History 1new

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HOLY CROSS COLLEGE OF CALINAN, INC.

DAVAO-BUKIDNON ROAD, CALINAN, DAVAO CITY
SECOND TERM, FIRST SEMESTER

SY 2022-2023
A WORKBOOK IN HISTORY 1:
READINGS IN PHIL. HISTORY
CATHERINE B. CATALUNA
INSTRUCTOR
Mobile no. 09099922050
Email ad: katty.cataluna198816@gmail.com
FB Name: Katty Brigoli
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COURSE DESCRIPTION
The course analyzes Philippine history from multiple perspectives through the lens of
selected primary sources coming from various disciplines and of different genres. Students are
given opportunities to analyze the author’s background and main arguments, compare different
points of view, identify biases and examine the pieces of evidence presented in the document.
The discussions will tackle traditional topics in history and other interdisciplinary themes that will
deepen and broaden their understanding of Philippine political, economic, cultural, social,
scientific and religious history. Priority is given to primary materials that could help students
develop their analytical and communication skills. The end goal is to develop the historical and
critical consciousness of the students so that they will become versatile, articulate, broad-minded,
morally upright and responsible citizens.
COURSE OUTLINE
Number of Hours Content

13 UNDERSTANDING HISTORY
13 CONTENT AND CONTEXT ANALYSIS OF

SELECTED PRIMARY SOURCES
13 POLITICAL ISSUES IN THE PHILIPPINE HISTORY
13 SOCIAL, ECONOMIC, AND CULTURAL ISSUES IN

THE PHILIPPINE HISTORY
Total Number of Hours: 52

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Table of Contents
UNIT 1. Understanding History Page

Lesson 1.1. Meaning and Relevance of History 8
Lesson 1.2. Primary and Secondary Sources 21
Lesson 1.3. External and Internal Criticisms of Historical Sources 27
UNIT 2. Content and Context Analysis of Selected Primary Sources

Lesson 2.1. Content and Context Analysis: A Background 36
Lesson 2.2. Site of the First Mass in the Philippines 40
Lesson 2.3. Cavite Mutiny 46
Lesson 2.4. Retraction of Rizal 54
Lesson 2.5. The Controversial Philippine National Flag 61
UNIT 3. Political Issues in the Philippine History

Lesson 3.1. The 1899 Malolos Constitution 70
Lesson 3.2.The 1935 Philippine Constitution 78
Lesson 3.3 The 1973 Philippine Constitution 83
Lesson 3.4. The 1987 Philippine Constitution 94
UNIT 4. Social, Economic, and Cultural Issues in the Philippine History

Lesson 4. 1. Analysis on Agrarian Reform, Access and Benefit Sharing, 109
and Land Titling as Mechanisms in Poverty Alleviation
Lesson 4. 2. Indigenous Peoples in the Philippines 117
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Appendices
Rubric # 1 Sequence of Event Organizer
Rubric # 2 Powerpoint Presentation
Rubric # 3 External and Internal Criticism of Primary Sources
Rubric # 4 Design a Flag
Rubric # 5 Draft of the Proposed Laws
Rubric # 6 Drawing
Rubric # 7 Reflection
Rubric # 8 Analysis of an Issue
Rubric # 9 Composition Writing

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UNIT Suggested time allotment: 13 hours
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UNDERSTANDING HISTORY
TARGET GOAL:
• Share experiences in which some of the values learned while studying
History were evident. (App)
• Narrate the history of their family tree using the Sequence of Events organizer.
(C)
• Create a powerpoint presentation on the topic, Primary and Secondary Sources
of Information. (C)
• Conduct external and internal criticism of a primary source. (C)
DESIRED VALUE/S: Perseverance, Patience, Compassion,Cooperation, Openness.Courage
LESSON 1.1.: Meaning and Relevance of History
I. LEARNING OUTCOMES:
• Define history in the context of their own experience. (U)
• Explain the importance of studying history. (U)
• Argue if History is a Science or an Art or both with justification. (Ev)
• Rank the values of teaching history according to importance. (Ev)
II. INPUT
Before you start reading the content of this section, I want you to look at first the pictures
presented.
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1. What do the pictures show us?

2. What are the people in the pictures doing?
3. Why are they doing such things?
Concept of History
History is the analysis and interpretation of the human past enabling us to study continuity
and changes that are taking place over time. It is an act of both investigation and imagination that
seeks to explain how people have changed over time. Historians use all forms of evidence to
examine, interpret, revisit, and reinterpret the past. These include not just written documents, but
also oral communication and objects such as buildings, artifacts, photographs, and paintings.
Historians are trained in the methods of discovering and evaluating these sources and the
challenging task of making historical sense out of them. History is a means to understand the
past and present. The different interpretations of the past allow us to see the present differently
and therefore imagine—and work towards—different futures. It is often said to be the “queen” or
“mother” of the social sciences. It is the basis of all subjects of study which fall under the category
of Humanities and Social Sciences. It is also the basis of the study of philosophy, politics,
economics and even art and religion. No wonder, it is considered an indispensable subject in the
complete education of man (Talekau, Nayak, & Harichandan, n.d.).
Defining History
The origin of the word History is associated with the Greek word ‘Historia’ which means
‘information’ or ‘an inquiry designed to elicit truth’. As cited by Talekau, Nayak, and Harichandan,
(n.d.), history has been defined differently by different scholars. The following definitions indicate
the meaning and scope of History.
Burckhardt: “History is the record of what one age finds worthy of note in another.”
Henry Johnson: “History, in its broadest sense, is everything that ever happened.”
Smith,V. S.: “The value and interest of history depend largely on the degree in which the
present is illuminated by the past.”
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Rapson: “History is a connected account of the course of events or progress of ideas.”
NCERT: “History is the scientific study of past happenings in all their aspects, in the life of a
social group, in the light of present happenings.”
Jawaharlal Nehru: “History is the story of man’s struggle through the ages against nature and the
elements; against wild beasts and the jungle and some of his own kind who
have tried to keep him down and to exploit him for their own benefit.”
History is the story of the past. It is the story of people, places, and events.
How can historians find out about the past?
Historians are like detectives who gather information or evidence to put together the story
of the past. They gather evidence from different sources such as archaeological digs,
manuscripts or search the internet. Those people that you see in the pictures are actually
historians who search/quest for meaningful pieces of evidence that would tell what happened or
the condition in the past.
The above definitions explain History as a significant records of events of the past, a
meaningful story of mankind depicting the details of what happened to man and why it happened.
Mainly it deals with the human world.
Nature of History
The book entitled, History, by Talekau, Nayak, and Harichandan (n.d.) presents eleven
characteristics or nature of history. They are the following:
1. A study of the present in the light of the past: The present has evolved out of the
past. Modern history enables us to understand how society has come to its present form
so that one may intelligently interpret the sequence of events. The causal relationships
between the selected happenings have unearthed that help in revealing the nature of
happenings and framing of general laws.
2. History is the study of man: History deals with man’s struggle through the ages.
History is not static. By selecting “innumerable biographies” and presenting their lives in
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the appropriate social context and the ideas in the human context, we understand the
sweep of events. It traces the fascinating story of how man has developed through the
ages, how man has studied to use and control his environment and how the present
institutions have grown out of the past.
3. History is concerned with man in time: It deals with a series of events and each
event occurs at a given point in time. Human history, in fact, is the process of human
development in time. It is time which affords a perspective to events and lends a charm
that brightens up the past.
4. History is concerned with man in space: The interaction of man on environment and
vice versa is a dynamic one. History describes about nations and human activities in the
context of their physical and geographical environment. Out of this arise the varied
trends in the political, social, economic and cultural spheres of man’s activities and
achievements.
5. Objective record of happenings: Every precaution is taken to base the data on

original sources and make them free from subjective interpretation. It helps in clear
understanding of the past and enables us to take well informed decisions.
6. Multisided: All aspects of the life of a social group are closely interrelated and historical
happenings cover all these aspects of life, not limited only to the political aspect that had
so long dominated history.
7. History is a dialogue between the events of the past and progressively emerging
future ends. The historian’s interpretation of the past, his selection of the significant and
the relevant events, evolves with the progressive emergence of new goals. The general
laws regulating historical happenings may not be considered enough; attempts have to
be made to predict future happenings on the basis of the laws.
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8. Not only narration but also analysis: The selected happenings are not merely
narrated; the causal relationships between them are properly unearthed. The tracing of
these relationships lead to the development of general laws that are also compared and
contrasted with similar happenings in other social groups to improve the reliability and
validity of these laws.
9. Continuity and coherence are the necessary requisites of history: History carries
the burden of human progress as it is passed down from generation to generation, from
society to society, justifying the essence of continuity.
10. Relevant: In the study of history only those events are included which are relevant to
the understanding of the present life.
11. Comprehensiveness: According to modern concept, history is not confined to one

period or country or nation. It also deals with all aspects of human life-political, social,
economic, religious, literary, aesthetic and physical, giving a clear sense of world unity
and world citizenship.
The Modern Concept of History
Modern history has gone beyond the traditional status of an antiquarian and leisure time
pursuit to a very useful and indispensible part of a man’s education. It is more scientific and more
comprehensive. It has expanded in all directions both vertically and horizontally. It has become
broad-based and attractive. According to modern concept, history does not contain only the
history of kings and queens, battles and generals, but the history of the common man-his house
and clothing, his fields and their cultivation, his continued efforts to protect his home and hearth,
and to obtain a just government, his aspirations, achievements, disappointments, defeats and
failures. It is not only the individual but the communities and the societies are the subject of study
of history. Study of history deepens our understanding of the potentialities and limitations of the
present. It has thus become a future-oriented study related to contemporary problems. For all
these reasons, history has assumed the role of a human science (Talekau, Nayak, &
Harichandan, n.d.).
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Now, that you know already the different definitions and the nature of history, how do you
perceive history now? Is it a Science or an Art? Write your answer on the space provided below.
History- a Science or an Art?
Opinions are very much divided on the question whether history is a science or an art.
History is a science in the sense that it pursues its own techniques to establish and
interpret facts. Like other natural sciences such as Physics and Chemistry, it uses various
methods of enquiry such as observation, classification, experiment and formulation of hypothesis
and analysis of evidence before interpreting and reconstructing the past. History also follows the
scientific method of enquiry to find out the truth. Though historian uses scientific techniques,
experiment is impossible since history deals with events that have already happened and cannot
be repeated.
Arguments Against History as a Science
1. No forecasting: Rickman has rightly said, “History deals with sequence of events, each
of them unique while Science is concerned with the routine appearance of things and
aims at generalizations and the establishment of regularities, governed by laws.” A
historian cannot arrive at general principles or laws which may enable him to predict with
certainty the occurrence of events, under given conditions. A scientist on the other hand,
looks at knowledge from a universal angle and arrives at certain generalizations that help
him control the present and predict the future.
2. Complex: The facts of history are very complicated and seldom repeat in the real sense
of the term.
3. Varied: The underlying facts of history have wide scope. They are so varied that they
can seldom be uniform.
4. No observation and experimentation: Historical data are not available for observation
and experimentation.
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5. No dependable data: Historical data are the products of human thoughts and action
which are constantly changing. They therefore cannot provide dependable data for the
formation of general principles and laws.
To fully grasp the answer to the question, read further the articles found in the
following links:
https://www.cambridge.org/core/services/aop-cambridge-
core/content/view/S106279870000329X
https://www.quora.com/Is-history-an-art-or-a-science-Why
Scope of History
The scope of History is vast; it is the story of man in relation to totality of his behavior. The
scope of history means the breadth, comprehensiveness, variety and extent of learning
experiences, provided by the study. History which was only limited to a local saga, has during the
course of century become universal history of mankind, depicting man’s achievements in every
field of life-political, economic, social, cultural, scientific, technological, religious, artistic, etc., and
at various levels - local, regional, national, and international. It starts with the past; makes present
its sheet-anchor and points to the future. Events like wars, revolutions, rise and fall of empires,
fortunes and misfortunes of great empire builders as well as the masses in general are all the
subject matter of history. History is a comprehensive subject and includes-History of Geography,
History of Art, History of Culture, History of Literature, History of Civilization, History of Religion,
History of Mathematics, History of Physics, History of Chemistry, History of Education, History of
Biology, History of Atom, History of Philosophy-in fact history of any and every social, physical
and natural science we are interested in. History today has become an all-embracing,
comprehensive subject with almost limitless extent (Talekau, Nayak, & Harichandan, n.d.).
Values of teaching History
Value is that experience or fruit which one gets in the path of achieving aim whereas aim
is a conscious and active purpose that we always keep before our mind. It always remains before
us in the path of achievement. History is valuable as a study in more ways than one. Some of the
values are general that is they apply to the teaching of the subject in all circumstances. Other
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values are limited and specific. They apply to particular types of history, hold for a particular level
of schooling or are the necessary result of teaching if carried out in a particular way (Talekau,
Nayak, & Harichandan, n.d.).
The values of teaching history may be stated as under:
1. Disciplinary value: History is quite fruitful for mental training. It trains the mental faculties
such as critical thinking, memory and imagination. It quickens and deepens understanding,
gives an insight into the working of social, political, economic, and religious problems.
2. Informative value: History is a wonderful treasure-house of information and can offer

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

which is the root of internationalism. The domain of history is very extensive and wide.
Through a survey of world history, the young learners will come to realize that although
different peoples had and still have different customs, habits, laws, and institutions; they have
been striving towards the same end. The realization of essential unity of human race is the
first step towards fostering universal understanding based on the virtues of tolerance,
kindliness, love, sympathy, and goodwill.
7. Educational value: History has unique value and importance because it is the only school
subject which is directly and entirely concerned with the behavior and action of human beings.
The imagination of the children is developed through the teaching of history. It is logical to
treat history as a temporal canvas against which the facts learned in other subjects can be
arranged. History is a veritable mine of stories-stories can illustrate even subject of
curriculum- the only condition is that the teacher should know enough stories and should
know how to narrate them.
8. Intellectual value: A large number of intellectual values accrue from the teaching of history. It
sharpens memory, develops the power of reasoning, judgement and imagination. It cultivates
the qualities of reading, analyzing, criticizing, and arriving at conclusions. In historical writings
our past is alive and treasured in the form of chronicles, biographies, stories and other forms of
literary tradition. Once the pupils’ curiosity is aroused and interest awakened, he can easily
browse the vast pastures of historical knowledge.
9. Ethical value: History is important in the curriculum because it helps in the teaching of
morality. Through it a child comes close to the valuable thoughts of saints, reformers, leaders,
important persons and sages. The children get inspired by the life stories of these great
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leaders. There are other arguments that go against this notion that history gives ethical
teaching.
• Truth or virtue does not always have the victory and falsehood or wickedness does not
always come to grief. Many times it has been seen that honest and truth-loving man
faces difficulties throughout the life and wicked and liars succeed in life.
• On the basis of experience and observations it has been seen that students do not take
any interest in the work and life of saints and holy persons. They take more interest in
the deeds of warriors and they almost worship them.
• One more argument is that the lives of great men are full of complexities. Both good and
evil are present in their characters. It would be unscientific if only their goodness is
described. It is possible that students may emulate evils from the characters presented if
both the elements are presented.
The above given arguments are quite convincing. Teachers should be given this suggestion
that in teaching history they should impart the ethical teaching not directly but indirectly.
10. Vocational value: History has its vocational value. There are several openings for persons
well qualified in the subject. They can get jobs of teachers, librarians, archivists, curators of
museums, secretaries of institutions, social service workers, political journalists, etc.
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Importance of Studying History
When most of us think back to our childhood school days, we can also remember at least
a handful of kids who thought history class was a drag. To them, history just seemed like a
jumble of names and dates attached to events long over with and people long dead. What was
the point of learning it at all?
They did not know then that history was one of the most important subjects they’d ever
study. Below are the reasons why we need to study history.
1. History helps us develop a better understanding of the world.
You can’t build a framework on which to base your life without understanding how things
work in the world. History paints us a detailed picture of how society, technology, and
government worked way back when so that we can better understand how it works now. It also
helps us determine how to approach the future, as it allows us to learn from our past mistakes
(and triumphs) as a society.
2. History helps us understand ourselves.
To understand who you are, you need to develop a sense of self. A large part of that is
learning where you fit into the story of your country or the global community in the grand scheme
of things. History tells you the story of how your nation, city, or community came to be everything
that it is. It tells you where your ancestors came from and tells you who they were. Most
importantly of all, it gives you the ability to spot (and appreciate) the legacies you may have
inherited from them.
3. History helps us learn to understand other people.
History is not just an essential introduction to your own country, ethnic heritage, and
ancestry. It is also a valuable tool when it comes to understanding those who are different from
us. Global, national, and regional history books help us understand how other cultures affect our
own.
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They encourage us to develop a greater appreciation for multicultural influences within our
own communities as well – exactly why everyone should study African American history,
immigrant history, and so forth, regardless of their own cultural background.
4. History teaches a working understanding of change.
It goes without saying that change can be a difficult concept to understand. Each of us has
a different experience with the rest of the world – an experience shaped by societal norms,
cultural differences, personal experiences, and more. We know when we as individuals crave
change and why. History helps us better understand how, when, and why change occurs (or
should be sought) on a larger scale.
5. History gives us the tools we need to be decent citizens.
Good citizens are always informed citizens, and no one can consider himself to be an
informed citizen without a working knowledge of history. This is the case whether we are talking
about our role in our community or in regards to our nation on the whole. History helps us
become better voters and more effective members of any type of society. It helps put us in a
position to better inform others as well.
6. History makes us better decision makers.
“Those that do not learn history are doomed to repeat it.” Those words were first spoken
by George Santayana, and they are still very relevant today because of how true they are.
History gives us the opportunity to learn from past mistakes. It helps us understand the many
reasons why people may behave the way they do. As a result, it helps us become more
compassionate as people and more impartial as decision makers. Our judicial system is a perfect
example of this concept at work.
7. History helps us develop a new level of appreciation for just about everything.
History is more than just the living record of nations, leaders, and wars. It is also the story
of us. It is packed with tales of how someone stood up for what they believed in, or died for love,
or worked hard to make their dreams come true. All of those things are concepts we can relate
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to; it is enriching to know that so could the likes of Abraham Lincoln, Thomas Jefferson, or Martin
Luther King.
Plus, history is just plain interesting. Everything you like about your favorite movies,
television shows, and fiction novels is yours to experience right here in reality when you study
history. Explore the possibilities today and step into a whole new world that will change who you
are forever.
PRACTICE EXERCISE
Directions: Answer the given questions briefly and concisely.
1. Based on the different definitions of history given by different people, define history in only 5
words.
2. One of the definitions given states that history is the record of past events. Historians are not
magicians nor do they possess power to look back what happened in the past, but how do
they know the happenings or conditions in the past?
3. Why is studying history important?
4. Do you agree that History is a Science? Or an Art? Or both? Justify your answer.
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5. Among the 10 values of teaching history, which, to you, belong to the top 5 most important?
Rank them with 1 as the highest and 5 the lowest? Then, justify your ranking.
Lesson 1.2. Primary and Secondary Sources
I. LEARNING OUTCOMES
• Associate words with the terms, primary sources. (U)
• Explain why students should use primary sources when doing analysis paper or
research. (U)
• Compare and contrast primary and secondary sources by using the Venn
Diagram. (An)
• Cite instances in which primary sources are used. (Ap)
II. INPUT
Primary and Secondary Sources
Before you read this topic, please do the task below.

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Based on your prior knowledge, give 3 words that you can associate with the words,
primary sources.
Word Association
Primary Sources
Primary Sources
Primary sources are uninterpreted, original, or new materials—e.g. an activist who gave a
speech, a scientist who conducted an original research, a student who drew original conclusions
from others’ works, an artist who created a piece of artwork, or your grandmother who wrote an
autobiography. Primary sources are first-hand and are not interpreted by anyone else. They offer
a personal point of view, and are created by witnesses of, or participants in, an event (except in
cases of historical research written after the fact). Researchers also create primary sources (Twin
Cities Campus Libraries, 2016).
Moreover, primary sources contain “firsthand” knowledge of events and people and are
essential to a good research project. Think of a primary source as an eyewitness account created
by a participant in (or contemporary of) an event in history. Letters, diaries, speeches, interviews,
periodical literature and newspapers from the time are all examples of primary sources. In
addition, books written by the person whom one is studying or books written by people who took
part in the event that one is studying may also be primary sources. Primary sources allow
students the opportunity to analyze and interpret what they read, see, or hear.
Birkenseer (2014) presented the classifications and some examples of primary sources.
• ORIGINAL DOCUMENTS: Diaries, speeches, manuscripts, letters, interviews, news film

footage, autobiographies, official records, etc.
• CREATIVE WORKS: Poetry, drama, novels, music, art, and sculpture
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• RELICS OR ARTIFACTS: Pottery, furniture, clothing, and buildings
Examples of primary sources:

• Anne Frank: Diary of a Young Girl
• The Constitution of the United States
• A journal article reporting NEW research or findings
Questions to Ask When Determining If Something Is a Primary Source
• Did the author conduct original research on the topic?

• Is the information the result of a survey?
• Is the information uninterpreted data or statistics?
• Is the source an original document or a creative work?
• Did the information come from personal experience?
Why Use Primary Sources?

Sources that present new research, original conclusions based on the research of others,
or an author's original perspective are more helpful and effective for your needs. They allow you
to interpret the information rather than relying on the interpretations of others. This is why your
instructors may require you to seek out original research for your assignments.
Note: Keep in mind that because primary sources reflect the true meanings and ideas put
forth by authors, the information itself may not be completely objective, well-
reasoned, or accurate.
How do you find primary sources?
Primary sources are found in a variety of places. Your best bet in identifying the primary
sources that you need are from the research you do with your scholarly books and articles. You’ll
find the sources listed in the bibliographies, and throughout your readings in your secondary
research. Pay attention to what you are reading, and study the bibliographies carefully.
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Example: You are studying the Battle of Shiloh during the American Civil War. You first
look to the background sources, such as subject encyclopedias, or general books on the topic, in
order to educate yourself on the facts of the battle. Look over the suggested readings or citations
in the bibliography and chances are you will find reference to diaries, letters, or dispatches by the
generals. These are primary sources that were used to write the background information, the
secondary research that you are reading.
Once the primary sources are identified, then you just need to track them down. Please
remember that you can ask for help in locating specific primary sources if you cannot figure out
how to do that. Many primary sources are kept within books, transcribed and posted on the Web,
published in contemporary newspapers, or are preserved in special collections in libraries
(Birkenseer, 2014).
Finding Primary Sources in Books (using the Library online catalog or Link+)
Search Albert or Link+ by keyword:
• For example, keyword search: Ulysses Grant
• Looking at a record of a biography of Grant, you’ll see a subject heading: Grant, Ulysses
S. (Ulysses Simpson), 1822-1885. Click on it.
• In a broad subject heading like this you’ll find books written by Grant, and books about
Grant
• Some of these are great primary sources
• You can also add words like: diaries, letters, documents, primary to your keyword search
Finding Primary Sources in Citation Lists

In the scholarly articles and other research, pay attention to the footnotes and
bibliographies. If you see a likely primary source, you can search for it:
• In Albert or Link+ if it is a book title
• In the Journal List if it is a journal or newspaper article
• On the Web
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You can request the journal or newspaper via Interlibrary Loan if it is not owned by SMC.
Such requests usually take 3-4 business days to complete.
Finding Primary Sources on the Web

Search the Web, and put your exact document in quotations:
For example: “Gettysburg Address”
Secondary Sources
Secondary sources are information sources that interpret, include, describe, or draw
conclusions based on works written by others. Secondary sources are used by authors to present
evidence, back up arguments and statements, or help represent an opinion by using and citing
multiple sources. Secondary sources are often referred to as being “one step removed” from the
actual occurrence or fact (Twin Cities Campus Libraries, 2016).
Further, a secondary source is something that was not created first-hand by someone
who participated in the historical era. Secondary sources are usually created by historians based
on the historian's interpretation of primary sources. Since they are usually created long after the
event occurred, secondary sources are influenced by the passing of time, offering a different
vantage point than someone who participated in the event or directly influenced the issue.
Secondary sources help students place their topics—and their primary source research—in
historical context. Similar to primary sources, secondary sources vary in form and may include
articles, books, and interviews with experts, for example. Secondary sources remove the student
from the interpretation of history while presenting the author’s personal analysis and opinions.
Using a variety of secondary sources provides students with multiple perspectives, exposing
them to a variety of opinions and interpretations (Birkenseer, 2014).
Questions to Ask When Determining If Something Is a Secondary Source
• Did the author consult multiple sources to create this work?
• Is this information an interpretation or paraphrasing of another author's work?
• Did the information come from second-hand reporting?
• Is the source a textbook, review, or commentary?
• Does the source include quotations or images?
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Source Classification
Sometimes it is difficult to determine whether a source is primary or secondary—even
historians sometimes disagree and there is not always one right answer. Students should use
bibliographic annotations to explain why a particular source is categorized as primary or
secondary if it is likely to be controversial.
What happens when a source includes both primary and secondary information? In
addition to an author’s interpretation of history, secondary sources may contain primary
information such as photographs, speech transcripts, or images of documents. Students may
choose to use secondary sources as “road maps” to museums, libraries, or archives to locate the
same primary sources that the author used. Or, they may opt to classify a book that contains
important original photographs and documents as primary rather than secondary if they used the
source to gain access to the primary sources rather than focusing on the author’s interpretive
content. In this case, students should explain their source classification in their annotation.
To further enrich your understanding about this topic, watch the youtube video
clip entitled, Understanding Primary and Secondary Sources from this link
https://www.youtube.com/watch?v=pmno-Yfetd8
Practice Exercise
Answer the following questions.
1. How do you know that the sources of information you use are primary or secondary
sources?
2. Where do we usually find primary and secondary sources of information?
3. Cite instances in which primary sources are used.
4. Why is it important to you, students, to use primary sources when doing analysis paper
or research?
24
Lesson 1. 3.:External and Internal Criticisms of Historical Sources
• Define external and internal criticism of historical sources. (R)
• Differentiate external criticism from internal criticism. (U)
• Apply some tips/guides in doing external and internal criticism. (Ap)
II. INPUT
What is internal and external criticism of historical sources?
Historical evidence is derived from historical data by the process of criticism, which is of
two types-external and internal. External criticism is concerned with establishing the authenticity
or genuineness of data. It is also called lower criticism.
Beside above, what is the role of internal and external criticism in the writing of history?
This is Internal Criticism, and is often called Higher Criticism, since it deals with more important
matter than external form. External Criticism is that part of the historical method which
determines the authenticity of the source. The document is somewhat like a prisoner at the bar.
In this regard, what is internal and external criticism in historical research? Neuman (2013)
as cited by Toland (2015) briefly defines the terms.
• Internal criticism, also known as positive criticism, is the attempt of the researcher to restore
the meaning of the text. This is the phase of hermeneutics in which the researcher engages
with the meaning of the text rather than the external elements of the document.
• External criticism, on the other hand, is a process by which historians determine whether a
source is authentic by checking the validity of the source. Internal criticism looks at the reliability
of an authenticated source after it has been subjected to external criticism.
25
Moreover, Kumar (2015) presented some questions to guide the researchers in their
collection of historical sources. The following questions have been given as covering matters
falling under external criticism:
1. Who was the author, not merely what was his name but what were his personality, character,
position and so forth?
2. What were his general qualifications as a reporter – alertness, character, bias?
3. What were his special qualifications and disqualifications as a reporter of the matters being
treated?
a. How was he interested in the event related?
b. How was he situated for observation of the facts?
c. Had he the necessary general and technical knowledge for learning and reporting the
events?
4. How soon after the events was the document written? For on purpose the century of
composition may be sufficient; for another, the very hour may be essential.
5. How was the document written, from memory, after consultation with others, after checking the
facts, or by combining earlier trial drafts?
6. How is the document related to other documents?
a. Is it original source; wholly or in part?
b. If the latter, what parts are original; what were borrowed? How credible are the
borrowed materials?
26
c. How accurate is the borrowing done?

d. How is the borrowed material changed?
Questions covering matters falling under internal criticism are:
1. Who was the author?

2. Is the connection between him and the document a natural and plausible one?
3. Is the subject one with which he could be expected to have some degree of familiarity? 4.
Could he have been in the place indicated at the time indicated?
5. Was the information given in the document original with him, or did he copy it from someone
else?
6. Are the statements made in the document consistent with known level of intelligence,
education, experience, and individual temperament of the purported writer?
Practice Exercise
1. In your own understanding, define the following in not more than 10 words:
a) external criticism -
b) internal criticism -
2. Differentiate external criticism from internal criticism.

27
ASSESSMENT # 1
UNDERSTANDING HISTORY
Name:______________________________________Program/Year:_______________
Subject: HISTORY 1-READINGS IN PHIL. HISTORY____CP No.:____________________
Instructor: MISS CATHERINE B. CATALUNA
1. By using an Event Organizer, narrate the history of your ascendants (great grandparents,
grandparents, parents, and other relatives like uncles and aunts. Focus on the places
where they originally came from, their occupations and their reasons for staying in their
present address. Your output will be rated based on Rubric 1 found in the Appendix page
(15 pts.).
Sequence of Event Organizer

28
2. Create a powerpoint presentation (ppt) of the topic, Primary and Secondary Sources
of Information, which you will present in your Social Studies class. In this activity, you
will act as a teacher and your Grade 7 class your students. Make your ppt creative
and interactive. Your output will be rated based on Rubric 2 found in the Appendix page (25
pts.).
3. Conduct an external and internal criticism of one of the primary sources suggested
below. Be guided by the questions found in pp. 28-29. Your output will be rated based on
Rubric 3 found in the Appendix page (50 pts.).
Suggested topics:
• Noli Me Tangere
• El Filibusterismo
• La Solidaridad
• Boxer Codex
• Laguna Copperplate Inscription
• Monreal Stones
29
Suggested time allotment: 13 hours

UNIT
2
CONTENT AND CONTEXT ANALYSIS OF SELECTED PRIMARY
SOURCES
TARGET GOALS:
• Demonstrate understanding of the concepts by answering the questions in the
assessment section. (U)
• Critique the recorded accounts during the Cavite Mutiny based on the Spanish
perspective vis-à-vis that of the Filipino’s. (An)
• Prove by citing pieces of evidence that the first Catholic Mass in the Philippines was held
not in Limasawa but in Masao, Butuan or vice versa. (Ev)
• Create their own perspective of the Philippine National flag. (C)
• Conduct content and context analysis of selected primary sources. (C)
VALUES DESIRED: Impartiality, Religiosity, Nationalism, and Patriotism
Lesson 2.1.: Content and Context Analysis: A Background
• Define content and context analysis. (R)
• Explain the importance of conducting content and context analysis of primary sources.
(U)
• Compare and contrast content analysis and context analysis. (An)
II. INPUT
Look at the image closely. Is the glass half-empty or
half-full? Pause for a moment and answer the question
silently.
30
There is no actually wrong or correct answer in this scenario because it all depends on how
the context is explained by the reader using the content provided. Before you continue reading,
answer first this question – How do you define, then, content and context?
Look at again this image. The image alone presents that content is the material given to us
that is left for interpretation. Meaning, in the image presented, the containers will remain as
containers without identity if water is not present, where the water represents the content literally
and figuratively.
Context, on the other hand, is the given interpretation of a content. Therefore, when we put
meaning in a given material, it gives us an understanding of what the material is for. Using the
same image, a cup is called as such because we give the meaning that this small container can
hold enough water to quench our thirst, and so on.
Therefore, going back to the “cup half-full or half-empty” scenario, the content remains the
same, being a cup filled halfway with water. The context, however, changes from person to
person. Some people might say that the cup is half-empty because they saw that the water is
slowly being spilled, whereas the ones who saw that the cup is half-full might say that the cup will
be slowly filled with water later on. Others might even see some contexts unheard of in the given
choices, complete with its own unique interpretations (STI, n.d.).
Moreover, Taylor, Igra, and Seidman (n.d.) presented some guide questions that can be
used in conducting content and context analysis of primary sources.
When you analyze a primary source, you are undertaking the most important job of the
historian. There is no better way to understand events in the past than by examining the sources
— whether journals, newspaper articles, letters, court case records, novels, artworks, music or
autobiographies — that people from that period left behind.
31
Each historian, including you, will approach a source with a different set of experiences and
skills, and will therefore interpret the document differently. Remember that there is no one right
interpretation. However, if you do not do a careful and thorough job, you might arrive at a wrong
interpretation.
In order to analyze a primary source you need information about two things: the document
itself, and the era from which it comes. You can base your information about the time period on
the readings you do in class and on lectures. On your own you need to think about the document
itself. The following guide questions may be helpful to you as you begin to analyze the sources
(Taylor, Igra, & Seidman, n.d.).
Guide questions for the Content Analysis:
1. Look at the physical nature of your source. This is particularly important and powerful if
you are dealing with an original source (i.e., an actual old letter, rather than a transcribed
and published version of the same letter). What can you learn from the form of the source?
(Was it written on fancy paper in elegant handwriting, or on scrap-paper, scribbled in
pencil?) What does this tell you?
2. Think about the purpose of the source. What was the author’s message or argument?
What was he/she trying to get across? Is the message explicit, or are there implicit
messages as well?
3. How does the author try to get the message across? What methods does he/she use?
4. What do you know about the author? His/Her race, sex, class, occupation, religion, age,
region, political beliefs? Does any of this matter? How?
5. Who constituted the intended audience? Was this source meant for one person’s eyes, or
for the public? How does that affect the source?
6. What can a careful reading of the text (even if it is an object) tell you? How does the
language work? What are the important metaphors or symbols? What can the author’s
choice of words tell you? What about the silences — what does the author choose NOT to
talk about?
32
Guide questions for the Context Analysis:
1. Is it prescriptive — telling you what people thought should happen — or descriptive —

telling you what people thought did happen?
2. Does it describe ideology and/or behavior?
3. Does it tell you about the beliefs/actions of the elite, or of “ordinary” people? From whose
perspective?
4. What historical questions can you answer using this source? What are the benefits of
using this kind of source?
5. What questions can this source NOT help you answer? What are the limitations of this
type of source?
6. If we have read other historians’ interpretations of this source or sources like this one, how
does your analysis fit with theirs? In your opinion, does this source support or challenge
their argument?
To further enrich your understanding about this topic, watch the youtube
video clip entitled, Content and Contextual Analysis of Primary Sources from
this link https://www.youtube.com/watch?v=HPTgTajykqA
Practice Exercise
1. What are the differences and similarities between content analysis and context
analysis?
2. Why is conducting content and context analysis of primary sources important?

33
Lesson 2.1: Site of the First Mass in the Philippines
• Explain why Pigafetta’s expedition account is more complete than that of Albo’s. (U)
• Identify travel events recorded in Pigafetta’s account which are not found in that of Albo’s
and vice versa. (U)
• Apply some tips/guides in doing content and contextual analysis. (Ap)
• Point out character traits from the navigators, especially that of Magellan that are worth-
possessing. (An)
II. INPUT
Before you go through the reading the chronicles of Magellan’s voyage to the Philippines, I
would like you to answer this question first – Where do you think was the First Mass in the
Philippines held – Masao (now called Barangay Pinamangculan in Butuan City) or Limasawa (a
place in the southern part of Leyte)?
Where did the First Catholic Mass take place in the Philippines?
Butuan has long been believed as the site of the first mass. In fact, 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.
Toward the end of the19th century and the start of the 20th century, together with the
increasing scholarship on the history of the Philippines, a number of readings of the available
evidence were made, which brought to light more considerations in going against the more
accepted interpretation of the first mass in the Philippines, made both by Spanish and Filipino
scholars.
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 ships,
Trinidad. He was one of the 18 survivors who returned with Sebastian Elcano on the ship Victoria
after they circumnavigated the world. The other, and the more complete, was the account by
34
Antonio Pigafetta, Primo viaggio intorno al mondo (First Voyage Around the World). Pigafetta,
like Albo, was a member of Magellan’s expedition and an eyewitness of the events, particularly,
of the first mass.
Primary Source: Francisco Albo’s Log
De Navarrete (1945) as cited by Bernad (1981) presented Franciso Albo’s records about
the voyage of Ferdinand Magellan to the Philippines. The records are as follows:
On the 16th of March (1521) as they sailed in a westerly course from Ladrones, they saw
the land towards the northwest; but owing to many shallow places they did not approach it. They
found later that its name was Yunagan. They went instead that same day southwards to another
small island named Suluan, and there they anchored. There they saw some canoes but these
fled at the Spaniards’ approach. This island was at 9 and two-thirds degrees North-latitude.
Departing from those two islands, they sailed westward to an uninhabited island of “Gada” where
they took in a supply of wood and water. The sea around that island was free from shallows,
(Albo does not give the latitude of this island, but from Pigafetta’s testimony, this seems to be the
“Acquada” or Homonhon, at 10 degrees North latitude.)
From that island they sailed westwards towards a large island named Seilani that was
inhabited and was known to have gold (Seilani or, as Pigafetta calls it “Ceylon”- was the island of
Leyte. Sailing southwards along the coast of that large island of Seilani, they turned southwest to
a small island called “Mazava.” That island is also at a latitude of 9 and two-thirds degrees North.
The people of that island of Mazava were very good. There the Spaniards planted a cross on a
mountain top, and from there they were shown three islands to the west and the southwest,
where they were told there was much gold. “They showed us how the gold was gathered, which
came in small pieces like peas and lentils.”
From Mazava, they sailed northwards again towards Seilani in a northwesterly direction,
ascending up to 10 degrees of latitude where they saw three small islands. From there, they
sailed westwards some ten leagues, and there they saw three islets, where they dropped anchor
for the night. In the morning, they sailed southwest some 12 leagues, down to a latitude of 10
and one third degree. They sailed down that channel and then turned westward and anchored at
35
the town (la villa) of Subu where they stayed many days and obtained provisions and entered into
a peace-pact with the local king.
The town of Subu was on an east-west direction with the islands of Sukuan and Mazava and
Subu. There were so many shallows there that the boats could not go westward directly but had
to go (as they did) in a round-about way. It must be noted that in Albo’s account, the location of
Mazava fits the location of the Island of Limasawa, at southern tip of Leyte.
Primary Source: Pigafetta’s Testimony on the Route of Magellan’s Expedition
Blair and Robertson (n.d.) as cited by Bernad (1981) presented Pigafetta’s testimony on
the route of Magellan’s expedition. The expedition records expose the following travel events:
Saturday, 16 March 1521- Magellan’s expedition sighted a “high land” named “Zamal”
which was some 300 leagues westward of Ladrones (now the Marianas) Island. It was Sunday,
March 17, they landed on “another island which was uninhabited”. There they set up two tents for
the sick members of the crew and had a sow killed for them. The name of the Island was
“Humunu” (Homonhon), located at 10 degrees North Latitude.
On the same day, March 17, Magellan named the entire archipelago the “Islands of Saint
Lazarus.” It was Sunday in the Lenten season when the Gospel assigned for the Mass and the
Liturgical Office was the eleventh chapter of St. John which tells of the raising of Lazarus from
the dead.
Monday, March 18 in the afternoon, they saw a boat coming towards them with nine men
in it. An exchange of gifts was made. Magellan asked for food supplies, and the men went away,
promising to bring rice and other supplies in four days. There were two springs of water on that
island of Homonhon. They saw there some indications that there was a gold in the island.
Consequently, Magellan renamed the island and called it the “Watering Place of Good Omen”
(Acquada la di bouni segnialli). On Friday, March 22 at noon, the natives returned. They were in
two boats and they brought food supplies.
Magellan’s expedition stayed at eight days at Homonhon, from Sunday, March 17, to the
Monday of the following week, March 25. In the afternoon of March 25, the expedition weighed
anchor and left the Island of Homonhon. In ecclesiastical calendar, this day was the feast day of
36
the Incarnation which is also called the Feast of the Annunciation and therefore “Our Lady’s Day.”
An accident happened to Pigafetta. He fell into the water but was rescued right away. He
attributed his narrow escape from the death as grace obtained through the intercession of the
Blessed Virgin Mary on her feast day.
The route taken by the expedition after leaving Homonhon was “toward the west southwest,
among four islands, namely: Cenalo, Hiunanghan, Ibusson and Albarien. “Cenalo” is a
misspelling of the Italian manuscript for what Pigafetta in his map calls “Ceilon” and Albo calls
“Seilani” (Island of Leyte). “Hiunanghan” (a misspelling of Hinunangan) seemed to Pigafetta a
separate island, but is actually on the mainland of Leyte. Hibuson (Pigafetta’s Ibusson) is an
island east of Leyte at the southern tip. They left Homonhon sailing westward towards Leyte,
then followed Leyte coast southward, passing between the Island of Hibuson on their portside
and Hiunangan Bay on their southboard continued southward, then turning westward to
“Mazaua”.
Thursday, March 28 in the morning of Holy Thursday, they anchored off an island where the
previous night they had seen a light or a bonfire. That Island lies in a latitude of nine and two-
thirds towards the Arctic Pole and in a longitude of one hundred and sixty-two degrees from the
line of demarcation. It is twenty-five leagues from the Acquada, and is called Mazaua”. They
remained for how many days in Mazaua Island and from there they traveled to the Camotes
Islands.
From the Camotes Islands, they sailed southwards towards “Zubu”. On Sunday of April 7 at
noon, they entered the harbor of “Zubu” (Cebu). It had taken them three days to negotiate the
journey from Mazaua to Camotes Islands and then southwards to “Zubu”.
Primary Source: Pigafetta and their Seven Days in Mazaua
Blair and Robertson (n.d.) as cited by Bernad (1981) laid down Pigafetta’s testimony about
their 7-day stay in Mazaua. Below is the chronicle of events.
Thursday morning, March 28, they anchored near an island where they had seen a light the
night before. A small boat (boloto) came with eight natives, to whom Magellan threw some
trinkets as presents. The natives paddled away, but two hours later two larger boats (balanghai)
37
came, in one of which the native king sat under an awning of mats. At Magellan’s invitation some
of the natives went up the Spanish ship, but the native king remained seated in his boat. In the
afternoon, the Spanish ships weighed anchor and came closer to shore, anchoring near the
native king’s village. This day was a Holy Thursday.
Friday, March 29, Magellan sent his slave interpreter ashore in a small boat to ask the king if
he could provide their expedition with food supplies, and to say that they had come as friends
and not as enemies. In reply, the king himself came in a boat with six or eight men, and went up
Magellan’s ship and the two men embraced. Another exchange of gifts was made. The native
king and his companions returned ashore, bringing with them two members of Magellan’s
expedition as guests for the night. One of the two was Pigafetta.
Saturday, March 30 – Pigafetta and his companion had spent the previous evening feasting
and drinking with the native king and his son. Pigafetta deplored the fact that, although it was
Good Friday, they had to eat meat. At Saturday, Pigafetta and his companion left their hosts and
returned to the ships.
Sunday, March 31 early in the morning, the last day of March and Easter Sunday, Magellan
sent the priest ashore with some men to prepare for the Mass. Later in the morning, Magellan
landed with some fifty men and Mass was celebrated, after which a cross was venerated.
Magellan and the Spaniards returned to the ship for the noon-day meal, but in the afternoon they
returned ashore to plant the cross on the summit of the highest hill. In attendance both at the
mass and the planting of the cross were the King of Mazaua and the King of Butuan. On that
same afternoon, while on the summit of the highest hill, Magellan asked the two kings which
ports he should go to in order to obtain more abundant supplies of food than were available in
that island. They replied that there were three ports to choose from: Ceylon, Zubu, and Calagan.
Zubu was the port with the most trade. Magellan said that he wished to go to Zubu and to depart
the following morning. He asked for someone to guide him there. The kings replied that the pilots
would be available any time. But later that evening, the King of Mazaua changed his mind and
said that he would himself escort Magellan to Zubu but that he would first have to bring the
harvest in. He asked Magellan to send him men to help with the harvest.
Monday, April 1, Magellan sent men ashore to help with the harvest, but no work was done
that day because the two kings were still sleeping caused by their drinking the night before. On
38
the next days, Tuesday (April 2) and Wednesday (April 3), they worked on the harvest. On
Thursday (April 4), they left Mazaua bound for Zubu.
Using the primary sources available, Jesuit priest, Miguel A. Bernad in his work, lays down
the argument that in the Pigafetta’s account, a crucial aspect of Butuan which is the river was not
mentioned. Butuan is a riverine settlement, situated on the Agusan river. The beach of Masao is
in the delta of said river. It is a curious omission in the account of the river, which makes part of
distinct characteristics of Butuan’s geography that seemed to be too important to be missed.
To further enrich your understanding about this topic, read the article
entitled, Butuan or Limasawa? The Site of the First Mass in the Philippines:
A Reexamination of the Evidence by Fr. Miguel A. Bernad.
Practice Exercise
Do the tasks below.
1. Explain why Pigafetta’s expedition account is more complete than that of Albo’s.
2. Point out at least 3 character traits from the navigators, especially that of Magellan that are
worth-possessing.
3. Between the travel accounts of Pigafetta and Albo, which events are found in Pigafetta’s
chronicle that are not found in that of Albo’s and vice versa?
39
Lesson 2.3:Cavite Mutiny
• Identify the reasons of the Cavite mutiny. (R)

• Narrate the incidents that happened in Cavite in 1872 according to the Spanish and
Filipino perspectives. (U)
• Point out character traits from the 3 martyr priests that are worth-possessing. (An)
• Identify specific events in 1872 that they like most and those that they do not. (Ev)
II. INPUT
Look at the picture above. Who are these people in the picture? How did they significantly
become part of the Cavite Mutiny?
The 1872 Cavite Mutiny
One hundred and forty years ago, on January 20, 1872, about 200 Filipino military
personnel of Fort San Felipe Arsenal in Cavite, Philippines, staged a mutiny which in a way led to
the Philippine Revolution in 1896. The 1872 Cavite Mutiny was precipitated by the removal of
long-standing personal benefits to the workers such as tax (tribute) and forced labor exemptions
on order from the Governor General Rafael de Izquierdo.
40
Izquierdo replaced Governor General Carlos Maria de la Torre some months before in 1871
and immediately rescinded Torre’s liberal measures and imposed his iron-fist rule. He was
opposed to any hint of reformist or nationalistic movements in the Philippines. He was in office for
less than two years, but he will be remembered for his cruelty to the Filipinos and the barbaric
execution of the three martyr-priests blamed for the mutiny: Fathers Mariano Gomez, Jose
Burgos, and Jacinto Zamora, later collectively called “Gomburza.”
The mutineers were led by Sgt. Fernando La Madrid; they seized the Fort and killed the
Spanish officers. Fearing a general uprising, the Spanish government in Manila sent a regiment
under General Felipe Ginoves to recover the Fort. The besieged mutiny was quelled, and many
mutineers including Sgt. La Madrid were killed. Later, others were sentenced to death or hard
labor.
Izquierdo used the mutiny to implicate Gomburza and other notable Filipinos known for their
liberal leanings. Prominent Filipinos such as priests, professionals, and businessmen were
arrested on flimsy and trumped-up charges and sentenced to prison, death, or exile. These
included Joaquin Pardo de Tavera, Jose Basa, and Antonio M. Regidor. It was said that the
Cavite mutineers got their cue from Manila when they saw and heard fireworks across the Manila
Bay which was really a celebration of the feast of the Lady of Loreto in Sampaloc.
When the Archbishop of Manila, Rev. Meliton Martinez, refused to cooperate and defrock
the priests, the Spanish court-martial on February 15 went ahead and maliciously found Fathers
Gomez, Burgos, and Zamora guilty of treason for instigating the Cavite mutiny. Two days later,
the three priests were put to death by garrotte in Bagumbayan, now known as Luneta (Garrote
was a barbaric Spanish method of execution in which an iron collar was tightened around the
prisoner’s neck until death occurred.).
Father Burgos was of Spanish descent, born in the Philippines. He was a parish priest of the
Manila Cathedral and had been known to be close to the liberal Governor General de la Torre.
He was 35 years old at the time and was active and outspoken in advocating the Filipinization of
the clergy. He was quoted as saying, “Why shall a young man strive to rise in the profession of
law or theology when he can vision no future for himself but obscurity?”
Father Zamora, 37, was also Spanish, born in the Philippines. He was the parish priest of
Marikina and was known to be unfriendly to and would not count any arrogance or authoritative
41
behavior from Spaniards coming from Spain. He once snubbed a Spanish governor who came to
visit Marikina.
Father Gomez was an old man in his mid-’70, Chinese-Filipino, born in Cavite. He held the
most senior position of the three as Archbishop’s Vicar in Cavite. He was truly nationalistic and
accepted the death penalty calmly as though it were his penance for being pro-Filipinos.
The three priests were stripped of their albs, and with chained hands and feet were brought
to their cells after their sentence. They received numerous visits from folks coming from Cavite,
Bulacan, and elsewhere. Forty thousand Filipinos came to Luneta to witness and quietly
condemn the execution, and Gomburza became a rallying catchword for the down-trodden
Filipinos seeking justice and freedom from Spain.
In the dedication page of his second book, El Filibusterismo, published in 1891, Dr. Jose
Rizal wrote, “I dedicate my work to you as victims of the evil which I undertake to combat…”
It is well to remember that the seeds of nationalism that was sown in Cavite blossomed to
the Philippine Revolution and later to the Declaration of Independence by Emilio Aguinaldo which
took place also in Cavite. As for me, the 1872 Cavite Mutiny bolstered the stereotypical belief that
Caviteños were the most courageous of my fellow Filipinos (Kho, n.d.).
Practice Exercise
Answer the questions below.
1. Based on the accounts above, what are the reasons of the Cavite mutiny?
2. What happened to those Filipinos who initiated the revolt and those who were accomplices?
42
The Two Faces of the 1872 Cavite Mutiny
The 12th of June of every year since 1898 is a very important event for all the Filipinos. In
this particular day, the entire Filipino nation as well as Filipino communities all over the world
gathers to celebrate the Philippines’ Independence Day. 1898 came to be a very significant year
for all of us— it is as equally important as 1896—the year when the Philippine Revolution broke
out owing to the Filipinos’ desire to be free from the abuses of the Spanish colonial regime. But
we should be reminded that another year is as historic as the two—1872.
Two major events happened in 1872, first was the 1872 Cavite Mutiny and the other was the
martyrdom of the three martyr priests in the persons of Fathers Mariano Gomes, Jose Burgos
and Jacinto Zamora (GOMBURZA). However, not all of us knew that there were different
accounts in reference to the said event. All Filipinos must know the different sides of the story—
since this event led to another tragic yet meaningful part of our history—the execution of
GOMBURZA which in effect a major factor in the awakening of nationalism among the Filipinos.
1872 Cavite Mutiny: Spanish Perspective

Jose Montero y Vidal, a prolific Spanish historian documented the event and highlighted it
as an attempt of the Indios to overthrow the Spanish government in the Philippines. Meanwhile,
Gov. Gen. Rafael Izquierdo’s official report magnified the event and made use of it to implicate
the native clergy, which was then active in the call for secularization. The two accounts
complimented and corroborated with one other, only that the general’s report was more spiteful.
Initially, both Montero and Izquierdo scored out that the abolition of privileges enjoyed by the
workers of Cavite arsenal such as non-payment of tributes and exemption from force labor were
the main reasons of the “revolution” as how they called it, however, other causes were
enumerated by them including the Spanish Revolution which overthrew the secular throne, dirty
propagandas proliferated by unrestrained press, democratic, liberal and republican books and
pamphlets reaching the Philippines, and most importantly, the presence of the native clergy who
out of animosity against the Spanish friars, “conspired and supported” the rebels and enemies of
Spain. In particular, Izquierdo blamed the unruly Spanish Press for “stockpiling” malicious
propagandas grasped by the Filipinos. He reported to the King of Spain that the “rebels” wanted
to overthrow the Spanish government to install a new “hari” in the likes of Fathers Burgos and
43
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 firework displays. Allegedly, those in Cavite mistook the fireworks as the
sign for the attack, and just like what was agreed upon, the 200-men contingent headed by
Sergeant Lamadrid launched an attack targeting Spanish officers at sight and seized the arsenal.
When the news reached the iron-fisted Gov. Izquierdo, he readily ordered the reinforcement
of the Spanish forces in Cavite to quell the revolt. The “revolution” was easily crushed when the
expected reinforcement from Manila did not come ashore. Major instigators including Sergeant
Lamadrid were killed in the skirmish, while the GOMBURZA were tried by a court-martial and
were sentenced to die by strangulation. Patriots like Joaquin Pardo de Tavera, Antonio Ma.
Regidor, Jose and Pio Basa and other abogadillos were suspended by the Audencia (High Court)
from the practice of law, arrested and were sentenced with life imprisonment at the Marianas
Island. Furthermore, Gov. Izquierdo dissolved the native regiments of artillery and ordered the
creation of artillery force to be composed exclusively of the Peninsulares.
On 17 February 1872 in an attempt of the Spanish government and Frailocracia to instill fear
among the Filipinos so that they may never commit such daring act again, the GOMBURZA were
executed. This event was tragic but served as one of the moving forces that shaped Filipino
nationalism.
44
A Response to Injustice: The Filipino Version of the Incident

Dr. Trinidad Hermenigildo Pardo de Tavera, a Filipino scholar and researcher, wrote the
Filipino version of the bloody incident in Cavite. In his point of view, the incident was a mere
mutiny by the native Filipino soldiers and laborers of the Cavite arsenal who turned out to be
dissatisfied with the abolition of their privileges. Indirectly, Tavera blamed Gov. Izquierdo’s cold-
blooded policies such as the abolition of privileges of the workers and native army members of
the arsenal and the prohibition of the founding of school of arts and trades for the Filipinos, which
the general believed as a cover-up for the organization of a political club.
On 20 January 1872, about 200 men comprised of soldiers, laborers of the arsenal, and
residents of Cavite headed by Sergeant Lamadrid rose in arms and assassinated the
commanding officer and Spanish officers in sight. The insurgents were expecting support from
the bulk of the army unfortunately, that didn’t happen. The news about the mutiny reached
authorities in Manila and Gen. Izquierdo immediately ordered the reinforcement of Spanish
troops in Cavite. After two days, the mutiny was officially declared subdued.
Tavera believed that the Spanish friars and Izquierdo used the Cavite Mutiny as a powerful
lever by magnifying it as a full-blown conspiracy involving not only the native army but also
included residents of Cavite and Manila, and more importantly the native clergy to overthrow the
Spanish government in the Philippines. It is noteworthy that during that 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 desire to maintain power in the Philippines.
Meanwhile, in the intention of installing reforms, the Central Government of Spain welcomed
an educational decree authored by Segismundo Moret promoted the fusion of sectarian schools
run by the friars into a school called Philippine Institute. The decree proposed to improve the
standard of education in the Philippines by requiring teaching positions in such schools to be
filled by competitive examinations. This improvement was warmly received by most Filipinos in
spite of the native clergy’s zest for secularization.
The friars, fearing that their influence in the Philippines would be a thing of the past, took
advantage of the incident and presented it to the Spanish Government as a vast conspiracy
organized throughout the archipelago with the object of destroying Spanish sovereignty. Tavera
45
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
46
a glorious event for us, but we should not forget that before we came across to victory, our
forefathers suffered enough. As we enjoy our freedom, may we be more historically aware of our
past to have a better future ahead of us. And just like what Elias said in the Noli Me Tangere,
may we “not forget those who fell during the night.”(Pugay, 2012).
Practice Exercise
1. Narrate the incidents that happened in Cavite in 1872 according to the Spanish and
Filipino perspectives.
2. Point out character traits from the 3 martyr priests that are worth-possessing.
3. What specific events in 1872 you like most and you do not? Why?
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Lesson 2.4:Retraction of Rizal
• Point out the differences of the retraction copies between the alleged original copy and
the one of the Jesuits. (U)
• Cite pieces of evidence if Rizal really made a retraction letter or not. (U)
• Justify if Rizal’s retraction or non-retraction is an important issue to be debated or talked
about. (Ev)
• Express the lessons/insights they learned from the topic through writing a reflection. (C)
II. INPUT
Before you will read the articles below, I want you to do this task first. Recall the last three
things (could be material things, promises, love, etc.) that you gave up and your reasons for
doing it. Write your answers in the matrix below.
What I gave up My reasons for giving them up

1.
2.
3.
There are things in life that we, human beings, accept and give up because we think that by
doing so we become happy, comfortable and satisfied. Sometimes also when we give up
something, it becomes an issue to a group of people because they couldn’t believe it or it just
interests them.
The succeeding articles that you are going to read talk about an event in the past which
became a very intriguing issue later on. Now, find out what’s this issue all about.
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Jose Rizal University (2004) presented an analysis of the copies of the retraction letter of Dr.
Jose Rizal. Below is the analysis and I want you to read and understand it.
Analysis on Rizal's Retraction
At least four texts of Rizal’s retraction have surfaced. The fourth text appeared in El Imparcial
on the day after Rizal’s execution; it is the short formula of the retraction.
The first text was published in La Voz Española and Diaro de Manila on the very day of
Rizal’s execution, Dec. 30, 1896. The second text appeared in Barcelona, Spain, on February 14,
1897, in the fortnightly magazine in La Juventud; it came from an anonymous writer who revealed
himself fourteen years later who was no other than Fr. Balaguer. The third to appear was the
article, informing the discovery of the lost original copy of the retraction. Lastly, the fourth article
surfaced and it contained the short formula of Father Pi that was believed to be used to Rizal on
his retraction formula. It was only later by then that the discovered text was published by El
Imparcial on the day after Rizal’s execution on the 31st of December 1896. The "original" text
was discovered in the archdiocesan archives on May 18, 1935, after it disappeared for thirty-nine
years from the afternoon of the day when Rizal was shot.
We know not that reproductions of the lost original had been made by a copyist who could
imitate Rizal’s handwriting. This fact is revealed by Fr. Balaguer himself who, in his letter to his
former superior Fr. Pio Pi in 1910, said that he had received "an exact copy of the retraction
written and signed by Rizal. The handwriting of this copy I don’t know nor do I remember whose it
is. . ."He proceeded: "I even suspect that it might have been written by Rizal himself. I am
sending it to you that you may . . . verify whether it might be of Rizal himself . . . ."Fr. Pi was not
able to verify it in his sworn statement.
This "exact" copy had been received by Fr. Balaguer in the evening immediately preceding
Rizal’s execution, Rizal y su Obra, and was followed by Sr. W. Retana in his biography of Rizal,
Vida y Escritos del Jose Rizal with the addition of the names of the witnesses taken from the
texts of the retraction in the Manila newspapers. Fr. Pi’s copy of Rizal’s retraction has the same
text as that of Fr. Balaguer’s "exact" copy but follows the paragraphing of the texts of Rizal’s
retraction in the Manila newspapers.
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Regarding the "original" text, no one claimed to have seen it, except the publishers of La Voz
Espanola. That newspaper reported: "Still more; we have seen and read his (Rizal’s) own hand-
written retraction which he sent to our dear and venerable Archbishop…" On the other hand,
Manila pharmacist F. Stahl wrote in a letter: "besides, nobody has seen this written declaration, in
spite of the fact that quite a number of people would want to see it. "For example, not only Rizal’s
family but also the correspondents in Manila of the newspapers in Madrid, Don Manuel Alhama of
El Imparcial and Sr. Santiago Mataix of El Heraldo, were not able to see the hand-written
retraction.
Neither Fr. Pi nor His Grace the Archbishop ascertained whether Rizal himself was the one
who wrote and signed the retraction. “Ascertaining the document was necessary because it was
possible for one who could imitate Rizal’s handwriting aforesaid holograph; and keeping a copy
of the same for our archives, I myself delivered it personally that the same morning to His Grace
Archbishop… His Grace testified: At once the undersigned entrusted this holograph to Rev.
Thomas Gonzales Feijoo, secretary of the Chancery." After that, the documents could not be
seen by those who wanted to examine it and was finally considered lost after efforts to look for it
proved futile.
On May 18, 1935, the lost "original" document of Rizal’s retraction was discovered by the
archdiocesan archivist Fr. Manuel Garcia, C.M. The discovery, instead of ending doubts about
Rizal’s retraction, has in fact encouraged it because the newly discovered text retraction differs
significantly from the text found in the Jesuits’ and the Archbishop’s copies. And, the fact that the
texts of the retraction which appeared in the Manila newspapers could be shown to be the exact
copies of the "original" but only imitations of it. This means that the friars who controlled the press
in Manila (for example, La Voz Española) had the "original" while the Jesuits had only the
imitations.
We now proceed to show the significant differences between the "original" and the Manila
newspapers’ texts of the retraction on the one hand and the texts of the copies of Fr. Balaguer
and Fr. Pio Pi on the other hand.
First, instead of the words "mi cualidad" (with "u") which appear in the original and the
newspaper texts, the Jesuits’ copies have "mi calidad" (without "u").
Second, the Jesuits’ copies of the retraction omit the word "Catolica" after the first "Iglesias"
which are found in the original and the newspaper texts.
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Third, the Jesuits’ copies of the retraction add before the third "Iglesias" the word "misma"
which is not found in the original and the newspaper texts of the retraction.
Fourth, with regard to paragraphing which immediately strikes the eye of the critical reader,
Fr. Balaguer’s text does not begin the second paragraph until the fifth sentences while the
original and the newspaper copies start the second paragraph immediately with the second
sentences.
Fifth, whereas the texts of the retraction in the original and in the manila newspapers have
only four commas, the text of Fr. Balaguer’s copy has eleven commas.
Sixth, the most important of all, Fr. Balaguer’s copy did not have the names of the witnesses
from the texts of the newspapers in Manila.
In his notarized testimony twenty years later, Fr. Balaguer finally named the witnesses. He
said "This retraction was signed together with Dr. Rizal by Señor Fresno, Chief of the Picket, and
Señor Moure, Adjutant of the Plaza." However, the proceeding quotation only proves itself to be
an addition to the original. Moreover, in his letter to Fr. Pi in 1910, Fr. Balaguer said that he had
the "exact" copy of the retraction, which was signed by Rizal, but his made no mention of the
witnesses. In his accounts too, no witnesses signed the retraction.
How did Fr. Balaguer obtain his copy of Rizal’s retraction? Fr. Balaguer never alluded to
having himself made a copy of the retraction although he claimed that the Archbishop prepared a
long formula of the retraction and Fr. Pi a short formula. In Fr. Balaguer’s earliest account, it is
not yet clear whether Fr. Balaguer was using the long formula nor no formula in dictating Rizal
what to write. According to Fr. Pi, in his own account of Rizal’s conversion in 1909, Fr. Balaguer
dictated from Fr. Pi’s short formula previously approved by the Archbishop. In his letter to Fr. Pi in
1910, Fr. Balaguer admitted that he dictated to Rizal the short formula prepared by Fr. Pi;
however; he contradicts himself when he revealed that the "exact" copy came from the
Archbishop. The only copy, which Fr. Balaguer wrote, is the one that appeared in his earliest
account of Rizal’s retraction.
Where did Fr. Balaguer’s "exact" copy come from? We do not need long arguments to
answer this question, because Fr. Balaguer himself has unwittingly answered this question. He
said in his letter to Fr. Pi in 1910:
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"…I preserved in my keeping and am sending to you the original texts of the two
formulas of retraction, which they (You) gave me; that from you and that of the
Archbishop, and the first with the changes which they (that is, you) made; and the
other the exact copy of the retraction written and signed by Rizal. The handwriting of
this copy I don’t know nor do I remember whose it is, and I even suspect that it might
have been written by Rizal himself."
In his own word quoted above, Fr. Balaguer said that he received two original texts of the
retraction. The first, which came from Fr. Pi, contained "the changes which You (Fr. Pi) made";
the other, which is "that of the Archbishop" was "the exact copy of the retraction written and
signed by Rizal" (underscoring supplied). Fr. Balaguer said that the "exact copy" was "written and
signed by Rizal" but he did not say "written and signed by Rizal and himself" (the absence of the
reflexive pronoun "himself" could mean that another person-the copyist-did not). He only
"suspected" that "Rizal himself" much as Fr. Balaguer did "not know nor ... remember" whose
handwriting it was.
Thus, according to Fr. Balaguer, the "exact copy" came from the Archbishop. He called it
"exact" because, not having seen the original himself, he was made to believe that it was the one
that faithfully reproduced the original in comparison to that of Fr. Pi in which "changes" (that is,
where deviated from the "exact" copy) had been made. Actually, the difference between that of
the Archbishop (the "exact" copy) and that of Fr. Pi (with "changes") is that the latter was
"shorter" because it omitted certain phrases found in the former so that, as Fr. Pi had fervently
hoped, Rizal would sign it.
According to Fr. Pi, Rizal rejected the long formula so that Fr. Balaguer had to dictate from
the short formula of Fr. Pi. Allegedly, Rizal wrote down what was dictated to him but he insisted
on adding the phrases "in which I was born and educated" and "[Masonary]" as the enemy that is
of the Church" – the first of which Rizal would have regarded as unnecessary and the second as
downright contrary to his spirit. However, what actually would have happened, if we are to believe
the fictitious account, was that Rizal’s addition of the phrases was the retoration of the phrases
found in the original which had been omitted in Fr. Pi’s short formula.
The "exact" copy was shown to the military men guarding in Fort Santiago to convince them
that Rizal had retracted. Someone read it aloud in the hearing of Capt. Dominguez, who claimed
52
in his "Notes’ that Rizal read aloud his retraction. However, his copy of the retraction proved him
wrong because its text (with "u") and omits the word "Catolica" as in Fr. Balaguer’s copy but
which are not the case in the original. Capt. Dominguez never claimed to have seen the
retraction: he only "heard".
The truth is that, almost two years before his execution, Rizal had written a retraction in
Dapitan. Very early in 1895, Josephine Bracken came to Dapitan with her adopted father who
wanted to be cured of his blindness by Dr. Rizal; their guide was Manuela Orlac, who was agent
and a mistress of a friar. Rizal fell in love with Josephine and wanted to marry her canonically but
he was required to sign a profession of faith and to write retraction, which had to be approved by
the Bishop of Cebu. "Spanish law had established civil marriage in the Philippines," Prof. Craig
wrote, but the local government had not provided any way for people to avail themselves of the
right..."
In order to marry Josephine, Rizal wrote with the help of a priest a form of retraction to be
approved by the Bishop of Cebu. This incident was revealed by Fr. Antonio Obach to his friend
Prof. Austin Craig who wrote down in 1912 what the priest had told him; "The document (the
retraction), enclosed with the priest’s letter, was ready for the mail when Rizal came hurrying to
reclaim it." Rizal realized (perhaps, rather late) that he had written and given to a priest what the
friars had been trying by all means to get from him.
Neither the Archbishop nor Fr. Pi saw the original document of retraction. What they saw
was a copy done by one who could imitate Rizal’s handwriting while the original (almost eaten by
termites) was kept by some friars. Both the Archbishop and Fr. Pi acted innocently because they
did not distinguish between the genuine and the imitation of Rizal’s handwriting.
53
Practice Exercise
1. How is the alleged original copy of Rizal’s retraction letter different from the one of the
Jesuits?
2. Did Rizal really make a retraction letter? Prove your answer by citing pieces of evidence.
3. Whether Rizal wrote a retraction letter or not, is it really an important issue to be debated or
talked about? Why?
4. Make a reflection paper expressing the lessons/insights you got from the topic presented.
54
Lesson 2.5 :The Controversial Philippine National Flag
• Describe how the original Philippine national flag was made. (U)
• Explain the symbolisms of the colors and the figures found in the existing Philippine
national flag. (U)
• Compare the Philippine flag found by Rudy Asercion in San Francisco than that of the
existing one. (U)
• Express the lessons/insights they learned from the topic through writing a reflection. (C)
II. INPUT
How familiar are you with our National Flag? Give the symbolisms of the colors and the
figures found in our flag.
1. Blue –
2. Red –
3. White triangle –
4. Eight rays of the sun –
5. Three stars –
Pugay (2012) presented an account on some of the controversies of the Philippine national
flag. Spend time reading and understanding the succeeding accounts and accomplish the tasks
given in the later part of this section.
The Controversial Philippine National Flag
Before 1896, the Filipinos had no common flag. The use of flags became common in the
Philippines during the height of the revolution. Different flags were created and designed by
various Katipunan generals signifying the unit or battalion where they belong. However, these
flags cannot be classified as a “national” flag.
55
Gen. Emilio Aguinaldo aspired to establish a new nation to be signified by a flag and an
anthem during the second phase of the Philippine Revolution. With this, he himself made the
sketch of the flag that he submitted to Doña Marcela Agoncillo who was then living at 535
Morrison Hill Road in Hong Kong. In sewing the flag, Mrs. Agoncillo was assisted by her
daughter Lorenza and by Delfina Herbosa Natividad. After five days of hard work, the flag was
delivered to Aguinaldo who went back to the Philippines on 17 May 1898 through S.S.
McCulloch. The flag as described by the maker herself was “made from fine silk with a white
triangle at the left containing a sunburst with eight rays at the center, a five-pointed star at each
angle of the triangle, an upper stripe of dark blue and a lower stripe of red. The white triangle
stood for the Filipinos’ hope for equality; the blue color stood for peace, truth and justice; and the
red stood for patriotism and valor. The sunburst of eight rays represented the first eight
provinces to take up arms against Spain, and the three stars symbolized Luzon, Visayas and
Mindanao.”
Philippine Flag Banned!
Just like our country and its constitution, the Philippine flag also experienced different
controversies. When the Americans took over the Philippines, mutual distrust among the
Filipinos and Americans sparked. This prompted the Philippine Commission to enact the Flag
Law of 1907 that forbade the Filipinos to use or display the Philippine flag anywhere, even inside
Filipino homes. The Filipinos responded with bitter protests as they saw the Flag Law as a
violation of the fundamental principle of free expression.
Several efforts were done by Filipino legislators to repeal the law, but to no avail. In 1919,
Senator Rafael Palma sponsored the Senate Bill No. 1, a bill repealing the Flag Law of 1907
following Gov. Gen. Francis Harrison’s recommendation that the law should be repealed since
the distrust between the Filipinos and the Americans no longer exists. On 24 October 1919, Act
No. 2871 was approved and signed by Gen. Harrison; thus, the Flag Law of 1907 was repealed.
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Inclusion of a 9th Ray or Crescent in the Flag
In 1970’s, appeals for the inclusion of an additional ray or a crescent in the Philippine flag
created another hullabaloo. House bill No. 7725 sponsored by Rep. Sultan Omar Dianalan of the
1st District of Lanao del Sur petitioned for the addition of 9th ray in the rays of the sun in the
Philippine flag to symbolize the Moslems and the cultural minorities who fought the Spaniards
and waged war against them. Other groups proposed that a crescent be placed beside the sun
as a form of tribute to the pre-colonial past. However, historians, headed by Teodoro Agoncillo
singled out that when Aguinaldo himself designed the flag, he had in his mind the eight provinces
which rose in arms against Spain during the Philippine Revolution, namely: Manila, Cavite,
Bulacan, Pampanga, Nueva Ecija, Tarlac, Laguna and Batangas. He also pointed out that one of
the three stars in the flag already represents the Moslem and the Moslem lands.
How Blue is Blue?
The repeal of the Flag Law of 1907 gave reason for the Filipinos to be jubilant, however, it
created a new controversy concerning the true color of the flag’s blue field. The issue was raised
as early as mid 1970’s until mid 1980’s. Through studies it appeared that the conflict in the
shades of blue might have resulted in the alleged hasty preparations of the flag that was used for
the Flag Day of March 26, 1920 following the repeal of the Flag Law. The quartermaster was
said to have run out of light blue cloth and used dark blue instead similar to the one used for the
American flag.
Specification of the blue color of the original flag through a documented interview of Emilio
Aguinaldo by the historian Teodoro Agoncillo was noted before the former’s death. In the
interview, Aguinaldo specified that the blue color of the flag is “bughaw” neither azul oscuro nor
azul marino. Meanwhile, Juan Luna’s painting of the flag on May 21, 1899 in “Monograph”
illustrated the flag in China blue, not navy blue, whereas Mariano Ponce in his letter to Ferdinand
Blumentritt described the blue color of the flag “as blue as the sky” symbolizing hope. Ponce’s
description was complemented by Salvador Vivencio del Rosario’s in his article “La Bandera de
la Patria” published on October 1899 where he stated that the flag’s color was “color celeste”
57
(color of the sky). In 1943, however, The Philippine Flag wore a bright royal blue during the
inauguration of the Japanese sponsored Republic.
Nonetheless, numerous personalities maintained that the color of the flag is navy blue or
dark blue. The daughter of the flag-maker also named Marcela Agoncillo believed that it was not
sky blue or light blue but dark blue. She also argued that, if there was error in the color of the
flag, why did Aguinaldo never question it during his lifetime? Her description was supported by
Teodoro Kalaw’s description of the flag. Meanwhile, Arturo Tolentino raised that the flag that was
used and adopted by the 1935 and the 1973 Constitution, which was colored dark blue should be
maintained because it was the one which was “consecrated and honored by the people” and the
change of its color or shade is a violation of law.
On 25 February 1985, President Ferdinand Marcos issued Executive Order No. 1010 which
changed dark blue to a lighter shade, lighter than navy blue but darker than sky blue or azure. As
of today, Cable No. 80173 is the basis of the true shade of blue in the Philippine flag.
Where is the Original Flag?

In his letter to Captain Baja dated 11 June 1925, Aguinaldo mentioned that in their
Northward retreat during the Filipino-American War, the original flag was lost somewhere in
Tayug, Pangasinan. Some people believed that the original flag that was hoisted during the
proclamation of independence on 12 June 1898 was the one stored in the Aguinaldo Museum at
Baguio City. It cannot be denied that the said flag was authentic and a contemporary of the
original flag but experts found out that its materials were made of combined silk and cotton fabric,
not fine silk as stated by the flag-maker herself in “Philippine Herald” published in October 1929.
There were also reports that the first original flag of the Philippines was returned in July 1957 by
US Ambassador Charles E. Bohlen.
Very recently, American War Commission Public Relations Director Rudy Asercion noticed a
Philippine flag in an American Trophy Room of the San Francisco War Memorial Building. He
then asked if the flag in San Francisco could be the same flag sewn by Agoncillo in 1898.
Looking at the flag closely, it was made of fine silk but its sun has 12 rays while the original has
eight; it has six-pointed stars while the original had five-pointed stars; the sun and stars in the
original flag were sewn by hand while the San Francisco flag has a painted sun and stars; and
most importantly, the original flag had a plain blue field while the San Francisco flag has a printed
58
blue field with a floral design. While the flag was proven to be authentic and was really used
during the Filipino-American War, it is definitely not the original Philippine flag of 1898. Until the
moment, the whereabouts of the original flag of 1898 remains a mystery.
Conclusion
This coming May 28, the whole nation would celebrate the Flag Day to pay respect to the
Philippine Flag. Controversies in the past must not be a hindrance on how a Filipino should look
up to our flag because no matter what happens this flag that we have right now has served as the
unifying symbol of all Filipinos and this is the same banner that the freedom fighters served in
war and in peace. In general, our flag symbolizes us as a nation and as a people.
Practice Exercise
1. Who and how was the original Philippine national flag was made?
2. How is the Philippine flag found by Rudy Asercion in San Francisco different from the
existing one?
3. Make a reflection paper expressing the lessons/insights you got from the topic presented.
59
ASSESSMENT # 2
CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED PRIMARY SOURCES
General Directions: Answer all the activities in this section.
1. Instructions: Accomplish each task below correctly and accurately.
1. Critique the recorded accounts during the Cavite Mutiny based on the Spanish
perspective vis-à-vis that of the Filipino’s.
a) What are the differences between the two in terms of the content of the account (5
pts.)?
b) Between the two perspectives, which, to you, has more truthful chronicles? Why? (5
pts.)
2. After reading the articles on the site of the first mass in the Philippines, which, to you,
between Butuan and Limasawa became the host of the first mass? Cite at least 5
strong pieces of evidence to support your contention (5 pts.).
3. We know that it was Aguinaldo who took the initiative to create a national flag. If you
and he were contemporaries during his time, what design of a national flag would you
present to him? Draw the flag below and color it. Below your drawing, write the
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interpretations of the symbols found in the flag. Your output will be rated based on
Rubric 4 found in the Appendix page (15 pts.).
4. Choose 1 topic from lessons 2-5, Unit 2. Then, make a content and contextual analysis
of the primary source found/used in your chosen topic. Be guided by the questions
presented in p. 35-36. You can use other sheets for your answers. Your output will be
rated based on Rubric 5 found in the Appendix page ( 25 pts.).
61
Suggested time allotment: 13 hours

UNIT
3 POLITICAL ISSUES IN THE PHILIPPINE HISTORY
TARGET GOALS
• Demonstrate understanding of the concepts by answering the questions correctly and
appropriately in the assessment section. (U)
• Illustrate through a drawing on how they give importance to the laws of our land. (C)
• Create their own set of laws that are presumably needed by our country at the present
time. (C)
• Write a reflection paper expressing the lessons/insights and values you learned from the
lessons. (C)
VALUES DESIRED: Obedience to the Law, Religiosity, Nationalism, and Patriotism
Lesson 3.1 :The 1899 Malolos Constitution
• Demonstrate understanding of the content of the Malolos constitution by answering the
questions correctly during the online discussion. (U)
• Discuss the content of the Malolos Constitution. (U)
• Explain the importance of the Malolos Constitution to the Philippine sovereignty. (U)
• Distinguish the significant changes that the Malolos Constitution brought to the Filipinos.
(An)
II. INPUT
1899 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES (THE MALOLOS
CONSTITUTION)
The Chan Robles Publishing Company (2005) presents below the content of the 1899
Constitution of the Philippines which is also known as the Malolos Constitution.
62
The President of the Council, Apolinario Mabini.
Preamble
We, the Representatives of the Filipino people, lawfully convened, in order to establish
justice, provide for common defense, promote the general welfare, and insure the benefits of
liberty, imploring the aid of the Sovereign Legislator of the Universe for the attainment of these
ends, have voted, decreed, and sanctioned the following:
POLITICAL CONSTITUTION
Title I
THE REPUBLIC
Article 1. The political association of all Filipinos constitutes a nation, whose state shall
be known as the Philippine Republic.
Article 2. The Philippine Republic is free and independent.
Article 3. Sovereignty resides exclusively in the people.
Title II
THE GOVERNMENT
Article 4. The Government of the Republic is popular, representative, alternative, and

responsible, and shall exercise three distinct powers: namely, the legislative, the
executive, and the judicial. Any two or more of these three powers shall never be
united in one person or cooperation, nor the legislative power vested in one single
individual.
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Title III
RELIGION
Article 5. The State recognizes the freedom and equality of all religions, as well as the
separation of the Church and the State.
Title IV
THE FILIPINOS AND THEIR NATIONAL
AND INDIVIDUAL RIGHTS
Article 6. The following are Filipinos:

1. All persons born in the Philippine territory. A vessel of Philippine registry is considered, for this
purpose, as part of Philippine territory.
2. Children of a Filipino father or mother, although born outside of the Philippines.
3. Foreigners who have obtained certification of naturalization.
4. Those who, without such certificate, have acquired a domicile in any town within Philippine
territory.
It is understood that domicile is acquired by uninterrupted residence for two years in any
locality within Philippine territory, with an open abode and known occupation, and contributing to
all the taxes imposed by the Nation.
The condition of being a Filipino is lost in accordance with law.
Article 7. No Filipino or foreigner shall be detained nor imprisoned except for the commission of
a crime and in accordance with law.
Article 8. All persons detained shall be discharged or delivered to the judicial authority within 24
hours following the act of detention. All detentions shall be without legal effect, unless
the arrested person is duly prosecuted within 72 hours after delivery to a competent
court. The accused shall be duly notified of such proceeding within the same period.
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Article 9. No Filipino shall be imprisoned except by virtue of an order by a competent court. The
order of imprisonment shall be ratified or confirmed within 72 hours following the said
order, after the accused has been heard.
Article 10. No one shall enter the dwelling house of any Filipino or a foreigner residing in the
Philippines without his consent except in urgent cases of fire, inundation, earthquake
or similar dangers, or by reason of unlawful aggression from within, or in order to
assist a person therein who cries for help. Outside of these cases, the entry into the
dwelling house of any Filipino or foreign resident in the Philippines or the search of his
papers and effects can only be decreed by a competent court and executed only in
the daytime. The search of papers and effects shall be made always in the presence
of the person searched or of a member of his family and, in their absence, of two
witnesses resident of the same place. However, when a criminal caught in flagrante
should take refuge in his dwelling house, the authorities in pursuit may enter into it,
only for the purpose of making an arrest. If a criminal should take refuge in the
dwelling house of a foreigner, the consent of a latter must first be obtained.
Article 11. No Filipino shall be compelled to change his residence or domicile except by virtue of
a final judgment.
Article 12. In no case may correspondence confided to the post office be detained or opened by
government authorities, nor any telegraphic or telephonic message detained.
However, by virtue of a competent court, correspondence may be detained and
opened in the presence of the sender.
Article 13. All orders of imprisonment, of search of a dwelling house, or detention of written
correspondence, telegraph or telephone, must be justified. When an order lacks this
requisite, or when the grounds on which the act was founded is proven in court to be
unlawful or manifestly insufficient, the person to be detained or whose imprisonment
has not been ratified within the period prescribed in Art. 9, or whose correspondence
has been detained, shall have the right to recover damages.
Article 14. No Filipino shall be prosecuted or sentenced, except by a judge or court of proper
jurisdiction and according to the procedure prescribed by law.
Article 15. Except in the cases provided by the Constitution, all persons detained or imprisoned
not in accordance with legal formalities shall be released upon his own petition or
65
upon petition of another person. The law shall determine the manner of proceeding
summarily in this instance, as well as the personal and pecuniary penalties which shall
be imposed upon the person who ordered, executed or to be executed the illegal
detention or imprisonment.
Article 16. No one shall be temporarily or permanently deprived of rights or assured in his
enjoyment thereof, except by virtue of judicial sentence. The officials who, under any
pretext whatsoever, should violate this provision, shall be personally liable for the
damages caused.
Article 17. No one shall be deprived of his property by expropriation except on grounds of public
necessity and benefit, previously declared and justified by proper authorities, and
indemnifying the owner thereof prior to expropriation.
Article 18. No one shall be obliged to pay any public tax which had not been approved by the
National Assembly or by local popular governments legally so authorized, and which
is not in the manner prescribed by the law.
Article 19. No Filipino who is in full enjoyment of his civil or political rights, shall be impeded in
the free exercise of said rights.
Article 20. Neither shall any Filipino be deprived:
1. Of the right to freely express his ideas or opinions, orally or in writing, through the
use of the press or other similar means.
2. Of the right of association for purposes of human life and which are not contrary to
public morals; and lastly
3. Of the right to send petitions to the authorities, individually or collectively.
The right of petition shall not be exercised through any kind of armed force.
Article 21. The exercise of the rights provided for in the preceding article shall be subject to
general provisions regulating the same.
Article 22. Crimes committed on the occasion of the exercise of rights provided for in this title,
shall be punished by the courts in accordance with the laws.
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Article 23. Any Filipino may establish and maintain institutions of learning, in accordance with the
laws authorizing them. Public education shall be free and obligatory in all schools of
the nation.
Article 24. Foreigners may freely reside in Philippine territory, subject to legal dispositions
regulating the matter; may engage in any occupation or profession for the exercise of
which no special license is required by law to be issued by the national authorities.
Article 25. No Filipino who is in full enjoyment of his political and civil rights shall be impeded in
his right to travel freely abroad or in his right to transfer his residence or possessions
to another country, except as to his obligations to contribute to military service or the
maintenance of public taxes.
Article 26. No foreigner who has not been naturalized may exercise in the Philippines any office
which carries with it any authority or jurisdictional powers.
Article 27. All Filipinos are obliged to defend his country with arms when called upon by law, and
to contribute to the expenses of the State in proportion to his means.
Article 28. The enumeration of the rights provided for in this title does not imply the denial of
other rights not mentioned.
Article 29. The prior authorization to prosecute a public official in the ordinary courts is not
necessary, whatever may be the crime committed.
A superior order shall not exempt a public official from liability in the cases which
constitute apparent and clear violations of constitutional precepts. In others, the
agents of the law shall only be exempted if they did not exercise the authority.
Article 30. The guarantees provided for in Articles 7, 8, 9, 10, and 11 and paragraphs 1 and 2 of
Article 20 shall not be suspended, partially or wholly, in any part of the Republic,
except temporarily and by authority of law, when the security of the State in
extraordinary circumstances so demands.
When promulgated in any territory where the suspension applies, there shall be a
special law which shall govern during the period of the suspension, according to the
circumstances prevailing.
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The law of suspension as well as the special law to govern shall be approved by the
National Assembly, and in case the latter is in recess, the Government shall have the
power to decree the same jointly with the Permanent Commission, without prejudice
to convoking the Assembly without the least delay and report to it what had been
done.
However, any suspension made shall not affect more rights than those mentioned
in the first paragraph of this article nor authorize the Government to banish or deport
from the Philippines any Filipino.
Article 31. In the Republic of the Philippines, no one shall be judged by a special law nor by
special tribunals. No person or corporation may enjoy privileges or emoluments which
are not in compensation for public service rendered and authorized by law. War and
marine laws shall apply only for crimes and delicts which have intimate relation to
military or naval discipline.
Article 32. No Filipino shall establish laws on primogeniture, nor institutions restrictive of property
rights, nor accept honors, decorations, or honorific titles or nobility from foreign
nations without the consent of the Government.
Neither shall the Government establish in the Republic institutions mentioned in the
preceding paragraph, nor confer honors, decorations, or honorific titles of nobility to
any Filipino.
The Nation, however, may reward by special law approved by the Assembly,
conspicuous services rendered by citizens of the country.
To familiarize yourself with the full content of this constitution, read the continuation
in the 1899 Constitution of the Republic of the Philippines (The Malolos
Constitution)pdf.
68
Practice Exercise
1. Explain in your own understanding the following:

a) the Preamble of the Malolos Constitution
b)The Philippine Republic (Article 2)
c) The government of the Philippines (Article 4)
d) Religion (Article 5)
e) Those who are allowed to live in the Philippines (Article 6)
2. Which among the specified laws in the Malolos Constitution are still existing and
practiced by the Filipinos at present?
3. Do you consider the Malolos Constitution important in the history of the Philippine
independence? Why?
4. What significant changes did the Malolos Constitution contribute to the Filipinos?
69
Lesson 3.2. :The 1935 Philippine Constitution
• Demonstrate understanding of the content of the 1935 Philippine Constitution by

answering the questions correctly during the online discussion. (U)
• Discuss the content of the 1935 Philippine Constitution. (U)
• Explain the importance of the 1935 Philippine Constitution to the Philippine sovereignty.
(U)
• Identify some important articles found in the 1935 Philippine Constitution which are not
included in the Malolos Constitution. (U)
• Distinguish the significant changes that the 1935 Philippine Constitution brought to the
Filipinos. (An)
II. INPUT
The 1935 Philippine Constitution
PREAMBLE
The Filipino people, imploring the aid of Divine Providence, in order to establish a
government that shall embody their ideals, conserve and develop the patrimony of the nation,
promote the general welfare, and secure to themselves and their posterity the blessings of
independence under a régime of justice, liberty, and democracy, do ordain and promulgate this
Constitution.
Article I.—THE NATIONAL TERRITORY
Section 1. The Philippines comprises all the territory ceded to the United States by the treaty of
Paris concluded between the United States and Spain on the tenth day of December, eighteen
hundred and ninety-eight, the limits of which are set forth in Article III of said treaty, together with
all the islands embraced in the treaty concluded at Washington, between the United States and
Spain on the seventh day of November, nineteen hundred, and in the treaty concluded between
70
the United States and Great Britain on the second day of January, nineteen hundred and thirty,
and all territory over which the present Government of the Philippine Islands exercises
jurisdiction.
ARTICLE II.—DECLARATION OF PRINCIPLES
Section 1. The Philippines is a republican state. Sovereignty resides in the people and all
government authority emanates from them.
Section 2. The defense of the State is a prime duty of government, and in the fulfillment of this
duty all citizens may be required by law to render personal military or civil service.
Section 3. The Philippines renounces war as an instrument of national policy, and adopts the
generally accepted principles of international law as a part of the law of the Nation.
Section 4. The natural right and duty of parents in the rearing of the youth for civic efficiency
should receive the aid and support of the Government.
Section 5. The promotion of social justice to insure the well-being and economic security of all
the people should be the concern of the State.
ARTICLE III.—BILL OF RIGHTS
Section 1. (1) No person shall be deprived of life, liberty, or property without due process of law,
nor shall any person be denied the equal protection of the laws.
(2) Private property shall not be taken for public use without just compensation.
(3) The right of the people to be secure in their persons, houses, papers, and effects against
unreasonable searches and seizures shall not be violated, and no warrants shall issue but upon
probable cause, to be determined by the judge after examination under oath or affirmation of the
complainant and the witnesses he may produce, and particularly describing the place to be
searched, and the persons or things to be seized.
(4) The liberty of abode and of changing the same within the limits prescribed by law shall not be
impaired.
71
(5) The privacy of communication and correspondence shall be inviolable except upon lawful
order of the court or when public safety and order require otherwise.
(6) The right to form associations or societies for purposes not contrary to law shall not be
abridged.
(7) No law shall be made respecting an establishment of religion, or prohibiting the free exercise
thereof, and the free exercise and enjoyment of religious profession and worship, without
discrimination or preference, shall forever be allowed. No religious test shall be required for the
exercise of civil or political rights.
(8) No law shall be passed abridging the freedom of speech, or of the press, or the right of the
people peaceably to assemble and petition the Government for redress of grievances
(9) No law granting a title of nobility shall be enacted, and no person holding any office of profit or
trust shall, without the consent of the National Assembly, accept any present, emolument, office,
or title of any kind whatever from any foreign state.
(10) No law impairing the obligation of contracts shall be passed.
(11) No ex post facto law or bill of attainder shall be enacted.
(12) No person shall be imprisoned for debt or nonpayment of a poll tax.
(13) No involuntary servitude in any form shall exist except as a punishment for crime whereof
the party shall have been duly convicted.
(14) The privilege of the writ of habeas corpus shall not be suspended except in cases of
invasion, insurrection, or rebellion, when the public safety requires it, in any of which events the
same may be suspended wherever during such period the necessity for such suspension shall
exist.
(15) No person shall be held to answer for a criminal offense without due process of law.
(16) All persons shall before conviction be bailable by sufficient sureties, except those charged
with capital offenses when evidence of guilt is strong. Excessive bail shall not be required.
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(17) In all criminal prosecutions the accused shall be presumed to be innocent until the contrary
is proved, and shall enjoy the right to be heard by himself and counsel, to be informed of the
nature and cause of the accusation against him, to have a speedy and public trial, to meet the
witnesses face to face and to have compulsory process to secure the attendance of witnesses in
his behalf.
(18) No person shall be compelled to be a witness against himself.
(19) Excessive fines shall not be imposed, nor cruel and unusual punishment inflicted.
(20) No person shall be twice put in jeopardy of punishment for the same offense.
(21) Free access to the courts shall not be denied to any person by reason of poverty.
ARTICLE IV.—CITIZENSHIP
Section 1. The following are citizens of the Philippines:
(1) Those who are citizens of the Philippine Islands at the time of the adoption of this
Constitution.
(2) Those born in the Philippine Islands of foreign parents who, before the adoption of this
Constitution, had been elected to public office in the Philippine Islands.
(3) Those whose fathers are citizens of the Philippines.
(4) Those whose mothers are citizens of the Philippines and, upon reaching the age of majority,
elect Philippine citizenship.
(5) Those who are naturalized in accordance with law.
Section 2. Philippine citizenship may be lost or re-acquired in the manner provided by law.
ARTICLE V.—SUFFRAGE
Section 1. Suffrage may be exercised by male citizens of the Philippines not otherwise
disqualified by law, who are twenty-one years of age or over and are able to read and write, and
who shall have resided in the Philippines for one year and in the municipality wherein they
73
propose to vote for at least six months preceding the election. The National Assembly shall
extend the right of suffrage to women, if in a plebiscite which shall be held for that purpose within
two years after the adoption of this Constitution, not less than three hundred thousand women
possessing the necessary qualifications shall vote affirmatively on the question.
in The 1935 Constitution at https://www.officialgazette.gov.ph/constitutions/the-
1935-constitution/
Practice Exercise

a) Article 2, Section 3
b) Article 3, Section 1, nos. 1 to 21
c) Article 4, Sections 1 and 2
d) Article 5, Section 1
2. Which among the specified laws in the 1935 Constitution are still existing and
3. Do you consider the 1935 Philippine Constitution important in the history of the
Philippine independence? Why?
4. What important aspects (articles or sections) are present in the 1935 Philippine
Constitution but are not included in the Malolos Constitution?
5. What significant changes did the 1935 Philippine Constitution contribute to the
Filipinos?
74
Lesson 3.3.:The 1973 Philippine Constitution

(U)
• Identify some important articles found in the 1935 Philippine Constitution which are not
included in the Malolos Constitution. (U)
Filipinos. (An)
II. INPUT
1973 Constitution of the Republic of the Philippines
PREAMBLE
We, the sovereign Filipino people, imploring the aid of Divine Providence, in order to establish a
Government that shall embody our ideals, promote the general welfare, conserve and develop
the patrimony of our Nation, and secure to ourselves and our posterity the blessings of
democracy under a regime of justice, peace, liberty, and equality, do ordain and promulgate this
Constitution.
ARTICLE I
THE NATIONAL TERRITORY
Section 1. The national territory comprises the Philippine archipelago, with all the islands and
waters embraced therein, and all the other territories belonging to the Philippines by historic right
or legal title, including the territorial sea, the air space, the subsoil, the sea-bed, the insular
shelves, and the other submarine areas over which the Philippines has sovereignty or
75
jurisdiction. The waters around, between, and connecting the islands of the archipelago,
irrespective of their breadth and dimensions, form part of the internal waters of the Philippines.
ARTICLE II
DECLARATION OF PRINCIPLES AND STATE POLICIES
Section 1. The Philippines is a republican state. Sovereignty resides in the people and all
governmental authority emanates from them.
Section 2. The defense of the State is a prime duty of the Government and the people, and in
the fulfillment of this duty all citizens may be required by law to render personal military or civil
service.
Section 3. The Philippines renounces war as an instrument of national policy, adopts the
generally accepted principles of international law as part of the law of the land, and adheres to
the policy of peace, equality, justice, freedom, cooperation, and amity with all nations.
Section 4. The State shall strengthen the family as a basic social institution. The natural right
and duty of parents in the rearing of the youth for civic efficiency and the development of moral
character shall receive the aid and support of the Government.
Section 5. The State recognizes the vital role of the youth in the nation-building and shall
promote their physical, intellectual, and social well-being.
Section 6. The State shall promote social justice to ensure the dignity, welfare, and security of all
the people. Towards this end, the State shall regulate the acquisition, ownership, use, enjoyment,
and disposition of private property, and equitably diffuse property ownership and profits.
Section 7. The State shall establish, maintain, and ensure adequate social services in the field of
education, health, housing, employment, welfare, and social security to guarantee the enjoyment
by the people of a decent standard of living.
Section 8. Civilian authority is at all times supreme over the military.

76
Section 9. The State shall afford protection to labor, promote full employment and equality in
employment, ensure equal work opportunities regardless of sex, race, or creed, and regulate the
relations between workers and employers. The State shall assure the rights of workers to self-
organization, collective bargaining, security of tenure, and just and humane conditions of work.
The State may provide for compulsory arbitration.
Section 10. The State shall guarantee and promote the autonomy of local government units,
especially the [barangays], to ensure their fullest development as self-reliant communities.
ARTICLE III
CITIZENSHIP

(1) Those who are citizens of the Philippines at the time of the adoption of this Constitution.
(2) Those whose fathers or mothers are citizens of the Philippines.
(3) Those who elect Philippine citizenship pursuant to the provisions of the Constitution of
nineteen hundred and thirty-five.
(4) Those who are naturalized in accordance with law.
Section 2. A female citizen of the Philippines who marries an alien shall retain her Philippine
citizenship, unless by her act or omission she is deemed, under the law, to have renounced her
citizenship.
Section 3. Philippine citizenship may be lost or reacquired in the manner provided by law.
Section 4. A natural-born citizen is one who is a citizen of the Philippines from birth without
having to perform any act to acquire or perfect his Philippine citizenship.
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ARTICLE IV
BILL OF RIGHTS
Section 1. No person shall be deprived of life, liberty, or property without due process of law, nor
shall any person be denied the equal protection of the laws.
Section 2. Private property shall not be taken for public use without just compensation.
Section 3. The right of the people to be secure in their persons, houses, papers, and effects
against unreasonable searches and seizures of whatever nature and for any purpose shall not be
violated, and no search warrant or warrant of arrest shall issue except upon probable cause to be
determined by the judge, or such other responsible officer as may be authorized by law, after
examination under oath or affirmation of the complainant and the witnesses he may produce, and
particularly describing the place to be searched, and the persons or things to be seized.
Section 4. (1) The privacy of communication and correspondence shall be inviolable except upon
lawful order of the court, or when public safety and order require otherwise.
(2) Any evidence obtained in violation of this or the preceding section shall be inadmissible for
any purpose in any proceeding.
Section 5. The liberty of abode and of travel shall not, be impaired except upon lawful order of
the court, or when necessary in the interest of national security, public safety, or public health.
Section 6. The right of the people to information on matters of public concern shall be
recognized. Access to official records, and to documents and papers pertaining to official acts,
transactions, or decisions, shall be afforded the citizen subject to such limitations as may be
provided by law.
Section 7. The right to form associations or societies for purposes not contrary to law shall not
be abridged.
78
Section 8. No law shall be made respecting an establishment of religion, or prohibiting the free
exercise thereof. The free exercise and enjoyment of religious profession and worship, without
discrimination or preference, shall forever be allowed. No religious test shall be required for the
exercise of civil or political rights.
Section 9. No law shall be passed abridging the freedom of speech, or of the press, or the right
of the people peaceably to assemble and petition the Government for redress of grievances.
Section 10. No law granting a title of royalty or nobility shall be enacted.

Section 11. No law impairing the obligation of contracts shall be passed.
Section 12. No ex post facto law or bill of attainder shall be enacted.
Section 13. No person shall be imprisoned for debt or non-payment of a poll tax.
Section 14. No involuntary servitude in any form shall exist except as a punishment for a crime
whereof the party shall have been duty convicted.
Section 15. The privilege of the writ of habeas corpus shall not be suspended except in cases of
invasion, insurrection, rebellion, or imminent danger thereof, when the public safety requires it.
Section 16. All persons shall have the right to a speedy disposition of their cases before all
judicial, quasi-judicial, or administrative bodies.
Section 17. No person shall be held to answer for a criminal offense without due process of law.
Section 18. All persons, except those charged with capital offenses when evidence of guilt is
strong, shall, before conviction, be bailable by sufficient sureties. Excessive bail shall not be
required.
Section 19. In all criminal prosecutions, the accused shall be presumed innocent until the
contrary is proved, and shall enjoy the right to be heard by himself and counsel, to be informed of
the nature and cause of the accusation against him, to have a speedy, impartial, and public trial,
to meet the witnesses face to face, and to have compulsory process to secure the attendance of
79
witnesses and the production of evidence in his behalf. However, after arraignment, trial may
proceed notwithstanding the absence of the accused provided that he has been duly notified and
his failure to appear is unjustified.
Section 20. No person shall be compelled to be a witness against himself. Any person under
investigation for the commission of an offense shall have the right to remain silent and to counsel,
and to be informed of such right. No force, violence, threat, intimidation, or any other means
which vitiate the free will shall be used against him. Any confession obtained in violation of this
section shall be inadmissible in evidence.
Section 21. Excessive fines shall not be imposed, nor cruel or unusual punishment inflicted.
Section 22. No person shall be twice put in jeopardy of punishment for the same offense. If an
act is punished by a law and an ordinance, conviction or acquittal under either shall constitute a
bar to another prosecution for the same act.
Section 23. Free access to the courts shall not be denied to any person by reason of poverty.
ARTICLE V
DUTIES AND OBLIGATIONS OF CITIZENS
Section 1. It shall be the duty of the citizen to be loyal to the Republic and to honor the Philippine
flag, to defend the State and contribute to its development and welfare, to uphold the Constitution
and obey the laws, and to cooperate with the duly constituted authorities in the attainment and
preservation of a just and orderly society.
Section 2. The rights of the individual impose upon him the correlative duty to exercise them
responsibly and with due regard for the rights of others.
Section 3. It shall be the duty of every citizen to engage in gainful work to assure himself and his
family a life worthy of human dignity.
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Section 4. It shall be the obligation of every citizen qualified to vote to register and cast his vote.
ARTICLE VI
SUFFRAGE
Section 1. Suffrage shall be exercised by citizens of the Philippines not otherwise disqualified by
law, who are eighteen years of age or over, and who shall have resided in the Philippines for at
least one year and in the place wherein they propose to vote for at least six months preceding the
election. No literacy, property, or other substantive requirement shall be imposed on the exercise
of suffrage. The Batasang Pambansa shall provide a system for the purpose of securing the
secrecy and sanctity of the vote.
ARTICLE VII
THE PRESIDENT
Section 1. The President shall be the head of state and chief executive of the Republic of the
Philippines.
Section 2. No person may be elected President unless he is a natural-born citizen of the

Philippines. a registered voter, able to read and write, at least fifty years of age on the day of
election for President, and a resident of the Philippines for at least ten years immediately
preceding such election.
Section 3. The President shall be elected by direct vote of the people for a term of six years
which shall begin at noon on the thirtieth day of June following the day of the election and shall
end at noon of the same date six years thereafter when the term of his successor shall begin.
The returns of every election for President, duly certified by the board of canvassers of each
province or city, shall be transmitted to the Speaker at the Batasang Pambansa, who shall, not
later than thirty days after the day of the election, and in the presence of the Batasang Pambansa
open all the certificates, and the votes shall then be counted.
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The person having the highest number of votes shall be proclaimed elected; but in case two or
more shall have an equal and the highest number of votes, one of them shall forthwith be chosen
by a vote of a majority of all the Members of the Batasang Pambansa in session assembled.
Section 4. If, at the time fixed for the beginning of his term, the President-elect shall have died or
shall have failed to qualify or if the President shall not have been chosen, the Executive
Committee, headed by the Prime Minister, as hereinafter provided, shall exercise the powers and
discharge the duties of the President until a President shall have been elected and qualified. If
the Batasang Pambansa withdraws its confidence in the Prime Minister, the Speaker shall
preside over the Executive Committee. In the absence of an Executive Committee, the Speaker
of the Batasang Pambansa shall act as President until a President shall have been elected and
qualified. In the event of death or failure to qualify as herein provided, the Batasang Pambansa
shall call a special election in the manner prescribed in Section 7 hereof.
Section 5. The President, on assuming office, shall take the following oath or affirmation:
“I do solemnly swear (or affirm) that I will faithfully and conscientiously fulfill my duties as
President of the Philippines, preserve and defend its Constitution, execute its laws, do justice to
every man and consecrate myself to the service of the Nation. So help me God.” (In case of
affirmation, the last sentence is omitted.)
Section 6. (1) The President shall have an official residence and shall receive a compensation to
be fixed by law, which shall not be increased or decreased during his term of office. He shall not
receive during his tenure any other emolument from the Government or any other source. Until
the Batasang Pambansa shall provide otherwise, the President shall receive an annual salary of
one hundred thousand pesos.
(2) The President shall not, during his tenure, hold any other office, practice any profession,
participate directly or indirectly in the management of any business, or be financially interested
directly or indirectly in any contract with, or in any franchise or special privilege granted by, the
Government or any subdivision, agency or instrumentality thereof, including any government-
owned or controlled corporation.
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Section 7. In case of permanent disability, death, removal from office or resignation of the
President, the Executive Committee headed by the Prime Minister as hereinafter provided shall
exercise the powers of the President until a President shall have been elected and qualified. If
the permanent disability, death, removal from office or resignation of the President occurs earlier
than eighteen (18) months before the expiration of his term, the Batasang Pambansa shall, within
thirty days from the time the vacancy occurs, call a special election to be held not earlier than
forty-five days nor later than sixty days from the time of such call, to elect a President to serve the
unexpired term.
In the absence of an Executive Committee, the Speaker shall act as President until the President
shall have been elected and qualified.
Section 8. The President shall have control of the ministries.
Section 9. The President shall be commander-in-chief of all armed forces of the Philippines and,
whenever it becomes necessary, he may call out such armed forces to prevent or suppress
lawless violence, invasion, insurrection, or rebellion. In case of invasion, insurrection, or rebellion,
or imminent danger thereof, when the public safety requires it, he may suspend the privilege of
the writ of habeas corpus, or place the Philippines or any part thereof under martial law.
Section 10. The President shall appoint the heads of bureaus and offices, the officers of the
armed forces of the Philippines from the rank of brigadier general or commodore, and all other
officers of the Government whose appointments are not otherwise provided for, those whom he
may be authorized by law to appoint. However, the Batasang Pambansa may by law vest in the
Prime Minister, members of the Cabinet, the Executive Committee, courts, heads of agencies,
commissions, and boards the power to appoint inferior officers.
Section 11. The President may, except in cases of impeachment, grant reprieves, commutations
and pardons, remit fines and forfeitures and, with the concurrence of the Batasang Pambansa,
grant amnesty.
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Section 12. The President may contract and guarantee foreign and domestic loans on behalf of
the Republic of the Philippines, subject to such limitations as may be provided by law.
Section 13. The President shall formulate the guidelines of national policy.
Section 14. The President shall address the Batasang Pambansa at the opening of its regular
session. He may also appear before it at any other time.
Section 15. The President shall be immune from suit during his tenure. Thereafter, no suit
whatsoever shall lie for official acts done by him or by others pursuant to his specific orders
during his tenure. The immunities herein provided shall apply to the incumbent President
referred to in Article XVII of this Constitution.
Section 16. All powers vested in the President of the Philippines under the 1935 Constitution and
the laws of the land which are not herein provided for or conferred upon any official shall be
deemed and are hereby vested in the President unless the Batasang Pambansa provides
otherwise.
in the 1973 Constitution of the Republic of the Philippines at
https://www.officialgazette.gov.ph/constitutions/1973-constitution-of-the-republic-of-
the-philippines-2/
Practice Exercise

a) The Preamble of the 1973 Philippine Constitution
b) Article 3, Sections 1 to 4
c) Article 4, Sections 1 to 23
d) Article 5, Sections 1 to 4
e) Article 6, Section 1
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2. Which among the specified laws in the 1973 Constitution are still existing and
3. Do you consider the 1973 Philippine Constitution important in the history of the
Philippine independence? Why?
4. What new important aspects (articles or sections) are present in the 1973 Philippine
Constitution?
Filipinos?
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Lesson 3.4. : The 1987 Philippine Constitution

(U)
• Identify some new important articles found in the 1987 Philippine Constitution. (U)
Filipinos. (An)
II. INPUT
The 1987 Philippine Constitution
Preamble
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and
humane society and establish a Government that shall embody our ideals and aspirations,
promote the common good, conserve and develop our patrimony, and secure to ourselves and
our posterity the blessings of independence and democracy under the rule of law and a regime of
truth, justice, freedom, love, equality, and peace, do ordain and promulgate this Constitution.
ARTICLE I: NATIONAL TERRITORY

The national territory comprises the Philippine archipelago, with all the islands and waters
embraced therein, and all other territories over which the Philippines has sovereignty or
jurisdiction, consisting of its terrestrial, fluvial, and aerial domains, including its territorial sea, the
seabed, the subsoil, the insular shelves, and other submarine areas. The waters around,
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between, and connecting the islands of the archipelago, regardless of their breadth and
dimensions, form part of the internal waters of the Philippines.
ARTICLE II: DECLARATION OF PRINCIPLES

AND STATE POLICIES PRINCIPLES
PRINCIPLES
Section 1. The Philippines is a democratic and republican State. Sovereignty resides in the
people and all government authority emanates from them.
Section 2. The Philippines renounces war as an instrument of national policy, adopts the
generally accepted principles of international law as part of the law of the land and adheres to the
policy of peace, equally, justice, freedom, cooperation, and amity with all nations.
Section 3. Civilian authority is, at all times, supreme over the military. The Armed Forces of the
Philippines is the protector of the people and the State. Its goal is to secure the sovereignty of the
State and the integrity of the national territory.
Section 4. The prime duty of the Government is to serve and protect the people. The
Government may call upon the people to defend the State and, in the fulfillment thereof, all
citizens may be required, under conditions provided by law, to render personal military or civil
service.
Section 5. The maintenance of peace and order, the protection of life, liberty, and property, and
the promotion of the general welfare are essential for the enjoyment by all the people of the
blessings of democracy.
Section 6. The separation of Church and State shall be inviolable.

Section 7. The State shall pursue an independent foreign policy. In its relations with other
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states the paramount consideration shall be national sovereignty, territorial integrity, national
interest, and the right to self-determination.
Section 8. The Philippines, consistent with the national interest, adopts and pursues a policy of
freedom from nuclear weapons in its territory.
Section 9. The State shall promote a just and dynamic social order that will ensure the prosperity
and independence of the nation and free the people from poverty through policies that provide
adequate social services, promote full employment, a rising standard of living, and an improved
quality of life for all.
Section 10. The State shall promote social justice in all phases of national development.
Section 11. The State values the dignity of every human person and guarantees full respect for
human rights.
Section 12. The State recognizes the sanctity of family life and shall protect and strengthen the
family as a basic autonomous social institution. It shall equally protect the life of the mother and
the life of the unborn from conception. The natural and primary right
and duty of parents in the rearing of the young for civic efficiency and the development of moral
character shall receive the support of the Government.
Section 13. The State recognizes the vital role of the youth in nation-building and shall promote
and protect their physical, moral, spiritual, intellectual, and social well-being. It shall inculcate in
the youth patriotism and nationalism, and encourage their involvement
in public and civic affairs.
Section 14. The State recognizes the role of women in nation-building, and shall ensure the
fundamental equality before the law of women and men.
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Section 15. The State shall protect and promote the right to health of the people and instill health
consciousness among them.
Section 16. The State shall protect and advance the right of the people to a balanced and
healthful ecology in accord with the rhythm and harmony of nature.
Section 17. The State shall give priority to education, science and technology, arts, culture, and
sports to foster patriotism and nationalism, accelerate social progress, and promote total human
liberation and development.
Section 18. The State affirms labor as a primary social economic force. It shall protect the rights
of workers and promote their welfare.
Section 19. The State shall develop a self-reliant and independent national economy effectively
controlled by Filipinos.
Section 20. The State recognizes the indispensable role of the private sector, encourages
private enterprise, and provides incentives to needed investments.
Section 21. The State shall promote comprehensive rural development and agrarian reform.
Section 22. The State recognizes and promotes the rights of indigenous cultural communities
within the framework of national unity and development.
Section 23. The State shall encourage non-governmental, community-based, or sectoral

organizations that promote the welfare of the nation.
Section 24. The State recognizes the vital role of communication and information in
nation-building.
Section 25. The State shall ensure the autonomy of local governments.
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Section 26. The State shall guarantee equal access to opportunities for public service, and
prohibit political dynasties as may be defined by law.
Section 27. The State shall maintain honesty and integrity in the public service and take positive
and effective measures against graft and corruption.
Section 28. Subject to reasonable conditions prescribed by law, the State adopts and
implements a policy of full public disclosure of all its transactions involving public interest.
ARTICLE III: BILL OF RIGHTS
Section 1. No person shall be deprived of life, liberty, or property without due process of law, nor
shall any person be denied the equal protection of the laws.
Section 2. The right of the people to be secure in their persons, houses, papers, and effects
against unreasonable searches and seizures of whatever nature and for any purpose shall be
inviolable, and no search warrant or warrant of arrest shall issue except
upon probable cause to be determined personally by the judge after examination under oath or
affirmation of the complainant and the witnesses he may produce, and particularly describing the
place to be searched and the persons or things to be seized.
Section 3.
1. The privacy of communication and correspondence shall be inviolable except upon lawful
order of the court, or when public safety or order requires otherwise as prescribed by law.
2. Any evidence obtained in violation of this or the preceding section shall be

inadmissible for any purpose in any proceeding.
Section 4. No law shall be passed abridging the freedom of speech, of expression, or of the
press, or the right of the people peaceably to assemble and petition the government
for redress of grievances.
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Section 5. No law shall be made respecting an establishment of religion, or prohibiting the free
exercise thereof. The free exercise and enjoyment of religious profession and worship, without
discrimination or preference, shall forever be allowed. No religious
test shall be required for the exercise of civil or political rights.
Section 6. The liberty of abode and of changing the same within the limits prescribed by law shall
not be impaired except upon lawful order of the court. Neither shall the right to travel be impaired
except in the interest of national security, public safety, or public health, as may be provided by
law.
Section 7. The right of the people to information on matters of public concern shall be
recognized. Access to official records, and to documents, and papers pertaining to official acts,
transactions, or decisions, as well as to government research data used as basis for policy
development, shall be afforded the citizen, subject to such limitations as may be provided by law.
Section 8. The right of the people, including those employed in the public and private sectors, to
form unions, associations, or societies for purposes not contrary to law shall not be abridged.
Section 9. Private property shall not be taken for public use without just compensation.
Section 10. No law impairing the obligation of contracts shall be passed.
Section 11. Free access to the courts and quasi-judicial bodies and adequate legal assistance
shall not be denied to any person by reason of poverty.
Section 12. 1. Any person under investigation for the commission of an offense shall have the
right to be informed of his right to remain silent and to have competent and independent counsel
preferably of his own choice. If the person cannot afford the services of counsel, he must be
provided with one. These rights cannot be waived except in writing and in the presence of
counsel.
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2. No torture, force, violence, threat, intimidation, or any other means which vitiate the free will
shall be used against him. Secret detention places, solitary, incommunicado, or other similar
forms of detention are prohibited.
3. Any confession or admission obtained in violation of this or Section 17 hereof shall be

inadmissible in evidence against him.
4. The law shall provide for penal and civil sanctions of violations of this section as well as
compensation to and rehabilitation of victims of torture or similar practices, and their families.
Section 13. All persons, except those charged with offenses punishable by reclusion perpetua
when evidence of guilt is strong, shall, before conviction, be bailable by sufficient securities, or be
released on recognizance as may be provided by law. The right to bail shall not be impaired even
when the privilege of the writ of habeas corpus is suspended. Excessive bail shall not be
required.
Section 14. 1. No person shall be held to answer for a criminal offense without due process of
law.
2. In all criminal prosecutions, the accused shall be presumed innocent until the contrary is
proved, and shall enjoy the right to be heard by himself and counsel, to be informed of the nature
and cause of the accusation against him, to have a speedy, impartial, and public trial, to meet the
witnesses face to face, and to have compulsory process to secure the attendance of witnesses
and the production of evidence in his behalf. However, after arraignment, trial may proceed
notwithstanding the absence of the accused provided that he has been duly notified and his
failure to appear is unjustifiable.
Section 15. The privilege of the writ of habeas corpus shall not be suspended except in cases of
invasion or rebellion when the public safety requires it.
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Section 16. All persons shall have the right to a speedy disposition of their cases before all
judicial, quasi-judicial, or administrative bodies.
Section 17. No person shall be compelled to be a witness against himself.

Section 18.1. No person shall be detained solely by reason of his political beliefs and
aspirations.
2. No involuntary servitude in any form shall exist except as a punishment for a crime whereof the
party shall have been duly convicted.
Section 19.
1. Excessive fines shall not be imposed, nor cruel, degrading or inhuman punishment inflicted.
Neither shall death penalty be imposed, unless, for compelling reasons involving heinous crimes,
the Congress hereafter provides for it. Any death penalty already imposed shall be reduced to
reclusion perpetua.
2. The employment of physical, psychological, or degrading punishment against any prisoner or

detainee or the use of substandard or inadequate penal facilities under subhuman conditions
shall be dealt with by law.
Section 20. No person shall be imprisoned for debt or non-payment of a poll tax.
Section 21. No person shall be twice put in jeopardy of punishment for the same offense. If an
act is punished by a law and an ordinance, conviction or acquittal under either shall
constitute a bar to another prosecution for the same act.
Section 22. No ex post facto law or bill of attainder shall be enacted.
ARTICLE IV: CITIZENSHIP

1. Those who are citizens of the Philippines at the time of the adoption of this Constitution;
2. Those whose fathers or mothers are citizens of the Philippines;
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3. Those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship upon
reaching the age of majority; and
4. Those who are naturalized in accordance with law.
Section 2. Natural-born citizens are those who are citizens of the Philippines from birth
without having to perform any act to acquire or perfect their Philippine citizenship. Those who
elect Philippine citizenship in accordance with paragraph (3), Section 1 hereof shall be deemed
natural-born citizens.
Section 3. Philippine citizenship may be lost or reacquired in the manner provided by law.
Section 4. Citizens of the Philippines who marry aliens shall retain their citizenship, unless by
their act or omission they are deemed, under the law, to have renounced it.
Section 5. Dual allegiance of citizens is inimical to the national interest and shall be dealt with by
law.
ARTICLE V: SUFFRAGE
Section 1. Suffrage may be exercised by all citizens of the Philippines not otherwise disqualified
by law, who are at least eighteen years of age, and who shall have resided in the Philippines for
at least one year and in the place wherein they propose to vote for at
least six months immediately preceding the election. No literacy, property, or other substantive
requirement shall be imposed on the exercise of suffrage.
Section 2. The Congress shall provide a system for securing the secrecy and sanctity of the
ballot as well as a system for absentee voting by qualified Filipinos abroad. The Congress shall
also design a procedure for the disabled and the illiterates to vote without the assistance of other
persons. Until then, they shall be allowed to vote under existing laws and such rules as the
Commission on Elections may promulgate to protect the secrecy of the ballot.
in the Philippines’ Constitution of 1987 at
https://www.constituteproject.org/constitution/Philippines_1987.pdf?lang=en
94
Practice Exercise

a) The Preamble of the 1987 Philippine Constitution
b) Article 3, Sections 1 to 22
c) Article 4, Sections 1 to 5
d) Article 5, Sections 1 and 2
2. What new important aspects (articles or sections) are present in the 1987 Philippine
Constitution which are not found in the previous constitutions?
Filipinos?
4. Why are our national constitutions important, especially the 1987 constitution?
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ASSESSMENT # 3
POLITICAL ISSUES IN THE PHILIPPINE HISTORY
Directions: Answer the following questions briefly and concisely.
A. Presume that you are a Congressman in your district. You notice that in the 1987
Philippine Constitution some very important laws applicable in the present generation
need to be added there. So, as a member of the law-making body, draft a set of laws
that you want to be included in our current constitution. Just draft 1 article with the
title below it, then the 10 sections (see the guide below). Your proposed laws may
focus on COVID – 19, Environmental Protection, Same-Sex Marriage, On-line
Classes, Citizens’ participation to religious activities, or Modern technology usage.
Your output will be rated based on the criteria found in the Appendix section.
Guide: ARTICLE ____ (for the number)

____________________________ (Title of the Article)
Section 1. ________________________
Specific laws
Section 10. _______________________
B. As a Filipino citizen, how do you give importance to the laws of our land? Illustrate this
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concept through a drawing. Then, write a description or interpretation of your drawing

right below it. Your output will be rated based on the criteria found in the Appendix
section.
C. Make a reflection about the lessons presented. Consider these aspects in your
reflection – two things that you did not learn before as far as the preceding lessons
are concerned; two important values explicitly or implicitly presented in the articles;
and three new things that your learn in this unit. Your output will be rated based on
the criteria found in the Appendix section.
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UNIT 4 Suggested time allotment: 13 hours
SOCIAL, ECONOMIC, AND CULTURAL ISSUES IN THE PHILIPPINE

HISTORY
TARGET GOALS
• Demonstrate understanding of the concepts by answering the questions correctly and
appropriately in the assessment section. (U)
• Analyze a particular recent social, or economic, or cultural issue in the Philippines. (An)
• Make a composition expressing the Christian/Islamic values taken from the lessons vis-
à-vis the Vision-Mission of HCCC. (C)
• Write a reflection expressing the lessons/insights you learned from the lessons
discussed. (C)
VALUES DESIRED: Respect to one’s dignity and property, Impartiality, Justice and
Honesty
Lesson 4.1. Analysis on Agrarian Reform, Access and Benefit Sharing, and Land Titling as
Mechanisms in Poverty Alleviation
• Demonstrate understanding of the content of the Agrarian Reform in the Philippines by

• Distinguish the aims of the Agrarian Reform in the Philippines. (U)
• Discuss the features of the land administration guidelines set by the United Nations. (U)
• Discuss the objectives of the proposed Land Administration and Management II Project
(LAMP II) as far as land titling is concerned. (U)
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II. INPUT
AGRARIAN REFORM
In the Philippines, agrarian reform is very necessary considering that we have some of the
most fertile lands in the world, yet agricultural production is one of the lowest and the small
farmers who constitute the bulk of our population, are among the most impoverished, which could
be attributed to the antiquated practice of share tenancy.
The first time this program was given policy importance by the government, agrarian
reform was meant to liberate the capital for investment in new industries, increase production and
provide employment to the expanding population and raise the general standard of living. As an
answer to the communist challenge, it will correct the present imbalance of society wherein there
are enormous concentrations of land, wealth and political power in the hands of a few, thus
making democracy truly meaningful to the people.
ACCESS AND BENEFIT SHARING

In a paper Access and Benefit-Sharing in Practice: Trends in Partnerships Across Sectors,
Sarah Laird and Rachel Wynberg talked about the pros and cons of this notion, wherein scientific
research institutions and partners, rather than governments, should receive the lion’s share of
benefits, as a way to build local capacity in this area; indigenous peoples and local communities
should clearly benefit from the use of their traditional knowledge, but this has presented
challenges in a number of sectors, depending upon: how knowledge is accessed e.g. field
collections, literature, databases, botanic gardens, gene banks; how ‘communities’ are defined
and represented, and knowledge is ‘owned’; and levels of awareness within industry of their
obligations to seek prior informed consent and share benefits with communities.
The United Nations’ Land Administration Guidelines characterized land administration and
management (LAM) as the process by which the resources of land are put to good effect. It
covers all activities concerned with the management of land as a resource both from an
environmental and from an economic perspectives. It can include farming, mineral extraction,
property and estate management, and the physical planning of towns and the countryside. It
embraces such matters as: (i) property conveyancing, including decisions on mortgages and
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investment; (ii) property assessment and valuation; (iii) the development and management of
utilities and services; (iv) the management of land resources such as forestry, soils, or
agriculture; (v) the formation and implementation of land-use policies; (vi) environmental impact
assessment; and, (vii) the monitoring of all activities on land that affect the best use of that land.
In another perspective, the Bathurst Declaration makes LAM, usually referred to as land
titling, tackle issues considered significant for future land administration systems and sustainable
development. It also helps deepen democracy by creating a society of private property owners;
allows previously vulnerable societies to make independent political choices; increases
stakeholders in society; gives incentives for greater liberties; and, allows minorities to be
respected.
Land Administration Management Program (LAMP) in the Philippines is a long-term
commitment of the government to increase land tenure security and improve the efficiency and
effectiveness of the land titling and administration system. The overall goal of the LAM program is
to alleviate poverty and enhance economic growth by improving land tenure security and
fostering the development of efficient land markets in rural and urban areas through the
development of an efficient system of land titling and administration based on clear, transparent,
coherent and consistent policies and laws and supported by an appropriate institutional structure.
One obvious resemblance among AR, ABS and LAM is in its objective of making the lives
of farmers and indigenous people better by letting them own, control and develop the land and
resources that they are using. This is always the justification for many governments which tried to
implement this kind of socio-political and economic program. In agrarian reform, its main intent is
to achieve optimal allocation of resources that is necessary to distribute land and instill an
institutional change in the form of redistribution.
For access and benefit-sharing, it is on the establishment of enabling conditions for the
effective, fair and equitable sharing of benefits arising out of the utilization of biological resources
genetic resources, their derivatives and products and associated traditional knowledge.
Meanwhile, land administration and management provides security of tenure for agricultural
productivity and more dynamic land markets that would facilitate asset reform program, transform
dead capital to live capital and boost the economy.
Another form of similarity is the aim of making the agricultural sector a catalyst of
individual and national development. As what World Bank reported in 2003, agrarian reform
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would improve the beneficiaries' livelihoods in which such kind of programs fit into a broader
policy aimed at reducing poverty and establishing a favorable environment for the development of
productive smallholder agriculture by beneficiaries. The International Treaty on Plant Genetic
Resources for Food and Agriculture wanted that the concept of access a benefit-sharing should
guarantee food security through the conservation, exchange and sustainable use of the world's
plant genetic resources for food and agriculture, as well as the fair and equitable benefit sharing
arising from its use. It also recognizes farmers' rights: to freely access genetic resources,
unrestricted by intellectual property rights; to be involved in relevant policy discussions and
decision making; and to use, save, sell and exchange seeds, subject to national laws.
Proponents for land titling argued that providing formal titles increases security of land
tenure, supports development of markets in land, and allows better access to credit (using land
titles as collateral), which in the end has been intended towards poverty reduction and economic
development.
On the other hand, agrarian reform, access and benefit-sharing and land titling comprises
of objectives which differs from each other. These pertain to variations in the components of each
respective scheme and how these are being put into practice, which is relatively unique
depending on governmental support and its acceptability by both project implementers and
beneficiaries. The agrarian reform tries to secure individual or corporate property rights that are
critical in establishing a structure of economic incentives for investments in land-based activities,
at the same time removing regulatory constraints to the free operation of land markets. It
encourages investments in housing, improve access to formal credit, increase public sector
influence over land and housing markets, improve the efficiency as well as increasing the equity
of land and housing markets.
With regard to access and benefit-sharing, one of its aims is to prevent the
misappropriation and misuse of biological resources genetic resources, their derivatives and/or
associated traditional knowledge as well as securing and supporting the compliance in user
countries with the International Regime, and national laws and requirements with domestic
regulatory ABS frameworks in provider countries, including prior informed consent and mutually
agreed terms of the country [of origin] providing such resources or of the Party that has acquired
those resources in accordance with the Convention on Biological Diversity agreed by many
countries.
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LAND TITLING
Land titling has diversified objectives which involve protecting ownership rights, securing
tenures lead to on-farm investments; increasing factor mobility access to credits, making
transactions easier and cheaper while productive lands fetch higher prices, increasing
government revenue, reducing land disputes and alleviating poverty.
Among the three aforementioned schemes, the LAM or land titling is deemed to be the
best schemes for security of tenure. Aside from the Agriculture and Fisheries Modernization Act
with social equity component, the proposed Land Administration and Management II Project
(LAMP II) envisioned the medium-term goals of the Philippines to be pertaining security of land
tenure thru good governance, which serves the overarching national goal of poverty reduction
and growth. The development objectives of the proposed project are to increase land tenure
security and improve land administration services through the implementation of institutional and
legal reform, the realization of an accelerated land titling program, and the establishment of a fair
and uniform property valuation system.
This would be done through: (1) development of national policies, a regulatory framework
and reform of the institutional structure for land administration and management; (2) issuance of
titles in urban and rural areas; and (3) standardization of the land valuation system through the
establishment of an efficient and fair property valuation system that meets international
standards. Although in real-life situation, a comprehensive agrarian reform program along with
the protection of biodiversity and its usage are being combined with land administration and
management. This is one of the strategies of our government to deal with the multi-faceted
approaches in making our underprivileged people improve their lives.
In the Philippines, the person who tills the land does not own it and the person who owns
the land does not till it. In the course of time, the non-tilling owner gets more income while the
non-owning tiller gets relatively-poorer and poorer. This imbalance or gap, starting at the
economic sphere, permeates the cultural, the social, and the political spheres and each sphere
reinforces the others, thus creating a vicious cycle of poverty and injustice. Since most
fundamental dimension of the agrarian problem is basically a question of the use of land by our
people and its distribution to them as private property, there are several key issues that need to
be addressed.
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The first is on the legal and regulatory framework that multiple laws govern land
administration and management (dual system, multiple nomenclatures; confusing, obsolete
inconsistent). The second is on institutional framework which pertains to numerous institutions,
numerous rules and regulations sometimes inconsistent and no complimentarity and confusing,
bureaucratic, expensive processes. The third is the technical and administrative framework that
relates to poor training, poor technology, each system collects, maintains land records with own
standards and protocols and sharing is limited and poor records management. And lastly on land
markets, which implies restrictions embodied in the Comprehensive Agrarian Reform Program
and other public land laws, the speculative, ineffective and conflicting land valuation, and the
financial markets that is not totally functioning.
LAND ADMINISTRATION AND MANAGEMENT

One of the primary issues that continually plague our land sector is the proper land
administration and management. Land administration is the way in which the rules of land tenure
are applied and made operational.
Land administration, whether formal or informal, comprises an extensive range of systems
and processes to administer: (i) the allocation of rights in land; the delimitation of boundaries of
parcels for which the rights are allocated; the transfer from one party to another through sale,
lease, loan, gift or inheritance; and the adjudication of doubts and disputes regarding rights and
parcel boundaries; (ii) land-use planning and enforcement and the adjudication of land use
conflicts; and, (iii) the gathering of revenues through forms of land valuation and taxation, and the
adjudication of land valuation and taxation disputes.
Information on land, people, and their rights is fundamental to effective land administration
since rights to land do not exist in a physical form and they have to be represented in some way.
In a formal legal setting, information on rights, whether held by individuals, families, communities,
the state, or commercial and other organizations, is often recorded in some form of land
registration and cadastre system. In a customary tenure environment, information may be held,
unwritten, within a community through collective memory and the use of witnesses. In a number
of communities, those holding informal rights may have “informal proofs” of rights, i.e.,
documents accepted by the community but not by the formal state administration.
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An enforcement or protection component is essential to effective land administration since

rights to land are valuable when claims to them can be enforced. Such a component allows a
person’s recognized rights to be protected against the acts of others. A stable land tenure regime
is one in which the results of protective actions are relatively easy to forecast. In a formal legal
setting, rights may be enforced through the system of courts, tribunals, etc. In a customary tenure
environment, rights may be enforced through customary leaders. In both cases, people may be
induced to recognize the rights of others through informal mechanisms such as community
pressures. People who know their rights, and know what to do if those rights are infringed, are
more able to protect their rights than those who are less knowledgeable.
Land administration is implemented through sets of procedures to manage information on
rights and their protection, such as: (a) procedures for land rights include defining how rights can
be transferred from one party to another through sale, lease, loan, gift and inheritance; (b)
procedures for land use regulation include defining the way in which land use controls are to be
planned and enforced; and, (c) procedures for land valuation and taxation include defining
methodologies for valuing and taxing land.
Efficient procedures allow transactions to be completed quickly, inexpensively, and
transparently. However, in many parts of the world, formal land administration procedures are
time-consuming, bureaucratically cumbersome and expensive, and are frequently non-
transparent, inaccessible to much of the rural population, and are handled in languages and
forms that people do not understand. In such cases, high transaction costs may result in transfers
and other dealings taking place off-the-record or informally.
CONCLUSION
Land administration requires actors to implement the procedures. In customary tenure
regimes, the customary leaders may play the principal role in land administration, for example in
allocating rights and resolving disputes. In a more formal setting, land administration agencies
may include land registries, land surveying, urban and rural planning, and land valuation and
taxation, as well as the court systems. Where customary tenure has been recognized by the
State, functional linkages are being developed between government and customary land
administration bodies.
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Formalization of the administration of land rights has been promoted as a pre-requisite for
economic development. Perceived benefits include increased tenure security and improved
access to credit, thereby providing the incentive and ability for farmers to invest in making
improvements to the land. Formal administration is proposed as a means to facilitate a land
market, allowing land to move towards its “highest and best use”, thus helping farmers become
more productive and consequently improved their lives.
Practice Exercise
1. What are the aims of the Agrarian Reform in the Philippines?
2. Enumerate the features of the land administration guidelines set by the United Nations
and discuss each.
3. Enumerate the objectives of the proposed Land Administration and Management II

Project (LAMP II) as far as land titling is concerned and discussed each.
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Lesson 4.2. :Indigenous Peoples in the Philippines
• Enumerate the indigenous groups in the Philippines, particularly in Mindanao. (R)

• Demonstrate understanding of the content of the lesson by answering the questions
correctly during the online discussion. (U)
• Describe the Indigenous communities in the Philippines. (U)
• Discuss the recent national policy and developments on indigenous peoples. (U)
• Identify some issues/problems faced by the indigenous communities. (U)
• Present practical ways for them to help the indigenous communities. (App)
II. INPUT
I. The Indigenous Peoples in the Philippines: A Background

The Philippines has a total land area of 30 Million Hectares. Half of the country is hilly and
mostly categorized as a Forest Zone and part of the Public Domain. As of the year 2005, the
country has a population of 85 Million. There are 112 ethnolinguistic groups in the country who
comprise nearly 15% of the total population of the country. The Philippines is slowly losing its
forest cover and has to cope with an influx of mining activities in the uplands. Furthermore,
demand for land and natural resources continue to rise with the unabated migration of lowland
families into the mountains. Thus there exists a very volatile mix of stakeholders who are in a
very strict competition for the limited resources of the uplands (de Vera, 2007).
A vast majority of the 12 Million population of Indigenous Peoples in the Philippines reside
in the uplands which they claim as part of their traditional territories. Most of the remaining natural
resources in the country are found within the traditional lands of the Indigenous Peoples.
The Indigenous Communities

The Indigenous People represent nearly 14% of the country’s population. They are among
the poorest and the most disadvantaged social group in the country. Illiteracy, unemployment and
incidence of poverty are much higher among them than the rest of the population. IP settlements
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are remote, without access to basic services, and are characterized by a high incidence of
morbidity, mortality and malnutrition.
There are One hundred Ten (110) major Indigenous groups in the Philippines. Most of the
Indigenous Peoples depend on traditional swidden agriculture utilizing available upland areas.
However, most of these traditional cultivation sites and fallow areas have now been degraded
and are further threatened by the influx of migrant farmers who have introduced unsustainable
lowland-commercial farming practices. Furthermore, most Indigenous Communities do not have
legal recognition over their traditional lands, thus limiting their ability to freely conduct their
livelihood activities and are denied access to other natural resources in their communities (de
Vera, 2007).
II. Recent national policy and developments on indigenous peoples

In recent years, the Philippine Government has made major policy reforms in order to
address the serious problem of the lack of tenurial security among IPs and local communities.
The Philippines has led the way in the SEA region as it had pioneered the use of long-term
stewardship agreements as a tenurial instrument to recognize the resource management rights of
IPs within forestlands in the early 1980s’.
But perhaps the most radical policy reform with regards to Tenurial Security of Indigenous
Peoples in the region was the enactment of the Indigenous People Rights Act (IPRA) by the
Philippine Government in 1997. The IPRA goes beyond the contract-based resource
management agreements between the state and the community as it recognizes the “ownership”
of the Indigenous Community over their traditional territories which include land, bodies of water
and all other natural resources therein. Furthermore, the IPRA provides tenurial security to the
community with issuance of an ownership Title (Certificate of Ancestral Domain/Land Title) to the
concerned Indigenous clan or community.
With the passage of IPRA in 1997, the law recognized the rights of Indigenous peoples
over their ancestral domains and provided for a process of titling of lands through the issuance of
Certificates of Ancestral Domain Titles (CADT). The law gave jurisdiction of all ancestral domain
claims to the National Commission on Indigenous Peoples (NCIP) including those previously
awarded by the DENR and all future claims that shall be filed.
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The new law provided the basis for filing new claims which included the submission of a
valid perimeter map, evidences and proofs, and the accomplishment of an Ancestral Domain
Sustainable Protection Plan (ADSPP). All existing ancestral domain claims previously recognized
through the issuance of CADCs are required to pass through a process of affirmation for titling.
IPRA included "Self Delineation" as the guiding principle in the in the identification of AD
claims. However, due to the lack of resources and skills in the NCIP, the Government has not
been able to provide the necessary services to the IP sector to realize this mandate and issue the
necessary titles. The new Arroyo administration through the National Commission on Indigenous
Peoples (NCIP) has committed to fully implement the IPRA and has promised to issue at least
100 domain titles by mid-2002. However, the current budgetary allocation for the NCIP and its
ancestral domain management activities remain at a paltry .07% of the national budget. More
ominously the situation is not expected to improve as the trend in budgetary allocation for
Government services towards ancestral domain allocation including community resources
management continues to decrease (de Vera, 2007).
In its first 3 years of existence the NCIP was not able to issue a single CADT, rather it
certified community consent for dozens of mining applications, an act which it had no legal power
to effect under the IPRA. Initial findings of the Office of the President’s Performance Audit of the
NCIP reveal that the agency is ill equipped, the staff poorly trained and lacking field experience or
appropriate cultural sensitivity to handle land conflicts and issues of resource access affecting
indigenous communities.
With a budget of P530 million for its national operations and a staffing pattern beleaguered
by a lack of capacity and skills, the NCIP faces severe constraints in serving the aspirations of
the indigenous peoples’ sector. Thus it is actively seeking the help of the private sector in
particular members of the Civil Society who have had extensive experience in the field of
Ancestral Domain Claims and Community Mapping.
However, the Indigenous Peoples (IP) in the Philippines remain as the most marginalized
sector of society. This status continues despite the tremendous inroads achieved by
communities, partners and advocates through years of struggle. In 1997, as result vigilance and
the sustained advocacy of the IP sector and its partners, the Indigenous Peoples Rights Act
(IPRA) was enacted. This provided venues and legal backbone for the recognition of the
Traditional Rights of communities over their ancestral domain.
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In a nutshell, the IPRA provides for the recognition of the traditional rights of Indigenous
Peoples over their ancestral domains through the issuance of Certificates of Ancestral Domain
Titles (CADT). It recognizes the rights of ICC’s to define their development priorities through their
own Ancestral Domain Sustainable Development and Protection Plan (ADSDPP) and exercise
management and utilize the natural resources within their traditional territories.
Ten years hence, only 41 Titles covering half a million hectares of land have been
awarded to Indigenous Communities. To date, very limited development activities in support of
the Ancestral Domain Ancestral Domain Management Plans have been implemented in the IPO
areas. Problems in the implementation of the IPRA continue to fester and severely limit the
capacity of Indigenous Communities to truly benefit from the mandate of IPRA.
The inability of the Government to fully implement the IPRA in order to address the
problems and concerns of the Indigenous Communities is rooted in conflicting policies, capacity
gaps and a questionable commitment to empower Indigenous Communities. The urgency of the
problem is underscored by overt encouragement on the part of Government of the entry of large-
scale commercial investment into traditional lands to install extractive industries which include
open-pit mining, palm oil plantations and industrial forest farms (de Vera, 2007).
III. The Philippines and the Outside World

The Philippines holds the distinction of being the 1st Country in the SEA region to enact a
law recognizing the traditional rights of Indigenous Peoples over Ancestral Domains with the
passage of IPRA in the past decade. This should have established the framework for its
international policy direction in dealing with issues pertaining to Indigenous Peoples rights.
The Philippines is a signatory to the Convention on Biodiversity (CBD) which lays the
Internationally accepted standards on the protection of the rights and welfare of Indigenous
Peoples in the conservation of natural resources within their territories. The CBD also provides a
framework for the recognition of Traditional Knowledge Systems as an acceptable and viable
option for the management of natural resources and the environment. The Philippine
Government’s participation in the CBD is viewed as a very progressive step towards the
institutionalization of Indigenous Knowledge Systems in the framework of bio-diversity
conservation.
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The Philippines joined a growing number of developing countries as member of the Patent
Cooperation Treaty (PCT), a highly successful international filing system for patents that enables
inventors and companies to apply for patent protection in multiple countries by submitting a
single "international" application. The Philippines became the 112th Contracting State of the PCT
when it deposited its instrument of ratification at WIPO on May 17, 2001. The Treaty became
effective in the Philippines in August 17, 2001.3
Upon the ratification of the WIPO administered treaty on patents, the Philippine
Government established an Intellectual Property Office (IPO) which shall be mainly responsible
for the enforcement of the terms of the treaty. The local IPO office officially conducted a
consultation session specifically with Indigenous Leaders and support groups to enable the IPO
office and the stakeholder to fully comprehend the impact of the WIPO treaty in the area of
Traditional Knowledge Systems.
However, in spite of the tremendous advances made by the Indigenous Communities
along with its support groups and advocates, the Philippine Legislature has yet to ratify the
International Labor Organization Convention 169. The convention (ILO 169) is a legal
international treaty that provides the basic legal standards to protect Indigenous Workers within
the framework of respect for indigenous and tribal peoples’ cultures, and their distinct ways of life,
and their traditions and customs. Currently, the ILO advocates for the ratification of the
convention through its INDISCO program in the Philippines.
While the Philippine has received numerous accolades for passing the landmark law
IPRA, its behavior in the international arena leaves a lot to be desired. Perhaps the most glaring
irony is shown by the Philippine Government’s refusal to support the adoption of the UN Draft
Declaration on the Rights of Indigenous Peoples during the historic 1st session of the UN Human
Rights Committee last June 2006. The Philippine representative Comm. Janet Serrano of the
National Commission on Indigenous Peoples (NCIP) as well as Ambassador Lauro Baja of the
Department of Foreign Affairs formally acknowledged in their speech the by saying that the
Philippines fully supports the draft declaration and that it is (the declaration) a priority of the
Government. Surprisingly, the Philippines later adopted a position similar to Canada and New
Zealand which viewed the draft declaration as “fundamentally flawed” and thus should be
discussed at a later date (de Vera, 2007).
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IV. IP Non-Government Organizations and their alliances in the Philippines

The Indigenous Peoples sector in the Philippines enjoys a very broad base of active
support groups. These form a wide spectrum of organizations representing the academe, civil
society and the church. Assistance comes in varied forms ranging from policy advocacy,
community development, technical assistance and education. It can be said that IP support
groups in the Philippines have gained a certain level of sophistication and specialization in their
respective fields of work.
The enactment of the IPRA has ignited a substantial growth in the number of NGOs and
other social development organizations working with IP communities. Prior to the passage of the
law there was dearth of capable groups specializing on IP issues. While the increased number of
NGOs working on IP issues bodes well for the future, this has also raised the incidence of
conflicts with communities. There have been numerous instances where well-meaning NGOs
with little or no exposure to the cultures and ways of IP communities but very eager to implement
projects have generated local conflicts among community members. Furthermore, pressure form
funding donors to adhere to tight project schedules and to produce results have pushed many
groups to resort to shortcuts and thus marginalizing critical community processes.
Indigenous Communities have clearly benefited from the assistance and support provided
by NGOs and other advocates. Currently there are hundreds of Indigenous Peoples
Organizations (IPO) in the country actively engaged in various activities and are in partnership
with the civil, development agencies including Government. Currently there are several active
national Coalitions of IP communities, the Katutubong Samahan ng Pilipinas, The KAMP and the
NCIPP. Under these national aggrupations are several layers of Regional, Provincial as well as
local IPOs all over the Philippines.
There are still divisions among the Indigenous Peoples Movement in the Philippines. This
is expected due to the volatility of the issues that are being tackled by the sector and the intensity
of the personalities involved in the sector. However, it must be said that there instances where
the Civil society and Government must share the blame in the furtherance of the divisions among
the ranks of the IP sector. IPOs see support groups as a resource thus they will naturally
gravitate to groups that offer logistical, financial and material support. However, in many
instances these are tied up to activities that may run counter or are in direct conflict to other IP
groups. The Government on the other hand, require IPO partners to adopt Governmental policy
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positions and demand that IPs be less critical of its policies, thus putting the IPO in a very difficult
and compromising situation.
The picture though is promising, while there are very strong challenges against the IPOs in
the Philippines, there are very clear signals that show growth and progress in the sector. While
the IPOs still need to build their capacity, most Civil Society groups working with the sector now
have IP community members among their ranks. In fact in some groups, the majority of the staff
and officers of the organization come from the ranks of Indigenous Communities. Thus, this
explains why the IP agenda clearly resonates in most IP support groups’ activities and policy
direction (de Vera, 2007).
V. IP's, poverty alleviation and environmental protection: links and connections

Across Asia Indigenous and Local communities share a common situation where
traditional resource use and land tenure arrangements are not recognized, often undermined and
labeled as “unscientific” and primitive, and at times directly challenged and opposed by
competing interests such as commercial enterprises including as mining and logging interests
and pressure groups.
The access of local communities and Indigenous groups over land, seas and natural
resources have gradually decreased and become limited while control over the same have been
partially or completely been transferred to non-traditional resource managers led by the state and
at times private individuals and entities including NGOs.
In most cases, local and Indigenous communities have been completely disempowered
where the dominant societies have been successful in imposing other resource-use and tenurial
arrangements through legal decrees or at times by physical force and occupation of traditional
territories.
As can be expected, this has resulted into extreme poverty and further deepening the
societal divide, the propensity of conflict has increased more because of the tremendous
population growth that the country has seen in the last couple of decades. The continuing
demand for land and access to natural resources in order to support the domestic demand and
western economies has had a dramatic impact on the country’s environment. Competition for
arable land has become more intense. Currently it is estimated that there are already 25 Million
people (29% of the population of 84 M.) in the uplands where most of the remaining forests and
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environmentally critical areas are located. What is alarming is that the increase in upland
population (est. at 10%/annum) is mainly due to migration. Furthermore, most newly established
communities are located close to a forestland. These new settlements do not offer any viable
livelihood opportunity except those which are directly dependent on the forest resources.
Much of the blame for the tenurial insecurity of Indigenous communities can be pinned on
state policies which invariably attempt to fully control all utilization and access to the natural
resources. The Revised forestry Code of the Philippines or PD 705 had the dubious distinction of
crimininalizing any occupation and habitation in all forestlands of the Philippines. Under this
regime, forest resources are under the full control of the state where all processing, distribution
and utilization of the forest and its resources was the exclusive domain of the Government.
Sadly, the Government mindset which created such a policy environment prevails in spite of the
enactment of IPRA.
However, state controlled forest and natural resource management has miserably
failed in the Philippines and in most countries in the region. The forest cover in the Philippines
has declined at an uncontrollable rate in the past 5 decades, the 2/3 of the country’s forest cover
was cut. This rate of destruction ranks among the highest rate of forest destruction in the world.
Moreover, the unabated influx of migrants into traditional territories and the concomitant rapid
exploitation of natural resources have reached a degree where the survival of indigenous
communities as distinct groups in the country is in question.
Securing tenure over the land, seas and other natural resources lies at the heart of the
Indigenous Communities demands at the local level all the way to their advocacy in the Global
arena. Their lack of control, access over natural resources and non- recognition and respect of
their rights over their territories affect their daily lives, cause extreme poverty and impact on their
survival as a distinct community. Thus, in the past 10 years, the demand for tenure over land and
resources has been the central feature of at least 143 declarations of Indigenous Peoples
worldwide (de Vera, 2007).
Indigenous Communities and Land Tenure

Numerous studies have shown that indigenous people operate a well-developed land
allocation and land management system that relies on communal decision making through
traditional structures. Communal forms of land tenure allow for the rotation of upland agriculture
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fields, and for the equitable distribution of land among community members. However, the ability
of a community to sustain traditional resource management structures depends on their capacity
to exercise control over the resources. Thus the recognition of their rights over their lands and
other natural resources is directly linked with their continued application of sustainable resource
utilization and management systems.
1. Tenure and Conservation: The Tagbanwa and Ikalahan Experience

The region is rife with experiences of conservation initiatives that failed due to the non-
recognition of tenure as a prerequisite to foster collective community action and support. At the
same time there have been good examples of Communities making full use and optimizing the
benefits of the recognition of their land rights to initiate conservation.
Case 1. Tagbanwa of Coron Island, Northern Palawan
Missed Opportunities:
The Calamian Tagbanwa inhabit the beautiful limestone Coron Island, one of the
Calamianes islands of North Palawan, surrounded by water once rich in marine resources, the
main source of their livelihood. In the 1980s, declining fisheries in the adjoining Visayas islands
and southern Luzon coasts triggered the movement of fishers westward into Calamianes waters,
which resulted in over-fishing, illegal fishing, and an increased human population. To cope with
the sudden population growth, the deficit-ridden municipal government of Coron attempted to
increase revenues through taxes on the trade of natural resources. It strictly regulated indigenous
lands and local resource traditionally traded by the indigenous communities and declared them
properties of the municipal government.
By the mid-1980s the waters surrounding the island were being degraded at an alarming
rate by dynamite, cyanide, and other illegal and destructive fishing methods. The situation was so
serious that the Tagbanwa began facing food shortages. In response to this ecological assault, in
1985 the Tagbanwa organized the Tagbanwa Foundation of Coron Island, which applied to the
Department of Environmental and Natural Resources (DENR) for a Community Forest
Stewardship Agreement. The Stewardship Agreement would provide a 25-year legal tenure to
the Tagbanwa people and allow them to manage their natural resources through a community
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forest management plan. In 1990 the community was awarded the Agreement covering the whole
of Coron Island and a small neighboring Island, Delian. Since the Agreement was part of a
national social forestry program implemented by DENR.
Not satisfied with what amounted to no more than a 25-year lease on their ancestral
home, the Tagbanwa Foundation then went on to use a new law—known as Administrative Order
Number 2 of 1993—to pursue a permanent title to their land. Administrative Order Number 2,
which proved to be the precursor of the Indigenous People’s Right Act, cleared the way for the
Tagbanwa to gain control over both land and marine resources through a rights-based approach
to community resource management. With the help of the Philippine Association for Intercultural
Development (PAFID) a national NGO, the Tagbanwa obtained their Certificate of Ancestral
Domain Claim (CADC) in 1998—the first such certificate in the country that included both land
and marine waters.
The Tagbanwa had secured their land rights not a moment too soon. In 1998, Coron
Island was selected as one of eight sites in the Philippines to be incorporated into the National
Integrated Protected Areas System. While it has long been the goal of the Department of
Environment and Natural Resources to gazette the whole of Coron Island as a protected area,
the Tagbanwa have resisted. They fear losing control over the island despite promises of majority
participation in the protected area’s management board. And they have good reason to be
skeptical: When Coron Island was selected for inclusion in the NIPAS, it was done so without
consultation with the local community and without seeking its prior consent. Furthermore, the
proponents of the proposed conservation program expressed ambiguity and were non-committal
when pressed by the Tagbanwa for their position and institutional support for the Ancestral
Domain Claim.
In spite of the inherent lack of local support for the conservation project, activities were
launched and substantial resources were poured into the island. The results were not
encouraging, participation was limited to community members who were directly employed with
the project. Factions among the closely-knit families began to emerge. There were instances
when community members participated mainly due to the coercive nature of the Government and
felt that they had no choice but accept the conservation project.
Clearly there was no incentive to actively participate in an undertaking that failed to
address the most basic need of the Tagbanwa, which was to secure legal recognition of their
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rights over the lands and seas in Coron. In a general assembly of the Tagbanwa of Coron, they
officially demanded that the Island be stricken off as a conservation area and removed from the
target sites of the DENR.
After 3 years, the widely advertised and substantially funded project ended with a
whimper. The Island was not declared as an “official” park nor was it integrated into the National
parks System. Project assets were quietly turned over to the local government. To this day, very
few Tagbanwa remember the project and its objective to conserve the resources of the island.
And in 2001, the Tagbanwa successfully obtained a Certificate of Ancestral Domain Title
(CADT). It was the first successful claim and Title that included parts of the ocean in the ancestral
domain. The Tagbanwa take pride in the fact that the initiative to secure tenure over the land and
seas came from them and their active participation in the whole process illustrated their intense
desire to gain recognition of their rights over their ancestral domain As the Tagbanwa
Foundation’s chairman, Rodolfo Aguilar, explains, “We are a living example of how IPRA can be
used successfully by indigenous peoples.”
With the issuance of the Certificate of Ancestral Domain Certificate (CADC) in 1998 and
the consequent warding of a Certificate of Ancestral Domain Title (CADT), the Tagbanwa have
since been able to achieve major gains. They were able to convince the Government to
recognize the local traditional leadership as an “interim Protected Area Management Board”.
They have drafted and finalized and are now currently implementing their Ancestral Domain
management Plan which provides guidelines for the utilization and management of the land and
seas. Curiously, a recurring theme of the Ancestral Domain management Plan was the
conservation of the natural resources within the island.
Today, most of Coron’s forests are still intact, and the ADMP of the Tagbanwa has been
recognized by the Local Government, and more importantly the local tourism industry operators
are now required to secure annual permits from the Tagbanwa community before they could
bring tourists to the island.
Enforcement of the traditional rules of resource utilization in the ocean has not been as
successful as that in the terrestrial areas. While there has been a noticeable decrease in illegal
fishing within the reefs covered by the Tagbanwa title, the limited capacity of the community to
physically enforce their rules and policies have enabled some unscrupulous individuals to take
advantage of the situation.
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The success of the Tagbanwa in securing tenure over their traditional territories has
inspired eleven other Tagbanwa communities to file claims over their territories (de Vera, 2007).
Furthermore, the CADT has provided the Tagbanwa community of Coron the wherewithal to be
respected and be at par with other stakeholders in the area. This new arrangement will go a long
way in enabling the Tagbanwa to pursue their identified development and conservation priorities.
VI. Lessons and Opportunities

Land tenure is key piece of conservation management. Management of the territory
cannot proceed without securing tenure. It must also be acknowledged that traditional resource
management has big contribution to conservation. However, Indigenous Peoples/local
Communities can only practice traditional management in a territory. If access and control of the
territory is not secured, they cannot exercise traditional resource management.
Opportunities for partnership or sense of ownership or stake are limited if they do not
themselves have tenure, control or access to the resource. Communities who do not have tenure
will most often tend to view the conservation interventions as just another conservation project.
Participation in such an initiative will be limited to employment opportunities provided by the
project and the coercive nature of the Government partner. Community initiated participation and
commitment can never be gained if tenure is not properly addressed.
If tenure is not adequately addressed, external conservation interventions may
unintentionally facilitate external arrangements that will have dire consequences for them such as
ecotourism. In the case of Coron the island was marketed so much for investment, a
development that led land speculators to begin grabbing lands for resort development, to a
situation which the community found overwhelming and eventually generated competing claims
from outsiders.
However, it must be noted that even if the effect was unintentional, the community will be
dealing with the consequences of the intervention long after the project has terminated. What is
the impact of facing these consequences without tenure, without legal rights, legal protection?
Local initiative to negotiate and engage other stakeholders will be severely limited is
tenure is not adequately addressed. Successful outcomes in negotiations happen if the IPs have
collective land tenure and control the speed and process of the negotiations process and deal
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with the outside world along with hybrid institutions with legal personality which nevertheless
remains underpinned with customary law. (Colchester)
The contribution of support groups such as NGOs has to be recognized. Current
arrangements, requirements and processes that will allow communities to secure tenure are not
within the experience of most Indigenous communities. Most communities still lack the capacity
to engage the Government bureaucracy and the organizational demands once they are required
to legally negotiate with the state or other entities and stakeholders. However, their role must be
strictly within what is identified by the community as their specific task.
Conservation projects will be supported and embraced by Indigenous peoples/local
communities if they see a direct link with their ability exercise control and gain access to their
resources. Major activities in conservation projects such as resource inventories, planning can be
easily packaged to accommodate and address the need for tenure security of the local people.
For instance, resource inventories could be used to identify the local names of the resources and
the places where they are located. The documentation could then be used as evidences and
proofs to strengthen the traditional rights and/or claims of the local people. Planning activities can
be done along with the traditional leaders where their role as facilitators for consensus building is
utilized. Action Planning should also include a clear target and schedule that shall address the
tenurial security issue. At all times conservation initiatives should not shy away and skirt the
tenurial security issue if the support of the community is required.
Practice Exercise
1. What are the indigenous groups in the Philippines, particularly in Mindanao?
2. Describe the Indigenous communities in the Philippines.
3. What are some of the recent national policies and developments of the government for
the indigenous peoples? Discuss each.
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4. What are some issues/problems faced by the indigenous communities, particularly in

Mindanao?
5. In your own little and practical ways, how can you help our indigenous communities?
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ASSESSMENT # 4
SOCIAL, ECONOMIC, AND CULTURAL ISSUES IN THE PHILIPPINE HISTORY
Directions: Answer the following questions briefly and concisely.
1. Research a particular recent issue either on agrarian reform, or indigenous

peoples in the Philippines. As soon as you acquire the material, read it. Then, do the
following tasks. Your output will be rated based on the Rubric in the Appendix section.
This is 20 items.
Tasks to accomplish:
a) Write the summary of your chosen issue first (with 10 – 15 sentences).

b) Then, answer the given guide questions for the analysis.
1. What is the issue all about?
2. What is/are the causes of the existence of the issue/problem?
3. Who are involved in the issue? Who seemed to be the oppressed? Who
is/are the oppressors?
4. Were there violence/harassments inflicted to the oppressed? How were they
harassed?
5. What were the reactions of the victims? Did they retaliate violently also or did
they resort to peace negotiation?
6. What were the proposed solutions to the problem? Who proposed them, the
oppressed or the oppressor?
7. Did the proposed solutions advantage the welfare of both parties or just one
party?
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8. From your vantage point as an observer, who between the two parties
(the oppressed and the oppressor) deserve justice? Why?
9. If you are to contribute a solution or solutions to the issue, what will they be?
10. What lessons or values do you get from this issue?
2. Below is the Vision-Mission statement of Holy Cross College of Calinan. As a first year
or second year college student, I want you to read and understand it because later you
will do another task. Your output will be rated based on the Rubric in the Appendix
section. This is 20 items.
HOLY CROSS COLLEGE OF CALINAN, INC. VISION AND MISSION
VISION
We, a family of evangelizers, inspired by Marie Rivier and her virtues, envision ourselves
as dynamic catalysts who are Christ-centered, Marian in spirituality, professionally proficient in
the context of global standards of excellence, socially responsive and dedicated to selflessly
serve God, the Church and the broader society.
MISSION:
We are a pioneering Catholic educational institution administered by the Presentation of
Mary Sisters:
1. We provide excellent quality formation, education, training and development to the youth
and other sectors to develop competence and character and lifelong learning skills.
2. We develop mature Christians imbued with Marie Rivier’s virtues of faith, prayer,
compassion, love and zeal to bear witness to Christ in their daily living.
3. We adhere to state-of-the-art pedagogy and relevant technology to enable our
stakeholders meet global standards of excellence.
121
Individually and collaboratively, we commit to achieve these.

____________________________________________________
• Based on the 3 lessons presented above and the Vision-Mission of HCCC, I want you to make
a more than 10-sentence composition. Be guided by the questions below in expounding
your thoughts.
1. What particular Christian/Islamic values implicitly or explicitly presented from the 3

lessons discussed?
2. Which part in the Vision and Mission of HCCC are these values in accordance
with? Specify the part/s.
3. As a student, how are you going to live up these values in your community. Be
specific in your answer.
At this time, start organizing your answers to the questions. Then, write the composition.
Composition:
C. Make a reflection about the lessons presented. Consider these aspects in your
reflection – two things that you did not learn before as far as the preceding lessons
are concerned; two important values explicitly or implicitly presented in the articles;
and three new things that you learn in this unit. Your output will be rated based on
the Rubric found in the Appendix section. This is 15 pts.
122
REFERENCES
Amrita E-learning Research Lab. (n.d.). Learner-centered approaches. Retrieved from

https://www.amrita.edu/transform-india now/download/AmritaVarsham60/acharya%
20hall%20ppts/Learner-Centred%20Approaches.ppt
Bernad, M. A. (1981). The site of the first mass in the Philippines: A reexamination of evidence.
Kinaadman: A Journal of Southern Philippines, Vol. III, 1-35.
Blair, E. & Robertson, J. A. (n.d.). The Philippine islands, Vols.33 and 34.
De Navarrete, M. F. (1945). Diario o derotero del viage de Magallanes desde el cabo se S.

Agustin en el brazil hasta el regreso a Espana de la nao Victoria, escrito por Francisco
Albo,” Document no. xxii in Collecion de viages y descubrimientos que hicieron por mar los
Espanoles desde fines del siglo XV, Ed. Buenos Aires.
Koh, E. (n.d.). The 1872 Cavity mutiny. Retrieved from https://filipinojournal.com/the-1872-

cavite-mutiny/
McCombs, B. (n.d.). An invitation to begin the journey to becoming learner-centered.

Retrieved from https://www.pdx.edu/sites/www.pdx.edu.cae/files/Mc
CombsPresentation.ppt
Pugay, A. P. (2012). The two faces of the 1872 Cavite mutiny. Retrieved from
https://filipinojournal.com/the-1872-cavite-mutiny/
STI (n.d.). Content and context analysis of primary sources. Retrieved from
courseware.feedback@sti.edu
123
Taylor, M. L., Igra, A. & Seidman, R. (n.d.). Content and context analysis. Retrieved from
https://www.carleton.edu/history/resources/history-study-guides/primary/
APPENDIX
Rubric 1 (Sequence of Event Organizer)
Criteria Excellent Very Good Good Fair Poor
(5) (4) (3) (2) (1)
Organization All the 1 detail was 2 details were 3 details were 4 or more
of the Details details were not not not details were
presented in chronologicall chronologicall chronologicall not
a y arranged. y arranged. y arranged. chronologicall
chronologica y arranged.
l order.
Completenes All the 1 important 2 important 3 important 4 or more

s of the needed detail was details were details were important
Details details were missing. missing. missing. details were
presented. missing.
Originality of The output 1 detail in the 2 details in the 3 details in the 4 or more
the Work including its output was output were output were details in the
content was copied from a copied from copied from output were
personally source. different different copied from
made by the sources. sources. different
student. sources.
Rubric 2 (Powerpoint Presentation)
(5) (4) (3) (2) (1)
Projection All the texts in 1 line in the 2 lines in the 3 lines in the 4 or more
the ppt are slide was slide were not slide were not lines in the
legible. The not clear clear because clear because slide were not
background because the color of the the color of clear because
color contrasts the color of background the the color of
the color of the the and the color background the
124
text. background of the text are and the color background

and the not of the text are and the color
color of the contrasting. not of the text are
text are not contrasting. not
contrasting. contrasting.
Completeness All the needed 1 important 2 important 3 important 4 or more

of the Details details were detail was details were details were important
presented. missing. missing. missing. details were
missing
Presence of The The The The

Interactive presentation presentatio presentation presentation
Activities was extensively n was was was fairly The
presentation
interactive interactive moderately interactive
because of the to some interactive because of was not
presence of 4 extent because of the the presence interactive
because of
or more because of presence of 2 of only one
activities that the activities that activity that the absence
encouraged presence of encouraged encouraged of activities.
students to 3 activities students to only few
participate. that participate. students to
encouraged participate.
students to
participate.
Absence of All the 1 2 pieces of 3 pieces of 4 or more

Errors information and information information or information or pieces of
details are or detail details were details were information or
presented was incorrectly incorrectly details were
correctly. incorrectly presented. presented. incorrectly
presented. presented.
Originality of The output 1 detail in 2 details in the 3 details in 4 or more

the Work including its the output output were the output details in the
content was was copied copied from were copied output were
personally from a different from different copied from
made by the source. sources. sources. different
student. sources.
125
Rubric 3 (External and Internal Criticism of Primary Sources)
(5) (4) (3) (2) (1)
Content of All the guide One guide Two guide Three guide Four or more
the Criticism questions for question for questions questions for guide
the criticism the criticism for the the criticism questions for
(x 3)
were answered was not criticism were not the criticism
appropriately. answered. were not answered. were not
answered. answered.
Clarity of Ideas and other Almost all the Some of Only few of Almost all the
the thoughts related pieces ideas and the ideas the ideas ideas and
expressed of information other related and other and other other related
about the pieces of related related pieces of
(x 3) primary source information pieces of pieces of information
under analysis about the information information about the
were presented primary about the about the primary
clearly. source under primary primary source under
analysis were source source analysis were
presented under under presented
clearly. analysis analysis unclearly.
were were
presented presented
clearly. clearly.
Originality of The output 1 detail in the 2 details in 3 details in 4 or more

the Work including its output was the output the output details in the
content was copied from a were were copied output were
personally source. copied from copied from
(x2) made by the from different different
student. different sources. sources.
sources.
Absence of All the 1 information 2 pieces of 3 pieces of 4 or more

Errors information and or detail was information information pieces of
details are incorrectly or details or details information or
126
(x2) presented presented. were were details were

correctly. incorrectly incorrectly incorrectly
presented. presented. presented.
Rubric 4 (Design of a Flag)
(5) (4) (3) (2) (1)
Design of the All the 1 figure in 2 figures in 2 figures in 2 figures in

Flag with figures in the design the design the design the design
colors the design was not were not were not were not
are appropriate appropriate appropriate appropriate
appropriate but all the but all of and 1 figure and were
and colored. figures were them were was not not colored.
colored. colored. colored.
Interpretation All the 1 symbol in 2 symbols in 3 symbols in All the

of the symbols in the flag was the flag the flag symbols in
symbols the flag not were not were not the flag
were interpreted. interpreted. interpreted. were not
interpreted. interpreted.
Originality of The design 1 design 2 designs 3 designs All the

the Work was was copied were copied were copied designs
personally from a from a from a were copied
made by the source. source. source. from a
student. source.
127
Rubric 5 (Draft of the Proposed Laws)

(5) (4) (3) (2) (1)
Content of the All 10 1 section is 2 sections 3 sections 4 or more
Draft sections are not related are not are not sections are
(x 2) related to to the title of related to related to not related
the title of the article. the title of the title of to the title of
the article. the article. the article. the article.
Completeness All the 1 section in 2 sections in 3 sections in 4 or more
of the Details required the article the article the article sections in
(x 2) number of was were were the article
sections missing. missing. missing. were
were missing.
presented.
Originality of The output 1 detail in 2 details in 3 details in 4 or more
the Work including its the output the output the output details in
content was was copied were copied were copied the output
personally from a from from were copied
made by the source. different different from
student. sources. sources. different
sources.
128
Rubric 6 (Drawing)

(5) (4) (3) (2) (1)
Design of the drawing All the figures 1 figure in 2 figures in 2 figures in 2 figures in
with colors in the design the design the design the design the design
(x 2) are appropriate was not were not were not were not
and colored. appropriate appropriate appropriate appropriate
but all the but all of and 1 and were
figures them were figure was not
were colored. not colored.
colored. colored.
Description/Interpretation All the 1 symbol/ 2 symbols/ 3 symbols/ 4 or more
of the drawing symbols/figures figure in figures in figures in symbols/
(x 2) in the drawing the the the figures in
were described drawing drawing drawing the
or interpreted. was not were not were not drawing
described described described were not
or or or described
interpreted. interpreted. interpreted. or
interpreted.
Originality of the Work The design 1 design 2 designs 3 designs All the
was personally was copied were were designs
made by the from a copied copied were
student. source. from a from a copied
source. source. from a
source.
129
Rubric 7 (Reflection)

(5) (4) (3) (2) (1)
Content of the 100% of the 98% of the 95% of the 93% of the 90% or below
Reflection content was content was content was content was of the content
related to related to related to related to was related to
the task the task the task the task the task being
being being being being required.
required. required. required. required.
Completeness All the 1 detail in 2 details in 3 details in 4 or more
of the Details required the the the details in the
number of reflection reflection reflection reflection paper
details were paper was paper were paper were were missing.
presented. missing. missing. missing.
the Work including its the output the output the output details in the
content was was copied were copied were copied output were
personally from a from from copied from
made by the source. different different different
student. sources. sources. sources.
130
Rubric 8 (Analysis of an Issue)

(5) (4) (3) (2) (1)
Content of the 100% of the 98% of the 95% of the 93% of the 90% or below of
Analysis content was content was content was content was the content was
(x 2) related to related to related to related to related to the task
the task the task the task the task being required.
being being being being
required. required. required. required.
Completeness All the 1 required 2 required 3 required 4 or more
of the Details required question questions questions required
questions was not were not were not questions were
were answered. answered. answered. not answered.
answered.
Originality of The output 1 detail in 2 details in 3 details in 4 or more details
the Work including its the output the output the output in the output were
content was was copied were copied were copied copied from
personally from a from from different sources.
made by the source. different different
student. sources. sources.
131
Rubric 9 (Composition Writing)

(5) (4) (3) (2) (1)
Content of 100% of the 98% of the 95% of the 93% of the 90% or
the content was content was content was content was below of the
Composition related to related to related to related to content was
(x 2) the task the task the task the task related to
being being being being the task
required. required. required. required. being
required.
Organization All the ideas 1 particular 2 particular 3 particular 4 or more
of Ideas were idea was ideas were ideas were particular
organized. misplaced, misplaced, misplaced, ideas were
thus making thus making thus making misplaced,
the entire the entire the entire thus making
composition composition composition the entire
very satisfactory. fairly composition
satisfactory. satisfactory. poor.
the Work including its the output the output the output details in
content was was copied were copied were copied the output
personally from a from from were copied
made by the source. different different from
student. sources. sources. different
sources.
132
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1

HOLY CROSS COLLEGE OF CALINAN, INC.

SECOND TERM, FIRST SEMESTER

Number of Hours Content

13 CONTENT AND CONTEXT ANALYSIS OF

13 POLITICAL ISSUES IN THE PHILIPPINE HISTORY

13 SOCIAL, ECONOMIC, AND CULTURAL ISSUES IN

Total Number of Hours: 52

UNIT 1. Understanding History Page

UNIT 2. Content and Context Analysis of Selected Primary Sources

UNIT 3. Political Issues in the Philippine History

UNIT 4. Social, Economic, and Cultural Issues in the Philippine History

Rubric # 1 Sequence of Event Organizer

Rubric # 2 Powerpoint Presentation

Rubric # 3 External and Internal Criticism of Primary Sources

Rubric # 4 Design a Flag

Rubric # 5 Draft of the Proposed Laws

Rubric # 8 Analysis of an Issue

Rubric # 9 Composition Writing

UNIT Suggested time allotment: 13 hours

DESIRED VALUE/S: Perseverance, Patience, Compassion,Cooperation, Openness.Courage

LESSON 1.1.: Meaning and Relevance of History

1. What do the pictures show us?

Rapson: “History is a connected account of the course of events or progress of ideas.”

How can historians find out about the past?

5. Objective record of happenings: Every precaution is taken to base the data on

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

The Modern Concept of History

History- a Science or an Art?

Arguments Against History as a Science

Values of teaching History

The values of teaching history may be stated as under:

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

6. Internationalistic value: History shows the dependence and interdependence of nations

Importance of Studying History

1. History helps us develop a better understanding of the world.

2. History helps us understand ourselves.

3. History helps us learn to understand other people.

4. History teaches a working understanding of change.

5. History gives us the tools we need to be decent citizens.

6. History makes us better decision makers.

Directions: Answer the given questions briefly and concisely.

3. Why is studying history important?

Lesson 1.2. Primary and Secondary Sources

Primary and Secondary Sources

Before you read this topic, please do the task below.

• ORIGINAL DOCUMENTS: Diaries, speeches, manuscripts, letters, interviews, news film

• RELICS OR ARTIFACTS: Pottery, furniture, clothing, and buildings

Examples of primary sources:

Questions to Ask When Determining If Something Is a Primary Source

• Did the author conduct original research on the topic?

Why Use Primary Sources?

How do you find primary sources?

Finding Primary Sources in Citation Lists

Finding Primary Sources on the Web

Lesson 1. 3.:External and Internal Criticisms of Historical Sources

What is internal and external criticism of historical sources?

c. How accurate is the borrowing done?

Questions covering matters falling under internal criticism are:

1. Who was the author?

2. Differentiate external criticism from internal criticism.

Sequence of Event Organizer