GEC 2 FInal Term Module

P a g e | xiii
COLLEGE OF ARTS AND SCIENCES (CAS) CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
P a g e | xiiii
This learner’s module is not for sale. No part of this material may
be reproduced in any form or by any means, including photocopying,
scanning, or other electronic means without the prior written permission to
the author or the College of Arts and Sciences, Central Philippines State
University.
LEARNER’S MODULE IN
GEC 2: READINGS IN PHILIPPINE HISTORY
First Semester | School Year 2020-2021
P a g e | xivi
PHILOSOPHY
Decent affordable education for sustainable productivity
and global competitiveness under an atmosphere of
academic freedom.
CPSU QUALITY POLICY

CPSU commits to deliver quality higher and advanced education through instruction,
research, extension, production and administrative support services.
We shall endeavor to:
• Continually improve its Quality Management System (QMS) at par with

international standards;
• Provide timely, efficient and effective delivery of products and services;
• Satisfy the needs and expectations of the costumers and relevant interested
parties; and
• Uphold applicable statutory, regulatory, organizational and international
standard requirements.
P a g e | xvi
STUDY SCHEDULE GEC 2

Week Topic/Learning Assessment
Hours Outcomes Tasks
UNIT 4: Social Political, Economic and cultural issues in the
Philippine history
READINGS IN PHILIPPINE HISTORY

Lesson 1: Evolution of the Philippine constitution
October 26-30 • Discuss the evolution of Time Lines! (P113)
2020 the Philippine constitution
• Analyze the Social Help me!(P 120)
3hours
Political, Economic and Tell me more!(P121)
cultural issues in the
Philippine using the lens of Let your memories
history. work!(P 122)
• Understand several
enduring issues in the My Finale!(P124)
Philippine society through
history.
Lesson 2: Agrarian Reform Policies
November 3-9 • Understand the SCRAMBLE!(P128)
2020 development of agrarian
history reform in the Matching Type!(P137)
Philippines.
3hours REFLECTION!(P138)
• Gave solutions and
recommendations to
present day problem
based on the
understanding of the past
and the anticipation of the
future through the study of
history.
Lesson 3: Evolution of Philippine taxation
November 10- • Discuss the evolution of Say
13 2020 the Philippine taxation. Something!(P141)
• Analyze the evolution of Describe your
3hours Thoughts! (P148)
the Philippine taxation
through the study of True or False!(P149)
Philippine history Reflection!(P150)
P a g e | xvii

Lesson 4: Filipino Cultural Heritage
November 16- • Identify the Filipino cultural Picked me!(P153)

20 2020 heritage.
• Discuss the importance of Guess me!(P161)
3hours Filipino cultural heritage.
Find me!(P165)
Reminds me!(P167)
Lesson 5: Government Peace Treaties with Muslim Filipinos

November 23- • Discuss the issues of My Journey!(P170)
27 2020 Muslim Filipinos through Think and
the study of Philippine Learn!(P176)
history You got It!(P177)
3hours • Identify peace treaty that Use your Hots!(P178)
makes the Muslim Finally Done!(P180)
Filipinos bind together in
harmony and unity.
UNIT 5: Critical evaluation and promotion of local and oral history,

museum, historical shrines cultural performances, indigenous
practice, religious rites and rituals
Lesson 1: Historical Research

Nov. 30 – Dec. • Manifest in local history Activity no. 1!(P189)
5 2020 and show concern in Activity no. 2!(P190)
promoting and preserving Activity no. 3!(P194)
country’s historical and Activity no. 4!(P195)
3hours cultural heritage. Activity no. 5!(P196)
• Apply historiographical Activity no. 6!(P197)
methods in writing the Activity no. 7!(P198)
history of one’s locality and
country.
Lesson 2: Local and Oral Histories

December 7-11 • Apply historiographical Activity no. 1!(P200)
2020 methods in writing the Activity no. 2!(P201)
history of one’s locality and Activity no. 3!(P203)
country. Activity no. 4!(P204)
3hours • Appreciate the value of Support me!(P205)
doing history to the Activity no. 5!(P206)
present day. Reflection!(P207)
P a g e | xviii

Lesson 3: Life histories and biographical research

December 14- • Identify the importance in So What?(P210)
18 2020 the use of life histories and
biographical research. Getting to
3hours know!(P211)
• Analyze the development
of life histories and Q and A !(P214)
biographical research to
present research agenda.
• Describe the value of life ESSAY!(216)
histories and biographical
research in doing historical
research.
Lesson 4: Indigenous Practices and Religious Rites

December 21- • Identify the Importance of Our Treasure!(P219)
25 2020 indigenous practices and
religious rites in their day-
Let your brain
day activities
3hours works!(P228)
• Analyze the impact of
indigenous practices and
religious rites.
P a g e | 109
UNIT
SOCIAL, POLITICAL, ECONOMIC AND
CULTURAL ISSUES IN PHILIPPINE HISTORY
4
“If you want to understand today, you have to search yesterday”
Pearl Buck
Social, Political, Economic and cultural Issues in the

Philippine history is centered on the attempt to understand
current issues and concerns using the lens of history, in
recognition of the fact that the problems of society today could
well be addressed by looking at the roots of the problems. This
unit discusses the mandatory topics on the Philippine
constitution, agrarian reform and taxation. This unit are chopped
into 5 lessons; Evolution of Philippine Constitution, Agrarian
reform Policies, Evolution of Philippine Taxation, Filipino
Cultural Heritage, Government Peace Treaties with Muslim
Filipinos
GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

P a g e | 110
UNIT 4: Social, Political, Economic and Cultural Issues in PRE-TEST

Philippine History
MULTIPLE CHOICE: Choose the letter of your best answer from the given choices.
Shade the letter of your correct answers in the Zip grade form.
1. Which of the following statement best describe the situation about the
Comprehensive Agreement of Bangsamoro?
A. Togetherness C. Oneness
B. Unity D. All of the above
2. The following are the peace negotiations of the Philippine government to end
the conflict in Mindanao? EXCEPT
A. Peace treaty C. Peace talks
B. Ceasefire D. Snap Election
3. Which of the following claims of the Muslim in Mindanao?
A. Mindanao is productive C. Mindanao is peaceful
B. Mindanao is their homeland D. Mindanao is the homeland of Duterte
4. Which of the following agreement that makes Mindanao a peaceful one?
A. Bangsamoro Agreement Act
B. Comprehensive Agreement of Bangsamoro
C. Comprehensive Association of Bangsamoro
D. Comprehensive Agrarian of Bangsamoro
5. The Filipino Muslim in Mindanao are commonly called as?
A. Muslim C. Moro
B. Islamic D. Abusayaf
6. Which of the following statement is true about the 1973 Constitution?
A. President Aquino C. President Laurel
B. President Marcos D. President Quezon
7. Who is the President of the 1987 Constitutional Commission?
A. Cecilia Munoz Palma C. Napoleon G. Rama
B. Corazon C. Aquino D. Gloria Macapagal Arroyo
8. Who the most prominent members that drafted the 1899 Constitution
A. Palma C. Calderon
B. Arellano D. Aguinaldo
9. What Constitution of the Philippine with the following salient points that the
government was divided into three co-equal branches – Executive, Legislative,
and Judiciary.
A. 1973 Constitution C. 1899 Constitution
B. 1987 Constitution D. 1935 Constitution
10. Which of the following Constitution drafted during the martial Law period?
A. 1935 C. 1973
B. 1943 D. 1987

P a g e | 111
UNIT 4: Social, Political, Economic and Cultural Issues in PRE-TEST

Philippine History

P a g e | 112
THE EVOLUTION OF THE PHILIPPINE

LESSON 1
CONSTITUTION (3 HOUR)
Gallego, JG. & Samboque, J.
LEARNING OUTCOMES
UNIT 4: SOCIAL, POLITICAL, ECONOMIC AND CULTURAL

 Discuss the evolution of the Philippine Constitution.
 Analyze social, political, economic cultural issues in the
Philippines using the lens of history.
 Understand several enduring issues in Philippine society through
history.
INTRODUCTION
ISSUES IN PHILIPPINE HISTORY

“Our Constitution was made only for a moral and religious people. It
is wholly inadequate to the government of any other”
John Adams
This lesson will present the evolution of the Philippine

Constitution. It will focus on the development of the Philippine
constitution from the Spanish era down to the recent constitution of
the country. The changes and amendments brought about will be
given highlights. Some of the provisions will be identified for the basis
of knowing the country’s existing provisions.
The constitution serves as basis of all the fundamental law of
the land should be given emphasis for better understanding and be a
better citizen of the country.

P a g e | 113
UNIT
LESSON
The Evolution of the Philippine Constitution 4
1
• Let's Look Back

TIMELINES: Using the illustration below you can recall the evolution of the constitution
of the Philippines. Draw a line to match boxes in column A that contains the different
stages of the constitution with your answers in the boxes in column B about the elected
President during that time when the constitution is drafted.
Column A Column B
1899
Jose P. Laurel
Malolos Constitution
1935
Commonwealth
Constitution
Ferdinand E Marcos
1943
Japanese Sponsored
Constitution
Corazon C. Aquino
1973
Martial Law
Manuel L. Quezon
Constitution
1987
Constitution Emilio Aguinaldo

P a g e | 114
UNIT
The Evolution of the Philippine Constitution 4
LESSON
1
• Let's Analyze and Prepare
What did you learn from the illustration?
Using the different illustration presented it is very easy for you to remember who
is the President during that time when the constitution is drafted. Now let’s take a look
at how the constitution evolve and let us identify the different constitution of the country.
It is very important to note that the constitution is very important in the operation of the
government. It is the basis of all laws promulgated by the law making body of the
country hence it must be given emphasis in this lesson.
This section of the learning activity provides a deep and thorough understating
in the study of the history on the evolution of the Philippine constitution. It will assist
you of identifying the different constitution of the country their rationale and basis how
it is framed.
This is the best time for you to know the history of the evolution of the Philippine
constitution as part of your learning as a citizen of the country and be a law abiding
one.
Now, this is the time for you to discover further discussion of the lessons being
presented in this section. Be ready for the next part of the lesson and learned from your
discovering it.
Let us start your journey and discover it.

P a g e | 115
UNIT
The Evolution of the Philippine Constitution
LESSON 4
1
• Let's Discover
1899 Constitution (Malolos Constitution)
In accordance with the decrees of June 18 and 23, 1898, Aguinaldo convoked
the Revolutionary Congress at Barasoain, Malolos. Peace and order conditions in
some provinces were such that Aguinaldo was compelled to appoint their delegates
to Congress. Consequently, on September 4, he appointed fifty delegates to the
Congress. This number was increased by ten on September 10. The number of
delegates to the Congress fluctuated from time to time.
In the morning of September 15, the basilica at Barasoain was filled with
delegates and spectators. Outside, the Banda Pasigplayed the National Anthem.
When Aguinaldo and his officers arrived, the delegates, the cream of the Filipino
intelligentsia, spread out to give way to the President. With the President seated, the
secretary read the names of the delegates, after which Aguinaldo was introduced.
Cries of "Viva!" reverberated and Aguinaldo acknowledged the applause of the
throng. Then he stood up and read his message, first in Tagalog, then in Spanish. A
round of applause followed Aguinaldo's speech, which Felipe Buencamino wrote.
Aguinaldo then announced that the ceremonies were over and that Congress was to
convene after electing its officers.In the afternoon, the Congress proceeded to elect
its officers, namely, Pedro A. Paterno, President; Benito Legarda, Vice-President;
Gregorio Araneta, First Secretary; and Pablo Ocampo, Second Secretary.
The first significant act of the Congress was the ratification on September 29,
of the independence proclaimed at Kawit on June 12, 1898. Aguinaldo, whose office
and official residence were located at the convent of Malolos Church, arrived at
Barasoain, where Congress was holding its sessions, amidst the "vociferous
acclamations of he people and strains of music." The ceremonies began at 10:30am
and Aguinaldo, after congratulating Paterno for having been elected to the presidency
of Congress, partly said in Tagalog:
* * * now we witness the truth of what the famous President Monroe said to
the effect that the United States was for the Americans; now I say that the
Philippines is for the Filipinos.
A committee to draft the constitution was created with Felipe G. Calderon as

its most prominent member. Having set Mabini's Constitutional Program aside, the
committee. under the influence of Calderon, also set aside, but in a subtle manner,
Paterno's constitutional plan, which smelled strongly of the Spanish Constitution of
1869. With the advise of Cayetano Arellano, a brilliant but unreconstructed mestizo,
Calderon drew up his plans for a constitution, deriving inspiration from the
constitutions of Mexico, Belgium, Guatemala, Costa Rica, Brazil and France. In the
session of Oct 8, Calderon presented the draft of this constitution.

P a g e | 116
UNIT
4
LESSON
1
Salient features of the 1899 Constitution

1. The legislature was more powerful than the executive department. It elected
the President and the Chief Justice of the Supreme Court.
2. The Assembly of Representatives when not in session, legislative power to
exercise by a Permanent Commission composed of seven assemblymen.
3. The cabinet secretaries were responsible to the legislature and not to the
President.
1935 Constitution (Commonwealth Constitution of the Philippines)
On May 14, 1935, the Constitution of the Philippines was ratified by a large
majority of the Filipino people. The 1935 Constitution of the Philippines which created
the Commonwealth of the Philippines was based on the principle of separation of
powers among the three branches of government.
Executive power is vested to the President which shall serve for a single-six
year term. Legislative power is vested in a unicameral National Assembly, and judicial
power is exercised by the Supreme Court.
Accordingly, the 1935 Constitution was written with an eye to meeting the
approval of the United States Government so as to ensure that the U.S. would live
up to its promise to grant the Philippines independence.
It was also on this day in 1910, that the then Commissioner (to the U.S. House
. of Representatives) Manuel L. Quezon delivered an eloquent speech in the United
States Congress, pleading for Philippine independence.
Salient Features of the 1935 Constitution

The government was divided into three co-equal branches – legislative,
executive, judiciary. Executive power was vested in the President of the Philippines
elected through popular suffrage that will serve for a term of four years. Legislative
power was vested in a bicameral legislature called Senate and House of
Representatives who were directly elected by the people while judicial power resides
in the Supreme Court and other lower courts. It has a clear enumeration of rights of
citizens. On the other hand, suffrage can only be exercised by males, females are not
allowed.
1943 Japanese Sponsored Constitution
On September 4, 1943, the Japanese-sponsored 1943 Constitution was signed
and ratified in a general assembly and two days later by 117 members of the Kapisanan
sa Paglilingkod sa Bagong Pilipinas (KALIBAPI), the only political organization allowed
during the Japanese occupation.

P a g e | 117
UNIT
LESSON 4
1
Hence, the Second Republic (1943-1945) was formally proclaimed, with Jose
P. Laurel Sr. appointed as President and inaugurated into office in October 14, 1943.
Laurel was highly regarded by the Japanese for having openly criticized the United
States for the way it ran the Philippines.
Laurel had a degree from Tokyo International University. Accordingly, the 1943
Constitution was recognized as legitimate and binding only in Japanese-controlled
areas of the Philippines but was ignored by the United States government and the
Philippine Commonwealth government in-exile.
Salient Features of 1943 Constitution

The 1943 Constitution enumerates the duties and rights of the citizens,
requires the government to develop Tagalog as the national language, and stipulates
that one year after the termination of the Great East Asia War or the World War II; a
new constitution shall be formulated and adopted to replace this Constitution.
1973 Constitution
The Constitution of the Philippines (Saligang Batas ng Pilipinas in Filipino) is

the supreme law of the 1973 Philippines.
The 1973 Constitution, composed of a preamble and 17 articles, provides for
the shift from presidential to parliamentary system of government. The Constitution
vests the legislative power in the National Assembly. A Prime Minister is elected from
among the members of the National Assembly and serves as the head of government
and commander-in-chief of the Philippine Armed Forces. A President is elected from
among the members of the National Assembly and serves as the symbolic head of
state with a six-year term. The judicial power is vested in the Supreme Court,
composed of a Chief Justice and 14 Justices. The National Assembly exercises the
power to define, prescribe and apportion the jurisdiction of the lower courts. All justices
of the Supreme Court and judges of the lower courts are appointed by the Prime
Minister. This Constitution retains the independence of the Commission on Elections
and establishes two independent Constitution al bodies [Civil Service Commission and
the Commission on Audit] as well as the National Economic Development Authority
[NEDA]. On 24 August 1970, Congress enacted RA No. 6132, otherwise known as the
Constitutional Convention Act, for the purpose of convening a Constitution al
Convention.
The 320 delegates met from June 1971 until 30 November 1972, when they
approved the draft of the new Charter. While in the process of drafting a new
Constitution, President Ferdinand Marcos declared Martial Law on 21 September
1972. The draft Constitution was submitted to the Citizen's Assemblies from January
10 to 17, 1973 for ratification. On 17 January 1973, Presidnet Marcos issued
Proclamation No. 1102, announcing the ratification of the Constitution of the Republic
of the Philippines. The above constitution was amended in 1976, 1980 and in 1981.
There were minor amendments done in 1984. The text provided here incorporates
these amendments.

P a g e | 118
UNIT
LESSON 4
1
The Philippine constitutional plebiscite of 1973 ratified the 1973 Constitution of

the Philippines. In 1970, delegates were elected to a constitutional convention which
began to meet in 1971. ... 1102 certifying and proclaiming that the 1973 Constitution
had been ratified by the Filipino people and thereby was in effect.
Salient Feature of the 1973 Constitution
1. The preamble maintained some of the words of the 1899 and 1935 Constitution but
new words were added such as “sovereign” Filipino people “peace” and “equality”.
2. It has broader and clearer provisions of national territory.
3. The state policies include: strengthening of family as a basic social institution; role
of youth in nation-building; provisions on social services in the field of education,
health, housing, employment, welfare and social security to labor, and autonomy
of local units.
4. It deleted the paragraph (2) and paragraph (3) of the 1935 Constitution on
Citizenship. In the respect of suffrage, “all citizens who are at least 18 years of age”
are now qualified to exercise such rights.
5. There are provisions on the duties and obligations of citizens especially in giving
services and joining the military.
6. It adopted a parliamentary system of government wherein the President is the head
of state and chief executive while the Prime Minister is the head of the government
and the Commander-in Chief of all arm forces. The Prime Minister and the
President are both elected by the legislature. Executive power, power of
appointment, pardoning power, and borrowing power belong to the Prime Minister.
1987 Constitution
President Corazon Aquino in April 1986 created – through Proclamation No. 9
– the 1986 Constitutional Commission (ConCom), which was responsible for drafting a
replacement for the 1973 Constitution.
The new constitution, she said, should be “truly reflective of the aspirations and ideals
of the Filipino people.”
The 1986 ConCom was composed of 48 individuals who represented all sectors
in the country, including, among others, Bishop Teodoro Bacani, former Supreme Court
chief justice Roberto Concepcion, former labor minister (and eventually senator and
foreign affairs secretary) Blas Ople, Ateneo De Manila University President Father
Joaquin Bernas SJ, and University of the Philippines Student Council Chairperson
(now Commission on Human Rights chair) Chito Gascon.
The first session of the commission was held on June 2, 1986 when Cecilia
Muñoz-Palma, the first woman appointed to the Supreme Court in 1973, was elected
president of ConCom.

P a g e | 119
UNIT
4
LESSON
1
The proceedings in relation to the drafting of the 1987 Philippine Constitution – just like
other important legal documents in the country – were in no doubt not without conflict.
According to accounts, members of the ConCom engaged in heated debates
during the various sessions on many issues, including the death penalty, economic
policies, land reform, form of government, and even the retention of American military
bases in Clark and Subic, among others.
The ConCom was able to finish its work after more or less 111 days, according
to Palma. On October 12, 1986, the draft constitution was passed – with 44 delegates
voting for it and two against – and was presented to Aquino 3 days after.
Aquino began her term by repealing many of the Marcos-era regulations that
had repressed the people for so long. In March, she issued a unilateral proclamation
establishing a provisional constitution. This constitution gave the President broad
powers and great authority, but Aquino promised to use them only to restore
democracy under a new constitution. This new constitution was drafted in 133 days by
an appointed Constitutional Commission of 48 members and ratified by the people in
a plebiscite held on February 2, 1987. It was largely modelled on the American
Constitution which had so greatly influenced the 1935 Constitution, but it also
incorporated Roman, Spanish, and Anglo law.
The 1987 Constitution established a representative democracy with power
divided among three separate and independent branches of government: the
Executive, a bicameral Legislature, and the Judiciary. There were three independent
constitutional commissions as well: the Commission on Audit, the Civil Service
Commission, and the Commission on Elections. Integrated into the Constitution was a
full Bill of Rights, which guaranteed fundamental civil and political rights, and it provided
for free, fair, and periodic elections. In comparison with the weak document that had
given Marcos a legal fiction behind which to hide, this Constitution seemed ideal to
many Filipinos emerging from 20 years of political repression and oppression.
Salient Features of 1987 Constitution
1. The Preamble of the 1987 Constitution retained some of the words of the previous
constitutions. However, the word “Divine Providence” in the 1935 and 1987 Constitution
was replaced by the word “Almighty God” and new words were included such as “a just
and humane society”, “aspirations “, “rule of law”, “regime of truth”, “freedom “, and “love”.
The term “general welfare” was replaced by the term “common good” and the
“independence “which was found in 1935 constitution was used again.
2. The 1987 Constitution has provided mechanism to prevent the rise again of a new
dictator. It limits the number of days in declaring martial law or suspending the privilege
of writ of habeas corpus. The ground for the said declaration and suspension is limited
only to invasion and rebellion. It also empowers the Congress to revoke the proclamation
of martial law as suspension of the privilege of the writ of habeas corpus. It also
empowers the Supreme Court to determine the sufficiency of the grounds of the said
proclamation and suspension by the President. It also included provisions against
degrading punishment, torture, secret detention places and freedom from detention by
reason of political belief. It also created the Commission on Human Rights to prevent
violations of human rights.

P a g e | 120
The Evolution of the Philippine Constitution UNIT

LESSON 4
1
• Let's Do It
HELP ME: Based on your previous discussions and readings, you have discovered
how the constitution evolve. Now, let us continue your learning in this section. Further
discussion is provided but take your part in answering the last part.
1899 First Philippine Constitution; First republican constitution in

CONSTITUTION Asia.
The United States Congress in 1934 passed the Philippine

Independence Act that paved way to the creation of a constitution
1935 for the Philippines. Through the 1934 Constitutional Convention,
CONSTITUTION a draft of the Constitution for the Philippines was produced. It was
ratified through a national plebiscite on May 14, 1935. In
November 15, 1935 with the inauguration of the Commonwealth
of the Philippines, the constitution was fully implemented and
enforced. Part of its provision states that the said constitution will
remain in effect once independence was declared on July 4, 1946.
In 1940, the National Assembly of the Philippines amended the
constitution from having a unicameral assembly to a bicameral
congress and changing the term limit of the president from six (6)
years with no re-election to four (4) years with a possibility of re-
election for a second term. In 1945, the constitution was again
observed with the liberation of the country.
The Japanese-sponsored government nullified the constitution

during the World War II. The government created a Preparatory
1943 Committee on Philippine Independence to replace the
CONSTITUTION constitution. The new constitution was used by the administration
under President Jose P. Laurel.
During the regime of President Ferdinand Marcos, a Constitutional
Convention was formed to amend the 1935 Constitution. Through
1973 the Presidential Decree No. 86, s. 1972 – creation of a citizen
CONSTITUTION assembly to ratify a drafted constitution by means of a Viva Voce
in place of secret ballots, President Marcos announced the
ratification and its effectivity on January 17, 1973. Although there
were several oppositions to its ratification, the 1973 Constitution
was deemed valid and was enforced.
1987
CONSTITUTION

P a g e | 121

LESSON
4
1
• Let's Try Some More

TELL ME MORE: Direction: The illustration below will assist you and will give you
further knowledge aside from the lessons presented. From the right side draw a line
that link to the salient features of the Philippine Constitution to the left side.
The provision on National Territory is

almost similar with the inclusion of new words
like “sovereign or jurisdiction, “terrestrial and
fluvial”. The word “airspace” was changed to 19973
“aerial domain”. The phrase “historic right or Martial Law
legal title” in the 2973 Constitution was Constitution
removed.
The government was divided into three co-

equal branches – legislative, executive, judiciary.
Executive power was vested in the President of
the Philippines elected through popular suffrage
that will serve for a term of four years. Legislative
1987
power was vested in a bicameral legislature Constitution
called Senate and House of Representatives
who were directly elected by the people while
judicial power resides in the Supreme Court and
other lower courts. It has a clear enumeration of
rights of citizens. On the other hand, suffrage can
only be exercised by males, females are not 1935
allowed. Commonwealth
Constitution
The legislature was more powerful than the
executive department. It elected the President
and the Chief Justice of the Supreme Court.
The Assembly of Representatives when not in
session, legislative power to exercise by a
Permanent Commission composed of seven 1899
assemblymen. Malolos
The cabinet secretaries were responsible to the
legislature and not to the President.
Constitution
The creation of special court known as

Sandiganbayan, which shall have the jurisdiction 1943
over criminal and civil cases involving graft and
Japanese
corrupt practices and other offenses committed
by public officers and employees. It also created
Sponsored
to the office of the Ombudsman, to be known as Constitution
Tanodbayan

P a g e | 122

LESSON 4
1
• Let's Have Your Turn

ACTIVITY: LET YOUR MEMOIRES WORK: Instructions: Response to the following
questions precisely. You may cite references but make sure to properly mention your
source. You will be rated on the rubrics presented below.
Exceptional 5 points Proficient 3 points Needs Improvement 1
point
Focus Clearly follow the purpose Moderately follows the Does follow most of the
and directions of activity purpose and directions of purpose and directions of
and never diverges from activity and never activity and diverges from
the topic. diverges from the topic the topic
Content All contents are parallel to Most content are parallel Some of the contents are
the topic or activity to the topic or activity parallel to the topic or
activity
Organization Properly organize ideas, Moderately organize Not organize ideas,
sequence and structure ideas sequence and sequence and structure
structure
Conventions Uses articulates and Uses appropriate Uses slang and
appropriate language language word choice unsophisticated word
sophisticated word choice and sentence structure choice
and sentence structure
1. When Corazon Aquino became the President after the 1st People Power Revolution
toppled Ferdinand Marcos, a new constitution was ratified in 1987. Discuss the
various issues enumerated during their session with the Constitutional Commission
that is considered a heated debate.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

P a g e | 123

LESSON 4
1
2. Discuss the impact in the development of the Philippine Constitution to the lives of
the Filipino people to their economic, social and political conditions.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

P a g e | 124

LESSON 4
1
• Let's Sum It Up
MY FINALE: Take a moment to reflect on the things you’ve learned in this lesson and
________________________________________________________________________
answer the question below.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What have you learned from the lesson?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

P a g e | 125

LESSON 4
1
• Let's Extend and Link

For further understanding of the topic presented here are some of the
suggested readings listed below.
1. National Historical Institute: Documents of the 1898 Declaration of

Philippine Independence. The Malolos Constitution and the First Philippine
Republic
2. The 1935 Constitution Known as the Commonwealth Constitution
3. The 1943 Constitution of the Philippine otherwise known as The Japanese
Sponsored Constitution.
4. The Martial Law Regime and the 1973 Constitution of the Philippines
5. The 1987 Philippine Constitution by Hector S. Del Leon
Supplementary Reading Materials:
1. Agoncillo, Teodoro (2012) History of the Filipino People, 8th edition, Quezon
City : C & E Publsihing, Inc.
2. Constantino, Renato and Constantino, Letizia (1978) The Philippines: The
Continuing Past, Quezon City: Foundation of Nationalist Studies.
3. Corpuz, Onofre (1989) The Roots of the Filipino Nation, 2 Volumes, Quezon
City, Aklahi Foundation
4. Zaide, Gregorio and Sonia Zaide (1990) Documentary Sources of Philippine
History: 12 vols. Manila, National Bookstore.

P a g e | 126

LESSON 4
1
• BIBLIOGRAPHY
De los Santos, et al (2019): Readings in Philippine History> Book Atbp Publishing

Corp. Manila, Philippines
Corpuz, Ronald et al (2018) Readings in Philippine History, Mindshapers Co. Inc.

Manila Philippines
Martinez, Rodolfo M. (2018) Readings in Philippine History, Mindshapers Co., Inc,

Manila, Philippines
Solmerano, Ernesto Thaddeus M. (2018) Readings in Philippine History, FastBooks

Educational Supply Inc., Manila, Philippines
Candelaria, John Lee P. Alphora, Veronica C. (2018): Readings in Philippine History,

First Edition, Rex Bookstore, Inc, Manila, Philippines
WEB SOURCES:
http://msc.edu.ph/centennial/malolos.html
https://kahimyang.com/kauswagan/articles/572/today-in-philippine-history-
september-4-1943-the-japanese-sponsored-constitution-was-signed-and-
ratified
https://kahimyang.com/kauswagan/articles/1128/today-in-philippine-history-
may-14-1935-the-constitution-of-the-philippines-was-ratified
https://tinyurl.com/y4wj7ta3
https://tinyurl.com/y2bqbpuv
https://tinyurl.com/yx9t9yvp
https://tinyurl.com/yxr487yp
https://tinyurl.com/y4jc7d89

P a g e | 127
AGRARIAN REFORM POLICIES LESSON 2

(3 HOURS)
Sabando, April Joy Nimes, LPT
LEARNING OUTCOMES
UNIT 4: SOCIAL, POLITICAL, ECONOMIC AND CULTURAL

 Understand the agrarian reform policies in the philippines.
 Identify the issues of agrarian reform in the Philippines.
 Gave solutions or recommendations to present day problems
based on the understanding of the past and the anticipation of
the future the study of history.
INTRODUCTION
ISSUES IN PHILIPPINE HISTORY

History talks about what had happened in the past. In this
lesson will focus about agrarian reform policies, which history could be
abridge in understanding certain issues in the Philippines.
The learning from this lesson can make a better solutions to the
issues presented. The highlight are the mandated discussion on the
policies of agrarian reform and the Philippine constitution.
The citizen of the country must aware of the program of the

government that help alleviating them from property.
People should support the implementation of the program for

the benefits of their daily life and welfare.

P a g e | 128
UNIT
Agrarian Reform Policies 4
LESSON
2
• Let's Look Back

SCRAMBLE!
Instruction: Arrange the scramble letters below the picture to form a word that identify
the picture.
YLRAL NO RAPC RAGAIANR FRREOM

______________________________ ________________________________
PARTDETNME FO NAIRRAGA
PORTPUS OT PARC
FRREOM
_____________________________
_________________________________

P a g e | 129
UNIT
LESSON
2
What did you learn from the previous illustration?
in the study of the history on the agrarian reform policies of the Philippines. It will assist
you of identifying the different agrarian policies and issues of the country.
This is the best time for you to know the policies of agrarian reform as part of
your learning as a citizen of the country and be a law abiding one.
discovering it.

P a g e | 130
UNIT
LESSON
2
• Let's Discover
The Department of Agrarian Reform (DAR) is in charge of the direction and

coordination of the national agrarian reform program. The DAR also formulates and
enacts policies, plans, and programs for the distribution and cultivation of all
agricultural lands. Income and living standards.
Agrarian reform measures increase in the productivity and thus results to rise in
income of rural farmers which will in turn improve the living standard of rural people.
Why was land reform necessary and what was its purpose?
All land reforms emphasize the need to improve the peasants' social conditions and
status, to alleviate poverty, and to redistribute income and wealth in their favour.
How does Department of Agrarian reform help the farmers?
The DAR provides support services to ARBs such as training and seminars. It also
provide common- service facilities (CSF) such as farm equipment and implement
infrastructure projects, such as farm-to-market roads and irrigation
What are the effects of agrarian reform?
Sector will increase, perhaps for the betterment of poor peasants. Increasing Incomes
and Living Standards: Because of land reforms the extra lands whether they were
used or remained unused would be taken over by the government. Consequently,
such lands will be redistributed amongst the peasants.
What can agrarian reform provide to the economy?
Agrarian Reform and the Economy. Agrarian reform has several effects to
rural economy in terms of agricultural productivity, poverty reduction, income and
living standards, employment, investment and capital formation, and impartiality in
rural population.

P a g e | 131
UNIT
LESSON
2
What is the problem of agrarian reform?
Because of the agrarian problem, the farmer is poorer. They cannot afford to pay
more taxes and thus, government cannot raise sufficient revenue with which to
support its operations. They flock to cities to try their luck.
How can agrarian reform succeed?
In those areas, agrarian reform succeeded because both agriculture productivity and
farmer incomes increased. Both agriculture productivity and farmer incomes
increased. Agrarian reform succeeded, even if the support services provided by the
government in those areas were still less than desired.
What is the difference between agrarian reform and land reform?
A situation of agrarian reform covers not only a wide redistribution of land but also the
provision of infrastructure, services and, sometimes, a whole program of redistributive
and democratic reforms. 'Land' reform refers to a narrower redistribution of land,
usually to a limited group of beneficiaries.
Who are the beneficiaries of CARP?
CARP recognizes not only farmers but all landless workers as beneficiaries with the
condition that they cultivate the land. The two main departments in charge of this
program are Department of Agrarian Reform (DAR) and Department of Environment
and Natural Resources (DENR).
What is the purpose of Comprehensive Agrarian Reform Law? (CARL)
Comprehensive Agrarian Reform Law of 1988 (Republic Act No. 6657).

An Act instituting a comprehensive Agrarian Reform Program to promote social
justice and industrialization, providing the mechanism for its implementation, and for
other purposes.

P a g e | 132
UNIT
LESSON
2
Policies on Agrarian Reform

• Agrarian reform is essentially the ratification of the whole system of agriculture,
an important aspect of the Philippine economy.
• It is centered on the relationship between the production and the distribution
of land among farmers.
Landownership in the Philippines under Spain

• Pueblo agriculture- the system where rural communities, often dispersed and
scattered in nature, where organized into a pueblo and given land to cultivate.
• Families were not allowed to own their land.
• The king of Spain own the land, and Filipinos were assigned to these lands to
cultivate them, and they paid their colonial tributes to the Spanish authorities
in the form of agricultural products.
Later on, through the Law of Indies, the Spanish crown awarded tracts of land to:
1. religious orders,
2. repartamientos for the Spanish military as reward for their service,
3. Spanish encomenderos
 encomenderos- those mandated to manage the encomienda
 encomienda- the lands given to the Spanish encomenderos, where
Filipinos worked and paid their tributes to the encomenderos.
Filipinos are not given the right to own the land, and only worked in them so
that they might have a share of the crops and pay tribute.
 encomienda system- was an unfair and abusive system.
 “compras y vandalas- became the norm for the Filipino farmers working the
land- they were made to sell their products at a very low price or surrender their
products to the encomenderos, who resold this at a profit.
Landownership in the Philippines under the Americans
The Americans were aware that the main cause of social unrest in the
Philippines was landlessness, and they attempted to put an end to the deplorable
conditions of the tenant farmers by passing several land policies to increase the small
landholders and distribute ownership to a bigger number of Filipino tenants and
farmers.
 The Philippine Bill of 1902- provided regulations on the disposal of public
lands. A private individual may own 16 hectares of land while corporate
landholders may have 1,024 hectares. Americans were also given rights to
own agricultural lands in the country.
 The Philippine Commission also enacted Act No. 496 or the Land
registration Act- introduced the Torrens system to address the absence of
earlier records of issued land titles and conduct accurate land surveys.

P a g e | 133
UNIT
LESSON
2
 Homestead Program- introduced in 1903, allowing a tenant to enter into an

agricultural business by acquiring a farm of at least 6 hectares. This program
however, was limited to areas in Northern Luzon an Mindanao, where colonial
penetration had been difficult for Americans, problem they inherited from
Spaniards.
 Landownership did not improve in the American period; in fact, it even
worsened, because there was no limit to the size of landholdings people could
possess and the accessibility of possession was limited to those who could
afford to buy, register, and acquire fixed property titles.
 Not all friar lands acquired by the Americans were given to landless peasant
farmers. Some lands were sold or leased to American and Filipino business
interest.
Agrarian Reform Efforts under Marcos
 President Ferdinand Marcos- he declared Martial Law in 1972, enabling him
to essentially wipe out the landlord-dominated Congress. Through his
“technocrats”, he was able to expand executive power to start a “fundamental
restructuring” of government, including the efforts in solving the deep structural
problems of the countryside.
 Presidential Decree no. 27 or the Code of Agrarian reform of the
Philippines- became the core of Agrarian reform during Marcos regime.
Primary Source: Presidential Decree No. 27, 21 October 1972
 This shall apply to tenant farmers of private agricultural lands primarily devoted
to rice and corn under a system of sharecrop or lease tenancy, whether
classified as landed estate or not.
 The tenant farmer, whether in land classified as landed estate or not, shall be
deemed owner of portion constituting a family-size farm of 5 hectares if not
irrigated and 3 hectares if irrigated;
 In all cases, the landowner may retain an area of not more than seven hectares
if such landowner is cultivating such area or will now cultivate it;
 For the purpose of determining the cost of land to be transferred to the tenant-
farmer pursuant to this decree, the value of the land shall be equivalent to two
and a half times the average harvest of three normal crop years immediately
preceding the promulgation of this Decree;
 The total cost of land, including interest at the rate of 6 per centum per annum,
shall be paid by the tenant in 15 years of the 15 equal annual amortizations;
 In case of default, the amortizations due shall be paid by the farmer’s
cooperative in which the defaulting tenant-farmer is a member is a member,
with the cooperative having a right of recourse against him;
 The government shall guaranty such amortizations with shares of stock in the
government –owned and government-controlled corporations’

P a g e | 134
UNIT
LESSON
2
 No title to the land owned by the tenant-farmers under this decree shall be actually
issued to a tenant-farmer unless and until the tenant-farmer has become a full-
fledged member of a duly recognized farmer’s cooperative;
 Title to land acquired pursuant to this Decree or the land reform, Program of the
Government shall not be transferable except by the hereditary succession or to the
Government in accordance with the provisions of this Decree, the Code of agrarian
reforms and other existing laws and regulations’
 The Department of Agrarian Reform through its secretary is hereby empowered to
promulgate rules and regulations for the implementation of this Decree.
Post- 1896 Agrarian Reform
The overthrow of Marcos and the 1987 Constitution resulted in a renewed

interest and attention to Agrarian reform.
President Corazon Aquino- envisioned Agrarian Reform to be the
centrepiece of her administration’s social legislation, which proved difficult
because her background betrayed her- she came from a family of a wealthy
and landed clan that owned the Hacienda Luisita.
July 22, 1987- Aquino issued Presidential Proclamation 131 and Executive
Order 229, which outlined her land reform program.
Republic Act No. 6657 or the Comprehensive Agrarian Reform Law
(CARL) The congress passed it on 1988, which introduced the program with
the same name, the Comprehensive Agrarian reform Program or (CARP).
 It enabled the redistribution of agricultural lands to tenant-farmers from
landowners , who were paid in exchange by the government through just
compensation and allowed them to retain not more than 5 hectares
 Corporate landowners were, however, allowed under law to voluntarily divest
a proportion of their capital stock, equity, or participation in favour of their
workers or other qualified beneficiaries instead of turning over their land to th
government.
 CARP was limited because it accomplished very little during the
administration of Aquino.It only accomplished 22.5% of land distribution I
six years owing the fact that the congress, dominated by the landed elite,
was unwilling to fund the high compensation costs of the program.
 It was also mired in the controversy, since Aquino seemingly bowed down
to the pressure of her relatives by allowing the stock distribution option.
 Hacienda Luisita reorganized itself into a corporation and distributed
stocks to farmers.
 Under the term of President Ramos, CARP implementation was speeded
in order to meet the ten-year time frame, despite limitations and constraints
in funding, logistics and participation of involved sector.
 By 1996, the Department of agrarian Reform (DAR) distributed only
58.25% of the total area target to be covered by the program.

P a g e | 135
UNIT
LESSON
2
To address the lacking funding and the dwindling time for the implementation
of CARP, Ramos signed Republic act no. 8532 in 1998 to amend CARL and extend
the program to another 10 years
CARPER and the Future of Agrarian Reform in the Philippines
The law deadline of the CARP expired in 2008, leaving 1.2 million farmer
beneficiaries and 1.6 million hectares of agricultural land to be distributed to farmers.
 In 2019, President Arroyo signed Republic Act No. 9700 or the Comprehensive
Agrarian Reform Program Extension with reforms (CARPER), the amendatory
law that extended the deadline to 5 more years.
 Section 30 of the law also mandates that any case and or proceeding involving
the implementation of the provisions of CARP, as amended, which may remain
pending on June 30, 2014 shall be allowed to proceed to its finality and
executed even beyond such date.
 From 2009 to 2014, CARPER has distributed a total of 1 million hectares of
land to 900,000 farmer beneficiaries.
 After 27 years of land reform and two Aquino administrations, 500,000 hectares
of lands remain undistributed.
 The DAR and the Department of Environment and Natural Resources (DENR)
are the government agencies mandated to fulfil CARP and CARPER, but even
the combined effort and resources of the two agencies have proved incapable
of fully achieving the goal of agrarian reform, in the Philippines.
 The same problems have plagued its implementations; the powerful landed
elite and the ineffectual bureaucracy of the Philippine government. Until these
two challenges are surmounted, genuine agrarian reform in the Philippines
remains but a dream to Filipino farmers who have been fighting for their right
to landownership for centuries.

P a g e | 136
UNIT
LESSON
2
• Let's Do It
Instruction: Understand and familiarize the following statement below.
The Department is the primary

agency responsible for the
conservation, management,
Department of Environment development, and proper use of
the country's environment and
Natural Resources
natural resources, specifically
forest and grazing lands, mineral
resources, including those in
reservation and watershed
areas, and lands of the
public domain.
It is the redistribution of private
and public agricultural lands to
help the beneficiaries survive as
small independent farmers,
regardless of the “tenurial”
COMPREHENSIVE AGRARIAN arrangement. Its goals are to
REFORM LAW provide landowners equality in
terms of income and
opportunities, empower land
owner beneficiaries to have
equitable land ownership,
enhance agricultural production
and productivity, provide
employment to more agricultural
workers, and put an end to
conflicts regarding land
ownership.
It is in charge of the direction

and coordination of the national
DEPARTMENT OF AGRARIAN agrarian reform program and
REFORM also formulates and enacts
policies, plans, and programs
for the distribution and
cultivation of all agricultural
lands.

P a g e | 137
UNIT
LESSON
2
MATCHING TYPE: Match the concepts in Column A with the Column B. It is

under the policies of agrarian Reform. Write your answer on the space provided
before the number.
Column A Column B
_____1. Those are mandated to manage a. Agrarian Reform
the encomienda.
_____2. Is essentially the rectification b. Spanish encomenderos

of the whole system of agriculture.
_____3. The Filipino word means to c. The Philippine Bill of 1902

Accuse.
_____4. Under his term CARP d. President Marcos
Implementation was speeded.
_____5. They brought with them e. Commonwealth government

a system of pueblo agriculture.
_____6. Was an unfair and abusive f. Sakdal

System during the landownership
in the Philippines under Spain.
_____7. It was developed in the g. Spaniards
beginning of 19th century.
_____8. He declared Martial Law h. Hacienda system

in 1972.
_____9. During their years the situation i. Encomienda system

of the Filipinos further worsened as
peasants uprising increased.
J. Pueblo
_____10. This bill provided regulations
on the disposal of lands. k. President Ramos

P a g e | 138
UNIT
LESSON
2
• Let's Sum It Up
REFLECTION!
Take a moment to reflect on the things you’ve learned in this lesson and answer the
question below.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

P a g e | 139
UNIT
LESSON
2

Click and Read!
https://www.researchgate.net/publication/258131446_Agrarian_reforms
https://www.cia.gov/library/readingroom/docs/DOC_0000914810.pdf
https://www.manilatimes.net/2020/08/20/business/agribusiness/agrarian-reform-and-
farm-consolidation/757676/
https://www.dar.gov.ph/about-us/agrarian-reform-history/
https://www.dar.gov.ph/issuances/republic-acts
• BIBLIOGRAPHY
De los Santos, et al (2019): Readings in Philippine History> Book Atbp

Publishing Corp. Manila, Philippines
Corpuz, Ronald et al (2018) Readings in Philippine History, Mindshapers Co.

Inc. Manila Philippines
Martinez, Rodolfo M. (2018) Readings in Philippine History, Mindshapers Co.,

Inc, Manila, Philippines
Solmerano, Ernesto Thaddeus M. (2018) Readings in Philippine History,

FastBooks Educational Supply Inc., Manila, Philippines

P a g e | 140
EVOLUTION OF PHILIPPINE TAXATION

LESSON 3
(3 HOURS)
Grace H. Endino & Roto, Rolen
LEARNING OUTCOMES
UNIT
 Discuss the evolution of the Philippine taxation.
 Gave solutions or recommendations to present day problems
UNIT
based on the understanding of the past and the anticipation of the
future the study of history.
4: 1:
UNIT
SOCIAL,
ASSUMPTIONS
CREATIVITY
1:
INTRODUCTION
ISSUES IN PHILIPPINE
VISUAL
Taxation is a reality that all citizen must deal with. It is the primary
POLITICAL,AND
reason that the government promotion returns from the people. In
exchange for the taxes that people pay, the government promises to
improve the citizen’s lives through good governance.
AND
Taxation, as a government instrument to raise funds, developed
AND IMAGINATION
and involve through time, and in the context of the Philippines, we must
understand that it came with our colonial experience.
PERFORMANCE
ECONOMIC
NATURE
HISTORY
AND
OFCULTURAL
ART
ARTS:

P a g e | 141
UNIT
Evolution of Philippine Taxation 4
LESSON
3
• Let's Look Back

Say something!!!
Direction: From the pictures below, say something what comes in your mind; what is
your understanding towards it?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

P a g e | 142
UNIT
LESSON
3

What did you learn from the previous illustrations?
in the study of the history on the evolution of the Philippine taxation.
This is the best time for you to know the different types of Tax Law in our country
as part of your learning as a citizen of the country.
discovering it.

P a g e | 143
Evolution of Philippine Taxation UNIT

LESSON 4
3
• Let's Discover
Taxation in Spanish Philippines
The Philippines may have abundant natural resources even before the
encroachment of the Spaniards, but our ancestors were mainly involved in a
subsistence economy, and while the payment of tribute of taxes (buhis/
buwis/handbug) or the obligation to provide labor services to the datus in some early
Filipino communities in the Philippines may resemble taxation, it is essentially different
from the contemporary meaning of the concept.
The arrival of the Spaniards altered this subsistence system because they
imposed the payment of tributos (tributes) from the Filipinos, similar to what had been
practiced in all colonies in America. The purpose is to generate resources to finance
the maintenance of the islands, such as salaries of government officials and expenses
of the clergy. The difficulty faced by the Spaniards in revenue collection through the
tribute was the dispersed nature of the settlements, which they solved by introducing
the system of the reduction by creating pueblos, where Filipinos were gathered and
awarded plots of land to till. Later on, the settlements will be handled by the
encomenderous who received rewards from the Spanish crown for their services.
Exempted from payment of tributos were the principals: alcaldes, gobernadores,
cabezas de barangay, soldies, members of the civil guard, government officials and
vagrants.
Toward the end of the sixteenth century, the Manila -Acapulco trade was
established through the galleons, a way by which the Spaniards could make sure that
European presence would be sustained. Once a year, the galleon would be loaded up
with merchandise from Asia and sent to New Spain (Mexico), and back.
In1884, the payment of tribute was put to a stop and was replaced by a poll tax
collected through a certificate and identification called cedula personal. This is required
from every resident and must be carried while travelling. Unlike the tribute, the payment
of cedulas, is by person, not by family. Payment of the cedula is progressive and
according to income categories.
Two direct taxes were added in 1878 and imposed on urban incomes. Urbana is
the tax on the annual rental value of an urban real estate and industria is a tax on
salaries, dividends, profits. These taxes were universal and affected all kinds of
economic activity except agriculture, which was exempt to encourage growth.

P a g e | 144
UNIT
LESSON
3
Forced labor was a character of Spanish colonial taxation in the Philippines and
was required from the Filipinos. Through the polo system, male Filipinos were obliged
to serve, a burden that resulted in an increase in death rate and flight to the mountains
which led to decrease in population in the seventeenth century. Male were required to
provide labor for 40 days a year (reduced to 15 days a year in 1884). They may opt out
by paying the fallasI of three pesos per annum, which was usually lost to corruption
because it was collected at the municipal level and were known as caidas or droppings.
The polos would be called prestacion personal (personal services) by the second half
of the nineteenth century.
Taxation in the Philippines during the Spanish colonial period was characterized
by the heavy burden placed on the Filipinos, and the corruption of the principals, who
were given positions such as cabezas de barangay or alcaldes in the local government
were able to enrich themselves by pocketing tributos and/or fallas, while the peasants
were left to be abused. Taxation appeared progressive but the disparity between less
taxed principles and the heavily taxed peasants made the rich richer and the poor
poorer.
Taxation under the Americans
The Americans who acquired the Philippines aimed to make the economy self-
sufficient by running the government with the smallest possible sum of revenue and
create surplus in the budget. The Americans followed the Spanish system of taxation
with some modification, nothing that the system introduced by the Spaniards were
outdated and regressive. The military government suspended the contracts for the sale
opium, lottery, and mint charges for coinage of money. Later on, the Urbana would
replace by tax on real estate, which become known as the land tax. The land tax was
levied on both urban and rural real estates.
The problem with land tax was that titling in the rural area was very disorderly:
the appraising of land value was influenced by political and familial factors and
introduction of a taxation system on agricultural land faced objections from the landed
elite. Tax evasion was prevalent, especially among the elites.
The internal Revenue Law of 1904 was passed as a reaction to the problems
of collecting land tax. It prescribed ten major sources of revenue: 1) Licensed taxes on
firms dealing in alcoholic beverages and tobacco, 2) Excise taxes on alcoholic
beverages and tobacco products, 3) Taxes on bank and bankers, 4) Document stamp
taxes, 5) The cedula, 6) Taxes on insurance and insurance companies, 7) taxes on
forest products, 8) Mining concessions, 9) Taxes on business and manufacturing, and
10) Occupational licenses.

P a g e | 145
UNIT
LESSON
3
The cedula went through changes in the new law as the rate was fixed per adult
male, which resulted in a great decline in revenues. In 1907, some provinces were
authorized to double the fee for the cedula to support the construction and maintenance
of roads. The industria tax was levied on the business community and became a highly
complex system that assigned a certain tax to an industrial or commercial activity
according to their profitability. The new act also imposed a percentage tax on sales
payable quarterly.
In 1913, the Underwood- Simmons Tariff Act was passed, resulting in a reduction
in the revenue of the government as export taxes levied on sugar, tobacco, hemp, and
copra were lifted. To make up for the loss, then Governor General Francis Burton
Harrison urged that tax receipts be increased to make up the loss. Minor changes were
made to the 1904 Internal Revenue Act such as the imposition of taxes on mines,
petroleum products, and dealers of petroleum products and tobacco.
New sources of taxes were introduced later on. In 1914, an income tax was
introduced; in 1919, an inheritance tax was created; and in 1932, a national lottery was
established to create more revenue for the government. However, these new creations
were not enough to increase government revenues.
Fiscal Policy from 1946 to Present
The impact of the war on the Philippine economy was effectively disparate, as
Manila, the capital, was razed to the ground while the rest of the Philippines was
relatively untouched. But the highly agriculture- based economy was disrupted. The
United States may have declared the Philippine Independent, but as the country
needed rehabilitation fund from the United States, the dependency of the Philippines
to the Americans was an opportunity to be taken advantage of by the former colonial
administrators. The economic situation was so problematic that by 1949, there was a
severe lack of funds in many aspects of governance, such as the military and education
sectors. No efforts were made to improve tax collection and the United States advised
the adoption of direct taxation. The administration of the of the President Manuel Roxas
declined the proposal because it did not want to alienate its allies in Congress.
As Corazon Aquino took the helm of the government after the EDSA Revolution,
she reformed the tax system through the 1986 Tax Reform Program. The aim was to
improve the responsiveness of the tax system promote equity by ensuring that similarly
situated individuals and firms bear the same tax burden, promote growth by
withdrawing or modifying taxes that reduce incentives to work or produce, and improve
tax administration by simplifying the tax system and promoting tax compliance.

P a g e | 146
UNIT
LESSON
3
The SIN TAX LAW - Republic Act 10351, or the Sin Tax Reform Law, is one of the
landmark legislations under the Aquino Administration. It is primarily a health
measure with revenue implications, but more fundamentally, it is a good governance
measure. The Sin Tax Law helps finance the Universal Health Care program of the
government, simplified the current excise tax system on alcohol and tobacco
products and fixed long standing structural weaknesses, and addresses public health
issues relating to alcohol and tobacco consumption.
The TRAIN LAW- The Tax Reform for Acceleration and Inclusion (TRAIN) Act
officially cited as Republic Act no.10963, is the initial package of the Comprehensive
Tax Reform Program (CTRP) signed into law by President Rodrigo Duterte on
December 19,2017
The TRAIN Act is the first of four packages of tax reforms to the National
Internal Revenue Code of 1997, or the Tax Code, as amended. This package
introduced changes in personal income tax (PIT), estate tax, donor's tax, value added
tax (VAT), documentary stamp tax (DST) and the excise tax of tobacco products,
petroleum products, mineral products, automobiles, sweetened beverages, and
cosmetic procedures. The prominent features of the tax reform are lower personal
income tax and higher consumption tax. Individual taxpayers with taxable income not
exceeding ₱250,000 annually are exempted from income tax. The exemption
for minimum wage earners is retained in the revised tax system. Tax rates for individual
taxpayers still follow the progressive tax system with the maximum rate of 35%, and
minimum rates of 20% (taxable years 2018 to 2022) and 15% (2023 onwards). On the
other hand, consumption taxes, in the form of higher excise tax on tobacco products,
petroleum products, automobiles, tobacco, and additional excise tax on sweetened
beverages and non-essential, invasive cosmetic procedures were introduced. It also
expanded the VAT base by repealing exemption provisions in numerous special laws.
The TRAIN Act is aimed to generate revenue to achieve the 2022 and 2040 vision of
the Duterte administration, namely, to eradicate extreme poverty, to create inclusive
institutions that will offer equal opportunities to all, and to achieve higher income
country status. It is also aimed at making the tax system simpler, fairer and more
efficient. Regardless, contentions about the passing of this law has been present since
the beginning and the subsequent reception by the people since its ratification has
been controversial. In the first quarter of 2018, both positive and negative outcomes
have been observed. The economy saw an increase in tax revenues, government
expenditure and an incremental growth in GDP. On the other hand, unprecedented
inflation rates that exceeded projected calculations, has been the cause for much
uproar and objections. There have been petitions to suspend and amend the law, so
as to safeguard particular sectors from soaring prices.

P a g e | 147
UNIT
LESSON
3
• Let's Do It
The following are some of the different types of Tax Law in our country and its
purpose.
House Bill 5727, or the Sin Tax

Bill, aims to restructure the
existing taxes imposed on alcohol
and tobacco goods. Duties on
SIN TAX LAW these products are a
potential revenue source that will
help fund the Universal Health
Care Program of the
administration.
The basic source of Philippine tax

law is the National Internal
Revenue Law, which codifies
INTERNAL all tax provisions, the latest of
REVENIEW LAW which is embodied in
Republic Act No. 8424
(“The Tax Reform Act of 1997”). It
amended previous national internal
revenue codes, which was
approved on December 11, 1997.
The Law took effect on January 1,

2018. The TRAIN aims to make the
TRAIN LAW Philippine Tax System simpler,
fairer, and more efficient to
promote investments, create jobs
and reduce poverty

P a g e | 148
UNIT
LESSON
3

Describe Your Thoughts!
Discuss your understanding briefly on the transition of Philippine Taxation.

Use the space provided. Provide extra papers if necessary.
Taxation in Spanish Philippines

Taxes during the Spanish period was compulsory. All
the Spanish Colonies in America and the Philippines were required for some reason.
As recognition of Spain's Sovereignty over the Colonies
Taxation under the Americans
The United States of America has separate federal, state, and local governments
with taxes imposed at each of these levels. Taxes are levied on income, payroll,
property, sales, capital gains, dividends, imports, estates and gifts, as well as various
fees.
Fiscal Policy from 1946 to Present
Fiscal policy refers to the "measures employed by governments to stabilize the economy,
specifically by manipulating the levels and allocations of taxes and government
expenditures. Fiscal measures are frequently used in tandem with monetary policy to
achieve certain goals. In the Philippines, this is characterized by continuous and
increasing levels of debt and budget deficits, though there have been improvements in
the last few years.
The SIN TAX LAW

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
The TRAIN LAW
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

P a g e | 149
UNIT
LESSON
3
TRUE OR FALSE!
Write TRUE if the statement is correct. Otherwise write FALSE in the space provided.
1. Under the Marcos authoritarian regime, the Tax system remained

regressive.
2. The cedula personal was optional during the Spanish period.
3. The Internal Revenue Law of 1904 was passed as reaction to the problems
of collecting land tax.
4. Taxation in the Philippines during Spanish colonial period was

characterized by the heavy burden placed on the Filipinos.
5. Manila-Acapulco trade was established through Barter trade.
6. Two direct taxes were added in 1879 and imposed on urban incomes.
7. Expanded Value - added Tax was signed into Law as republic act 9337.
8. The VAT or value added tax was introduced during the time of President
Elpidio Qurino.
9. Corazon Aquino reform tax system through the 1986 Tax Reform Program.
10. The certificate of identification called the cedula personal.

P a g e | 150
UNIT
LESSON
3
• Let's Sum It Up
Reflection!
Take a moment to reflect on the things you’ve learned in this lesson and answer the
question below.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

P a g e | 151
UNIT
LESSON
3

Click and Read!
http://www.ntrc.gov.ph/about-us/historical-background
https://www.dof.gov.ph/advocacies/sin-tax-reform/
https://www.google.com/search?q=pagmahal+ng+mga+bilihin&tbm=isch&ved=2ahU
KEwjLtq3L7aPtAhU5KqYKHX6oCGMQ2-
https://www.google.com/search?q=build+build+build&tbm=isch&ved=2ahUKEwj0wdP
Q7KPtAhUTAqYKHcJdD64Q2-
https://www.google.com/search?q=train+law&sxsrf=ALeKk01qNvti_YwPQNQ1LQfO0
2jAyzFOxw
• BIBLIOGRAPHY

De los Santos, et al (2019): Readings in Philippine History> Book Atbp

Publishing Corp. Manila, Philippines
Corpuz, Ronald et al (2018) Readings in Philippine History, Mindshapers Co.

Inc. Manila Philippines
Martinez, Rodolfo M. (2018) Readings in Philippine History, Mindshapers Co.,

Inc, Manila, Philippines

P a g e | 152
FILIPINO CULTURAL HERITAGE

LESSON
LESSON43
(3HOURS)
(3 HOURS)
Samboque, Joseph M.
LEARNING OUTCOMES
UNIT
 Identify the different Filipino cultural heritage in the Philippines.
UNIT
 Discuss the importance of Filipino cultural heritage
4: SOCIAL,
UNIT
INTRODUCTION
1: ASSUMPTIONS
CREATIVITY
1:
VISUAL
“A concerted effort to preserve our heritage is a vital link to our
POLITICAL,AND
cultural, educational, aesthetic, Inspirational and economic
legacies.
All of the things that quite literally make us who we are.”
AND
-STEVE BERRY-
AND IMAGINATION
PERFORMANCE
ECONOMIC
This lesson will present the different historical heritage in the
Philippines that played a various role in shaping the Philippines and its
people. A vivid past has left its mark all over the archipelago in many
NATURE
different forms that present day visitors to the country are now
discovering. HISTORY
Philippine heritage can be experienced, not only in textbooks
and museums but also in beautifully preserved historical sites across
the country.
AND
OFCULTURAL
ART
ARTS:

P a g e | 153
UNIT
Filipino Cultural Heritage 4
LESSON
4
• Let's Look Back

Picked me! Identify the following pictures. Base your answer from the given choices
below. Write your answers on the space provided.
Subterranean River Banaue Rice Terraces Vigan City

Terraces
Tubbataha Reefs Nuestra de la Senora de la Asuncion
Church
San Agustin Church Manila Basilica de Sto. Nino

P a g e | 154
UNIT
LESSON
4
What did you learn from the previous pictures?
Using the different pictures presented it is very easy for you to remember what
are the different cultural heritage of our country. Now let’s take a look to familiarize
some historical heritage of our country.
in the study of the history on the historical heritage of the Philippines.
This is the best time for you to know the history of the cultural heritage of our
country as part of your learning as a citizen of the country.
The Philippines has no shortage of magnificent places to visit. The country has
a bit of something for every type of tourist. Whether you’re a local or a foreigner, one
good reason to travel the country is to see some heritage sites.
discovering it.

P a g e | 155
UNIT
LESSON
4
• Let’s Discover
Cultural heritage is the legacy of physical artifacts and intangible attributes of society
inherited from past generations. Physical artifacts include works of art, literature, music,
archaeological and historical artifacts, as well as buildings, monuments, and historic
places, whilst intangible attributes comprise social customs, traditions, and practices
often grounded in aesthetic and spiritual beliefs and oral traditions. Intangible attributes
along with physical artifacts characterize and identify the distinctiveness of a society.
Cultural Heritage types

Cultural Heritage can be distinguished in:
 Built environment (Buildings, Townscapes, Archaeological remains)

 Natural Environment ( Rural Landscapes, Coasts and Shorelines,
Agricultural Heritage)
 Artefacts ( Books&Documents, Objects, Pictures)
Guidelines Governing the Philippine Registry and Cultural Property

Please click here (https://ncca.gov.ph/wp-content/uploads/2018/02/NCCA-Board-Res-
No-2017-330-PRECUP-Guidelines.pdf)
The Criteria for Selection
To be included on the World Heritage List, sites must be of outstanding universal value
and meet at least one out of ten selection criteria.
1. Human creative genius
To represent a masterpiece of human creative genius;
2. Interchange of values
To exhibit an important interchange of human values, over a span of time or
within a cultural area of the world, on developments in architecture or
technology, monumental arts, town-planning or landscape design;
3. Testimony to cultural tradition
To bear a unique or at least exceptional testimony to a cultural tradition or to a
civilization which is living or which has disappeared;
4. Significance in human history
To be an outstanding example of a type of building, architectural or
technological ensemble or landscape which illustrates (a) significant stage(s) in
human history;
5. Traditional human settlement
To be an outstanding example of a traditional human settlement, land-use

P a g e | 156
UNIT
LESSON
4
Or sea-use which is representative of a culture (or cultures), or human interaction

with the environment especially when it has become vulnerable under the impact of
irreversible change;
6. Heritage associated with events of universal significance
To be directly or tangibly associated with events or living traditions, with ideas, or with
beliefs, with artistic and literary works of outstanding universal significance. (The
Committee considers that this criterion should preferably be used in conjunction with
other criteria);
7. Natural phenomena or beauty
To contain superlative natural phenomena or areas of exceptional natural beauty and
aesthetic importance;
8. Major stages of Earth's history
To be outstanding examples representing major stages of Earth's history, including
the record of life, significant on-going geological processes in the development of
landforms, or significant geomorphic or physiographic features;
9. Significant ecological and biological processes
To be outstanding examples representing significant on-going ecological and
biological processes in the evolution and development of terrestrial, fresh water,
coastal and marine ecosystems and communities of plants and animals;
10. Significant natural habitat for biodiversity
To contain the most important and significant natural habitats for in-situ conservation
of biological diversity, including those containing threatened species of outstanding
universal value from the point of view of science or conservation.
Rice Terraces of the Philippine Cordilleras

Location: Ifugao Province
Topping the list of the UNESCO World Heritage Sites Philippines is the Cordillera
Rice Terraces. It is an outstanding example of an evolved, living cultural landscape
that can be traced as far back as 2,000 years ago.
While it was built a thousand years ago, the traditional farming technique is still
practiced to this day. That’s why the Rice Terraces of the Philippine Cordilleras are an
important part of the Philippine culture and identity. It is also a living testament to the
sophistication of pre-colonial Filipinos because the Cordilleras were hardly affected by
colonization.Its beauty continues to draw attention, even the international film industry
has noticed, making it a setting for the blockbuster Marvel film Avengers: Infinity War.
Among the world heritage sites in the Philippines, the Rice Terraces of the
Philippine Cordilleras have such a powerful presence that makes them one of the most
outstanding places in the country. It also shows the harmony between humankind and
the environment.

P a g e | 157
UNIT
LESSON
4
Puerto Princesa Subterranean River National Park

Location: Puerto Princesa, Palawan
Puerto Princesa Subterranean River National Park is one of the world’s most
impressive cave systems.
What makes it to the UNESCO World Heritage Sites Philippines is its uniquely
and impressive features of spectacular limestone karst landscapes, pristine natural
beauty, and intact old-growth forests and distinctive wildlife. With an underground river
measuring to up to 8.2 kilometers, it is said to be among the longest in the world. The
highlight of Puerto Princesa Subterranean River National Park is that it flows directly
into the sea, with its brackish lower half subjected to tidal influence, distinguishing it as
a significant natural global phenomenon distinguishing it as a significant natural global
phenomenon.
Historic City of Vigan

Location: Ilocos Sur
Established in the 16th century, Vigan is the best-preserved example of a

planned Spanish colonial town in Asia according to UNESCO. One of the reasons for
its inclusions in the cultural heritage sites in the Philippines is that its architecture
reflects the coming together of cultural elements from elsewhere in the Philippines,
from China and from Europe, resulting in a culture and townscape that have no parallel
anywhere in East and Southeast Asia.
Next to Manila and Cebu, Vigan was the third most important city during the
height of the Spanish colonial era in the 18th and 19th centuries. Vigan was the center
of Spanish colonial power in northern Luzon. The range of structures along the plazas
and streets reveals the story of the town. The large buildings evoke political or religious
power; grand homes speak of wealth, while others show of more modest means; and
cobblestones streets speak of history. This town is a living testament to the Spanish
colonial era that exerts a strong cultural influence to the modern Philippine nation.
Church of San Agustin in Manila – Intramuros, Manila

Location: Intramuros, Manila
Like the other baroque churches that are cultural heritage sites in the Philippines,
San Agustin Church in Intramuros, Manila exhibits its remarkable features such as
retablos (altars) of high Baroque style and wall buttresses separating crypto collateral
chapels. What makes it unique is its ceiling paintings in the tromp l’oeil style.
The San Agustin Church, built between 1587 and 1606, is considered the oldest
and longest standing church in the country. The church was the only structure left intact
in Intramuros during World War II.

P a g e | 158
UNIT
LESSON
4
Church of Nuestra Señora de la Asuncion – Santa Maria,

Ilocos Sur
Location: Santa Maria, Ilocos Sur
Another baroque church that’s recognized as one of the UNESCO Heritage Sites
in the Philippines is the Church of Nuestra Señora de la Asuncion in Ilocos Sur.
Built in 1765, the church of Nuestra Señora de la Asuncion exhibits a

monumental brick facade and reinforced walls to protect it against earthquakes. Its
appearance evokes a Mediterranean hill town, the only example of such in the
Philippines.
Its key features include an 85-step stairway that leads to a carving of the Virgin
Mary atop a tree, and a bell tower which was added in 1810. The power and simplicity
of its geometric forms, and its location, make this an outstanding example of Peripheral
Baroque architecture.
Church of Santo Tomas de Villanueva – Miag-ao, Iloilo

Location: Miag-ao, Iloilo
One of the UNESCO Heritage Sites in the Philippines is the church of Santo
Tomas de Villanueva in Miag-ao. It is among the best examples of the “fortress
baroque” style in the country. Built of local yellow-orange sandstone, the church stands
on the highest elevation of the town and was completed in 1797. The church withstood
typhoons and earthquakes and was burned twice: first was during the revolution
against Spain in 1898 and the second was during the Philippine-American War. Filipino
master carvers incised the church’s entire surface. The church of Santo Tomas de
Villanueva is one of the best examples of the fusion of the western Baroque style
embellished with Filipino folk motifs.
Tabon Cave
Location: West Coast of Palawan
The Tabon Cave Complex and all of Lipuun Point is located on the west coast of
Palawan. It is located on a limestone promontory which is visible from any direction
for many kilometers and honeycombed with at least 200 caves and rockshelters. This
point is called Lipuun by the local people but marked "Abion Head" on charts made
from British surveys in 1851. The point is about 104 hectares in are and is formed by
a number of rounded limestone domes separated by deep chasms.

P a g e | 159
UNIT
LESSON
4
Mt. Iglit-Baco National Park

Location: Occidental and Oriental Mindoro
The Mts. Iglit-Baco National Park (MIBNP) was proclaimed by virtue R.A. No.
6148 dated Nov. 11, 1970. As such, it is an initial components of National Integrated
Protected Areas System under. Mts. Iglit-Baco NP encompasses at least eight (8)
majorriver systems and has a rugged terrain composed of slopes, river gorgers
and plateaus.
Portions of the Park are covered by upland hardwoods, such as Anthocephalus
chinensis, Artocarpus blancoi, Ficus nota, Hawili, Alibangbang and Balinghasai. The
larger plants indigenous to the site which are rarely seen in some other regions are
Kalantas tree, Tindalo, Almaciga and Kamagong. The Park also harbors the
endangered Jade vine.
The Park is the habitat of the endemic Tamaraw (Bubalus mindorensis), which is
one of the most seriously endangered large mammals. Because of the endangered
Tamaraw, the Park was initially established as "game refuge and bird sanctuary". The
Park has been declared as an ASEAN Heritage site. Other forms of wildlife can also
be found in the Park like the Phil. Deer, Wild Pig and Mindoro Cloud Rat as well as a
number of bird species which are endemic to the island such as Mindoro Imperial
Pigeon, Mindoro Scops Owl, Black-hooped Coucal, Scarlet-collared Flowerpecker and
Heart Pigeon.
Batanes Protected Landscapes and Seascapes

Location: Batanes
Characterized by a complex of terrestrial, wetland and marine ecosystem, the

Batanes group of islands consist of 10 small islands Bounded by the Eashi Channel
on the north, by the Pacific Ocean on the east, by the South China Sea on the west
and the Balintang Channel on the south. It is one of the last remaining areas in the
Philippines having unique natural physiographic features (wave-cut cliffs, cave-like
outcrops, secluded white sand beaches) resulting from its position where strong winds
and fast currents have etched out its distinct morphology. It is an important flyaway for
many migratory bird species, and the deper portions of the marine environment are the
few remaining sites where pink and red corals (Corallum sp.) are found. The site is the
only area in the Philippines where traditional architecture is of stone in response to the
wind and monsoon stresses rather than of the more typical, tropical, impermanent
materials (wood, bamboo, thatch) cxommonly used in village architecture. Due to its
isolation from the rest of the country, the traditional culture of the area has likewise
remained intact.

P a g e | 160
UNIT
LESSON
4
Kabayan Mummy Burial Caves

Location: Municipality of Kabayan, Province of Benguet, Cordillera Autonomous
Region
Kabayan is one of the Municipality of Benguet Province in the Cordillera

Mountain Ranges of northern Luzon. The municipality is recognized as a center of
Ibaloi Culture. The Ibaloi, the dominant ethno-linguistic group, of Kabayan have a long
traditional practice of mummifying their dead. Mummification began prior to the
Spanish colonization. Individuals from the higher societal stratum of the Ibaloi of
Kabayan used to be mummified through a long ritual process over a long period of
time. The process of mummification using salt and herbs and set under fire may take
up to two years. When the body is finally rid of body fluids, the mummy is placed inside
a pinewood coffin and laid to rest in a man-made cave or in niche dug-out from solid
rock. During the Spanish period, Christianity spread and took a foothold in the
mountains of Benguet and the practice of mummification and cave burial was
abandoned. The remains are then placed in wooden coffins and interred in man-made
burial niches in rocks or rock shelters and/or natural caves.
Northern Sierra Madre National Park

Location: Isabela and Aurora Provinces, Central Luzon
The Northern Sierra Madre Natural Park (NSMNP) is within the Sierra Madre
Biogeographic Zone (SMBGZ) which lies along the eastern side of Central Luzon. The
Northern Sierra Madre Natural Park (NSMNP) is one of the ten (10) priority protected
areas in the country.
The Northern Sierra Madre Natural Park (NSMNP) is considered one of the most
important of the protected areas system of the Philippines. It is the largest protected
area in the country and the richest in terms of genetic, species and habitat diversity.
The importance of the park is underscored by the myriad of rare and endangered
species of flora and fauna that it supports. These include Philippine Eagle
(Pithecophaga jefferyi ), Golden Crowned Flying Fox (Acerodon jubatus ), Philippine
Eagle-Owl ( Bubo philippensis), Isabela Oriole (Oriolus isabellae ), Green Sea
Turtle ( Chelonia mydas), Loggerhead Turtle ( Caretta caretta ), Hawksbill Turtle
(Erethmochelys imbricata), Philippine Crocodile (Crocodylus mindorensis ) and
Dugong ( Dugong dugon ).

P a g e | 161
UNIT
LESSON
4
• Let's Do It
Guess me! Identify the following pictures of some historical heritage in the Philippines
and write where the place is located.

P a g e | 162
UNIT
LESSON
4

P a g e | 163
UNIT
LESSON
4

Philippines is a world-famous tourist destination. Aside from its beautiful places
and scenic tourist spots, it is also rich in history and culture. Filipinos built different
landmarks and places to remember the outstanding sacrifices of national heroes and
to beautifully exhibit the country’s heritage. These popular works of architecture can
capture not only the eyes but also the hearts of the viewers.

P a g e | 164
UNIT
LESSON
4

P a g e | 165
UNIT
LESSON
4

Find me! Fill in the blanks. Choose your answer inside the box and write your answer
to the space provided.
Mayon Volcano Natural Park Mayon Pulag Natural Park

Miag-ao Church Historic City of Vigan
Mt. Iglit-Baco National Park Tabon Cave
Batanes Protected Landscapes and Seascapes

Kabayan Mummy Burial Caves
Banaue Rice Tereces Northern Sierra Madre Natural Park
_________________1. It is located on the west coast of Palawan. It is located on a

limestone promontory which is visible from any direction for many kilometers and
honeycombed with at least 200 caves and rockshelters. This point is called Lipuun by
the local people but marked "Abion Head" on charts made from British surveys in 1851.
_________________2.Characterized by a complex of terrestrial, wetland and marine
ecosystem, the Batanes group of islands consist of 10 small islands bounded by the
Eashi Channel on the north, by the Pacific Ocean on the east, by the South China Sea
on the west and the Balintang Channel on the south.
________________3.It is considered one of the most important of the protected areas
system of the Philippines. It is the largest protected area in the country and the richest
in terms of genetic, species and habitat diversity. The importance of the park is
underscored by the myriad of rare and endangered species of flora and fauna.
________________4.It is one of the Municipality of Benguet Province in the Cordillera
Mountain Ranges of northern Luzon. The municipality is recognized as a center of
Ibaloi Culture. The Ibaloi, the dominant ethno-linguistic group, of Kabayan have a long
traditional practice of mummifying their dead. Mummification began prior to the Spanish
colonization. Individuals from the higher societal stratum of the Ibaloi of Kabayan used
to be mummified through a long ritual process over a long period of time.
____________________5. It is situated in the southern part of the main island of
Luzon, 500 kilometres south of Manila. Towering at a height of 2,462 meters above sea
level, it is known for its perfectly conical shape whose natural beauty has inspired a
number of legends and art.

P a g e | 166
UNIT
LESSON
4
_________________6. Was proclaimed by virtue R.A. No. 6148 dated Nov. 11, 1970.
As such, it is an initial components of National Integrated Protected Areas System
under. Mts. Iglit-Baco NP encompasses at least eight (8) major river
systems and has a rugged terrain composed of slopes, river gorgers and plateaus.
_________________7. It is located within the Philippine Cordillera Mountain Range
and is very rugged, characterized by steep to very steep slopes at the mountainsides
and generally rolling areas at the mountain peak. It is the highest peak in Luzon and is
the second highest mountain in the Philippines with an elevation of 2,922 m. above sea
level.
_______________8. Built in 1786 also known as the Sto. Tomas de Villanueva Parish
Church, is one of the most visited tourist attractions in Iloilo. More than a place of
worship, it also served as a fortress. It was designed with the baroque features with
touches of Chinese and Filipino style imposing designs, ornaments and motifs, making
it a one of a kind church.

P a g e | 167
UNIT
LESSON
4
• Let's Sum It Up
Reminds me! Take a moment to reflect on the things you’ve learned in this lesson
and answer the question below.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Let’s Extend and Link

For further understanding the topic presented here are some of the suggested
readings listed below:
1. Ten Beautiful Heritage sites in the Philippines
- Christa I. De La Cruz
https://www.spot.ph/things-to-do/the-latest-things-to-do/66841/heritage-sites-
philippines-a00171-20160629-lfrm
2. Top Philippine World Heritage Sites
- Department of Tourism
http://www.tourism.gov.ph/top_heritage.aspx
3. UNESCO World Heritages sites in the Philippines
https://whc.unesco.org/en/statesparties/ph

P a g e | 168
UNIT
LESSON
4
• Bibliography
Martinez, Rodolfo M. (2018) Readings in Philippine History, Mindshapers

Co., Inc, Manila, Philippines

Candelaria, John Lee P. Alphora, Veronica C. (2018): Readings in

Philippine History, First Edition, Rex Bookstore, Inc, Manila,
Philippines
WEB Sources:
https://gttp.imgix.net/225663/x/0/ifugao-banaue-batad-rice-terraces-
shutterstock-634025597.jpg
https://tinyurl.com/y3ljlhda
https://tinyurl.com/y3tlx5kq
https://tinyurl.com/yykvuvtq
https://tinyurl.com/yxqmgoqm
https://tinyurl.com/yykvuvtq
https://tinyurl.com/yygfkarf

P a g e | 169
GOVERNMENT PEACE TREATIES WITH

MUSLIM FILIPINOS LESSON
LESSON53
(3HOURS)
(3 HOURS)
Gallego, Jose Gay D.
LEARNING OUTCOMES
UNIT
 Discuss the issues of Muslim Filipinos through the study of
Philippine history, and
UNIT
 Identify peace treaty that makes the Muslim Filipinos bind together
in harmony and unity.
4: SOCIAL,
UNIT 1: VISUAL AND PERFORMANCE ART
1: ASSUMPTIONS
CREATIVITY
INTRODUCTION
“Peace is not made at the Council table or by treaties, but in the heart
POLITICAL,AND
of men”
Herbet Hoover
This lessons allows you leaners to identify issues between the
AND IMAGINATION
Filipino Muslim rebels and the Philippine government. Let us
understand that the conflict hinders the country’s progress and
ECONOMIC
development.
Filipino people should be united as one family, this is the reasons
why the government is doing their initiatives on how this issue will be NATURE
prevented and come up with best strategy to cope with the formulation
HISTORY
of possible solutions to the problem in Mindanao.

AND
OFCULTURAL
ARTS:

P a g e | 170
Government Peace Treaties with UNIT

LESSON Muslim Filipinos 4
5
• Let's Look Back

MY JOURNEY: Using the pictures below you can identify your feelings as evident
towards the events happened. Arranged the scrambled letters to form a word that
identify the situations or events presented.
ALYLR ROF PORTSUP

_____________________________________
https://tinyurl.com/y6pg7u5f
MOBNGASARO CIBAS WLA

____________________
https://tinyurl.com/y4by2mjd
ROMO CILMASI
BRATIONABLE NTORF
_____________________
https://tinyurl.com/y6ocv2zb

P a g e | 171
Government Peace Treaties with Muslim UNIT

4
LESSON Filipinos
5
YERPAR ORF
CEPEA
_____________
CEAPE KLAT
____________
HOUST ROF
CEAPE
_____________
__

P a g e | 172

4
LESSON Filipinos
5

Based on the activity presented “My Journey” an illustration that symbolizes how
the Filipino people struggle in Mindanao because of the conflict between Filipino
Muslims Rebels and the Philippine government.
From this reading let us identify and deeply understand the root causes of the
conflict between the government and Filipino Muslims Rebels in Mindanao.
What bother into your mind?
a. Do you think that this problem can be prevented and eliminated?

b. Can you think of a possible solution to this problem?
Now, let us try to find out what possible measures do the government will
undertake to ease the problem. Are you familiar with an Agreement and a Treaty?
In preparation for the next lesson describe the following terms in your own words.
What is an Agreement?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
What is a Treaty?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

P a g e | 173

4
LESSON Muslim Filipinos
5
• Let's Discover
The peace process in Mindanao between the Philippine government and
the Mindanao Peace Process and Roles of Civil Society
Moro Islamic Liberation Front was an important step towards ending four
decades of conflict in the south of the Philippines. But this initiative now faces
many challenges.
On March 27th 2014 the Philippine government and the Moro Islamic Liberation
Front (MILF) signed the Comprehensive Agreement on the Bangsamoro. This ended
an armed conflict that began in 1969, which saw at least 120,000 deaths and hundreds
of thousands displaced.
Civil society groups on Mindanao have played key roles in supporting a

comprehensive and sustainable peace process. However, civilian groups and
communities face challenges in the context of new outbreaks of Islamic State-inspired
violence, and the recent (re-)imposition of martial law.
The peace process in the southern Philippines carries great geopolitical

importance, as an example of a Muslim armed group engaging in structured dialogue
to address and resolve key political grievances. It is important that the Mindanao peace
process succeeds, as it carries great significance beyond the Philippines.
The Moro struggle
The population of the Philippines is approximately 100 million, with twenty-two

million people living on Mindanao, the largest island in the country. Of these,
approximately 10% are Muslims, divided into thirteen ethnolinguistic subgroups, known
collectively as the Moro; another 5% are upland ethnic minorities, generally referred to
as indigenous people. To denote continuity with precolonial ethnic-religious identity,
since the late 1960s Mindanao Muslim nationalists have used the epithet ‘Moro’ to
describe themselves and ‘Bangsamoro’ for their homeland.
Armed groups representing the predominantly Muslim Moros have been

struggling for greater autonomy from the Philippines government since the late 1960s.
Although narratives of the Spanish and American colonial periods often overplay the
extent of conflict between Islamic and Christian communities, Moro groups
nevertheless share a strong sense of historic injustice. For many conflict-affected Moro
communities, the state is perceived as politically and economically intrusive and
predatory, embodying a religious and cultural majority bent on forced assimilation of
Muslim minorities. Moro grievances focus in particular on Manila-sponsored ‘internal
colonization’, including transmigration of large numbers of Christian Filipinos to the
southern Philippines, settled on land originally belonging to Muslim and other
indigenous communities.

P a g e | 174

Muslim Filipinos 4
LESSON
5
A troubled peace process

The 1976 Tripoli Agreement between the government and Moro National
Liberation Front (MNLF) seemed a breakthrough at the time, but was not properly
implemented – although a subsequent 1996 agreement granted some autonomy to
Muslim areas (in addition to decentralisation under the 1987 Constitution). However,
the Autonomous Region for Muslim Mindanao was a largely hollow entity, undermined
by poor governance. These setbacks discredited the MNLF, leading to a new round of
insurgency by the 12-15,000 strong MILF, which adopted a more overtly Islamic
identity.
The following two decades in western Mindanao and the Sulu archipelago were
characterized by low-intensity armed conflict, with occasional steep upsurges in
fighting associated with human rights abuses and consequent episodes of forced
migration. During this period, the MILF consolidated control over key elements of the
Moro resistance, reinforcing its Islamic credentials, but always open to structured
political engagement with the government.
A 2008 pact with the Gloria Macapagal-Arroyo administration focused on Moro

rights to their ‘ancestral domain’, or traditional lands. This could have been an important
breakthrough addressing key grievances, but the agreement was struck down as
unconstitutional by the Philippine Supreme Court, in part at the instigation of powerful
politician-oligarchs on Mindanao. Following the breakdown of the 2008 peace
agreement, the Armed Forces of the Philippines launched a major offensive against
the MILF displacing hundreds of thousands of civilians.
During this protracted period of progress towards peace, followed by relapses

into violence, relations between civil society and Moro armed groups underwent
important changes. Civil society actors have in the past complained about their lack of
input in the peace process. One striking difference between the situation since 2012 is
the extent to which the MILF has undertaken concerted and systematic efforts to
engage with civil society actors, including through a series of community consultations.
Nevertheless, questions remain regarding whether it will be possible for community-
based organizations to work at the grassroots level without undue political interference
or co-optation.
How will civil society activities, some of which are framed within liberal-
democratic norms and values, fit the Islamic agenda of some MILF leaders and
supporters? Past experience of ineffective government-implemented development
projects, and their appropriation by clientelist networks, has led grassroots activists to
be sensitive about corruption and the politicization of aid, and the risks of being co-
opted by powerful interests. Moro community activists are often wary of outsider
(particularly secular) aid agencies, and skeptical about the international community
being able to understand and respond effectively to local needs in the peace process
– although some external actors have worked diligently to win local trust.

P a g e | 175

5
Despite such challenges, the MILF has maintained its ceasefire – in part thanks
to effective ceasefire monitoring on the ground. Mindanao civil society groups have
played key roles in ceasefire monitoring, including networks such as the Bantay
Ceasefire local volunteers, and through civilian participation with the International
Monitoring Team (IMT). The IMT coordinates closely with the MILF and Armed Forces
of the Philippines, on several occasions successfully preventing local incidents flaring
up into large-scale clashes.
For the MILF, internationalization of the peace process has resulted in

significantly enhanced legitimacy and political credibility, on the national and regional
stages. Domestically, one of the MIF’s major challenges is to demonstrate its ability to
represent not only Islamic Moro communities, but also the indigenous peoples of
Mindanao. The MILF (and, to a degree, the MNLF) have included indigenous leaders
in political discussions, and the sharia law envisaged for the Bangsamoro under the
BBL would not apply to non-Muslims. Nevertheless, some indigenous people fear
marginalization in the future Bangsamoro. There are important roles here also for civil
society actors, to represent the often excluded voices of indigenous people, and
continue building trust and confidence between ethno-linguistic and religious
communities.

P a g e | 176

LESSON Filipinos 4
5
• Let's Do It
THINK AND LEARN: From your previous readings, you have to think and enumerate
the root causes of the conflict and the implementations of the Bangsamoro Organic
Law between the Filipino Muslim Rebels and the Philippine government in Mindanao.
Two questions and answers were given for further understanding of the lesson
presented.
To give us an overview of the conflict in Mindanao: how did the conflict come
about, what are the root causes, who are the main actors and what is it about?
The root cause of armed conflict in Mindanao can be found in the narrative of
Mindanao peoples’ continuing struggle for their right to self-determination. A struggle
that involves an assertion of their identity and demand for meaningful governance in
the face of the national government’s failure to realize genuine social progress and
peace and development in the southern Philippines. The struggle is also a response to
“historical injustices” and grave human rights violations committed against the peoples
of Mindanao.
With the clamor to correct these historical injustices and to recognize their
inherent right to chart their own political and cultural path, the Bangsamoro people –
together with their non-Moro allies – have struggled to get their calls heard and acted
upon by the central government.
The Bangsamoro Organic Law (BOL) has been passed, which is for now the
successful conclusion of a peace process. Can you explain what this is? And
how it happened?
The purpose and intent of the law is to establish the new Bangsamoro political
entity and provide for its basic structure of government. This also includes an expansion
of the territory in recognition of the aspirations of the Bangsamoro people. Said law
provides that the Bangsamoro Government will have a parliamentary form of
government. The two key components of the peace process that will determine its
eventual success are the passing of the BOL and the plebiscite for its ratification in the
proposed Bangsamoro territory. With the BOL passage comes a roadmap that outlines
a smooth transition leading to the creation of the Bangsamoro government that
promises to fulfil the Bangsamoro’s aspirations for peace, justice, economic
development and self-governance. The new Bangsamoro political entity will in effect
abolish the Autonomous Region in Muslim Mindanao (ARMM) and provide for a basic
structure of government in recognition of the justness and legitimacy of the cause of
the Bangsamoro people and their desire to chart their own political future through a
democratic process.
The BOL is a product not only of political negotiations between the Bangsamoro
and the Philippine government through their respective principals and negotiators but
of the peacebuilding community’s decades of peacemaking and conflict prevention
work and initiatives, both inside and outside of Mindanao and the Philippines.

P a g e | 177

5

YOU GOT IT: Based on the pictures presented below, we can say that the government
is doing their best to ease the problem of the country. The safety and happines of the
people is the goverments concern.
The signing is a major political

victory for Aquino midway into his
six-year term, but much work
remains to ensure the accord’s full
implementation.
Mindanao is home to other insurgent
groups, at least one of which has
vowed to keep fighting.
THE PEACEMAKERS President

Aquino and Malaysian Prime Minister
Najib Razak (center) applaud as peace
panel chairs Miriam Coronel-Ferrer of
the Philippine government and
Mohagher Iqbal of the Moro Islamic
Liberation Front exchange copies of the
Comprehensive Agreement on the
Bangsamoro that they signed on
Thursday in Malacañang. Also
witnessing the event are Malaysian
facilitator Ab Ghafar Mohamed,
Presidential Adviser on the Peace
Process Teresita Quintos-Deles (right),
and MILF chair
The proposed Bangsamoro Basic Law is

compliant with the 1987 Constitution, the
peace council tasked by President
Benigno Aquino III to review the draft bill
Reporting to the House ad hoc
committee on the BBL, former Chief
Justice Hilario Davide Jr., a member of
the peace council, said the objection on
the BBL because it will create a separate
state has no basis.
“There is no basis for such fear because
defining a Bangsamoro people does not
create a citizenry, it is only an affirmation
of identity and not citizenry,” Davide said.

P a g e | 178

LESSON Filipinos 4
5

ACTIVITY: USE YOUR HOTS: Instructions: Below are the questions for you to answer
comprehensively. Provide some situation that can support your claims.
Exceptional 5 points Proficient 3 points Needs Improvement 1 point
activity
structure
1. Do you believed that the Comprehensive Agreement of Bangsamoro (CAB) can

gradually ease the struggle of people in Mindanao?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
GEC 2: READINGS IN PHILIPPINE HISTORY
____________________________________________________ CAS-CPSU
P a g e | 179

LESSON Filipinos 4
5
2. Do you think that the Comprehensive Agreement of Bangsamoro can change

the outlook of people in Mindanao from their existing social conditions?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Cite by enumerating the importance of Comprehensive Agreement of
Bangsamoro to the people of Mindanao and to the government of the
Philippines.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
P a g e | 180

LESSON Filipinos 4
5
• Let's Sum It Up
FINALLY DONE: Based on the lessons learned, identify what is the best or significant
solution to the conflict between the Filipino Muslim rebels and the Philippine
government. Does Comprehensive Agreement Bangsamoro can sustain peace in
Mindanao? Justify your answers in more than 200 words.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

P a g e | 181

LESSON Filipinos 4
5

The Agreements (the following link)
1. Agreement for the General Cessation of Hostilities, signed on July 18, 1997.
2. General Framework of Agreement of Intent Between the Government of the

Republic of the Philippines and the MILF, August 27, 1998.
3. Agreement on the General Framework on the Resumption of Peace Talks,

signed on March 24, 2001.
4. Agreement on Peace between the Government of the Republic of the

Philippines and the MILF, signed June 22, 2001.
5. Declaration of Continuity for Peace Negotiations between the Government of

the Republic of the Philippines and the MILF, signed June 3, 2010.
6. GPH-MILF Decision Points on Principles as of April 2012 signed on 24 April

2012 in Kuala Lumpur, Malaysia.
7. Framework Agreement on the Bangsamoro initialed on 12 October 2012 in

Kuala Lumpur, Malaysia and signed on 15 October 2012 in Manila, Philippines.
8. Annex on Transitional Arrangements and Modalities signed on 27 February

2013 in Kuala Lumpur, Malaysia.
9. Annex on Revenue Generation and Wealth Sharing signed on 13 July 2013 in

Kuala Lumpur, Malaysia.
10. Annex on Power Sharing signed on 8 December 2013 in Kuala Lumpur,

Malaysia.
11. Annex on Normalization signed on 25 January 2014 in Kuala Lumpur,

Malaysia.
12. Addendum on the Bangsamoro Waters and Zones of Joint Cooperation signed
on 25 January 2014 in Kuala Lumpur, Malaysia.

P a g e | 182

5
• BIBLIOGRAPHY
Ashley South (2017) : Independent Researcher and Consultant Specializing In Peace
and Conflict, Humanitarian and Political Issues in South Asia (Burma/Myanmar,
and Mindanao) Dr South’s publications, https://www.ashleysouth.co.uk, August
22, 2017.
Web Sources:
https://www.oxfordresearchgroup.org.uk/blog/the-mindanao-peace-process-and-
roles-of-civil-society
https://r3.rappler.com/nation/193634-2018-best-time-pass-bangsamoro-basic-law-
moro-islamic-liberation-front
https://thediplomat.com/2020/03/war-and-peace-in-the-
Philippines/https://tinyurl.com/y6xfqatz
https://tinyurl.com/y54olqz6
https://tinyurl.com/y5784xc4
https://tinyurl.com/yxjkrvof
https://tinyurl.com/y6f2znsc
https://tinyurl.com/y4by2mjd
https://tinyurl.com/y5k6sshx
https://tinyurl.com/y6l9nwyc
https://tinyurl.com/yxvexu8l
https://tinyurl.com/y2eh3woc

P a g e | 183
UNIT 4: Social, Political, Economic and Cultural Issues in

POST-TEST
Philippine History
1. Who the most prominent members that drafted the 1899 Constitution
A. Palma C. Calderon
B. Arellano D. Aguinaldo
2. What Constitution of the Philippine with the following salient points that the
government was divided into three co-equal branches – Executive, Legislative,
and Judiciary.
A. 1973 Constitution C. 1899 Constitution
B. 1987 Constitution D. 1935 Constitution
3. The following are the peace negotiations of the Philippine government to end
the conflict in Mindanao? EXCEPT
A. Peace treaty C. Peace talks
B. Ceasefire D. Snap Election
4. Which of the following claims of the Muslim in Mindanao?
A. Mindanao is productive C. Mindanao is peaceful
B. Mindanao is their homeland D. Mindanao is the homeland of Duterte
5. Which of the following Constitution drafted during the martial Law period?
A. 1935 C. 1973
B. 1943 D. 1987
6. Which of the following agreement that makes Mindanao a peaceful one?

A. Bangsamoro Agreement Act
B. Comprehensive Agreement of Bangsamoro
C. Comprehensive Association of Bangsamoro
D. Comprehensive Agrarian of Bangsamoro
7. The Filipino Muslim in Mindanao are commonly called as?
A. Muslim C. Moro
B. Islamic D. Abusayaf
8. Which of the following statement best describe the situation about the
Comprehensive Agreement of Bangsamoro?
A. Togetherness C. Oneness
B. Unity D. All of the above
9. Who is the President of the 1987 Constitutional Commission?
A. Cecilia Munoz Palma C. Napoleon G. Rama
B. Corazon C. Aquino D. Gloria Macapagal Arroyo
10. Which of the following statement is true about the 1973 Constitution?
C. President Aquino C. President Laurel
D. President Marcos D. President Quezon

P a g e | 184
UNIT 4: Social, Political, Economic and Cultural Issues in POST-TEST

Philippine History

P a g e | 185
CRITICAL EVALUATION AND PROMOTION OF

UNIT
5
LOCAL HISTORY, MUSEUMS, HISTORICAL
SHRINES, CULTURAL
PERFORMANCES, INDIGENOUS PRACTICES,
RELIGIOUS RITES
“History isn't about dates and places and wars. It's about the
people who fill the spaces between them”
Jodi Picoult
Doing History: A guide for students is an attempt by the authors

to guide the students in the historical research methods they will
have to undergo in the process of completing the course. This
chapter recognizes the realities of the present generation and
aims to use these realities to the advantage of the students in
the process of learning history by doing history.

P a g e | 186
UNIT 5: Critical Evaluation and Promotion of Local History,

Museums, Historical Shrines, Cultural Performances, PRE-TEST
Indigenous Practices, Religious Rites
1. Which of the following that best describe as the creature of the Banaue Rice
Terraces in the Philippines?
A. Badjao C. Igorot
B. Mangyans D. Bukidnon
2. Which of the following indigenous people with a kinky hair, and short size
physical characteristics?
A. Badjao C. Nergito/ Ati
B. Igorot D. Mangyan
3. The following are the list of indigenous people in the Philippines, which does
not belong in the group?
A. Badjao C. Kapre
B. Negrito/Ati D. Magahat
4. The best achievements of the indigenous communities in the Philippines, to be
the best known in the world.
A. Banaue Rice Terraces by the Igorot
B. Banaue Rice terraces by the Negrito/Ati
C.Banaue Rice Terraces by the Bukidnon
D. Rice Terraces by the Mangyan
5. Which of the following law that protects the rights and welfare of the indigenous
people in the Philippines?
A. RA 8361 C. RA 8371
B. RA 8381 D. RA 8391
6. Purpose of scholarly research investigation
A. To find evidences to prove something C. To answer scientific queries
B. To create new knowledge D. All of the above
7. Every period leaves traces, what historians call "sources," or also known as?
A. Records B. Archives C. Evidences D. All of the above
8. Primary sources emanate from individuals or groups who participated in or
witnessed an event and recorded that event during or immediately after the
event. Which of the following below is NOT a primary source?
A.Documentaries B. Speeches C. Memoirs D. All of the above
9. Secondary sources are created by someone who was either not present when
the event occurred or removed from it in time. Which of the following below
is a secondary source?
A. Historical dictionaries C. Card Catalogue
B. Diary D. All of the above
10. It is the establishment of authenticity to ensure that the documents are nor mere
forgeries or inventions; subject to physical and chemical tests?
A. Internal Criticism C. External Criticism
B. Critical Evaluation D. All of the above

P a g e | 187

Museums, Historical Shrines, Cultural Performances, PRE-TEST

P a g e | 188
DOING HISTORICAL RESEARCH LESSON 1

(3 HOURS)
Layumas, Antonio III, LLB; Roto, Rolen N.
LEARNING OUTCOMES
HISTORICAL SHRINES, CULTURAL PERFORMANCES, INDIGENOUS PRACTICES, RELIGIOUS

 Manifest in local history and show concern in promoting and
UNIT 5: CRITICAL EVALUATION AND PROMOTION OF LOCAL HISTORY, MUSEUMS,

preserving country’s historical and cultural heritage
 Applied historiographical methods in writing the history of one’s
locality and country
INTRODUCTION
“Our Constitution was made only for a moral and religious people. It
is wholly inadequate to the government of any other”
John Adams
This lesson will present the evolution of the Philippine

Constitution. It will focus on the development of the Philippine
RITES
constitution from the Spanish era down to the recent constitution of the
country. The changes and amendments brought about will be given
highlights. Some of the provisions will be identified for the basis of
knowing the country’s existing provisions.
The constitution serves as basis of all the fundamental law of
the land should be given emphasis for better understanding and be a
better citizen of the country.

P a g e | 189
UNIT
Doing Historical Research 5
LESSON
1
• Let's Look Back

Activity 1!
INSTRUCTION: In the beginning Unit of this module, you learned the differences
between primary and secondary, and tertiary sources. As a review, determine below
whether it is primary or secondary or tertiary source.
___________ 1. A biography of late president Ramon Magsaysay.

___________ 2. A global TV news network explaining what happened around the
globe
___________ 3. A website describing what the second World War like.
___________ 4. A Filipino war veteran talking about his experiences in the War.
___________ 5. A letter from a soldier describing World War II.
___________ 6. A book in Rizal.
___________ 7. A journal article written about how Tabon man lived.
___________ 8. A classmate giving a report about Insurgence in Marawi.
___________ 9. A news paper article from 19th century published by Filipino patriots.
___________ 10. A youtube video describing how Banawe Rices terraces was made
by the Ifugao.
NOTE: A Primary source is information that was created at the time as the event or
by a person directly involved in the event. While a Secondary source gets its
information from somewhere else or by a person not directly involved in the event.

P a g e | 190
UNIT
LESSON
1

Kabankalan city located at the central portion of the Southern Negros Island, was
one of the city rich in its historical and cultural heritage.
Lion’s Arch greets visitors at the doorway of the Poblacion which replicates the
main trunk of the “bangkal tree”.
Freedom Fighter Shrine is a fitting memorial for the brave WW II soldiers.
Constructed by the Veterans Federation of the Philippines-Kabankalan Chapter.
Activity 2!
BOAST ME: Every place has its own origin and history. Has its unique cultural and
historical heritage, a remnant of the past that people must be proud and took care of.
In your local place or town, choose at least one historic site or landmark related
to World War II. Conduct a research or interview to acquire background information
about your subject. You can include photos of your chosen site/landmark if available.
Background information must include:
 Name of the site/landmark

 Location
 History
Note: Write your work in a short bond paper and attach to the module.

P a g e | 191
UNIT
LESSON
1
• Let's Discover
Being in a scholarly investigation, research is a social activity intended to create
new knowledge. Historical research is your informed response to the questions that
you ask while examining the record of human experience. These questions may
concern such elements as looking at an event or topic, examining events that lead to
the event in question, social influences, key players, and other contextual information.
This step-by-step guide progresses from an introduction to historical resources

to information about how to identify a topic, craft a thesis and develop a research paper.
I. The Range and Richness of Historical Sources

Every period leaves traces, what historians call "sources" or evidence. Some
are more credible or carry more weight than others; judging the differences is a vital
skill developed by good historians. Sources vary in perspective, so knowing who
created the information you are examining is vital.
Historians classify sources into two major categories: primary and secondary
sources.
Primary Source
Definition:
Primary sources emanate from individuals or groups who participated in or
witnessed an event and recorded that event during or immediately after the event. They
include speeches, memoirs, diaries, letters, telegrams, emails, proclamations,
government documents, and much more.
Examples:
A student activist during the war writing about protest activities has created a
memoir. This would be a primary source because the information is based on her own
involvement in the events she describes. Similarly, an antiwar speech is a primary
source. So is the arrest record of student protesters. A newspaper editorial or article,
reporting on a student demonstration is also a primary source.
Repositories of Primary Sources of Philippine History
 National Archives of the Phil.
 National Library
 National Historical Commission
 National Museum
 University libraries
 Library of Congress
 American Historical Collection
 Ayala Museum
 Malacanang Museum

P a g e | 192
UNIT
LESSON
1
Secondary source
Definition:
Secondary sources are created by someone who was either not present when
the event occurred or removed from it in time. We use secondary sources for overview
information, to familiarize ourselves with a topic, and compare that topic with other
events in history. In refining a research topic, we often begin with secondary sources.
This helps us identify gaps or conflicts in the existing scholarly literature that might
prove promising topics.
Types:
History books, encyclopaedias, historical dictionaries, and academic (scholarly)
articles are secondary sources.
Examples:
Historian Marilyn Young's (NYU) book about the Vietnam War is a secondary
source. She did not participate in the war. Her study is not based on her personal
experience but on the evidence, she culled from a variety of sources she found in the
United States and Vietnam.
II. Historical Analysis
What is it?
No matter what you read, whether it's a primary source or a secondary source,
you want to know who authored the source (a trusted scholar? A controversial
historian? A propagandist? A famous person? An ordinary individual?). "Author" refers
to anyone who created information in any medium (film, sound, or text). You also need
to know when it was written and the kind of audience the author intends to reach.
You should also consider what you bring to the evidence that you examine. Are
you inductively following a path of evidence, developing your interpretation based on
the sources? Do you have an ax to grind? Did you begin your research deductively,
with your mind made up before even seeing the evidence. Historians need to avoid the
latter and emulate the former.
In the study of history, perspective is everything. A letter written by a twenty-
year old Vietnam War protestor will differ greatly from a letter written by a scholar of
protest movements. Although the sentiment might be the same, the perspective and
influences of these two authors will be worlds apart. Practicing the "5 Ws" will avoid the
confusion of the authority trap.

P a g e | 193
UNIT
LESSON
1
Internal Criticism- is the establishment of accuracy; the purpose is to evaluate the

accuracy or worth of the data. Internal Criticism- It looks at the content of the source
and examines the circumstances of its production, truthfulness and factuality of the
evidence by looking at the author of the source, its context, the agenda behind its
creation, the knowledge which formed it, and its intended purpose among others.
IV. Characteristics in determining the accuracy of the data
1. author’s knowledge
and competence
2. time delay
3. motives and biases of
the author
4. consistency of the data

P a g e | 194
UNIT
LESSON
1
• Let's Do It
Activity 3!
GET ME KNOWN: World War II is one of the unforgotten events recorded in the
Philippine History, a story of suffering, nationalism, sacrifices and liberty. In connection
to this, conduct a follow up research and interviews, about the topic, “Philippines During
World War II.” Have at least one written account from any of these: books, journals,
encyclopedias, articles from the internet etc. And another two testimonial accounts
which will be taken from your interviews.
Categorize your research and interviews by filling the gathered information

(accounts) in its respective sources.
Follow the format below.
TOPIC: “Philippines During World War II.”
Author/References/Name Primary Secondary Source
of Interviewee Source Accounts
Accounts
1.
2.
3.

P a g e | 195
UNIT
LESSON
1

Activity 4!
INSTRUCTION: Based on your gathered information from Activity 3 (Let’s Do It),
answer the following questions below:
1. Is it important to have more than one account in gathering information? If yes,

why?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. What are the similarities of the following accounts you gathered?

_________________________________________________________
_________________________________________________________
_________________________________________________________
3. What are their differences?

__________________________________________________________
__________________________________________________________
__________________________________________________________

P a g e | 196
UNIT
LESSON
1

Activity 5!
INSTRUCTION: It is the duty and responsibility of the historian to gather and publish
accurate information. In order to do such, they follow a strict procedure called as
historiographical method.
In activity 3, you conduct a research and interviews to gather information you needed.
In line with this, make a concept map of the procedure on how you perform your
gathering of data or information. Include in the concept map the Primary and
Secondary Sources.
Below is an example of a concept map
Do your concept map here!

P a g e | 197
UNIT
LESSON
1
• Let's Sum It Up
Activity 6!
We conduct the step by step procedure of historiography in order to gather accurate
information and verify historical claims, test the authenticity of historical evidences,
assess the reliability of the historical accounts. Given that some historians are
susceptible to subjective bias, it is imperative that we strictly observe the procedure.
REFLECTION: Take a moment to reflect on the things you’ve learned in this lesson
and answer the following questions:
What is your most significant learning from this lesson?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Why is it the most significant learning for you?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
How are you going to apply this significant learning in your current life?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

P a g e | 198
UNIT
LESSON
1

Activity 7!
STORM YOUR BRAIN: The current trend of people today is travel. In your social
media, create a status about how the Philippines can compete to different historical
tourist spots all-around the world. Finally give a recommendation on how the local
historical sites may be developed and enriched its local history to young generation.
Tag your instructor when you upload your post.
• BIBLIOGRAPHY
Readings in Philippine History by John Lee P. Candelaria & Veronica C. Alporha

WEB SOURCES:
https://kabankalancity.wordpress.com/famous-landmarks/
https://faculty.chass.ncsu.edu/slatta/hi216/HI598/histresguide.htm

P a g e | 199
DOING LOCAL AND ORAL HISTORIES LESSON 2

(3 HOURS)
Layumas, Antonio III, LLB; Roto, Rolen N.
LEARNING OUTCOMES

 Apply historiographical methods in writing the history of one’s

locality and country, and
 Appreciate the value of doing history to the present day
INTRODUCTION
The history subjects and courses usually taught to students in

schools are Philippine history, world history, and history of Asia. The
coverage is always expansive and taught in broad strokes of historical
periods, of large spaces, and prominent personalities. Little is known
about the subdiscipline of local history.
In this lesson you will explore what was the significance of doing
local history and compare its account from the national history, Is it
RITES
worth to have a its separate subdiscipline? or national history is
enough? Let see in this lesson!

P a g e | 200
UNIT
LESSON
Doing Local and Oral Histories 5
2
• Let's Look Back

Activity 1!
Negros, an island in the heart of Visayas, is rich in historical and cultural heritage.
People in Negros love festivities that’s why practically the months in the whole year is
preoccupied with festival celebration tracing back to its cultural, historical, and religious
origin.
How much do you know about the festivals in Negros and their places of
celebration? Let’s try your knowledge.
Instruction: Connect column A to column B, match the festivals to their places of
celebration.
Column A Column B
1. Lubay-lubay Festival 1. La Castellana
2. Sinigayan Festival 2. Cadiz City
3. Dinagsa Festival 3. Kabankalan City
4. Bailes De Luces 4. San Carlos City
5. Sinulog Festival
5. Sagay City
6. Pinta Flores Festival
6. Cauayan
7. Buglasan Festival
8. Cara-Bell Festival 7. Bayawan City
9. Masskara Festival 8. Mabinay
10. Kisi-Kisi Festival 9. Zamboanguita
11. Hugyaw Kansilay 10. Don Salvador
Festival Benedicto
12. Kali-kalihan Harvest 11. Silay City
festival 12. Ilog
13. Baulan Festival 13. Bacolod City
14. Langub Festival
14. Guihulngan City
15. Tawo-tawo Festival
15. Dumaguete City

P a g e | 201
UNIT
LESSON
2

Kabankalan City is one of the finest and fast-growing cities of Negros Occidental.
Located in the southern part of the province, a place rich in cultural and historical
heritage. It is said that Kabankalan got its name from the trees called “bangkal,” which
sorrounds the place long time ago. That is, Kabangkalan, a place of bangkal trees.
Finally, as the time goes by people called it “Kabankalan,”
How about you, do you know how your city or municipality got its name? Figure
it out! I’m sure there are people who can give you information. Probably your family
members or your neighbours, especially the elder, can give you interesting information!
Activity 2!
LET ME KNOW: Write the history of the origin of the name of your local place
(municipality/city). Conduct an interview to gather the information you needed.
Construct your acquired information in a narrative form and write in short bond papers.
Finally, attach your work in the module.

P a g e | 202
UNIT
LESSON
2
• Let's Discover
Local History is the study of a particular community or a smaller unit of
geography. Debates, however, continuously persist on the definition of this
subdiscipline, particularly in the subject of study. Does history study local communities?
Local institutions? Local group? Local heroes? In recent study, local history tends to
cover all of these topics. Local historians study the history of local institutions like
churches. They also study the local economies, local heroes and local events. Local
history, thus, is also a broad and dynamic field of inquiry that aims to have an in-depth
understanding of a certain locale.
The most compelling question, however, is why study and do local history?
Local history can serve as a balancer with tendency of extreme nationalism by
showing the peculiarities in certain locales in a particular nation, region, or continent.
Studying local history can provide new and alternative interpretations on the different
aspects of nation’s history. Local history also facilitates a historical narrative emanating
from the people. Historians call this the history from below. Ultimately, studying local
history shall provide new provisions and perspectives on the already established
national history. Local History is not just aimed at opposing the discourse in the national
histories but also a tool of enriching these national narratives.
Doing local history, however, is not an easy task. Despite the seemingly smaller,
scope of study, historians are often faced with challenges in locating sources for local
and specific objects of study. For example, it is much easier to study the life of national
heroes than that of local hero. Sources abound on subject of national importance but
tend to be scarce on local subjects.
One important historical methodology to local history is oral history. Oral history
is important in the midst of scarcity in written sources, historical documents, and other
material evidences. This method uses oral accounts of historical subjects, witnesses,
members of the communities, and the like. Oral history primarily relies on memory. The
subject or the informant will recount his experiences to the researcher as he
remembers it.
Local and oral history are important endeavors in the development and
enrichment in the discipline of history. These efforts fill the gaps in the discipline by
highlighting alternative areas of study and methodology toward a more holistic,
inclusive, and progressive study of our past.

P a g e | 203
UNIT
LESSON
2
• Let's Do It
One way of passing history from one person to another is through oral
transmission other than material sources. And one of the most reliable sources of
information is the testimony of the eye witness, counted as a primary source which
happens to be present during the occurrence of the historical events. Collecting
information from the eye witness is done through interview. That’s why, prepared
questions must be clear and concrete to extract the significant information.
Activity 3!
EYE WITNESS:
Ferdinand Marcos is one of the most remarkable Presidents in Philippine
history.History speaks how his administration created tremendous impact to our
country. But how much do you know about him?
In this activity, identify at least two potential witnesses in your local place who
have some knowledge and information about the topic; “FERDINAND MARCOS
REGIME.” In order to have a grasp of information about him, conduct an oral interview
to your selected eyewitness.
Let your witnesses say something about the different socio-economic and political
areas below:
1. President Marcos and his administration
2. Peace and order
3. Economy (relating to money, price of products etc.)
4. Politics
5. Freedom
6. Life during martial law
7. Human rights violations during martial law
8. Lesson learned from martial law
NOTE: Write your recorded testimonies from your interviewees, on short bond papers
and attach to the module.

P a g e | 204
UNIT
LESSON
2

Activity 4!
Based on the information you have from activity 3, supply the following requirements
below:
Opinion on Martial law
In September 1972 Marcos declared martial law, claiming that it was the last
defense against the rising disorder caused by increasingly violent student
demonstrations, the alleged threats of communist insurgency by the new Communist
Party of the Philippines (CPP), and the Muslim separatist movement of the Moro
National Liberation Front (MNLF). One of his first actions was to arrest opposition
politicians in Congress and the Constitutional Convention. Initial public reaction to
martial law was mostly favourable except in Muslim areas of the south, where a
separatist rebellion, led by the MNLF, broke out in 1973. Despite halfhearted attempts
to negotiate a cease-fire, the rebellion continued to claim thousands of military and
civilian casualties. Communist insurgency expanded with the creation of the National
Democratic Front (NDF), an organization embracing the CPP and other communist
groups.
Under martial law the regime was able to reduce violent urban crime, collect
unregistered firearms, and suppress communist insurgency in some areas. At the
same time, a series of important new concessions were given to foreign investors,
including a prohibition on strikes by organized labour, and a land-reform program was
launched. In January 1973 Marcos proclaimed the ratification of a new constitution
based on the parliamentary system, with himself as both president and prime minister.
He did not, however, convene the interim legislature that was called for in that
document.
General disillusionment with martial law and with the consolidation of political
and economic control by Marcos, his family, and close associates grew during the
1970s. Despite growth in the country’s gross national product, workers’ real income
dropped, few farmers benefited from land reform, and the sugar industry was in
confusion. The precipitous drop in sugar prices in the early 1980s coupled with lower
prices and less demand for coconuts and coconut products—traditionally the most
important export commodity—added to the country’s economic woes; the government
was forced to borrow large sums from the international banking community. Also
troubling to the regime, reports of widespread corruption began to surface with
increasing frequency.
Elections for an interim National Assembly were finally held in 1978. The
opposition—of which the primary group was led by the jailed former senator Benigno
S. Aquino, Jr.—produced such a bold and popular campaign that the official results,
which gave Marcos’s opposition virtually no seats, were widely believed to have been
illegally altered. In 1980 Aquino was allowed to go into exile in the United States, and
the following year, after announcing the suspension of martial law, Marcos won a
virtually uncontested election for a new six-year term.

P a g e | 205
UNIT
LESSON
2
The downfall of Marcos and return of democratic government
The assassination of Benigno Aquino as he returned to Manila in August 1983

was generally thought to have been the work of the military; it became the focal point
of a renewed and more heavily supported opposition to Marcos’s rule. By late 1985
Marcos, under mounting pressure both inside and outside the Philippines, called a snap
presidential election for February 1986. Corazon C. Aquino, Benigno’s widow, became
the candidate of a coalition of opposition parties. Marcos was declared the official
winner, but strong public outcry over the election results precipitated a revolt that by
the end of the month had driven Marcos from power. Aquino then assumed the
presidency.
Aquino’s great personal popularity and widespread international support were
instrumental in establishing the new government. Shortly after taking office, she
abolished the constitution of 1973 and began ruling by decree. A new constitution was
drafted and was ratified in February 1987 in a general referendum; legislative elections
in May 1987 and the convening of a new bicameral congress in July marked the return
of the form of government that had been present before the imposition of martial law in
1972.
Euphoria over the ouster of Marcos proved to be short-lived, however. The new
government had inherited an enormous external debt, a severely depleted economy,
and a growing threat from Moro and communist insurgents. The Aquino administration
also had to weather considerable internal dissension, repeated coup attempts, and
such natural disasters as a major earthquake and the 1991 eruption of Mount Pinatubo.
The resumption of active partisan politics, moreover, was the beginning of the end of
the coalition that had brought Aquino to power. Pro-Aquino candidates had won a
sweeping victory in the 1987 legislative elections, but there was less support for her
among those elected to provincial and local offices in early 1988. By the early 1990s
the criticisms against her administration—i.e., charges of weak leadership, corruption,
and human rights abuses—had begun to stick.
SUPPORT ME! Answer the following questions and write your answer on the space
provided.
1. Compare and contrast the following accounts of your witnesses to Martial law
from the opinion above.
2. Which of the two accounts is reliable, why?
NOTE: Provide extra papers for your answers.

P a g e | 206
UNIT
LESSON
2

Activity 5!
Answer me: Answer the following question below
1. Is doing local history significant? Why?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How will you promote both local and national histories?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

P a g e | 207
UNIT
LESSON
2
• Let's Sum It Up
We do local and oral histories in order to balance the tendency of extreme
nationalism by showing the peculiarities in certain locales in a particular nation, region,
or continent.
Studying local history can provide new and alternative interpretations on the
different aspects of nation’s history. Local history also facilitates a historical narrative
emanating from the people. Ultimately, studying local history shall provide new
provisions and perspectives on the already established national history. Local History
is not just aimed at opposing the discourse in the national histories but also a tool of
enriching these national narratives.
REFLECTION: Take a moment to reflect on the things you’ve learned in this lesson
and answer the following questions:
1. What is your most significant learning from this lesson?

-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
2. Why it is the most significant learning for you?

-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
3. How are you going to apply this significant learning in your current life?
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------

P a g e | 208
UNIT
LESSON
2

Doing interview is not an easy task. It needed a skill to acquire the desired
information. To enhance your skills in doing interviews particularly for the purpose of
doing Oral History, the youtube link below will offer you five steps in doing Oral History,
even at Home!
Link: https://www.youtube.com/watch?v=pxrkkhLExxw
• BIBLIOGRAPHY
Lee P. Candelaria & Veronica C. Alporha, Readings in Philippine History
WEB SOURCES:
https://www.britannica.com/place/Philippines/The-Philippines-since-c-1990

P a g e | 209
DOING LIFE HISTORIES AND

BIOGRAPHICAL RESEARCH LESSON
LESSON 3
2
(3
(3 HOURS)
HOURS)
Inguillo, Reca B.
LEARNING OUTCOMES

 Understand why doing life histories and biographical research

are important;
 Identify and analyze different points to consider when doing life
histories and biographical research, and
 Reflect on their individual lives in the larger social context.
INTRODUCTION
“Life histories are records of individuals’ personal experiences

and the connections between them and past social events, while
auto/biography treats these accounts not as established facts but as
social constructions requiring further investigation and re-
interpretation.” (Payne and Payne 2004). This type of research is often
accomplished through in-depth interviews with individuals about their
lives or specific events which occurred during their lifetimes.
Sometimes, this research is stored as oral histories, in which the
RITES
words of the individual being interview are recorded and presented “as
is."

P a g e | 210
Doing Life Histories and Biographical UNIT

LESSON Research 5
3
• Let's Look Back

SO WHAT? Name one famous person (politician, scientist, religious leader, actor,
musical artist, etc) past or present that you idolize. Give 5 reasons why you idolize him
or her. (Optional: If you have a picture of him or her, you may paste it here as well.)
1. Name of famous person:
___________________________________________
2. Five things I idolize about this famous person:
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
PASTE PICTURE HERE (OPTIONAL)

P a g e | 211

LESSON Research 5
3

GETTING TO KNOW: How did you know the facts about the life of your favorite famous
person? Did you watch a video about their lives online? Did you read about it in books
or magazines? Try to think about the sources of information about your favorite famous
person’s life. Try to reflect on why these pieces of information about him or her were
written and published in the first place. Why do we study about their lives in the first
place?
(No need to write your answers. Just use these questions as points to be considered
and reflected on.)

P a g e | 212

LESSON Research 5
3
• Let's Discover
Studying history is always focused on history of nations and different collectives.
Studying the life of an individual is often incidental to a greater event that has been
significant to the life of a larger unit that he or she happened to contribute to. Life history
is an oft-neglected subdiscipline of history because it is seen as trivial to larger
narratives of nations, societies, and civilizations. However, students of history should
realize that the individual is a significant contributor to various historical breakthroughs
across periods of time. Individuals make up societies and individual actions can cause
large-scale social change.
Individual influence can span centuries and generations. Individuals can also
influence large spaces and many places. For example, Jesus Christ as an individual,
influenced the whole world. The faith and the religion that he started also launched
wars, created civilizations, lasted for many centuries, and persist up to the present.
Jose Rizal, on the other hand, influenced many generations of Filipinos. His novels
inspired radical Filipinos to fight the colonizers, and his death was seen as the tipping
point of the revolution. However, his influence was limited to the Philippines.
The examples are cases of exceptional individuals. History has proven that their
lives, their exploits, and their legacies had a huge impact in the society where they
belonged. Nevertheless, the writing of life history should not be limited to great
individuals like heroes, prophets, or world leaders. Ordinary individuals should also be
able to locate themselves in the pages of history. One should see himself as a part of
a larger history and not as a separate and remote entity unaffected by what is
happening around him. Doing life histories should be accompanied by locating the life
of the individual in the larger social life.
Indeed, people’s interest in history can be perked up once they realize that their
lives can be plotted alongside the trajectory of history of a larger nation, society, or
even local community. There is after all, a mutual constitution between history and
biography. However, doing a life history is not an easy task. The researcher should be
able to identify different factors that affected the life of the person he is trying to study.
Some social scientist would lament that studying individuals are distinct, unique, and
dynamic. The life historian or the biographer should identify aspects of the individual’s
life in order to properly historicize his life.
For example, studying the life of Jose Rizal does not only require looking at big
events in his life that affected the nascent nation, like the publication of his novels, his
exile to Dapitan, or his execution in Bagumbayan. A more thorough understanding of
Rizal’s life necessitates looking at different aspects of his life that affected his persona.
Examples are his family, his education, his peers, his travels, and even his affections.
In relation to this one should also look at the context where Rizal existed.

P a g e | 213

LESSON Research 5
3
It is worthwhile to ask, for example, about Rizal’s hometown. What were the
characteristics of Calamba, Laguna in the nineteenth century? What was the most
common livelihood in that town? Was it a rich progressive municipality? What was the
terrain like? Was it an agricultural locality? These questions will give context to Rizal’s
childhood and family.
Speaking of family, doing a life history of an individual will also lead to questions
about his family and genealogy. Indeed, family is an important aspect of an individual.
It determines the person’s socioeconomic status, religious belief, character, interests,
and values. In the same example, getting to know Rizal’s family and genealogy would
tell us about Rizal’s socioeconomic status. Such will answer other questions about
Rizal, like How did he afford to study in good schools in Manila even though he was an
indio? What were his interests in the Calamba hacienda incident? Who instilled upon
him the value of education? Who was his greatest influence? And so on.
Institutions where the individual belonged should also be looked at in studying

his life history. If the family and the community where he belonged will give us clues
about his early life, the latter stages of his life can be understood with certain activities
and learning that he had as he affiliated in different institutions like schools,
organizations, fraternity, church, and interest groups. In the case of Rizal, for example,
one can learn a lot about the development of his ideas by knowing the kind of education
taught at the Universidad de Santo Tomas and Ateneo Municipal. His political opinions
and biases shaped his work with the Propagandistas in Europe and in his stint in La
Solidaridad. Institutions, indeed, are not only shaped by individuals. Institutions also
shape individuals.
Other aspects that may be studied in order to come up with a deeper life history
are sector, ethnic group, and culture. Zooming out the national history of the country
where that individual identifies with is also helpful.
Understanding these seemingly mundane aspects of an individual’s life would
provide historians insightful information that will allow him, not just to simply state facts
about the individual but also to make sense of these facts and establish connections
about different aspects of the individual’s life in order to understand the person that he
has become.

P a g e | 214

LESSON Research 5
3
• Let's Do It
Q&A: (1) Why are life histories and biographical research important?
Information about exceptional indviduals who left legacies and had huge impacts on
society are recorded for future generations.
(2) Can you think of another reason why life histories and biographical research
are important?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

P a g e | 215

Research 5
LESSON
3

In doing life histories and biographical research, one must consider different
aspects of the person's life such as his/her culture. One of the ways scholars interpret
the words of Jesus Christ as written in the Bible is by looking at it through the lens of
the culture of the people during that time. This is important because Christ's words can
sometimes be taken out of context. The prevailing culture during the time when he
spoke certain words can give the readers an insight into what they might mean.
Can you think of another aspect to be considered in doing life histories and
biographical research? Why is this aspect important?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

P a g e | 216

LESSON Research 5
3

ESSAY! Answer the following reflection questions (minimum 3-5 sentences each):
1. What is my life history? Why is it important to reflect on my life as an ordinary
person?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. How has my family or the society I belong to influence my life history?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

P a g e | 217

LESSON Research 5
3
• Let's Sum It Up
 Doing life histories and biographical research are important.
 There are certain aspects worth considering when doing life histories and
biographical research.
 Individual lives have a significant link to the larger social life. Individual lives-
whether extraordinary or commonplace--are important to history.

To get a glimpse of the life history of Christ, visit
https://www.youtube.com/watch?v=EJF18yvTF6g
• BIBLIOGRAPHY
Readings in Philippine History – John P. Candelaria and Veronica Alphora. REX
Bookstore

P a g e | 218
INDIGENOUS PRACTICES AND

RELIGIOUS RITES LESSON
LESSON 4
2
(3 HOURS)
(3 HOURS)
Gallego, Jose Gay D.
LEARNING OUTCOMES

 Identify the importance of indigenous practices and religious

rites, and
 Analyze the impact of indigenous practices and religious rites.
INTRODUCTION
“Through consciousness, our mind has the power to change our planet
and ourselves. It is the time we heed the wisdom of Ancient
Indigenous People and channel our consciousness and spirit to tend
the garden and not to destroy it”
Bruce Lipton
RITES
This lesson will present the indigenous practices and religious
rites. It will focus on the Filipino culture is an exuberant strong that tells
of the nation joining through the centuries. Their customs and
practices reflects the people’s faith, their oneness with others, their
affinity with nature and their celebrations of life.
The nations charm is in diversity in ways of life across
archipelago, the resplendent color of its folk arts and the foreign
influences have found roots to the life in the Filipino customs and
religious beliefs.

P a g e | 219
Indigenous Practices and Religious UNIT

LESSON Rites 5
4
• Let's Look Back

OUR TREASURE: Using the pictures below you can recall who are the Indigenous
people in the Philippines and who has the great contributions in the country’s history.
Fill in the missing letters in the box that identifies of the Indigenous group.
_ _ _ _ _ T
Colorful Costume
M _ _ _ _ _ N
Traditional Song
A _ _ -_ _ _ _ _ N
Festival

P a g e | 220

LESSON Rites 5
4
_ G _ _ _ _
Festival in Baguio
B _ _ _ _ O
Way of living
T _ _ _ _ _ _ K
Ritual

P a g e | 221

LESSON Rites 5
4

What have you seen in the pictures?
Using the different pictures presented and the narratives you have given for sure
you have now the ideas of the indigenous people practices, their religious rites and
rituals. It is very interesting to note that their practices and other activities such that of
their rites and rituals reminds us their importance to us. This is all what we need is to
respect and valuing the indigenous people’s practices.
This section of the learning activity provides a deep and thorough understating in
the study of the indigenous people practices and their religious rites. Some of their
practices has a great contribution to country’s history and it would be beneficial to the
Filipino people of preserving their cultural heritage.
The best example of the indigenous people practices are the farming methods
and techniques in tilling the land. The Igorot people were able to show to the world their
man made works that becomes one of the seven man made wonders of the world. This
is the Banaue Rice Terraces that the skillful Igorot people were able to established
using their hand tools.
Now, this is timely for us to know and discover the real score of the indigenous
people’s practices and religious rites.
Let us discover how the indigenous people’s practices and their religious rites
manage to sustain their living.

P a g e | 222

LESSON Rites 5
4
• Let's Discover
IGOROT (De Vera 2013)
The Igorot marks every event he considers of any significance from birth to death
with formal rites and prayers or songs recognizably religious content, or, more
accurately, every event from before birth until after death, for the welfare of the Igorot
in the womb and in the grave is also ceremonially considered. Sacrifices are performed
in connections with his birth, his naming, his first haircut, the first time he is placed on
a bed, the first time he is entered into a certain area, and at the time of various post-
natal attentions such as the removal of the umbilical cord. Besides these more formal
rites, the whole period from his conception until his walking is attended by specific
restrictive or demanding patterns of conduct on the part of his parents.
Formal religious rite accompanies every phase of the Igorot agricultural year,
from rhe preparation of the seedbeds through the sowing of the seeds, the
transplanting of seedlings, and danger from worms and drought, to the harvesting and
actual storing in the granary, to say nothing of periodic sacrifices for flourishing growth
meanwhile. Indeed, such rites even precede the preparations of the seedbeds, a day
where the Igorot ancestors know no irrigated rice is reflected in the ritual planning of
taro roots before the years cycle of rice farming in even begun. All the seasonal
activities are attuned to his agricultural calendar, and the proper for wedding, weeding,
house repairs, pig pen cleaning, and gardening are accompanied by religious
ceremonies by which a variety of deities are worshipped, some privately and some
publicly, some on behalf of an individual and his immediate family, and some on behalf
of the whole town or some section of towns.
BADJAO (De Vera 2013)
Badjao are widely known as “Sea Gypsies” of the Sulu and Celebes seas, the
Badjao are scattered along the coastal areas of Tawi-Tawi, Sulu, Basilan, and Coastal
municipalities of Zamboanga del Sur in the ARMM. They are found living on
houseboats where they make their livelihood solely on the sea as expert fishermen,
jeep-sea drivers and navigators. Unique to their cultural rituals is the concept of life and
their relationship to the sea. A newly corn infant is thrown into the sea and members
of the clan dive to save newborn. Other traditions such as marriages are prearranged
for their sons and daughters, the process similar to other ethnic groups. In that, a dowry
is often presented to the parents of the woman a man wished to marry, only the Badjao
leader can consecrate a marriage. Therefore, a leader is chosen based on individual
inherent virtue, wisdom and “charisma” and male ability to attract followers.
Due to the ongoing conflict in the region between revolutionary Muslim groups
and the government, many Badjao have migrated to Sabah in Malaysia, Sulawesi and
Kalimantan in Indonesia. As a result, they now comprise the second largest ethnic
group in Sabah, despite the fact that many of them are illegal immigrants.

P a g e | 223

LESSON Rites 5
4
There the Badjao spread nearly ten languages of the Sama –Bajau subgroup
of the western Malayo Polynesian language family (https://tinyurl.com/yxt2thud).
Badjao was displaced by wars and the death of their traditional fishing culture. Their
homeland has been taken away from them and their culture is gradually slipping away.
Amongst themselves, they’re known as Sama Laus (Sea Sama) and are found living
on houseboats where they make their livelihood solely on the sea as expert fishermen,
deep sea divers, and navigators.
MANGYAN (De Vera 2013)
Mangyan is the generic name for the eight indigenous groups found on the island
of Mindoro, southwest of the island of Luzon, the Philippines, each with its own tribal
name, language, and customs. The total population maybe around 280,000, but official
statistics are difficult to determine under the conditions of remote areas, reclusive tribal
groups and some having little if any outside world contact.
Despite being grouped as one tribe, Mangyans differ in many ways. In

comparison to the technological advance between the two geographical divisions, the
Southern tribes are more advanced as seen in their use of weaving, pottery, and
system of writing. The Northern tribes, on the other hand, are simpler in their way of
living. Their language, as in the rest of the Philippines, came from the Austronesian
language family. However, even if they are defined as one ethnic group, the tribes used
different languages. On average, they only share 40% of their vocabulary. The tribes
have also varied physical and ethnogenetic appearances: Iraya has Veddoid features;
Tadyawan is mainly Mongoloid, and the Hanunuo looks like a Proto-Malayan.
Mangyans lived in peaceful societies as compared to the head-hunting tribes of

North Luzon and the brave defiant warrior tribes of the South. Social scientists
theorized that some societies become peaceful because their system of norms and
values reward peaceful behavior but disapprove of aggressive and impulsive
behaviors. Peaceful societies are characterized by the egalitarian social organization
without status competition between men and without the asymmetric relationship
between men and women. Another theory posited that populations adapt, therefore,
offering a more logical explanation of why
Mangyans preferred to retreat in the hinterlands. They accept peaceful

submissiveness when they encounter lowland settlers, missionaries, traders
and government officials (https://mnlop.com.ph/2019/09/11/mangyans-life-and-
culture)

P a g e | 224

LESSON Rites 5
4
ATI (De Vera 2013)
The Ati is a Negrito ethnic group of the Philippines. They are genetically-related
to other Nerito ethnic groups in the Philippines such as the Aeta of Luzon, the Batak of
Palawan, and the Mamanwa of Mindanao.
In the Philippines the Aetas or Ati ancestors were the 'aboriginals' or the 'first'
inhabitants of this Archipelago. They most probably arrived from Borneo 20-30,000
years ago, through what is thought to be an isthmus (today what remains of that is the
island of Palawan) that in the prehistoric epoch connected the Philippine archipelago
to Borneo via a land bridge. According to some oral traditions, they also pre-date the
Bisaya, who now inhabit most of the Visayas. Legends, such as those involving the
Ten Bornean Datus and the Binirayan Festival, tell tales about how, at the beginning
of the XII century, the ancestors of the Bisaya escaped from Borneo from the
persecution of Rajah Makatunaw. Led by Datu Puti and Datu Sumakwel and sailing
with boats called balangay, they landed near a river called Suaragan, on the southwest
coast of Panay, (the place then known as Aninipay), and bartered the land from an Ati
headman named Polpolan and his son Marikudo for the price of a necklace and one
golden salakot. The hills were left to the Atis while the plains and rivers to the Malays.
This meeting is commemorated through the Ati-atihan Festival. This legend, though is
challenged by some historians
The Aetas traditionally were nomadic people, with the Aetas (Ati) of Panay being
known as the most mobile. Now they lived in more permanent settlements like Barotac
Vejo, island of Guimaras, Igkaputol (Dao), Tina (Hamtic) and Badiang (San Jose de
Buenavista. The famous island of Boracay is still regarded as their ancestral land as
the area kown as Takbuyan, between the municipalities of Tobias Fournier (Dao) and
San Joaquin, on the southwestern coast of Panay. Very few of them are now nomadic
(mostly women with small children). Ati men traditionally join 'sacadas' workers on time
of harvest of sugar plants in places such Negros or Batangas.
The Ati are the central attraction in the Ati-atihan festival, a festival named in their
honor. It is said that the festival is held to commemorate the first appearance of the
Roman Catholic Church and the Spaniards in the province of Aklan. According to oral
tradition, Ati helped the Spaniards conquer the native Bisaya and, as a reward, the tribe
was given a statue of the Santo Nino.
In the Dinagyang festival of Iloilo City, also on Panay, performers are also painted
to look supposedly like Ati and are organized into "tribes", called "tribus", to perform
dances with drums, as the Atis are supposed to have done when the Malay arrived and
bought Panay from the Ati. Dinagyang is held to celebrate this purchase as well as the
arrival in Iloilo of the Santo Niño statue. When the statue first arrived in 1967, a tribe
from the Ati-atihan festival was invited to Iloilo to mark the occasion.

P a g e | 225

LESSON Rites 5
4
BUKIDNON (De Vera 2013)
The Bukidnon (Magahat, Karolano, Mangahat, Buquitnon) of Negros Oriental are

different from the group of a similar name found in Mindanao which is of Manobo
affinity. There are two apparent subgroupings of the Negros Bukidnon: the (1) Magahat
who live along the tributaries of upper Tayaban, in the municipalities of Tanjay, Santa
Catalina, Bayawan (Tolong), and Siaton; and the (2) Karol-ano in the
municipality of Kabankalan. The group is dispersed in the different barangays of the

municipality, principally in Kamansi, Oringao, Kabagayan, Manapla, Lumbangan,
Mabuhay, and Tayasan.
The Bukidnon are shifting cultivators of the uplands in the interior of the island.
Their subsistence is mixed with food gathering. There is little substantial ethnography
on this group. They are not sedentary but they maintain trade relationships with the
lowland communities. The group was first mentioned in 1894 in a report pointing out
the existence of some 8,000 infieles in the interior; and then again later in an account
of the massacre of an upland community in the implementation of the policy
of reduccion. The Bukidnon since then have undergone acculturation while maintaining
an upland adaptation.
The culture is generalized Visayan adapted to dry agricultural regimes up to

elevations of 3,000 feet, planted to a wide range of cultigens with emphasis on rice.
There is a similarity in culture with the Sulod of Panay. The language is related to both
Sugbuhanon and Hiligaynon.

P a g e | 226

LESSON Rites 5
4
• Let's Do It
From your previous readings, you have identified the indigenous practices and
religious rites. Now, let us take a look at the following picture, describe their practices
and rituals that has a significant contribution to the country’s history.
Banaue rice terraces, system of

irrigated rice terraces in the mountains
of north-central Luzon, Philippines, that
were created more than 2,000 years ago
by the Ifugao people. Although located
in several villages, they are collectively
known as the Banaue rice terraces. In
1995 various sections of the terraces
were designated a UNESCO World
Heritage site, described as “a living
cultural landscape of unparalleled
beauty.”
:
The Ati-Atihan festival is celebrated

every January, culminating on the
month’s third Sunday. 800 years old, the
festival is known as the oldest festival in
the country and the precursor to
both Cebu’s famous Sinulog festival and
Iloilo’s Dinagyang — all of which are held
today in honor of the Santo Niño (a
statue of The Child Jesus). But despite
its Catholic affiliations today, the roots of
this festival had nothing to do with
religion at all.
The Igorot Traditional Dance

The beats and rhythm of gongs
and solibaos (native drums) echo and the
cries can be heard from pigs and carabaos
while being slaughtered and offered to the
gods and spirits. Thus, the cañao begins.
The whole community would collect
firewood, pound rice and fetch water. They
would slaughter animals and cook it. They
would participate in religious rituals, such as
dancing the sadong and the tayaw in were
they go around several times, dancing with
a hop-and-skip with their stretched arms
outwards. They would play the gongs and
drums, and join in the religious chants.

P a g e | 227

Rites 5
LESSON
4

The pictures below will give you more information about the indigenous practices
and religiuos rites. It provides further details of the practices of the different indigenous
group in the Philippines.
The Panay Bukidnon is the Tumandok, the native or
Indigenous dwellers of the more interior portions of
Panay Island, covering the interior barangays of the
four provinces. They speak the same Kinaray-a
language with very few semantical differences, and
are similar in their farming and hunting practices, in
their spiritual beliefs and binabaylan (shamanistic)
practices, in their having a binukot(kept maiden)
tradition, and in their tradition of epic chanting. Every
activity, whether in agriculture, fishing, hunting, and
so on. There way of life mostly slash-and-burn
farmers with bisaya rice as the main crop, the
Tumandok also engage in hunting, fishing, and
foraging for fruits and root crops.
The indigenous Mangyans offer a myriad of

culturally rich artifacts that give insight into their
culture and trade. The people living in Southern
Mindoro during the pre-Hispanic era are
exceptional in their weaving, pottery, and system of
writing. Their clothing differs between genders. The
male generally wears loincloths as covering for the
lower body whereas the female would wear a skirt
and a shirt for the top. The terms and materials
would differ from tribe to tribe, but the exceptional
designs would come from the Hanunó’os. Their
textiles are dyed in indigo blue and have an
embroidery design called pakudos at the back and
can also be found on their woven bags
Negrito is used as a generic term for indigenous

peoples with distinct physical features – short, dark
skin, curly hair – living in different regions of the
Philippines from north to south. Around 30 groups
of Negrito have been identified. They live in
dispersed groups throughout the country, including
the Agta in the remote forested areas of Cagayan
in northern Luzon, the Dumagat people in the
Sierra Madre Mountains in eastern Luzon and
along the Pacific coast down to the Bondoc and
Bicol mountains. Others are found in western and
southern Luzon, with larger populations living in
the Zambales-Bataan mountains (sometimes
called Hambal, Aeta, Sambal), the Baluga in
Pampanga and Tarlac, and in the Southern
Tagalog foothills. Still other Negrito groups are the
Ati in Panay and Negros, Palawan, Guimaras,
Romblon and northern

P a g e | 228

LESSON Rites 5
4

ACTIVITY: LET YOUR BRAIN WORKS: Instructions: Response to the following
questions precisely. You may cite references but make sure to properly mention your
source. You will be rated on the rubrics presented below.
Exceptional 5 points Proficient 3 points Needs Improvement 1 point
activity
structure
1. The Indigenous Cultural Communities wanted to live in an environment that is

ecologically balance and well habitable place for them. How the IP people sustain
their practices and religious rites to maintain their cultural identity?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Statement of support is a need to recognize our IPs. To make this endeavor
realistic, create a quote or quotes stating the strong IPs support and recognition.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

P a g e | 229

LESSON Rites 5
4
3. Discuss in your own understanding the importance of IP practices and their

religious rites in the present existing social conditions.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. If you’re a part of an IP community, how would you use the social media to promote
your culture and protect your cultural practices and religious rites?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. Explore and write an essay on the impact of indigenous cultural practices and
religious rites to the recent cultural practices of the local IP community.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

P a g e | 230

LESSON Rites 5
4
• Let's Sum It Up
Based on the lessons learned, identify what is the best or significant beliefs and
practices of indigenous people which has of great importance to the history of the
Philippines? Justify your answers in not more than 200 words.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

P a g e | 231

LESSON Rites 5
4

Further Readings
 World Bank: Protected Area Effectiveness in Reducing Tropical Deforestation

(Nelson and Chomitz, 2009)
 Center for International Forestry Research: Community Managed Forests and
Forest Protected Areas: An Assessment of Their Conservation Effectiveness
Across the Tropics (Guariguata, et al., 2011)
 United Nations: Declaration of Rights of Indigenous Peoples (2007)
 Convention on Biological Diversity: Article 8(j): Traditional Knowledge and
Practices
 Republic Act No. 8371: The Indigenous Peoples’ Rights Act of 1997
 Striving toward Sustainable Tourism at the World Heritage sites in Southeast
Asia 02-Dec-2015

P a g e | 232

LESSON Rites 2
4
• BIBLIOGRAPHY
De Vera, D. (2013): Indigenous Community Conserved Areas. Speech delivered during

FPE National RAC-Partners Meeting; May 20, 2013; Quezon City, Philippines.
Hinayo Hirai (2015) Indigenous Communities in the Philippines: A Situation Analysis

Yuchengco Center, De La Salle University, Manila, Philippines
Carino, Jacquiline (2012): Country’s Technical Notes On Indigenous People’s Issues,

Re[unlic of the Philippines
Eder, James F. (1994): Indigenous People, Ancestral Lands and Human Rights in
the Philippines
R.A 8371, An Act to Recognized, Protect and Promote the Rights of Indigenous
Cultural Communities, Indigenous People’s Creating a National Commission on
Indigenous People Establishing Implementing Mechanism, Appropriating Funds
Therefore, and Other Purpose. Approved October 29, 1997.
Web Sources:
https://tinyurl.com/y2lc5hpm
https://tinyurl.com/y2zqlma5
https://tinyurl.com/yy5zt3xg
https://tinyurl.com/y5t9u6af
https://tinyurl.com/y5wwvmqk
https://tinyurl.com/y3xkwhxx
https://tinyurl.com/y3u2fdct
https://tinyurl.com/y6q943vp
https://tinyurl.com/y3ctzcux
https://tinyurl.com/y64ft6wc

P a g e | 233

POST-TEST
Museums, Historical Shrines, Cultural Performances,
Shade the letter your correct answers in the Zip grade form.
1. Every period leaves traces, what historians call "sources," or also known as?
A. Records B. Archives C. Evidences D. All of these
2. Which of the following below is a primary source?
A. Documentaries B. Memoirs C. Indices D. All of these
3. Serve as a balancer with tendency of extreme nationalism?
A. Oral history C. Local history
B. National History D. Historical Research
4. Important methodology in Local History in the midst of scarcity in written
sources.
A. Oral accounts C. Oral History
B. Interviews D. Written documents
5. Significance of studying Local history
A. Have an in-depth understanding of a certain locale
B. Provide new and alternative interpretations
C. Facilitates a historical narrative emanating from the people
D. All of the above
6. Which of the following below is/are a primary source?
I. Autobiography
II. Indices
III. Journals
IV. Almanac
A. I, II and III C. I and II only
B. II, III and IV D.I and III only
7. Refer to the choices in number 6, which of the following are secondary
source?
A. II only C. II and IV onlyI
B. III and IV D. IV only
8. Nina is searching for factual information in the Wikipedia. Nina is using what
source?
A. Primary Source C. Secondary Source
B. Tertiary Source D. Extended Source
9. Repositories of Primary Sources of Philippine History
A. Louvre Museum C. Smithsonian Museum
B. American Historical Collection D. British Museum
10. Alkem visited the Negros Museum to know the history behind the Cinco de
Novembre, the liberation of Negrense from the Spaniards. He was presented
with the original written documents of the Aniceto Lacson, the revolutionary
general of Negros. What source the written documents presented?
A. Primary Source C. Secondary Source
B. Tertiary Source D. Records Source

P a g e | 234

POST-TEST
Museums, Historical Shrines, Cultural Performances,

GEC 2 FInal Term Module

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GEC 2 FInal Term Module

Uploaded by

Copyright:

Available Formats

P a g e | xiii

CPSU QUALITY POLICY

• Continually improve its Quality Management System (QMS) at par with

STUDY SCHEDULE GEC 2

READINGS IN PHILIPPINE HISTORY

STUDY SCHEDULE GEC 2

READINGS IN PHILIPPINE HISTORY

Lesson 5: Government Peace Treaties with Muslim Filipinos

UNIT 5: Critical evaluation and promotion of local and oral history,

Lesson 1: Historical Research

Lesson 2: Local and Oral Histories

STUDY SCHEDULE GEC 2

Lesson 3: Life histories and biographical research

READINGS IN PHILIPPINE HISTORY

Lesson 4: Indigenous Practices and Religious Rites

Social, Political, Economic and cultural Issues in the

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

UNIT 4: Social, Political, Economic and Cultural Issues in PRE-TEST

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

UNIT 4: Social, Political, Economic and Cultural Issues in PRE-TEST

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

THE EVOLUTION OF THE PHILIPPINE

UNIT 4: SOCIAL, POLITICAL, ECONOMIC AND CULTURAL

ISSUES IN PHILIPPINE HISTORY

This lesson will present the evolution of the Philippine

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

• Let's Look Back

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

• Let's Analyze and Prepare

What did you learn from the illustration?

Let us start your journey and discover it.

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

A committee to draft the constitution was created with Felipe G. Calderon as

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

Salient features of the 1899 Constitution

1935 Constitution (Commonwealth Constitution of the Philippines)

Salient Features of the 1935 Constitution

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

Salient Features of 1943 Constitution

The Constitution of the Philippines (Saligang Batas ng Pilipinas in Filipino) is

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

The Philippine constitutional plebiscite of 1973 ratified the 1973 Constitution of

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

The Evolution of the Philippine Constitution UNIT

1899 First Philippine Constitution; First republican constitution in

The United States Congress in 1934 passed the Philippine

The Japanese-sponsored government nullified the constitution

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

The Evolution of the Philippine Constitution UNIT

• Let's Try Some More

The provision on National Territory is

The government was divided into three co-

The creation of special court known as

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

The Evolution of the Philippine Constitution UNIT

• Let's Have Your Turn

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

The Evolution of the Philippine Constitution UNIT

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU

The Evolution of the Philippine Constitution UNIT

GEC 2: READINGS IN PHILIPPINE HISTORY CAS-CPSU