer.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

122
 2. Gaining Philippine Independence is no easy feat. What do you think are the
reasons why it became so hard for the people working on it?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Are we truly independent in today’s time? In declaring independence, will

everything ends in there? Yes or No? Why or Why not? Cite some examples to
support your claim.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Mastery Test
B. Multiple Choices: Choose and encircle the letter of the correct answer.

1. He was also known as the Supremo and the president of a revolutionary society.
Who is he?
b. Andres Bonifacio
b. Apolinario Mabini
c. Emilio Aguinaldo
d. Jose Rizal

2. Who was the First President of the First Philippine Republic?

b. Andres Bonifacio
b. Apolinario Mabini
c. Emilio Aguinaldo
d. Jose Rizal
123
3. The First Philippine Republic is also known as _____________?
e. Communist Government
f. Democratic Government
g. Dictatorial Government
h. Parliamentary Government

4. A revolutionary society whom Aguinaldo, Mabini, and Bonifacio are a member

of. What is it??
a. Hukbalahap
b. Katipunan
c. La Liga Filipina
d. Masonry
5. He is said to be the brains of the revolutionary society. Who is he?
b. Andres Bonifacio
b. Apolinario Mabini
c. Emilio Aguinaldo
d. Ladislao Diwa

6. Where did the Declaration of Philippine Independence took place?

e. Cavite
f. Malolos
g. Manila
h. Laguna

7. When was the declaration happened?

e. June 12, 1889
f. June 12, 1898
g. July 4, 1946
h. July 4, 1964

8. The declaration of independence of the Philippine was like breaking free from the
bondage of the __________.
e. Americans
f. British
g. Japanese
h. Spanish

9. The declaration was originally written in ________.

e. English
f. Japanese
g. Spanish
h. Tagalog

10. The declaration was not recognize. A treaty was made between America and
Spain wherein America would give millions of dollars to Spain for its
development made in the country. What is the name of the treaty?
e. Pact of Biak-na-Bato
f. Treaty of the United States
g. Treaty of Paris
h. Treaty of Tordesillas

124
Lesson 5 A Glance at Selected Philippine Political Caricature in
Alfred McCoy’s Philippine Cartoons: Political Caricature of the
American Era (1900-1941)

This lesson will give students experience in analyzing

political cartoons, allowing them to hone their skills in
"reading" visual images. Its purpose is to promote interest in
political issues, encourage student creativity and foster critical
thinking skills.

Learning Outcomes
At the end of this section, the students are expected to:

1. Explain the importance of political caricature.

2. Identify the five main elements of political caricature.
3. Analyze political cartoons and caricature.

Pretest
Directions: The old saying, “A picture is worth a thousand words,”
is a good description of political cartoons. For special effect
cartoonists often use symbols or figures to represent ideas. Study
the political cartoon below and answer the questions that follow.

1. What is the
theme of the cartoon?

125
2. What symbols or figures
are used in the cartoon?

3. What message is the

cartoonist trying to

126

Figure 12Cover of the book with
compilation of political cartoons
during the American era in the
Philippines.
Photo credits: Goodreads.com
Philippine political cartoons gained full expression during
the American era. Filipino artists recorded national
attitudes toward the coming of the Americans as well as
the changing mores and times. While the 377 cartoons
compiled in this book speak for themselves, historian
Alfred McCoy’s extensive research in Philippine and
American archives provides a comprehensive background
not only to the cartoons but to the turbulent period as well.
Artist-writer Alfredo Roces, who designed the book,
contributes an essay on Philippine graphic satire of the
period.30

Dr Alfred W. McCoy is professor of SE Asian History at the U. of Wisconsin at Madison

where he also serves as director of the Center for SE Asian Studies, a federally-funded
National Resource Center. He's spent the past quarter-century
writing about the politics & history of the opium trade. In addition
to publications, he serves as a correspondent for the Observatoire
Geopolitique des Drogues in Paris & was plenary speaker at their
'92 conference in Paris sponsored by the European Community. In
'93, he presented a paper on the Mafia & the Asian heroin trade at
the Conference in Honor of Giovanni Falcone in Palermo, Sicily.
In 3/96, he was the plenary speaker at the 7th International
Conference on Drug Harm Reduction in Hobart, Australia. He's
served as expert witness & consultant to the Canadian Commission
of Inquiry into the Non-Medical use of Drugs, the Australian Royal
Commission of Inquiry into Drugs, the Minister of Administrative
Services, Victoria State Parliament, & the Deputy Assistant
Secretary of Defense for Drug Enforcement Policy & Support in the Office of the US Secretary
of Defense. Recently, he worked as consultant & commentator for a tv documentary on the
global heroin traffic produced by the Australian Broadcasting Corporation, accompanying the
crew to locations in Burma, Thailand, Vietnam & Laos.

Explore the Elements of Political Cartoons

1. Symbolism – using an object to stand for an idea.

30
Retrieved from https://www.goodreads.com/book/show/3004055-philippine-cartoons
127
2. Captioning and labels – used for clarity and emphasis.

128
3. Analogy – a comparison between two unlike things that share some
characteristics.

4. Irony – the difference between the way things are and the way things should be or
the way things are expected to be.

129
 5. Exaggeration – overstating or magnifying a problem or a physical feature or
habit: big nose, bushy eyebrows, large ears, and baldness.

Political cartoons and caricature are a rather recent art form, which
veered away from the classical art by exaggerating human features and
poking fun at its subjects. Such art genre and technique became a part of
the print media as a form of social and political commentary, which
usually targets persons of power and authority. Cartoons became an
effective tool of publicizing opinions through heavy use of symbolism,
which is different from a verbose written editorial and opinion pieces. The
unique way that a caricature represents opinion and captures the
audience’s imagination is reason enough for historians to examine these
political cartoons. Commentaries in mass media inevitably shape public
opinion and such kind of opinion is worthy of historical examination.
(Candelaria, JL P. & Alphorha, V C. 2018)

In his book Philippine Cartoons: Political Caricature of the American

Era (1900-1941), Alfred McCoy, together with Alfredo Roces, compiled
political cartoons published in newspaper dailies and periodicals in the
aforementioned time period. For this part, we are going to look at
selected cartoons and explain the context of each one.

130
The first example shown above was published in The Independent on May
20, 1916. The cartoon shows a politician from Tondo, named Dr. Santos,
passing his crown to his brother in law, Dr. Barcelona. A Filipino guy (as
depicted wearing salakot and barong tagalog) was trying to stop Santos
telling the latter to stop giving Barcelona the crown because it is not his
to begin with. (Candelaria, JL P. & Alphorha, V C. 2018)

The second cartoon was also published by The Independent on 16

June 1917. This was drawn by Fernando Amorsolo and was aimed as a
commentary to the workings of Manila Police at that period. Here, we see
a Filipino child who stole a skinny chicken because he had nothing to eat.
The police officer was relentlessly pursuing the child. A man wearing a
salakot, labelled Juan dela Cruz was grabbing the officer, telling him to
131
leave the

132
 small time pickpockets and thieves and to turn at the great thieves
instead. He was pointing to huge warehouse containing bulks of rice,
milk, and grocery products. (Candelaria, JL P. & Alphorha, V C. 2018)

Learning Activities

Activity No.1 Analysis of political cartoons.

Below are the political cartoons. Analyze it using the political cartoon
analysis worksheet.

133
Political Cartoon Analysis Worksheet
Meet the cartoon.

What do you notice first?

What is the title or caption?

Observe its parts

WORDS VISUALS
Are there labels, descriptions, List people, objects and places in
thoughts, or dialoque? List down. the cartoon.

List the actions or activities

Try to make sense of it

WORDS VISUALS
Which word or phrases are the most Which of the visuals are symbols?
significant?

List adjectives that describe the What do they stand for?

emotions portrayed.

1. What was happening at the time in history it was created?

2. What message is the cartoonist trying to convey?

134
 Mastery Test

A. Directions: Below is a political cartoon. Analyze it using the

political cartoon analysis worksheet.

Political Cartoon Analysis Worksheet

Meet the cartoon.

What do you notice first?

What is the title or caption?

135
 Observe its parts
WORDS VISUALS
Are there labels, descriptions, List people, objects and places in
thoughts, or dialoque? List down. the cartoon.

List the actions or activities

Try to make sense of it

WORDS VISUALS
Which word or phrases are the most Which of the visuals are symbols?
significant?

List adjectives that describe the What do they stand for?

emotions portrayed.

3. What was happening at the time in history it was created?

4. What message is the cartoonist trying to convey?

B. Essay
1. Explain the importance of political caricature in Philippine history?

136
C. Identify and encircle the elements of political cartoons from the
given political cartoon below:

137
Lesson 6 Works of Juan Luna and Fernando Amorsolo
Learning outcomes
At the end of this topic, you will be able to:
1. Identify the themes and symbolism used in the paintings of Amorsolo and Luna
2. Explain the importance of the works of Amorsolo and Luna to the narratives of
the Philippine history;
3. Evaluate the relevance of the works of Amorsolo and Luna in the present time

Pre- test
Directions:
Imagine yourself being asked to help a non-Filipino in learning the Philippine history.
How will you describe the nation’s history through an illustration? Draw or sketch your
representation of the Philippine history according to your own understanding of the
events in the past up to the present time. Use a separate sheet.

Art has existed for a very long time even before the beginning of formal
education. In the ancient times, it was used to appease the gods, frighten enemies,
compel people, and distinguish between various cultures and even served reasons for
personal and economic importance. Most of the pieces of art have a personal history
behind them and give visual and textural interpretations of them. Art helps us understand
the happenings of the past without using words and deductions. It is an expression of
thoughts, intuition, desires and emotions conveyed.
138
 Painting is another form of art. It is the practice of
applying paint, pigment, color or other medium to a solid surface. The medium is
commonly applied to the base with
a brush, but other implements, such as
knives, sponges, and airbrushes, can be
used (Meriam Webster Dictionary).
In art, the term painting describes both
the act and the result of the action (the
final work is called "a painting"). The
support for paintings includes such
surfaces
as walls, paper, canvas,wood, glass, lac
quer, pottery, leaf, copper and concrete,
and the painting may incorporate multiple other materials, including sand, clay, paper,
plaster, gold leaf, and even whole objects. Painting is an important form in the visual
arts, bringing in elements such as drawing, composition, gesture, narration,
and abstraction (Lincoln Perry, 2014). Paintings can be naturalistic and a representation
of life and landscape, photographic, symbolistic, expression of emotion and political in
nature.

History has been told, taught, and passed on through the arts. Artist give a picture
(a view) of emotions, rebellions, wars, love, anger, and life. Throughout history,
paintings depicts situations and the feelings the painter has during the time they’re
working on their works. More often than not, paintings conveys hidden emotions and
meanings the painter wanted to express and these are sometimes concealed for various
reasons. Most of these paintings are considered to be part of the grand narratives of
Philippine history. Through the eyes and hands of a painter, we are able to
experience history in ways words could never describe. Two of the Philippines renowned
artist in the field of Painting are Antonio Luna and Fernando Amorsolo whose
masterpieces brought recognition and pride to the Filipinos even though both have
different theme and style.

Fernando Amorsolo was the son of Pedro Amorsolo and Bonifacia Cueto. His parents
gave him life on May 30, 1892 at Paco, Manila. He spent most of his childhood in the
small town of Daet, Camarines Norte where his love for rural life became the foundation
of his
artistic outlook.
 He is one of the significant figures in the world of painting in the Philippines. His
favorite themes as a painter are Figure 13 "Grand Old Man of Philippine Art
the rural sceneries and the Photo credit: ncca.gov.ph
Philippine rural landscapes.
139
  He was
Philippine
Art” was
bestowed
on
Amorsolo
when the
Manila
Hilton

inaugurated its art center on January 23, 1969, with an exhibit of a selection of
his works.
 Returning from his studies abroad in the 1920s, Amorsolo developed the
backlighting technique that became his trademark were figures, a cluster of
leaves, a spill of hair, the swell of breast, are seen aglow on canvas. This light,
Nick Joaquin opines, is the rapture of a sensualist utterly in love with the earth,
with the Philippine sun, and is an accurate expression of Amorsolo’s own
exuberance.
 His citation underscores all his years of creative activity which have “defined
and perpetuated a distinct element of the nation’s artistic and cultural heritage”.

His major works include the following: Maiden in a Stream(1921)-GSIS

collection; El Ciego (1928)-Central Bank of the Philippines collection; Dalagang
Bukid (1936) – Club Filipino collection; The Mestiza (1943) – National Museum of the
Philippines collection; Planting Rice (1946)-UCPB collection; Sunday Morning Going
to Town (1958)-Ayala Museum Collection. Some of his painting works are as follows:

140
 Planting Rice with
Mayon Volcano (1949)

Fernando Amorsolo (1892-1972)

was a dominant figure in the visual arts of the Philippines during the decades before the
Second World War and into the post-war period.  The ‘Planting Rice with Mayon
Volcano, Exhibits the happiness across from the difficulties in planting rice. The Filipino
Villagers in their bright clothes and straw hats plant together with a fresh and green
landscape of plenty. Behind the Filipino villagers is the peaceful flume of steam.

Maiden
in a stream
(1921)

El Ciego (The
Blind Man),
oil on panel,
1929. This
work
commissioned by a naval intelligence officer who helped in the liberation of
Manila during

141
World War II.

Along the Mountain Trail, 1928

Rice
Harvesting

The Making of the Philippine Flag

Afternoon meal of
the rice workers,
1951, oil on
canvas. Won first
prize at the New
York World's
Fair.
A Basket of
Mangoes, oil on
canvas, 1949

142
The Palay Maiden

Washing scene, 1953

143
Princess Urduja

Baguio, 1941, oil on board

144
Landscape, oil on canvas, 1951

Lavandera, oil on Board, 1928

145
Man with a cockerel, oil on board, 1938

Market Scene

146
Old Spanish church, oil on canvas, 1957

Returning fisherman, oil on Board, 1943

147
Portrait of an old lady, Oil on canvas laid down on board, 1941

Under the arbor, oil on Board, 1928

148
Days End, Washing the Carabao, 1928, oil on Board. At the end of the work day,
the farmers take the carabao to the water for washing and feeding

Water carrier, oil on Board, 1937

For more information about the other paintings of Amorsolo. Click the link
below: https://kahimyang.com/kauswagan/articles/1372/a-small-collection-of-fernando-
amorsolos-paintings

149
 Juan Luna was born in Badoc, Ilocos Norte on 23 October 1857. Initially trained
as a seafarer, Juan began his art apprenticeship at Manila’s Academia de Dibujo y
Pintura under Filipino painter Lorenzo Guerrero. He traveled to Madrid, Spain in 1877 to
continue his studies at the Real Academia de Bellas Artes de San Fernando. There he
excelled in the classical style.

His father, Don Joaquin Luna de San Pedro y Paredes and Doña Laurena
Novicio. Don Lorenzo Guerrero, the first painting tutor of Juan Luna, easily recognized
the young man's natural talent and persuaded his parents to send him to Spain for
advanced painting lessons. Luna left for Barcelona in 1877, together with his elder
brother Manuel, who was a violinist. While there, Luna widened his knowledge of the
art and he was exposed to the immortal works of the Renaissance masters. One of his
private teachers, Alejo Vera, a famous contemporary painter in Spain, took Luna to
Rome to undertake certain commissions.

Luna’s artistic talents was established in 1878 with the opening of the first art
exposition in Madrid, which was called the Exposicion Nacional de Bellas
Artes (National Demonstration of Beautiful Arts). From then on, Luna became
engrossed in painting and produced a collection of paintings that he exhibited in the
1881 Exposition. He is considered as one of the greatest Filipino artists history with
masterpieces such as Spoliarium, The Death of Cleopatra, and Blood Compact. He was
mostly known for his works as being dramatic and dynamic, focusing on romanticism
and realism styles of art.

Some of his works are as follows:

150
 Spoliarium, 1884

A painting he entered in the Exposicion General de Bellas Artes in 1884 in

Madrid, where it won a gold medal. It currently hangs in the main gallery at the ground
floor of the National Museum of the Philippines.

The Parisian Life, 1892

It portrayed a scene inside a café in Paris with a woman identified as a courtesan

or a prostitute representing “fallen womanhood”, who was about to rise from a sofa
overshadowing three men placed at the far left corner of the painting.

151
 La Bulaqueña, 1895

La Bulaqueña, literally "the woman from Bulacan" or "the Bulacan woman", also
sometimes referred to as Una Bulaqueña, is the Spanish title of an 1895 painting by
Filipino painter and revolutionary activist Juan Novicio Luna

Governor Ramon Blanco, 1880

152
 Portrait of Governor General Ramon Blanco, Spanish Governor General of the
Philippines from 1893 to 1896.

Souvenir de 1899

It was completed by Luna on May 21, 1899 in Leitmeritz, Bohemian, after his
meeting with Rizal’s friend, Dr. Ferdinand Blumentritt.

Odalisque one of Luna's "Academic Salon portraits" (1885)

In 1885, Luna's Odalisque made Luna officially accepted artist of the annual art

exhibition in Paris, the "Salon of Paris". Odalisque was part of the painting collection
of Philippine national hero Jose Rizal.

153
 Ensueños de Amor, 1890
Ensueños de Amor, literally "Daydreams of Love", is a "dreamy" oil on wood
painting by Filipino painter and revolutionary activist Juan Luna. It depicts Luna's wife
Maria de la Paz Pardo de Tavera while sound asleep. It is currently a part of the art
collection of the Lopez Museum.

El Pacto de Sangre (The Blood Compact), 1886

El Pacto de Sangre (The Blood Compact) , which depicted the blood compact

ceremony between the native chieftain Datu Sikatuna and the Spanish conquistador
Miguel Lopez de Legazpi, now displayed in Malacanang.

154
 Damas Romas, 1882

Is an oil on canvas painting by Juan Luna. It was painted by Luna when he was a
student of the school of painting in the Real Academia de Bellas Artes de San
Fernando (Royal Academy of Fine Arts of San Fernando) in Madrid, Spain in 1877.

The Battle of Lepanto

Painted by Luna in 1887, the masterpiece is about the Battle of Lepanto of

October 7, 1571. The painting features Don Juan of Austria (also known as Don John of
Austria) in battle while at the bow of a ship. It is one of the “huge epic canvasses”
painted by Luna (the others are the Spoliarium and The Blood Compact).

155
Portrait of Jose Rizal

Portrait of Jose Rizal by Juan Luna. Painted in oil, in Paris.

Esopo

156
Mi Hermana

Mi Hermana is a portrait of Luna's sister, Numenaria.

Tampuhan, 1895

Tampuhan is a 1895 classic oil on canvas painting. It depicts a Filipino man and a
Filipino woman having a lovers' quarrel.

157
Espana y Filipinas, 1886

Espana y Filipinas is oil on wood painting, it is an allegorical depiction of two women

together, one a representation of Spain and the other of the Philippines.

La Muerte de Cleopatra, 1881

La Muerte de Cleopatra (The Death of Cleopatra) was awarded silver medal

by Exposición Nacional de Bellas Artes (National Exposition of Fine Arts) in Madrid
in 1881

158
En el Balcon, 1884

The subject, a box at the opera, possibly in Madrid.

Puesta Del Sol, 1880's

 Puesta Del Sol (Sunset) is a scene presumably somewhere in the north coast of France,
which Luna often visited.

159
La Marquesa de Monte Olivar, 1881

 A portrait of the young Marchioness of Monte Olivar

For more reading about Juan Luna’s life and his mastepieces. Click this link,
https://ncca.gov.ph/about-culture-and-arts/in-focus/the-art-of-juan-luna/

Learning Activities
Activity 1.
Name: _______________________________ Course & Year: _________

A. Identification

Directions: In the table below, identify the themes of the paintings of Fernando
Amorsolo and Juna Luna by putting a check mark under which theme these paintings
belongs to.

Paintings Renaissance/Rural Literary/Historical/

sceneries/Rural Dramatic/Dark/Dynamic/
Landscapes/Nudes/Society Romanticism/Realism
Portraits/
Puesta del Sol,
1880
La Marquesa de
Monte Olivar, 1881

Water Carrier
Washing the
Carabao
160
Portrait of an Old
Lady
Under the Arbor
Returning
Fisherman
La Muerte de
Cleopatra, 1881

En el Balcon, 1884

Market Scene
Old Spanish
Church
Tampuhan
España y Filipinas,
1886
Esopo
Mi Hermana
Lavandera
Man with Cockerel

Portrait of Rizal
Baguio
Landscape, 1951

Damas Romanas,
1882
The Battle of
Lepanto
Ensueños de Amor,
1890
El Pacto de Sangre
(The Blood
Compact), 1886

Washing Scene
Princess Urduja
Souvenir de 1899

Odalisque, 1885

Governor Ramon
Blanco, 1880

A Basket of
Mangoes, oil on
canvas, 1949

161
 The Palay Maiden

La Bulaqueña
El Ciego (The
Blind Man)
Afternoon meal of
the rice wirkers

Spoliarium
Rice Harvesting
The Making of the
Philippine Flag

The Parisian Life

Planting Rice
Along the
Mountain Trail

B. Paintings and the Artist

Directions: Choose three paintings from Fernando Amorsolo’s masterpieces and

another three paintings from Juan Luna’s works. Compare the two artist styles from the
chosen paintings based on your observations.

1. Amorsolos’s painting: _______________________________

Luna’s painting: ____________________________________

Findings:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________

2. Amorsolos’s painting: ______________________________

Luna’s painting: ___________________________________
Findings:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________

3. Amorsolos’s painting: ______________________________

162
 Luna’s painting: ___________________________________

Findings:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________

Activity 2. Explain the importance of Amorsolo and Luna’s works

Name: _____________________________ Course & Year: _________

Directions: Give a minimum of three reasons why the paintings of Amorsolo and Luna
are important to the grand narrative of the Philippine history.

1. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Activity 3. Evaluating Historical Relevance

Name: _____________________________ Course & Year: _________

Directions: In 300-500 words, answer the following questions:

1. What did you learn about the masterpieces of the two renowned painters? Are
you convinced that in paintings there lies some histories in it which could be
relevant in the present time? How will you convince your contemporaries that
paintings contributes in the acquisition of knowledge in history and not just a
mere visual illustration?

Mastery Test

163
A. Multiple Choices: Choose and encircle the letter of the correct answer.

1. This is a process or art of using paint, in a picture, as a protective coating, or as

decoration.
a. Master
b. Masterpiece
c. Painter
d. Painting

2. He is the author of the well-known painting Spoliarium.

a. Antonio Luna
b. Fernando Amorsolo
c. Ferdinand Amorsolo
d. Juan Luna

3. This is a painting submitted to the Exposición Nacional de Bellas Artes in 1884

in Madrid, where it garnered the first gold medal (out of three).
a. Spoliarium
b. The Battle of Lepanto
c. The Parisian
d. Tampuhan

4. He was a portraitist and painter of rural Philippine landscapes?

a. Antonio Luna
b. Fernando Amorsolo
c. Ferdinand Amorsolo
d. Juan Luna

5. He is popularly known for his craftsmanship and mastery in the use of light?
a. Antonio Luna
b. Fernando Amorsolo
c. Ferdinand Amorsolo
d. Juan Luna

6. He was mostly known for his works as being dramatic and dynamic, focusing on
romanticism and realism styles of art.
a. Antonio Luna
b. Fernando Amorsolo
c. Ferdinand Amorsolo
d. Juan Luna

7. The following are the paintings of Juan Luna, except,

a. Planting Rice
b. Spoliarium
c. The Battle of Lepanto
d. Tampuhan

8. The following are the paintings of Amorsolo, except?

a. Dalagang Bukid
b. Fruit Gatherer
c. Planting Rice
d. Tampuhan
164
9. His allegorical works were inspired with classical balance, and often showed
figures in theatrical poses. Who is this painter?
a. Antonio Luna
b. Fernando Amorsolo
c. Ferdinand Amorsolo
d. Juan Luna

10. He best known for his illuminated landscapes, which often portrayed traditional
Filipino customs, culture, fiestas and occupations.
a. Antonio Luna
b. Fernando Amorsolo
c. Ferdinand Amorsolo
d. Juan Luna

B. Essay: Ten points each. Refer to the rubrics provided for guidance.

4. Both painters have different styles, which one of them you like the most? What
do you like about his style and which of his painting captivates/ intrigue you?
Why?

5. Both are renowned painters whose masterpieces are nationalistic in nature and
contributes to the understanding of some events in the Philippine history or has a
resemblance at some point. Choose one painting from Amorsolo’s collection and
another one from Luna’s collection which you think conveys greater nationalistic
sense/feeling among the other paintings.

6. If you were given a chance to paint something about Philippine history. What
style/theme you will use? Amorsolo’s style or Luna’s style? Why did you choose
that style? Or you can also refer to some other artist’s style as per your
preference.

165
Lesson 3 Cry of Balintawak Or Pugadlawin
Learning Outcomes:

At the end of the lesson, you should be able to:

4. Identify the conflicting views about the First Cry of the Revolution;
5. Examine each source in its account of the start of the revolution; and
6. Formulate arguments for and against a particular primary source.

Pre-test
Let’s Warm Up!
Directions: Read the statement carefully, and ENCIRCLE the correct answer.
1. He was the founder of the Katipunan.
a) Dr. Pio Valenzuela
b) Andres Bonifacio
c) Melchora Aquino
d) Santiago Alvarez
2. This event said to be the signal to start the revolution against the Spaniards.
a. Pact of Biak na Bato
b. Treaty of Paris
c. Cry of Pugad Lawin
d. Tejeros Convention
3. What is the main reason of Rizal and Bonifacio disagreement?
a. The involvement of women in the Katipunan
b. The manner of organizing the Katipunan
c. How to win independence from Spain
d. Different values and beliefs
4. She was known as the "Grand Woman of the Revolution" and the "Mother of
Balintawak" for her contributions.
a. Melchora Aquino
b. Gabriela Silang
c. Trinidad Tecson
d. Maria Orosa
5. In an interview with the Sunday Tribune magazine, he said that the First Cry happened in
Balintawak on August 26, 1896.
a. Dr. Pio Valenzuela
b. Santiago Alvarez
c. Emilio Jacinto
d. Guillermo Masangkay

Read Me
The Context of the Philippine Revolution
 The Philippine Revolution of 1896 also known as the “First Cry” is one of the most
significant events in the country’s history, awakening a proud sense of nationalism for
generations of Filipinos to come. 
 It is the initial action of the Filipinos to start the revolution for independence and they
tore up their cedulas as a symbol of their determination to take up arms against Spain.
 The event happened after the Katipunan was exposed on August 19, 1896, and the
Spaniards began to crack down on suspected rebels.

166
  The Katipunan Supremo, Andres Bonifacio, and his fellow katipuneros were planning a
nationwide revolt. The original plan was to start the revolution at the end of August but
due to the arrests of his fellow-men, Bonifacio found it wise to begin the revolution that
day and attack Manila at the end of the month.
 In 1991, a monument to the Heroes of 1896 was erected in Balintawak where beginning
in 1908, it was believed that the first cry occurred there on August 26. However, the date
and place of the event were later contradicted by different Katipunan personalities who
claimed that they were present during the event.
 In 1963, the National Historical Commission (today’s National Historical Commission
of the Philippines [NHCP]) decided that, following extensive research of primary
sources, the First Cry of the Philippine Revolution of 1896 happened on August 23,
1896, at Pugad Lawin, now part of Project 8 in Quezon City.
 However, the controversy persists, with historians and other personalities (especially the
descendants of the Katipunero witnesses) claiming that the official date and place are
wrong.

Photo published in the daily newspaper Bagong Buhay claiming that the first Cry
happened on August 23, 1896

Source:https://docs.google.com/document/preview?
hgd=1&id=1FgVicButwUlb4xnwx0tIkK5MFk7LnwTdYJmqEs2j_8w Dr. Pio

Valenzuela’s Account

 The official date and place of the First Cry were largely based on the
account of Dr. Pio Valenzuela, an official of the Katipunan and a friend
of Andres Bonifacio, who was present during the event. His account was published as
Memoirs of the K.K.K. and the Philippine Revolution (Manila, n.d.)

The Account
The first place of refuge of Andres Bonifacio, Emilio Jacinto, Procopio Bonifacio,
Teodoro Plata, Aguedo del Rosario, and myself was Balintawak, the first five arriving there
on August 19, and I, on August 20, 1896. The first place where some 500 members of the
Katipunan met on August 22, 1896 was the house and yard of Apolonio Samson at Kangkong.
Aside from the persons mentioned above, among those who were there were Briccio Pantas,
Alejandro Santiago, Ramon Bernardo, Apolonio Samson, and others. Here, views were only
exchanged and no resolution was debated or adopted. It was at Pugad Lawin, in the house,
store-house and yard of Juan Ramos, son of Melchora Aquino, where over 1,000 members of
the Katipunan met and carried out considerable debate and discussion on August 23, 1896.
Only one man protested and fought against a war and that was Teodora Plata. Besides the

167
persons named above, among those present at this meeting were Enrique Cipriano, Alfonso
Pacheco, Tomas Remigio, Sinforoso San Pedro, and others. After the tumultuous meeting
many of those present tore their cedula certificates and shouted “Long live the Philippines!
Long live the Philippines!”

Santiago Alvarez’s Account

 In 1927, a pre-World War II Tagalog weekly magazine named

Sampaguita began publishing the Katipunan memoirs of Gen. Santiago
Virata Alvarez, (nom-de-guerre: Kidlat ng Apoy) one of the leaders of
the Cavite revolution.
 The series appeared in 36 parts. It told the story of the Philippine
Revolution starting in March 1896 until late 1897 interspersed with
personal
o accounts and stories of events during the revolution taken from Alvarez’s notes.
The series was later published as a book, titled The Katipunan and the
Revolution (QC: ADMU, 1992) with an English translation by Paula Carolina
Malay.
o The story of the First Cry is found in Chapter 6 of the memoirs. Alvarez presents
an account devoid of any dramatic description as it is merely a narration of the
events that happened in Bahay Toro (now part of Project 8 in Quezon City) on
August 24, 1896.

The Account
We started our trek to Kangkong at about eleven that night. We walked through the
rain over dark expanses of muddy meadows and fields. Our clothes drenched and our bodies
numbed by the cold wind, we plodded wordlessly. It was nearly two in the morning when we
reached the house of Brother Apolonio Samson in Kangkong. We crowded into the house to
rest and warm ourselves. We were so tired that, after hanging our clothes out to dry, we soon
fell asleep….
The Supremo began assigning guards at five o’clock the following morning, Saturday
22 August 1896. He placed a detachment at the Balintawak boundary and another at the
backyard to the north of the house where we were gathered….
No less than three hundred men assembled at the bidding of the Supremo Andres
Bonifacio. Altogether, they carried assorted weapons, bolos, spears, daggers, a dozen small
revolvers and a rifle used by its owner, one Lieutenant Manuel for hunting birds. The
Supremo Bonifacio was restless because of fear of a sudden attack by the enemy. He was
worried over the thought that any couriers carrying the letter sent by Emilio Jacinto could
have been intercepted; and in that eventuality, the enemy would surely know their
whereabouts and attack them on the sly. He decided that it was better to move to a site called
Bahay Toro.
At ten o’clock that Sunday morning, 23 August 1896, we arrived at Bahay Toro. Our
number had grown to more than 500 and the house, yard, and warehouse of Cabesang
Melchora was getting crowded with us Katipuneros. The generous hospitality of Cabesang
Melchora was no less than that of Apolonio Samson. Like him, she also opened her granary
and had plenty of rice pounded and animals slaughtered to feed us….
The following day, Monday, 24 August, more Katipuneros came and increased our
number to more than a thousand. The Supremo called a meeting at ten o’clock that morning
inside Cabesang Melchora’s barn. Flanking him on both sides at the head of the table were
Dr. Pio Valenzuela, Emilio Jacinto, Briccio Pantas, Enrique Pacheco, Ramon Bernardo,
Pantelaon Torres, Francisco Carreon, Vicente Fernandez, Teodoro Plata, and others. We

168
were so crowded that some stood outside the barn.
The following matters were approved at the message:
An uprising to defend the people’s freedom was to be started at midnight of Saturday, 29
August 1896….
To be on a state alert so that the Katipuneros forces could strike should the situation arise
where the enemy was at a disadvantage. Thus, the uprising could be started earlier than the
agreed time of midnight of 29 August 1896 should a favorable opportunity arise at that date.
Everyone should steel himself and be resolve in the struggle that was imminent….
The immediate objective was the capture of Manila….
After the adjournment of the meeting at twelve noon, there were tumultuous shouts of “Long
live the Sons of the People!”

Guillermo Masangkay’s Account

 In 1932, Guillermo Masangkay, a friend and fellow Katipunero of

Andres Bonifacio, recounted his experience as a member of the
revolutionary movement.
 In an interview with the Sunday Tribune magazine, Masangkay said
that the First Cry happened in Balintawak on August 26, 1896. In the
first decade of America rule, it was his account that was used by the
government and civic officials to fix the date and place of the First Cry
which was capped with
The erection of the “Monument to the Heroes of 1896” in that place. However,
in an interview published in the newspaper Bagong Buhay on August 26, 1957,
Masangkay changed his narrative stating that the revolution began on August
23, 1896, similar to the assertion of Dr. Pio Valenzuela. But Masangkay’s date
was later changed again when his granddaughter, Soledad Buehler-Borromeo,
cited sources, including the Masangkay papers, that the original date was
August 26.

The Account
On August 26, a big meeting was held in Balintawak, at the house of Apolonio
Samson, then the cabeza of that barrio of Caloocan. Among those who attended, I remember,
were Bonifacio, Emilio Jacinto, Aguedo del Rosario, Tomas Remigio, Briccio Pantas,
Teodoro Plata, Pio Valenzuela, Enrique Pacheco, and Francisco Carreon. They were all
leaders of the Katipunan and composed the board of directors of the organization. Delegates
from Bulacan, Cabanatuan, Cavite, and Morong (now Rizal) were also present.
At about nine o’clock in the morning of August 26, the meeting was opened with
Andres Bonifacio presiding and Emilio Jacinto acting as secretary. The purpose was to
discuss when the uprising was to take place. Teodoro Plata, Briccio Pantas, and Pio
Valenzuela were all opposed to starting the revolution too early. They reasoned that people
would be in distress if the revolution were started without adequate preparation. Plata was
very forceful in his argument, stating that the uprising could not very well be started without
arms and food for the soldiers. Valenzuela used Rizal’s argument about the rich not siding
with the Katipunan organizations.
Andres Bonifacio, sensing that he would lose in the discussion then left the session
hall and talked to the people who were waiting outside or the result of the meeting of the
leaders. He told the people that the leaders were arguing against starting the revolution early,
and appealed to them in a fiery speech in which he said: “You remember the fate of our
countrymen who were shot in Bagumbayan. Should we return now to the towns, the Spaniards

169
 will only shoot us. Our organization has been discovered and we are all marked men. If we
don’t start the uprising, the Spaniards will get us anyway. What then, do you say?”
“Revolt,” the people shouted as one.
Bonifacio then asked the people to give a pledge that they were to revolt. He told them
that the sign of slavery of the Filipinos were (sic) the cedula tax charged each citizen. “If it is
true that you are ready to revolt,” Bonifacio said, “I want to see you destroyed your cedulas.
It will be the sign that all of us have declared our severance from the Spaniards.”
With tears in their eyes, the people, as one man, pulled out their cedulas and tore
them to pieces. It was the beginning of the formal declaration of the separation from Spanish
rule….
When the people’s pledge was obtained b Bonifacio, he returned to the session hall
and informed the leaders of what took place outside. “The people want to revolt, and they
destroyed their cedulas,” Bonifacio said, “So now we have to start the uprising, otherwise the
people by hundreds will be shot.” There was no alternative. The board of directors, in spite of
the protests of Plata, Pantas, and Valenzuela, voted for the revolution. And when it was
decided, the people outside shouted, “Long Live the Philippine Republic.”

You Can Do These

Activity 1. Watch and Respond
Directions: Access the internet and watch the Youtube video titled “Xiao Time: Ang Unang
Sigaw ng Himagsikan sa Balintawak, Kalookan” posted by PTV. Write a reaction paper and use
the following guide questions below:
1. What does the video tell you about the many different accounts?
2. Is there a chance that all sources are valid?
3. What other information on the revolution did you learn from the video.

Rubrics

Skills 5 4 3 2 1
Content and Insightful and/or Clear ideas that Some ideas are The paper contains Ideas are not
Analysis: the sophisticated fully address the clearer than an attempt to address developed. Little
extent to ideas that fully prompt and are others and the to no textual
which the address the prompt supported by address the prompt, but the evidence is used.
response and are fully relevant, accurate prompt. Ideas are writer provides little Mostly personal
conveys supported by and sufficient supported by clear, relevant responses.
complex ideas relevant, accurate evidence. some relevant evidence.
and and specific Evidence used is evidence.
information evidence from justified and
clearly and appropriate sources. developed
accurately in Evidence used is
order to justified and clearly
respond to the developed.
task and
support an
analysis

Organization The paper follows a The paper follows The paper The paper does not The paper does
clear and logical a logical train of follows a follow a train of not
train of thought. thought. somewhat thought. The paper is follow a train of
The introduction The paper’s confused train of missing thought. The paper
and conclusion are introduction and thought. an introduction or is missing
effective conclusion The paper has conclusion and the an introduction
and the writer are functional an introduction writer uses few topic and conclusion
always uses topic and the writer and conclusion sentences and/or and the writer fail
sentences and always and the writer transitions. to use topic
effective transitions uses topic use some sentences and/or
sentences but less topic sentences transitions.
effective and adequate
transitions. transitions.

170
 Command of Quotations are Effectively utilizes Evidence is Evidence chosen Little or no
Evidence smoothly blended quotations, present, but does not support evidence is used.
in. Evidence is Evidence is Superficial. ideas/claims. Quotes
highly persuasive believable and Quotes are used, are irrelevant.
and effective. convincing. but not well
blended.

Reflections Conscious and Thoughtful Basic Ideas lack Does not address
thorough understanding of understanding of development; the prompt or
understanding of the writing prompt. the writing misunderstanding of gives a basic plot
the writing prompt Analysis is prompt and the prompt or text; summary without
and the subject believable subject matter. commentary
matter. and convincing, a No in-depth
Creative/original few assertions may reflection.
ideas and insights; lack
extensive, insightful specific examples,
commentary. but
are still logical.
Mechanics Demonstrates a Demonstrates Demonstrates Demonstrates Demonstrate a
and mastery of writing control of the control of the emerging control of lack of control of
Conventions conventions conventions conventions conventions with conventions with
Language use includes a variety of that do not hinder with infrequent some errors that frequent errors
sentences marked comprehension, errors, includes hinder that make
by varying opening includes some minimal variety comprehension, comprehension
words and variety in in sentence lacks variety in difficult.
structure; effective transitions and structure and sentence structure
syntax and sentence structure. transitions. and transitions.
grammar.

Adopted from http://englishwithmscostakis.weebly.com/uploads/3/1/7/4/31747855/frp_rubric.docx

Activity 2. Make Connection

Directions: Out of three accounts that were discussed, select two and fill in the Venn Diagram
showing the similarities and differences between the two accounts.

Let’s Sum Up!

171
 Directions: Form groups of at least five members. Research on one primary source and
his/her account of a recent event. Develop five to ten arguments that support the account or that
show the reliability of the source. Afterwards, present them in class and be ready to answer
questions that may be raised by your classmates.

Rubrics
Points
Earned
4 3 2 1
INTRODUCTION Well developed Introductory Introduction Thesis and/or
Background/History introductory paragraph states the thesis problem is vague or
Define the Problem paragraph contains some but does not unclear.
contains detailed background adequately Background details
background information and explain the are a seemingly
information, a states the background of random collection
clear explanation problem, but the problem.  of information,
or definition of does not explain The problem is unclear, or not
the problem, and using details. stated, but lacks related to the topic.
a thesis States the thesis detail.
statement. of the paper.

CONCLUSION Conclusion Conclusion Conclusion Conclusion does not

summarizes the summarizes summarizes adequately
main topics main topics.  main topics, but summarize the main
without Some is repetitive. No points. No
repeating suggestions for suggestions for suggestions for
previous change are change and/or change or opinions
sentences; evident. opinions are are included.
writer's opinions included.
and suggestions
for change are
logical and well
thought out.
Main Points Three or more Three or more Three or more Less than three
Body Paragraphs main points are main points are main points, but main points, with
Refutation well developed present but may all lack poor development
with supporting lack detail and development. of ideas.  Refutation
details. development in Refutation missing or vague.
Refutation one or two. paragraph
paragraph Refutation missing and/or
acknowledges paragraph vague.
the opposing acknowledges
view, and the opposing
summarizes their view, but doesn't
main points. summarize
points.

172