J. H.

CERILLES STATE COLLEGE

Handurawan: Readings in Philippine History

Jackie P. Judilla
Coleen Jean B. Templa
Nimshe M. Pastrano
Jennie C. Jumamoy
Naomi M. Baluran
Jovey P. Medina
Janniece L. Magsayo
Yuri Matildo
Randy B. Rebuyon
 PREFACE

Philippine History in the past was taught in light of various events with
the use of historians’ interpretation of History and not so with the use of first-
hand sources. The new curriculum of Commission of Higher Education
(CHED) in Philippine History provides multiple perspectives through the lens
of primary sources. Students are given the chances to analyze and
validate the reliability and veracity of the sources through content analysis
and contextualizing the text. This way, students will develop their analytical
and communication skills along with understanding and appreciating our
own heritage.
Meanwhile, CHED Memorandum Order No. 1 and 2 Series of 2019
mandates the integration of Peace Education and Filipino- Muslims and
Indigenous People’s Studies into the higher education curricula. This will
contribute to attaining peace in the country that will lead to sustainable
development and address issues confronting our country’s IPs and Moro
communities.

This module is divided into five (5) units.

Unit 1 Introduction to History: Definition, Issues, Sources, and Methodologies
It is a general assessment of History as a science and a historical narrative.
This unit attempts to explain the sense and importance of history to students
on the basis of primary sources, and the viewpoint across the board.

Unit 2 Social, Political, Economic and Cultural Issues in the Philippines is

centered on the attempt to understand concerns using lens of history. This
unit discusses the mandatory topics.

Unit 3 Content and Contextual Analysis of Selected Primary Sources talks

about the methods of analysis in History using primary sources from across
the periods of Philippine History.

Unit 4 Issues and Controversies in Philippine History is an attempt to

anatomize the issues in Philippine History and how can it these concerns be
analyzed using the lens of History.
Unit 5 Evaluation and Promotion of Local and Oral history is an attempt to
guide the students in the historical research methods they will have to
undergo in the process of completing the course
 ACKNOWLEDGMENT

This work became possible through the efforts of the Office of Vice
President of Academic Affairs and the members of the Readings in
Philippine History group across the JHCSC system for the cooperation and
support.
Coleen Jean B. Templa
Nimshe M. Pastrano
Jennie C. Jumamoy
Naomi M. Baluran
Jovey P. Medina
Janniece L. Magsayo
Yuri Matildo
Randy B. Rebuyon
 TABLE OF CONTENTS

1
Unit
Introduction to History: Definition, Sources and
Methodologies

Lesson 1: Meaning and Relevance of History

Lesson 2: Historical Sources

Unit

2
Social, Political, Economic and Cultural Issues in Philippine
History

Lesson 1: Evolution of Philippine Constitution

Lesson 2: Policies on Agrarian Reforms
Lesson 3: Evolution of Philippine Taxation
Lesson 4: Peace Studies
Lesson 5: Lumads and Moros in MINSUPALA

Unit

3
Content and Contextual Analysis of Selected Primary
Sources

Lesson 1: Summary of Antonio Pigafetta’s First Voyage around

the World
Lesson 2: Juan de Plasencia’s Customs of the Tagalogs
Lesson 3: KKK and the “Kartilya ng Katipunan”
Lesson 4: Proclamation of Independence and its Analysis
Lesson 5: Alfred McCoy’s Philippine Cartoons: Political
Caricature of the American Era
Lesson 6: Artistic Works of Filipino Painters Juan Luna and
Fernando Amorsolo
Unit

4
Issues and Controversies in Philippine History

Lesson 1: Where did the First Catholic Mass in the Philippines Take
Place?
Lesson 2: Cavite Mutiny and the GOMBURZA
Lesson 3: Where did the Cry of Rebellion Happen?

Unit

5
Evaluation and Promotion of Local and Oral History

Lesson 1: Doing Historical Research Online in the Times of Pandemic

Lesson 2: Doing Historical Research in Libraries and Archives
Lesson 3: Local and Oral History

References
Appendix
About the Author/s
1
UNIT

Introduction to History: Definition, Sources, and

Methodologies

Lesson 1 Meaning and Relevance of History

Learning Outcomes:

1. Understand the meaning of history and its task

2. Demonstrate the value of history and underlying methodologies

History as an academic subject has always been considered by most

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

Pretest

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

History as the study of past events has always been considered as

one of the most boring courses offered in school. Students would often ask
why study dead people and memorize long gone times. Studying history in
1
the Philippines is one of the underrated fields in terms of attention and
budget.

What is history? History, from the Greek word historia meaning

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

History and Related Disciplines

Anthropology and History

 This approach introduces students to the work of cultural and social

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

Archeology and History

 The aim of this Approach is to introduce history students, very familiar

with working with the evidence of words and texts, to a different type
of evidence for the human past: mute material remains. The course
underlines the very considerable strengths of material objects as

1 Retrieved from https://www.history.ox.ac.uk/historical-methods

2
 facts, but also their weaknesses, and how they are subject to varying
interpretations.2

Economics and History

 The aim of this Approach is to introduce students to how to use
economic models and statistical sources to understand history. It
invites students to address the central question of how economic
development has changed the nature and quality of human life and
to investigate how economics has attempted to define and
measure terms such as character and quality. 3
Gender and History

 This Approach enables students to look both at the historiography of

gender history and at the contribution it has made to other historical
agendas. The contributions of women's history are analyzed
alongside the more recent emphasis on gender as a field of historical
analysis, which has shown the degree to which masculinity is a
disputed social category. 4
Sociology and History

 The aim of this approach is to introduce students to the sociology

discipline, to explore how sociological methods have influenced
historians, and to look at ways in which sociology and history have
diverged or converged over the years.5

Role of Historians
It is the role of the historians to seek historical evidences and facts
and also to interpret it. “Facts can’t speak for themselves”, with this, the
historians’ job is to systematically arrange it, establish causes, give meaning
to the facts and organize everything. Historians use historical sources such
as written documents, oral accounts, ecological markers, and material
objects including art and artefacts to contextualize past. A historian upon
interpreting and writing narratives is influenced by his own context,
environment, ideology, education and influences among others. His
subjectivity will inevitably influence the process of the historical research.
Thus, history is always subjective. Spirinelli (2020) remarked that as a
historian, there is a need to refrain from judging the past. 6

2 ibid
3 Retrieved from https://www.history.ox.ac.uk/historical-methods
4 Ibid
5 Ibid
6 Retrieved from https://www.c2dh.uni.lu/thinkering/empowering-history-role-historians-

todays-society
3
 Historiography has several related significances. First, it may refer to
how history has been produced: the story of technique and practice
creation (for example, the change from short-term biographical narrative
to long-term thematic analyzes).

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

Learning Activity
Activity 1
1. How will you define Philippine history base on your understanding
of history itself?
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. As a student of history and a Filipino, how can you help instill the
value of Philippine heritage to your respective community?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Why is History important?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. How will History help in solving the pressing issues in the

Philippines?

4
 ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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

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

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

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

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

5
Lesson 2 Sources in History

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

Data sources provide evidence of the historian gathering information

from historical events. Historians not only rely on data in writing history but
also contextualize the documents and historical records.

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

When you visit any UP campus, it is not

difficult to see the Oblation. In the UP Diliman
campus, the popular statue, measuring 3.5 meters
in height, was constructed during the university
presidency of Rafael Palma. First-time observers,
whether part of the UP community or not, usually
ask “Who is the model of the famous UP symbol,
the Oblation?”

The answer is Fernando Poe, Sr., a UP

student during the time. Natural artist Guillermo
Tolentino, a professor at the UP School of Fine Arts,
created the statue.
Figure 1 UP Oblation
Photo credits: sites.google.com

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Historical Source
6
 Sources are our way of peering into the past but they all pose their
own advantages and challenges in the various kinds. Groeneveld (2017),
remarked the distinction between primary and secondary sources. A
primary source is first-hand material that stems (roughly) from the time
period that one wants to examine, whereas a secondary source is an
additional step removed from that period – a 'second-hand' work that is
the result of reconstructing and interpreting the past using the primary
material, such as textbooks, articles, and, of course, and websites. 7

Historical sources can be classified into;

1. Written sources which can be books, eyewitness accounts,

copies of speech, letters, diaries, magazines, newspaper, laws,
maps, etc and
2. Non-written sources such as remains, relics, fossils, videos, etc.

There are two types of historical sources

1. Primary sources - are those sources produced at the same time

as the event, period, or subject being studied. It is considered as
the lifeblood of history. Examples of primary sources are minutes
of the meeting, diaries and journals, autobiographies, speeches,
receipts, essays written by a person expressing his views, laws,
letters of instruction, decrees, letters, eyewitness accounts, official
reports, newsletter Articles reporting directly about the event,
editorials or books containing direct quotation of events. A
primary source is something that originates from the past. It can
be a chronicle, a piece of pottery, or even a piece of glacial ice
that gives us climate data about the levels of atmospheric
carbon one thousand years ago. Historians, to the best of their

7Groeneveld, E. (2017, April 19). Sources of History. Ancient History Encyclopedia.

Retrieved from https://www.ancient.eu/article/1048/
7
 abilities, work with primary sources to understand the past on its
own terms, not through the modern-day lenses.8

2. Secondary sources are documents or works made by individuals

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

Internal and External Criticism

External criticism is the practice of verifying the authenticity

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

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

truthfulness of the evidence, it looks at the content of the source
and examines the circumstance of its production. Internal
criticism looks at the truthfulness and factuality of the evidence
by looking at the author of the source, its context, the agenda
behind its creation, the knowledge which informed it, and its
intended purpose, among others.

One of the most scandalous cases of deception in Philippines

history is the hoax code of Kalantiaw. The code was a set of rules
contained in an epic, Maragtas, which was allegedly written by

8Rank, Scott M. "What Are Historical Sources?" History on the Net © 2000-2020, Salem
Media. August 21, 2020 <https://www.historyonthenet.com/what-are-historical-sources>
8
 a certain Datu Kalantiaw. The document was sold to the National
Library and was regarded William Henry Scott debunked the
authenticity of the code due to anachronism and lack of
evidence to prove that the code existed in the precolonial
Philippines society. Ferdinand Marcos also claimed that he was a
decorated World War II soldier who led a guerilla unit called Ang
Maharlika. This was widely believed by students of history and
Marcos had war medals to show. This claim, however, was
disproven when historians counterchecked Marco’s claims with
the war records of the United States.

In general, the reliability of primary sources is assessed on

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

Learning Activities

Activity 1. What it really means

Directions: The diagram below shows the definition of terms related to

sources. Rewrite each of them in your own words on the space provided.

Firsthand-coming
directly from the
original source

9
Primary – not
made or coming
from something
else; original

Source- a
person,
publication, or
object that
gives
Information
Secondhand- not
Secondary
original; taken from
– coming
someone or
from or
something else
created
using an
original
source

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

10
Activity 3. Comparative Analysis: Primary vs. Secondary Sources
Directions: Read the following materials and fill in the table with the
necessary information.

Category Alvarez Agoncillo

Brief description of the

author

Type of source
(primary or secondary)

Main points raised by

the article

Texts from the article

which support the
main points raised

Relevance to the
Philippine history

Activity 4. Instructions. Research the following repositories of primary

sources and give one important primary source found in it.

Repositories Title of primary source found

1. ADMU Rizal Library ____________________________

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

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

12
 UNIT

2 Social, Political, Economic and Cultural Issues in

Philippine History

Lesson 1 HISTORY OF THE PHILIPPINE CONSTITUTION

Learning outcome:

This topic, the students were able to

1. Explain the importance of constitution in a nation
2. Trace the development of the Philippine constitution throughout the
country’s history
3. Discuss the significant features and provisions incorporated in the
seven Philippine Constitutions

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

HUMAN
RIGHTS

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

fundamental principles or established precedents according to which a
state or organization is governed". The Collins dictionary says a constitution
consists of "the fundamental principles on which a state is governed,
especially when considered as embodying the rights of subjects". A
13
constitution sets out how all the elements of government are organized
and how power is carved up among different political units. It contains rules
about what power is wielded, who wields it and over whom it is wielded in
the governing of a country. 9

The purposes of a constitution is as follows:

1. It prescribes the kind of government that will exist in the state.
2. It creates the different departments and specifies their
respective functions and duties.
3. It is the source of the sovereign powers of a government by
establishing the fixed, first or basic principles.
4. It promotes public welfare. The constitution establishes the
rights of the people which the government is obligated to
protect. 10

The constitution is crafted by a constitutional convention which is a

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

History of the Philippine Constitutions

A. BIAK-NA-BATO CONSTITUTION (1897)

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

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

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

Bulacan province. The news immediately spread throughout the country,
and the revolutionaries were once more in high spirits. General Llanera,
9
Retrieved from https://www.concourt.org.za/index.php/constitution/what-is-a-constitution
10
Torres, Jose Victor (2018). BATIS, Sources in Philippine History. C&E Publishing Inc. Quezon City.
14
who was in Nueva Ecija, declared his support for Aguinaldo. In July 1897,
Aguinaldo established the Biak-na-Bato Republic and issued a
proclamation stating the following demands:

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

The constitution was promulgated by the Philippine Revolutionary

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

A charter based on the Cuban Constitution was also drafted by Felix

Ferrer and Isabelo Artacho. It was signed on November 1, 1897. The Biak-
na-Bato Constitution provided for the establishment of a Supreme council
that would serve as the highest governing body of the Republic. It also
outlined certain basic human rights, such as freedom of religion, freedom
of the press, and the right to education. Emilio Aguinaldo and Mariano Trias
were elected Supreme Council president and vice president, respectively.
11

In spite of being a copied constitution, the Biak-na-Bato Constitution

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

B. THE MALOLOS REPUBLIC CONSTITUTION (1899)

11
Retrieved from http://www.philippine-history.org/biak-na-bato.htm?level=1/?lang=en_gb
15
 Primary Source: Preamble of the Political Constitution of 1899

We, the Representatives of the Filipino People, lawfully convened, in order to

establish justice, provide for common defense, promote the general welfare and
insure the benefits of liberty, imploring the aid of the Sovereign Legislator of the
Universe for the attainment of these ends, have voted, decreed, and sanctioned
the following political constitution.

In 1898 after the defeat of Spain in the Spanish-American War, the

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

In October 25, 1899, the discussions for the constitution began after the
submission of a draft by Felipe Calderon. Calderon drew inspiration from
constitutions of Mexico, Belgium, Guatemala, Costa Rica, Brazil and
France. One of the heated topics of the discussion of this constitution was
the issue of the union of church and state where Catholicism would be
made the state religion. It was voted twice by the body and was
disapproved thus having the separation of church and state. The
constitution was approved by the Malolos Congress on November 29, 1899
and was forwarded to President Aguinaldo for approval.
Malolos Constitution was the first republican constitution in Asia.

Features of the Malolos Constitution:

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

C. THE 1935 CONSTITUTION

Primary Source: Preamble of the 1935 Commonwealth Constitution

The Filipino people, imploring the aid of16

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

Controversy divided the Philippine legislature with the debate on the

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

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

The organization of constitutional Convention that would draw up the

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

17
 Salient features of the 1935 Constitution include the following: a
bicameral legislature composed of a senate and House of
Representatives. The President is to be elected to a four-year term together
with the Vice-President without re-election; rights of suffrage by male
citizens of the Philippines who are twenty-one years of age or over and are
able to read and write; extension of the right of suffrage to women within
two years after the adoption of the constitution.

The draft of the constitution was approved by the convention on

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

D. THE 1943 CONSTITUTION

Primary Source: Preamble of the 1943 Constitution

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

In 1940 the Philippines National Assembly revised the Constitution of

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

12
Retrieved from https://nhcp.gov.ph/the-constitution-of-the-philippine-commonwealth/
18
 E. THE 1973 CONSTITUTIONAL AUTHORITARIANISM

Primary Source: Preamble of the 1973 Constitution

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

The Constitution of 1935 returned to force after the liberation of the

Philippines in 1945. The Constitution remained unaltered until 1947 when, by
Commonwealth Act No. 733, the Philippine Congress called for its
amendment. On 11 March 1947, the Parity Amendment granted citizens of
the United States equal rights with citizens of the Philippines to establish
natural resources in the country and operate public utilities. The
Constitution, thereafter, remained the same until the declaration of martial
law on September 23, 1972. 13

A constitutional convention was already in the process of

deliberating on amending or revising the Constitution of 1935, when
President Marcos proclaimed martial law. They completed their report and
on 1st December 1972 they delivered it to President Marcos. In early
January 1973 President Marcos sent it for ratification.

Foresaw that a direct constitutional ratification was expected to fail,

Marcos issued Presidential Decree No. 86, s. 1972, establishing assemblies
of people to ratify the newly adopted constitution by means of a Viva
Voce vote instead of a secret ballot. Marcos declared on 17 January 1973
that it had been ratified in full force and effect. While the Constitution of
1973 had thus been "ratified," opposition to it persisted. In his dissenting
opinion on the case of Javellana v. Executive Secretary, Chief Justice
Roberto V. Concepcion revealed the fraud that occurred during the
adoption of the 1973 Constitution by the Citizen's Assembly on January 10-
15, 1973. The final ruling in this issue, however, was that ratification of the
Constitution of 1973 was legal and in effect.

F. THE 1987 CONSTITUTION

Primary Source: Preamble of the 1987 Constitution

We, the sovereign Filipino people, imploring the aid of Almighty God, in order to
build a just and humane society, and establish a Government that shall embody
our ideals and aspirations, promote the common good, conserve and develop
our patrimony, and secure to ourselves and our posterity, the blessings of
independence and democracy under the rule of law and a regime of truth,
justice, freedom, love, equality, and peace, do ordain and promulgate this
13
Constitution.
Retrieved from https://www.officialgazette.gov.ph/constitutions/constitution-day/
19
 As 1986 saw the return of democracy, President Corazon C. Aquino
issued Proclamation No. 3, repealing those clauses of the 1973 Constitution
and promulgating a transitory constitution in its place. By virtue of Sec. 1,
Article 5 of the Constitution on Independence, on 23 April 1986, President
Cory Aquino issued Proclamation No. 9 creating a Constitutional
Commission (ConCom) tasked with drafting a new Constitution no later
than 2 September 1986. In line with this issue, on May 26, 1986, President
Cory Aquino named the 50 members of COnCom representing the diverse
sectors of society from politics to the arts and religion.

On June 2, 1986, the ConCom headed by former Jusctuce Cecilia

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

On February 11, 1987, the new constitution was proclaimed ratified

and in effect. On that same day, President Cory Aquino, government
officials, and the military pledged allegiance to the New Constitution.

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

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

20
 The complete provisions are as follows:

Preamble

ARTICLE I National Territory

ARTICLE II Declaration of Principles and State Policies

ARTICLE III Bill of Rights

ARTICLE IV Citizenship

ARTICLE V Suffrage

ARTICLE VI Legislative Department

ARTICLE VII Executive Department

ARTICLE VIII Judicial Department

ARTICLE IX Constitutional Commissions

ARTICLE X Local Government

ARTICLE XI Accountability of Public Officers

ARTICLE XII National Economy and Patrimony

ARTICLE XIII Social Justice and Human Rights

ARTICLE XIV Education, Science and Technology, Arts, Culture and

Sports

ARTICLE XV The Family

ARTICLE XVI General Provisions

ARTICLE XVII Amendments or Revisions

ARTICLE XVIII Transitory Provisions

The Philippine government is administered by a presidential system

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

1. The Executive headed by the President

21
 2. The Legislative composed of the Senate headed by the
Senate President and the House of Representatives headed
by the Speaker of the House
3. The Judiciary composed of the Supreme Court headed by
the Chief Justice, and the lower courts.

The House of the Representatives of composed of the

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

The Senate is composed of 24 senators who are elected and serve

for six-year terms with half of the senators elected every three years.

The Supreme Court is the Philippines’ highest judicial court. The

court consists of 14 associate justices and a chief justice.

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

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

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

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

Constitution Form of Ratifying/ Length of Distinctive Features

Government Promulgating Effectivity
Body

1.

22
2.

3.

4.

5.

6.

23
Mastery Test
Directions: Read the questions below. Provide the answer/s needed in the
space before the number.

_____________________ 1. What is considered as “the highest

expression of the law”?
________________________ 2. It is a body assembled for the purpose of
framing or writing the Constitution.
________________________ 3. Who were tasked to write a constitution
which paved way to the creation of the Biak-na-Bato Constitution?
________________________ 4. It is considered as the first republican
constitution in Asia.
________________________ 5. Who was the president of the Philippines
during crafting of the 1973 constitution?

24
Lesson 2 BRIEF HISTORICAL BACKGROUND OF AGRARIAN REFORM

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

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

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

25
PRE-SPANISH ERA

Land was not distributed during the pre-Spanish period in the

Philippines. Land is a communal – meaning it was owned by the community
or the barangay. Private property was only recognized by the advanced
provinces like Pampanga.

Historical records during this period continue to be unavailable. Although,

there are historical accounts that shows some land patterns in the
Philippines:

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

The social classes determined a land ownership system during the pre-
Spanish era.
1. The nobles were free from paying tributes, could own land and pay
less contributions to the chief but they were responsible to fight for
the datu in times of inter-barangay warfare.
2. The freemen were entitled to manage a certain lands, but were
required to pay an annual fee of one-half of the yield of their crops
to the datu. They remained in that land as a result of their regular
payment.
3. The dependents simply served the datu and nobles who owned
them. They can also be sold or traded anytime and had no rights to
enter the landholding class.

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

26
SPANISH PERIOD (1521-1898)

Under the sponsorship of the Spanish King Charles I, Ferdinand

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

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

Rise of the Cacique Class

Later in the encomiendas, the Spanish authorities merged several
barangays into administrative units and called it pueblos or municipios. The
datu was still the head of the barangay who then called as “cabeza de
barangay” or barrio tenientes”. The pueblos or municipios were governed
by a so-called gobernadorcillos (town chief) who came from a class
known as caciques.
As time went by, this Filipino cacique class intermarried Spaniards
giving birth of a mestizos which exists until today. Because of this agreeable
position, the gobernadorcillos extended more influence with the Spanish
27
authorities and power over the common people. During this time, the
caciques were given the authority to collect taxes which gave them a
great power. Caciquism shortly became an institution that caused of many
agrarian problems and commotion.

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

Conflicts over Land Ownership

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

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

28
PHILIPPINE REVOLUTIONARY GOVERNMENT
Later after the establishment of the First Philippine Republic,
General Emilio Aguinaldo confiscated the large Church estates and
landless peasants were permitted to settle on church lands. When the
revolutionary government was cut short by the armed forces of the United
States in 1898, the end of the Spanish period affirmed that majority of the
agricultural lands were still in the hands of the caciques and the friars and
a small minority of the land is in the legal possession of the peasants.

AMERICAL RULE (1898-1935)

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

Purchase of Friar Lands

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

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

29
Present rebellions and oppositions
As the tenancy problem raised in the 1930’s, multiple rebellions
broke out in the high tenancy areas in the Philippines. The “Tayug Incident”
occurred in 1931 of which armed peasants destroyed land records in the
Tayug City Hall.
Another one is the Sakdalista movement which was initiated in 1930
by Benigno Ramos, a former official who opposed Quezon and the
forthcoming Commonwealth, since he felt that the cacique system still has
a strength in this period. Over one hundred Sakdalistas were killed when
the Commonwealth police muted the rebellion.
COMMONWEALTH ERA (1935-1946)

Rice Share Tenancy Act (Act No. 4050)

The purpose of this program was to control the share-tenancy
contracts by establishing minimum standards. Primarily, the Act provided
for a better tenant-landlord relationship, a 50-50 sharing of the crop,
regulation of an interest to 10% per agricultural year, and safeguard
against arbitrary dismissal by the landlord. Nevertheless, this Act can only
be implemented if majority of municipal councils in a province submit a
petition for it. However, landowners usually controlled the municipal
councils and such there were no petitioned presented for the application
of Rice Share Tenancy Act.
Therefore, Manual Quezon ordered the act to be mandatory in all Central
Luzon provinces. But contracts were good only for one year. And so, by refusing
to renew their contract, landowners were able to dismiss the tents.

In 1936, the Act was amended to get rid of its loophole, but again
landowners were successful by making its application relative and not absolute.
Landowners threatened to dismiss tenants who alleged on the observance of the
Act. As a result, the Act was never carried out in spite of its good intentions.
Dictated by the social justice program of the government, expropriation of
landed estates and other landholdings began. Likewise, the National Land
Settlement Administration (NLSA) commenced and orderly settlement of
unspoiled public agricultural lands. At the outbreak of the Second World
War, major settlement areas containing more that 65,000 hectares were
already established.

SECOND PHILIPPINE REPUBLIC: JAPANESE OCCUPATION (1941-1945)

The Japanese occupation of the Philippines had a huge impact on
the agrarian reform issue. From the peasants and labor organizations, and
the merger of the Communist Party of the Philippines and the Socialist Party,
the Hukbo ng Bayan Laban sa Hapon (HUKBALAHAP) was born led by a
charismatic peasant leader, Luis Taruc. The Huks fought the Japanese for
30
the peasants against the landowners, who often collaborated with the
Japanese to maintain their dominant position.

Rise of the HUKBALAHAP

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

Post-War Attempts at Agrarian Reform

In 1946, President Manuel Roxas declared the Rice Share
Tenancy Act of 1933 effective throughout the country, but problems of
land tenure still existed. Among the reformative measures enacted was
Republic Act No. 34 of 1946 known as Tenant Act, providing a 70-30 sharing
arrangement and regulated share-tenancy contracts and Republic Act
No. 1160 of 1954 establishing the National Resettlement and Rehabilitation
administration to the settle landless dissidents and other landless farmers.

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

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

Item Equivalent % of the Crop:

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

Under this program, if the tenants provided items 2-6, he could receive a
maximum of 70% of the crop, and this is a genuine favour to the tenants.
However, this law attacks only the symptoms of the tenancy problem but
the root of the issues which is tenurial system was neglected.

31
Land Reform Act of 1955 (R.A. No. 1400)
This Act provides for the expropriation of private agricultural land
over 300 hectares of contiguous areas, if owned by individuals. However, it
allowed expropriation regardless of hectares in places where there was
justified agrarian unrest. This Act also has loopholes because it prohibited
the expropriation of those lands less than the stated limits. Aside from that,
the law favoured many landowners who had a large parcelled
landholdings. Besides, the Act allowed expropriation only when majority of
tenants petitioned for land purchase but landowners usually controlled
over those debt-ridden tenants and the local governments that’s why all
peasants cannot organized such petition.

Land Resettlement as a Solution

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

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

Under the leadership of President Diosdado Macapagal, R.A. No.
3844 otherwise known as Agricultural Land Reform Code was passed in
Congress. This law lowered the retention limit to 75 hectares, whether
owned by individuals or corporations and the share-tenancy system was
restricted. It formulated a bill of rights that assured agricultural workers the
right to self-organization and receive a minimum wage. Financing
institution was created for acquired and distributed farmlands but the
major loopholes of this law was that it still has many exemptions, such as
land producing for export (big capital plantations established during
Spanish and American periods), saltbeds, fishponds and lands primarily
planted with citrus, coconuts, cacao, coffee, durian and other permanent
trees. Aside from that, those lands converted to residential, industrial,
commercial and other non-agricultural purposes.

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

By September 10, 1971, peasant organization demonstrators rallied

for 84 days in front of the Legislative Building, as such, Congress passed
another amendments to the Agricultural Land Reform Code. The main
features of the new amendments were:
32
 1. Abolition of personal cultivation and conversion to residential
subdivision as grounds for the ejectments of tenants;
2. Automatic conversion of all share-tenants in the Philippines to
leasehold tenants with some exceptions and qualifications;
3. Creation of the Department of Agrarian Reform;
4. Right of the tenant on land converted to residential subdivisions to
demand a disturbance compensation equivalent to five times the
average gross harvest for the past three agricultural years;
5. Increase financing for the land reform program; and
6. Crediting of rentals in favour of the tenant against the just
compensation that he would have to pay in case the land was
expropriated by the government for resale to the tenant.

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

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

Under Martial Law and the 1973 Constitution

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

Corazon Aquino Administration (1986-1992)

The recent Philippine Constitution was ratified by the people and
took effect on February 2, 1987, and thus, it repealed the Provisional
Constitution promulgated under the Proclamation No. 3 of President
Corazon Aquino in the installation of the revolutionary government.
Upon her assumption to office, she defined agrarian reform as “the
most fundamental and far-reaching program of the government for it
adheres to the economic well-being and dignity of many Filipinos.”
33
Accordingly, she made this program as the centrepiece of her
government. On July 22, 1987, Comprehensive Agrarian Reform Program
(CARP) was passed by signing the Proclamation No. 131 and Executive
Order No. 229. These policies incorporated the general principles of the
program and the detailed mechanics of its implementation.
The principal law on agrarian reform during the time of Corazon
Aquino was the Republic Act No. 6657 known as Comprehensive Agrarian
Reform Law (CARL) of 1988 signed on June 10, 1988 and took effect on
June 15, 1988. This program covers any type of agricultural land with any
type of crops planted in it. Unfortunately, the CARP was examined as failure
after a 10-year implementation timeframe and this led another 10-year
extension of the program until June 10, 2008 as approved by President Fidel
Ramos.

Other presidential issuances on agrarian reform are Executive Order No.

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

Some aspects for its failure are the following:

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

Fidel Ramos Administration (1992-1998)

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

34
Joseph Estrada Administration (1998-2001)
During the time of Estrada administration, he launched the so-
called Magkabalikat para sa Kaunlarang Agraryo (MAGSASAKA) that
focused on introducing foreign investors to agricultural sectors in order that
farmers learned the advanced technology in crop productions. However,
the implementation of agrarian reform remained unsettled.

Gloria Arroyo Administration (2001-2010)

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

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

Benigno Aquino III Administration (2010-2016)

Aquino administration only achieved 5% of its target for the

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

People criticized this administration for lacking of political will to fully

implement the extended CARP and to enhance the distribution of land
under CARPER.

35
Rodrigo Duterte Administration (2016 – Present)
Under this leadership, President Rodrigo Duterte aggressively
continued the agrarian reform program that helps lighten the life of the
farmers’ through prioritizing the preparation of support services in the land
distribution. The President ordered the DAR to implement the 2 nd phase of
the program where landless farmers will be awarded with the undistributed
lands under the CARP, including the military reserves.

Under this administration, the DAR created an Anti-corruption Task Force to

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

President Duterte said that the turnover was pursuant to Administrative

Order No. 5, series of 2019.

36
Learning Activities:
Investigating the Agrarian Reform Issue
Name: _______________________________ Section: _______________
Directions: Interview six people (three from each side) about what they see
as problems or hindrances to the full implementation of agrarian reform
and what solutions they can recommend for these. List down your
significant observations and synthesize the interviewee’s remarkable
responses.

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

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

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

Major Problems

Possible Remedies

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

37
Mastery Test:
The Way Forward: Agrarian vs Industrialization
Name: ____________________________ Section: ___________________
Directions: Consider yourself as a landowner of a ten-hectare agricultural
land. Would it be fair for you if parts of your land were to be distributed to
farmers in the implementation of the agrarian reform law? Using 300 to 500
words, justify your stand about this hypothetical scenario.

38
Lesson 3 Taxation

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

Pretest
True or False
Directions: Read the statements below, write T if the statement is true
otherwise write F.
___1. Agricultural income is an exempted income.
___ 2. Gift is not taxable at all.

___ 3. Income tax is an indirect tax.

___4. The local government can collect income taxes.
___5. Rent free accommodation is taxable.

What is ‘Taxation’?

Taxation refers to compulsory money collection by a levying

authority usually a government the term “taxation” applies to all types of
involuntary levies, from income to capital gains to estate taxes. Though
taxation can be a noun or verb, it is usually referred to as an act; the
resulting revenue is usually called “taxes” (Investopedia, 2016)
Taxation is a means by which government finance their expenditure
by imposing charges on citizens and corporate entities. Government use
taxation to encourage or discourage certain economic decision for
example, reduction in taxable personal (or household) income by the
amount paid as interest on home mortgage loans result in greater
construction activity and generates more jobs. (Business Dictionary, n.d.)
Taxation refers to the practice of a government collecting money
from its citizens to pay for public services. Without taxation, there would be
no public libraries or parks.

39
 One of the most frequently debated political topics is taxation.
Taxation is the practice of collecting taxes (money) from citizens based on
their earnings and property. The money raised from taxation supports the
government and allows it to fund police and courts, have a military, build
and maintain roads, along with many others services. Taxation is the price
of being a citizen, thought politician and citizens often argue about how
much taxation is to little or too much. (Vocabulary, n.d.)
Taxation is different from others forms of payment, like payment for a
purchase of goods or services, because taxation does not require consent
from the payor and the payment is not directly tied to any goods bought
or services rendered. The government compels taxation through an implicit
threat or force – through penalties and / or imprisonment. Taxation is legally
different than extortion or a protection racket because the imposing
institution is a government, not a private actors.
Tax system have varied considerably across jurisdiction and time. In
the most modern system, taxation occurs on a both physical assets, such
as property, and specific events, such as sales transaction. The formulation
of tax policies is one of the most critical and contentious issues in modern
politics. (Investopedia, 2016)

Philippine Taxation
What are taxes? According to the Department of Finance, Republic
of the Philippines, taxes are mandatory contribution of everyone to raised
revenue for nation – building. The revenue is used to pay for our doctors,
teacher, soldier, and other government personnel and officials, as well as
for building schools, hospitals, roads, and other infrastructure. It is our duty
pay our taxes.

Why does the government collect taxes? The government collects

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

Who pays taxes? We all pay taxes, either directly or indirectly. We

pay taxes according our income and / or level of consumption.

 Income tax is based on the ability – to – pay principle wherein people

with higher income should pay more.
 Consumption tax is based on the amount of goods and services
utilized such that the more you consume, the higher the tax you pay.

40
 Filipino residing in the Philippines are taxed based on income earned
here and abroad. In the case of Filipinos living abroad, they are only taxed
based on their income earned in the Philippines. Similarly, resident aliens
and non – resident aliens in the Philippines are taxed based on their income
earned in the country.

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

Legal Bases of Philippines Taxation

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

a) Constitution
Article VI, Section 28 of the Constitution states that “the rule of
taxation shall be uniform and equitable” and that “Congress shall evolve
a progressive system of taxation.”
Find a copy of the original document at this site:
hhtp://www.officialgazette.gov.ph./constitution/the-1987-constitution-of-
the-republic-of-the-philippines/the-1987-constitution-of-the-republic-of-
the-philippines-article-vi/
https://www.lawphil.net/consti/cons1987.html
b) National Law
 National Internal Revenue Code – enacted as Republic Act No.
8424 or the tax Reform Act of 1997; Find a copy of the original
document of this site:
http://www.officialgazette.gov.ph/1997/12/11/republic-act-no-
8424/
 Subsequently amended by Republic Act No. 10936 or the Tax
Reform for Acceleration and Inclusion Act of 2017; find a copy of
the original document at this site:
http://www.officialgazette.gov.ph/2017/12/27/republic-act-no-
10963/
 Republic Act No. 7160 or the Local Government Code of 1991,
and those sourced from the proceeds collected by virtue of the
local ordinance. Find a copy of the original document at all these
site:
https://www.lawphil.net/statutes/repacts/ra1991/ra_7160_1991.h
tml and http://www.officailgazette.gov.ph/1991/10/10/republic-
act-no-7160/
41
 Taxes imposed at the national level are collected by the
Bureau of the International Revenue (BIR), while those imposed at
the local level (i.e., provincial, city, municipal, barangay) are
collected by a local treasurer’s office.

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

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

4. Kind of taxes

According to the Department of Finance, Republic of the

Philippines, taxes can either be direct or indirect.

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

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

Compensation and self-employment income

Individual earning compensation income are taxed based
only on the income tax schedule for individuals. On the other hand,
self-employed individuals, applicable percentage taxes, and value-
added tax (VAT). However, if their gross sales (or gross receipts plus
other non-operating income) does not exceed the VAT threshold,
42
they have the option to be taxed either on the basic of the income
tax schedule for individuals and applicable percentage taxes, or just
with a flat tax rate of 8% on their gross sale (or gross receipts plus
other non-operating income).

Income tax schedule for individual effective FY 2018 until FY 2022

Annual taxable income Tax to pay

Over But not over

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

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

2. Percentage Tax
Percentage Tax is a business tax imposed on person or
entities/ transaction: who sell or lease goods, properties or services in
the course of trade or business and are exempt from value-added
43
tax (VAT) under Section 109 (w) of the National Internal Revenue
Code, as amended, whose gross annual sales and/or receipts do
not exceed Php. 1,919,500 and who are not VAT-registered; and,
engage in business specific in Title V of the National Internal Revenue
Code.

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

Specific is based on weight, volume capacity, or any other

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

These are the commodities subject to excise taxes: Sin products

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

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

Income tax (Compensation, Business, Passive)

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

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

Another source of revenues are local ordinances such as

parking fees and the like:

44
 References:
“The Constitutions of the Republic of the Philippines.” Official
Gazette. Retrieved 8 January 2018.
“Republic Act 8424-Tax Reform Act of 1997.” The Lawphil
Project. Retrieved 8 January 2018.
Republic Act 10963-Tax Reform for Acceleration and
Inclusion Act of 2017” (PDF). Official Gazette. Retrieved 8 January
2018.
Republic Act 7160-Local Government Code of 1991.” The
Lawphil Project. Retrieved 8 January 2018.
“12% VAT now in effect.” GMA news. 1 February 2006. Retrieved 8
January 2018. (“taxation in the Philippines,” 2018)

5. Brief History of Philippine Taxation

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

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

45
 The second American collector was Ellis Cromwell (1909-
1912)

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

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

The fourth American collector was James J. Rafferty

(1914-1918).

In line with the Filipinization policy of the US President

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

In 1937, the Secretary of Finance reorganized the

Provincial Inspection Districts and maintained in each province
an Internal Revenue Office supervised by a Provincial Agent.
(Wikipedia, 2018)

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

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

The country was divided into 31 inspection unit, each of

which was under a Provincial Revenue Agent and City Revenue
Agent Distilleries and tobacco factories.

In 1951, the withholding tax system was adopted by

Republic Act (RA) 690. This method of collecting income tax upon

46
receipt of the income resulted to the collection of approximately
25% of the total income tax collected during the said period.

From 1954 to 1957, major reorganized took place in the

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

In January 1957, the position title of the head of the

Bureau was change from Collector to Commissioner. The last
Collector and the first Commissioner of the BIR was Jose Aranas.

In 1958, the tax Census Division was established to consolidate

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

On June 19,1959, the Rewards Law (RA No. 223) was passed
to strictly enforce the payment of taxes and to further discourage
tax evasion, whereby informers were rewarded the 25%
equivalent of the revenue collected from the tax evader.

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

and 72 inspection districts. The Tobacco Inspection Board and
Accountable Forms committee were also created directly under
the Office of the Commissioner. (Wikipedia, 2018)

Marcos administration

In 1956, Commissioner Misael Vera implemented the

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

In 1970, each tax payers was provided with a

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

47
 Similarly, the payment of taxes through banks, and the
package audit investigation by industry were implemented.

During the Martial Law years, several tax amnesty

decrees were issue by the President to enable erring taxpayers to
start anew.

In 1976, the Bureau’s National Office was transferred

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

In 1977, President Marcos Promulgated the National

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

In 1980, Commissioner Ruben Ancheta further

recognized the Bureau (Wikipedia, 2018)

Aquino administration

After the EDSA Revolution in February 1986,”Operation:

“Walang Lagay” was launched to promote the efficient and
honest collection of taxes.

On January 30, 1987, Commissioner Bienvenido Tan, Jr

reorganized the Bureau.

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

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

In 1989 Commissioner Jose Ong improve tax

collection and simplified tax administration. The Tax Account
Number (TAN) was replaced by the Taxpayer Identification

48
Number (TIN) and adopted the New Payment Control System
and Simplified Net Income Taxation Scheme. (Wikipedia, 2018)

Ramos administration

In 1993, Commissioner Liwayway Vinzons-Chato

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

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

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

In July 1997, the BIR was further streamline to support

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

Estrada administration

Commissioner Beethoven Rualo enhance the

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

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

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

In 2000, Commissioner Dakila Fonacier

implemented the full utilization of tax computerization in the
Bureau’s operation; expansion of the use electronic
Documentary Stamp Tax metering machine and establishment of
tie-up with the national government agencies and local
government unit for the prompt remittance of withholding taxes;
and implementation of Compromise settlement Program for

49
 taxpayers with outstanding accounts receivable and deputed
assessment with the BIR.

The Larges Taxpayers Service (LTS) and the Excise

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

Arroyo administration

In 2001, Commissioner, Atty. Rene G. Banez

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

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

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

The BIR expanded its electronic services to include the

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

In 2006, Commissioner Jose Mario C. Bunag expanded

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

50
 In 2007, the National Program Support for Tax
Administration Reform (NPSTAR), a program funded by various
international development agencies, was lunched to improve the
BIR efficiency in various areas of tax administration (i.e. taxpayer
compliance, tax enforcement and control, etc.). (Wikipedia, 2018)

In 2007, Commissioner Lilian B. Hefti embarked on data

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

In 2008, Commissioner Sixto S. Esquivias IV closed erring

business establishment under “Oplan Kandado” Program.

A Taxpayer Feedback Mechanism was also established

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

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

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

Aquino administration

Under Commissioner Kim S. Jacinto-Henares, the BIR

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

Duterte administration

Rodrigo Duterte signed the Public Act 10963 or the

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

6. What is the tax Reform Program?

By the Department of Finance, Republic of the Philippines

51
 We are redesigning out tax system to be simpler, fairer,
and more efficient for all, while also raising the resources
needed to invest in our infrastructure and our people. We will
lessen the overall tax burden of the poor and the middle class.

The Tax Reform and Acceleration and Inclusion (TRAIN)

is the first package of the comprehensive tax reform program
(CTRP) envisioned by President Duterte’s administration, which
seeks to correct a number of deficiencies in the tax system to
make it simpler, fairer, and more efficient. It also includes
mitigating measures that are design to redistribute some of the
gains to the poor.

Through TRAIN, every Filipino contributes in funding more

infrastructure and social services to eradicate extreme
poverty and reduced inequality toward prosperity for all.
TRAIN address several weakness of the current tax system by
lowering and simplifying personal income taxes, simplifying
estate and donor’s taxes, expanding the value-added tax
(VAT) base, adjusting oil and automobile excise taxes, and
introducing excise tax on sugar-sweetened beverages.

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

ITEMS DAILY WEEKLY MONTHLY YEARLY

Food
(Meals,
snacks, etc.
including
those taken in
fast food or
52
restaurants,
bars, etc.)
Drinks
(Soft drinks,
juices, bottled
drinks, etc.)
Clothing
(Shirts, dress,
pants, shoes,
rubber shoes,
jackets, etc.)
School
Supplies
(Pens, papers,
notebooks,
cartolina,
cardboards,
etc
Accessories
and Gadgets
(Smartphones,
wristwatches,
jewelries, etc.)
Transport
(gas, fares,
etc.)
Leisure &
Lifestyle
(Movies,
outing,
haircut, hair
rebond, hair
color,
massage,
etc.)
Toiletries
(Soap,
shampoo,
conditioners,
toothpaste,
etc.)
Water
(Get the Vat
reflected on
the bill and
divide by the
members of

53
 your
household)
Electricity
(Get the Vat
reflected on
the bill and
divide by the
members of
your
household)

Total Taxes

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

1. President who signed TRAIN law?

a. Pres. Aquino b. Pres. Duterte c. Pres. Arroyo d. Pres. Estrada
2. The primary purpose of taxation is to:
a. Fortify the government against invades
b. make the country a leading industrialized country in the world
c. raise revenue for the support of government
d. reduce inequalities I wealth and income
3. Which term refers to the practice of a government collecting money
from its citizens to pay for public services?
a. tax b. Indirect c. direct d. taxation
4. Cash and property dividends are tax at the rate of?
a.10% b. 15% c. 20% d.
25%
5. Taxes paid from your income and properties?
a. excise b. value added-tax c. indirect d. direct

54
6. Taxes collected based on consumption?
a. specific b. indirect c. ad- valorem d. direct

7. Interest income bank deposit, deposit substitute, trust funds, and other
similar products (except for its long-term variants) is taxed at the rate of:
a.10% b. 15% c. 20% d.
25%

8. Royalties, exempt on books, literary works and musical composition, are

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

55
Lesson 4 Peace Education

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

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

PEACE/ KALINAW

Understanding Basic Concepts

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

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

56
human rights laws, seek out alternative security structures, and learn skills to
manage micro / macro conflicts without violence. 15
Training for peace is in fact transformative. It cultivates the
knowledge base, skills, attitudes and values that aim to transform the
mindsets, attitudes and behaviors of people that have either created or
escalated violent conflicts in the first place.16
There is now consensus that if we are to move towards a genuine
culture of peace, we need a comprehensive and holistic understanding of
the peace.17 According to Johan Galtung, peace doesn’t mean no
dispute at all. This means the absence of aggression in all forms, and the
positive development of conflict.18 The father of peace studies often refers
to the distinction between ‘negative peace’ and ‘positive peace’.
Negative peace refers to the absence of violence. When, for example, a
ceasefire is enacted, a negative peace will ensue. It is negative because
something undesirable stopped happening (e.g. the violence stopped,
the oppression ended). Positive peace is filled with positive content such
as restoration of relationships, the creation of social systems that serve the
needs of the whole population and the constructive resolution of conflict.
Our understanding of peace should also cover the different levels of
relationships, starting with personal peace and expanding into broader
circles.

15ibid

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

57
 PEACE

NEGATIVE PEACE POSITIVE PEACE

Absence of direct/ Presence of conditions

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

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

VIOLENCE

Figure 2Levels of Peace

Photo credit: google.com

58
Understanding the concept of conflict and violence

Conflict is characterized as a conflict between individuals that

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

deprivation.”
Peace Education and Transformative education

19
Retrieved from https://www.managementstudyguide.com/understanding-conflict.htm “Prachi Juneja”
and Reviewed By Management Study Guide Content Team. MSG Content Team comprises
experienced Faculty Member, Professionals and Subject Matter Experts. We are a ISO 2001:2015
Certified Education Provider
59
 Peace education, or an education that promotes a culture of
peace, is essentially transformative. It cultivates the knowledge base, skills,
attitudes and values that seek to transform people’s mindsets, attitudes
and behaviors that have created violent conflicts. The transformation
builds awareness and understanding, developing concern and
challenging personally social actions that will enable people to create
conditions and systems that actualize nonviolence, justice, environmental
care and other peace values.
Educating for peace will give us the practical benefits that we seek.
It is expected to build a critical mass of people who will demand for and
address the needed personal and structural changes that will transform the
many problems that relate to peace into nonviolent, humane and
ecological alternatives and solutions.
Peace Concepts:
I. Maintaining Dignity

Upholding human dignity is at center of the values

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

II. Disputing Prejudice and Building Tolerance

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

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

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

20
Retrieved from https://cbhd.org/category/issues/human-dignity
21
Retrieved from https://www.simplypsychology.org/prejudice.html
22
Retrieved from https://www.simplypsychology.org/katz-braly.html
60
What is discrimination?
Discrimination hits the very heart of a human being. This violates
the dignity of others simply because of who they are, or what they
believe. Discrimination is negative, and injustice endures.
Discrimination arises when, because of an unjustified distinction
created in policy, law or care, a person is unable to enjoy his or her civil
rights or other legal rights on equal terms with others. The mission of
Amnesty International is grounded in the no discrimination principle.
Working with societies around the world, we challenge discriminatory
laws and policies to ensure equal enjoyment for all people of their
rights.23

Various forms of Prejudice:

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

23
Retrieved from https://www.amnesty.org/en/what-we-do/discrimination/
61
 Discrimination can take various forms:

 Direct discrimination is when an explicit distinction is

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

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

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

 Intersectional discrimination is when several forms of

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

III. Advancing Nonviolence

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

IV. Grueling the War System

War, in the common context, a conflict that includes
hostilities of significant length and magnitude between
political groups. Clausewitz cogently describes war as a

62
 legitimate foreign policy instrument: "an act of aggression
intended to force our adversary to meet our will."24
Contemporary ideas about the causes of war loosely
split into two primary classes. Another attributes war to or
activates some intrinsic biological and psychological causes,
the other attributes war to certain social ties and institutions.

V. Sharing the Earth’s Resources

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

VI. Resolving Conflicts

In dealing with conflicts, two variables are generally
considered by disputants. First, relationship with the adversary.
Second, importance of issue at hand. Below are some options
to choose from when faced with conflicts:
 Avoidance or withdrawal
 Aggression
 Accommodation
 Compromise
 Collaboration or collaborative problem solving.

24
Frankel, Joseph. (20200. War. Encyclopedia Britannica, Encyclopedia Britannica, Inc.
https://www.britannica.com/topic/war
63
What is a Peaceable Learning Environment?
It is characterized by affirmation, cooperation, communication,
appreciation for diversity, appropriate expression of feelings and peaceful
conflict resolution. It is a learning environment where students feel safe and
secure whether it is in residential class or in a virtual one.

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

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

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

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

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

Manila, Philippines.

Linao, Rex (2001). The Peace Paradigm of Development: An Agenda for

Mindanaoans. Mindanao Center for Policy Studies. Davao City.

64
Lesson 5: Indigenous Peoples’ and Filipino Muslims Education

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

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

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

1.

2.

3.

4.

65
 5.

In the Philippines, indigenous peoples preserved much of their

traditional, pre-colonial culture, social structures, and living practices.
Generally, they live in geographically remote areas with little access to
basic social services and little opportunities for significant economic
activities, employment, or political participation. In comparison,
commercially important natural resources such as minerals, forests and
rivers are found predominantly in their regions, making them continually
vulnerable to violence toward land grabbing and development.
The number of indigenous peoples in the Philippines is unknown but
between 10 percent and 20 percent of the country's population is
estimated. The Philippines accepted the UN Declaration on Indigenous
Peoples ' Rights but has not yet ratified ILO Convention 169. 25

In 1997, Republic Act 8371, dubbed the Indigenous Peoples Rights

Act (IPRA), was passed. It was praised for its support for indigenous peoples'
cultural integrity, the right to their lands and the right to self-directed
development of these lands.
A more comprehensive implementation of the law is still being
sought, as the indigenous peoples of the Philippines tend to live in
geographically remote areas without access to basic social services and
with little opportunities for widespread cultural, educational, or political
participation.
Many categorizations of indigenous peoples in the Philippines are
possible, but for purposes here a fairly conventional one employed by the
Episcopal Commission on Tribal Filipinos (ECTF) will serve. ECTF estimates
that there are approximately 6.5 million indigenous peoples, composing
about 10 percent of the total Philippine population and belonging to over
40 distinct ethnolinguistic groups, which can be grouped in the following
fashion:

(1) the Lumad of Mindanao, various non-Muslim tribal peoples found

in virtually every province of Mindanao, numbering around 2.1 million
people and including such groups as the T'Boli, the Manobo, the Mandaya,
the Subanun, the Tiruray, the Bagobo, and the B'laan;

25
https://www.iwgia.org/en/philippines.html
66
 (2) the Peoples of the Cordillera, indigenous inhabitants of the five
provinces of the Cordillera mountain range of Northern Luzon, numbering
around 1 million people and including such groups as the Ifugao, Bontoc,
Kalinga, Isneg, Ibaloy, Tinngguian, and Kankaney; and

(3) various other, widely scattered tribal peoples of the hinterlands of

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

Lumads and Moros of MINSUPALA

LUMAD is a Bisayan term meaning “native” or “indigenous”. It is

adopted by a group of 15 from a more than 18 Mindanao ethnic groups in
their Cotabato Congress in June 1986 to distinguish them from the other
Mindanaons, Moro or Christian. Its usage was accepted during the Cory
Administration when R.A. 6734, the word Lumad was used in Art. XIII sec.
8(2) to distinguish these ethnic communities from the Bangsa Moro.

26
Retrieved from https://www.culturalsurvival.org/publications/cultural-survival-quarterly/indigenous-
peoples-ancestral-lands-and-human-rights
27
Retrieved from https://minorityrights.org/minorities/indigenous-peoples-6/
67
 At present, Mindanao Lumads account for 2.1 million out of the total
6.5 million indigenous people nationally. (1993 Census) these fifteen
Lumads in the Cotabato Congress were the following:
 Subanen
 B’laan
 Mandaya
 Higaonon
 Banwaon
 Talaandig
 Ubo
 Manobo
 T’boli
 Tiruray
 Bagobo
 Tagakaolo
 Dibabawon
 Manguangan, and
 Mansaka.
They are found in the following towns and cities:
Cotabato, Tandag, Dipolog, Kidapawan, Marbel, Tagum, Cagayan
de Oro, Davao, Malaybalay,Pagadian, Butuan, Surigao, Ozamis, Ipil,
Digos, Mati and Dipolog.

History
About the 11th century, the anthropologist called the "emerging
period," F. Landa Jocano, the complex relations between the indigenous
cultural elements and those of the migrants contributed to the eventual
narrowing into distinct ethnic groups. Pigafetta, the chronicler of Magellan
in 1521, listed four classes of Mindanao such as: Caragan, Mandanaos,
Lutaos, Subanus and Dapitans.

The Caragans have apparently been found in the area of Misamis

Oriental, Agusan, and Bukidnon. The Mandanaos in Mindanao Central;
Lutaos in Zamboanga del Sur and Basilan; Subanus and Dapitans in
Zamboanga del Sur and del Norte; and the Dapitans in the Provinces of
Zamboanga del Norte as they are called today.

Indigenous people were called” infieles” during the Spanish regime,

the subjugation of the Lumads was equally important as that of the Muslims.
Thus, Jesuit missions were established near infieles territories. They were
found among the Tiruray in Cotabato; among the Subanons in Dapitan;

68
among the Manuvus and Caragans in Misamis and Surigao; and among
the Bilaans in Davao.

Lumads practiced swidden agriculture in economic terms, depending

on the value of the land. Communal sharing of wealth based on the
assumption that land and nature are sacred as divine endowments
determines their relationship with their surroundings.
Its socio-political arrangements have been varied. The Mandaya
were led by their bagani or warrior while their datu led the Bagobos,
Manuvu, and most of the Lumads. His sacops were the subjects of The
Datu. The Lumad remained isolated and removed from the hard to
penetrate hills and woods. The Spanish colonial strategy was to begin
settlement along the coast into the plains through its way to the
hinterlands.

During the Revolution of 1896, Lumads joined a band of deportados and

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

Throughout the contemporary times, concern for the Lumads in

Mindanao centered on the development projects that threaten to
displace the Lumads from their homeland. Legislations for the protection of
ancestral lands by the cultural communities had been passed by Congress.
Senate Bill 1728, sponsored by Juan Flavier entitled, Indigenous People’s
69
Rights Act (IPRA) of 1997 seeks to “recognize, protect and promote the
rights of indigenous cultural communities and to appropriate funds for the
purpose.28

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

Pre-
Annihilation
Spanish

Autonomy

Figure 3 Historical Development of

Policies

Filipino Muslims/ Moros of Mindanao

The Moro people are composed of the 13 ethnolinguistic
communities Islamized in Mindanao , Sulu, and Palawan. The Moros are an
indigenous people, along with the culture known as Lumad in Mindanao,
who had lived on the islands long before Spanish colonization came in.
Today the people of Moro are found in the Philippines. Yet they are
dominant in the Maguindanao, Lanao del Sur, Basilan, Sulu, and Tawi-Tawi
provinces. In certain municipalities of North Cotabato, Lanao del Norte,
Davao del Sur, South Cotabato, Zamboanga del Sur, Zamboanga Sibugay
and Palawan they are also numerous.29

28
Ulindang, Faina (?). LUMAD in Mindanao. National Commission for Culture and Arts.
https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-cultural-heritagesch/historical-
research/lumad-in-mindanao/
29
Kamlian, Jamail (2012). Who are the Moro people? Inquirer.net, https://opinion.inquirer.net/39098/who-
are-the-moro-people
70
Origin of the word

Etymologically, the word Moro was derived from the term 'Moor,'
originating in itself from 'Mauru,' a Latin word that referred to the inhabitants
of the ancient Roman province of Mauritania in northwestern Africa which
today includes the modern states of Algeria, Mauritania and the Kingdom
of Morocco.

The word Moor had not always had a negative connotation for the
Spaniards. To someone who was a Muslim it was simply the Spanish name.
The Spanish rulers in the colonial Philippines used the term "Moro" to refer to
all the people of Mindanao, Sulu and Palawan, claiming that they all
belonged to the Islamic religion.

Spanish attempts to subjugate Moro's homeland culminated in wars

between the Spanish and Moro that started in 1565 and lasted for more
than 300 years. The Spaniards filled the word "Moro" with negative
connotations to gain the sympathy and support of Christianized native
Filipinos, such as "pirates," "traitors," "juramentado," "enslavers," "cruel" and
"uncivilized."
Although the Moroland people refused to be called Moros until 1969
saw the rise of the Moro National Liberation Front ( MNLF). Notwithstanding
this, the MNLF converted Moroland 's expression into a byword of
nationality and identification.

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

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

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

71
 Eventually, it is the Islamic faith that would distinguish the Moros from
the other natives of the Philippine archipelago. Under the sultanates,
the Moros were unified under one leadership, one command and one
God. Islam served not only as a unifying thread for their political
organization but also as the ideological foundation to effectively resist
foreign intrusions. The non-Islamic populations, on the other hand, were
scattered in barangays that were independent from each other, thus
offering only sporadic and disunited resistance against the Spanish
invaders. Because of this, they would be easily conquered by the
Spanish colonizers.

Moros Struggle for Self- determination

The struggle for self-determination of the Moro people started long

before President Ferdinand Marcos proclaimed martial law in 1972, and
initiated military operations against the Moro nationalist forces led by the
MNLF.

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

Throughout their military expeditions against the Moro people, the

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

Learning Activities
Activity 1

Directions: Do a research about the Lumads and Moros of Minsupala.

Identify their beliefs and practices relating to human life cycle (Courtship,
Marriage, Pregnancy, Birth, Adulthood, and Death).

72
Activity 2
Directions: In relation with the first activity, do a survey on how many
indigenous people are still practicing the Indigenous knowledge system.

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

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

American Period (1899-1945)

Post war Period (1946- 1985)

73
Fifth Republic (1986- present)

74
Unit

3
Content and Contextual Analysis of Selected Primary
Sources

Lesson 1 MAGELLAN’S VOYAGE AROUND THE WORLD

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

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

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raphical line 50 degrees west of Greenwich that extends in a ___ direction.
A. north and south B. crosswise C. easterly D. south east E. north and west
____4. One of Magellan's ships explored the ___ of South America for a
passage across the continent.
A. coastline B. mountain range C. physical features D. islands E. none of the
above
____5. The ship commanded by Magellan.
A. Conception B. Santiago C. Trinidad D. Victoria
6. Four of the ships sought a passage along a southern ___.
A. coast B. inland C. body of land with water on three sides D. border E.
answer not available
____7. The passage was found near 50 degrees S of ___.
A. Greenwich B. The equator C. Spain D. Portugal E. Madrid
____8. In the spring of 1521, the ships crossed the ___ now called the
International Date Line.
A. imaginary circle passing through the poles B. Imaginary line parallel to
the equator C. area
D. land mass E. answer not found in article
____9. Magellan’s arrival to Philippines.
A.16 March 1521 B. 7 April 1522 C. 29 June 1526 D. 30 November
1528
10. Documents or works made by individuals who are not directly involved
to the event.
A. Primary Source b. Evidence c. Secondary Source d. Historian

76
Who is Ferdinand Magellan?

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

 He organized the Spanish expedition to the East

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

Why Magellan and his group circumnavigate around the World?

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

What are the important happenings of Magellan-Elcano

circumnavigation?

Historical Context
Of all Asian products they discovered, spices became the most
expensive and in-demand commodity among Europeans because of their
numerous uses such as food preservation, flavor enhancement, and even
medicine. Since spices were a very lucrative commodity, many merchants
aspired to monopolize their supply and distribution in the European
markets.
Asian goods reached Europe either via the Silk Road or the Arabian-
Italian trade route. Both routes were expensive and oftentimes disrupted
by wars, natural calamities, and bandits. The closing of the land route of
the Spice Trade with the conquest by the Ottoman Empire of
Constantinopole (present-day Turkey and the “gateway to the West”) then
in 1453 forced European kingdoms to look ways to purchase spices directly
from the source. They decided to explore the oceans to look for a way to
the famed Spice Island.

77
 Prince Henry the Navigator of Portugal put up a maritime school that
trained sailors who would later discover an eastern sea route going to the
Spice Islands (the modern-day Moluccas Islands) and other islands in
Southeast Asia via the Atlantic Ocean and Indian Ocean. This route
enabled them to trade directly with the producers of spices and other
Oriental goods. The numerous economic benefits it gave the Portugal
made other monarchs envious and prompted them to search for a new
trade route to Asia. This led to the discovery of many territories previously
unknown to the Europeans, though inhabited already and known to other
races.

The marriage of Queen Isabella of Castile and King Ferdinand II of

Aragon (1469) coupled with the victory of the Catholic monarchs over the
Moors in the Battle of Granada (1492) resulted in the rise of Spain as a world
power. With the domestic problems already under control, Spain started to
explore their economic options outside the Iberian Peninsula. Inspired by
the success of Portugal, they aspired to have a fair share in the spice trade.
They financed the trans-Atlantic voyages of Christopher Columbus (1492 to
1502) which resulted in the discovery of territories on the other side of
Atlantic Ocean. Decades later, the Spanish monarch also supported the
plan of Ferdinand Magellan to go to the East by sailing westward, a
proposal that Portugal refused to finance.
The Magellan-Elcano expedition left the port of Sanlucar de
Barrameda in Seville on August 20, 1521 with around 270 men of different
nationalities. One of its main objectives was to search for a new maritime
path to the Spice Islands that would not violate Spain’s treaty with Portugal.
Along the way the expedition suffered natural and man-made challenges
and out of the five ships that left Spain only three reached the Philippines.
The first couple of weeks of their stay in the Philippines were marked with
hospitality and cordial exchanges of goods. The local inhabitants traded
with them and some were even converted to Christianity. Lapu-lapu, the
chieftain of Mactan, refuse to trade with the Spaniards and when
Magellan learned this, he waged war with them. Despite their superiority in
terms of arms and training, the Spaniards lost the battle and one of the
casualties was Magellan himself. When the survivors returned to Cebu, they
were also treacherously attacked by their former allies. This prompted them
to leave the island. By that time, their number was just enough to man two
ships, the Victoria (now under the command of Juan Sebastian Elcano)
and the Trinidad. The expedition finally reached the Spice Islands and
managed to purchase a large amount of spices before leaving.
Unfortunately, the Trinidad and her crew captured by the Portuguese on
their journey back.
On September 7, 1522, Elcano and 17 survivors arrived in Spain
aboard the ship Victoria. One of them was Antonio Pigafetta, the assistant

78
of Magellan who kept a journal that became the main source of what we
know about the first encounter of the Spaniards and the Filipinos.

Who is Antonio Pigafetta?

 Antonio Pigafetta (1491-c.1534), born around
1490 in the town of Vicenza, Vinice, Italy, was the
eldest son of Giovanni Pigafetta to second wife
Angela Zoga. He studied astronomy, geography
and cartography
 His biographers describe him as a weel-educated
young man possessing an avid curiosity of the
world around him.
 He presented his credentials to Magellan and to
the Casa de la Contratacion, the office in charge
Figure 5 Antonio Pigafetta of voyages to the New World. He was admitted
Photo credit:
Philippinediaryproject.com
as one of the sobresalientes (supernumeraries), or
men coming from prominent families who will join
the trip for the love of adventure and for the
advancement of military service.
 He was among the 18 survivors who returned to
Spain on September 6, 1522 aboard the Victoria
with Juan Sebastian Elcano.
 He died sometime in 1534.

About his Book

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

79
  He got all this information through the help of Magellan’s
slave/interpreter, Enrique de Malacca. It also gave us an eye witness
account of the death of Magellan in the Battle of Mactan.

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

Relevance
 Pigafetta’s account contributed immensely to European
historiography as it preserved and popularized the achievements of
the Magellan-Elcano expedition.
 If Pigafettas’s did not survive the journey, we would have very little
knowledge of Magellan’s numerous contributions in the fields of
geography, navigation, history, and other related areas. Such as
follows:
 Credit must be given to Magellan expedition for proving
that the earth is not flat but an oblate sphere.
 Magellan and his men completed the first
circumnavigation of the world.
 They confirmed that the Portuguese route is not the only
way to the Spice Islands and they proved the theory
that one can go to the east by sailing west.
 They brought to the attention of the Europeans that on
the other side of the American continent exists a large
body of water which they named Pacific Ocean (Mar
Pacifico).
 Pigafetta’s account also enriched Philippine historiography because
it contains important details about the conditions of the Visayan
Islands in the 16th century.
 Pigafetta’s account also used as sources of local textbook writers on
historical information about the beginning of Christianity in the
Philippines.
 The accounts about the First Mass in the Philippines, the conversion
of Rajah Humabon and his wife, and the story of the image of Sto.
Nino were mostly taken from Pigafetta’s book.

80
 Be Involved!
Directions: Answer the guide questions based on Pigafetta’s journal
(Relevance of the Statement- 3 pts; grammar-2 pts)
1. According to Pigafetta, how did the locals of the island welcome
Magellan and his crew?
___________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________
2. Based on Pigafetta’s account, how did the battle of Mactan start?
___________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________
3. How are the islander’s way of life, cultural practices, and religious
beliefs described? What does Pigafetta’s account tell us about the
conditions of the Visayan Islands in the 16th century?
___________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________
4. Who is Antonio Pigafetta? What is his role in the Magellan-Elcano
expedition?

81
 Let’s try this!
Directions: Make a flow chart indicating the highlights of Magellan-
Elcano expedition.

82
Lesson 2 Customs of the Tagalogs
Learning Outcomes

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

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

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

1. Concept of marriage and family

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Government and Laws

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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

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

About the document

Friars became the most influential and knowledgeable figure in the

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

Plasencia described their social organization, which was originally

patriarchal; and rights of property, which are partly individual and partly
communistic. There are three classes among the people—nobles,
commoners and slaves. The status and rights of each are carefully defined,
and the causes and kinds of slavery. A somewhat elaborate system of

84
regulations concerning inheritances is described, also the status of children
by adoption, which usage is widely prevalent among the Tagalogs.
Marriage, dowries, and divorce are fully treated. In the second of these
relations Plasencia describes their modes of burial and worship, and the
religious beliefs and superstitions current among that people. They have no
buildings set aside as temples, although they sometimes celebrate, in a
temporary edifice, a sort of worship. Their chief idol is Bathala, but they also
worship the sun and the moon, and various minor divinities. They believe in
omens, and practice divination. A detailed account is given of the various
classes of priests, sorcerers, witches, etc., in which the natives believed; also
of the burial rites of both Tagalogs and Negritos.

The account of Plasencia also shows the Bayanihan spirit which

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

The original text of the document is currently kept in Archivo

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

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

h/13701-h.htm

CUSTOMS OF THE TAGALOGS

Juan de Plasencia O.S.F

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

85
These chiefs ruled over but few people; sometimes as many as a hundred
houses, sometimes even less than thirty. This tribal gathering is called in
Tagalo a barangay. It was inferred that the reason for giving themselves
this name arose from the fact (as they are classed, by their language,
among the Malay nations) that when they came to this land, the head of
the barangay, which is a boat, thus called—as is discussed at length in the
first chapter of the first ten chapters—became a dato. And so, even at the
present day, it is ascertained that this barangay in its origin was a family of
parents and children, relations and slaves. There were many of these
barangays in each town, or, at least, on account of wars, they did not
settle far from one another. They were not, however, subject to one
another, except in friendship and relationship. The chiefs, in their various
wars, helped one another with their respective barangays.

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

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

The commoners are called aliping namamahay. They are married, and
serve their master, whether he be a dato or not, with half of their cultivated
lands, as was agreed upon in the beginning. They accompanied him
whenever he went beyond the island, and rowed for him. They live in their

86
own houses, and are lords of their property and gold. Their children inherit
it, and enjoy their property and lands. The children, then, enjoy the rank of
their fathers, and they cannot be made slaves (sa guiguilir) nor can either
parents or children be sold. If they should fall by inheritance into the hands
of a son of their master who was going to dwell in another village, they
could not be taken from their own village and carried with him; but they
would remain in their native village, doing service there and cultivating the
sowed lands.

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

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

The difference between the aliping namamahay and the aliping sa

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

In these three classes, those who are maharlicas on both the father's and
mother's side continue to be so forever; and if it happens that they should

87
become slaves, it is through marriage, as I shall soon explain. If these
maharlicas had children among their slaves, the children and their mothers
became free; if one of them had children by the slave-woman of another,
she was compelled, when pregnant, to give her master half of a gold tael,
because of her risk of death, and for her inability to labor during the
pregnancy. In such a case half of the child was free—namely, the half
belonging to the father, who supplied the child with food. If he did not do
this, he showed that he did not recognize him as his child, in which case
the latter was wholly a slave. If a free woman had children by a slave, they
were all free, provided he were not her husband.

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

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

Investigations made and sentences passed by the dato must take place
in the presence of those of his barangay. If any of the litigants felt himself
aggrieved, an arbiter was unanimously named from another village or

88
barangay, whether he were a dato or not; since they had for this purpose
some persons, known as fair and just men, who were said to give true
judgment according to their customs. If the controversy lay between two
chiefs, when they wished to avoid war, they also convoked judges to act
as arbiters; they did the same if the disputants belonged to two different
barangays. In this ceremony they always had to drink, the plaintiff inviting
the others.

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

They condemned no one to slavery, unless he merited the death-penalty.

As for the witches, they killed them, and their children and accomplices
became slaves of the chief, after he had made some recompense to the
injured person. All other offenses were punished by fines in gold, which, if
not paid with promptness, exposed the culprit to serve, until the payment
should be made, the person aggrieved, to whom the money was to be
paid. This was done in the following way: Half the cultivated lands and all
their produce belonged to the master. The master provided the culprit with
food and clothing, thus enslaving the culprit and his children until such time
as he might amass enough money to pay the fine. If the father should by
chance pay his debt, the master then claimed that he had fed and
clothed his children, and should be paid therefor. In this way he kept
possession of the children if the payment could not be met. This last was
usually the case, and they remained slaves. If the culprit had some relative
or friend who paid for him, he was obliged to render the latter half his
service until he was paid—not, however, service within the house as aliping
sa guiguilir, but living independently, as aliping namamahay. If the creditor
were not served in this wise, the culprit had to pay the double of what was
lent him. In this way slaves were made by debt: either sa guiguilir, if they
served the master to whom the judgment applied; or aliping namamahay,
if they served the person who lent them wherewith to pay.

In what concerns loans, there was formerly, and is today, an excess of

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

As for inheritances, the legitimate children of a father and mother inherited

equally, except in the case where the father and mother showed a slight
partiality by such gifts as two or three gold taels, or perhaps a jewel.

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

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

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

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

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

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

I have also seen another practice in two villages. In one case, upon the
death of the wife who in a year's time had borne no children, the parents
returned Page 175one-half the dowry to the husband whose wife had
died. In the other case, upon the death of the husband, one-half the dowry
was returned to the relatives of the husband. I have ascertained that this is
not a general practice; for upon inquiry I learned that when this is done it
is done through piety, and that all do not do it.

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

The above is what I have been able to ascertain clearly concerning

customs observed among these natives in all this Laguna and the tingues,
and among the entire Tagalo race. The old men say that a dato who did
anything contrary to this would not be esteemed; and, in relating tyrannies
which they had committed, some condemned them and adjudged them
wicked.
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Others, perchance, may offer a more extended narrative, but leaving
aside irrelevant matters concerning government and justice among them,
a summary of the whole truth is contained in the above. I am sending the
account in this clear and concise form because I had received no orders
to pursue the work further. Whatever may be decided upon, it is certainly
important that it should be given to the alcal-des-mayor, accompanied by
an explanation; for the absurdities which are to be found in their opinions
are indeed pitiable.

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

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

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

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

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

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

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

Their manner of offering sacrifice was to proclaim a feast, and offer to the
devil what they had to eat. This was done in front of the idol, which they
anoint with fragrant perfumes, such as musk and civet, or gum of the
storax-tree and other odoriferous woods, and praise it in poetic songs sung
by the officiating priest, male or female, who is called catolonan. The
participants made responses to the song, beseeching the idol to favor
them with those things of which they were in need, and generally, by
offering repeated healths, they all became intoxicated. In some of their
idolatries they were accustomed to place a good piece of cloth, doubled,
over the idol, and over the cloth a chain or large, gold ring, thus worshiping
the devil without having sight of him. The devil was sometimes liable to
enter into the body of the catolonan, and, assuming her shape and
appearance, filled her with so great arrogance—he being the cause of it—
93
that she seemed to shoot flames from her eyes; her hair stood on end, a
fearful sight to those beholding, and she uttered words of arrogance and
superiority. In some districts, especially in the mountains, when in those
idolatries the devil incarnated himself and took on the form of his minister,
the latter had to be tied to a tree by his companions, to prevent the devil
in his infernal fury from destroying him. This, however, happened but rarely.
The objects of sacrifice were goats, fowls, and swine, which were flayed,
decapitated, and laid before the idol. They performed another ceremony
by cooking a jar of rice until the water was evaporated, after which they
broke the jar, and the rice was left as an intact mass which was set before
the idol; and all about it, at intervals, were placed a few buyos—which is a
small fruit3 wrapped in a leaf with some lime, a food generally eaten in
these regions—as well as fried food and fruits. All the above-mentioned
articles were eaten by the guests at the feast; the heads [of the animals],
after being “offered,” as they expressed it, were cooked and eaten also.

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

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

The distinctions made among the priests of the devil were as follows: The
first, called catolonan, as above stated, was either a man or a woman. This
office was an honorable one among the natives, and was held ordinarily
by people of rank, this rule being general in all the islands.

The second they called mangagauay, or witches, who deceived by

pretending to heal the sick. These priests even induced maladies by their
charms, which in proportion to the strength and efficacy of the witchcraft,
are capable of causing death. In this way, if they wished to kill at once they
did so; or they could prolong life for a year by binding to the waist a live
serpent, which was believed to be the devil, or at least his substance. This
office was general throughout the land. The third they called manyisalat,
which is the same as magagauay. These priests had the power of applying
such remedies to lovers that they would abandon and despise their own
wives, and in fact could prevent them from having intercourse with the
latter. If the woman, constrained by these means, were abandoned, it
would bring sickness upon her; and on account of the desertion she would
94
discharge blood and matter. This office was also general throughout the
land.

The fourth was called mancocolam, whose duty it was to emit fire from
himself at night, once or oftener each month. This fire could not be
extinguished; nor could it be thus emitted except as the priest wallowed in
the ordure and filth which falls from the houses; and he who lived in the
house where the priest was wallowing in order to emit this fire from himself,
fell ill and died. This office was general.

The fifth was called hocloban, which is another kind of witch, of greater
efficacy than the mangagauay. Without the use of medicine, and by
simply saluting or raising the hand, they killed whom they chose. But if they
desired to heal those whom they had made ill by their charms, they did so
by using other charms. Moreover, if they wished to destroy the house of
some Indian hostile to them, they were able to do so without instruments.
This was in Catanduanes, an island off the upper part of Luzon.

The sixth was called silagan, whose office it was, if they saw anyone
clothed in white, to tear out his liver and eat it, thus causing his death. This,
like the preceding, was in the island of Catanduanes. Let no one,
moreover, consider this a fable; because, in Calavan, they tore out in this
way through the anus all the intestines of a Spanish notary, who was buried
in Calilaya by father Fray Juan de Mérida.

The seventh was called magtatangal, and his purpose was to show himself
at night to many persons, without his head or entrails. In such wise the devil
walked about and carried, or pretended to carry, his head to different
places; and, in the morning, returned it to his body—remaining, as before,
alive. This seems to me to be a fable, although the natives affirm that they
have seen it, because the devil probably caused them so to believe. This
occurred in Catanduanes.

The eighth they called osuang, which is equivalent to “sorcerer;” they say
that they have seen him fly, and that he murdered men and ate their flesh.
This was among the Visayas Islands; among the Tagalos these did not exist.

The ninth was another class of witches called mangagayoma. They made
charms for lovers out of herbs, stones, and wood, which would infuse the
heart with love. Thus did they deceive the people, although sometimes,
through the intervention of the devil, they gained their ends.

The tenth was known as sonat, which is equivalent to “preacher.” It was his
office to help one to die, at which time he predicted the salvation or
condemnation of the soul. It was not lawful for the functions of this office
to be fulfilled by others than people of high standing, on account of the
esteem in which it was held. This office was general throughout the islands.

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

The twelfth, bayoguin, signified a “cotquean,” a man whose nature

inclined toward that of a woman.

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

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

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

All the various kinds of infernal ministers were, therefore, as has been
stated: catolonan; sonat (who was a sort of bishop who ordained
priestesses and received their reverence, for they knelt before him as
before one who could pardon sins, and expected salvation through

96
him); mangagauay, manyisalat, mancocolam, hocloban, silagan,
magtatangal, osuan, mangagayoma, pangatahoan.5

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

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

Directions: Identify the practices mentioned by Plasencia on the following

aspects. (3 points each item)

1. Bayanihan

a.
b.
c.

2. Belief and Practices

a.
b.
c.

3. Culture

a.
b.

4. Laws and Government

a.
b.
c.

5. Property

a.
b.
c.
97
Activity 2.

A. Customs of the Tagalogs versus Your customs

Name: __________________________ Course & Year: _________

Directions: Identify at least ten distinct or unique practices, customs, and

traditions in your community (or from your culture) and make a comparison
from what you identified to the ones of the Tagalogs. The first table below
is intended for the similarities of the customs and the succeeding table is
for its differences.

Customs/Practices/Traditions Similarities

(Your
Tagalogs Community)

98
 Customs/Practices/Tradition Differences
Tagalogs (Your Community)

B. Assessing the customary changes from Pre-Colonial to

Contemporary Philippine Society

Directions: Choose two customs of the Tagalogs from Plasencia’s account.

Compare it to the customs the Spaniards have introduced during the
colonial period AND the contemporary practices in today’s Philippine
society. Write the changes and explain it in 400-500 words the causal factor
which prompted such changes.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________

99
Activity 3. Understanding the customs of the early societies in the
Philippines and its importance in the narratives of Philippine history

Name: ________________________________ Course & Year: _________

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

2. Give 3 (three) reasons why the Customs of the Tagalogs by Plasencia

is important to the grand narrative of Philippine history?

a. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

b. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

c. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. As a Filipino whose country have a lot of beliefs, customs and

practices because of our different cultural backgrounds. Do you
believe that there is a superior culture among these various cultures?
Why or why not? Cite some examples to support your claim.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

100
Mastery Test
A. Multiple Choices: Choose and encircle the letter of the correct
answer.

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

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

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

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

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

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

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

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

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

101
 b. Namamahay
c. Saguiguilid
d. Saguilid

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

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

9. The _______ also known as freeman were the privileged warrior class
in ancient Tagalog society in Luzon.
a. Alipin
b. Datu
c. Maharlika
d. Catolona

10. The indigenous religious beliefs of the Tagalog people, ______ is the
supreme deity who created the universe.
a. Anito
b. Bathala
c. Duwende
d. Diwata

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

1. Most of the primary sources about Philippine history were written by

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

2. How important culture is to people? Do you think people will survive

without culture? Why or why not? You can site some examples to
support your answer.

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

102
Lesson 3 Kartilya ng Katipunan
This session sheds light on Emilio Jacinto’s Kartilya ng Katipunan which
enumerates the guidelines that new members of the Katipunan have to
follow. It contains thirteen “teachings” that the members were required to
adhere to.

Learning Outcomes

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

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

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

Pre-test

Every organization has a code of conduct in order to maintain

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

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

103
Emilio Jacinto

 Historian’s regard Emilio Jacinto as the “Brains of

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

Kartilya ng katipunan

Andres Bonifacio long wanted to have a codified document listing

the duties and responsibilities of every member of the Katipunan.
Incidentally, as Bonifacio was drafting the said document, Emilio Jacinto
was writing one as well. By the time that Bonifacio was about to consult
Jacinto for comments on his draft, the latter presented his work to the

104
Supremo. After seeing the draft of Kartilya ng
Katipunan by Emilio Jacinto, Bonifacio was
impressed with Jacinto’s style of writing and
decided to adopt the Kartilya as the guidebook for
the rules and regulations of the Katipunan.

Aside from the maltreatment experienced by Figure 8 Unang pahina ng

limbag na edisyon ng Kartilya
Filipinos from the Spaniards, the following are the ng Katipunan. Mula sa
pribadong koleksyon ni
other factors that were influential in the forming of Emmanuel Encarnacion.
Photo credit: XiaoChua.net
the Katipunan and that of the Kartilya:

1. The Age of Enlightenment gave way to Liberalism and Classicism

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

Decalogue of the Duties of the Sons of the People

By: Andres Bonifacio

I. Love God full-heartedly.

II. Bear always in mind that the true love of God is love of
Country, love which is also true love of man.
III. Bear always in mind that the true measure of honor and of
charity is to die in defense of your country.
Figure 9Andres Bonifacio
Photo Credit: Esquiremag.phIV. Serenity, constancy, reason, and faith in whatever act of
endeavor, crown with success every desire.
V. Guard, as you would your
Figure10Bonifacio's commandments written in
honor, the mandates and blood
aims of the K.K.K. Photo credit: Esquiremag.ph

VI. It is Incumbent on all that he

who runs a precious risk in
complying with his duties
should be protected of the
sacrifice of life and riches.
VII. Let the achievement of
each, either in self-control or in compliance with duty, be on
example to his fellow.
VIII. Help to the limit of your endurance; share your wealth with
the needy or the unfortunate.
IX. Diligence in your daily work to earn a living is the true
expression of love and affection for yourself, for your wife, for
your child, for your brother, and for your countryman.

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 X. Believe in the chastisement of the perverse and the
treacherous and in the reward of all good work. Believe,
also, that the aims of the KKK are the gifts of God; for the
hopes of the country are also the hope of God.

The Katipunan Code of Conduct (Kartilya)

By: Emilio Jacinto

I. Life which is not consecrated to a lofty and sacred cause is

like a tree without a shadow, If not a poisonous weed.
II. A good deed that springs from a desire for personal profit
and not from a desire to do good is not kindness.
III. True greatness consists in being charitable, in loving ones
fellowmen and in adjusting every movement, deed, and
word to true reason.
Figure 11 Kartiya, KKK's Code of
Conduct
Photo credit: IV. All men are equal, be the color of their skin
bayaningfilipinoblogspot.com
black or white. One may be superior to another
in knowledge, wealth, and beauty, but cannot be
superior in being.

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

he who is mean prefers personal profit to honor.

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

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

VIII. Defend the oppressed and fight the oppressor.

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

how to keep the secrets that must be guarded.

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

XI. Think not of woman as a thing merely to while away time

with, but as a helper and partner in the hardships of life.
Respect her in her weakness, and remember the mother

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 who brought you into this world and who cared for you in
your childhood.

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

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

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

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

Directons: Read the fourteen (14) points presented in the Kartilya ng

Katipunan. Select two from them and explain their significance in
maintaining a peaceful and orderly community. (Use another sheet if
necessary)
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Activity 2. Kartilya ng Katipunan in the Modern World
Directions: Read the provisions of the Kartilya ng Katipunan and through it,
visualize the dynamics of the Katipunan as an organization. Considering
the present circumstances in the modern world, do you think the provisions
of the Kartilya ng Katipunan will help address some of the problems of
Philippine society? Cite examples and defend your answer.
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Activity 3. Comparing the Kartilya ng Katipunan and the Decalogue

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

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Mastery Test
Assessing the Importance of the Primary Sources in Understanding the
Grand Narrative of Philippine History

Instructions: Give three reasons why the Kartilya ng Katipunan is important

to the grand narrative of Philippine history.

1.
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2.
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3.
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Lesson 4 Act of the Declaration of Philippine Independence

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

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

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

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

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

The Philippine Independence is no easy feat to attain. Our heroes

made various sacrifices to free our country from the abuses of the
colonizers. Most of these heroes are well-known and widely credited, some
were unsung. But nevertheless, their contributions made us what we are
today. Most of the important players of the Philippine independence were
of course military leaders, strategist, and government leaders. One of these
leaders is Emilio Aguinaldo, the first President of the Philippine Republic.
Along with his contemporaries, they envisioned the Philippine as a free
country away from the grasp of the foreigners.

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

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

The Act of the Declaration of Independence was prepared, written,

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

The declaration was never recognized by either the United

States or Spain. Later in 1898, Spain ceded the Philippines to the United
States in the 1898 Treaty of Paris that ended the Spanish–American War.
According to (Worcester, 1914) the Philippine Revolutionary Government
did not recognise the treaty or American sovereignty, and subsequently
fought and lost a conflict with the United States known as the Philippine–
American War, which ended when Emilio Aguinaldo was captured by U.S.

112
forces and issued a statement acknowledging and accepting the
sovereignty of the United States over the Philippines (p.175-176).

The Declaration is currently housed in the National Library of the

Philippines. It is not on public display but can be viewed with permission like
any other document held by the National Library. From the archives of CNN
World on the Asiaweek article published on August 31, 1999 it stated that
accordingly, during the Philippine–American War, the American
government captured and sent to the United States about 400,000
historical documents. In 1958, the documents were given to the Philippine
government along with two sets of microfilm of the entire collection, with
the U.S. Federal Government keeping one set.

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

The readings on the Act of the Declaration of Philippine

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

DECLARATION OF PHILIPPINE INDEPENDENCE

Translated by Sulpicio Guevara

Declaration of Philippine Independence

In the town of Cavite-Viejo, Province of Cavite, this 12th day of June 1898: BEFORE
ME, Ambrosio Rianzares Bautista, War Counsellor and Special Delegate designated to
proclaim and solemnize this Declaration of Independence by the Dictatorial Government
of the Philippines, pursuant to, and by virtue of, a Decree issued by the Egregious Dictator
Don Emilio Aguinaldo y Famy,

The undersigned assemblage of military chiefs and others of the army who could
not attend, as well as the representatives of the various towns,

Taking into account the fact that the people of this country are already tired of
bearing the ominous joke of Spanish domination,

Because of arbitrary arrests and abuses of the Civil Guards who cause deaths in
connivance with and even under the express orders of their superior officers who at times
would order the shooting of those placed under arrest under the pretext that they
attempted to escape in violation of known Rules and Regulations, which abuses were left
unpunished, and because of unjust deportations of illustrious Filipinos, especially those

113
decreed by General Blanco at the instigation of the Archbishop and the friars interested
in keeping them in ignorance for egoistic and selfish ends, which deportations were
carried out through processes more execrable than those of the Inquisition which every
civilized nation repudiates as a trial without hearing,

Had resolved to start a revolution in August 1896 in order to regain the

independence and sovereignty of which the people had been deprived by Spain
through Governor Miguel Lopez de Legazpi who, continuing the course followed by his
predecessor Ferdinand Magellan who landed on the shores of Cebu and occupied said
Island by means of a Pact of Friendship with Chief Tupas, although he was killed in battle
that took place in said shores to which battle he was provoked by Chief Kalipulako of
Mactan who suspected his evil designs, landed on the Island of Bohol by entering also into
a Blood Compact with its Chief Sikatuna, with the purpose of later taking by force the
Island of Cebu, and because his successor Tupas did not allow him to occupy it, he went
to Manila, the capital, winning likewise the friendship of its Chiefs Soliman and Lakandula,
later taking possession of the city and the whole Archipelago in the name of Spain by
virtue of an order of King Philip II, and with these historical precedents and because in
international law the prescription established by law to legalize the vicious acquisition of
private property is not recognized, the legitimacy of such revolution can not be put in
doubt which was calmed but not completely stifled by the pacification proposed by Don
Pedro A. Paterno with Don Emilio Aguinaldo as President of the Republic established in
Biak-na-Bato and accepted by Governor-General Don Fernando Primo de Rivera under
terms, both written and oral, among them being a general amnesty for all deported and
convicted persons; that by reason of the non-fulfillment of some of the terms, after the
destruction of the Spanish Squadron by the North American Navy, and bombardment of
the plaza of Cavite, Don Emilio Aguinaldo returned in order to initiate a new revolution
and no sooner had he given the order to rise on the 31st of last month when several towns
anticipating the revolution, rose in revolt on the 28th, such that a Spanish contingent of
178 men, between Imus and Cavite-Viejo, under the command of a major of the Marine
Infantry capitulated, the revolutionary movement spreading like wild fire to other towns of
Cavite and the other provinces of Bataan, Pampanga, Batangas, Bulacan, Laguna, and
Morong, some of them with seaports and such was the success of the victory of our arms,
truly marvelous and without equal in the history of colonial revolutions that in the first
mentioned province only the Detachments in Naic and Indang remained to surrender; in
the second, all Detachments had been wiped out; in the third, the resistance of the
Spanish forces was localized in the town of San Fernando where the greater part of them
are concentrated, the remainder in Macabebe, Sexmoan, and Guagua; in the fourth, in
the town of Lipa; in the fifth, in the capital and in Calumpit; and in the last two remaining
provinces, only in their respective capitals, and the city of Manila will soon be besieged
by our forces as well as the provinces of Nueva Ecija, Tarlac, Pangasinan, La Union,
Zambales, and some others in the Visayas where the revolution at the time of the
pacification and others even before, so that the independence of our country and the
revindication of our sovereignty is assured.

And having as witness to the rectitude of our intentions the Supreme Judge of the
Universe, and under the protection of the Powerful and Humanitarian Nation, the United
States of America, we do hereby proclaim and declare solemnly in the name and by
authority of the people of these Philippine Islands,

That they are and have the right to be free and independent; that they have
ceased to have any allegiance to the Crown of Spain; that all political ties between them
are and should be completely severed and annulled; and that, like other free and
independent States, they enjoy the full power to make War and Peace, conclude
commercial treaties, enter into alliances, regulate commerce, and do all other acts and
things which an Independent State has a right to do,

114
 And imbued with firm confidence in Divine Providence, we hereby mutually bind
ourselves to support this Declaration with our lives, our fortunes, and with our most sacred
possession, our Honor.

We recognize, approve, and ratify, with all the orders emanating from the same,
the Dictatorship established by Don Emilio Aguinaldo whom we revere as the Supreme
Head of this Nation, which today begins to have a life of its own, in the conviction that he
ha3 been the instru. ment chosen by God, inspite of his humble origin, to effectuate the
redemption of this unfortunate country as foretold by Dr. Don Jose Rizal in his magnificent
verses which he composed in his prison cell prior to his execution, liberating it from the
Yoke of Spanish domination,

And in punishment for the impunity with which the Government sanctioned the
commission of abuses by its officials, and for the unjust execution of Rizal and others who
were sacrificed in order to please the insatiable friars in their hydropical thirst for
vengeance against and extermination of all those who oppose their Machiavellian ends,
trampling upon the Penal Code of these Islands, and of those suspected persons arrested
by the Chiefs of Detachments at the instigation of the friars, without any form nor
semblance of trial and without any spiritual aid of our sacred Religion; and likewise, and
for the same ends, eminent Filipino priests, Doctor Don Jose Burgos, Don Mariano Gomez,
and Don Jacinto Zamora were hanged whose innocent blood was shed due to the
intrigues of these so-called Religious corporations which made the authorities to believe
that the military uprising at the fort of San Felipe in Cavite on the night of January 21, 1872
was instigated by those Filipino martyrs, thereby impeding the execution of the decree-
sentence issued by the Council of State in the appeal in the administrative case
interposed by the secular clergy against the Royal Orders that directed that the parishes
under them within the jurisdiction of this Bishopric be turned over to the Recollects in
exchange for those controlled by them in Mindanao which were to be transferred to the
Jesuits, thus revoking them completely and ordering the return of those parishes, all of
which proceedings are on file with the Ministry of Foreign Affairs to which they are sent last
month of last year for the issuance of the proper Royal Degree which, in turn, caused the
growth of the tree of liberty in this our dear land that grew more and more through the
iniquitous measures of oppression, until the last drop from our chalice of suffering having
been drained, the first spark of revolution broke out in Caloocan, spread out to Santamesa
and continued its course to the adjoining regions of the province where the unequalled
heroism of its inhabitants fought a onesided battle against superior forces of General
Blanco and General Polavieja for a period of three months, without proper arms nor
ammunitions, except bolos, pointed bamboos, and arrows.

Moreover, we confer upon our famous Dictator Don Emilio Aguinaldo all the
powers necessary to enable him to discharge the duties of Government, including the
prerogatives of granting pardon and amnesty,

And, lastly, it was resolved unanimously that this Nation, already free and
independent as of this day, must use the same flag which up to now is being used, whose
design and colors are found described in the attached drawing, the white triangle
signifying the distinctive emblem of the famous Society of the "Katipunan" which by means
of its blood compact inspired the masses to rise in revolution; the three stars, signifying the
three principal Islands of this Archipelago-Luzon, Mindanao, and Panay where this
revolutionary movement started; the sun representing the gigantic steps made by the sons
of the country along the path of Progress and Civilization; the eight rays, signifying the
eight provinces-Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Laguna, and
Batangas - which declared themselves in a state of war as soon as the first revolt was
initiated; and the colors of Blue, Red, and White, commemorating the flag of the United
States of North America, as a manifestation of our profound gratitude towards this Great
Nation for its disinterested protection which it lent us and continues lending us.

And holding up this flag of ours, I present it to the gentlemen here assembled –

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

Ambrosio Rianzares Bautista

War Counsellor and Special Delegate Designate

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

The original document on the Act of the Declaration of Philippine

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

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 Learning Activities
Activity 1. Identifying Significant People

Name: __________________________ Course & Section: ________

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

1. _________________________________________________________________
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2. _________________________________________________________________
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3. _________________________________________________________________
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4. _________________________________________________________________
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5. _________________________________________________________________
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Activity 2. Providing bigger picture of the events

Name: __________________________ Course & Year: _________

Directions: In a minimum of 500 words, discuss the situation of the Philippines

from the Philippine Revolution up to the creation of the dictatorial
government of Aguinaldo which initiated the declaration of the Philippine
Independence.

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Activity 3. Understanding the concept of Independence

Name: ________________________________ Course & Year: _________

1. Why do we need to become independent from others? You can

cite some examples to support your answer.
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 _________________________________________________________________
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2. Gaining Philippine Independence is no easy feat. What do you

think are the reasons why it became so hard for the people working
on it?
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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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

independence, will everything ends in there? Yes or No? Why or Why
not? Cite some examples to support your claim.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

137
Mastery Test
B. Multiple Choices: Choose and encircle the letter of the correct
answer.

1. He was also known as the Supremo and the president of a

revolutionary society. Who is he?
b. Andres Bonifacio
b. Apolinario Mabini
c. Emilio Aguinaldo
d. Jose Rizal

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

b. Andres Bonifacio
b. Apolinario Mabini
c. Emilio Aguinaldo
d. Jose Rizal

3. The First Philippine Republic is also known as _____________?

e. Communist Government
f. Democratic Government
g. Dictatorial Government
h. Parliamentary Government

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

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

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

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

7. When was the declaration happened?

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

138
8. The declaration of independence of the Philippine was like breaking
free from the bondage of the __________.
e. Americans
f. British
g. Japanese
h. Spanish

9. The declaration was originally written in ________.

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

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

139
Lesson 5 A Glance at Selected Philippine Political
Caricature in Alfred McCoy’s Philippine Cartoons: Political
Caricature of the American Era (1900-1941)

This lesson will give students experience in analyzing

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

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

1. Explain the importance of political caricature.

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

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

1. What is the
theme of the
cartoon?

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

3. What message is the

cartoonist trying to convey?

140

Figure 12Cover of the book
with compilation of political
cartoons during the American
era in the Philippines.
Photo credits:
Goodreads.com
Philippine political cartoons gained full expression during the
American era. Filipino artists recorded national attitudes
toward the coming of the Americans as well as the changing
mores and times. While the 377 cartoons compiled in this book
speak for themselves, historian Alfred McCoy’s extensive
research in Philippine and American archives provides a
comprehensive background not only to the cartoons but to
the turbulent period as well. Artist-writer Alfredo Roces, who
designed the book, contributes an essay on Philippine
graphic satire of the period.30

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

Explore the Elements of Political Cartoons

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

30
Retrieved from https://www.goodreads.com/book/show/3004055-philippine-cartoons
141
2. Captioning and labels – used for clarity and emphasis.

142
3. Analogy – a comparison between two unlike things that share some
characteristics.

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

143
 5. Exaggeration – overstating or magnifying a problem or a physical
feature or habit: big nose, bushy eyebrows, large ears, and baldness.

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

In his book Philippine Cartoons: Political Caricature of the American

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

144
The first example shown above was published in The Independent on May
20, 1916. The cartoon shows a politician from Tondo, named Dr. Santos,
passing his crown to his brother in law, Dr. Barcelona. A Filipino guy (as
depicted wearing salakot and barong tagalog) was trying to stop Santos
telling the latter to stop giving Barcelona the crown because it is not his to
begin with. (Candelaria, JL P. & Alphorha, V C. 2018)

The second cartoon was also published by The Independent on 16

June 1917. This was drawn by Fernando Amorsolo and was aimed as a
commentary to the workings of Manila Police at that period. Here, we see a
Filipino child who stole a skinny chicken because he had nothing to eat. The
police officer was relentlessly pursuing the child. A man wearing a salakot,
labelled Juan dela Cruz was grabbing the officer, telling him to leave the
145
 small time pickpockets and thieves and to turn at the great thieves instead.
He was pointing to huge warehouse containing bulks of rice, milk, and
grocery products. (Candelaria, JL P. & Alphorha, V C. 2018)

Learning Activities

Activity No.1 Analysis of political cartoons.

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

146
Political Cartoon Analysis Worksheet

Meet the cartoon.

What do you notice first?

What is the title or caption?

Observe its parts

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

List the actions or activities

Try to make sense of it

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

List adjectives that describe the What do they stand for?

emotions portrayed.

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

2. What message is the cartoonist trying to convey?

147
 Mastery Test

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

cartoon analysis worksheet.

Political Cartoon Analysis Worksheet

Meet the cartoon.

What do you notice first?

What is the title or caption?

148
 Observe its parts
WORDS VISUALS
Are there labels, descriptions, List people, objects and places in the
thoughts, or dialoque? List down. cartoon.

List the actions or activities

Try to make sense of it

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

List adjectives that describe the What do they stand for?

emotions portrayed.

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

4. What message is the cartoonist trying to convey?

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

149
C. Identify and encircle the elements of political cartoons from the
given political cartoon below:

150
Lesson 6 Works of Juan Luna and Fernando Amorsolo
Learning outcomes
At the end of this topic, you will be able to:
1. Identify the themes and symbolism used in the paintings of Amorsolo
and Luna
2. Explain the importance of the works of Amorsolo and Luna to the
narratives of the Philippine history;
3. Evaluate the relevance of the works of Amorsolo and Luna in the
present time

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

151
 Art has existed for a very long time even before the beginning of
formal education. In the ancient times, it was used to appease the gods,
frighten enemies, compel people, and distinguish between various cultures
and even served reasons for personal and economic importance. Most of
the pieces of art have a personal history behind them and give visual and
textural interpretations of them. Art helps us understand the happenings of
the past without using words and deductions. It is an expression of thoughts,
intuition, desires and emotions conveyed.

Painting is another form of art. It is the practice of

applying paint, pigment, color or other medium to a solid surface. The
medium is commonly applied to the base with a brush, but other
implements, such as knives, sponges, and airbrushes, can be used (Meriam
Webster Dictionary). In art, the term painting describes both the act and
the result of the action (the final work is called "a painting"). The support for
paintings includes such surfaces
as walls, paper, canvas,wood, glass, lacquer, pottery, leaf, copper and
concrete, and the painting may incorporate multiple other materials,
including sand, clay, paper, plaster, gold leaf, and even whole objects.
Painting is an important form in the visual arts, bringing in elements such
as drawing, composition, gesture, narration, and abstraction (Lincoln
Perry, 2014). Paintings can be naturalistic and a representation of life and
landscape, photographic, symbolistic, expression of emotion
and political in nature.

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

152
Fernando Amorsolo was the son of
Pedro Amorsolo and Bonifacia
Cueto. His parents gave him life on
May 30, 1892 at Paco, Manila. He
spent most of his childhood in the
small town of Daet, Camarines
Norte where his love for rural life
became the foundation of his
artistic outlook.
 He is one of the significant
figures in the world of Figure 13 "Grand Old Man of Philippine Art
painting in the Philippines. His Photo credit: ncca.gov.ph
favorite themes as a painter are the rural sceneries and the Philippine
rural landscapes.
 He was the country’s first National Artist. The official title “Grand Old
Man of Philippine Art” was bestowed on Amorsolo when the Manila
Hilton inaugurated its art center on January 23, 1969, with an exhibit
of a selection of his works.
 Returning from his studies abroad in the 1920s, Amorsolo developed
the backlighting technique that became his trademark were figures,
a cluster of leaves, a spill of hair, the swell of breast, are seen aglow
on canvas. This light, Nick Joaquin opines, is the rapture of a
sensualist utterly in love with the earth, with the Philippine sun, and is
an accurate expression of Amorsolo’s own exuberance.
 His citation underscores all his years of creative activity which have
“defined and perpetuated a distinct element of the nation’s artistic
and cultural heritage”.

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

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

153
 Planting Rice with Mayon Volcano (1949)

Fernando Amorsolo (1892-1972) was a dominant figure in the visual

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

Maiden in a stream (1921)

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

154
 World War II.

Along the Mountain Trail, 1928

Rice Harvesting

155
The Making of the Philippine Flag

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

A Basket of Mangoes, oil on canvas, 1949

156
The Palay Maiden

Washing scene, 1953

157
Princess Urduja

Baguio, 1941, oil on board

158
Landscape, oil on canvas, 1951

Lavandera, oil on Board, 1928

159
Man with a cockerel, oil on board, 1938

Market Scene

160
Old Spanish church, oil on canvas, 1957

Returning fisherman, oil on Board, 1943

161
Portrait of an old lady, Oil on canvas laid down on board, 1941

Under the arbor, oil on Board, 1928

162
Days End, Washing the Carabao, 1928, oil on Board. At the end of the work
day, the farmers take the carabao to the water for washing and feeding

Water carrier, oil on Board, 1937

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

163
 Juan Luna was born in Badoc, Ilocos Norte on 23 October 1857.
Initially trained as a seafarer, Juan began his art apprenticeship at Manila’s
Academia de Dibujo y Pintura under Filipino painter Lorenzo Guerrero. He
traveled to Madrid, Spain in 1877 to continue his studies at the Real
Academia de Bellas Artes de San Fernando. There he excelled in the
classical style.

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

Luna’s artistic talents was established in 1878 with the opening of

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

164
 Some of his works are as follows:

Spoliarium, 1884

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

1884 in Madrid, where it won a gold medal. It currently hangs in the main
gallery at the ground floor of the National Museum of the Philippines.

The Parisian Life, 1892

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

as a courtesan or a prostitute representing “fallen womanhood”, who was

165
about to rise from a sofa overshadowing three men placed at the far left
corner of the painting.

La Bulaqueña, 1895

La Bulaqueña, literally "the woman from Bulacan" or "the Bulacan

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

166
 Governor Ramon Blanco, 1880

Portrait of Governor General Ramon Blanco, Spanish Governor

General of the Philippines from 1893 to 1896.

Souvenir de 1899

It was completed by Luna on May 21, 1899 in Leitmeritz, Bohemian,

after his meeting with Rizal’s friend, Dr. Ferdinand Blumentritt.

167
Odalisque one of Luna's "Academic Salon portraits" (1885)

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

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

Ensueños de Amor, 1890

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

168
El Pacto de Sangre (The Blood Compact), 1886

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

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

Damas Romas, 1882

Is an oil on canvas painting by Juan Luna. It was painted by Luna

when he was a student of the school of painting in the Real Academia de
Bellas Artes de San Fernando (Royal Academy of Fine Arts of San
Fernando) in Madrid, Spain in 1877.

169
The Battle of Lepanto

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

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

Portrait of Jose Rizal

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

170
Esopo

Mi Hermana

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

171
Tampuhan, 1895

Tampuhan is a 1895 classic oil on canvas painting. It depicts a Filipino man

and a Filipino woman having a lovers' quarrel.

Espana y Filipinas, 1886

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

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

172
La Muerte de Cleopatra, 1881

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

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

En el Balcon, 1884

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

173
Puesta Del Sol, 1880's

Puesta Del Sol (Sunset) is a scene presumably somewhere in the north

coast of France, which Luna often visited.

La Marquesa de Monte Olivar, 1881

A portrait of the young Marchioness of Monte Olivar

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

174
 Learning Activities
Activity 1.
Name: _______________________________ Course & Year: _________

A. Identification

Directions: In the table below, identify the themes of the paintings of

Fernando Amorsolo and Juna Luna by putting a check mark under which
theme these paintings belongs to.

Paintings Renaissance/Rural Literary/Historical/Drama

sceneries/Rural tic/Dark/Dynamic/Roma
Landscapes/Nudes/So nticism/Realism
ciety Portraits/
Puesta del Sol,
1880
La Marquesa de
Monte Olivar,
1881
Water Carrier
Washing the
Carabao
Portrait of an
Old Lady
Under the Arbor
Returning
Fisherman
La Muerte de
Cleopatra, 1881

En el Balcon,
1884
Market Scene
Old Spanish
Church
Tampuhan
España y
Filipinas, 1886
Esopo
Mi Hermana
Lavandera
Man with
Cockerel
Portrait of Rizal
Baguio
Landscape,
1951

175
Damas
Romanas, 1882
The Battle of
Lepanto
Ensueños de
Amor, 1890
El Pacto de
Sangre (The
Blood
Compact), 1886

Washing Scene
Princess Urduja
Souvenir de
1899
Odalisque, 1885

Governor
Ramon Blanco,
1880
A Basket of
Mangoes, oil on
canvas, 1949
The Palay
Maiden
La Bulaqueña
El Ciego (The
Blind Man)
Afternoon meal
of the rice
wirkers
Spoliarium
Rice Harvesting
The Making of
the Philippine
Flag
The Parisian Life
Planting Rice
Along the
Mountain Trail

176
 B. Paintings and the Artist

Directions: Choose three paintings from Fernando Amorsolo’s

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

1. Amorsolos’s painting: _______________________________

Luna’s painting: ____________________________________

Findings:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________

2. Amorsolos’s painting: ______________________________

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

3. Amorsolos’s painting: ______________________________

Luna’s painting: ___________________________________

Findings:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________

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

Name: _____________________________ Course & Year: _________

Directions: Give a minimum of three reasons why the paintings of Amorsolo

and Luna are important to the grand narrative of the Philippine history.

1. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________

177
 _________________________________________________________________
_________________________________________________________________

2. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Activity 3. Evaluating Historical Relevance

Name: _____________________________ Course & Year: _________

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

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

Mastery Test

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

answer.

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

coating, or as decoration.
a. Master
b. Masterpiece
c. Painter
d. Painting

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

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

178
3. This is a painting submitted to the Exposición Nacional de Bellas
Artes in 1884 in Madrid, where it garnered the first gold medal (out of
three).
a. Spoliarium
b. The Battle of Lepanto
c. The Parisian
d. Tampuhan

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

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

5. He is popularly known for his craftsmanship and mastery in the use of

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

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

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

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

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

a. Dalagang Bukid
b. Fruit Gatherer
c. Planting Rice
d. Tampuhan

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

179
10. He best known for his illuminated landscapes, which often portrayed
traditional Filipino customs, culture, fiestas and occupations.
a. Antonio Luna
b. Fernando Amorsolo
c. Ferdinand Amorsolo
d. Juan Luna

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

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

5. Both are renowned painters whose masterpieces are nationalistic in

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

6. If you were given a chance to paint something about Philippine

history. What style/theme you will use? Amorsolo’s style or Luna’s
style? Why did you choose that style? Or you can also refer to some
other artist’s style as per your preference.

180
Lesson 3 Cry of Balintawak Or Pugadlawin
Learning Outcomes:

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

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

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

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

181
 at the end of August but due to the arrests of his fellow-men, Bonifacio
found it wise to begin the revolution that day and attack Manila at the end
of the month.
 In 1991, a monument to the Heroes of 1896 was erected in Balintawak
where beginning in 1908, it was believed that the first cry occurred there
on August 26. However, the date and place of the event were later
contradicted by different Katipunan personalities who claimed that they
were present during the event.
 In 1963, the National Historical Commission (today’s National Historical
Commission of the Philippines [NHCP]) decided that, following extensive
research of primary sources, the First Cry of the Philippine Revolution of 1896
happened on August 23, 1896, at Pugad Lawin, now part of Project 8 in
Quezon City.
 However, the controversy persists, with historians and other personalities
(especially the descendants of the Katipunero witnesses) claiming that the
official
date
and
place
are
wrong.

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

Source:https://docs.google.com/document/preview?hgd=1&id=1FgVicButwUlb4x
nwx0tIkK5MFk7LnwTdYJmqEs2j_8w

Dr. Pio Valenzuela’s Account

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

The Account
The first place of refuge of Andres Bonifacio, Emilio Jacinto, Procopio
Bonifacio, Teodoro Plata, Aguedo del Rosario, and myself was Balintawak, the
first five arriving there on August 19, and I, on August 20, 1896. The first place
where some 500 members of the Katipunan met on August 22, 1896 was the

182
house and yard of Apolonio Samson at Kangkong. Aside from the persons
mentioned above, among those who were there were Briccio Pantas,
Alejandro Santiago, Ramon Bernardo, Apolonio Samson, and others. Here,
views were only exchanged and no resolution was debated or adopted. It was
at Pugad Lawin, in the house, store-house and yard of Juan Ramos, son of
Melchora Aquino, where over 1,000 members of the Katipunan met and carried
out considerable debate and discussion on August 23, 1896. Only one man
protested and fought against a war and that was Teodora Plata. Besides the
persons named above, among those present at this meeting were Enrique
Cipriano, Alfonso Pacheco, Tomas Remigio, Sinforoso San Pedro, and others.
After the tumultuous meeting many of those present tore their cedula
certificates and shouted “Long live the Philippines! Long live the Philippines!”

Santiago Alvarez’s Account

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

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

The Account
We started our trek to Kangkong at about eleven that night. We walked
through the rain over dark expanses of muddy meadows and fields. Our clothes
drenched and our bodies numbed by the cold wind, we plodded wordlessly. It
was nearly two in the morning when we reached the house of Brother Apolonio
Samson in Kangkong. We crowded into the house to rest and warm ourselves.
We were so tired that, after hanging our clothes out to dry, we soon fell
asleep….
The Supremo began assigning guards at five o’clock the following
morning, Saturday 22 August 1896. He placed a detachment at the Balintawak
boundary and another at the backyard to the north of the house where we
were gathered….
No less than three hundred men assembled at the bidding of the
Supremo Andres Bonifacio. Altogether, they carried assorted weapons, bolos,
spears, daggers, a dozen small revolvers and a rifle used by its owner, one
Lieutenant Manuel for hunting birds. The Supremo Bonifacio was restless
because of fear of a sudden attack by the enemy. He was worried over the
183
thought that any couriers carrying the letter sent by Emilio Jacinto could have
been intercepted; and in that eventuality, the enemy would surely know their
whereabouts and attack them on the sly. He decided that it was better to move
to a site called Bahay Toro.
At ten o’clock that Sunday morning, 23 August 1896, we arrived at Bahay
Toro. Our number had grown to more than 500 and the house, yard, and
warehouse of Cabesang Melchora was getting crowded with us Katipuneros.
The generous hospitality of Cabesang Melchora was no less than that of
Apolonio Samson. Like him, she also opened her granary and had plenty of rice
pounded and animals slaughtered to feed us….
The following day, Monday, 24 August, more Katipuneros came and
increased our number to more than a thousand. The Supremo called a meeting
at ten o’clock that morning inside Cabesang Melchora’s barn. Flanking him on
both sides at the head of the table were Dr. Pio Valenzuela, Emilio Jacinto,
Briccio Pantas, Enrique Pacheco, Ramon Bernardo, Pantelaon Torres, Francisco
Carreon, Vicente Fernandez, Teodoro Plata, and others. We were so crowded
that some stood outside the barn.
The following matters were approved at the message:
An uprising to defend the people’s freedom was to be started at midnight of
Saturday, 29 August 1896….
To be on a state alert so that the Katipuneros forces could strike should the
situation arise where the enemy was at a disadvantage. Thus, the uprising could
be started earlier than the agreed time of midnight of 29 August 1896 should a
favorable opportunity arise at that date. Everyone should steel himself and be
resolve in the struggle that was imminent….
The immediate objective was the capture of Manila….
After the adjournment of the meeting at twelve noon, there were tumultuous
shouts of “Long live the Sons of the People!”

Guillermo Masangkay’s Account

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

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

184
 The Account
On August 26, a big meeting was held in Balintawak, at the house of
Apolonio Samson, then the cabeza of that barrio of Caloocan. Among those
who attended, I remember, were Bonifacio, Emilio Jacinto, Aguedo del Rosario,
Tomas Remigio, Briccio Pantas, Teodoro Plata, Pio Valenzuela, Enrique
Pacheco, and Francisco Carreon. They were all leaders of the Katipunan and
composed the board of directors of the organization. Delegates from Bulacan,
Cabanatuan, Cavite, and Morong (now Rizal) were also present.
At about nine o’clock in the morning of August 26, the meeting was
opened with Andres Bonifacio presiding and Emilio Jacinto acting as secretary.
The purpose was to discuss when the uprising was to take place. Teodoro Plata,
Briccio Pantas, and Pio Valenzuela were all opposed to starting the revolution
too early. They reasoned that people would be in distress if the revolution were
started without adequate preparation. Plata was very forceful in his argument,
stating that the uprising could not very well be started without arms and food
for the soldiers. Valenzuela used Rizal’s argument about the rich not siding with
the Katipunan organizations.
Andres Bonifacio, sensing that he would lose in the discussion then left
the session hall and talked to the people who were waiting outside or the result
of the meeting of the leaders. He told the people that the leaders were arguing
against starting the revolution early, and appealed to them in a fiery speech in
which he said: “You remember the fate of our countrymen who were shot in
Bagumbayan. Should we return now to the towns, the Spaniards will only shoot
us. Our organization has been discovered and we are all marked men. If we
don’t start the uprising, the Spaniards will get us anyway. What then, do you
say?”
“Revolt,” the people shouted as one.
Bonifacio then asked the people to give a pledge that they were to
revolt. He told them that the sign of slavery of the Filipinos were (sic) the cedula
tax charged each citizen. “If it is true that you are ready to revolt,” Bonifacio
said, “I want to see you destroyed your cedulas. It will be the sign that all of us
have declared our severance from the Spaniards.”
With tears in their eyes, the people, as one man, pulled out their cedulas
and tore them to pieces. It was the beginning of the formal declaration of the
separation from Spanish rule….
When the people’s pledge was obtained b Bonifacio, he returned to the
session hall and informed the leaders of what took place outside. “The people
want to revolt, and they destroyed their cedulas,” Bonifacio said, “So now we
have to start the uprising, otherwise the people by hundreds will be shot.” There
was no alternative. The board of directors, in spite of the protests of Plata,
Pantas, and Valenzuela, voted for the revolution. And when it was decided, the
people outside shouted, “Long Live the Philippine Republic.”

You Can Do These

Activity 1. Watch and Respond

Directions: Access the internet and watch the Youtube video titled “Xiao Time:
Ang Unang Sigaw ng Himagsikan sa Balintawak, Kalookan” posted by PTV. Write
a reaction paper and use the following guide questions below:

185
 1. What does the video tell you about the many different accounts?
2. Is there a chance that all sources are valid?
3. What other information on the revolution did you learn from the video.

Rubrics

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

Organization The paper The paper The paper The paper does The paper does
follows a clear follows a logical follows a not not
and logical train of thought. somewhat follow a train of follow a train of
train of thought. The paper’s confused train thought. The thought. The
The introduction introduction of thought. paper is missing paper is missing
and conclusion and conclusion The paper has an introduction or an introduction
are effective are functional an conclusion and and conclusion
and the writer and the writer introduction the writer uses and the writer
always uses always and few topic fail to use topic
topic sentences uses topic conclusion sentences and/or sentences
and effective sentences but and the writer transitions. and/or
transitions less effective use some transitions.
transitions. topic
sentences
and
adequate
transitions.
Command Quotations are Effectively Evidence is Evidence chosen Little or no
of Evidence smoothly utilizes present, but does not support evidence is
blended in. quotations, Superficial. ideas/claims. used.
Evidence is Evidence is Quotes are Quotes are
highly believable and used, but not irrelevant.
persuasive and convincing. well blended.
effective.
Reflections Conscious and Thoughtful Basic Ideas lack Does not
thorough understanding understanding development; address the
understanding of the writing of the writing misunderstanding prompt or gives
of the writing prompt. Analysis prompt and of prompt or text; a basic plot
prompt and the is believable the subject summary
subject matter. and convincing, matter. No in- without
Creative/original a few assertions depth commentary
ideas and may lack reflection.
insights; specific
extensive, examples, but
insightful are still logical.
commentary.
Mechanics Demonstrates a Demonstrates Demonstrates Demonstrates Demonstrate a
and mastery of control of the control of the emerging control lack of control
Conventions writing conventions conventions of of
Language conventions that do not with conventions with conventions
use includes a hinder infrequent some errors that with frequent
variety of comprehension, errors, includes hinder errors that
sentences includes some minimal comprehension, make
marked by variety in variety in lacks variety in comprehension
varying opening transitions and sentence sentence difficult.
words and

186
 structure; sentence structure and structure and
effective syntax structure. transitions. transitions.
and grammar.

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

Activity 2. Make Connection

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

Let’s Sum Up!

Directions: Form groups of at least five members. Research on one primary

source and his/her account of a recent event. Develop five to ten arguments that
support the account or that show the reliability of the source. Afterwards, present
them in class and be ready to answer questions that may be raised by your
classmates.

187
Rubrics
Points
Earne
d
4 3 2 1
INTRODUCTION Well Introductory Introduction Thesis and/or
Background/Histor developed paragraph states the problem is
y introductory contains some thesis but vague or
Define the Problem paragraph background does not unclear.
contains information adequately Background
detailed and states the explain the details are a
background problem, but background seemingly
information, a does not of the random
clear explain using problem. The collection of
explanation or details. States problem is information,
definition of the thesis of stated, but unclear, or not
the problem, the paper. lacks detail. related to the
and a thesis topic.
statement.

CONCLUSION Conclusion Conclusion Conclusion Conclusion does

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

188
 References

Agoncillo, T.A. (2002). The Revolt of the Masses: The Story of Bonifacio and the
Katipunan (pp. 201-217). University of the Philippines Press.
Alvarez, S. (1992). The Katipunan and the revolution: Memoirs of a general (pp. 82-88).
Ateneo de Manila University Press.
Asuncion N & Cruz, GR. (2019) Readings in Phil history module, C & E Publishing Inc. pp
9 & 15
Basu, S., Yoffe, P., Hills, N, and RH. Lusting (2013). The relation of sugar to population-
level diabetes prevalence: An econometric analysis of
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Blair, E. H. & Robertson, J. A. (2004). Juan de Plasencia, Customs of the Tagalogs. In The
Philippine Islands, 1493-1898 (Vol. 7) (pp. 165-187). Retrieved
from https://www.guternberg.org/files/13701/13701-h/13701-
h.htm#d0e1500
Candelaria, John Lee P., Alphorha, Veronica C. (2018). Readings in
Philippine History, First Edition. Rex Bookstore, Inc.

Carlos L. Manapat & Fernando R. Pedrosa (2018). Economics, Taxation, and Agrarian
Reform. Second Edition. Agrarian Reform (pp. 217-250). C & E
Publishing Inc.
Carr, E. (1991). What is History. London, United Kingdom: Penguin
CNN World, Asiaweek. (08/13/1999). Philippine Independence.
Corcino, Ernesto (1998). Davao History. Philippine Centennial Movement.
Edition). Iloilo, Philippines: Malones Printing Press & Publishing
House.
Evelyn J. Grey and Ryan D. Biong (2017). Readings in Philippine History: Professor’s
Edition. Agrarian Reform and Legislations in the Philippines
(pp. 322-335). Malones Printing Press & Publishing House.
Garcia, C. Philippine history and government for college students. Books Atbp,
Publishing Corp. 2010
Gottschalk, Louis (1950). Understanding History: A Primer of Historical Method. Alfred
Knopf.
https://www.journals.uchicago.edu/doi/pdf/10.2307/2715419

189
Grey, Evelyn J. and Ryan D. Biong. (2017) Readings in Philippine history (Professor’s
Edition). Iloilo, Philippines: Malones Printing Press &
Publishing House; pp. 35-41

Guevara, S. (n.d). The United States and its Territories, 1870 - 1925: The Age
http://msc.edu.ph/centennial/independence.html

Imamura, F., O’Connor, L, Ye, Z., Mursu, J., Hayashino, Y., Bhupathiraju, S., and N.
Forouhi (2015). Consumption of sugar sweetened beverages, artificially
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of the Vice Chancellor for Research and Extension. Mindanao
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Kamlian, Jamail (2012). Who are the Moro people? Inquirer.net,
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peopleMalolos) 1898-1899. / Compiled & Edited by Sulpicio
Guevara.
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Independence, The Malolos Constitution and the First Philippine Republic.
Manila. National Historical Institute. (pp.19-23).

Reynaldo De Mesa Galicia, Marjueve M. Palencia(2019) Readings in Philippine

History(Second edition).
Spirinelli, Fabio (2020). Empowering History: On the Role of Historians in Today’s Society.
C2DH. https://www.c2dh.uni.lu/thinkering/empowering-history-role-
historians-todays-societyhttps://www.history.ox.ac.uk/historical-
methods
The Kahimyang Project. (2011, October). A Commemoration of Juan Luna’s Birthday.
https://kahimyang.com/kauswagan/articles/705/today-in-philippine-
history-october-23-1857-juan-luna-was-born-in-badoc-ilocos-norte
The Kahimyang Project. (2012). A Collection of some of Juan Luna’s masterpieces.
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some-of-juan-lunas-masterpieces
The Kahimyang Project. (2013). A Small Collection of Fernando Amorsolo’s paintings.
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of-fernando-amorsolos-paintings

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Torres, E. (2004). In Focus: The Art of Juan Luna. https://ncca.gov.ph/about-culture-
and-arts/in-focus/the-art-of-juan-luna/

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Ulindang, Faina (?). LUMAD in Mindanao. National Commission for Culture and Arts.
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on-cultural-heritagesch/historical-research/lumad-in-
mindanao/Manila, Philippines.
Martinez, E. (n.d.). The Fernando C. Amorsolo Art Foundation. Biography of
Fernando Amorsolo. http://www.fernandocamorsolo.com/biography.html

Philippines. Gobierno Revolucionario, 1898.

https://quod.lib.umich.edu/p/philamer/aab1246.0001.001/224?pag
e=root;size=100;view=image

https://ncca.gov.ph/about-culture-and-arts/culture-profile/national-artists-of-the-
philippines/fernando-amorsolo/

https://archive.is/20130215174535/http://articles.cnn.com/1999-08-
31/world/96_0830_nat9_1_philippine-independence-filipinos-
batangas?_s=PM:ASIANOW
https://www.dar.gov.ph/about-us/agrarian-reform-history/

https://www.dar.gov.ph/articles/news/101285
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https://www.alvinisd.net/cms/lib/TX01001897/Centricity/Domain/7118/analyz
ing_political_cartoons%20Shadow%20Creek.pdf

https://www.academia.edu/32103484/Selected_sections_and_cartoons_fro
m_Philippine_Cartoons_Political_Caricature_of_the_American_Era_1900_194
1_edited_by_Alfred_W_McCoy_and_Alfredo_R_Roces_1985_

https://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Poli
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191
https://theculturetrip.com/asia/philippines/articles/the-history-of-the-philippine-
revolution/

https://www.warhistoryonline.com/history/pugad-lawin-birth-revolution.html

192
 APPENDIX (Rubrics)
Rubric for First Voyage around the World

CATEGOR 4 - Above Sta 3 - Meets Sta 2 - Approaching 1 - Below Sta Scor

Y ndards ndards Standards ndards e
Sentence All sentences Most Most sentences Most
Structure are well- sentences are are well sentences are
constructed well- constructed, but not well-
with varied constructed there is no constructed
structure. and there is variation is or varied.
some varied structure.
sentence
structure in
the essay.
Grammar Author makes Author makes Author makes 3-4 Author makes
& Spelling no errors in 1-2 errors in errors in grammar more than 4
grammar or grammar or or spelling that errors in
spelling that spelling that distract the grammar or
distract the distract the reader from the spelling that
reader from reader from content. distract the
the content. the content. reader from
the content.
Sequenci Arguments Arguments A few of the Many of the
ng and support and support support details or support
are provided are provided arguments are details or
in a logical in a fairly not in an arguments
order that logical order expected or are not in an
makes it easy that makes it logical order, expected or
and reasonably distracting the logical order,
interesting to easy to follow reader and distracting
follow the the author\'s making the essay the reader
author\'s train train of seem a little and making
of thought. thought. confusing. the essay
seem very
confusing.
Transitions A variety of Transitions Some transitions The transitions
thoughtful show how work well, but between
transitions are ideas are some ideas are
used. They connected, connections unclear OR
clearly show but there is between ideas nonexistent.
how ideas are little variety are fuzzy.
connected

193
 Rubric for Customs of the Tagalogs

Features 4 3 2 1

Expert Accomplished Capable Beginner

Quality of Piece was Piece was Piece had Piece had no
Writing written in an written in an little style or style or voice
extraordinary interesting style voice
style and and voice Gives no new
voice Gives some information
Somewhat new and very poorly
Very informative and information organized
informative organized but poorly
and well- organized
organized
Grammar, Virtually no Few spelling A number of So many
Usage & spelling, and spelling, spelling,
Mechanics punctuation or punctuation punctuation punctuation
grammatical errors, minor or and
errors grammatical grammatical grammatical
errors errors errors that it
interferes with
the meaning
Rubric for Works of Luna and Amorsolo

Features 4 3 2 1

Expert Accomplished Capable Beginner

Quality of Piece was Piece was Piece had Piece had no
Writing written in an written in an little style or style or voice
extraordinary interesting style voice
style and and voice Gives no new
voice Gives some information
Somewhat new and very poorly
Very informative and information organized
informative organized but poorly
and well- organized
organized
Grammar, Virtually no Few spelling A number of So many
Usage & spelling, and spelling, spelling,
Mechanics punctuation or punctuation punctuation punctuation
grammatical errors, minor or and
errors grammatical grammatical grammatical
errors errors errors that it

194
 interferes with
the meaning

Rubric for Declaration of Independence

Features 4 3 2 1

Expert Accomplished Capable Beginner

Quality of Piece was Piece was written Piece had little Piece had no
Writing written in an in an interesting style or voice style or voice
extraordinary style and voice
style and voice Gives some Gives no new
Somewhat new information and
Very informative and information but very poorly
informative and organized poorly organized
well-organized organized
Grammar, Virtually no Few spelling and A number of So many spelling,
Usage & spelling, punctuation spelling, punctuation and
Mechanics punctuation or errors, minor punctuation or grammatical
grammatical grammatical grammatical errors that it
errors errors errors interferes with the
meaning

195
 REPUBLIC OF THE PHILIPPINES
J.H. CERILLES STATE COLLEGE
SCHOOL OF TEACHER EDUCATION
DUMINGAG CAMPUS Syllabus

Course Number:
J.H______ GEC 102_________________________ Course Title: _Readings in Philippine History_____
Unit Credits : ________3 units__________________________ Credit Hours: 3 Hrs/week- 54 Hrs/ semester
Term : _______2020-2021_________________________ Pre-requisite: None

JHCSC VISION Leading higher education institution serving the ASEAN community with quality, innovative and culture-sensitive programs.
 Provide need-based tertiary and advanced programs in Agriculture, Education and allied fields;
JHCSC MISSION  Undertake applied research, extension and production services that yield workable and durable solutions to sector specific challenges,
thus improving the socio-economic well - being of identified communities.
STE GOALS
STE OBJECTIVES
PROGRAM OUTCOMES
COURSE DESCRIPTION The course analyse Philippine History from multiple perspectives through the lens of selected primary sources coming from various disciplines
and of different genres. Student are given opportunities to analyse the author’s background and main arguments, compare different points
of view, identify biases and examine the evidences presented in the document. The discussion 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 communications skills. The
end goal is to develop the historical and critical consciousness of the students so that they will become versatile, articulate, broadminded,
morally upright and responsible citizens.
COURSE OUTCOMES 1. Evaluate primary sources for their credibility, authenticity, and provenance.
2. Analyse the context, content, and perspective of different kinds of primary sources.
3. Analyse the context, content, and perspective of different kinds of primary sources.
4. Develop critical and analytical skills with exposure to primary sources.
5. Demonstrate the ability to use primary sources to argue in favor or against a particular issue.
6. Effectively communicate, using various techniques and genres, their historical analysis of a particular event or issue that could help
others understand the chosen topic.
7. Propose recommendations/solutions to present-day problems based on their understanding of root causes and their anticipation
of future scenarios.
8. Display the ability to work in a team and contribute to a group project.
9. Manifest interest in local history and concern in promoting and preserving our county’s national patrimony and cultural heritage.
Course Requirements:
1. Written examinations
2. Very satisfactory attendance in online class
3. Active participation in the online class
4. On-time submission of Assignments/ Projects
5. Periodic Quizzes
196
 6. Graded Oral Recitations in Online Class
7. Research Paper

Evaluation Criteria:
Flexible Learning Residential: :
Formative assessments (Quizzes/ Class Participation- 40% Formative assessments (Quizzes/ Class Participation- 40%
Assignment/Projects -20% Assignment/Projects -20%
Major Examination -40% Major Examination -40%
Total 100% Total 100%

Teaching and Learning Modalities

(Activities and Assessments)
Intended Learning Outcomes (ILO) Topic
Residential (F2F) Online Blended

Midterm Coverage
1. Discuss the meaning and
relevance of history
2. Differentiate primary from
secondary source
3. Evaluate primary sources
for their credibility,
authenticity, and
provenance
Basic Concepts and Information
 Meaning and Relevance
of History
Power Point Presentations
 Historical Sources
 External and Internal
Criticisms
 Repositories of Primary
Sources
 Kinds of Primary Sources
 Power Point Presentation
with discussion via Google
meet/ Schoology.
Lecture https://gutenberg.edu/2001/02/the-
importance-of-history/
https://www.hist.cam.ac.uk/prospec
tive-undergrads/virtual-
classroom/historical-sources-what
Group Activity
 For primary sources,
https://www.library.illinois.e
du/hpnl/tutorials/primary-
sources/
 For Secondary sources,
https://www.library.illinois.e
du/hpnl/tutorials/secondary
-sources/
 Quiz using google
classroom platform/
Schoology
 Power Point Presentation
with discussion via Google
meet/ Schoology.
https://gutenberg.edu/2001/02/the
-importance-of-history/
https://www.hist.cam.ac.uk/prospe
ctive-undergrads/virtual-
classroom/historical-sources-what
 For primary sources,
https://www.library.illinois.
edu/hpnl/tutorials/primary-
sources/
 For Secondary sources,
https://www.library.illinois.
edu/hpnl/tutorials/secondar
y-sources/
 Quiz using google
classroom platform/
Schoology

197
1. Effectively communicate,
using various techniques and
genres, historical analysis of a
particular event or issue that
could help others understand
the chosen topic
2. Describe and explain the
historical background of the
issues and its relevance in the
present times
3. Analyse the changes that
happened on the issues for
the past years or periods
4. Propose recommendation or
solutions to present day
problems based on their
understanding of root causes,
and their anticipation of future
scenarios
Social, Political, Economic and
Cultural Issues in Philippine
History
 Evolution of the
Philippine Constitution
 Policies in Agrarian
Reforms
 Taxation in the
Philippines: Its Historical
Development
 Peace Studies
 Lumads and Moros in
MINSUPALA
Power Point Presentation  Browse Prexi.com for a
visual representation of Power Point Presentation
Class Discussion the topic from this link:
https://prezi.com/p/vjleexn- Class Discussion
Library Research eu2j/evolution-of-the-philippine-
constitution/ Library Research
 Scan through the Official
Gazette’s article on the
Evolution of the Philippine
Constitution from this link:
https://www.officialgazette.gov.ph/c
onstitutions/constitution-
day/#:~:text=Evolution%20of%20the
%20Philippine%20Constitution&text
=Organic%20Acts%20were%20passe
d%20by,Assembly%20composed%20
of%20Filipino%20citizens.
 For the full details of the
various constitution, read
the Official Gazette from
this link:
https://www.officialgazette.gov.ph/c
onstitutions/
 Power Point Presentations
will be provided to the
students for the Taxation of
the Philippines: Its Historical
Development.
 Films or documentary
videos will be provided.
Out from the shown films,
students will make a film or
documentary review.
 For additional insights,
view Evolution of Philippine
Taxation from this link:
198
 https://www.youtube.com/watch?v
=i0yYMw_jzbE
 Read through The
National Tax Research
Center’s Historical
background on Taxation
from this link:
http://www.ntrc.gov.ph/about-
us/historical-background
 Power Point Presentation
and graphic organizer

 https://theculturetrip.com/a
sia/philippines/articles/a-
guide-to-the-indigenous-
tribes-of-the-philippines/

 Map Reading

 Read Faina Ulindang’s

article about “Lumads in
Mindanao” from NCCA
https://ncca.gov.ph/about-
ncca-
3/subcommissions/subcom
mission-on-cultural-
heritagesch/historical-
research/lumad-in-
mindanao/

 Read Prof. Jamail Kamlian’s

articlespublished in
Inquirer.net about the
Moros of Mindanao
https://opinion.inquirer.net/
39098/who-are-the-moro-
people

199

Final coverage
1. Analyze the context, content,
and perspective of different
kinds of primary sources
2. Determine the contribution of
different kinds of primary
sources in understanding
Philippine history
3. Develop critical and
analytical skills with exposure
to primary sources.
Context and Contextual Analysis Power Point Presentations
of Selected Primary Sources:
 First Voyage Around the
World
 Customs of the Tagalog Comparative and Textual
 Kartilya ng Katipunan Analysis of primary and
 Act of the Declaration of
Philippine Independence
 Glance at Selected
political Caricature in
Alfred McCoy’s
Philippine Cartoons:
Political Caricature of
the American Era (1900-
1941)
 Artistic Works of Filipino
Painters Juan Luna and
Fernando Amorsolo
 Philippine Map Quiz
Chapter quiz using the google
classroom
 Student will make a
reaction paper on the
Evolution of Taxation of
the Philippines from each
period in Philippine History.
 Quiz using Google
Classroom
 Film or documentaries will
be given to the students.
Each one of them will be
required to submit a
reaction or reflection
paper based from what
secondary sources they have watched.
 Read Route of Magellan.
First around the World by
the UNESCO:
https://whc.unesco.org/en/t
entativelists/6212/
 Watch Powtoons
animation on Customs of
the Tagalog:
https://www.powtoon.com/
online-
presentation/d9da95i7mfK/c
ustoms-of-the-
tagalogs/?mode=movie&loc
ale=en
 Read Act of the
Declaration of Philippine
200
 Film or documentaries will
be given to the students.
Each one of them will be
required to submit a
reaction or reflection
paper based from what
they have watched.
Read Route of Magellan. First
around the World by
 the UNESCO:
https://whc.unesco.org/en/t
entativelists/6212/
 Watch Powtoons
animation on Customs of
the Tagalog:
https://www.powtoon.com/
online-
presentation/d9da95i7mfK/
customs-of-the-
tagalogs/?mode=movie&loc
ale=en
 Read Act of the
Declaration of Philippine
Independence from the
articles below:
 Independence from the
articles below:
https://filipino.biz.ph/history/declar
ation.html
https://www.officialgazette.gov.ph/
1964/06/03/proclamation-no-252-s-
1964/
 Watch Political Caricatures
of the American Era
https://prezi.com/p/ph__5rx
nezgp/political-caricatures-
of-american-era/
 Students will give their own
understanding and
analysis from each of the
paintings of Luna and
Hidalgo drawn from the
feeling, emotions and
themes they felt from the
paintings.
 To know more about the
Works of Luna and
Amorsolo read Ambeth
Ocampos’s Reading
Painting in History and
other articles from
Scribd.com and Driftwood
Journey. Click the link
below:
https://opinion.inquirer.net/956
51/reading-paintings-as-history
https://www.scribd.com/docum
ent/431876587/the-artworks-of-
201
https://filipino.biz.ph/history/declar
ation.html
https://www.officialgazette.gov.ph/
1964/06/03/proclamation-no-252-s-
1964/
 Students will give their
own understanding and
analysis from each of the
paintings of Luna and
Hidalgo drawn from the
feeling, emotions and
themes they felt from the
paintings.
 To know more about the
Works of Luna and
Amorsolo read Ambeth
Ocampos’s Reading
Painting in History and
other articles from
Scribd.com and Driftwood
Journey. Click the link
below:
https://opinion.inquirer.net/956
51/reading-paintings-as-history
https://www.scribd.com/docum
ent/431876587/the-artworks-
of-Juan-luna-and-fernando-
amorsolo
http://driftwoodjourneys.com/t
he-historical-triumph-and-
social-relevance-juan-lunas-
spoliarium/

1. Demonstrate the ability to
formulate arguments in favour or
against a particular issue using
primary sources
2. Analyse the strengths and
weaknesses of each side of the
controversies
3. Explain the importance of solving
these conflicting views
Juan-luna-and-fernando-
amorsolo Quiz using the Google
Classroom/ schoology
http://driftwoodjourneys.com/t
he-historical-triumph-and-social-
relevance-juan-lunas-spoliarium/
 Quiz using the Google
Classroom/ schoology
Issues and Controversies in  Power Point
Philippine History Power Point Presentation Power Point Presentation
Presentations will be
 Site of the First Mass Debate Debate
 Cavite Mutiny Round Table Discussion given via Google meet/ Round Table Discussion
 Cry of Balintawak or schoology.
Pugadlawin
 Read the article Butuan
or Limasawa: The Site of
the First Mass in the
Philippines: A
Reexaminationof the
Evidence. Link below:
https://journals.ateneo.edu/ojs/inde
x.php/budhi/article/view/582/579
https://www.manilatimes.net/2015/
01/23/opinion/columnists/first-
mass-philippines-held/157730/
https://cebudailynews.inquirer.net/
270037/limasawa-or-butuan-
debates-continue-on-where-first-
mass-was-held
 Read the NHCP’s article
on Cavite Mutiny
202
 http://nhcp.gov.ph/the-two-faces-
of-the-1872-cavite-mutiny/

 Read the article published

by Malacanang.go.ph
from the link below:

http://malacanang.gov.ph/7695-the-
martyrdom-of-the-gomburza/

 Read an article from

Encyclopaedia Britannica
on Cavite Mutiny from the
link below:

https://www.britannica.com/event/
Cavite-Mutiny

 Students will make an

article review from the
articles above.

 For the Cry of Pugad

Lawin read the article in
the site War History online
about the Cry of
Pugadlawin from the link
below,

https://www.warhistoryonline.com/
history/pugad-lawin-birth-
revolution.html

 And NCCA’s In Focus:

Balintawak: The Cry for a
Nationwide Revolution
from the given link.

203
 https://ncca.gov.ph/about-culture-
and-arts/in-focus/balintawak-the-
cry-for-a-nationwide-revolution/

 And the Notes on the

“Cry” of August 1896 by
the Katipunan: Documents
and Studies from this link:

https://sites.google.com/site/katipu
nandocumentsandstudies/studies/n
otes-on-the-cry-of-august-1896

 In addition, read more

articles from NHCP website
from this link:

http://nhcp.gov.ph/?s=cry+of+revol
ution

 Students will also make an

article review of each
given articles

 Quiz using the Google

classroom
  Power Point Presentation
and graphic organizer

 https://theculturetrip.com/a
sia/philippines/articles/a-
guide-to-the-indigenous-
tribes-of-the-philippines/

 Map Reading

 Read Faina Ulindang’s

article about “Lumads in

204
 Mindanao” from NCCA
https://ncca.gov.ph/about-
ncca-
3/subcommissions/subcom
mission-on-cultural-
heritagesch/historical-
research/lumad-in-
mindanao/

 Philippine Map Quiz

Chapter quiz using the

1. Manifest interest in local
history and show concern
in promoting and
preserving the country’s
historical and cultural
heritage
 Evaluation and Promotion Museum and Archives
of Local and Oral History Visitation
 Reaction paper
google classroom
 Presentation of Historical Museum and Archives
Places in Region 9 using Visitation
power point presentation.
 The student will make a
presentation about the Reaction paper
historical places they have
been to or the places that
they consider memorable
or historical.

 Quiz using the Google

Classroom

References:

 Agoncillo, Teodoro A. Philippine History. C & E Publishing Inc. 2010

 Agoncillo, Teodoro A. History of the Filipino People (Eight Edition) C & E Publishing Inc. 2012
 Aguinaldo, Emilio F. Mga Gunita ng Himagsikan
 Blair, Emma H. and Robertson A. Alexander, ed., The Philippine Islands, 1493-1898. Cleveland: Arthur H. Clark Company, 1903-1908.
 Calilung, FC & Jaime, VG. Philippine History Kamalayan; Kultura’t Kasaysayan. Books Atbp. Publishing Corp. 2013

205
  Concepcion, Grace Laude, Philippine History Roots and Development. Mutya Publishing Inc. 2013
 Grey, Evelyn J. and Ryan D. Biong. Readings in Philippine History (Professor’s Edition). Iloilo, Philippines: Malones Printing Press & Publishing House
 Zaide, Gregorio F., and Sonia M. Zaide. Philippine History and Government. 6 th ed. Quezon City, Philippines: All Nations Publishing, 2004.
 Zaide, Sonia M. The Philippines: A Unique Nation. 2 nd ed. Quezon City, Philippines: All Nations Publishing, 2006.

Suggested Readings and References

 Presidential Communications Development and Strategic Planning Office. Historical Atlas of the Republic of the Philippines: Charting the History of the Philippines,
2016
 Laviña, Consejo. Subanu Culture in Transition. Mindanao State University, Marawi City, Philippines: University Research Center, 1979.
 Ulindang, Faina A., “Lumad in Mindanao.” (Manila: National Commission for Culture and the Arts,2009). http//www.ncca.gov.ph/about-culture-and-arts/articles-on-
c-n-a/article.php?i=18
 Department of History. “A History of Filipino Muslims and Lumads of Minsupala: A Teaching and Learning Guide.” Mindanao State University System, 2014.

206
Date Revised: Prepared: Reviewed: Recommending Approval: Approved:

August 2020 JACKIE P. JUDILLA

Program Coordinator JOEAN B. PALAHANG, Ed.D. LINA T. CODILLA, Ph.D.
COLEEN JEAN B. TEMPLA
Dean, School of Teacher VPAA
NIMSHE M. PASTRANO Education
JENNIE C. JUMAMOY
NAOMI M. BALURAN
JOVEY P. MEDINA
JANNIECE L. MAGSAYO
YURI MATILDO
RANDY B. REBUYON
Instructors

Date Shown: Shown by: Shown to:

_____ 2020 JACKIE P. JUDILLA ----------------------------------------------- ----------------------------------------------- -----------------------------------------------

COLEEN JEAN B. TEMPLA Student Student Student
NIMSHE M. PASTRANO
JENNIE C. JUMAMOY
NAOMI M. BALURAN
JOVEY P. MEDINA
JANNIECE L. MAGSAYO
YURI MATILDO
RANDY B. REBUYON
Instructors

207