Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

Teacher Education
Obenza Street, Island Garden City of Samal

Davao del Norte
UNIVERSITY OF MINDANAO
Teacher Education
Bachelor in Elementary Education
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: GE 8 – Readings in Philippine History
Name of Teacher: Rhea Jay C. Piamonte
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE.
THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE
OFFICIALLY ENROLLED IN THE COURSE/SUBJECT. EXPECT REVISIONS
OF THE MANUAL.
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Table of Contents
Page
Part 1. Quality Assurance Policies and Course Outline Policies .............. 4

CC’s Voice ................................................................................................ 7
Course Outcomes .................................................................................... 7
Part 2. Instruction Delivery
Unit Learning Outcomes ......................................................................... 8

Big Picture in Focus: ULOa ......................................................................... 8
Metalanguage ..................................................................................... 8
Essential Knowledge ......................................................................... 9
Self-Help ..................................................................................... 18
Let’s Check ..................................................................................... 18
Let’s Analyze ......................................................................... 20
Nutshell ..................................................................................... 21
Q&A List ..................................................................................... 22
Keywords Index .......................................................................... 22

Big Picture in Focus: ULOb ......................................................................... 23
Metalanguage ..................................................................................... 23
Self-Help ..................................................................................... 37
Let’s Check ..................................................................................... 37
Let’s Analyze ......................................................................... 39
Nutshell ..................................................................................... 41
Q&A List ..................................................................................... 42
Keywords Index .......................................................................... 42

Metalanguage .................................................................................... 43
Self-Help ..................................................................................... 56
Let’s Check ..................................................................................... 56
Let’s Analyze .......................................................................... 57
Nutshell ...................................................................................... 58
Q&A List ..................................................................................... 59
Keywords Index ......................................................................... 59

Metalanguage ..................................................................................... 60
Essential Knowledge ........................................................................... 60
Self-Help ....................................................................................... 73
Let’s Check ....................................................................................... 74
Let’s Analyze ........................................................................... 75
Nutshell ....................................................................................... 76
Q&A List ....................................................................................... 77
Keywords Index ........................................................................... 77
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Metalanguage ........................................................................................ 78
Essential Knowledge ............................................................................ 78
Self-Help ........................................................................................ 85
Let’s Check ........................................................................................ 86
Let’s Analyze ............................................................................ 87
Nutshell ........................................................................................ 88
Q&A List ........................................................................................ 88
Keywords Index ............................................................................ 89

Metalanguage ......................................................................................... 90
Essential Knowledge ............................................................................. 90
Self-Help ......................................................................................... 103
Let’s Check ......................................................................................... 103
Let’s Analyze ............................................................................. 104
Nutshell ......................................................................................... 105
Q&A List ......................................................................................... 105
Keywords Index ............................................................................. 106
Part 3. Course Schedule ......................................................................................... 109
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Course Outline: GE 8 – Readings in Philippine History
Course Coordinator: Rhea Jay C. Piamonte

Email: rpiamonte@umindanao.edu.ph
Student Consultation: By appointment
Mobile:
Phone: N/A
Effectivity Date: October 2020
Mode of Delivery: Blended (DED with online/virtual session for feedback)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all scheduled
Virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed for
blended learning mode of instructional delivery with
scheduled contact meeting, strictly online or virtual for the
feedbacking of the submitted assessment tasks. The
expected number of hours will be 54 including the possible
meeting in however means. The face to face contact will
only be implemented for the final examination.
Assessment Task Submission Submission of assessment tasks shall be three days before
every examination. All the activities in the covered unit or
units for an exam shall be submitted at once on that day, the
assessments shall be submitted in soft copy except in
certain situation when your tear requires a hard copy. You
can submit the hard copy to the guard house at the gate of
our school. Please leave a note on it. The last assessment
however, should be submitted on the day of the final
examination since everyone is expected to take the test face
to face.
Turnitin Submission (if For this course, the Turnitin may not be required, however if
necessary) the teacher suspects there is a need to run this software to
the students’ assessment task, it will always be readily
available.
Please note that academic dishonesty such as cheating and

commissioning other students or people to complete the
task for you have severe punishments (reprimand, warning,
expulsion).
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Penalties for Late Extension of the deadline can only be made by the teacher
Assignments/Asses with proper consultation to the students. The teacher will
sments also agree as to the deduction of the late submissions of
assessment task. The agreements and consultation could
be done virtually.
However, if the late submission of assessment paper has a

valid reason, a letter of explanation should be submitted and
approved by the course coordinator. If necessary, you will
also be required to present/attach evidences.
Return of Assignments/ Assessment tasks will be returned to you 7 days after the
Assessments submission. This will be returned by email or Messenger.
Hardcopies could be picked up at the guard house.
For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to ensure
that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s failure
to comply with the similarity index and other reasonable
grounds such as academic literacy standards or other
reasonable circumstances e.g.
illness, accidents financial constraints.
Re-marking of Assessment You should request in writing addressed to the program

Papers and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the students
on the approval and disapproval of the request.
If disapproved by the course coordinator, you can elevate

your case to the program head or the dean with the original
letter of request. The final decision will come from the dean
of the college.
Grading System All culled from Quipper sessions and traditional
contact
Course discussions/exercises – 40%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
All culled from on-campus/onsite sessions (TBA):

Final exam – 30%
Submission of the final grades shall follow the usual

University system and procedures.
Preferred Referencing Style Depends on the discipline; if uncertain or inadequate, use
(if the task requires) the general practice of the APA 6th Edition.
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Student Communication You are required to create a umindanao email account

which is a requirement to access the Quipper portal. Then,
the course coordinator shall enroll the students to have
access to the materials and resources of the course. All
communication formats: chat, submission of assessment
tasks, requests etc. shall be through the portal and other
university recognized platforms.
You can also meet the course coordinator in person through

the scheduled virtual sessions to raise your issues and
concerns.
For students who have not created their student email,

please contact the course coordinator or program head.
Contact Details of the Dean Cornelio Jr. R. Monteroso, EdD
Email:
deansofficepenaplata@umindanao.edu.ph
Contact Details of the Program Marynel C. Comidoy. MAT- Math
Head Email:
teachereducationpenaplata@umindanao.edu.ph
Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her needs.
Depending on the nature of the need, the course coordinator
with the approval of the program coordinator may provide
alternative assessment tasks or extension of the deadline of
submission of assessment tasks. However, the alternative
assessment tasks should still be in the service of achieving
the desired course learning outcomes.
Help Desk Contact Michelle Estrera

Office of Student’s Affairs (OSA)
Email: osapenaplata@umindanao.edu.ph
Phone: 09381582332
Library Contact Franlo Bucog

Email: licpenaplata@umindanao.edu.ph
Course Information – see/download course syllabus in the Quipper Portal.
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CC’s Voice: Good Day! Welcome to this course GE 8: Readings in Philippine History.
I assumed that you are interested to dig into the past of the Philippine history. You
have, I think, brought with you some ideas pertaining to our history. Our goal is to learn
more about our history to appreciate it and develop a deeper sense of identity.
CO: It should be noted that in your journey to appreciating the Philippine History, you
need to evaluate primary sources for their credibility, authenticity, and provenance and
analyze the context, content, and perspective of different kinds of primary sources
Second discuss the contribution of different kinds of primary sources in
understanding Philippine history and develop critical and analytical skills with exposure
to primary sources and lastly Apply various techniques and genres, their historical
analysis of a particular event or issue that could help others understand the chosen
topic.
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Big Picture
Week 1-3: Unit Learning outcomes (ULO); At the end of the unit, you are expected
to:
a. Examine and assess critically the value of historical evidences and
sources
b. Properly interpret primary sources through examining the content and
context of the document
Big Picture in Focus: ULOa. Examine and assess critically the value of
historical evidences and sources
Metalanguage
This chapter introduces history as a discipline and as a narrative. It presents
the definition of the history, which transcends the common definition of history as the
study of the past. It also discuss several issues in history that consequently opens up
for the theoretical aspects of the discipline.
History- Etymologically, the word history came from the Greek word historia which
means inquiry. Clearly the word historia does not mean past events. It denotes asking
question or investigation of the past done by person trained to do so or by persons
who are interested in human past.
Historians – Individuals who write about history and they undertake arduous historical
research to come up with a meaningful and organized rebuilding of the past.
Historiography- The practice of historical writing. The traditional method in doing
historical research that focus on gathering of documents from different libraries and
archives to form a pool of evidence needed in making a descriptive or analytical
narrative.
Verisimilitude- The truth, authenticity, plausibility about a perished past.
Primary Sources – The original and first-hand account of an event or period that are
usually written or made during or close to the event or period.
Secondary Sources – The materials made by people long after the events being
described had taken place to provide valuable interpretations of historical events.
Historical Criticism – It examines the origins of earliest text to appreciate the
underlying circumstances upon which the text came to be.
- To determine the authenticity of the material.
- To weigh the testimony of the truth.
Internal Criticism – It examines the trustworthiness of the testimonies, as well as, the
probability of the statements to be true.
External Criticism – It determines the authenticity of the source.
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An anachronism is something placed in the wrong time period. Historical

anachronism is committed when a historian uses a word or a historical concept that
is taken out of context and uses it to describe or interpret a past event.
Content Analysis – A systematic evaluation of the primary source be it a text,
painting, caricature, and/or speech that in the process students could develop
readings and present an argument based on their own understanding of the
evidences.
Contextual Analysis – It considers specifically the time, place, and situation the
primary source was written. The analysis includes the author’s background, authority
on the subject and intent perceptible, and its relevance and meaning to people and
society today.
Essential Knowledge
To be properly guided as you go along with the task in this chapter, this module
sets the context by having one entire lesson allotted for the discussion on the important
terms in this course. There are numerous references from which you can based from
to research even further what has been given below. You are encouraged to do your
own research and utilize the endless resources in the internet. Please read the given
discussion, review for retention and research for extra details.
History according to Llewelyn and Thompson (2020) is the study of the past,
specifically the people, societies, events and problems of the past as well as our
attempts to understand them. It is a pursuit common to all human societies.
Students of general education often dread the subject for its notoriety in
requiring them to memorize dates, places, names, and events from distant eras. This
low appreciation of the discipline may be rooted from the shallow understanding of
history's relevance to their lives and to their respective contexts. While the popular
definition of history as the study of the past is not wrong, it does not give justice to the
complexity of the subject and its importance to human civilization. (Candelaria, 2018)
History was derived from the Greek word “historia” which means knowledge
acquired through inquiry or investigation." History as discipline existed for around
2,400 years and is as old as mathematics and philosophy. This term was then adapted
to classical Latin where it acquired a new definition (Roxas, 2016).
Historia became known as the account of the past of a person or of a group of
people through written documents and historical evidences. That meaning stuck until
the early parts of the twentieth century, History became an important academic
discipline. It became the historian's duty to write about the lives of important individuals
like monarchs, heroes, saints, and nobilities (Delgado, n.d.).
History was also focused on writing about wars, revolutions, and other
important breakthroughs. It is thus important to ask: What counts as history?
Traditional historians lived with the mantra of "no document, no history." It means that
unless a written document can prove a certain historical event, then it cannot be
considered as a historical fact (San Juan, n.d.).
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But as any other academic disciplines, history progressed and opened up to

the possibility of valid historical sources, which were not limited to written documents,
like government records, chroniclers' accounts, or personal letters. Kelly (2008)
explains that giving premium to written documents essentially invalidates the history
of other civilizations that do not keep written records. Some were keener on passing
their history by word of mouth. Others got their historical documents burned or
destroyed in the events of war or colonization.
Restricting historical evidence as exclusively written is also discrimination
against other social classes who were not recorded in paper. Nobilities, monarchs, the
elite, and even the middle class would have their birth, education, marriage, and death
as matters of government and historical record. But what of peasant families or
indigenous groups were not given much thought about being registered to government
records? Does the absence of written documents about them mean that they were
people of no history or past? Did they even exist?
History thus became more inclusive and started collaborating with other
disciplines as its auxiliary disciplines. With the aid of archaeologists, historians can
use artifacts from a bygone era to study ancient civilizations that were formerly ignored
in history because of lack of documents. Linguists can also be helpful in tracing
historical evolutions, past connections among different groups, and flow of cultural
influence by studying language and the changes that it has undergone. Even scientists
like biologists and biochemists can help with the study of the past through analyzing
genetic and DNA patterns of human societies (San Juan, n.d.).
History as a discipline had already turned into a complex and dynamic inquiry.
This dynamism inevitably produced various perspectives on the discipline regarding
different questions like: What is history? Why study history?
And history for whom? These questions can be answered by historiography. In
simple terms, historiography is the history of history. History and historiography should
not be confused with each other. The former's object of study is the past, the events
that happened in the past and the causes of such events.
Historiography, the writing of history, especially the writing of history based on
the critical examination of sources, the selection of particular details from the authentic
materials in those sources, and the synthesis of those details into a narrative that
stands the test of critical examination. The term historiography also refers to the theory
and history of historical writing (Vann, 2020).
The latter's object of study, on the other hand, is history itself. How certain was
a historical text written? Who wrote it? What was the context of its publication? What
particular historical method was employed? What were the sources used?
Thus, historiography lets the students have a better understanding of history.
They do not only get to learn historical facts, but they are also provided with the
understanding of the facts and the historian's contexts. The methods employed by the
historian and the theory and perspective, which guided him, will also be analyzed.
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Historiography is important for someone who studies history because it coaches the
student to be critical in the Lessons of history presented to him.
History has played various roles in the past. States use history to unite a nation.
It can be used as a tool to legitimize regimes and forge a sense of collective identity
through collective memory. Lessons from the past can be used to make sense of the
present. Learning of past mistakes can help people to not repeat them. Being
reminded of a great past can inspire people to keep their good practices to move
forward.
Positivism
According to Bourdeau (2018), positivism is a school of thought that emerged
between the eighteenth and nineteenth century. This thought requires evidence before
one can claim that a particular knowledge is true Positivism also entails an objective
means of arriving at a conclusion. In the discipline of history, the mantra "no document,
no history" stems from this very same truth, where historians were required to show
written or historical narrative, primary documents in order to write a particular historical
narrative Positivist historians are also expected to be objective and impart just in their
arguments but also on their conduct of historical research.
As a narrative, any history that has been taught and written is always intended
for a certain group of audience. When the illustrados, like Jose Rizal Isabelo de los
Reyes, and Pedro Paterno wrote history, they intended it for the Spaniards so that
they would realize that Filipinos are people of their own intellect and culture.
When American historians depicted the Filipino people as uncivilized in their
publications, they intended that narrative for their fellow Americans to justify their
colonization of the islands. They wanted the colonization to appear not as a means of
undermining the Philippines sovereignty, but as a civilizing mission to fulfill what they
called as the "white man's burden.
The same is true for nations which prescribe official versions of their history like
North Korea, the Nazi Germany during the war period, and Thailand. The same was
attempted by Marcos in the Philippine during the 1970s.
Post-colonialism
Larena (2018) cited that post-colonialism is the school of thought that emerged
in theearly twentieth century when formerly colonized nations grappled with the idea
of creating their identities and understanding their societies against the shadows of
their colonial past. Postcolonial history looks at two things in writing history:
• First is to tell the history of their nation that will highlight their identity free
from that of colonial discourse and knowledge.
• Second is to criticize the methods, effects, and idea of colonialism.
Postcolonial history is therefore a reaction and an alternative to the colonial
history that colonial powers created and taught to their subjects. One of the problems
confronted by history is the accusation that the history is always written by victors. This
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connotes that the narrative of the past is always written from the bias of the powerful
and the more dominant player. For instance, the history of the Second World War in
the Philippines always depicts the United States as the hero and the Imperial
Japanese Army as the oppressors. Filipinos who collaborated with the Japanese were
lumped in the category of traitors or collaborators. However, a more thorough historical
investigation will reveal a more nuanced account of the history of that period instead
of a simplified narrative as a story of hero versus villain.
History is written with agenda or is heavily influenced by the historian, is it
possible to come up with an absolute historical truth? Is history an objective discipline?
If it is not, is it still worthwhile to study history? These questions have haunted
historians for many generations. Indeed, an exact and accurate account of the past is
impossible for the very simple reason that we cannot go back to the past. We cannot
access the past directly as our subject matter. Jusserand (n.d.)
Historians only get to access representation of the past through historical
sources and evidence. Therefore, it is the historian's job not just to seek historical
evidence and facts but also to interpret these facts. "Facts cannot speak for
themselves." it is the job of the historian to give meaning to these facts and organize
them into a timeline, establish causes, and write history. Meanwhile, the historian is
not a blank paper who mechanically interprets and analyzes present historical fact.
He is a person of his own who is influenced by his own context, environment,
ideology, education, and influences, among others. In that sense, according to
McCullagh (2020), his interpretation of the historical fact is affected by his context and
circumstances. His subjectivity will inevitably influence the process of his historical
research: the methodology that he will use, the facts that he shall select and deem
relevant, his interpretation, and even the form of his writings. Thus, in one way or
another, history is always subjective. If that is so, can history still be considered as an
academic and scientific inquiry?
Historical research requires rigor. Despite the fact that historians cannot
ascertain absolute objectivity, the study of history remains scientific because of the
rigor of research and methodology that historians employ. Historical methodology
comprises certain techniques and rules that historians follow in order to properly utilize
sources and historical evidence in writing history (Larena, 2018).
Certain rules apply in cases of conflicting accounts in different sources, and on
how to properly treat eyewitness accounts and oral sources as valid historical
evidence. In doing so, historical claims done by historians and the arguments that they
forward in their historical writings, while may be influenced by the historian's
inclinations, can still be validated by using reliable evidences and employing correct
and meticulous historical methodology.
Annales School of History
The school of history born in France that challenged the canons of history. This
school of thought did away with the common historical subjects that were almost
always related to the conduct of states and monarchs.
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Annales scholars like Lucien Febvre, Marc Bloch, Fernand Braudel, and
Jacques Le Goff studied other subjects in a historical manner. They were concerned
with social history and studied longer historical periods. For example, Annales
scholars studied the history of peasantry, the history of medicine, or even the history
of environment. The history from below was pioneered by the same scholars.
They advocated that the people and classes who were not reflected in the
history of the society in the grand manner be provided with space in the records of
mankind. In doing this, Annales thinkers married history with other disciplines like
geography, anthropology, archaeology, and linguistics (Wikipedia Contributors, 2020).
For example, if a historian chooses to use an oral account as his data in
studying the ethnic history of the Ifugaos in the Cordilleras during the American
Occupation, he needs to validate the claims of his informant through comparing and
corroborating it with written sources. Therefore, while bias is inevitable, the historian
can balance this out by relying to evidences that back up his claim. In this sense, the
historian need not let his bias blind his judgment and such bias is only acceptable if
he maintains his rigor as a researcher.
Historical sources are historian's most important research tools. In general,
Streefkerk (2018) states that historical sources can be classified between primary and
secondary sources. The classification of sources between these two categories
depends on the historical subject being studied.
• Primary Sources are immediate, first-hand accounts of a topic, from people
who had a direct connection. These are sources produced at the same time
as the event, period, or subject being studied. Healey Library (2020)
• Secondary sources were created by someone who did not experience first-
hand or participate in the events or conditions. Sources, which were
produced by an author who used primary sources to produce the material.
In other words, secondary sources are historical sources, which studied a
certain historical subject. Healey Library (2020)
• External criticism as the verification of document once a document has
been determined to be genuine. Toland and Young (2013)
• Internal criticism which is also known as higher criticism is concerned with
the Validity, credibility, or worth of the content of the document.
• An anachronism is something placed in the wrong time period. Historical
anachronism is committed when a historian uses a word or a historical
concept that is taken out of context and uses it to describe or interpret a past
event.
HISTORICAL SOURCES
The historians’ most significant research tools are historical sources. In general,
historical sources can be classified between primary and secondary sources.
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• Primary sources. These are contemporary accounts of an event, written by

someone who experienced or witnessed the event in question. Primary sources
are the raw materials of history — original documents and objects which were
created at the time under study.
• Testimony of an eyewitness (Louis Gottschalk, Understanding History)
• A document of physical object which was written or created during the
time under study (http://www.princeton.edu/-reefdesk/primary2.h)
• Characterized by their CONTENT, regardless of whether they are
available in original format, in microfilm/microfiche, in digital format, or in
published format
(http://www.yale.edu/collections_collaborative/primarysources/primarys
ources.html)
• Materials produced by people or groups directly involved in the event or
topic being studied. These people are either participants or
eyewitnesses to the event. These sources range from eyewitnesses
accounts, diaries, letters, legal documents, official documents
government or private), and even photographs (Torres, 2018).
Formally, there are eight examples of primary sources (Torres, 2018)
• Photographs that may reflect social conditions of historical realities and
everyday life
• Old sketches and drawings that may indicate the conditions of life of
societies in the past
• Old maps that may reveal how space and geography were used to
emphasize trade routes, structural build-up, etc.
• Cartoons for political expression or propaganda
• Material evidence of the prehistoric past like cave drawings, old
syllabaries, and ancient writings
• Statistical tables, graphs, and charts
• Oral history or recordings by electronic means of accounts of
eyewitnesses or participants; the recordings are then transcribed and
used for research
• Published or unpublished primary documents, eyewitness accounts, and
other written sources
Four main categories of Primary Sources
• Written sources
• Images
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• Artifacts
• Oral Testimony
On the other hand, the functions of secondary sources is to interpret primary
sources, assign value to, conjecture upon, and draw conclusions about the events
reported in primary sources. These are usually in the form of published works such as
journal articles or books, but may include radio or television documentaries, or
conference proceedings.
Sources which were produced by an author who used primary sources to
produce material. In other words, secondary sources are historical sources, which
studied a certain historical subject (Torres, 2018) A secondary source interprets and
analyzes primary sources. These sources are one or more steps removed from the
event.
Examples
• Bibliographies
• Biographical works
• Reference books, including dictionaries, encyclopedias
• Articles from magazines, journals, and newspapers after the event
• Literature reviews and review articles (e.g. movie reviews, book reviews)
• History books and other popular or scholarly books
• Works of criticism and interpretation
• Textbooks
Examples: history textbook; printed materials (serials. Periodicals which interprets
previous research)
Topic: Tejeros Convention
Primary Source – Santiago Alvarez’ account
Secondary Source – Teodoro Agoncillo’s Revolt of the Masses
HISTORICAL CRITICISM (based from the presentation of Ma. Florina Orillos-

Juan, PhD)
Many documents have primary and secondary segments. For instance,
examining a newspaper as a historical source entails a discerning mind to identify its
primary and secondary components. A news item written by a witness of an event is
considered as a primary source, while a feature article is usually considered as a
secondary material. Similarly, a book published a long time ago does not necessarily
render it as a primary source. It requires reading of the document to know its origin.
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To ascertain the authenticity and reliability of primary sources to be used in

crafting a narrative, a historian needs to employ two levels of historical criticism,
namely external criticism and internal criticism.
External Criticisms
• Also known as lower criticism
• The practice of verifying the AUTHENTICITY of evidence by examining its
physical characteristics; consistency with the historical characteristic of the
time when it was produced; and the materials used for evidence. Examples
of the things that will be examined when conducting external criticism of a
document include the quality of the paper, the type of the ink, and the
language and words used in the material among others (Candelaria and
Alporha, 2018).
• Is a tool used by historians to determine the VALIDITY of a document,
particularly a document with some sort of historical significance.
• It ventures towards inquiry regarding
o Authorship
o Originality and accuracy of the copy
o If errors are found it helps assess the nature of errors found (if they
are scribal errors or others of errors
• The problem of AUTHENCITY
o Determine the date of the document to see whether they are
anachronistic
o Determine the author
 Handwriting
 Signature
 Seal
o Anachronistic style
o Idiom, orthography, punctuation
o Anachronistic reference to events
 Too early, too late, too remote
o Provenance or custody
o Semantics
 Determining the meaning of a text or word
o Hermeneutics
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- Determine ambiguities
• To spot fabricated, forged, faked documents
• To distinguish a hoax or misrepresentation
• As with external criticism, several questions need to be asked in attempting to
evaluate the accuracy of a document and the truthfulness of its author. With
regard to the author of the document:
o Was the author present at the event he or she is describing? In other
words is the document a primary or secondary source?
o Was the author a participant in or an observer of the event?
o Was the author competent to describe the event?
o Was the author emotionally involved in the event?
o Did the author have any vested interest in the outcomes of the
event?
• With regard to the contents of the document:
o Does the content make sense?
o Could the event described have occurred at the same time?
o Would people have behaved as described?
o Does the language of the document suggest a bias of any sort?
o Do other versions of the event exist? Do they present a different
description or
o Interpretation of what happened?
Internal Criticism
• Refers to the accuracy of the content of a document
• It looks at the truthfulness and factuality of the evidence by looking at the author
of the source, its context, and the agenda behinds its creation, the knowledge
which informed it, and its intended purpose (Candelaria and Alporha, 2018).
• The problem of credibility
• Relevant particulars in the documents – is it credible?
• Test of Credibility
o Identification of the author
 To determine his reliability; personal attitudes
o Determination of the approximate date
 Handwriting, signature, seal
o Ability to tell the truth
 Nearness to the event, competence of witness, degree of
attention
o Willingness to tell the truth
 To determine if the author consciously or unconsciously tells
falsehood
o Corroboration
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 i.e. historical facts – particulars which rest upon the

independent testimony of two or more reliable witnesses
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
Let’s Check
Activity 1. Identify one significant event that happened in your life. Take a picture of
the primary source that you can use as an evidence of the said event. Paste the picture
inside the box and discuss how it qualifies as a primary source.
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Activity 2. Distinguish between primary and secondary sources of historical data.

Give at least 10 examples under each category
Primary Sources Secondary Sources of Historical Data
Ex. Diaries Ex. Magazine articles
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9
10. 10.
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Let’s Analyze
Activity 1. Give a concise explanation/ discussion on the following:

1. How do you give meaning to a so called “history”? Explain.
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
2. What are the benefits of using primary sources?

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
3. What are the advantage and disadvantage of accessing secondary sources?

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
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4. Discus the importance of historical criticism?

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
5. What are the advantage and disadvantage of accessing secondary sources?

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
In a nutshell
Activity 1. Now, enumerate few realizations, write everything you have learned in
the discussion above by completing the sentence. A sample is given.
I have learned that:
a. . Content analysis is a systematic evaluation of the primary source.

b. ____________________________________________________________
c. ____________________________________________________________
d. ___________________________________________________________
e. ____________________________________________________________
f. ____________________________________________________________
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Question and Answer:
This part of the module is the enumeration or listing of the questions or queries
that comes to mind after the discussion and assessment task. You may address these
questions to your teacher in your online discussion. Be sure to also write the answers
have come up with in your online discussion.
Questions Answers
Key Words Index

The following are the terms and concepts discussed in this lesson. The table
below is given to help you recall these important words as you progress in taking this
course.
History Historia Primary Source
Historians Positivism Secondary Source
Historiography Post-colonialism Historical Criticism
Verisimilitude Authencity External Criticism
Anachronism Test of credibility
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Big Picture in Focus: ULOb. Properly interpret primary sources

through examining the content and context of the document.
Metalanguage
In this chapter, the most essential terms relevant to the study of history and to
demonstrate ULOb properly interpret primary sources through examining the content
and context of the document. You will encounter these terms as we go through the
study of curriculum. Please refer to these definitions in case you will encounter
difficulty in understanding educational concepts.
We are going to look at a number of primary sources from different historical
periods and evaluate these documents’ content in terms of historical value, and
examine are Antonio Pigafetta’s First Voyage Around the World, Emilio Jacinto’s
“Kartilya ng Katipunan”, the 1898 Declaration of Philipppine Independence, Political
Cartoon’s Alfred McCoy’s Philippine Cartoons: Political Caricature of the American Era
(1900-1941), and Corazon Aquino’s speech before U.S Congress. These primary
sources range from chronicles, official documents, speeches, and cartoons to visual
arts. Needless to say, different types of sources necessitate different kinds of analysis
and contain different levels of importance.
Historical Method- The process of critically examining and analysing the records and
survivals of the past.
Caricature- A picture, description, or imitation of a person in which certain striking
characteristics are exaggerated in order to create a comic or grotesque effect
Essential Knowledge
We are going to look at a number of primary sources from different historical

periods and evaluate these documents’ content in terms of historical value, and
examine are Antonio Pigafetta’s First Voyage Around the World, Emilio Jacinto’s
“Kartilya ng Katipunan”, the 1898 Declaration of Philipppine Independence, Political
Cartoon’s Alfred McCoy’s Philippine Cartoons: Political Caricature of the American
Era (1900-1941), and Corazon Aquino’s speech before U.S Congress. These primary
sources range from chronicles, official documents, speeches, and cartoons to visual
arts. Needless to say, different types of sources necessitate different kinds of analysis
and contain different levels of importance.
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Magellan’s First Voyage around the World by Pigafetta
Ferdinand Magellan was born in Portugal in1480 and died in 1521. As a boy,
he studied mapmaking and navigation. By his mid-20s, he was sailing in large fleets
and was engaged in combats. He led the first voyage around the world, beginning in
1519 by sailing southward along the coast of South America. Magellan discovered
the strait that today bears his name became the first European to cross the Pacific
Ocean from the west to the far-east (Zaide, 1998)
Crum (2007) states that Antonio Pigafetta was an Italian scholar and explorer
born between 1491 and died in1531. He joined the expedition to the Spice Islands led
by explorer Ferdinand Magellan. His document reveals several insights not just in the
character of the Philippines during the pre-colonial period but also on how the fresh
eyes of the Europeans regard a deeply unfamiliar terrain, environment, people, and
culture.
Locating Pigafetta's account in the context of its writing warrants a familiarity on

the dominant frame of mind in the age of exploration which pervaded Europe in the
15th and 16th century. Students of history need to realize that primary sources used in
the subsequent written histories depart from certain perspectives. Thus, Pigafetta's
account is also written from the perspective of Pigafetta himself, and was a product of
the context of its production.
The First Voyage around the World by Magellan was published after Pigafetta
returned to Italy. For this first topic, we will focus on the chronicles of Antonio Pigafetta
as he wrote his firsthand observation and general impression of the Far East, including
their experiences in Visayas. In Pigafetta's account, their fleet reached what he called
the Ladrones Island or the Island of the Thieves. He recounted:
"These people have no arms, but use sticks, which have a fish bone at the end.
They are poor, but ingenious, and great thieves, and for the sake of that we called
these three islands the Ladrones Islands.”
The Ladrones Islands is presently known as the Marianas Islands. These

islands are located south-southeast of Japan. West-southwest of Hawaii north of New
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Guinea, and east of Philippines. Ten days after they reached Ladrone Island, Pigafetta
reported that they reached what Pigafetta called the isle of Zamal, now Samar but
Magellan decided to land in another uninhabited island for greater security where they
can rest for a few days.
Pigafetta recounted that after two days, March 18, nine men came to them and
showed joy and eagerness in seeing them. Magellan realized that the men are
reasonable and welcomed them with food, drinks, and gifts. In turn, the natives gave
those fish, palm wine (uraca), īgs, and two cochos. The natives also gave them rice
(umat), cocos, and other food supplies, Pigafetta detailed in amazement and
fascination the palm tree which bore fruits called cocho, and wine. He also described
what seemed like a coconut.
Pigafetta characterized the people as "very familiar and friendly" and willingly
showed them different islands and the names of these islands the fleet went to
Humunu Island (Homonhon) and there they found what Pigafetta referred to as the
Watering Place of good signs. It is in this place where Pigafetta wrote that they found
the first signs of gold in the island they named the island with the nearby islands as
the archipelago of St. Lazarus. They left the island, then on March 25th Pigafetta
recounted that they saw two Ballanghai (barangay), a long boat full of people in
Mazzava/Mazaua.
The leader, who Pigafetta referred to as the king of the Ballanghai (balangay),
sent his men to the ship of Magellan. The Europeans entertained these men and gave
them gifts. When the king of the balangay offered to give Magellan a bar of gold and
a chest of ginger, Magellan declined. Magellan sent the interpreter to the king and
asked for money for the needs of his ships and expressed that he came into the islands
as a friend and not as an enemy.
The king responded by giving Magellan the needed provisions of food in

chinaware, Magellan exchanged gifts of robes in Turkish fashion, red cap, and gave
the people knives and mirrors. The two then expressed their desire to become
brothers. Magellan also boasted of his men in armor who cannot be struck with swords
and daggers. The king was fascinated and remarked that men in such armor can be
worth one hundred of his men. Magellan further showed the king his other weapons,
helmets, and artilleries. Magellan also shared with the king his charts and maps and
shared how they found the islands.
After a few days, Magellan was introduced to the king's brother who was also a king
of another island. They went to this island and Pigafetta reported that they saw mines of gold.
The gold was abundant that parts of the ship and of the house of the second king were made
of gold. Pigafetta described this king as the most handsome of all the men that he saw in this
place. He was also adorned with silk and gold accessories like a golden dagger, which he
carries with him in a wooden polished sheath. This king is named Raia Calambu, king of
Zuluan and Calagan, Butuan and Caragua and the first king was Raia Siagu.
On March 31st, which happened to be Easter Sunday, Magellan ordered the
chaplain to say a mass by the shore. The king heard of this plan and sent two dead
pigs and attended the mass with the other king. Pigafetta reported that both kings
participated in the mass.
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When the mass had ended, Magellan ordered that the cross be brought with
nails and crown in place. Magellan explained that the cross, the nail, and the crown
were the signs of his emperor and that he was ordered to plant it in the places that he
will reach. Magellan further explained that the cross will be beneficial for their people
because once other Spaniards saw this cross, then they would know that they have
been in this land and would not cause those troubles, and any person who might be
held captives by them will be released.
Raha Calambu concurred and allowed for the cross to be planted. This mass
will go down in history as the “First Mass in the Philippines”, and the cross will be the
famed Magellan's cross still preserved at present day, after seven days, Magellan and
his men decided to move and look for islands where they can acquire more supplies
and provisions.
They learned of the islands of Ceylon (Leyte), Bohol, and Zzubu (Cebu) and
intended to go there. Raha Calambu offered to pilot them in going to Cebu, the largest
and the richest of the islands. By April 7th of the same year, Magellan and his men
reached the port of Cebu. The king of Cebu, through Magellan's interpreter demanded
that they pay tribute as it was customary, but Magellan refused. Magellan said that he
was a captain of a king himself and thus would not pay tribute to other kings.
Magellan's interpreter explained to the king of Cebu that Magellan's king was the
emperor of a great empire and that it would do them better to make friends with them
than to forge enmity. The king of Cebu consulted his council. By the next day,
Magellan's men and the king of Cebu, together with other principal men of Cebu, met
in an open space. There the king offered a bit of his blood and demanded that
Magellan do the same.
The next day. Magellan spoke before the people of Cebu about peace and God.
Pigafetta reported that the people took pleasure in Magellan's speech. Magellan then
asked the people who would succeed the king after his reign and the people
responded that the eldest child of the king, who happened to be a daughter, would be
the next in line. Pigafetta also related how the people talked about, how at old age,
parents are no longer taken into account and had to follow the orders of their children
as the new leaders of the land.
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Magellan responded to this by saying that his faith entails children to render
honor and obedience to their mother and father. Magellan reached about their faith
further and people were reportedly convinced Pigafetta wrote that their men were
overjoyed seeing that the people wished to become Christians through their free will
and not because they were forced or intimidated On the 14th of April, the people
gathered with the king and other principal men of the islands. Magellan spoke to the
king and encouraged him to be a good Christian by burning all of the idols and worship
the cross instead. The king of Cebu was then baptized as a Christian.
It was after eight days when Pigafetta counted that all of the island inhabitants
were already baptized. He admitted that they burned a village down for obeying neither
the king nor Magellan. The mass started to be conducted by the shore every day.
When the queen came to mass, Magellan gave her an image of the Infant Jesus made
by Pigafetta himself. The king of Cebu swore that he would always be faithful to
Magellan. When Magellan reiterated that all of the newly baptized Christians need to
burn their idols but the natives gave excuses telling Magellan that they needed the
idols to heal a sick man who was a relative to the king, Magellan insisted that they
should instead put their faith in Jesus Christ. They went to the sick man and baptized
him. After the baptismal, Pigafetta recorded that the man was able to speak again. He
called this a miracle.
On the 26th of April, Zula, a principal man from the island of Matan (Mactan)
went to see Magellan and asked him for a boat full of men so that he would be able to
fight the chief named Silapulapu (Lapulapu). Such chief, according to Zula, refused to
obey the king and was also preventing him from doing so, Magellan offered three boats
instead and expressed his desire to go to Mactan himself to fight the said chief
Magellan's forces arrived in Mactan in daylight. They numbered 49 in total and the
islanders of Mactan were estimated to number 1,500. The battle began. Pigafetta
recounted:
“When we reached land we found the islanders fifteen hundred in number,

drawn up in three squadrons; they came down upon us with terrible shouts, two
squadrons attacking us on the Hanks, and the third in front. The captain then divided
his men in two bands. Our musketeers and crossbow-men fired for half an hour from
a distance, but did nothing since the bullets and arrows, though they passed through
their shields made of thin wood, and perhaps wounded their arms, yet did not stop
them. Perceiving that our bodies were protected with armors, the natives aimed in our
legs instead. The captain shouted not to fire, but he was not listened to. The natives seeing
that the shots of our guns did them little or no harm would not retire, but shouted more loudly,
and springing from one side to the other to avoid our shots, they at the same time drew nearer
to us, throwing arrows, javelins, spears hardened in fire, stones, and even mad, so that we
could hardly defend ourselves. While the Indians were thus overpowering the captain, several
times he turned around towards us to see if we were all in safety, as though his obstinate fight
had no other object than to give an opportunity for the retreat of his men. “The captain was
specifically targeted because the natives knew that he was the captain general. He was
pierced with a poisoned arrow in his right leg and was hit with a lance in the face. The captain
retaliated and pierced the native with his lance in the breast and tried to draw his sword but
could not lift it because of his wounded arm... Seeing that the captain has already deteriorated,
more natives came to attack him. One Native with a great sword delivered a blow in the captain
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left leg, brought him face down and the natives ceaselessly attacked the captain with lances,
swords, and even with their bare hands. The captain died in that battle.”
Pigafetta also said that the king of Cebu who was baptized could have sent help
but Magellan instructed him not to join the battle and stay in the balangay so that he
would see how they fight. The king offered the people Mactan gifts of any value and
amount in exchange of Magellan’s body but the chief refused. They wanted to keep
Magellan’s body as a momento of their victory.
Magellan’s men elected Duarte Barbosa as the new captain. Pigafetta also told
how Magellan’s slave and interpreter named Henry betrayed them and told the king of
Cebu that they intend to leave as quickly as possible. Pigafetta alleged that the slave
told the king that if he followed the slave’s advice, then the king could acquire the ships
and the goods of Magellan fleet. The two conspired and betrayed what was left of
Magellan’s men. The king invited these men to a gathering where he said he would
present the jewels that he would send for the King of Spain.
Pigafetta was not able to join the twenty-four men who attended because he
was nursing his battle wounds. It was only a short time when they heard cries and
lamentations. The natives had slain all of the men except the interpreter and Juan
Serrano who was already wounded. Serrano was presented and shouted at the men
on the ship asking them to pay ransom so he would be spared. However, they refused
and would not allow anyone to go to the shore. The fleet departed and abandoned
Serrano, They left Cebu and continued their journey around the world and of the five
ships that compose Magellan’s Expedition, only ship Victoria was able to return to
Spain on September 6, 1522.
Pigafetta was chronicler commissioned by the King of Spain to accompany and

document a voyage intended to expand the Spanish empire. His travelogue is one of
the earliest and most important written account and primary source in the study of pre-
colonial Philippines. Being the earliest detailed documentation, it was believed that
Pigafetta’s writings account for the “purest” pre-colonial society.
His account became major referent to the events leading to Magellan’s
circumnavigation of the world, his arrival in the Philippines, encounter with local
leaders, the first mass in the country and his death in the hands of Lapulapu’s forces
in the famous Battle of Mactan. His document also provided detailed information as
one of the survivors of what was left of Magellan’s feet that returned to Spain.
The KKK and the kartilya ng Katipunan, Analysis of the "Kartilya ng Katipunan
Cristobal (1997) stated that the writing of the Kartilya has always been
attributed to Emilio Jacinto. Bonifacio, had initially planned that his “Decalogue” should
be published and given to newcomers, but he then read Jacinto’s Kartilya and
concluded it was better and exceptional. The two documents, however, are not really
similar. The Supremo pursues only to specify the duties and responsibilities of
Katipunan associates, Jacinto expresses in his writing, a declaration of aspirations and
ethical principles. Bonifacio in his Decalogue lists ten responsibilities; Jacinto presents
twelve “guiding principles” and fourteen “teachings”.
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The earliest mention to the Kartilya according to Richardson (2013) yet

discovered is in the transcripts of a Supreme Assembly conference held in December
1895, which declare that each copy of the Kartilya will be priced at 4 kualta. Whether
it is the Kataastaasan, Kagalanggalang Katipunan ng mga Anak ng Bayan (KKK)
divisions or the new recruits who are to pay for this price is not clear, and nor is it
known whether the phrase – Sa May Nasang Makisanib sa Katipunang Ito (“To those
who want to join this Katipunan” - means possible recruits, or to mean to those who
have previously joined this Katipunan. If the copies were sold both to the potential
members as well as recruits there was is a severe danger they might fall into the
authorities.
Richardson (2018) states that The Kartilya was in use during the first stage of
the revolt, and Andres Bonifacio as the Supremo was preparing to publish more copies
shortly before he was executed. It may still have been in circulation during the second
stage of the uprising, because a version survives in the Philippine Insurgent Records
(PIR) that is printed with the seal used by Artemio Ricarte in 1899. This edition contains
mostly the same text, but it bears a different title – “Final Declaration on Admission to
the Katipunan” (Katapusang pamamahayag sa pagpasok sa K.)
Kartilya ng Katipunan
• Ang kabuhayang hindi ginugugol sa isang malaki at banal na kadahilanan ay

kahoy na walang lilim, kundi damong makamandag
• Ang gawang magaling na nagbubuhat sa pagpipita sa sarili, at hindi sa talagang
nasang gumawa ng kagalingan, ay di kabaitan.
• Ang tunay na kabanalan ay ang pagkakawang gawa, ang pagibig sa kapua at
ang isukat ang bawat kilos, gawa’t pangungusap sa talagang Katuiran.
• Maitim man at maputi ang kulay ng balat, lahat ng tao’y magkakapantay;
mangyayaring ang isa’y higtan sa dunong, sa yaman, sa ganda…; ngunit di
mahihigtan sa pagkatao.
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• Ang may mataas na kalooban inuuna ang puri sa pagpipita sa sarili; ang may
hamak na kalooban inuuna ang pagpipita sa sarili sa puri.
• Sa taong may hiya, salita’y panunumpa.
• Huag mong sasayangin ang panahun; ang yamang nawala’y magyayaring
magbalik; nguni’t panahong nagdaan na’y di na muli pang magdadaan. Value
of time.
• Ipagtanggol mo ang inaapi, at kabakahin ang umaapi.
• Ang taong matalino’y ang may pagiingat sa bawat sasabihin, at matutong
ipaglihim ang dapat ipaglihim.
• Sa daang matinik ng kabuhayan, lalaki ay siyang patnugot ng asawa’t mga
anak; kung ang umaakay ay tungo sa sama, ang patutunguhan ng iaakay ay
kasamaan din.
• Ang babai ay huag mong tignang isang bagay na libangan lamang, kundi isang
katuang at karamay sa mga kahirapan nitong kabuhayan; gamitan mo ng
buong pagpipitagan ang kaniyang kahinaan, at alalahanin ang inang
pinagbuhata’t nagiwi sa iyong kasangulan.
• Ang di mo ibig na gawin sa asawa mo, anak at kapatid, ay huag mong gagawin
sa asawa, anak, at kapatid ng iba.
• Ang kamahalan ng tao’y wala sa pagkahari, wala sa tangus ng ilong at puti ng
mukha, wala sa pagkaparing kahalili ng Dios wala sa mataas na kalagayan sa
balat ng lupa; wagas at tunay na mahal na tao, kahit laking gubat at walang
nababatid kundi ang sariling wika, yaong may magandang asal, may isang
pangungusap, may dangal at puri; yaong di napaaapi’t di nakikiapi; yaong
marunong magdamdam at marunong lumingap sa bayang tinubuan
• Paglaganap ng mga aral na ito at maningning na sumikat ang araw ng mahal
na Kalayaan dito sa kaabaabang Sangkalupuan, at sabugan ng matamis
niyang liwanag ang nangagkaisang magkalahi’t magkakapatid ng ligaya ng
walang katapusan, ang mga ginugol na buhay, pagud, at mga tiniis na
kahirapa’y labis nang natumbasan. Kung lahat ng ito’y mataruk na ng nagiibig
pumasuk at inaakala niyang matutupad ang mga tutungkulin, maitatala ang
kaniyang ninanasa sa kasunod nito.
The writing of the Kartilya has always been attributed to Emilio Jacinto. Bonifacio,
had initially planned that his “Decalogue” should be published and given to
newcomers, but he then read Jacinto’s Kartilya and concluded it was better and
exceptional. The two documents, however, are not really similar. The Supremo
pursues only to specify the duties and responsibilities of Katipunan associates, Jacinto
expresses in his writing, a declaration of aspirations and ethical principles. Bonifacio
in his Decalogue lists ten responsibilities; Jacinto presents twelve “guiding principles”
and fourteen “teachings”.
Proclamation of the Philippine Independence (1898)
Reading the "Proclamation of the Philippine Independence”. Every year, the

country commemorates the anniversary of the Philippine Independence proclaimed
on 12 June 1898 in the province of Cavite. Indeed such event is a significant turning
point in the history of the country because it signaled the end of the 333 years of
Spanish colonization. There have been numerous studies done on the events leading
to the independence of the country but very few students had the chance to read the
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actual document of the declaration. This is in spite of the historical importance of the
document and the details that the documents reveal on the rationale and
circumstances of that historical day in Cavite. Interestingly, reading the details of the
said document in hindsight is telling the kind of government that was created under
Aguinaldo, and the forthcoming hand of the United States of America in the next few
years of the newly created republic. The declaration was a short 2,000 word document,
which summarized the reason behind the revolution against Spain, the war for
independence, and the future of the new republic under Emilio Aguinaldo at Library of
Congress (2011).
The proclamation commenced with a characterization of the conditions in the

Philippines during the Spanish colonial period. The document specifically mentioned
abuses and inequalities in the colony. The declaration says:
"..taking into consideration, that their inhabitants being already weary of bearing
the ominous yoke of Spanish domination, on account of the arbitrary arrests and harsh
treatment practiced by the Civil Guard to the extent of causing death with the
connivance and even with the express orders of their commanders, who sometimes
went to the extreme of ordering the shooting of prisoners under the pretext that they
were attempting to escape, in violation of the provisions of the Regulations of their
Corps, which abuses were unpunished and on account of the unjust deportations,
especially those decreed by General Blanco, of eminent personages and of high social
position, at the instigation of the Archbishop and friars interested in keeping them out
of the way for their own selfish and avaricious purpose, deportations which are quickly
brought about by a method of procedure more execrable than that of the Inquisition
and which every civilized nation rejects on account of a decision being rendered
without a hearing of the persons accused"
The proclamation mentioned demonstrates the justifications behind the

revolution against Spain. Specifically cited are the abuse by the Civil Guards and the
unlawful shooting of prisoners whom they alleged as attempting to escape. The
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passage also condemned the unequal protection of the law between the Filipino
people and the eminent personages.“ Moreover, the line mentioned the avarice and
greed of the clergy like the friars and the Archbishop himself. Lastly, the passage also
condemned what they see as the unjust deportation and rendering of other decision
without proper hearing, expected of any civilized nation.
It also proceeded with a brief historical overview of the Spanish
occupation since Magellan's arrival in Visayas until the Philippine revolution, with
specific details about the latter, especially after the Pact of Biak-na-Bato has
collapsed. The document narrated the spread of the movement "like an electric spark"
through different towns and provinces like Bataan, Pampanga, Batangas, Bulacan,
Laguna, and Morong, and the quick decline of Spanish forces in the same provinces.
The revolt also reached Visayas thus the independence of the country was
ensured. The document also made mention of Rizal's execution, calling it unjust. The
execution, as written in the document, was done to please the greedy body of friars in
their insatiable desire to seek revenge upon and exterminate all those who are
opposed to their Machiavellian purposes, which tramples upon the penal code
prescribed for these islands." The document also narrated the Cavite Mutiny of
January 1872 that caused the infamous execution of the martyred native priests,
Mariano Gomez, Jacinto Zamora and Jose Burgos whose innocent blood was shed
through the intrigues of those co-called religious orders" that incited the three secular
priests in the said mutiny.The proclamation of independence also invoked that the
established republic would be led under the dictatorship of Emilio Aguinaldo. It was
first mention was at the very beginning of the proclamation. It stated:
"In the town of Cavite Viejo, in this province of Cavite, on the twelfth of June
eighteen hundred and ninety-eight, before me, Don Ambrosio Rianzares Bautista,
Auditor of War and Special Commissioner appointed to proclaim and solemnize this
act by the Dictatorial Government of these Philippine Islands, for the purposes and by
virtue of the circular addressed by the Eminent Dictator of the same Don Emilio
Aguinaldo Y Famy.”
The same was repeated toward the last part of the proclamation. It states:
"We acknowledge, approve and confirm together with the orders that have been
issued there from the Dictatorship established by Don Emilio Aguinaldo, whom we
honor as the Supreme Chief of this Nation, which this day commences to have a life
of its own, in the belief that he is the instrument selected by God, in spite of his humble
origin, to effect the redemption of this unfortunate people, as foretold by Doctor Jose
Rizal in the magnificent verses which he composed when he was preparing to be shot.
“Liberating them from the yoke of Spanish domination in punishment of the impunity
with which their Government allowed the commission of abuses by its subordinates."
An additional detail in the proclamation that is worth looking at is its explanation

on the Philippine flag that was first waved on the same day. The flag was made in
Hong Kong by Marcela Agoncillo, Lorenza Agoncillo, and Delfina Herboza. It was
accompanied by the Marcha Filipina Magdalo, as the national anthem, now known as
Lupang Hinirang, which was composed by Julián Felipe and played by the San
Francisco de Malabon marching band.
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The document explained:
"And finally, it was unanimously resolved that this Nation, independent from this
day, must use the same flag used heretofore, whose design and colors and described
in the accompanying drawing, with design representing in natural colors the three arms
referred to. The white triangle represent the distinctive emblem of the famous
Katipunan Society, which by means of its compact of blood urged on the masses of
the people to insurrection, the three stars represent the three principal Islands of this
Archipelago, Luzon, Mindanao and Panay, in which this insurrectionary movement
broke out; the sun represents the gigantic strides that have been made by the sons of
this land on the road of progress and civilization, its eight ray symbolizing the eight
provinces of Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Batangas,
Laguna.
A Glance at Selected Philippine, Political Caricature in Alfred McCoy Philippine

Cartoons Political Caricature of the American Era (1900-1941)
Political cartoon, according to Knieper (2018) are drawings (often including

caricature) made for the purpose of conveying editorial commentary on politics,
politicians, and current events. Such cartoons play a role in the political discourse of
a society that provides for freedom of speech and of the press. They are a primarily
opinion-oriented medium and can generally be found on the editorial pages of
newspapers and other journalistic outlets, whether in print or electronic form. Their
subject matter is usually that of current and newsworthy political issues, and, in order
for them to be understood, they require that readers possess some basic background
knowledge about their subject matter, ideally that provided by the medium in which
they are published.
Philippine political cartoons gained full expression during the American era.
Filipino artists recorded national attitudes toward the coming of the Americans as well
as the changing mores and times. While the 377 cartoons compiled in this book speak
for themselves, historian Alfred McCoy’s extensive research in Philippine and
American archives provides a comprehensive background not only to the cartoons but
to the turbulent period as well. Artist-writer Alfredo Roces, who designed the book,
contributes an essay on Philippine graphic satire of the period.
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Retrieved from: Cover page of Alfred McCoy’s Philippine Cartoons Political Caricature
From the vantage point of half century and more, these prewar political cartoons
are an evocative record of a half forgotten history. The scandals, struggles and social
changes of the American colonial period gain an immediacy in these graphic images
that eludes even the most eloquent historical prose. The four decades of American
colonial rule were a formative period in Philippine history. Under a US colonialism that
was simultaneously brutal and beneficent, grasping and generous, the Philippines
moved forward from an authoritarian Spanish regime to autonomy and independence,
In the process, Filipinos shaped many of the institutions and cultural characteristics
which are still central to life in the modern republic. Under US tutelage, the Philippines
experienced a process of Americanization and modernization that has left a lasting
legacy.
There are a lot of issues covered by the book focusing heavily on commentary
on politics and politicians, corruptions, society and many more. Here are some political
cartoons which appeared in the book.
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SUMMARY
Emilio Aguinaldo on June 12, 1898, between four and five in the afternoon, in
the presence of a huge crowd, proclaimed the independence of the Philippines at
Cavite el Viejo (Kawit). The Proclamation document gave significance to the fallen
Martyrs of the struggle and the cruel administration of the Spanish government in the
Philippines. The political and social condition that paved the way to the Philippine
revolution and the declaration of Philippine Independence. It also emphasized the
waving of the Philippine flag that symbolized the Philippine Independence which Act
was read by Ambrosio Rianzares Bautista. It was highlighted by the national anthem,
now known as Lupang Hinirang, which was composed by Julián Felipe and played by
the San Francisco de Malabon marching band.
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McCoy (viewed from the vantage point of half century and more, these prewar
political cartoons are an evocative record of a half forgotten history. The scandals,
struggles and social changes of the American colonial period gain an immediacy in
these graphic images that eludes even the most eloquent historical prose.
Let’s Check
Activity 1. One of the primary sources in the Philippine history is the delivered speech
by the former President Corazan C. Aquino
(https://www.youtube.com/watch?v=4ZnnvbKyNCQ) on the joint session of the US
Congress, what part of the speech do you think caught the attention and move the
American Lawmakers to grant the country the financial aid. You are tasked to properly
interpret the said primary source using the criteria/ rubric below:
A primary source is something from the time and place you are studying. To
analyze a primary source historically, you need to understand all of the following:
CONTEXT: the historical situation in which the primary source was produced.
CONTENT: the major point or meaning of a primary source in its historical context.
This can differ significantly from what the primary source may appear to mean to the
modern observer.
CONSEQUENCES: the effects or significance of a primary source in history.
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A Primary Source Analysis should be a substantial paragraph in length (5-7

sentences). A bulleted list (such as above) is acceptable, provided that the information
in each bullet is complete.
Level Criteria
15 CONTEXT: thorough knowledge of what the source is, who
produced it, where, when, and why it was produced.
CONTENT: sensitive and sophisticated understanding of the
meaning of the source in its historical context; appreciation of the
complexity or subtlety of the source.
CONSEQUENCES: clear grasp of the effect or importance of the
source in history.
13 CONTEXT: good knowledge of what the source is, who produced

it, where, when, and why it was produced; no more than one of
the above elements incomplete.
CONTENT: good understanding of the meaning of the source in
its historical context.
CONSEQUENCES: clear grasp of the effect or importance of the
source in history
10 CONTEXT: good knowledge of what the source is, who produced
it, where, when, and why it was produced; no more than two of
the above elements incomplete or missing.
CONTENT: adequate understanding of the meaning of the
source in its historical context; some important points missing.
CONSEQUENCES: some grasp of the effect or importance of the
source in history.
8 CONTEXT: little or erroneous knowledge of what the source is,

who produced it, where, when, and why it was produced; more
than two of the above elements incomplete or missing.
CONTENT: no understanding of the meaning of the source in its
historical context; major points missing or incorrect.
CONSEQUENCES: no or erroneous understanding of the effect
or importance of the source in history.
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Let’s Analyze
Activity 1. Analyze the following political cartoon from various sources and answer the
questions below.
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1. How were the Filipinos depicted in the four political cartoons? Describe their
physical characteristics.
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
2. As a Filipino, do you agree with the illustrator as to how we are being

described in the newspapers which are being sold around the world?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
3. Based on the political cartoon, what can you say about the treatment the
Americans gave us?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
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4. Explain further: Under a US colonialism that was simultaneously brutal and

beneficent, grasping and generous.
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
In a nutshell
Activity 1. Enumerate Realization

Write your everything your learned in the discussion above by completing the
sentence. A sample is given.
a. Understanding of politics and society in a certain period of time can be

known and understood not only through text but also through cartoons
or caricature.
b. ____________________________________________________________
c. ____________________________________________________________
d. ____________________________________________________________
e. ____________________________________________________________
f. ____________________________________________________________
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of your online discussions have come up with.
Questions Answers
Key Words Index

course.
Historical Methods KKK Kartilya ng katipinan
Caricature Magellan’s First Voyage Katipunan Code of Conduct
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Big Picture
to:
a. Interpret historical events using primary sources; and

b. Analyze social, political, economic, and cultural issues in the
Philippines using the lens of history.
Big Picture in Focus: ULOa. Interpret historical events using primary

sources.
Metalanguage
The most significant terms applicable to the study of history and to demonstrate
ULOa Interpret historical events using primary sources. Earlier, we have been
introduced to history as a discipline, the historical method, and the content and context
analysis of primary sources.
Please proceed immediately to the “Essential Knowledge” part since the first
lesson is also a definition of essential terms.
Essential Knowledge
“ONE PAST BUT MANY HISTORIES”: CONTROVERSIES AND CONFLICTING

VIEWS IN PHILIPPINE HISTORY
Historians use facts gathered from primary sources and then shape them so
that their audience can understand and make sense of them. This process is called as
interpretation. In order to study interpretations students need to be able to recognize
different types of interpretations, know why they might differ, and how to critically
evaluate them. Moreover, it is also important that one should be able to grasp the idea
of history as a construct otherwise he will be unable to make sense of conflicting and
competing accounts of the past which present themselves in their daily lives.
Making Sense of the Past: Historical Interpretation
History is the study of the past, but a more contemporary definition is centered
on how it impact the present through its consequences. Geoffrey Barraclough notes
that “the history we read, though based on facts, is strictly speaking, not factual at all,
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but a series of accepted judgements.” Such judgments of historians on how the past
should be seen make the foundation of historical interpretation.
The Code of Kalantiaw
A mythical legal code in the epic history Maragtas. Before it was revealed as a hoax,
it was a source of pride for the people of Aklan. In fact, a historical marker was installed
in the town of Batan, Aklan in 1956, with the following text:
“CODE OF KALATIAW. Datu Bendehara Kalantiaw, third Chief of Panay, born

in Aklan established his government in the peninsula of Batang, Aklan Sakup.
Considered the First Filipino Lawgiver, he promulgated in about 1433 a penal code
now known as Code of Kalantiaw containing 18 articles. Don Marcelino Orilla of
Zaragoza, Spain obtained the original manuscript from an old chief of Panay which
was later translated into Spanish by Rafael Murviedo Yzamanet”.
It was only in 1968 that it was proved a hoax, when William Henry Scott, then
a doctoral candidate at the University of Santo Tomas, defended his research on pre-
Hispanic sources in Philippine history. He attributed the code to a historical fiction
written in 1913 by Jose E. Marco titled Las Antiguas Leyendas de la Isla de Negros.
Marco attributed the code itself to a pries named Jose Maria Pavon. Prominent Filipino
historians did not dissent to Scott’s findings, but there are still some who would like to
believe that the code is a legitimate document.
Historians utilize facts collected from primary sources of history and then draw
their own reading so that their intended audience may understand the historical event,
a process that is essence, “makes sense of the past”. These premise is that not all
primary sources are accessible to a general audience, and without the proper training
and background, non-historian interpreting a primary source may do more harm than
good. A primary source may even cause misunderstandings; sometimes, even
resulting more problems.
As a students of history, we must be well equipped to recognize different types

of interpretations, why these may differ from each other, and how to critically sift these
interpretations through historical evaluation. Interpretations of historical events change
overtime; thus, it is an important skill for a student of history to track these changes in
an attempt to understand the past.
“Sa Aking Mga Kabata”
A poem purportedly written by Jose Rizal when he was eight years old and is
probably one of Rizal’s most prominent works. There is no evidence to support the
claim that this poem, with the now immortalized lines “Ang hindi magmahal sa kanyang
salita/mahigit sa hayop at malansang isda” was written by Rizal, and worse the
evidence against Rizal’s authorship of the poem seems all unassailable.
There exist no manuscript of the poem handwritten by Rizal. The poem was
first ublished in 1906, in a book by Hermenegildo Cruz. Cruz said he received the
poem from Gabriel Beato Francisco, who claimed to have received it in 1884 from
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Rizal’s close friend, Saturnino Raselis. Rizal never mentioned writing this poem
anywhere in his writigs and more importantly he never mentioned of having a close
friends by the person of Raselis
Further criticism of the poem reveals more about the wrongful attribution of the
poem to Rizal. The poem was written in Tagalog and referred to the word “kalayaan”.
But it was documented in Rizal’s letters that the first encountered the word through a
Marcelo H. del Pilar’s transalation of Rizal’s essay “El Amor Patrio,” where it was
spelled as “Kalayahan”. While Rizal’s native tongue was Tagalog, he was educated
in Spanish, starting from his mother, Teodora Alonso. Later on, he would express
disappointment in his difficulty in expressing himself in his native tongue. The poem’s
spelling is also suspect , the use of letters “k” and “w” to replace “c” and “u”,
respectively was suggested by Rizal as an adult. If the poem was indeed written during
his time, it should use the original Spanish orthography that was prevalent in his time.
Exploring multiple perspectives in history requires incorporating sources

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

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

provides for the audience a more complex, but also a more complete and richer
understanding of the past.
CASE STUDY 1
THE SITE OF FIRST MASS: A RE-EXAMINATION OF THE EVIDENCE
Butuan has long been believed as the site of the first Mass. This has been the
case for three centuries, culminating in the erection of a monument in 1872 near
Agusan River, which commemorates the expedition’s arrival and celebration of Mass
on April 8, 1521. The Butuan claim has been based on a rather elementary reading of
primary sources from the event. It must be noted that there are only two primary
sources that historians refer to in identifying the site of the first Mass. One is the log
kept by Francisco Albo, a pilot of one of Magellan’s ship, Trinidad. The other, and the
more complete was the account by Antonio Pigafetta, First Voyage Around the world.
Pigafetta like Albo, was a member of the Magellan expedition and an eyewitness of
the events, particularly, of the first Mass.
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Magellan Never Went to Butuan

By: Yen Makabenta
January 31. 2019,The Manila Times
In the book, The Great Island, Fr. Miguel Bernad, S.J., also included a long
scholarly essay on the centuries-old controversy regarding the site of the first mass
celebrated in the Philippine islands, which has exercised many Filipinos and scholars,
including those of our present generation.
According to Antonio Pigafetta, the Italian chronicler of the Magellan expedition,

the mass was held on Easter Sunday, on an island called “Mazaua.” Two native
chieftains were in attendance, the rajah of Mazaua, and the rajah of Butuan. After the
mass, the party went up a little hill and planted a wooden cross upon its summit.”
The subject of controversy is the identity of Mazaua. There are two conflicting
claims as to its identity. One school of thought points to the small island south of Leyte,
which on the map is called Limasawa. The other school rejects that claim and points
instead to the beach called ‘ao,’ at the mouth of the Agusan River in northern
Mindanao, near the village (now the city) of Butuan.
The subject of controversy is the identity of Mazaua. There are two conflicting
claims as to its identity. One school of thought points to the small island south of Leyte,
which on the map is called Limasawa. The other school rejects that claim and points
instead to the beach called ‘ao,’ at the mouth of the Agusan River in northern
Mindanao, near the village (now the city) of Butuan.
In his article, Fr. Bernad re-examines and assesses the evidence for these two
claims. He gives each claim its due and a hearing of whatever evidence are in its favor.
I should disclose here that I am not the first to take up this subject in the Manila Times.
Just recently, a colleague, Michael ‘Xiao’ Chua, in his column of Jan. 20, 2019 reported
that a panel has been created to review the Butuan claim to have been the site of the
first mass.
The Butuan claim
Fr. Bernad’s presentation of the historical records and his assessment of the
arguments speak eloquently for itself. He backs up each finding with generous
citations in his notes and a bibliography.
I was frankly surprised by Fr. Bernad‘s report that the Butuan claim has been
the more ascendant and persistent, reigning over public opinion for some three
centuries, the 17th, the 18th and the 19th century.
I was frankly surprised by Fr. Bernad‘s report that the Butuan claim has been
the more ascendant and persistent, reigning over public opinion for some three
centuries, the 17th, the 18th and the 19th century.
On the strength of this tradition, a monument was erected in 1872 at the mouth
of the Agusan River. The monument was erected apparently at the instigation of the
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parish priest of Butuan, who at the time was a Spanish friar of the Order of Augustinian
Recollects. The date given for the first Mass was April 8, 1521, an obvious error that
may have been due to an anachronistic attempt to translate the original date in the
Gregorian calendar.
The monument is a testimonial to the Butuan tradition that remained vigorous

until the end of the 19th century, which held that Magellan and his expedition landed
in Butuan, and celebrated there the first mass on Philippine soil.
Because the Butuan tradition had already been established by the middle of the
17h century, it was accepted without question by two Jesuit historians who got misled
by their facts. On historian was Fr. Francisco Colin, S.J. (1592-1660), whose Labor
Evangelica was first published in Madrid in 1663, three years after his death. He
provided in the book an account of Magellan’s arrival and the first mass.
The other Jesuit writer of the mid-17th century was Francisco Combes S.J.
(1620-1665), who had lived and worked as a missionary in the Philippines. His Historia
de Mindanao y Jolo was printed in Madrid in 1667, four years after Colin’s work was
published. Colin and Combes gave different accounts of the route taken by Magellan.
But they asserted that Magellan landed in Butuan and there planted the cross in a
solemn ceremony. Both Colin and Combes pictured Magellan as visiting both Butuan
and Limasawa. Both Colin and Combes agree that it was from Limasawa and with the
help of Limasawa’s chieftain that the Magellan expedition went to Cebu. Magellan
arrived in Cebu on April 7, 1521, one week after the first mass.
In the 19th century, the Butuan tradition was taken for granted and it is
mentioned by writer after writer, each copying from the previous one, and being in turn
copied by those who came after.
The accumulated errors of three centuries are found in the work of Dominican
friar, Valentin Morales y Marin, whose two-volume treatise on the friars was published
in Santo Tomas in Manila in 1901.
As late as the 1920s, the Philippine history textbook used at the Ateneo de
Manila used the Butuan tradition.
Opinion shifts to Limasawa
How did the shift in opinion from Butuan to Limasawa come about? Blame was
at first laid on the Americans Emma Blair and James Alexander Robertson, who
authored the 55-volume collection of documents on the Philippines Island that was
published in Cleveland from 1903 to 1909.
The cause of the shift in opinion was the publication in 1894 of Pigafetta’s
account, as contained in the Ambrosian Codex. Pigafetta was the chronicler of the
Magellan expedition in 1521 that brought Europeans for the first time to the
archipelago. Pigafetta’s narrative was reproduced with English translation, notes,
bibliography and index in Blair and Robertson’s The Philippine Islands, volumes 33
and 34. Following the publication of the Pigafetta text in 1894, two Philippine scholars
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called attention to the fact that the Butuan tradition had been a mistake. One of the
scholars was Trinidad H. Pardo de Tavera. The other was the Spanish Jesuit
missionary, Pablo Pastells, S.J.
Fr. Pastells prepared a new edition of Fr Colin’s Labor Evangelica, which was
published in 1902, and which contained a correction about the first mass. Pastells‘
shift in opinion from Butuan to Limasawa was due to a rediscovery and a more
attentive study of the primary sources on the subject: Pigafetta’s account and
Francisco Albo’s log of the expedition. Pigafetta and Albo were eyewitnesses.
Pastells wrote:
“Magellan did not go to Butuan. Rather, from the island of Limasawa, he

proceeded directly to Cebu.” Among the Philippine scholars of the early 20th century
who rejected the Butuan tradition in favor of Limasawa was Jayme de Veyra. Since
then, the Limasawa opinion has been generally accepted, although there remains a
small but vigorous group determined to push the Butuan claim.
Fr. Bernad summarized the evidence for Limasawa as follows:

1. The evidence from Albo’s logbook
2. The evidence of Pigafetta
a. Pigafetta’s testimony regarding the route
b. The evidence of Pigafetta’s maps
c. The two native kings
d. The seven days at ‘Mazaua’
3. Confirmatory evidence from the Legazpi expedition.
Consequently, the Butuan claim as the site of the first Mass has no leg to stand on.
Ferdinand Magellan never visited Butuan.
Source:https://www.manilatimes.net/2019/01/31/opinion/columnists/topanalysis/mag
ellan-never-went-tobutuan/504604/
CASE STUDY 2
CAVITE MUTINY
On January 20, 1872, the Cavite Mutiny, an uprising of military personnel at the
Spanish arsenal in Cavite, took place. This event subsequently led to the execution of
the Filipino priests Mariano Gomez, Jose Burgos and Jacinto Zamora, otherwise
known as GOMBURZA. The Cavite Mutiny is a major factor in the awakening of
Filipino nationalism at that time.
THE TWO FACES OF THE 1872 CAVITE MUTINY

By Chris Antonette Piedad-Pugay
The 12th of June of every year since 1898 is a very important event for all the
Filipinos. In this particular day, the entire Filipino nation as well as Filipino
communities all over the world gathers to celebrate the Philippines’ Independence
Day. 1898 came to be a very significant year for all of us— it is as equally important
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as 1896—the year when the Philippine Revolution broke out owing to the Filipinos’
desire to be free from the abuses of the Spanish colonial regime. But we should be
reminded that another year is as historic as the two—1872.
Two major events happened in 1872, first was the 1872 Cavite Mutiny and the
other was the martyrdom of the three martyr priests in the persons of Fathers Mariano
Gomes, Jose Burgos and Jacinto Zamora (GOMBURZA). However, not all of us knew
that there were different accounts in reference to the said event. All Filipinos must
know the different sides of the story—since this event led to another tragic yet
meaningful part of our history—the execution of GOMBURZA which in effect a major
factor in the awakening of nationalism among the Filipinos.
1872 Cavite Mutiny: Spanish Perspective
Jose Montero y Vidal, a prolific Spanish historian documented the event and
highlighted it as an attempt of the Indios to overthrow the Spanish government in the
Philippines. Meanwhile, Gov. Gen. Rafael Izquierdo’s official report magnified the
event and made use of it to implicate the native clergy, which was then active in the
call for secularization. The two accounts complimented and corroborated with one
other, only that the general’s report was more spiteful. Initially, both Montero and
Izquierdo scored out that the abolition of privileges enjoyed by the workers of Cavite
arsenal such as non-payment of tributes and exemption from force labor were the
main reasons of the “revolution” as how they called it, however, other causes were
enumerated by them including the Spanish Revolution which overthrew the secular
throne, dirty propagandas proliferated by unrestrained press, democratic, liberal and
republican books and pamphlets reaching the Philippines, and most importantly, the
presence of the native clergy who out of animosity against the Spanish friars,
“conspired and supported” the rebels and enemies of Spain.
In particular, Izquierdo blamed the unruly Spanish Press for “stockpiling”
malicious propagandas grasped by the Filipinos. He reported to the King of Spain that
the “rebels” wanted to overthrow the Spanish government to install a new “hari” in the
likes of Fathers Burgos and Zamora. The general even added that the native clergy
enticed other participants by giving them charismatic assurance that their fight will not
fail because God is with them coupled with handsome promises of rewards such as
employment, wealth, and ranks in the army. Izquierdo, in his report lambasted the
Indios as gullible and possessed an innate propensity for stealing.
The two Spaniards deemed that the event of 1872 was planned earlier and was
thought of it as a big conspiracy among educated leaders, mestizos, abogadillos or
native lawyers, residents of Manila and Cavite and the native clergy. They insinuated
that the conspirators of Manila and Cavite planned to liquidate high-ranking Spanish
officers to be followed by the massacre of the friars. The alleged pre-concerted signal
among the conspirators of Manila and Cavite was the firing of rockets from the walls
of Intramuros.
According to the accounts of the two, on 20 January 1872, the district of
Sampaloc celebrated the feast of the Virgin of Loreto, unfortunately participants to the
feast celebrated the occasion with the usual fireworks displays. Allegedly, those in
Cavite mistook the fireworks as the sign for the attack, and just like what was agreed
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upon, the 200-men contingent headed by Sergeant Lamadrid launched an attack

targeting Spanish officers at sight and seized the arsenal.
When the news reached the iron-fisted Gov. Izquierdo, he readily ordered the
reinforcement of the Spanish forces in Cavite to quell the revolt. The “revolution” was
easily crushed when the expected reinforcement from Manila did not come ashore.
Major instigators including Sergeant Lamadrid were killed in the skirmish, while the
GOMBURZA were tried by a court-martial and were sentenced to die by strangulation.
Patriots like Joaquin Pardo de Tavera, Antonio Ma. Regidor, Jose and Pio Basa and
other abogadillos were suspended by the Audencia (High Court) from the practice of
law, arrested and were sentenced with life imprisonment at the Marianas Island.
Furthermore, Gov. Izquierdo dissolved the native regiments of artillery and ordered
the creation of artillery force to be composed exclusively of the Peninsulares.
On 17 February 1872 in an attempt of the Spanish government and Frailocracia
to instill fear among the Filipinos so that they may never commit such daring act again,
the GOMBURZA were executed. This event was tragic but served as one of the
moving forces that shaped Filipino nationalism.
A Response to Injustice: The Filipino Version of the Incident
Dr. Trinidad Hermenigildo Pardo de Tavera, a Filipino scholar and researcher,
wrote the Filipino version of the bloody incident in Cavite. In his point of view, the
incident was a mere mutiny by the native Filipino soldiers and laborers of the Cavite
arsenal who turned out to be dissatisfied with the abolition of their privileges. Indirectly,
Tavera blamed Gov. Izquierdo’s cold-blooded policies such as the abolition of
privileges of the workers and native army members of the arsenal and the prohibition
of the founding of school of arts and trades for the Filipinos, which the general believed
as a coverup for the organization of a political club.
On 20 January 1872, about 200 men comprised of soldiers, laborers of the
arsenal, and residents of Cavite headed by Sergeant Lamadrid rose in arms and
assassinated the commanding officer and Spanish officers in sight. The insurgents
were expecting support from the bulk of the army unfortunately, that didn’t happen.
The news about the mutiny reached authorities in Manila and Gen. Izquierdo
immediately ordered the reinforcement of Spanish troops in Cavite. After two days,
the mutiny was officially declared subdued.
Tavera believed that the Spanish friars and Izquierdo used the Cavite Mutiny
as a powerful lever by magnifying it as a full-blown conspiracy involving not only the
native army but also included residents of Cavite and Manila, and more importantly
the native clergy to overthrow the Spanish government in the Philippines. It is
noteworthy that during the time, the Central Government in Madrid announced its
intention to deprive the friars of all the powers of intervention in matters of civil
government and the direction and management of educational institutions. This
turnout of events was believed by Tavera, prompted the friars to do something drastic
in their dire sedire to maintain power in the Philippines.
Meanwhile, in the intention of installing reforms, the Central Government of
Spain welcomed an educational decree authored by Segismundo Moret promoted the
fusion of sectarian schools run by the friars into a school called Philippine Institute.
The decree proposed to improve the standard of education in the Philippines by
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requiring teaching positions in such schools to be filled by competitive examinations.

This improvement was warmly received by most Filipinos in spite of the native clergy’s
zest for secularization.
The friars, fearing that their influence in the Philippines would be a thing of the
past, took advantage of the incident and presented it to the Spanish Government as
a vast conspiracy organized throughout the archipelago with the object of destroying
Spanish sovereignty. Tavera sadly confirmed that the Madrid government came to
believe that the scheme was true without any attempt to investigate the real facts or
extent of the alleged “revolution” reported by Izquierdo and the friars.
Convicted educated men who participated in the mutiny were sentenced life
imprisonment while members of the native clergy headed by the GOMBURZA were
tried and executed by garrote. This episode leads to the awakening of nationalism
and eventually to the outbreak of Philippine Revolution of 1896. The French writer
Edmund Plauchut’s account complimented Tavera’s account by confirming that the
event happened due to discontentment of the arsenal workers and soldiers in Cavite
fort. The Frenchman, however, dwelt more on the execution of the three martyr priests
which he actually witnessed.
Unraveling the Truth
Considering the four accounts of the 1872 Mutiny, there were some basic facts
that remained to be unvarying: First, there was dissatisfaction among the workers of
the arsenal as well as the members of the native army after their privileges were drawn
back by Gen. Izquierdo; Second, Gen. Izquierdo introduced rigid and strict policies
that made the Filipinos move and turn away from Spanish government out of disgust;
Third, the Central Government failed to conduct an investigation on what truly
transpired but relied on reports of Izquierdo and the friars and the opinion of the public;
Fourth, the happy days of the friars were already numbered in 1872 when the Central
Government in Spain decided to deprive them of the power to intervene in government
affairs as well as in the direction and management of schools prompting them to
commit frantic moves to extend their stay and power;
Fifth, the Filipino clergy members actively participated in the secularization
movement in order to allow Filipino priests to take hold of the parishes in the country
making them prey to the rage of the friars; Sixth, Filipinos during the time were active
participants, and responded to what they deemed as injustices; and Lastly, the
execution of GOMBURZA was a blunder on the part of the Spanish government, for
the action severed the ill-feelings of the Filipinos and the event inspired Filipino
patriots to call for reforms and eventually independence. There may be different
versions of the event, but one thing is certain, the 1872 Cavite Mutiny paved way for
a momentous 1898.
The road to independence was rough and tough to toddle, many patriots named
and unnamed shed their bloods to attain reforms and achieve independence. 12 June
1898 may be a glorious event for us, but we should not forget that before we came
across to victory, our forefathers suffered enough. As weenjoy our freeedom, may we
be more historically aware of our past to have a better future ahead of us. And just
like what Elias said in Noli me Tangere, may we “not forget those who fell during the
night.”
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Source: http://nhcp.gov.ph/the-two-faces-of-the-1872-cavite-mutiny/
CASE STUDY 3: RETRACTION OF RIZAL

THE FIRST CRY OF THE REVOLUTION (AUGUST 1896)
The Philippine Revolution of 1896 began with what later known as the “First
Cry” or the initial move of the Filipinos to begin the revolution for independence. The
tearing up of cedulas and proclaiming the start of the fight for independencehappened
after the Katipunan was exposed on August 19, 1896 and the Spaniards began to
crack down on suspected rebels. It was believed that the first cry occurred there on
August 26, however it was contradicted by the different Katipunan personalities who
claimed that they were there at that time. National Historical Commission of The
Philippines claimed that, the First cry of the Philippine Revolution of 1896 happened
on August 23, 1896 at Pugadlawin, now part of Project 8 in Quezon City.
Different Accounts of the Nationwide Cry
1. Dr. Pio Valenzuela’s “Cry of PugadLawin”
The official date and place of the First Cry were largely based on his account.He
is an official of the Katipunan and a friend of Andres Bonifacio, who was present during
the event.In 1935, Pio Valenzuela, along with BriccioPantas and Enrique Pacheco said
(in English translation)."The first Cry of the revolution did not happen in Balintawak
where the monument is, but in a place called PugadLawin."
In 1940, a research team of a forerunner of the National Historical Institute
(NHI) which included Valenzuela identified the location as part of sitioGulod, Banlat,
Kalookan City. IN 1964, the NHI described this location as the house of Tandang Sora.
The first place of refuge of Andres Bonifacio, Emilio Jacinto, Procopio,
Bonifacio, Teodoro Plata, Aguedo del Rosario, and myself was Balintawak, the first
five arriving there on August 19, and I on August 20, 1896. The first place where some
500 members of the Katipunan met on August 22, 1896, was the house and yard of
Apolonio Samson at Kangkong. Aside from the persons mentioned above, among
those who were there were Briccio Pantas, Alejandro Santiago, Ramon Bernardo,
Apolonio Samson, and others. Here, views were only exchanged, and no resolution
was debated or adopted. It was at Pugad Lawin, the house, store-house, and yard of
Juan Ramos, son of Melchora Aquino, where over 1,000 members of the Katipunan
met and carried out considerable debate and discussion on August 23, 1896. The
discussion was on whether or not the revolution against the Spanish government
should be started on August 29, 1896... After the tumultuous meeting, many of those
present tore their cedula certificates and shouted "Long live the Philippines! Long live
the Philippines
2. Guillermo Masangkay
Masangkay is a friend and fellow Katipunero of Andres Bonifacio.In his
interview with the Sunday Tribune magazine, Masangkay said that the first Cry
happened in Balintawak on August 26, 1896. In the first decade of American rule, it
was his account that was used by the government and civic officials to fix the date and
place of the First Cry which capped with the erection of the “Monument to the Heroes
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of 1896” in that place.In another interview published in the newspaper Bagong Buhay
on August 26, 1957, Masangkay changed his narrative stating that the revolution
began on August 23, 1896, similar to the assertion of Dr. Pio Valenzuela. But later
changed again when his granddaughter, Soledad Buehler-Borromeo, cited sources,
including the Masangkay papers, that the original date was August 26.
Guillermo Masangkay’s The Cry of Balintawak
On August 26th, a big meeting was held in Balintawak, at the house of Apolonio
Samson, then cabeza of that barrio of Caloocan. Among those who attended, I
remember, were Bonifacio, Emilio Jacinto, Aguedo del Rosario, Tomas Remigio,
Briccio Pantas, Teodoro Plata, Pio Valenzuela, Enrique Pacheco, and Francisco
Carreon. They were all leaders of the Katipunan and composed the board of directors
of the organization. Delegates from Bulacan, Cabanatuan, Cavite, and Morong were
also present.
“At about nine o'clock in the morning of August 26, the meeting was opened
with Andres Bonifacio presiding and Emilio Jacinto acting as secretary. The purpose
was to discuss when the uprising was to take place. Teodoro Plata, Briccio Pantas,
and Pio Valenzuela were all opposed to starting the revolution too early...Andres
Bonifacio, sensing that he would lose the discussion then, left the session hall and
talked to the people, who were waiting outside for the result of the meeting of the
leaders.
He told the people that the leaders were arguing against starting the revolution
early, and appealed to them in a fiery speech in which he said:"You remember the fate
of our countrymen who were shot in Bagumbayan. Should we return now to the towns,
the Spaniards will only shoot us? Our organization has been discovered and we are
all marked men. If we don't start the uprising, the Spaniards will get us anyway. What
then, do you say?" "Revolt!" the people shouted as one. Bonifacio then asked the
people to give a pledge that they were to revolt. He told them that the sign of slavery
of the Filipinos were the cedula tax charged each citizen. "If it is true that you are ready
to revolt... I want to see you destroy your cedulas. It will be a sign that all of us have
declared our severance from the Spaniards.
The Cry of Balintawak occurred on August 26, 1896. The Cry, defined as that
turning point when the Filipinos finally refused Spanish colonial dominion over the
Philippine Islands. With tears in their eyes, the people as one man, pulled out their
cedulas and tore them into pieces. It was the beginning of the formal declaration of the
separation from Spanish rule."Long Live the Philippine Republic!” the cry of the people.
An article from The Sunday Tribune Magazine on August 21, 1932 featured the
statements of the eyewitness account by Katipunan General Guillermo Masangkay,
"A Katipunero Speaks". Masangkay recounts the "Cry of Balintawak", stating that on
August 26, 1896, a big meeting was held in Balintawak at the house of Apolonio
Samson, then the cabeza of that barrio of Caloocan. At about nine o'clock in the
morning of August 26, the meeting was opened with Andres Bonifacio presiding and
Emilio Jacinto acting as Secretary. In August 1896, after the Katipunan was
discovered, Masangkay joined Bonifacio, Emilio Jacinto, and others in a clandestine
meeting held on the 26th of that month at Apolonio Samson’s house in Caloocan.
Initially, the leaders of the movement quarreled over strategy and tactics, and
many of its members questioned the wisdom of an open rebellion due to the lack of
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arms and logistical support. However, after Bonifacio’s intense and convincing speech,
everyone destroyed their cedulas to symbolize their defiance towards Spain and,
together, raised the cry of “Revolt".
3. Santiago Alvarez
Alvarez is one of the leaders of the Cavite revolution. Alvarez presents an
account devoid of any dramatic description as it is merely a narration of the events
that happened in Bahay Toro.
Santiago Alvarez The “Cry of Bahay Toro”
The account of Santiago Alvarez regarding the Cry of Balintawak flaunted
specific endeavors, as stated:
“We started our trek to Kangkong at about eleven that night. We walked through the
rain over dark expanses of muddy meadows and fields. Our clothes drenched and our
bodies numbed by the cold wind, we plodded wordlessly. It was nearly two in the
morning when we reached the house of Brother Apolonio Samson in Kangkong. We
crowded into the house to rest and warm ourselves. We were so tired that, after
hanging our clothes out to dry, we soon feel asleep. The Supremo began assigning
guards at five o'clock the following morning, Saturday 22 August 1896. He placed a
detachment at the Balintawak boundary and another at the backyard to the north of
the house where we were gathered. No less than three hundred men assembled at
the bidding of the Supremo Andres Bonifacio. Altogether, they carried assorted
weapons, bolos, spears, daggers, a dozen small revolvers and a rifle used by its
owner, one Lieutenant Manuel, for hunting birds. The Supremo Bonifacio was restless
because of fear of sudden attack by the enemy. He was worried over the thought that
any of the couriers carrying the letter sent by Emilio Jacinto could have been
intercepted; and in that eventuality, the enemy would surely know their whereabouts
and attack them on the sly. He decided that it was better to move to a site called Bahay
Toro. At ten o'clock that Sunday morning, 23 August 1896 we arrived at Bahay Toro.
Our member had grown to more than 500 and the house, yard, and warehouse of
Cabesang Melchora was getting crowded with us Katipuneros.
The generous hospitality of Cabesang Melchora was no less than that of
Apolonio Samson. Like him, she also opened her granary and had plenty of rice
pounded and animals slaughtered to feed us. The following day, Monday, 24 August,
more Katipuneros came and increased our number to more than a thousand. The
Supremo called a meeting at ten o'clock that morning inside Cabesang Melchora's
barn. Flanking him on both sides at the head of the table were Dr. Pio Valenzuela,
Emilio Jacinto, Briccio Pantas, Enrique Pacheco, Ramon Bernardo, Pantelaon Torres,
Francisco Carreon, Vicente Fernandez, Teodoro Plata, and others. We were so
crowded that some stood outside the barn. The following matters were approved at
the meeting:
i. An uprising to defend the people's freedom was to be started at midnight
of Saturday, 29 August 1896;
ii. To be on a state of alert so that the Katipunan forces could strike should
the situation arise where the enemy was at a disadvantage. Thus, the
uprising could be started earlier than the agreed time of midnight of 29
August 1896 should a favorable opportunity arise at that date. Everyone
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should steel himself and be resolute in the struggle that was imminent;
and
iii. He immediate objective was the capture of Manila.
After the adjournment of the meeting at twelve noon, there were tumultuous
shouts of "Long live the Sons of the Country” (Mabuhay anf mga Anak ng Bayan)!
4. Gregoria de Jesus also known as the “Lakambini of the Katipunan”.
"Oriang", as Gregoria de Jesus was called, was the "Maria Elena" in a
Santacruzan in Caloocan when she first met Andres Bonifacio who was introduced by
her cousin Teodoro Plata, also a katipunero.
Right after Gregoria de Jesus and Andres Bonifacio were maried in March
1893, Oriang was immediately sworn into the Katipunan and she took the name
"Lakambini". As wife of the Supremo, she was kept the seal of the Society and its
secret lists of recruits and supporters. The town beauty married not only the Supremo
of the Katipunan but the cause of liberty. More than a year after Andres Bonifacio and
his brother Procopio were killed, Gregoria de Jesus married Julio Nakpil who was
commander of all the Katipunan troops in the north. Oriang and Julio Nakpil had eight
children.
Gregoria de Jesus’ Version of the First Cry
Her story is best told in her own words, excerpts from her autobiography. It is
interesting to see the Katipunan from the eyes of a woman who loved and lived with
the Supremo, Andres Bonifacio. Gregoria de Jesus wrote:
". . . . . As the Katipunan’s activities had reached nearly all corners of the Philippine
Archipelago and some of its secrets had already been divulged, we returned
immediately to Kalookan. However as we were being watched closely, most of the
men, including Andres Bonifacio, after a few days, left town. It was then that the
uprising began with the cry for liberty on 26 August 1896. While I was with my parents,
through friends, I learned that I too would apprehended. I therefore decided to escape
right away and I did so at eleven o’clock at night with the intention of returning to Manila
under cover going through the ricefields direct to La Loma.
I was treated like an apparition, for, sad to say, from every house where I tried
to get a little rest, I was driven away as if the people therein were mortally frightened.
However, I learned later that the occupants of the houses I visited were seized and
severely punished and some even exiled – one of them was an uncle of mine whom I
visited that night to kiss his hand, and he died in exile. My father and two brothers
were also arrested at this time.
The debate has long been clouded by a lack of consensus on exactly what is
meant by the “Cry.” The term has been applied to three related but distinct events -
• The “pasya” – the decision to revolt;
• The “pagpupunit” – the tearing of cedulas; and
• The “unang labanan” – the first encounter with the Spanish forces
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These events did not all happen at the same time and place. When and where
the “cry” should be commemorated thus depends on how it is defined.
Let’s Check
Activity 1. In this activity you are task to research about the “RETRACTION OF
RIZAL” interpret the said historical event.
Point The Historical Event Text Evidence

20 • Demonstrates a thorough All reasons are supported
understanding of the historical event by specific facts and
• Presents a logical interpretation of details stating the source
historical events grounded in evidence from the provided
• Incorporates both primary and document
secondary sources into analysis,
establishing a strong argument
18 • Demonstrates a strong understanding Most reasons are
of the historical event supported by facts and
• Presents a logical interpretation of details stating the source
historical events mostly grounded in from the provided
evidence documents.
• Incorporates both primary and
establishing a reasonable argument
15 • Demonstrates some understanding of Few reasons are
the historical events supported by facts and
• Presents an inconsistent interpretation details.
of historical events weakly grounded
in evidence
• Incorporates either primary and
establishing a weak argument
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12 • Demonstrates little understanding of Reasons are not

the historical events supported by facts and
• Presents an inconsistent interpretation details.
of historical events, not grounded in
evidence
• Does not incorporate either primary or
secondary sources
Let’s Analyze
Activity 1. Read each item below and answer the question.
1. What are the reasons of the prominent historians in affirming the authenticity
of Rizal's retraction?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
2. What are the proofs used to defend the authenticity of Rizal’s retraction?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
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Activity 2. Compare and contrast the different accounts by accomplishing the chart
below.
In a nutshell

a. Multiperspectivity is an important concept of interpreting the past to

have a multitude of ways by which we can view the world, and each
could be equally valid.
b. ____________________________________________________________
c. ____________________________________________________________
d. ___________________________________________________________
e. ____________________________________________________________
f. ____________________________________________________________
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This part of the module is the enumeration or listing of the questions or queries that
comes to mind after the discussion and assessment task. You may address these questions
to your teacher in your online discussion. Be sure to also write the answers of your online
discussions have come up with.
Questions Answers
Key Words Index

The following are the terms and concepts discussed in this lesson. The table below is
given to help you recall these important words as you progress in taking this course.
Multiperspectivily Interpretation Rizal Retraction

First Mass Cavity Mutiny Cry of Balintawak
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Big Picture in Focus: ULOb. Analyze social, political, economic,

and cultural issues in the Philippines using the lens of history.
Metalanguage
In this section, the most essential terms relevant to the study of history and to
demonstrate ULOb analyse social, political, economic, and cultural issues in the
Philippines using the lens of history. This chapter is dedicated to enduring issues in
Philippine society, which history could lend a hand in understanding, and hopefully,
proposing solutions.
Constitution- a country, state, or social group’s basic principles and laws that define
the government’s powers and duties and guarantee certain rights to the people in it.
Agrarian reform – is essentially the rectification of the whole system of agriculture,
this reform is the catered on the relationship between production and the distribution
of land among farmers.
Taxation- applies to all types of involuntary levies, from income to capital gains to
estate taxes.
Essential Knowledge
Below are the topics that include the mandated discussion on the Philippine
constitution, policies on agrarian reform, and taxation. It is hoped that these discussion
will help us propose recommendations or solutions to present-day problems based on
our understanding of root causes and how we anticipate future scenarios in the
Philippine setting.
THE PHILIPPINE CONSTITUTIONS
A Constitution refers to the body of rules and maxims in accordance with which
the powers of sovereignty are habitually exercised. The purposes are: a) to prescribe
the permanent framework of a system of government; b) to assign to the several
departments their respective power and duties; and c. To establish certain first
principles on which the government is founded. An unconstitutional act is not a law; it
confers no rights; it imposes no duties; it affords no protection; it creates no office; it
is inoperative as if it had not been passed at all (See Art 7 Civil Code).
The Constitution of the Philippines is the supreme/fundamental law of the land.
The Constitution currently in effect was enacted in 1987, during the administration of
President Corazon C. Aquino, and is popularly known as the “1987 Constitution.”
Philippine constitutional law experts recognize three other previous constitutions as
having effectively governed the country:
a. The 1935 Commonwealth Constitution
b. The 1973 Constitution
c. 1986 Freedom Constitution
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Constitutions for the Philippines were also drafted and adopted during the short-
lived governments of President Emilio Aguinaldo (1898) and Jose P. Laurel (1943).
Evolution of the Philippine Constitution
1899 (Malolos) Constitution. The Philippines had long been used as a trading
port in Asia, and this led to their colonization by the Spanish and later by the
Americans. The Spanish converted most of the population to Catholicism and the
religion remains the dominant one in the country. During the latter part of more than
300 years of Spanish rule, nationalist sentiment began to grow among groups of Indios
(which was how the Spanish referred to the Filipinos), fuelled in large measure by the
writings of national hero Jose Rizal (later executed by the Spanish authorities) and
other ilustrados (the Filipino intellegensia). A revolution was launched against Spain
and the revolutionaries declared Philippine independence in Kawit, Cavite on June 12,
1898. What became known as the Malolos Congress was convened on September
15, 1898 and the first Philippine Constitution, called the Malolos Constitution, was
approved on January 20, 1899, ushering what is called the First Philippine Republic.
In the Spanish- American War of 1898, the revolutionaries sided with the
Americans, hoping that, with the defeat of Spain, independence would be granted by
the US to the Philippines. This, however, did not happen. After Spain ceded (or sold)
the islands to the United States in the Treaty of Paris, the US immediately proceeded
to brutally suppress the Philippine independence movement.
1935 Constitution. In 1916, the US passed the Jones Act which specified that
independence would only be granted upon the formation of a stable democratic
government modelled on the American model, not the French model as the previous
constitution had been. The US approved a ten-year transition plan in 1934 and drafted
a new constitution in 1935. World War II and the Japanese invasion on December 8,
1941, however, interrupted that plan. After heroic Filipino resistance against
overwhelming odds finally ended with the fall of Bataan and Corregidor in 1942, a
Japanese “republic” was established, in reality, a period of military rule by the
Japanese Imperial Army. A new constitution was ratified in 1943 by Filipino
collaborators who were called the Kapisanan sa Paglilingkod ng Bagong Pilipinas
(Kalibapi). An active guerilla movement continued to resist the Japanese occupation.
The Japanese forces were finally defeated by the Allies in 1944 and this sorry chapter
came to a close.
Philippine independence was eventually achieved on July 4, 1946. The 1935

Constitution, which featured a political system virtually identical to the American one,
became operative. The system called for a President to be elected at large for a 4-
year term (subject to one re-election), a bicameral Congress, and an independent
Judiciary. Salient features of the 1935 Constitution include the following:
a. A bicameral legislature composed of a senate and House of Representatives
b. The President is elected to a four-year term together with the Vice-President
without re-election
c. Rights of suffrage by male citizens of the Philippines who are twenty-one years
of age or over and are able to read and write;
d. Extension of the right of suffrage to women within two years after the adoption
of the constitution.
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The 1973 Constitution, promulgated after Marcos’ declaration of Martial law, was
supposed to introduce a parliamentary-style of government. Legislative power was
vested in a National Assembly whose members were elected for six-year terms. The
President ideally supposed to be elected as the symbolic and purely ceremonial head
of State from the Members of the National Assembly from a six-year term and could
be re-elected to an unlimited number of terms.
The 1973 Constitution was a deviation from the Philippines’ commitment to
democratic ideals. . Marcos abolished Congress and ruled by presidential decree
(P.D.) from September 1972 until 1978, when a parliamentary government with a
legislature called the National Assembly replaced the presidential system. But Marcos
exercised all the powers of president under the old system plus the powers of prime
minister under the new system.
The 1987 Constitution. Corazon C. 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
modeled 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.
Significant features of the 1987 Constitution.

The Constitution establishes the Philippines as a “democratic and republican
State,” where sovereignty resides in the people and all government authority
emanates from them (Section 1, Article II). Consistent with the doctrine of separation
of powers, the powers of the national government are exercised in min by three
branches – the executive branch headed by the President, the legislative branch
composed of the congress and the judicial branch with the Supreme Court occupying
the highest tier of judiciary.
Basic Principles Underlying the 1987Constitution
1. Recognition of the Aid of almighty God
2. Sovereignty of the People
3. Renunciation of war as an instrument of national policy
4. Supremacy of civilian authority over military
5. Separation of the Church and State
6. Recognition of the importance of the family as basic social institution and of
the vital role of youth in nation building
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7. Guarantee of human rights

8. Government through suffrage
9. Separation of power
10. Independence of Judiciary
11. Guarantee of local autonomy
12. High sense of public service morality and accountability
13. Nationalization of natural resources and certain private enterprises affected by
public interest
14. Non—suability of the State
15. Rule of the majority; and
16. Government of laws and not men
THE AGRARIAN REFORM OF THE PHILIPPINES

CARP, or the Comprehensive Agrarian Reform Program, is the redistribution of
public and private agricultural lands to farmers and farmworkers who are landless,
irrespective of tenurial arrangement. CARP’s vision is to have an equitable land
ownership with empowered agrarian reform beneficiaries who can effectively manage
their economic and social development to have a better quality of life.
One of the major programs of CARP is Land Tenure Improvement, which seeks
to hasten distribution of lands to landless farmers. Similarly, the Department offers
Support Services to the beneficiaries such as infrastructure facilities, marketing
assistance program, credit assistance program, and technical support programs.
Furthermore, the department seeks to facilitate, resolve cases and deliver Agrarian
Justice.
The legal basis for CARP is the Republic Act No. 6657 otherwise known as
Comprehensive Agrarian Reform Law (CARL) signed by President Corazon C. Aquino
on June 10, 1988. It is an act which aims to promote social justice and industrialization,
providing the mechanism for its implementation, and for other purposes.
Agrarian Reform History.
Even before the Spaniard came into these Island, the idea of private ownership
of land was not prevalent. Land was commonly owned by the community or barangay,
cultivated communally or individually by members of the barangay. When the Spaniard
came in 1521, common ownership of land slowly took the backseat, and private
property became dominant, paving the way to Encomienda system.
Spanish Period: “United we stand, divided we fall” When the Spaniards came
to the Philippines, the concept of encomienda (Royal Land Grants) was introduced.
This system grants that Encomienderos must defend his encomienda from external
attack, maintain peace and order within, and support the missionaries. In turn, the
encomiendero acquired the right to collect tribute from the indios (native).
The system, however, degenerated into abuse of power by the encomienderos
The tribute soon became land rents to a few powerful landlords. And the natives who
once cultivated the lands in freedom were transformed into mere share tenants.
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First Philippine Republic “The yoke has finally broken” When the First
Philippine Republic was established in 1899, Gen. Emilio Aguinaldo declared in the
Malolos Constitution his intention to confiscate large estates, especially the so-called
Friar lands. However, as the Republic was short-lived, Aguinaldo’s plan was never
implemented.
American Period: “Long live America” Significant legislation enacted during the
American Period:
1. Philippine Bill of 1902 – Set the ceilings on the hectarage of private individuals
and corporations may acquire: 16 has for private individuals and 1,024 has. For
corporations.
2. Land Registration Act of 1902 (Act No. 496) – Provided for a comprehensive
registration of land titles under the Torrens system.
3. Public Land Act of 1903 – introduced the homestead system in the Philippines.
4. Tenancy Act of 1933 (Act No. 4054 and 4113) – regulated relationships
between landowners and tenants of rice (50-50 sharing) and sugar cane lands.
The Torrens system, which the Americans instituted for the registration of lands, did
not solve the problem completely. Either they were not aware of the law or if they did,
they could not pay the survey cost and other fees required in applying for a Torrens
title.
Commonwealth Period: “Government for the Filipinos”
President Manuel L. Quezon espoused the "Social Justice" program to arrest the
increasing social unrest in Central Luzon.
Significant legislation enacted during Commonwealth Period:
1. 1935 Constitution – "The promotion of social justice to ensure the well-being
and economic security of all people should be the concern of the State“
2. Commonwealth Act No. 178 (An Amendment to Rice Tenancy Act No. 4045),
Nov. 13, 1936 – Provided for certain controls in the landlord-tenant relationship.
3. National Rice and Corn Corporation (NARIC), 1936 – Established the price of
rice and corn thereby help the poor tenants as well as consumers.
4. Commonwealth Act. No. 461, 1937 – Specified reasons for the dismissal of
tenants and only with the approval of the Tenancy Division of the Department
of Justice
5. Rural Program Administration, created March 2, 1939 – Provided the purchase
and lease of haciendas and their sale and lease to the tenants. Commonwealth
Act No. 441 enacted on June 3, 1939 – Created the National Settlement
Administration with a capital stock of P20, 000,000. When the First Philippine
Republic was established in 1899, Gen. Emilio
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Japanese Occupation: “The Era of Hukbalahap”
The Second World War II started in Europe in 1939 and in the Pacific in 1941.
Hukbalahap controlled whole areas of Central Luzon; landlords who supported the
Japanese lost their lands to peasants while those who supported the Huks earned
fixed rentals in favor of the tenants.Unfortunately, the end of war also signaled the end
of gains acquired by the peasants. Upon the arrival of the Japanese in the Philippines
in 1942, peasants and workers organizations grew strength. Many peasants took up
arms and identified themselves with the anti-Japanese group, the HUKBALAHAP
(Hukbo ng Bayan Laban sa Hapon).
Philippine Republic: “The New Republic”
After the establishment of the Philippine Independence in 1946, the problems

of land tenure remained. These became worst in certain areas. Thus the Congress of
the Philippines revised the tenancy law.
President Manuel A. Roxas (1946-1948) enacted the following laws:
1. Republic Act No. 34. This established the 70-30 sharing arrangements and
regulating share-tenancy contracts.
2. Republic Act No. 55 – This provides for a more effective safeguard against
arbitrary ejectment of tenants.
Elpidio R. Quirino (1948-1953) enacted the following law:
1. Executive Order No. 355 issued on October 23, 1950 -- Replaced the National
Land Settlement Administration with Land Settlement
2. Development Corporation (LASEDECO) which takes over the responsibilities
of the Agricultural Machinery Equipment Corporation and the Rice and Corn
Production Administration.
Ramon Magsaysay (1953-1957) enacted the following laws:
1. Republic Act No. 1160 of 1954 -- Abolished the LASEDECO and established
the National Resettlement and Rehabilitation Administration (NARRA) to
resettle dissidents and landless farmers. It was particularly aimed at rebel
returnees providing home lots and farmlands in Palawan and Mindanao.
2. Republic Act No. 1199 (Agricultural Tenancy Act of 1954) -- governed the
relationship between landowners and tenant farmers by organizing share-
tenancy and leasehold system. The law provided the security of tenure of
tenants. It also created the Court of Agrarian Relations.
3. Republic Act No. 1400 (Land Reform Act of 1955) -- Created the Land Tenure
Administration (LTA) which was responsible for the acquisition and distribution
of large tenanted rice and corn lands over 200 hectares for individuals and 600
hectares for corporations.
4. Republic Act No. 821 (Creation of Agricultural Credit Cooperative Financing
Administration) -- Provided small farmers and share tenants loans with low
interest rates of six to eight percent.
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President Carlos P. Garcia (1957-1961)
1. Continued the program of President Ramon Magsaysay. No new legislation

passed.
President Diosdado P. Macapagal (1961-1965) enacted the following law:
1. Republic Act No. 3844 of August 8, 1963 (Agricultural Land Reform Code) --
Abolished share tenancy, institutionalized leasehold, set retention limit at 75
hectares, invested rights of pre-emption and redemption for tenant farmers,
provided for an administrative machinery for implementation, institutionalized a
60 judicial system of agrarian cases, incorporated extension, marketing and
supervised credit system of services of farmer beneficiaries.
2. The RA was hailed as one that would emancipate Filipino farmers from the
bondage of tenancy.
President Ferdinand E. Marcos (1965-1986)
• Proclamation No. 1081 on September 21, 1972 ushered the Period of the New
Society. Five days after the proclamation of Martial Law, the entire country was
proclaimed a land reform area and simultaneously the Agrarian Reform
Program was decreed.
• President Marcos enacted the following laws:
1. Republic Act No. 6389, (Code of Agrarian Reform) and RA No. 6390 of 1971 -
- Created the Department of Agrarian Reform and the Agrarian Reform Special
Account Fund. It strengthens the position of farmers and expanded the scope
of agrarian reform.
2. Presidential Decree No. 2, September 26, 1972 -- Declared the country under
land reform program. It enjoined all agencies and offices of the government to
extend full cooperation and assistance to the DAR. It also activated the Agrarian
Reform Coordinating Council.
3. Presidential Decree No. 27, October 21, 1972 -- Restricted land reform scope
to tenanted rice and corn lands and set the retention limit at 7 hectares.
President Corazon C. Aquino (1986-1992)
The Constitution ratified by the Filipino people during the administration of

President Corazon C. Aquino provides under Section 21 under Article II that “The State
shall promote comprehensive rural development and agrarian reform.” On June 10,
1988, former President Corazon C. Aquino signed into law Republic Act No. 6657 or
otherwise known as the Comprehensive Agrarian Reform Law (CARL). The law
became effective on June 15, 1988. Subsequently, four Presidential issuances were
released in July 1987 after 48 nationwide consultations before the actual law was
enacted.
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President Corazon C. Aquino enacted the following laws:
1. Executive Order No. 228, July 16, 1987 – Declared full ownership to qualified
farmer-beneficiaries covered by PD 27. It also determined the value remaining
unvalued rice and corn lands subject of PD 27 and provided for the manner of
payment by the FBs and mode of compensation to landowners.
2. Executive Order No. 229, July 22, 1987 – Provided mechanism for the
implementation of the Comprehensive Agrarian Reform Program (CARP).
3. Proclamation No. 131, July 22, 1987 – Instituted the CARP as a major program
of the government. It provided for a special fund known as the Agrarian Reform
Fund (ARF), with an initial amount of Php50 billion to cover the estimated cost
of the program from 1987-1992.
4. Executive Order No. 129-A, July 26, 1987 – streamlined and expanded the
power and operations of the DAR.
5. Republic Act No. 6657, June 10, 1988 (Comprehensive Agrarian Reform Law)
– An act which became effective June 15, 1988 and instituted a comprehensive
agrarian reform program to promote social justice and industrialization
providing the mechanism for its implementation and for other purposes. This
law is still the one being implemented at present.
6. Executive Order No. 405, June 14, 1990 – Vested in the Land Bank of the
Philippines the responsibility to determine land valuation and compensation for
all lands covered by CARP.
7. Executive Order No. 407, June 14, 1990 – Accelerated the acquisition and
distribution of agricultural lands, pasture lands, fishponds, agro-forestry lands
and other lands of the public domain suitable for agriculture.
President Fidel V. Ramos (1992-1998)
When President Fidel V. Ramos formally took over in 1992, his administration
came face to face with publics who have lost confidence in the agrarian reform
program. His administration committed to the vision “Fairer, faster and more
meaningful implementation of the Agrarian Reform Program.
President Fidel V. Ramos enacted the following laws:
1. Republic Act No. 7881, 1995 – Amended certain provisions of RA 6657 and
exempted fishponds and prawns from the coverage of CARP.
2. Republic Act No. 7905, 1995 – Strengthened the implementation of the CARP.
3. Executive Order No. 363, 1997 – Limits the type of lands that may be converted
by setting conditions under which limits the type of lands that may be converted
by setting conditions under which specific categories of agricultural land are
either absolutely non-negotiable for conversion or highly restricted for
conversion.
4. Republic Act No. 8435, 1997 (Agriculture and Fisheries Modernization Act
AFMA) – Plugged the legal loopholes in land use conversion.
5. Republic Act 8532, 1998 (Agrarian Reform Fund Bill) – Provided an additional
Php50 billion for CARP and extended its implementation for another 10 years.
President Joseph E. Estrada (1998-2000)
“ERAP PARA SA MAHIRAP’. This was the battle cry that endeared President
Joseph Estrada and made him very popular during the 1998 presidential election.
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President Joseph E. Estrada initiated the enactment of Executive Order N0. 151,
September 1999 (Farmer’s Trust Fund) – Allowed the voluntary consolidation of small
farm operation into medium and large scale integrated enterprise that can access
longterm capital.
During his administration, President Estrada launched the Magkabalikat Para
sa Kaunlarang Agraryo or MAGKASAKA. The DAR forged into joint ventures with
private investors into agrarian sector to make FBs competitive. However, the Estrada
Administration was short lived. The masses who put him into office demanded for his
ouster.
President Gloria Macapacal-Arroyo (2000-2010)
The agrarian reform program under the Arroyo administration is anchored on

the vision “To make the countryside economically viable for the Filipino family by
building partnership and promoting social equity and new economic opportunities
towards lasting peace and sustainable rural development.”
Land Tenure Improvement - DAR will remain vigorous in implementing land

acquisition and distribution component of CARP. The DAR will improve land tenure
system through land distribution and leasehold.
Provision of Support Services - CARP not only involves the distribution of lands
but also included package of support services which includes: credit assistance,
Extension services, irrigation facilities, roads and bridges, marketing facilities and
training and technical support programs.
1. Infrastructure Projects - DAR will transform the agrarian reform communities

(ARCs), an area focused and integrated delivery of support services, into rural
economic zones that will help in the creation of job opportunities in the
countryside.
2. KALAHI ARZone - The KALAHI Agrarian Reform (KAR) Zones were also
launched. These zones consist of one or more municipalities with concentration
of ARC population to achieve greater agro-productivity.
3. Agrarian Justice - To help clear the backlog of agrarian cases, DAR will hire
more paralegal officers to support undermanned adjudicatory boards and
introduce quota system to compel adjudicators to work faster on agrarian
reform cases. DAR will respect the rights of both farmers and landowners.
President Benigno Aquino III (2010-2016)
President Benigno Aquino III vowed during his 2012 State of the Nation Address
that he would complete before the end of his term the Comprehensive Agrarian
Reform Program (CARP), the center piece program of the administration of his mother,
President Corazon Aquino.
The younger Aquino distributed their family-owned Hacienda Luisita in Tarlac.
Apart from the said farm lots, he also promised to complete the distribution of
privatelyowned lands of productive agricultural estates in the country that have
escaped the coverage of the program.
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Under his administration, the Agrarian Reform Community Connectivity and

Economic Support Services (ARCCESS) project was created to contribute to the
overall goal of rural poverty reduction especially in agrarian reform areas. Agrarian
Production Credit Program (APCP) provided credit support for crop production to
newly organized and existing agrarian reform beneficiaries’ organizations (ARBOs)
and farmers’ organizations not qualified to avail themselves of loans under the regular
credit windows of banks.
The legal case monitoring system (LCMS), a web-based legal system for recording
and monitoring various kinds of agrarian cases at the provincial, regional and central
offices of the DAR to ensure faster resolution and close monitoring of agrarian related
cases, was also launched. Aside from these initiatives, Aquino also enacted Executive
Order No. 26, Series of 2011, to mandate the Department of Agriculture-Department
of Environment and Natural Resources-Department of Agrarian Reform Convergence
Initiative to develop a National Greening Program in cooperation with other
government agencies.
President Rodrigo Roa Duterte (2016 – present)
Under his leadership, the President wants to pursue an “aggressive” land

reform program that would help alleviate the life of poor Filipino farmers by prioritizing
the provision of support services alongside land distribution. The President directed
the DAR to launch the 2nd phase of agrarian reform where landless farmers would be
awarded with undistributed lands under the Comprehensive Agrarian Reform Program
(CARP).
Duterte plans to place almost all public lands, including military reserves, under
agrarian reform. The President also placed 400 hectares of agricultural lands in
Boracay under CARP. Under his administration the DAR created an anti-corruption
task force to investigate and handle reports on alleged anomalous activities by officials
and employees of the department. The Department also pursues an “Oplan Zero
Backlog” in the resolution of cases in relation to agrarian justice delivery of the agrarian
reform program to fast-track the implementation of CARP.
Taxation is defined in many ways. Commonly heard definitions include: It is the

process by which the sovereign, through its law making body, races revenues use to
defray expenses of government.
It is a means of government in increasing its revenue under the authority of the

law, purposely used to promote welfare and protection of its citizenry. It is the collection
of the share of individual and organizational income by a government under the
authority of the law. Taxation is a reality that all the citizens must contend with for the
primary reason that the government raises revenue from the people they govern to be
able to function fully. In exchange for the taxes that people pay, the government
promises to improve the citizens’ lives through good governance. Taxation, as a
government mechanism to raise funds, developed and evolved through time, and in
the context of the Philippines, we must understand that it came with our colonial
experience.
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Taxation is the inherent power of the sovereign, exercised through the

legislature, to impose burdens upon the subjects and objects within its jurisdiction, for
the purpose of raising revenues to carry out the legitimate objects of the government.
It is the power of the sovereign to impose burdens or charges upon persons, property
or property rights for the use and support of the government to be able to discharge
its functions.
The primary purpose is to generate funds or revenues use to defray expenses

incurred by the government in promoting the general welfare of its citizenry and for
public expenditure. Other purposes are to equitably contribute to the wealth of the
nation.Taxes imposed at the national level are collected by the Bureau of Internal
Revenue (BIR), while those imposed at the local level (i.e., provincial, city, municipal,
barangay) are collected by a local treasurer's office.
Principle of Equity, Uniformity and progressivity of Taxation
Section 28 (c), Article VI of the Constitution provides that “the rule of taxation
shall be uniform and equitable and that Congress shall evolve a progressive system
of taxation.”
The tax is uniform when it operates with the same force and effect in every
place where the subject of it is found. "Uniformity" means all property belonging to the
same class shall be taxed alike. It does not signify an intrinsic, but simply a geographic,
uniformity (Churchill & Tait vs. Conception, 34 Phil. 969). Uniformity does not require
the same treatment; it simply requires reasonable basis for classification.
The concept of uniformity in taxation implies that all taxable articles or

properties of the same class shall be taxed at the same rate. It requires the uniform
application and operation, without discrimination, of the tax in every place where the
subject of the tax is found. It does not, however, require absolute identity or equality
under all circumstances, but subject to reasonable classification.
The concept of equity in taxation requires that the apportionment of the tax
burden be, more or less, just in the light of the taxpayer’s ability to shoulder the tax
burden and, if warranted, on the basis of the benefits received from the government.
Its cornerstone is the taxpayer’s ability to pay.
Progressive Tax requires that the rate or amount of tax increases as the
amount of the income or earning to be taxed increases.
Evolution of Philippine Taxation
Pre – Colonial Period (900 – 1521). The Government were called

“Barangays”. There was no national government to call. There was no “datu” strong
enough to unite the archipelago into one nation. Some barangays however united to
form a confederation. It was headed by a ruler called “datu” or raja”.
The Ancient Filipinos practice paying taxes for the protection from their “datu”.
The collected tax or tribute was called “buwis” or “handug”. Non-payment of taxes was
already punishable during this period. The chieftain’s family members were enjoying
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exemption from paying taxes. The judicial process was influenced by religion and by
waiting the intervention of the deities wherein the Datu served as the chief judge who
was assisted by group of elders in the barangay that acted as members of the jury.
There were four classes.
1. Maharlika class (includes datu) were the nobility of pure royal descent.
2. Timawa or the warrior class composed of free men, neither chiefs nor slaves".
They required to render military service to the datu in hunts, land wars or sea
raids. They could acquire property, acquire any job they want, pick their own
wives, and acquire an Alipin. They were however expected to pay taxes, and
support the Maginoo class. They are the only class to pay taxes, and hence
they are importance in the community.
3. Alipin (commoners and slave). They renders services to the tumao and timawa
for debts or favors. The Alipin did not likely make any money for their services,
and hence they do not pay taxes.
4. The priestly class were scribes that are tasked to record history, and keep track
of tributes and taxes that were expected from the governed.
Spanish period. During this period tax is being imposed to support the colony, several
taxes and monopolies were established.
The government introduced a “New Income – Generating means”. Examples are the
following:
1. Manila – Acapulco Galleon Trade (1565 – 1815) The Spanish government
continued trade relations with these countries and Manila became the Center
of Commerce-China, Japan, Maluccas, Siam, India, Cambodia, Borneo.
Galleon Trade is a ship trade going back and forth yearly between
Manila and Acapulco. The fundamental income is generating business for the
Spanish. The Galleon trade brought silver from Nueva Castilla and silk from
China by way of Manila. During the Galleon trade, force labor was a character
of Spanish colonial taxation and was required from the Filipinos. Male Filipinos
were obligated to serve which results to deaths in seventeenth century.
2. Polo Y Servicio (Forced Labor). This revolved within the framework of the
Encomienda System. Men ranging from 16 to 60 years of age were obligated
to give 40 days personal services to community projects. One could be
exempted from the polo by paying a fee called falla (which was worth one and
a half real).
3. Bandala system was implemented by Spanish authorities in the Philippines that
requires native Filipino farmers to sell their goods to the government. Bandala
(from the Tagalog word “mandala”, a round stack of rice stalks to be threshed),
an annual forced sale and requisitioning of goods such as rice.
4. Encomienda System (1570). A Compliance with the decree issued by King
Philip II in 1558, distributed lands in Cebu to loyal Spanish subjects. The
encomienda was not actually a land grant but was a favor from the kind under
which the Spaniard receiving his favor was given the right to collect tributes–or
taxes–from the inhabitants of the area assigned to him. The man who received
this favor was called an encomendero. The encomienda was, therefore, a
public office.
The encomenderos were required by law to perform the following duties:
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a. to give protection to the natives

b. to help the missionaries convert the natives to Christianity
c. to promote education
5. Tribute/ “Buwis
When Spaniards came, they started to collect “tributos” (tributes). The
purpose of it is to develop and improve the islands and to maintain it as well.
Also, the collect tributes are for the government officials’ salary and for the
expenses of the clergy. The “buwis” (tribute), which could be paid in cash or
kind, with tobacco, chickens, produce, gold, blankets, cotton, rice, or other
products depending on the region of the country. Custom duties and income
tax were also collected. In 1884, the payment of tribute was put to a stop
because of the “cedula” wherein colonists were required to pay for personal
identification. Everyone over the age of 18 was obliged to pay their cedula.
During the 17th and 18th centuries, the Contador de' Resultas served as the
Chief Royal Accountant whose functions were similar to the Commissioner of Internal
Revenue. He was the Chief Arbitrator whose decisions on financial matters were final
except when revoked by the Council of Indies. Taxation in the Philippine during
Spanish colonial period was characterized by a heavy burden place.
Taxation under the Americans. The Americans aimed to make the economy
selfsufficient by running the government with the possible sum revenue and create
surplus in the budget.
From 1898 to 1903, the Americans followed the Spanish system of taxation with
some modifications. Later on, the Urbana would be replaced by tax on real state, which
became known as land tax. The problem with the tax was that land titling in the rural
area was very disorderly. 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 banks and bankers,
4. Document stamp taxes
5. Cedula
6. Taxes on insurance and insurance companies
7. Taxes on forest products
8. Mining concession
9. Taxes on business and manufacturing
10. Occupational licenses
Taxation During The Commonwealth Period. New measures and legislation

were introduced to make the taxation system appear more equitable during the
commonwealth. Income tax rate were increased in 1936, adding a surtax rate on
individual net income in excess of 10,000. Income tax rates of corporation were also
increased.
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In 1937 the cedula tax was abolished which appeared to be progressive move.
In 1940 a residence tax was imposed on every citizen aged 18 years old and every
corporation.
Fiscal Policies at Present. The policy of taxation in the Philippines is governed

chiefly by the Constitution of the Philippines and three Republic Acts.
• Constitution: Article VI, Section 28 of the Constitution states that "the rule of
taxation shall be uniform and equitable" and that "Congress shall evolve a
progressive system of taxation“
• National law: National Internal Revenue Code—enacted as Republic Act No.
8424 or the Tax Reform Act of 1997and subsequent laws amending it; the law
was most recently amended by Republic Act No. 10963 or the Tax Reform for
Acceleration and Inclusion Act and,
• Local laws: major sources of revenue for the local government units (LGUs) are
the taxes collected by virtue of Republic Act No. 7160 or the Local Government
Code of 1991, and those sourced from the proceeds collected by virtue of a
local ordinance.
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Let’s Check
Activity 1. In this activity, you are tasked to think of a specific social, political,
economic and cultural issue in the Philippines using infographic, examine how this
issue might affect or influence future scenarios in the Philippine activity. You are also
required to proposed recommendation or solutions to the said issue.
Ex. Of Infographic
Retrieved from: www.global/philippines
Insert You Infographic Here:
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Let’s Analyze
1. How did the Spanish government distribute lands on the Filipino farmers?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
2. With so many agrarian reform law, why do you think farmers remain
dissatisfied?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
3. How can the government improve tax collections without imposing much ta to
the consumer?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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____________________________________________________________________
4. Do you think there is a need to change the existing constitution? Reason out
your answer?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
In a nutshell

a. Changing the constitution is a perennial issue that crops up, and

terms such as “Cha-cha”, “Con-Ass”, and “Con-Con”.
b. ____________________________________________________________
c. ____________________________________________________________
d. ___________________________________________________________
e. ____________________________________________________________
f. ____________________________________________________________
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Questions Answers
Key Words Index

course.
Philippine Constitution Progressive tax Timawa
Tax Maharlika Alipin
Acapulco Galleon Trade Polo y Servicio Encomienda System
Tribute
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Big Picture
to:
a. Apply historical methods in writing the history of one’s locality or
country; and
b. Discuss the importance and purpose of shrines and museum.
Big Picture in Focus: ULOa. Apply historical methods in writing the

history of one’s locality or country;
Metalanguage
In this section, the most essential terms relevant to the study of history and to
demonstrate ULOa Apply historical methods in writing the history of one’s locality or
country. This chapter focuses on applying the skills we have given to doing online
research, library/archival research, biographies/life history, and local history.
Local History – is the study of the history of a particular community or a smaller unit
of geography.
Essential Knowledge
Doing Historical Research Online
Let us start with the tools that any students nowadays would use to do research
the internet. It has increasing become the primary means by which anyone would find
any information that they need. With a single click, students are able to access tons
and tons of available information. So much information, in fact, that it would be easy
to get lost in all the data available.
Cyberspace is a great resource for research if you know to use it properly.
Remember that just because information is available does not mean you should just
get it and use it right away- appropriating something, such as an idea, as yours is
considered plagiarism, which is one of the worst crimes in the academe. Treat
anything you find online as a source and use the same historical methods you have
learned to analyze the data you get online.
A simple skill that will get you far in doing historical research online is knowing
where to look and how to look Search engine websites such as Yahoo!
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(www.yahoo.com) or Google (www.google.com) could lead you to a lot of sources with

the right search strings. A search string is a combination of words that you use to come
up with relevant results and lead you to what you are looking for. The more refined
your search string is, the more definite and refined the results will be.
Google also provides its own customized platform for scholarly research, called
Google Scholar (www.scholar.google.com). You may use it to find electronic journal
articles, materials from institutional repositories, and book chapters from many
different sources. It could be a good starting point in building your research by
providing you an overview of existing published material for you topic. Google Books
(www.books.google.com) also provides sources for scanned books, where you may
be able to read some chapters for free. This could be useful if you want to know if a
certain book would be useful to your research before going to physical library to loan
the book or photocopy pages of it.
Sometimes, a simple search online is all you need to find the data you need.
And most often, one of the first results that will come out will be pages from Wikipedia.
Wikipedia is the biggest open source encyclopaedia in the whole of cyberspace. In
2017, it has 40 million articles in 293 languages. Being and pen source encyclopaedia,
anyone could contribute or edit articles in the site, which makes some of the
information in the site unreliable. Nonetheless, Wikipedia provides a useful launch pad
to sources that you may use for research. When you read from Wikipedia, look at the
linked citations in the articles, which could lead you to a source you may use for your
own research. However, exercise caution in using this site, as many in the academe
frown upon research that utilizes Wikipedia. As a practice, use Wikipedia to gain a
general overview of what you need to know so that you may be guided in looking for
credible and reliable sources that you may be guided in looking for credible and reliable
sources that you need for your research.
There are websites that you may use to legally download scanned copies of
books and other materials for free, especially those books with expired copyrights and
are in public domain. Project Gutenberg (www.Gutenberg.org) is the oldest digital
library in the world, founded in 1971. It has more than 50,000 items in its collection,
which include many works concerning the Philippines, such as the Doctrina Cristiana
( the first published book in the Philippines), the published travelogues of foreigners
who visited the Philippines as Jagor, de Comyn, Virchow, Foreman, and Worcester;
Austin Craig’s biography of Rizal, and all volumes of Blair and Robertson’s The
Philippne Islands: 1493-1898.
Internet Archive (www.archive.org) an online library that originally sought to
archive web history, but grew later on to provide digital version of other works. The
archive contains 279 billion web pages, 11 million books and text, 4 million audio
recordings, 3 million videos, 1 million images, and 100,000 software programs.
Philippine government websites (www.gov.ph) are starting to be enriched with

sources that may be used for historical research, especially on laws and other sources
that may be used for historical research, especially on laws and other government
issuances that may be useful when doing topics of a more contemporary period.
Websites of newspapers, magazines, broadcasting stations, and other media outlets
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usually keep an archive of their articles from a particular date. For older issues, you
may have to find copies, either digitized or physical copies, in the library.
Doing Historical Research in Libraries and Archives
Research in libraries and archives is necessary in the study of history as these

are repositories of primary and secondary sources that allow us to create narratives
of the past through accepted methods of historical scholarship. It is imperative upon
students to be able to develop an aptitude toward doing research in these venue so
as further develop their skills in historical research.
Retrieved from: life.spectator.co.uk
Nowadays, libraries have forgone the tedious and antiquated card cataloging
system and have been using the digital version to catalog their holdings, called the
Online Public Access Catalog (OPAC), sometimes simply the Library Catalog. In this
system, instead of going through each entry on physical index cards, a simple search
will yield the holdings of the library related to what you are searching for.
A problem that could arise this way is when the search yields too many results
sifting through these may need a more refined search string using more definite
keywords to limit the results. For example, “Philippine History” as a search string would
result in hundreds, even thousands of materials. Limit it to particular keywords that
focus on your topic, such as “Philippine Revolution”, “Emilio Aguinaldo”, “Declaration
of Independence”, and other more defined strings.
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The National Library of the Philippines in Ermita, Manila
Provides a rich treasure trove of materials for the student-researcher interested

in Philippine History, especially in their Filipiniana section. It has a valuable Rizaliana
Collection, several sets of Blair and Robertson’s The Philippine Islands, 1493-1898.
Retrieved from Esquiremag.com
The national archives of the Philippines, in manila Is an agency of the

government mandated to collect, store, preserve, and make available records of the
governments and other primary sources pertaining to the history and the
developments of the Philippines
University of the Philippines in Diliman, Quezon City have holdings that could
also be useful in research. The collections particularly in the Main Library in Gonzales
Hall are rich in resources especailly in Filipiniana section, serial theses, and
dissertations.
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Retrieved from: beta.entrepreneurship.org.ph
Other university libraries are also accessible to the public
The Ateneo de Manila University in Quezon City- holds the American Historical
Collection.
Retrieved from: rizal.lib.admu.ph (American Historical Collection)
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The University of Santo Tomas in España, Manila- also has collections from the
sixteenth century, owing to the fact that it is the oldest Catholic University in the country
and is a Historic site in itself.
Retrieved from: pinterest.ph
Private libraries and institutions

• The Family History Center at the Church of Jesus Christ of Latter-Day Saints-
is a generous resource for research on genealogies.
• The Chinben See Memorial Library in Kaisa-Angelo King Heritage Center-
offers resources on Chinese and Filipino-Chinese in the Philippines and in
Southeast Asia.
• The Archdiocesan Archives of Manila has immense Church data sources.
Doing Life Histories and Biographical Research
Life history is an oft-neglected sub discipline of history because it is seen as a

trivial to larger narratives of nations, societies, civilizations. Individuals’ influence can
span centuries and generations. Individuals can also influence large and many places.
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.
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.
Doing a life history of an individual will also lead to questions about his family and
genealogy. Family is an important aspect of an individual. It determines the person’s
socioeconomic status, religious belief, character, interests, and values.
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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.
Doing Local and Oral History
• Local history- is the study of the history of a particular community or a smaller

unit of geography
 Does Local History study Local communities? Local institutions? Local
groups? Local heroes?
 Doing local history 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.
• 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.
History of Samal Island
In the early years, Samal Island was settled by indigenous people coming from
the northern and eastern coasts of the undivided Davao Province. A large mixed
population of Mansakas, Mandayas and Muslims composed the identification of the
now so called Sama tribe.
As these primeval settlers were organized into communities they were

dynastically ruled by a Datu up the early part of the American regime. In the early part
of the 18th century governance shifted when Christianization came in.
As an archipelago, Samal became a District Municipality of Davao Province.
Subsequently, in three year time Municipality of Babak and thirteen years after
Municipality of Kaputian were created. Each municipal name derived from each
different historical tracings and so with the barangays with in their jurisdiction.
The second district which is the government center of the city got its district
name Samal from the early indigenous settlers forming into one tribe called “Isama"
and its barangay name Peñaplata from the Isama term “Malibasa” which means a
place where honorable people living in perfect harmony who loved peace that they
knew no war. First district derived its name Babak from an abundant shrubs called
“Tagbak” grown in the area which were used as land mark for the people’s trade
center. White Sand in local dialect “Puting Balas” is significantly true to the shorelines
of the third district from which its name Kaputian derived.
In the early settlement of the island, there were no known surveyed roads
except trails and pathways crisscrossing the lowland areas. Thick forest and green
land covered the island’s virgin soil.
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The Isamas are by occupation farmers and fishermen using old

fashioned and crude methods of agricultural farming and fishing. Their products were
contained in baskets woven by their own hand arts, raw materials of which are
abundantly grown in the island and transported by means of handling and through
animal driven carts in the in-land and paddled bancas as the water transport. Barter
system was their traditional economic enterprise.
The coming of the Christian from the different Provinces of Luzon and Visayas
and from the other parts of Mindanao, introduced improvised methods of farming and
fishing. More arable lands were acquired and cultivated.
More developments and settlements happened, population continue to grow

as years passed by until the time that Samal Island was tapped as one of the
government tourism zones. Samal Island is one of the seven thousand tropical islands
in the Philippines with a larger number of glorious beaches complete with soft white
coral sand, rustling coconut palms and gently lapping turquoise water. A number of
natural waterways and caves are strategically located within the island.
Retrieved from: www.samalcity.ph, Official Website
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Let’s Check
Activity 1. One of the historiographical method in writing the history is doing life history
and biographical research. You are required to write the life history of any local hero
in Island Garden City of Samal using primary or secondary sources. Attach a copy of
the primary or secondary source you used when you submit your biographical
research.
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Let’s Analyze
Activity 1. My Life History. Write your autobiography using only primary sources.
Attach a copy of the primary source you used when you submit your autobiography.
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In a nutshell

a. We need to remember, not just because information is available does

not mean you should just get it and use it right away
b. ____________________________________________________________
c. ____________________________________________________________
d. ___________________________________________________________
e. ____________________________________________________________
f. ____________________________________________________________
Questions Answers
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Key Words Index

course.
Historical Research Yahoo Google
Google Scholar Google books Gutenburg
Internet Archive Libraries Online Access Catalogue
National library of the Local History Oral History
Philippines
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Big Picture in Focus: ULOb. Discuss the importance and purpose of

shrines and museum.
Metalanguage
We have been discussing ways to study the past through variety of sources
available to us. While research is valuable tool to learn more about the experience of
the nation and our history, there exist venues where we can experience history, and
these are through historical shrines and museum.
Historical Museums/Shrine – Established to collect, preserve, study, and

present to the public objects of material and spiritual culture that reflect the
development of human society. Historical museums may be of a general nature,
devoted to the history of a country, republic, or city, or they may be devoted to special
historical disciplines or to independent branches of historical science.
Cultural Sites/Heritage - is an expression of the ways of living developed by a

community and passed on from generation to generation, including customs,
practices, places, objects, artistic expressions and values. Cultural Heritage is often
expressed as either intangible or tangible cultural heritage. As part of human activity
cultural heritage produces tangible representations of the value systems, beliefs,
traditions and lifestyles. As an essential part of culture as a whole, cultural heritage,
contains these visible and tangible traces form antiquity to the recent past.
Essential Knowledge
We have been discussing ways to study the past through variety of sources
available to us. While research is a valuable tool to learn more about the experiences
of the nation and our history, there exists venues where we can experience history,
and these are through historical shrines and museums. Historical shrines and
museums serve as portals to the past. These venues for living history provide us a
certain level of authority and trustworthiness that could impact the way we view the
past.
Historical Sites/Heritage - Historic site or heritage site is an official location
where pieces of political, military, cultural, or social history have been preserved due
to their cultural heritage value. Historic sites are usually protected by law, and many
have been recognized with the official national historic site status. A historic site may
be any building, landscape, site or structure that is of local, regional, or national
significance.
Upon arriving in the historical shrine or museum, one thing that you can do is
to look for the historical marker. These markers put up by the National Historical
Commission of the Philippines (NHCP, or formerly national Historical Institute or NHI)
provide the basic details on what makes a certain site historical. These markers ensure
that the site where it is located is indeed, of historical and cultural value to the nation.
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The instructor or professor, who handles your course and who will organize
your visit to the shrine or museum, should provide you with a handouts or a
worksheet to accomplish while in the site, and maybe he may assign you to write a
reflection paper that should represent your own critical evaluation of the site.
Museums
The main function of museums has traditionally revolved around collecting,
preserving, researching and displaying objects. Displays are still constructed
essentially around objects, thus making material culture a key constituent of most
museum interpretation narratives. The one who is in-charge of the museum is called
the curator.
History consumed in museums is closer to what might be termed ‘public history’
than the history that circulates within the academy. Despite the rapid expansion of
museum collections throughout the last century historians have preferred to research
in the familiar comfort of the archive and the library rather than in the museum object
store.
UNDERSTANDING MUSEUMS
Museums contain records of human presence and the individual experience of
people. When examining actual objects and artefacts as primary sources of
information, one may be able to see the authentic experience as well as the meaning
that it may bring to the audience. It served as evidences of the human existence in the
depiction of history.
Museums provides the authenticity of the historical writings through objects and
artefacts. It proves that the written documents learned by the students in the classroom
are authentic. Museum demonstrate vital roles today in the nurturing of democratic
interchange of researched knowledge. It is a valuable addition to civilizations and
societies. It provides precise collections to interpret our different social histories.
Hence, they provide respectful insights to better understand and enlighten in
promoting more meaning opinions that are significant to societies.
IMPORTANCE AND PURPOSE OF MUSEUMS
Museum is an important institution that preserves cultural heritage with the
primary intent to collect, preserve, understand, and exhibit the different relics and
artifacts, for a better understanding of the past. Museum in the past were being
misunderstood, and very few individuals would understand its ideology and why it was
built.
Further, museum offer formal and non-formal academics to anyone who will be
taking an interest because it is free to the public, and by going through numerous
collections and knowledge which will be provided by the curator or anyone who will be
in charge of event, thereby giving the students a special freedom to be able to freely
interpret accordingly the different names of the aforementioned artifacts shown in the
museums.
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Types of museums are dedicated to preserving and interpreting the material

aspects of human activity and the environment. Such a broad range of activities can
be conducted by a wide variety of institutions, which for purpose of description and
discussion, it is often convenient to group according to type. Sometimes museums are
classified according to the source of their funding (e.g., state, municipal, private),
particularly in statistical work. Classifying by source of funding, however, fails to
indicate the true character of the museums’ collections. For example, institutions
funded by the national government –national museums- may hold outstanding
international collections, as do British MUSEUM, THE Hermitage, and Louvre; may
hold specialized collections, as do several national museums of antiquities on the
European continent; or may have an essentially local character, as does the
Smithsonian Institution’s Anacosti Neighbrhood Museum in Washinton, DC (Lewis,
1998).
General Museum
It hold collections in more than one subject and are therefore sometimes known
as multidisciplinary or interdisciplinary museums. Their prime responsibility is to reflect
the natural and human history, traditions, and creative spirit of the area.
Natural History and Natural Science Museums
Are concerned with the natural world; their collections may contain specimen
of birds, mammals, insects, plants, rocks minerals, and fossils. These museums have
their origin in the cabinets of curiosities built up by prominent individuals in Europe
during Renaissance and Enlightenment. In the United States and Latin America their
collections often include objects of physical and social anthropology as well as the
natural sciences.
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Science and Technology Museum
Museum of science and technology are concerned with the development and
application of scientific ideas and instrumentation. Like museums of natural science
and natural history, science museum have their origin in the Enlightenment. Some of
them develop from the collection of learned societies, others from private collections.
A later development in science museum involved the applications of science, so that
museums began to preserve the material evidence of technological as well as
scientific endeavor. Some Science and technology museum now concentrate on
demonstrating science and its applications; in these museums the preservation of
process is emphasized over the preservation of objects.
Art Museum
Art Museum or a Gallery in some places, is concerned primarily with the object
as means of unaided communication with its visitors. Aesthetic value therefore a major
consideration in accepting items for the collection. Traditionally these collections have
comprised paintings, sculpture, and the decorative arts. A number of art museums
have included the industrial arts since the 19th century, when they were introduced,
particularly to encourage good industrial design.
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Museum in the Philippines

Experience a fun, educative and incredible tour by visiting any of these fabulous
museums, within a museum’s halls of history lies the grandness and richness of
human culture and its legacy.
1. UST Museum of Arts & Sciences. The University of Santo Tomas Museum is
the oldest museum in the Philippines. Its collections were started in the 17th
century with materia medica (plant, animal and mineral specimens considered
"medical materials") used in the medicine, pharmacy and science courses.
The current collections are grouped into the following: visual arts, natural
history, coins and memorabilia, Oriental wares, ethnography, and religious
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images. Of note are paintings of Filipino masters, a remarkable collection of

seashells, and ancient ceramic ware dating back from 5,000 B.C
Retrieved from: sites.google.com
2. Ayala Museum
Envisioned in the 1950s by the late artist Fernando Zobel de Ayala, the
Ayala Museum first opened in 1967. The museum's historical collections
include sixty handcrafted dioramas that chronicle Philippine history, a miniature
boat gallery showcasing watercrafts that contributed to Philippine maritime
trade and economy, and archaeological and ethnographic objects from the
country's northern and southern cultural communities. The fine arts collection
features important works by pioneer Filipino artists Juan Luna (1857-99),
Fernando Amorsolo (1882-1972), and Fernando Zobel (1924-84). Genre
paintings from the 19th century Philippines are also represented, showing
secular themes.
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3. Rizal Shrine and Museum

This shrine was the detention cell of national hero Jose Rizal and displays his
memorabilia, including a manuscript copy of his poem Mi Ultimo Adios (My Last
Farewell) and the food warmer where it was hidden before his execution.
4. NATIONAL MUSEUM OF NATURAL HISTORY

Museums play a big role in reminding us of how we grow as a people.
Through arts, installations, and precious artifacts, they awaken our desire to
know more about our rich culture, our history, and our environment, which make
up our national identity.
One of the most popular museums in the country is the National Museum
of Natural History, which was officially opened to the public in May 2018.
Located in Rizal Park, it is part of the National Museum Complex which boasts
three other attractions: the National Museum of Fine Arts, the National Museum
of Anthropology, and the National Planetarium.
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Completed in the 1940s, it was formerly called Agriculture and Commerce

Building. Before it became the National Museum of Natural History, the building used
to be the headquarters of the Department of Tourism until 2015.
5. Mind Museum
This science museum has over 250 inter-active “minds-on” and hands-on
exhibits, presenting science as entertaining, fun, and engaging. To facilitate
learning, museum visits are organized into 3-hour blocks of time; full-day
passes are also available.
a. The story of the Universe: Its Beginning and Majesty
b. The story of the Earth: Its Story across the Breadth of Time
c. The Story of Life: The Exuberant Varieties of Life;
d. The Story of the Atom; The Strange World of the Very Small; and
e. The Story of Technology; The Showcase of Human Ingenuity-
presenting science through five main stories.
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6. National Museum of the Philippines
Officially the Museum of the Filipino People, in Rizal Park, Manila was
originally designed as public library in 1918 before it was inaugurated on July
16, 1926. The National Museum is the premier repository and custodian of the
country’s heritage. There are 9 permanent exhibits featuring dioramas of
wreckage sites and artifacts of precolonial and Spanish-era ships, an interactive
display on the geologic and anthropologic history of the country, ancient burial
practices, cloth traditions and cultural diversity. The featured artifacts and relics
showcase the rich heritage of the Philippines, dated long before Spanish
colonization.
7. Museo Dabawenyo
This museum showcases the history and cultural heritage of Davao

City. There are four permanent gallery exhibits. The Indigenous People’s
Gallery displays a collection of arts, crafts, musical instruments, weapons and
other artifacts of the different indigenous groups in Mindanao. The Moro
People's Gallery displays a collection of miniature houses, boats, musical
instruments, furniture, weapons, armors and crowns used by the Muslim people
in Mindanao. The Contemporary Gallery displays classic and modern art,
including paintings and wood carvings. The Memorabilia Gallery displays
period clothing, monetary bills and notes, period furniture and household
implements in Davo history.
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8. Butuan National Museum Branch

This museum was established after the accidental discovery of
archaeological materials by the City Engineering Office in 1974. Excavations
in and around the area by the National Museum yielded more archeological
artifacts, the most significant of which were prehistoric Butuan boats (balangay)
that date from 4th to 13th centuries A.D., just five kilometers from the city
proper.
On display are ethnographic materials from the Higaonon, Tiruray,
Mamanua and Bukidnon ethnolinguistic groups: musical instruments,
agricultural tools, baskets, textiles, personal adornments and household
implements. Highlights of the exhibition are the Higaonon handwoven abaca
blanket, a replica of the Butuan ivory seal written in ancient Javanese script (c.
1100 A.D., translated as "but-wan") and a replica of the Golden Tara of
Agusan recovered from Wawa River in 1917. The gold statue is of Indo-
Buddhist-Javananese influence. The original 21-carat gold figurine is presently
kept at the gem room of the Chicago Field Museum of Natural History in USA.
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Historical Shrines in the Philippines
The Philippines is not only an archipelago with beautiful beaches and colourful
festivals and hospitable people but also a country that is rich in historical heritage and
landmarks.
1. Rizal Shrine.
A two-storey stone and hardwood structure with narra floors, and red tile
roof, the Rizal home has a spacious parlor with wide capiz shell windows, a
library, dining room, three bedrooms, a kitchen and pantry leading out to a
balcony.
The Museo ni Jose Rizal Calamba has six galleries featuring Rizal’s early
education, his travels abroad, and nationalist undertakings in Europe:
• Gallery 1: Kaliwanagan focuses on Rizal’s family and childhood in
Calamba;
• Gallery 2: Kapaligiran features the agricultural town of Calamba and its
environs;
• Gallery 3: Karunungan focuses on Rizal’s formal schooling at the Ateneo
Municipal de Manila and Universidad de Santo Tomas
• Gallery 4: Bahay-na-Bato provides a glimpse into the Rizal home, its
furniture and furnishings;
• Gallery 5: Unang Paglalakbay sa Europa centers on Rizal’s initial journey
to Europe (1882-1887), his studies in Madrid, Spain; Paris, France; and
Heidelberg, Germany, and the writing of his seminal novel, Noli me tangere;
• Gallery 6: Pangalawang Paglalakbay sa Europa discusses Rizal’s second
sojourn to Europe (1888- 1892) focusing on his propaganda activities, his
second novel El Filibusterismo and other political writings until his return to
Manila in June 1892.
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2. SPIRIT OF 1896 MONUMENT
The Diwa ng 1896 Monument is located on N. Domingo Street corner

Pinaglabanan Road in San Juan, Metro Manila, Philippines. The shrine has a
statue of a woman supported by two children, holding up a bolo, or a machete.
This was built to commemorate the opening salvo of the 1896 Philippine
Revolution, when the Katipuneros lay siege to an arms storage facility, called
the “Almacen” that belonged to the Spanish Colonial Government. It is this
statue that is depicted on the city’s seal.
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3. Lapu-lapu Shrine, Mactan Island
The Lapu Lapu shrine is a 20 meter (65.5 feet) high, bronze statue of
Lapu Lapu (circa 1491-1547 AD), the Filipino warrior king who commanded the
native forces that fought the invading Spanish forces in the Battle of Mactan in
1521 and killed their leader, the navigator Ferdinand Magellan.
The Lapu Lapu statue is said to be on the exact spot where the battle
was fought and where Magellan was killed. The statue shows Lapu Lapu
holding a sword in one hand and a shield on the other (these two weapons are
said to have been used by Lapu Lapu in his combat with Magellan).
History records that Lapu Lapu was the first Philippine native to resist
foreign invasion and colonization. As such, he is regarded as the first national
hero of the Philippines.
In addition to the above-mentioned statue (also known as the Lapu Lapu

Monument), a church has been erected in his honor and the town of Opon,
Mactan Island, was renamed Lapu-Lapu City. The Battle for Mactan is re-
enacted most years on the beach at Magellan Bay, Mactan Island.
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Let’s Check
Activity 1. In this activity you are required to discuss the following concept:
1. Importance of historical shrines and museum.
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
2. Purpose of Historical Shrine and Museum
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
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Let’s Analyze
1. Why are the Museum important in understanding history?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
2. Why it is said that museums represent the “piece of the past”? Explain your
answer.
___________________________________________________________________
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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________________________
3. What can be done to encourage local people to visit museums and historical
site/?
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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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In a nutshell

a. Museum provides precise collections to interpret our different social

histories.
b. ____________________________________________________________
c. ____________________________________________________________
d. ___________________________________________________________
e. ____________________________________________________________
f. ____________________________________________________________

This part of the module is the enumeration or listing of the questions or queries that
comes to mind after the discussion and assessment task. You may address these questions
to your teacher in your online discussion. Be sure to also write the answers of your online
discussions have come up with.
Questions Answers
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Key Words Index

The following are the terms and concepts discussed in this lesson. The table below is
given to help you recall these important words as you progress in taking this course.
Museum General Museum Science and Technology

Museums
Art Museums University of Santo Tomas Ayala Museum
Museum of Arts and Sciences
Rizal Shrine National Museum of Natural Mind Museum
History
National Museum of the Museo Dabawenyo Butuan National Museum
Philippines
Shrines Rizal Shrine Pinaglabanan of San Juan
Lapulapu Shrine
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PART 3: COURSE SCHEDULE

This section calendars all the activities and exercises, including readings and
lectures, as well as time for making assignments and doing other requirements, in a
programmed schedule by days and weeks, to help the students in SDL pacing,
regardless of mode of delivery (OBD or DED). Note: reading assignments can be
calendared for 3 days or for a week with performance tasks (essay or reflection paper).
Activity Date Where to submit

Big Picture A
ULOa: Let’s Check Activities January 14, 2021 CF’S Email /Quipper
ULOa: Let’s Analyze January 16, 2021 CF’S Email/Quipper
ULOa: In a Nutshell Activities January 18, 2021 BB’s forum feature
ULOa: QA List January 20, 2021 BB’s discussion feature
ULOb: Let’s Check Activities January 22, 2021 CF’S Email
ULOb: Let’s Analyze January 25, 2021 CF’S Email
ULOb: In a Nutshell Activities January 27, 2021 BB’s forum feature
ULOb: QA List January 28, 2021 BB’s discussion feature
First Exam January 29,2021 Google form
Big Picture B
ULOa: Let’s Check Activities February 1,2021
ULOa: Let’s Analyze February 3, 2021 Quipper
ULOa: In a Nutshell Activities February 5, 2021 BB’s forum feature
ULOa: QA List February 5, 2021 BB’s discussion feature
ULOb: Let’s Check Activities February 8, 2021
ULOb: Let’s Analyze February 10, 2021 Quipper
ULOb: In a Nutshell Activities February 11, 2021 BB’s forum feature
ULOb: QA List February 11, 2021 BB’s discussion feature
Second Exam February 12, 2021 Quipper/Google form
Big Picture C
ULOa: Let’s Check Activities February 15, 2021 CF’s Email/ Facebook
messenger
ULOa: Let’s Analyze February 17, 2021 Quipper
ULOa: In a Nutshell Activities February 18, 2021 BB’s forum feature
ULOa: QA List February 20, 2021 BB’s discussion feature
ULOb: Let’s Check Activities February 22, 2021 Google Meet
ULOb: Let’s Analyze February 24, 2021 Quipper
ULOb: In a Nutshell Activities February 25, 2021 BB’s forum feature
ULOb: QA List February 25, 2021 BB’s discussion feature
Third Exam February 26, 2021 Quipper /Google form
Research Project Quipper/ Messenger
Final Exam March 10, 2021 Google form
107
Teacher Education
Davao Del Norte
Online Code of Conduct
 All teachers/Course Coordinators and students are expected to abide by an honor

code of conduct, and thus everyone and all are exhorted to exercise self-
management and self-regulation.
 Faculty members are guided by utmost professional conduct as learning facilitators
in holding DED conduct. Any breach and violation shall be dealt with properly under
existing guidelines, specifically on social media conduct (OPM21.15) and
personnel discipline (OPM 21.11).
 All students are likewise guided by professional conduct as learners in attending
DED courses. Any breach and violation shall be dealt with properly under existing
guidelines, specifically in Section 7 (Student Discipline) in the Student Handbook.
 Professional conduct refers to the embodiment and exercise of the University’s
Core Values, specifically in the adherence to intellectual honesty and integrity;
academic excellence by giving due diligence in virtual class participation in all
lectures and activities, as well as fidelity in doing and submitting performance tasks
and assignments; personal discipline in complying with all deadlines; and
observance of data privacy.
 Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
 All borrowed materials uploaded by the teachers/Course Coordinators shall be
properly acknowledged and cited; the teachers/Course Coordinators shall be
professionally and personally responsible for all the materials uploaded in the
online classes or published in SIM/SDL manuals.
 Teachers/Course Coordinators shall devote time to handle DED courses and shall
honestly exercise due assessment of student performance.
 Teachers/Course Coordinators shall never engage in quarrels with students online.
While contentions intellectual discussions are allowed, the teachers/Course
Coordinators shall take the higher ground in facilitating and moderating these
discussions. Foul, lewd, vulgar and discriminatory languages are absolutely
prohibited.
 Students shall independently and honestly take examinations and do assignments,
unless collaboration is clearly required or permitted. Students shall not resort to
dishonesty to improve the result of their assessments (e.g. examinations,
assignments).
 Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to
others to further academic fraudulence online.
 By handling DED courses, teachers/Course Coordinators agree and abide by all
the provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
 By enrolling in DED courses, students agree and abide by all the provisions of the
Online Code of Conduct, as well as all the requirements andprotocols in handling
online courses.
108
Teacher Education
Davao del Norte
Monitoring of OBD and DED
 The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be
responsible in monitoring the conduct of their respective DED classes through the
LMS. The LMS monitoring protocols shall be followed, i.e. monitoring of the
conduct of Teacher Activities (Views and Posts) with generated utilization graphs
and data. Individual faculty PDF utilization reports shall be generated and
consolidated by program and by department.
 The Academic Affairs and Academic Planning & Services shall monitor the conduct
of LMS sessions. The Academic Vice Presidents and the Deans shall collaborate
to conduct virtual CETA by randomly joining LMS classes to check and review
online the status and interaction of the faculty and the students.
 For DED, the Deans and Program Heads shall come up with monitoring
instruments, taking into consideration how the programs go about the conduct of
DED classes. Consolidated reports shall be submitted to Academic Affairs
forendorsement to the Chief Operating Officer.
Course prepared by:
RHEA JAY C. PIAMONTE

Course Coordinator/Faculty
Course reviewed by:
MARYNEL C. COMIDOY MAT-Math

BSED Program Head
Approved by:
CORNELIO JR. R. MONTEROSO, Ed.D

Dean of College
109

Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

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Teacher Education

Obenza Street, Island Garden City of Samal

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: GE 8 – Readings in Philippine History

Name of Teacher: Rhea Jay C. Piamonte

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

Part 1. Quality Assurance Policies and Course Outline Policies .............. 4

Part 2. Instruction Delivery

Unit Learning Outcomes ......................................................................... 8

Unit Learning Outcomes ......................................................................... 23

Unit Learning Outcomes ......................................................................... 43

Big Picture in Focus: ULOb ......................................................................... 60

Unit Learning Outcomes ......................................................................... 78

Big Picture in Focus: ULOb ......................................................................... 90

Part 3. Course Schedule ......................................................................................... 109

Course Outline: GE 8 – Readings in Philippine History

Course Coordinator: Rhea Jay C. Piamonte

Course Outline Policy

Areas of Concern Details

Please note that academic dishonesty such as cheating and

However, if the late submission of assessment paper has a

For group assessment tasks, the course coordinator will

Re-marking of Assessment You should request in writing addressed to the program

If disapproved by the course coordinator, you can elevate

All culled from on-campus/onsite sessions (TBA):

Submission of the final grades shall follow the usual

Student Communication You are required to create a umindanao email account

You can also meet the course coordinator in person through

For students who have not created their student email,

Help Desk Contact Michelle Estrera

Library Contact Franlo Bucog

Course Information – see/download course syllabus in the Quipper Portal.

An anachronism is something placed in the wrong time period. Historical

But as any other academic disciplines, history progressed and opened up to

• Primary sources. These are contemporary accounts of an event, written by

HISTORICAL CRITICISM (based from the presentation of Ma. Florina Orillos-

To ascertain the authenticity and reliability of primary sources to be used in

 i.e. historical facts – particulars which rest upon the

Activity 2. Distinguish between primary and secondary sources of historical data.

Primary Sources Secondary Sources of Historical Data

Ex. Diaries Ex. Magazine articles

Activity 1. Give a concise explanation/ discussion on the following:

2. What are the benefits of using primary sources?

3. What are the advantage and disadvantage of accessing secondary sources?

4. Discus the importance of historical criticism?

5. What are the advantage and disadvantage of accessing secondary sources?

I have learned that:

a. . Content analysis is a systematic evaluation of the primary source.

Question and Answer:

Key Words Index

Big Picture in Focus: ULOb. Properly interpret primary sources

We are going to look at a number of primary sources from different historical

Magellan’s First Voyage around the World by Pigafetta

Locating Pigafetta's account in the context of its writing warrants a familiarity on

The Ladrones Islands is presently known as the Marianas Islands. These

The king responded by giving Magellan the needed provisions of food in

“When we reached land we found the islanders fifteen hundred in number,

Pigafetta was chronicler commissioned by the King of Spain to accompany and

The earliest mention to the Kartilya according to Richardson (2013) yet

• Ang kabuhayang hindi ginugugol sa isang malaki at banal na kadahilanan ay

Proclamation of the Philippine Independence (1898)

Reading the "Proclamation of the Philippine Independence”. Every year, the