Social Science Module

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Table of Contents
Cover Page .................................................................................................................................................... 1
Table of Contents ......................................................................................................................................... 2
Chapter 1: Meaning and Relevance of History ............................................................................................ 3
Lesson1: Learning History ............................................................................................................................. 3
Lesson2: Understanding Sources .................................................................................................................. 4
Chapter 2: Content and Contextual Analysis of Selected Primary Sources................................................ 5
Lesson3: First Voyage around the World ...................................................................................................... 7
Lesson4: Customs of Tagalog ...................................................................................................................... 12
Lesson 5: The Political Cartoons ................................................................................................................. 14
Lesson 6: Works of Juan Luna and Fernando Amorsolo ............................................................................. 19
Lesson 7: Speech of Corazon Aquino before the US Congress ................................................................... 25
Chapter 3: Controversies and Conflicting Views in Philippine History ..................................................... 27
Lesson 8: The Site of the First Mass ............................................................................................................ 27
Lesson9: Cavite Mutiny ............................................................................................................................... 34
Lesson10: Retraction of Rizal ...................................................................................................................... 46
Lesson11: Cry of Balintawak ....................................................................................................................... 52
Chapter 4: Social, Political, Economic, and Cultural Issues in Philippine History .................................... 59
Lesson12: Agrarian Reform Policies ............................................................................................................ 59
Lesson13: Evolution of Philippine Constitution .......................................................................................... 68
Lesson14: Taxation...................................................................................................................................... 72
Chapter 5: Critical Evaluation and Promotion of Local and Oral History ................................................. 75
Lesson15: Local and Oral History as Field of Study Part 1 .......................................................................... 75
Lesson16-18: Local and Oral History as Field of Study Part 2 ..................................................................... 80
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Self-Learning Module in Readings in Philippine History

CHAPTER I: Meaning and Relevance of History; Distinction of Primary and Secondary
Sources; External and Internal Criticisms; Repositories and Different Kinds of Primary
Sources
Learning Outcomes:
1. Recognize the distinction between primary and secondary sources
2. Enumerate materials which can be considered primary sources
3. Appreciate the meaning and relevance of history.
4. Engage deeper with our country’s rich history and culture
Description:
The course means exposing students to where our history comes from. Students will be
reading and analyzing materials from different media that has to do with Philippine history and
culture. Using various techniques, the students are expected to study and analyze the sources and
come up with an understanding of a historical truth.
LESSON NO: 1 (3hours)

Title: Learning History
What is History
The study of the beliefs and desires, practices and institutions of human beings. With this
definition, history becomes an active factor in the study of Philippine society. It also includes a
look into the development of Philippine culture through time especially with the influence of the
colonial period that would eventually shape the present Philippine identity.
Why Study History?
Looking at the past teaches us to see the world through different eyes – appreciating the
diversity of human perceptions, beliefs and cultures. Different and/or new perspectives will
enable us to analyze critically the present contexts of society and beings.
The Meaning of “History”
Excerpts from Understanding History: A Primer of Historical Method by Louis

Gottschalk (1950, New York: Knopf, p.17)
The English word history is derived from the Greek noun istoia, meaning learning. As
used by the Greek philosopher Aristotle, history meant a systematic account of a set of natural
phenomena, whether or not chronological factoring was a factor in the account.
By its most common definition, the word history now means, “the past of mankind.”
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Guide Questions
1. What is your understanding of history? How is your view different from what is
explained in this lesson?
2. As a student of history, what do you think will be your duties?
3. Why is there a need to understand and realize the meaning and importance of our history?
Activity 1
Form a group of five members. Pause for a few minutes and think about or reflect on
your past. Has your past influenced you in a way or another? How does your past shape your
identity and behavior? Discuss your answers with your groupmates.
Evaluation
True or False. Write T if the statement is correct and F if it is not.

_____1. An examination of the past can tell us a great deal about how we came to be who we
are.
_____2. History means “the present of mankind”.
_____3. History includes people’s beliefs, desires and practices.
_____4. The English word history is derived from the Latin word istoia.
_____5. Different and new perspectives will enable us to analyze critically the present contexts
of society and beings.
Essay. Respond to the given question comprehensively.

1. What role does history take in the study of Philippine society, culture and identity?
Strategies
 Unique demonstration of student’s own understanding of Philippine history.

 Film viewing and reaction regarding interesting highlights in Philippine history
 Research on what Teodoro Agoncillo, Reynaldo Ileto and Renato Constantino said about
history.
LESSON NO. 2 (3 hours)

Title: Understanding Sources
What is a Source
The first kind of sources relies or remains, offer the researchers a clue about the past simply by
virtue of their existence. The wooden columns found at the date of a prehistoric settlement
testify for example to the existence of people and tell to historians something about their culture.
The pegs or dowels they used to fasten building materials further enlighten scholars about their
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technical skills and artistic capacities. By comparing their articrafts with those with other places
historians can further learn something of their commercial or intellectual relations.
In contrast the testimonies are the oral or written reports that describe an event, weather
simple or complex such as the record of property exchange. The author of such testimonies can
provide the historians information about what happened, how and what the circumstances the
event occurred and why it occurred.
The primary responsibilities of the historians to distinguish for readers carefully between
information that comes literally out of the source itself.
Primary Sources
Primary sources are materials produced by people or groups directly involved in the
event or topic being studied.
Formally, there are eight examples of these primary sources:
1. Photographs that may reflect social conditions of historical realities and everyday life.
2. Old sketches and drawings that may indicate the conditions of life of societies in the past.
3. Old maps that may reveal how space and geography were used to emphasize trade routes,
structural build-up, etc.
4. Cartoons for political expression or propaganda
5. Material evidence of the prehistoric past like cave drawings, old syllabaries and ancient
writings.
6. Statistical tables, graphs and charts
7. Oral history or recordings by electronic means of accounts of eyewitnesses or
participants; the recordings are then transcribed and used for research.
8. Published and unpublished primary documents, eyewitness accounts and other written
sources.
Secondary Sources
Gottschalk simply defines secondary sources as the testimony of anyone who is not an
eyewitness – that is of one who was not present at the event of which he tells. These are books,
articles and scholarly journals that had interpreted primary sources or had used them to discuss
certain subjects of history.
Source of Typologies
Their evolution and complementarity Written source are usually categorized according to
a tripartite scheme as narrative or literally as diplomatic/juridical or as a social document.
Sources are traditionally classified as narrative or literally includes chronicles or tracts presented
in narrative form written in order to impact particular message.
The Impact of Communication and Information Technology on the Production of Sources

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The availability of the sources general, very much determined by technology that is by
the conditions under which is given culture received and collected information. In the first
information was transmitted by people who walked or ran with the news as the rate probably
never exceeding six miles per hour. The second phase of information was transported using pack
animals. This phase began about 20000B.C.E.in central Asia about 10000B.C.E. in the
Mediatarian area and sometimes during sixteenth century among the Incas in Peru.
Three categories of information were transported in this period each of which required slightly
different technology of literacy. The First included secret correspondence of various kind of
diplomatic military which had to be written in code. The second general correspondence which
in time was taken by the newspaper.
Guide Questions
1. What is the main distinction between primary and secondary source?

2. Why is primary source important in the study of history?
3. What is the purpose of a secondary source?
Activity 1
Work in pairs. Look for the sources used by the Philippines and China in their respective
claims of sovereignty over the Scarborough Shoal and identify which are primary sources. Also
look for the ruling of the Permanent Court of Arbitration and explain the reason for its decision.
Present your findings in class.
EVALUATION
True or False. Write T if the statement is correct and F if it is false.
____1. It is from our historical sources that our history is studied and written.
____2. Primary sources are materials produced by people or groups directly involved in the
event or topic being studied.
____3. Photographs, old sketches and drawings are examples of secondary sources.
____4. Secondary source is a testimony of anyone who is not an eyewitness.
____5. Examples of primary sources are books, articles and scholarly journals.
Enumeration. Enumerate the following.

Robert B. Fox.
6-10 Enumerate some examples of primary sources used in studying history
11-15 Enumerate some examples of secondary sources that had interpreted primary sources
Strategies
 Group presentation of samples of historical primary sources (drawings, maps,
photographs, cartoons)
 Comparative analysis on the ff:
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o Robert B. Fox. The Tabon Caves: Archaeological Explorations and excavations

on Palawan Island, Philippines (Manila, 1970) p. 40
o William Henry Scott. Prehispanic Source Materials for the Study of Philippine
History (Revised Edition) Quezon City, 1984) pp. 14-15
SUGGESTED READINGS
o Understanding History: A Primer of Historical Method by Louis Gottschalk (New York,

1950)
o Writings of Teodoro Agoncillo, Reynaldo Ileto and Renato Constantino about history
o Robert B. Fox. The Tabon Caves: Archaeological Explorations and excavations on
Palawan Island, Philippines (Manila, 1970) p. 40
o William Henry Scott. Prehispanic Source Materials for the Study of Philippine History
(Revised Edition) Quezon City, 1984) pp. 14-15
REFERENCES
Torres, J. V., BATIS: Sources in Philippine History, Quezon City, 2018
Chapter 2: Content and Contextual Analysis of Selected Primary Sources

What is Content and Contextual Analysis?
Content analysis is a systemic evaluation of the primary source be it a text, painting, caricature,
and or/speech that in the process students could develop and present an argument based on their
own understanding of the evidences form their readings. The students will identify pertinent
information from the texts/documents and explain its importance to their understanding of
history in the Philippine setting. While, Contextual analysis considers specifically the time,
place, and situation when the primary source was written. The analysis as well includes the
author’s background, authority on the subject and intent perceptible, and its relevance and
meaning to people and society today (Ligo, et.al., 2018)
Content and contextual analysis is an indispensable approach to strengthen the students critical
and analytical thinking skills and their ability to articulate their own ideas, views and
perspectives on a certain primary data or source. In order to achieve this, primary sources will be
used and utilized for analysis.
Lesson No. 3 (3 hours)
Title: First Voyage Around the World
Learning Outcomes:
1. To identify the people who participated in the first voyage around the world.
2. To discuss the route of the Magellan’s voyage.
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3. To properly interpret the primary source through examining the content and context of
the document.
Description:
The 15th and 16th centuries brought an era of worldwide exploration and expansion that resulted
from the desire to gain new lands, power, and wealth for the explorers and their countries.
Henceforth, The fall of Constantinople (1453) and the emergence of the Ottoman Turks led to
the exploration of new trade routes for spices among European countries primarily Spain and
Portugal. These events eventually resulted in the historical occurrence of the first voyage around
the world.
To have an accurate glimpse of this historical event, a content and contextual analysis of a
primary source is needed. Subsequently, the most accurate account of the said voyage as
regarded by many historians was the account written by Antonio Pigafetta, the chronicler of
Magellan’s Expedition.
Studying such primary source would give us a clear foretaste of the forgotten past happened
hundreds of years ago. However, it is imperative not just to agree on everything what has been
written on the account but to critically analyze this to have a deeper understanding of our history.
Were there any biases made by the author? What makes the account credible? Did the
descriptions in the account match the actual geographical, demographic, and cultural
characteristics of the people and the archipelago? Did Magellan really circumnavigate the world
first? Did Lapu-lapu kill Magellan in the Battle of Mactan? Did Magellan really “discover” the
Philippines? etc.
The students are expected to examine the content and context of the primary account of the first
voyage around the world written by Antonio Pigafetta. However, a brief discussion on the route
and timeline of the voyage is suggested before studying the excerpt of the Pigafetta’s account to
facilitate easier understanding. A quiz bowl may be conducted to affirm their understanding
about the content of the account and a worksheet is to be answered by the students to evaluate
their understanding about its context.
Content:
A Brief Timeline of the First Voyage around the World
Ferdinand Magellan was famous as the great explorer who led 5 Spanish ships and 251 men in
the first voyage around the World.
Short Biography of Ferdinand Magellan
 Date of Birth: Born in 1480
 Place of Birth : Saborosa in Villa Real, Province of Traz os Montes in Portugal
 Parents: Mayor Pedro Ruy de Magalhaes (Father) and Alda de Mezquita (Mother)
 Background Facts, Information & Ancestry : Came from a wealthy family who had
strong connections with the Portuguese court.
1480  Born at Saborosa in Villa Real, Province of Traz os Montes in Portugal.
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 Well tutored at home and then spent his early years at the Portuguese court.
1505  Ferdinand Magellan joined the expedition of Francisco d'Almeida to India.
1512  Took part in the Portuguese expedition to Morocco and was badly wounded.
 Has a serious disagreement with a commanding officer and leaves the
service without prior permission.
1513  Requests permission from King Manuel of Portugal to sail to the Spice
Islands in the Far East but is refused following the unfavourable reports from
Morocco.
 Resumes his studies in Portugal for a couple more years but fails to gain
favor with the Portuguese court and therefore renounces his Portuguese
nationality.
1518  Magellan leaves Portugal and heads for Spain.
1519  March 22: Magellan convinces King Charles I of Spain to support his
voyage to the Spice Islands and the King promises Magellan one-fifth of the
profits from the voyage to the Spice Islands
 Spain provides five ships for the expedition:
 Magellan commands the Trinidad
 Juan de Cartagena commands the San Antonio
 Gaspar de Quesada commands the Conception
 Luis de Mendoza commands the Victoria
 Juan Serrano commands the Santiago
 Leads the five Spanish ships with 251 men in what was to become the first
voyage around the World
 20 September: The fleet sail across the Atlantic Ocean to South America and
Rio de Janeiro and then start to search for a passage to the Pacific Ocean
1520  March: The fleet anchor for the winter at Puerto San Julian in Southern
Argentina
 September: A storm destroys the Santiago and a mutiny breaks out
 October: Ferdinand Magellan and his crew resume their voyage on the
remaining ships
 21 November: Enters the straits which would be named the Magellan Straits
becoming the first Europeans ever to sail across the Pacific Ocean
1521  3 February: Ferdinand Magellan reaches the Equator

 1521 March 6: Magellan reached the Pacific island of Guam
 16 March: Discovers the Philippines
 April 27: Ferdinand Magellan was killed by natives on the island of Mactan
 Only 110 of the original crew members remained so they abandoned one of
the ships - the Conception. The Trinidad tried to return back to Spain the
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same way they had came but was forced to return to the Spice Islands where
they were imprisoned by the Portuguese. The Victoria was the last remaining
ship.
1522  September 6: The Victoria reached Sanlucar de Barrameda in Spain with

only 18 survivors
Source: http://www.datesandevents.org/people-timelines/13-ferdinand-magellan-timeline.htm
https://www.google.com/url?sa=i&source=images&cd=&ved=2ahU https://www.google.com/url?sa=i&source=
KEwig- images&cd=&ved=2ahUKEwig-
cjDtvniAhXYc94KHYbZCUYQjRx6BAgBEAU&url=https%3A%2F%2Fen cjDtvniAhXYc94KHYbZCUYQjRx6BAgBEAU&
An excerpt of Antonio Pigafetta’s The First Voyage

Around the World
The narrative of the voyage which was translated by
ANTONIO PIGAFETTA, Patrician of Vicenza, and Knight of Rhodes, to the very
illustrious and very excellent LORD PHILIP DE VILLIERS LISLEADEN, the
famous Grand Master of Rhodes, his most respected Lord.
Lord Stanley is presented on cited reference below.
Source: https://archive.org/details/firstvoyageroundOOpiga
However, only the necessary and important details of
the narrative were taken based on what is useful for the students. In brief, the narrative as it was
written began with the description of the preparation for the voyage, the captain and his men, the
dates as to when it left Spain, the time when they crossed the Atlantic Ocean, Pacific Ocean, and
Indian Ocean. In particular, Pigafetta wrote relating to the description of the different places he
had seen, the people he met and their diverse and fascinating culture. The historic expedition
began in 1519 and was successfully completed in 1522 (Ligan, et.al. 2018)
Read the excerpt of The First Voyage Around the World written by Antonio Pigafetta cited on
this book - Ligan, et.al., (2018). Readings in the Philippine History. Mutya Publishing House,
Inc. Malabon City. pp. 18-26.
Process Questions:
1. Did Pigafetta accurately recorded the voyage free from biases? Why or Why not?
2. How did Pigafetta describe the inhabitants of the places they have been through? Did he
look at them as an inferior race? What are the factors that affect his views about these
people?
3. Why do we need to study his account?
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Further Readings and Resources:

1. The Fall of Constantinople and the Emergence of the Ottoman Turks
(https://impactofthefallofconstantinople.weebly.com/annotated-bibliography.html)
2. The Expansion of Europe (https://courses.lumenlearning.com/boundless-
ushistory/chapter/the-expansion-of-europe/)
3. Inter Caetera and Treaty of Tordesillas
(https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/spice-
islands/demarcation-lines.html)
4. Spice Islands
(https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/spice-
islands/spice-islands-maps.html)
Strategy:
 Have a brief discussion on the timeline of Magellan’s Voyage
 The students will read and identify pertinent information from the primary source.
 Process what has been read through a discussion.
 Divide the class into groups and conduct a QUIZ BEE. (To test the understanding of the
content)
 Answer the following questions (Essay) for the contextual analysis
Name: _______________________________________ Score ________________

Course & Year:
Give a concise explanation/discussion on the following items.
1. What is the primary reason of the author in writing the document? How was it produced?
2. What is the main theme in the document? Explain briefly.
3. What specific information of importance is provided in the text? Explain its importance
to the understanding of Philippine history.
4. What light does it shed on people, their politics and economy, religious and cultural
practices? Analyze the text.
5. What is your personal evaluation on the impact of the document in the understanding of
the 16th century people and their culture in the islands?
Adopted from: Readings in the Philippine History by Ligan, et.al (2018)
Evaluation:
Direction: Give a concise explanation/discussion on the following items.
1. Is the account of Pigafetta a credible source of the first voyage? Why or why not?
2. Were there any biases made by Pigafetta that would sugar-coat or cover up what had
really happened in past? Why do you think so?
3. Based on the account, did Magellan really circumnavigate the world first?
4. “Magellan discovered the Philippines.” Is the term “discovery” appropriate to describe
the arrival of Magellan in our country? Why or why not?
5. What is the significance of Magellan’s Voyage?
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References:
Ligan, et.al., (2018). Readings in the Philippine History. Mutya Publishing House, Inc. Malabon
City.
http://www.datesandevents.org/people-timelines/13-ferdinand-magellan-timeline.htm
https://impactofthefallofconstantinople.weebly.com/annotated-bibliography.html
https://courses.lumenlearning.com/boundless-ushistory/chapter/the-expansion-of-europe/
https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/spice-islands/demarcation-
lines.html
https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/spice-islands/spice-
islands-maps.html
https://archive.org/details/firstvoyageroundOOpiga
Lesson No. 4 (3 Hours)
Title: Customs of Tagalog
Learning Outcomes:
1. To familiarize oneself with the customs of the Tagalogs with the use of a primary source.
2. To properly interpret Juan de Plasencia’s Customs of the Tagalog through examining the
content and context of the document.
Description:
This lesson requires the students to critically analyze The Customs of the Tagalogs written by
Juan de Plasencia, a Franciscan Missionary in the Tagalog region
in 1578 to 1590. This would also elicit appreciation among the
students on how rich are the Tagalogs’ practices and belief
systems. Besides, this would also give us insights on how
Spaniards view these customs during their occupation in the
archipelago.
Content:
The authorship plays a pivotal role in putting meaning(s) to this
colonial text. The author, Juan de Plasencia was, in the first place,
not a native Tagalog but a Franciscan missionary who first arrived
Juan de Plasencia:
https://www.google.com/url?sa=i&sourc
in the Philippines in 1577.
e=images&cd=&ved=2ahUKEwje2rLprfni
He was tasked by the King of Spain to document the customs and
AhWHMt4KHfZnABIQjRx6BAgBEAU&url=
traditions of the colonized (“natives”) based on, arguably, his own
https%3A%2F%2Fwww.revolvy.com%2Fp
age%2FJuan-de-
observations and judgments. Notably, de Plasencia wrote the
Plasencia&psig=AOvVaw2xXDJAXKuIGkG
hmOPwG3tB&ust=1561164600876825
Doctrina Cristiana, an early book on catechism and is believed to
be the first book ever printed in the Philippines and The Customs of the Tagalogs describing the
way of life of the Tagalogs. Such initiatives were an accustomed practice of the colonizer during
the Age of Discovery to enhance their superiority over the colonized and validity of their so-
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called duties and legacies to the World. It is a common fact that during this era, the Spanish
colonizers, spearheaded by missionaries, drew a wide variety of texts ranging from travel
narratives and accounts of the colony to even sermons (Mapanoo, 2015).
In this particular text, we are not just to look at it as a window of the past but as a mirror to
reflect if the descriptions used by Plasencia really match the customs of the Tagalogs in the
context of the Filipinos, the Tagalogs in particular. We are to critically examine its content and
context validity. Did Plasencia made biases in writing the account? How did he view these
customs that are completely strange of him? Is his account a credible source of our history? etc.
Read the excerpt of the Customs of the Tagalog by Juan de Plasencia on Ligan, et.al., (2018).
Readings in the Philippine History. Mutya Publishing House, Inc. Malabon City. pp. 30-34.
Process Questions:
Did Plasencia made biases in writing the account? How did he view these customs that are
completely strange of him? Is his account a credible source of our history?
1. Life and Works of Fray Juan de Plasencia (http://ofmphilarchives.tripod.com/id8.html)
2. Ang Ugali Ng Mga Tagalog ulat ni Juan de Plasencia nuong 1589
(http://www.elaput.com/plas01.htm)
Strategy:
 Content and context analysis
 Process what has been read through a discussion.
 Divide the class into groups. And conduct a QUIZ BEE.
 Essay
 Group Presentation
Name: _______________________________________ Date _________________
Course & Year: ________________________________ Score ________________
Give a concise explanation/discussion on the following items.
1. What is the physical nature of the document (letter, report, etc.)? What are the major
premises presented about the Tagalog in Luzon?
2. What was the author's main argument? What was he trying to say about the customs of
the Tagalog?
3. What do you know about the author like his nationality, occupation, and/or position?
Does any of these, matter? Why?
4. What was the author's purpose of writing the document?
5. What is the important connection of the document to your recognition and appreciation
of the Tagalog customs?
Adopted from: Readings in the Philippine History by Ligan, et.al (2018)
Evaluation:
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Group Presentation:
Divide the group into three. Let them discuss the important concepts of the following topics
which were presented in the account of Plasencia:
1. Political Organization of the Tagalogs
2. Economic Organization of the Tagalogs
3. Cultural practices and Traditions of the Tagalogs
References:
City.
http://www.artesdelasfilipinas.com/archives/186/accustomed-othering-in-colonial-writing
http://ofmphilarchives.tripod.com/id8.html
http://www.elaput.com/plas01.htm
https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwje2rLprfniAhWHMt4K
HfZnABIQjRx6BAgBEAU&url=https%3A%2F%2Fwww.revolvy.com%2Fpage%2FJuan-de-
Plasencia&psig=AOvVaw2xXDJAXKuIGkGhmOPwG3tB
Title: The Political Cartoons
Learning Outcomes:
1. To properly interpret the selected Political Cartoons: Political Caricature of the

American Era 1900 – 1941 through examining the content and context of the documents,
2. To understand the context behind each selected Political Cartoons and Caricature.
Description:
This lesson is to properly interpret the political cartoon which is a cartoon that makes a
point about a political issue or event and the caricatures that is a satirical, exaggerated portrayal
of person. That paves the way to understand the situation of politics and of the society in
American period.
Content:
Such accounts in Philippine History need to be understand the politics and society and
understood not only through text but also cartoons or caricatures. Political cartoons and
caricature are a rather recent art form, which veered away from the classical art by exaggerating
human features and poking funs at its subjects. This is a graphic with caricatures of public
figures, expressing opinions in the every significant event in our history. This is a combination of
artistic skill, hyperbole and satire in order to question authority and draw attention to corruption,
political violence and other social ills that is worthy of historical examination.
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In his book Philippine Cartoons: Political Caricature of the American Era (1900-1941).
Alfred McCoy, together with Alfred 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.
The first example is the Manila: The Corruption of a City. If the nationalism was the
ideology of the Manila press, then the city was its reality. The editors, artists and writers all lived
and worked in Manila, and so expressed their frustrations with its discomforts and decadence in
some of the angriest cartoons of the American period (1899-1941). Costumes and characters
have changed in the half century since their publication, but Mania’s constant urban problems –
poverty, corruption and prostitution --- give these cartoons an almost timeless quality.
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This second cartoons is situated at the Distant Provinces that the provinces began at
Manila door’s step, but for the city press they were a world apart.
The third example is the Colonial Condition: that for Sophisticated Filipino nationalist,
colonialism was not a simple matter of who occupied the executive offices in Malacanang
Palace. They saw colonialism as a pervasive condition that had penetrated the whole of their
social fabric – influencing their culture, politics, economy, and class relations.
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The fourth example is the situation of Uncle Sam and Little Juan: During the decades of
U.S. colonial rule. Uncle Sam underwent a striking transformation in the pages of the Philippines
press. In the early years when Filipino nationalism was at its height, Uncle Sam often appeared
crafty and predatory in his relationship with the virginal maiden. Filipinos, During the Harisson
administration, however, Uncle Sam metamorphized into a wise, kindly looking man with a
paternalistic concern for the boyish figure of Juan de la Cruz, who had largely supplanted the
maiden Filipinas as the nation’s symbol. These images are thus a cameo of changing Filipino
attitudes towards America and Americans.
The transition from the Spanish Colonial period to the American Occupation period
demonstrated different scenario of changes and shifts in culture, society, and politics. The
selected cartoons illustrate not only opinion of certain media outfits about the Philippine society
during the American period but also paint a broad image of society and politics under the United
States.
Process Questions: Analysis of the given selected Political Caricatures during the
American Period. Identify the symbols in a cartoon; think about what the cartoonist intends each
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symbol to stand for. Then, try to decide what point the cartoonist was trying to make through
exaggeration. Does the label make the meaning of the object more clear? After you’ve studied a
cartoon for a while, try to decide what the cartoon’s main analogy is. What two situations does
the cartoon compare? Once you understand the main analogy, decide if this comparison makes
the cartoonist’s point more clearly to you. If you can, think about what point the irony might be
intended to emphasize. Does the irony help the cartoonist express his or her opinion more
effectively?
1. McCoy, A., & Roces, A. (1985). Philippine Cartoons: Political Caricature of the American
Era, 1900-1941. Quezon City: Vera – Reyes.
2. Philippines History, Government and Constitution book by Sonia Zaide.
Strategy:
1. Group Work: Form four Groups among the members of the class. Each class will pick of the
following selected political cartoons/caricature.:
Brainstorming with your group mates on how you will respond to the following questions:
1. What issue is this political cartoon about?

2. What is the cartoonist’s opinion on this issue?
3. What other opinion can you imagine another person having on this issue?
4. Did you find this cartoon persuasive? Why or why not?
5. What other techniques could the cartoonist have used to make this cartoon more
persuasive?
(http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/poli
tical-cartoon/cag.html)
2. Present the output that is collaboratively solicited from each head in the groups through Power
Point Presentation.
3. Other groups will share also their perspective about the presented selected political
cartoons/caricature of the group presenters.
19
Evaluation:
Name:_____________________________________________Date:_______________________
Course&Year:______________________________________Score:_______________________
Caricature Objectives/People that Meaning of each Important Clues Political or

Title you see symbol Social Issues
(objects/people) presented
#1
#2
#3
#4
Lesson No. 6 (3Hours)

Title: Works of Juan Luna and Fernando Amorsolo
Learning Outcomes:
1. To familiarize oneself with works of Juan Luna and Fernando Amorsolo that has great part in
Philippine History,
20
2. To properly interpret the different works of Juan Luna and Fernando Amorsolo through
examining the content and context of the document/artifacts.
Description:
The lesson is richly involved in the study of arts also incorporates fields like social
history, aesthetics, economics, politics, and anthropology. To these, it adds a particular attention
to critical looking, building core skills in analyzing how visual representation of concrete
scenario and events on the life of people in a specific period in the past. Wherein this Historical
paintings depicts the realistic situations and scenario of the life’s of the people and are
instrumental to the visualization of the reality which stand equally with texts, photos, caricatures,
and films.
Content:
Juan Luna (1857 – 1899) is regarded for work done in the manner of the Spanish, Italian
and French academies of his time, Luna painted literary and historical scenes, some with an
underscore of political commentary. His allegorical works were inspired with classical balance,
and often showed figures in theatrical poses. He is best known for impressive rendition of
classical subjects in his academic works. These works include historical scenes and portraiture,
however subsequently he turned to realism depicting social inequalities. In this lesson, the
“Spoliarium” and “The Parisian Life” are Luna’s presented for the analysis of the students.
https://www.nationalmuseum.gov.ph/nationalmuseumbeta/Collections/spoliarium.jpg
SPOLIARIUM 19TH Century – Juan Luna

This image is the most valuable oil-on-canvass painting with a size of 4.22 meters x
7.675 meters, making it the largest painting in the Philippines. It won First Gold Medal in
1884 as an entry to the prestigious Exposition de Bellas Artses in Madrid.
21
https://upload.wikimedia.org/wikipedia/commons/thumb/4/44/The_Parisian_Life_by_Jua
n_Luna.jpg/800px-The_Parisian_Life_by_Juan_Luna.jpg
The Parisian Life,1892. French: Interior d’ un Cafi (Inside a Café) --Juan Luna
Fernando Amorsolo (1892 –1972) was one of the most important artists in the history of
painting in the Philippines. Amorsolo was a portraitist and painter of rural Philippine landscapes.
He is popularly known for his craftsmanship and mastery in the use of light. Delights people of
his impressionistic technique depicting idyllic country scene, beautiful maidens, and colorfully
dressed peasants planting or harvesting rice. The Paintings are significant in the development of
the formation of Filipino notions of self and identity. In this lesson, the “Antipolo Fiesta” and
“Palay Maiden” paintings
are presented for analysis.
This oil painting on

canvas depicts a rural
scene where a group of
people are shown
22
celebrating a fiesta in Antipolo.

(http://fernandocamorsolo.com/mfca_erratum/index.html)
Palay Maiden, 1920 (Dalagang

Bukid) – Fernando Amorsolo
http://fernandocamorsolo.com/feature/antipolo.jpg This painting portrayals a
provincial Filipina beauty or
dalagang bukid during a rice
harvest and dressed and in and
enveloped by the colors of the
Philippine flag.
http://1.bp.blogspot.com/_zOUSe8DKLjk/S89VUTq
AAAAAACQ/XnvgghxiA-w/s400/amorsolo.jpg
Further Readings:
1. Readings In Philippine History by Ligan et.al 2018
Strategy:
1. Gallery Walk: During a gallery walk, students explore the paintings of Luna and Amorsolo
that are placed around the room.
2. Field Trips : Going on a Educational trip means more than simply leaving the school grounds.
Educational trips should always have a major educational element, but the impact of Educational
trips can extend much further. The importance of Educational trips includes giving students the
chance to build closer bonds with their classmates, experience new environments and enjoy a
day away from the classroom
3. Historical Context: Discovery of Painting
1. Divide students into groups of four or five. Give each group a postcard or printed image of one
of the works of art. Be sure to cover up any information about the work of art that may be on the
23
postcard or print.
2. Instruct students to work individually and write down their first impressions of the painting.
They should just write down their initial reactions, what they see or notice first about the work of
art.
3. Next, have students carefully observe the painting and begin by writing objectively about what
they see—create a list of details only, just observable facts about the work of art.
4. Once students have finished their objective observation list, have each group photocopy a 10-
year range of history around their work of art from a timeline. We suggest the timeline from the
book The Timetables of History, or the Metropolitan Museum of Art's online Timeline of Art
History. Each timetable should cover a range of 10 years—five years before and five years after
the painting was made. Have students determine what was happening in history within the 10-
year period surrounding the year their works of art were made. Tell students to work in teams of
four or five. They will then discuss with their group their findings.
5. After they have looked at the timetables, have students re-examine the work of art, but this
time speculate subjectively as a group about what they think the artist might have wanted to
communicate when making this painting and what this work is about.
6. Once students have speculated subjectively about what they think the artist wanted to
communicate about this work of art, pass out the background information about their work of art
from the Image Bank in this curriculum, or on from the Getty Museum's online collections.
7. Groups should discuss how their initial perceptions changed after writing objectively, and then
subjectively, about the work.
• Did people in the group interpret the work differently?
• How did your interpretation compare to what is written about the piece?
• How do you think other events in history affected the subject or style of the work of art you
examined?
8. Finally, have each group present to the class their initial perceptions and findings about their
assigned work of art. Discuss as a class where there was overlap in historical events or issues.
How did their examination of the work through the lens of historical events affect the way each
group viewed the work of art?
Evaluation:
Explore: Compare Famous Paintings of Luna and Amorsolo
The teacher will allow students to be actively engaged as they walk throughout the
classroom. They work together in small groups to share ideas and respond to the ideas portrayed
in the paintings.
24
JUAN LUNA
Title of the Painting Elements/Principles Meaning/Message
1.
2.
Fernando Amorsolo
Title of the Painting Elements/Principles Meaning/Message
1.
2.

Title: Speech of Corazon C. Aquino before the US Congress
Learning Outcome:
1. To properly interpret the speech of Corazon C. Aquino delivered in the US Congress
through examining the content and context of the document.
Introduction:
25
The lesson requires the students to critically examine the speech of the former President Corazon
C. Aquino in the US Congress. To closely examine the content and context of the speech you
may ask yourself: For whom is she referring to on some part of her speech? How is her
administration different from the Marcos’ administration? Despite of her efforts to be opposite of
Marcos administration, what are their similarities based on her speech? How did she view
Marcos’ administration? How did she describe democracy before her presidency? Did she
commit any biases against Marcos? Do you agree on her proposition to pay the debt of a
dictatorship? what is her analysis on the Martial Law era? etc.
Content:
Corazon C. Aquino functioned as the symbol of the restoration of democracy and the overthrow
of the Marcos Dictatorship in 1896. The EDSA People Power revolution, which installed Cory
Aquino in the Presidency, put the Philippines in the international spotlight for overthrowing a
dictator through a special means (Candelaria, et.al., 2018).
When Former President Aquino gave her speech to the US Congress on September 1986, a little
more than half a year after assuming the presidency, she called on America to help the
Philippines in preserving the freedom which the Filipinos have won for themselves. Calling to,
“restore democracy by the ways of democracy,” she aggrandized the role of America in the
world as the promoter of a righteous system of governance and further strengthened the
reputation of said country as a model for greatness (Rodrigo, 2018)
Here is the speech of the former President Corazon C. Aquino:
Video: https://www.youtube.com/watch?v=9bavnuT4RlU
Transcript:https://www.officialgazette.gov.ph/1986/09/18/speech-of-president-corazon-aquino-
during-the-joint-session-of-the-u-s-congress-september-18-1986/
Process Questions:
1. For whom is she referring to on some part of her speech?
2. How is her administration different from the Marcos’ administration?
3. Despite of her efforts to be opposite of Marcos administration, what are their similarities
based on her speech?
4. How did she view Marcos’ administration?
5. How did she describe democracy before her presidency?
6. Did she commit any biases against Marcos?
7. Do you agree on her proposition to pay the debt of a dictatorship?
8. What is her analysis on the Martial Law era?
Further Readings and Resources
1. EDSA People Power Revolution (https://www.philippine-history.org/edsa-people-power-
revolution.htm)
2. The Fall of the Dictatorship (https://www.officialgazette.gov.ph/featured/the-fall-of-the-
dictatorship/)
26
3. Declaration of the Martial Law (https://www.officialgazette.gov.ph/featured/declaration-

of-martial-law/)
Strategy:
1. Content and context analysis of the Speech of former President Corazon Aquino.
2. Process their understanding with a class discussion.
3. Create a reaction paper.
Evaluation:
Create a reaction paper to Corazon C. Aquino’s Speech. You may accept or refute some issues
presented on the speech.
References:
Candelaria, et.al. (2018). Readings in the Philippine History. Rex Printing Company, Inc.
Manila, Philippines.
City.
https://www.philippine-history.org/edsa-people-power-revolution.htm
https://www.officialgazette.gov.ph/featured/the-fall-of-the-dictatorship/
https://www.officialgazette.gov.ph/featured/declaration-of-martial-law/
https://www.youtube.com/watch?v=9bavnuT4RlU
https://www.officialgazette.gov.ph/1986/09/18/speech-of-president-corazon-aquino-during-the-
joint-session-of-the-u-s-congress-september-18-1986/
https://soapboxie.com/world-politics/A-Reaction-on-Cory-Aquinos-speech-to-the-US-Congress
Chapter 3: One Past but Many Histories; Controversies and Conflicting Views in
Philippine History
Lesson No: 8 (3 hours)
TOPIC: THE SITE OF THE FIRST MASS
LEARNING OUTCOMES:
 Analyze the different evidences of the site of the first mass
in the Philippines;
 Perpetrate the ability to defend their stand on which place the
first mass took place;
 Examine the strengths and weaknesses of each sources of the
site of the first mass.
27
Description
Over the course of the Philippine history were embedded the facts and evidences that proves the
existence and occurrence of the different events that gives a clearer picture of the history- as-
actuality might look like. The site of the first mass controversy was one of the topics argued
upon by the scholars and historians in the Philippines. This controversy involves different
accounts that cause confusions and misconceptions among those who would encounter it.
Students in this topic shall be given articles from different authors for them to evaluate and
analyse. They will prove and disprove the different author’s claim and to come up of a better and
clearer story about the site of the first mass.
Content
There are two conflicting school of thoughts about the site of the first mass in the Philippines.
The first claim is that the site of the first mass took place at Butuan, Agusan del Norte. The first
Eucharistic celebration was held near the mouth of the Agusan River where a brick pillar was
mounted to serve as a monument which has inscription as follows:
To the Immortal Magellan: the People of Butuan with their Parish Priest and the
Spaniards resident therein, to commemorate his arrival and the celebration ofthe
First Mass on this site on the 8th ofApril 1521. Erected in 1872, under the District
Governor Jose Ma. Carvallo. 1
The construction of the said monument is a tangible manifestation of the long practiced tradition
by the people of Butuan that leads to the assertion that the first mass actually happened in
Agusan del Norte.
The second school of thought was the widely accepted version of the site of the first mass story.
It was held on Limasawa southern Leyte on an Easter Sunday.
To have a clearer distinction about the topic, here are the different versions of the story as
narrated by each authors:
According to Francisco Colins S.J as annotated by Pastells S.J. as cited by Miguel Bernad 1891:
At the end of three months and twelve days during which they traversed 4,000 leagues,
having crossed the Equator a second time, they climbed up to 15 degrees North latitude
where they came upon two islands which they named Las Velas [the Sails]. At 12
degrees North they came upon the Ladrones Islands. A few days later they saw the island
of Ibabao [Samar] in this Archipelago. But the first island they touched at was Humunu, a
small uninhabited island near Guiuan Point .... To that and other islets they gave the name
of Buenas Senas [Good Omens) but to the entire Archipelago they gave the name San
Lazaro, being the Saturday of Saint Lazarus' Sunday in Lent of the year 1521.
28
On Easter Day, in the territory of Butuan, the first Mass ever offered in these parts was
celebrated and a cross planted. Magellan then took formal possession of the Islands in the
name of the Emperor and of the Crown of Castille.
The man who gave the most signal service to our men was the chiefofDimasaua [sic] ,
relative ofthe chief of Butuan and ofthat of Zebu, whither he led the armada, which
entered that harbor at noon on the 7th of April, the Octave of Easter. 3
According to Francisco Combes S.J as annotated by Pastells S.J. and cited by Miguel
Bernad 1891:
The first time that the royal standards of the Faith were seen to fly in this
island (of Mindanao] was when the Archipelago was first discovered by the
Admiral Alonso (sic] de Magallanes. He followed a new and difficult route
[across the Pacific], entering by the Strait of Siargao, formed by that island and
that of Leyte, and landing at the island of Limasaua which is at the entrance of
that Strait. Amazed by the novelty and strangeness of the [Spanish] nation and the
ships, the barbarians of that island welcomed them and gave them good
refreshments.
While at Limasaua, enjoying rest and good treatment, they heard of the
River of Butuan, whose chieftain was more powerful. His reputation attracted our
men thither to see for themselves or be disillusioned, their curiosity sharpened by
the fact that the place was nearby. The barbarian [chief] lived up to our men's
expectations, providing them with the food they needed .... Magellan contented
himself with having them do reverence to the cross which is erected upon a
hillock as a sign to future generations of their alliance .... The solemnity with
which the cross was erected and the deep piety shown by the Spaniards, and by
the natives following the example of the Spaniards, engendered great respect for
the cross.
Not finding in Butuan the facilities required by the ships, they returned to
Limasaua to seek further advice in planning their future route. The Prince
ofLimasaua told them ofthe three most powerful nations among the Pintados
[Visayans], namely those of Caraga, Samar, and Zebu. The nearness of Zebu, the
facilities of its port, and the more developed social structure (being more
monarchial) aroused everyone's desire to go thither. Thus, guided by the chief of
Limasaua, passing between Bool and Leyte and close to the Camotes Islands, they
entered the harbor of Cebu by the Mandawe entrance on the 7th of April 1521,
having departed from Limasaua on the first day of that month.4
The account of Antonio Pigaffeta, an excerpt from Butuan or Limasawa? The Site of the
First Mass in the Philippines: A Re- examination of the Evidence by Miguel Bernad.
1. Saturday, 16 March 1521. – Magellan's expedition sighted a "high land" named "Zamal"
which was some 300 leagues westward of the Ladrones (now the Marianas) Islands.
29
2. Sunday, March 17. "The following day" after sighting Zamal Island, they landed on
"another island which was uninhabited" and which lay "to the right" of the above-
mentioned island of"Zamal." (To the "right" here would mean on their starboard going
south or southwest.) There they set up two tents for the sick members of the crew and had
a sow killed for them. The name of this island was "Humunu" (Homonhon). This island
was located at 10 degrees North latitude.
3. On that same day (Sunday, 17 March) Magellan named the entire archipelago the
"Islands of Saint Lazarus", the reason being that it was the Sunday in the Lenten season
when the Gospel assigned for the Mass and the liturgical Office was the eleventh chapter
of St. John, which tells of the raising of Lazarus from the dead.
4. Monday, 18 March. – In the afternoon of their second day on that island, they saw a boat
coming towards them with nine men in it. An exchange of gifts was effected. Magellan
asked for food supplies, and the men went away, promising to bring rice and other
supplies in "four days.'
5. There were two springs of water on that island of Homonhon. Also they saw there some
indications that there was gold in these islands Consequently Magellan renamed the
island and called it the " Watering Place of Good Omen" (Acquada la di bouni segnialli).
6. Friday, 22 March. – At noon the natives returned. This time they were in two boats, and
they brought food supplies.
7. Magellan's expedition stayed eight days at Homonhon: from Sunday, 17 March, to the
Monday of the following week, 25 March.
8. Monday, 25 March. – In the afternoon, the expedition weighed anchor and left the island
of Homonhon. In the ecclesiastical calendar, this day (25 March) was the feast-day of the
Incarnation, also called the feast of the Annunciation and therefore "Our Lady's Day." On
this day, as they were about to weigh anchor, an accident happened to Pigafetta: he fell
into the water but was rescued. He attributed his narrow escape from death as a grace
obtained through the intercession of the Blessed Virgin Mary on her feast-day.
9. The route taken by the expedition after leaving Homonhon was "toward the west
southwest, between four islands: namely, Cenalo, Hiunanghan, Ibusson and Albarien."
Very probably "Cenalo" is a misspelling in the Italian manuscript for what Pigafetta in
his map calls "Ceilon" and Albo calls "Seilani": namely the island of Leyte.
"Hiunanghan" (a misspelling of Hinunangan) seemed to Pigafetta to be a separate island,
but it is actually on the mainland of Leyte (i.e. "Ceylon"). On the other hand, Hibuson
(Pigafetta's Ibusson) is an island east of Leyte's southern tip.
Thus, it is easy to see what Pigafetta meant by sailing "toward the west southwest" past
those islands. They left Homonhon sailing westward towards Leyte, then followed the
Leyte coast southward, passing between the island of Hibuson on their portside and
Hiunangan Bay on their starboard, and then continued southward, then turning westward
to "Mazaua".
10. Thursday, 28 March. – In the morning of Holy Thursday, 28 March, they anchored off an
island where the previous night they had
11. They remained seven days on Mazaua Island. What they did during those seven days, we
shall discuss in a separate section below, entitled "Seven Days at Mazaua."
30
12. Thursday. 4 April. – They left Mazaua, bound for Cebu. They were guided thither by the
king of Mazaua who sailed in his own boat. Their route took them past five "islands":
namely: "Ceylon, Bohol, Canighan, Baibai, and Gatighan."
Pigafetta thought that Ceylon and Baibai were separate islands. Actually they were parts
of the same island of Leyte. "Canighan" (Canigao in our maps) is an island off the
sothwestem tip of Leyte. They sailed from Mazaua west by northwest into the Canigao
Channel, with Bohol Island to port and Leyte and Canigao Islands to starboard. Then
they sailed northwards along the Leyte coast, past Baibai to "Gatighan". The identity of
Gatighan is not certain. But we are told that it was twenty leagues from Mazaua and
fifteen leagues from "Subu" (Cebu).
13. At Gatighan, they sailed westward to the three islands of the Camotes Group, namely,
Poro, Pasihan and Ponson. (Pigafetta calls them "Polo, Ticobon, and Pozon.") Here the
Spanish ships stopped to allow the king of Mazaua to catch up with them, since the
Spanish ships were much faster than the native balanghai — a thing that excited the
admiration of the king of Mazaua.
14. From the Camotes Islands they sailed [southwestward] towards "Zubu".
15. Sunday, 7 April. – At noon on Sunday, the 7th of April, they entered the harbor of
"Zubu" (Cebu). It had taken them three days to negotiate the journey from Mazaua
northwards to the Camotes Islands and then southwards to Cebu.
The account of Antonio Pigaffeta, an excerpt from Butuan or Limasawa? The Site of the
First Mass in the Philippines: A Re- examination of the Evidence by Miguel Bernad. Cited
by Antonio Tamayao, 2019
1. On the 16th of March (1521) as they sailed in a westerly course from the Ladrones, they
saw land towards the northwest; but owing to many shallow places they did not approach
it. They found later that its name was Yunagan.
2. They went instead that same day southwards to another small island named Suluan, and
there they anchored. There they saw some canoes but these fled at the Spaniards's
approach. This island was at 9 and two-thirds degrees North latitude.
3. Departing from those two islands, they sailed westward to an uninhabited island of
"Gada" where they took in a supply of wood and water. The sea around that island was
free from shallows. (Albo does not give the latitude of this island, but from Pigafetta's
testimony, this seems to be the "Acquada" or Homonhon, at 10 degrees North latitude,)
4. From that island they sailed westwards towards a large island named Seilani which was
inhabited and was known to have gold. (Seilani – or, as Pigafetta calls it, "Ceylon" – was
the island of Leyte. See below, on Pigafetta's map.)
5. Sailing southwards along the coast of that large island of Seilani, they turned southwest
to a small island called "Mazava". That island is also at a latitude of 9 and two-thirds
degrees North.
6. The people of that island of Mazava were very good. There the Spaniards planted a cross
upon a mountain-top, and from there they were shown three islands to the west and
southwest, where they were told there was much gold. "They showed us how the gold
was gathered, which came in small pieces like peas and lentils."
31
7. From Mazava they sailed northwards again towards Seilani. They followed the coast of
Seilani in a northwesterly direction, ascending up to 10 degrees of latitude where they
saw three small islands.
8. From there they sailed westwards some ten leagues, and there they saw three islets,
where they dropped anchor for the night. In the morning they sailed southwest some 12
leagues, down to a latitude of 10 and one-third degree. There they entered a channel
between two islands, one of which was called "Matan" and the other "Subu
9. They sailed down that channel and then turned westward and anchored at the town (la
villa) of Subu where they stayed many days and obtained provisions and entered into a
peace-pact with the local king.
10. The town of Subu was on an east-west direction with the islands of Suluan and Mazava.
But between Mazava and Subu, there were so many shallows that the boats could not go
westward directly but had to go (as they did) in a round-about way.
Mandatory reading/s
Candelaria, John Lee et al. Readings in Philippine History. Rex Bookstore, pages 49-55
Strategies
A. The students will complete the information asked in the box.
Accounts Where did When did Evidences that prove their claims
it happen? it happen?
Francisco Colin
Francisco Combes
Antonio Pigaffeta
Francisco Albo
B. Think- pair- share: The students shall choose their partner and will choose two readings that
have the most similar assertions on the said topic and cite some differences or oppositions
using a Venn diagram. After completing the diagram, each pair will present their output
before the class. Other students may ask questions if there are queries.
Reading 1: Reading 2:
32
-_______________________
- _______________________ -_______________________________ -_________________________
-_______________________ -_________________________
-___________________________
-_________________________
-_______________________
-___________________________ -_________________________
-_______________________
-_________________________
-_______________________ -___________________________
-_________________________
- ______________________ -___________________________ -_________________________
-______________________ -_________________________
C. REFLECTION PAPER: After the discussion, each student will write a version of the Site of
the First Mass based on how did they understood the topic.
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
33
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________ .
EVALUATION
Write the word Limasawa if the statement is correct and if otherwise, write the word Butuan.
______1. The town of Subu was on an east-west direction with the islands of Suluan and
Mazava. But between Mazava and Subu, there were so many shallows that the boats
could not go westward directly but had to go (as they did) in a round-about way
according to Colins.
______2. The first mass in the Philippines happened in an easter Sunday.
______3. Francisco Albo and Francisco Colins have the same assertion about the first mass.
______4. The Butuan’s claim became a tradition since 15th century.
______5. Magellan lose in the battle of Mactan because he refuse the aid of Raja Humabon.
______6. Francisco Combes was a survivor of the Magellan’s voyage.
______7. The National Historical Institute recognizes Butuan as the site of the first mass in the
Philippines.
34
______8. It is not important to discuss the site of the First Eucharistic Celebration in the
Philippines.
______9. Pintados refers to the people of Mindanao as cited by Pigaffeta.
______10. After Magellan’s defeat, some of his men were cured by the Cebuano’s.
References
Tamayao, Antonio. Readings in the Philippne History. 2018
Francisco Virlyn et al. Philippine History. Mindshapersco.,Inc. 2015
Torres, Jose Victor. Batis: Sources in Philippine History. C&E Publishing, Inc.2018

TOPIC: THE CAVITE MUTINY
LEARNING OUTCOMES:
 Appreciate the essence of Cavite Mutiny and the Martyrdom of the
GOM-BUR-ZA in shaping Philippine Nationalism;
 Examine and analyse the different narratives of Trinidad Pardo De
Tavera, Rafael Izquierdo and Jose Montero Y Vidal;
 Discuss the role of Filipinos coming from different social status
based on the narratives of the different sources;
 Explain the consequences of the failed Cavite Mutiny in the lives of
the priest, soldiers, attorneys, works, and people involved in the
controversy.
DESCRIPTION:
Three of the most known Filipino martyrs during the Spanish Regime aside from Rizal were Jose
Burgos, Mariano Gomez, and Jacinto Zamora. Their death ignited the development of the
Philippine nationalism in a way that the most Filipinos didn’t realize. In this topic, students will
criticize the different perspectives concerning the real story behind the Cavite Mutiny
controversy. This discussion will prove whether the issue involve is just a mere mutiny or a
conspiracy that would lead to a large scale revolution if ever.
CONTENT
The constant change in the post of the governor- general in the Philippines brought not only
havoc in the Philippine politics but also a dismay especially on the part of the natives who
experience the direct effect of the changing of officials holding offices. Carlos Maria dela Torre
was known to be the most liberal minded governor- general of the Philippines for allowing
35
programs that benefited most of the natives. Through this, he was loved by the people and in turn
leads to the establishments of different schools for arts and trades.
Rafael Izquierdo assumed the post of the governor- general replacing the loved Carlos Maria
Dela Torre. Alongside with the changes in the post of governor- general are the changes in the
policies of the outgoing officials together with the removal of the privileges of the workers
especially of the Cavite Arsenal. These harsh rules of Izquierdo caused the natives to hate on him
and tensions between the workers and the officials of the government.
January 20, 1892, a chaos happened in Cavite. The workers assassinated the head of the Cavite
Arsenal and injured his wife. The mutiny was headed by Francisco La Madrid with the purpose
of voicing out their plight of returning their privileges on not paying taxes and exemption in the
polo y servicio be returned. The mutiny failed because the expected reinforcement from Manila
didn’t come. After almost two days of insurrection, the mutiny was quelled and its leader,
Francisco La Madrid was killed. All the involve individuals were either killed or exiled. The
most notable people involved in this event were Gomez, Burgos, and Zamora. They were
accused of spearheading the conspiracy alongside with native lawyers and soldiers.
The Cavite Mutiny/ Conspiracy was a big debate among historians as to which is right. Is it a
mere mutiny or a concspiracy? Hence, there are different first hand sources presented below to
be evaluated and analysed in order to have a better picture of the said event.
Spanish Version of the Cavite Mutiny of 1872 by Jose Montero y Vidal as cited by Antonio
Tamayao 2018
The Spanish version of the Cavite Mutiny of 1872 was written by the Spanish historian,
Jose Montero y Vidal, in his book entitled Historia General de Filipinas (Madrid, 1895,
Vol. III, pp 566-595. This narrative of Montero y Vidal,1 normally a good historian, was
so woefully biased that Dr. T.H. Pardo de Tavera commented that he, “in narrating the
Cavite episode, does not speak as a historian; he speaks as a Spaniard bend on perverting
the facts at his pleasure; he is mischievously partial”.2 Unsupported by positive
documentary evidence, this Spanish historian exaggerated the mutiny of a few
disgruntled native soldiers and laborers into a revolt to overthrow Spanish rule – a
seditious movement – and involved the innocent Filipino patriotic leaders including
Fathers Gomez, Burgos, and Zamora, Jose Ma. Basa, Antonio Ma. Regidor, Joaquin
Pardo de Tavera, and others. Montero y Vidal’s version of the Cavite episode of 1872 in
English translation follows:
With the establishment in Spain of a government less radical than the one that appointed
La Torre, the latter was relieved from his post. His successor D. Rafael de Izquierdo,
assumed control of the government of these islands April 4, 1871. The most eventual
episode in his rule was the Cavite Revolt of 1872.
The abolition of the privileges enjoyed by the laborers of the Cavite arsenal of exemption
from the tribute was, according to some, the cause of the insurrection. There were,
however, other causes.
36
The Spanish revolution which overthrew a secular throne; the propaganda carried on by
an unbridled press against monarchical principles, attentatory of the most sacred respects
towards the dethroned majesty; the democratic and republic books and pamphlets; the
speeches and preachings of the apostles of these new ideas in Spain; the outbursts of the
American publicists and the criminal policy of the senseless Governor whom the
Revolutionary government sent to govern the Philippines, and who put into practice these
ideas were the determining circumstances which gave rise, among certain Filipinos, to the
idea of attaining their independence. It was towards this goal that they started to work,
with the powerful assistance of a certain section of the native clergy, who out of spite
toward the friars, made common cause with the enemies of the mother country.
At various times but especially in the beginning of the year 1872, the authorities received
anonymous communications with the information that a great uprising would break out
aganst the Spaniards, the minute the fleet at Cavite left for the South, and that all would
be assassinated, including the friars. But nobody gave importance to these notices. The
conspiracy had been going on since the days of La Torre with utmost secrecy. At times,
the principal leaders met either in the house of the Filipino Spaniard, D. Joaquin Pardo de
Tavera, or in that of the native priest, Jacinto Zamora, and these meetings were usually
attended by the curate of Bacoor (Cavite), the soul of the movement, whose energetic
character and immense wealth enabled him to exercise a strong influence.
The garrison of Manila, composed mostly of native soldiers, were involved in this
conspiracy, as well as a multitude of civilians. The plan was for the soldiers to assassinate
their officers, the servants, their masters, and the escort of the Captain-General at
Malacaἧang, to dispose of the governor himself. The friars and other Spaniards were later
to have their turn. The pre-concerted signal among the conspirators of Cavite and Manila
was the firing of rockets from the walls of the city. The details having been arranged, it
was agreed that the uprising was to break out in the evening of the 20th of January, 1872.
Various circumstances, however, which might well be considered as providential, upset
the plans, and made the conspiracy a dismal failure.
In the district of Sampaloc, the fiesta of the patron saint, the Virgin of Loreto, was being
celebrated with pomp and splendor. On the night of the 20th, fireworks were displayed
and rockets fired into the air. Those in Cavite mistook these for the signal to revolt, and at
nine-thirty in the evening of that day two hundred native soldiers under the leadership of
Sergeant La Madrid rose up in arms, assassinated the commander of the fort and
wounded his wife.
The military governor of Cavite, D. Fernando Rojas, dispatched two Spaniards to inform
the Manila authorities of the uprising but they were met on the way be a group of natives,
belonging to the Guias established by La Torre, who put them instantly to death. At about
the same time, an employee of the arsenal, D. Domingo Mijares, left Cavite in a war
37
vessel for Manila, arriving there at midnight. He informed the commandant of Marine of
what had occured, and this official immediately relayed the news to Governor Izquierdo.
Early the next morning two regiments, under the command of D. Felipe Ginoves,
segundo cabo, left for Cavite on board the merchant vessels Filipino, Manila Isabela I and
Isabela II. Ginoves demanded rendition and waited the whole day of the 21st for the
rebels to surrender, without ordering the assault of their position in order to avoid
unnecessary shedding of blood. After waiting the whole day in vain for the rendition of
the rebels, Ginoves launched an assault against the latter’s position, early in the morning
of the 22nd, putting to the sword the majority of the rebels and making prisoners of the
rest. On the same day an official proclamation announced the suppression of the revolt.
As a result of the declarations made by some of the prisoners in which several individuals
were pointed out as instigators, Don Jose Burgos and D. Jacinto Zamora, curates of the
Cathedral, D. Mariano Gomez, curate of Bacoor (Cavite), several other Filipino priests,
D. Antonio Maria Regidor, lawyer and Regidor of the Ayuntamiento, D. Joaquin Pardo
de Tavera, Consejero de Administraciὀn, Pedro Carillo, Gervacio Sanchez and Jose
Mauricio de Leon, lawyers Enrique Paraiso and Jose and Pio Basa, employees, and
Crisanto Reyes, Maximo Paterno and several other Filipinos, were arrested.
The council of war, which from the beginning look charge of the causes in connection
with the Cavite uprising, passed the sentence of death on forty-one of the rebels. On the
27th of January the Captain-General fixed his “cumplase” on the sentence. On the 6th of
the following month, eleven more were sentenced to death, but the Governor General, by
decree of the day following, commuted this sentence to life imprisonment. On the 8th, the
sentence of death was pronounced on Camerino and ten years imprisonment of eleven
individuals of the famous “Guias de la Torre,” for the assassination of the Spaniards who,
on the night of January 20th, were sent to Manila to carry news of the uprising.
The same council on the 15th of February, sentenced to die by strangulation the Filipino
priests, D. Jose Burgos, D. Jacinto Zamora, and D. Mariano Gomez, and Francisco
Saldua; and maximo Inocencio, Enrique Paraiso and Crisanto de los Reyes to ten years
imprisonment. Early in the morning of the seventeen of February, an immense multitude
appeared on the field of Bagumbayan to witness the execution of the sentence. The
attending force was composed of Filipino troops, and the batteries of the fort were aimed
at the place of execution, ready to fire upon the least sign of uprising. Gomez was
executed first, then Zamora, then Burgos, and lastly, Saldua.
On the 3rd of April, 1872, the Audience suspended from the practice of law the following
men: D. Jose Basa y Enriquez, D. Joaquin Pardo de Tavera, D. Antonio Ma. Regidor, D.
Pedro Carillo, D. Gervacio Sanchez and D. Jose Mauricio de Leon.
Izquierdo had requested the sending to Manila of Spanish troops for the defense of the
fort as most of these found here were natives. In pursuance of Izquierdo’s request, the
government, by decree of April 4, 1872, dissolved the native regiment of artillery and
ordered the creation of an artillery force to be composed exclusively of Peninsulares. The
38
latter arrived in Manila in July, 1872. On the occasion of the arrival of the troops, the Sto.
Domingo Church celebrated a special mass at which high officials of the government, the
religious corporations, and the general public, attended, upon invitation by the Governor
and Captain-General of the Philippines.
Filipino Version of the Cavite Mutiny of 1872 by Dr. Trinidad Hermenegildo Pardo de Tavera
as cited by Antonio Tamayao, 2019.
The Filipino version of the bloody incident of Cavite in 1872 was written by Dr. Trinidad
H. Pardo de Tavera, Filipino scholar, scientist, and historical researcher.1 According to
him, this incident was merely a mutiny by the native Filipino soldiers and laborers of the
Cavite arsenal against the harsh policy of despotic Governor and Captain-General Rafael
de Izquierdo (1871-1873) which abolished their old-time privileges of exemption from
paying the annual tribute and from rendering the polo (forced labor). The loss of these
privileges was naturally resented by the soldiers and laborers. Some of them, impelled by
volcanic wrath, rose in arms on the night of January 20, 1872, and killed the commanding
officer of the Cavite Arsenal and other Spanish officers. This was easily suppressed by
the Spanish troops which were rushed from Manila. This turbulent incident, which was
magnified by the Spanish officials and friars into a revolt for Philippine independence, is
narrated by Pardo de Tavera, as follows:
The arrival of General Izquierdo (1871-1873) was the signal for a complete change in the
aspect of affairs. The new governor soon made it clear that his views were different from
those of La Torre – that there would be no change in the established form of government
– and he at once announced that he intended to govern the people “with crucifix in one
hand and a sword in the other.”
His first official act was to prohibit the founding of a school of arts and trades, which was
being organized by the efforts and funds raised by natives of standing in the community,
but the founding of which did not tally with the views of the religious orders. Governor
Izquierdo believed that the establishment of the new school was merely a pretext for the
organization of a political club, and he not only did not allow it to be opened but made a
public statement accusing the Filipinos who had charge of the movement. All of those
who had offered their support to ex-Governor La Torre were classed as personas
sospechosas (suspects), a term that since that time has been used in the Philippine Islands
to designate any person who refused to servilely obey the wishes and whims of the
authorities. The conservative element in the islands now directed the governmental
policy, and the educated Filipinos fell more and more under the displeasure and suspicion
of the governor.
The peace of the colony was broken by a certain incident which, though unimportant in
itself, was probably the origin of the political agitation which, constantly growing for
thirty years, culminated in the overthrow of the Spanish sovereignty in the Philippine
Islands. From time immemorial the workmen in the arsenal at Cavite and in the barracks
of the artillery and engineer corps has been exempt from the payment of the tribute tax
39
and from obligation to work certain days each year on public improvements. General
Izquierdo believed the time opportune for abolishing these privileges and ordered that in
the future all such workmen should pay tribute and labor on public improvements. This
produced great dissatisfaction among the workmen affected and the men employed in the
arsenal at Cavite went on a strike, but, yielding to pressure and threats made by the
authorities, they subsequently returned to their labors.
The workmen in the Cavite arsenal were all natives of that town and of the neighboring
town of San Roque. In a short while the dissatisfaction and discontent with the
government spread all over that section and even the entire troops became disaffected. On
the night of January 20, 1872, there was an uprising among the soldiers in the San Felipe
fort, in Cavite, and the commanding offer and other Spanish officers in charge of the fort
were assassinated. Forty marines attached to the arsenal and 22 artillerymen under
Sergeant La Madrid took part in this unprising, and it was believed that the entire
garrison in Cavite was disaffected and probably implicated. But if the few soldiers who
precipitated the attack believed they would be supported by the bulk of the army and that
a general rebellion against Spain would be declared in the islands, they were deceived.
When the news of the uprising was received in Manila, General Izquierdo sent the
commanding general to Cavite, who reinforced the native troops, took possession of the
fort, and put the rebels to the sword. Sergeant La Madrid has been blinded and badly
burned by the explosion of a sack of powder and, being unable to escape, was also cut
down. A few of the rebels were captured and taken to Manila and there was no further
disturbance of the peace or insubordination of any kind.
This uprising among the soldiers in Cavite was used as a powerful lever by the Spanish
residents and by the friars. During the time that General La Torre was chief executive in
the Philippine Islands the influential Filipinos did not hesitate to announce their hostility
to the religious orders, and the Central Government in Madrid has announced its intention
to deprive the friars in these islands of all powers of intervention in matters of civil
government and of the direction and management of the university. Moret, the colonial
minister, had drawn up a scheme of reforms by which he propsoed to make a radical
change in the colonial system of government which was to harmonize with the principles
for which the revolution 3 in Spain had been fought. It was due to these facts and
promises that the Filipinos had great hopes of an improvement in the affairs of their
country, while the friars, on the other hand, feared that their power in the colony would
soon be completely a thing of the past.
The mutiny in Cavite gave the conservative element – that is, those who favored a
continuation of the colonial modus vivendi – an opportnity to represent to the Spanish
Government that a vast conspiracy was afoot and organized throughout the archipelago
with the object of destroying the Spanish sovereignty. They stated that the Spanish
Government in Madrid was to blame for the propagation of pernicious doctrines and for
the hopes that had been held out from Madrid to the Filipino people, and also because of
the leanings of ex-Governor La Torre and of other public functionaries who had been sent
to the Philippine Islands by the Government that succeeded Queen Isabella. The fall of
the new rulers in Spain within a few days, as well as other occurrences, seemed to
40
accentuate the claims made by the conservative element in the Philippine Islands
regarding the peril which threatened Spanish sovereignty in the islands; it appeared as
though the prophecies were about to be fulfilled. The Madrid authorities were not able to
combat public opinion in that country; no opportunity was given nor time taken to make a
thorough investigation of the real facts or extent of the alleged revolution; the
conservative element in the Philippine Islands painted the local condition of affairs in
somber tints; and the Madrid Government came to believe, or at least to suspect, that a
scheme was being concocted throughout the islands to shake off Spanish sovereignty.
Consistent with the precedents of their colonial rule, the repressive measures adopted to
quell the supposed insurrection were strict and sudden. No attempt appears to have been
made to ascertain whether or not the innocent suffered with the guilty, and the only end
sought appeared to be to inspire terror in the minds of all by making examples of a
certain number, so that none in the future should attempt, nor even dream of any attempt
at secession.
Many of the best known Filipinos were denounced to the military authorities, and they,
the sons of Spaniards born in the islands and men of mixed blood (Spanish and Chinese),
as well as the Indians of pure blood, as the Philippine Malays were called, were
persecuted and punished without distinction by the military authorities. Those who dared
to oppose themselves to the friars were punished with special severity; among others may
be mentioned the priests Burgos, a half-blood Spaniard, Zamora, a half-blood Chinaman,
and Gomez, a pure-blood Tagalog, who had vigorously opposed the friars in the litigation
over the curacies in the various provinces. The three priests mentioned were condemned
to death by a military court-martial; and Antonio M. Regidor, a lawyer and councilman of
Manila, Joaquin Pardo de Tavera, lawyer and members of the administrative council, P.
Mendoza, curate of Santa Cruz, Guevarra, curate of Quiapo, the priests Mariano Sevilla,
Feliciano Gomez, Ballesteros, Jose Basa, the lawyers Carillo, Basa, Enriquez, Crisanto,
Reyes, Maximo, Paterno, and many others were sentenced to life imprisonment on the
Marianas Islands. The Government thus secured its object of terrorizing the Filipino
people, but the punishments meted out were not only unjust but were from every point of
view unnecessary, as there had not been the remote intention on the part of anyone to
overthrow the Spanish sovereignty. On the contrary, the attitude of Moret, Labra,
Becerra, and other high officials in the Madrid Government had awakened in the breasts
of the Filipinos a lively friendship for the home government, and never has the ties which
bound the colony to Spain been as close as they were during the short interval between
the arrival of General La Torre and the time when General Izquierdo, in the name of the
home government, was guilty of the atrocities mentioned above, of which innocent men
were made victims.
A careful study of the history and documents of that time brings to light the part which
the religious orders played in that sad drama. One of the results of the so-called
revolution of Cavite was to strengthen the power of the friars in the Philippine Islands in
such manner that the Madrid Government, which up to that time had contemplated
reducing the power of the religious orders in these islands, was obliged not only to
abandon its intention, but to place a yet greater measure of official influences at the
41
service of the friars, and from that time they were considered as an important factor in the
preservation of the Spanish sovereignty in the colony.
This influence was felt throughout the islands, and not only were the friars taken into the
confidence of the Government, but the Filipino people looked upon the religious orders
as their real masters and as the representatives, powerful and unsparing, of the Spanish
Kingdom.
But there were other results following upon the unfortunate policy adopted by Governor
Izquierdo. Up to that time there had been no intention of secession from Spain, and the
only aspiration of the people was to secure the material and educational advancement of
the country. The Filipino people had never blamed the Spanish nation for the backward
condition in which the islands existed, nor for the injustices committed in the islands by
the Spanish officials; but on the contrary it was the custom to lay all the blame for these
things on the individual officers guilty of maladministration, and no attempt had been
made to investigate whether or not the evils under which the islands suffered were due to
fundamental causes. The persecutions which began under Governor Izquierdo were based
on the false assumption that the Filipino people were desirous of independence, and
although this was an unfounded accusation, there were many martyrs to the cause, among
whom were found many of the most intelligent and well-to-do people, without distinction
of color or race or nationality, who were sentenced to death, to imprisonment, or were
expatriated because they were believed to aspire to the independence of these islands.
The fear which the people felt of the friars and of the punishments meted out by the
Government was exceeded only by the admiration which the Filipino people has for those
who did not hesitate to stand up for the rights of the country. In this manner, the
persecutions to which the people were subjected served as a stimulus and an educative
force, and from that time the rebellion was nursed in secret and the passive resistance to
the abuses of the official power became greater day by day.
No attempt was made to allay the ill-feeling which existed between the Filipinos and the
Spaniards, especially the friars, caused by the mutiny in Cavite and the cruel manner in
which the punishment was meted out. Many years would have been necessary to heal the
wounds felt by the large number of families whose members were made the victims of
the unjust sentences of the military courts-martial. Nothing was done by the Government
to blot out the recollection of these actions; on the contrary, it appeared to be its policy to
continually bring up the memory of these occurrences as a reminder to the mal-contents
of what they had to expect; but the only thing accomplished was to increase the popular
discontent. It was from that time that every disagreement between the Spaniards and
Filipinos, however trivial, was given a racial or political character; every time a friar was
insulted or injured in any way, it was claimed to be an act of hostility to the Spanish
nation.
Official Report of Governor Izquierdo on the Cavite Mutiny by Rafael Izquierdo as cited by
Antonio Tamayao, 2019.
42
Governor General Rafael Izquierdo reported to the Spanish Minister of War, dated
Manila, January 23, 1872, blaming the Cavite Mutiny on the native clergy, some local
residents, intellectuals, and even El Eco Filipino, a Madrid-based reformist newspaper.
Significantly, he calls the military mutiny as “insurrection”, an “uprising”, and a
“revolution”. The text of the report is as follows:
From the summary of information received – that is, from the declaration made before
the fiscal – it seems definite that the insurrection was motivated and prepared by the
native clergy, by the mestizos and native lawyers, and by those known here as
abogadillos. Some are residents of Manila, others from Cavite, and some from the nearby
provinces.
The instigators, to carry out their criminal project, protested against the injustice of the
government in not paying the provinces for their tobacco crop, and against the usury that
some (officials) practice in (handling) documents that the Finance department gives crop
owners who have to sell them at a loss. They encouraged the rebellion by protesting what
they called the injustice of having obliged the workers in the Cavite arsenal to pay tribute
starting January 1 (1872) and to render personal service, from which they were formerly
exempted.
To seduce the native troops, they resorted to superstitions with which the indios are so
prone to believe; persuading them that the Chief of State (hari) would be an ecclesiastic
and the rest or the clergy who baked the uprising would celebrate daily for its success.
Thus the rebellion could not fail because God was with them; and those who would not
revolt they would kill immediately. Taking advantage of the ignorance of those classes
and the propensity of the Indio to steal, they offered (to those who revolted) the wealth of
the Spaniards and of the regular clergy, employment and ranks in the army; and to this
effect they said that fifteen native battalions would be created, in which the soldiers who
revolted would have jobs as officers and chiefs. The lawyers and abogadillos would
direct the affairs of government of the administration and of justice.
Up to now it has not been clearly determined if they planned to establish a monarchy or a
republic, because the indios have no word in their language to describe this different form
of government, whose head in Tagalog would be called hari; but it turns out that they
would place at the head of the government a priest; and there were great probabilities –
nay, a certainty – that the head selected would be D. Jose Burgos, or D. Zacinto Zamora,
parish priests of S. San Pedro of Manila.
All the Spaniards, including the friars, would be executed except for the women; and
their belongings confiscated. Foreigners would be respected.
This uprising has roots, and with them were affiliated to a great extent the regiments of
infantry and artillery, many civilians and a large number of mestizos, indios and some
illustrados from the provinces.
43
To start the revolution, they planned to set fire to the district of Tondo. Once the fire was
set and while the authorities were busy putting it out, the regiment of artillery with the
help of the part of the infantry would seize Fort Santiago of this Capital (they would then)
fire cannons to inform the rebels of Cavite (of their success). The rebels in Cavite
counted on the artillery detachment that occupied the fort and on the navy helped by 500
natives led by the pardoned leader Camerino. This person and his men, located at the
town of Bacoor and separated from the fort of San Felipe by a small arm of the sea,
would cross the water and reach the fort where they would find arms and ammunition.
The rebels (in Cavite) made the signals agreed upon by means of lanterns, but the native
civilians (in Bacoor) although they tried it, failed because if the vigilance of the (Spanish)
navy that had placed there a gunboat and armed vessels.
Loyalists who went to arrest the parish priests of Bacoor found an abandoned vessel
loaded with arms, including carbines and revolvers.
The uprising should have started in Manila at midnight abetted by those in Cavite, but the
rebels of this city went ahead of time. The civil-military governor of Cavite and the
commanders of Regiment 7 took very timely precautions; they knew how to keep the
soldiers loyal (although these had been compromised) and behaved with valor and
gallantry, obliging the rebels to take refuge in the fort of San Felipe.
Such is your Excellency, the plan of the rebels, those who guided them, and the means
they counted upon for its realization. For a long time now, through confidential
information and others of a vaguer character, I have been told that since 1869 – taking
advantage of a group that had left behind plans for an uprising, but was carried out
because of the earthquake of 1862 – there existed in Manila a junta or center that sought
and found followers; and that as a pretext they had established a society for the teaching
of arts and trades. Months ago I suspended it indirectly, giving an account to Your
Excellency in my confidential report No. 113 dated August 1, (1871) to which Your
Excellency has not yet replied.
It has also been said that this center or junta received inspiration from Madrid, where
newspapers of advanced ideas flourish; to sustain them subscriptions are (locally)
solicited; in effect, newspapers such as El Eco Filipino 1 were sent here from Madrid,
which were distributed by persons now imprisoned, whose articles thundered against
everything that be found here.
As in the case of my worthy predecessor, I have continuously received anonymous

letters, but because I was confident that I could put down and punish any uprising, I gave
no credit (to these reports) in order not to cause alarm; and instead continued a vigilant
watch whenever possible within the limited means at my command. I had everything
ready (for any untoward possibility), taking into account the limited peninsular force
which composes the army.
44
MANDATORY READING/S
Candelaria, Lee P. Et al. Readings in Philippine History.pp.56-59
STRATEGY
A. Police be like!
(Re-enactment and investigation)
The students will be group into three, each group will be given a particular reading to
portray based narration of the source. After the presentation, students will give their
comments and critics on what had happened base on what they witness in the
presentation.
Photo retrieved from https://www.bing.com/images/discover?form
Scoring Rubric to be used

Points
Content 20
Relevance 10
Creativity 5
Cooperation 5
TOTAL 40
B. Essay: What if the Cavite did not happen? What is its relevant effect on the lives of the
people before and to your life today?
45
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EVALUATION
The students will re –arrange the jumbled words and explain the relation of each word in
the topic.
1. IIZUEORDQ 6. ERSLNAA
2. NOCAN 7. GROUMABZ
3. ADLE TROE 8. OGATRE
4. AL ADIDRM 9. VATEIC
5. AQUPOI 10. PCNYSRAOCI
References
Tamayao, Antonio. Readings in the Philippne History. 2018
Francisco Virlyn et al. Philippine History. Mindshapersco.,Inc. 2015
Torres, Jose Victor. Batis: Sources in Philippine History. C&E Publishing, Inc.2018
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GOMBURZA
(Readings in Philippine History)

47

Title Retraction of Rizal
Learning Outcomes
By the end of the lesson students should be able to:

 Explain and discuss the effects of Rizal’s death and legacy.
 Learn, understand and dedicate oneself as a patriot for the sake of the motherland
by reflecting Rizal’s life. (A relate learning concepts to life experience)
 The topic is designed with the goal of assessing your ability to think about
connecting Rizal life to world-vision. In this regard, you are expected to study the
relationship of controversial events in culture and society in the context of
changing our society.
Description:
José Protacio Rizal Mercado y Alonso Realonda also known as Jose Rizal,
a National Hero of the Philippines. He is well known on his patriotism, affirmation
48
against his enemies especially the Spaniards through his noble writings. He was accused
and alleged committed crimes such as rebellion, sedition and illegal association.
After a hundred of years, many of Filipino still debates on Rizal’s retraction letter.
As of today many of us still unaware about this controversy, it was debated and hotly
discussed many times. Some teachers didn’t tackle this topic and don’t sure what is the
truth behind of this. Many of them give and think that this is the most controversial
timeline of his life. Some of us insist that it’s forged by Spaniard or think that He is
coward or even it is a real and views that Rizal only wanted to repent and gave up his life
to God before he died.
The said lesson help student’s understand and reflect every details of Rizal’s life
for them to realized the essence of walking in the highways even late at night without any
fear to be detained by Spanish colonials and/or the essence of putting their right hands
into their left chest while looking into the Philippine flag as well as singing its national
anthem.
Motivational Activity
Activity No. 1: Role Playing

1. The class will be divided according to their preference group which will be named
friends, family, neighbor, and boy/girlfriend.
2. Each group will create a creative scenario good for 5 minutes in which you tell something
to your group in which they act as friends, family, neighbor, and boy/girlfriend then you
withdraw the words you’ve uttered.
3. From that scenario, observe and share the following behavior of the people around you.
Criteria
Content 40%
Creativity 25%
Technicality 15%
Reflective Behavior 20%
Total 100%
Developmental Activity
Activity No. 2: Film Viewing
1. Watch the following links:
A. https://www.youtube.com/watch?v=tZNfYJFbfQg
49
B. https://www.youtube.com/watch?v=tVKim4SqPV8&t=201s
C. https://www.youtube.com/watch?v=beuyam7C0Ak
D. https://www.youtube.com/results?search_query=retracton+of+Rizal
E. https://www.youtube.com/watch?v=2O1dOKwrA50
2. After, watching create a reflective paper through the following questions:
 What are the issues tackled in the videos you’ve watched?
 Do we need still need to study the Life, Works and Writings of Rizal? Yes/No?
Why?
 How Rizal does influenced the foundation of education in molding society?
Criteria
Content 50%
Technicality 25%
Grammar Structure 25%
Total 100%
Developmental Activity
Activity No. 3: Film Striping

The said retraction is written in Spanish and shows Rizal’s handwritten and his
signature. Create a film strip sharing your views and opinions about the last letter of Rizal
before he was executed.
“I declare myself a Catholic and

in this religion in which I was
born and educated I wish to live
and die. I retract with all my
heart whatever in my words,
writings, publications and
conduct has been contrary to my
character as son of the Catholic
Church”. The said letter is
entitled “The Retraction”
Spanish English
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CRITERIA
Writing Style ------------------------ 15%

Content ------------------------ 25%
Organization ------------------------ 15%
Clarity ------------------------ 25%
Grammar and Spellings ------------------------ 15%
Effort ------------------------ 5%
Total ------------------------- 100%
Reinforcement Activity
Activity No. 4: Flip Top

Flip top Battle (Artistic Debate/ Modern Balagtasan)
Students must group their selves into two.
Topic: Is the Retraction paper of Rizal Fake or Original?
Blue Team
Red Team
+ V.S
-
CRITERIA
Articulation (Word play/art) --------------------------------------------------- 25%
(Playing with words/ with rhymes)
Substantial Proof ---------------------------------------------------------------- 30%
Cooperation ----------------------------------------------------------------- 15%
Content ----------------------------------------------------------------- 30%
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Total ----------------------------------------------------------------- 100

Evaluation
Activity No. 5: Speech Choir

1. Based on the topics learned, the class will create a piece for speech choir regarding social
issues that affects the shape of society and culture.
Criteria
Content 40%
Articulation 25%
Creativity 15%
Cooperation 10%
Technicalities/ Props/Costumes 10%
Total 100%
REFERENCES:
Books
 Noli Metanghere
By Jose Rizal
 El Filibusterismo
By: Jose Rizal
 Jose Rizal: Life Works and Writing of a genius, Write Scientist, and national Hero
By: Gregorio F. Zaide
Sonia M. Zaide
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C. 1992
 Jose Rizal Life Works and Writings

By: Gregorio F. Zaide
C. 1992
E-links
http://nhcp.gov.ph/the-rizal-retraction-and-other-cases/
https://www.youtube.com/results?search_query=xiao+time+retraction+of+rizal
https://www.youtube.com/results?search_query=GMA++retraction+of+rizal+

Title: Cry of Balintawak/ Pugadlawin
Learning outcomes:
a. Identify the different accounts about First Cry of the Revolution
b. Scrutinize each source in the account of the start of the Revolution
c. Establish a point of view against a particular primary source
d. Showcase the ability to argue against a particular issue using primary sources
e. Compare and contrast the different views regarding the First Cry of Revolution
Description
The “First Cry of Revolution” became the movement of the Filipinos to fight back on the
tyrannical rule of the Spanish regime; it is also called as the “First Cry”, the revolution of
independence. In this scenario the Filipinos tore their cedulas (tax receipt) and
proclaimed the start to fight for independence-the main goal. The news of the existence
of Katipunan spread throughout Manila and so, Andres Bonifacio, the Supreme leader of
the Katipunan organized a meeting outside the city particular in Balintawak to talk about
their next movement for the revolution against Spaniards. According to him, the start of
the revolution will begin at the end of month of August.
Thus, in this topic, it is surprising that, there are different versions of primary sources
where and when was the First Cry really happened. The eyewitnesses of the first-hand
information were Dr. Pio Valenzuela, Santiago Alvarez, Guillermo Masangkay and
Gregoria de Jesus.
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Content
Dr. Pio Valenzuela’s Account “Cry of Pugad Lawin’’
(August 23, 1896)
Dr. Pio Valenzuela has been authorized the ‘’Cry of Pugad Lawin, who happened to
eyewitness the event. He was also an official of the Katipunan and a friend of Andres
Bonifacio. There were two versions presented by him. In his first version, he told that the
prime staging point of the Cry was in Balintawak on Wednesday of August 26, 1896. He
held this account when the happenings or events are still vivid in his memory. On the
other hand, later in his life and with a fading memory, he wrote his Memoirs of the
Revolution without consulting the written documents of the Philippine revolution and
claimed that the ‘’Cry’’ took place at Pugad Lawin on August 23, 1896.
Source: Zaide, Gregorio and Sonia Zaide. (1990). Documentary Sources of Philippine
History. Vol. 5. Manila: National Book Store
Torres Jose Victor. (2018). Batis : Sources in the Philippine History. C & E Publishing,
Inc.
The Account
The first place of refuge of Andres Bonifacio, Emilio Jacinto, Procopio Bonifacio,
Teodoro Plata, Aguedo del Rosario, and myself was Balintawak, the first five
arriving there on August 19, and I, on August 20, 1896. The first place where
some 500 members of the Katipunan met on August 22, 1896 was the house and
yard of Apolonio Samson at Kangkong. Aside from the persons mentioned above,
among those who were there were Briccio Pantas, Alejandro Santiago, Ramon
Bernardo, Apolonio Samson, and others. Here, views were only exchanged and
no resolution was debated or adopted. It was at Pugad Lawin, in the house, store-
house and yard of Juan Ramos, son of Melchora Aquino, where over 1,000
members of the Katipunan met and carried out considerable debate and
discussion on August 29, 1896. Only one man protested and fought against a war
and that was Teodoro 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 “The Cry of Bahay Toro”
(August 24, 1896)

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This version of the “Cry’’ was written by Santiago Alvarez, a well-known Katipunero
from Cavite and a son of Mariano Alvarez. Santiago is a relative of Gregoria de Jesus,
who happened to be the wife of Andres Bonifacio. Unlike the author of the first version
mentioned (Valenzuela), Santiago Alvarez is not an eyewitness of this event. As a result,
this version of him is not given of equal value as compared with the other versions for
authors of other accounts are actually part of the historic event.
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 asleep….
The Supremo began assigning guards at five o’ clock the following morning,
Saturday 22 August 1896. He placed a detachment at the Balintawak boundary
and another at the backyard to the north of the house where we were gathered….
No less than three hundred men assembled at the bidding of the Supremo
Andres Bonifacio. Altogether, they carried assorted weapons, bolos, spears,
daggers, a dozen small revolvers and a rifle used by its owner, one Lieutenant
Manuel, for hunting birds. The Supremo Bonifacio was restless because of fear of
a sudden attack by the enemy. He was worried over the thought that any of the
couriers carrying the letter sent by Emilio Jacinto could have been intercepted;
and in that eventuality, the enemy would surely know their whereabouts and
attack them on the sly. He decided that it was better to move to a site called
Bahay Toro.
At ten o’ clock that Sunday morning, 23 August 1896, we arrived at Bahay

Toro. Our number had grown to more than 500 and the house, yard, and
warehouse of Cabesang Melchora was crowded with us Katipuneros. The
generous hospitality of Cabeasng Melchora was no less than that of Apolonio
Samson. Like him, she also opened her granary and he 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,
55
Enrique Pacheco, Ramon Bernardo, Pantaleon Torres, Francesco Carreon,

Vicente Fernandez, Teodoro Plata, and others. We were so crowded that some
stood outside the barn.
The following matters were approved at the meeting:
1. An uprising to defend the people’s freedom was to be started at midnight of

Saturday, 29 August 1896….
4. To be on a state of alert so that the Katipunan forces could strike should the
situation arise where the enemy was at a disadvantage. Thus, the uprising could
be started earlier than the agreed time of midnight 29 August 1896 should a
favorable opportunity arise at that date. Everyone should steel himself and be
resolute in the struggle that was imminent….
5. 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 ‘’ The Cry of Balintawak’’
(August 26, 1896)
I n 1932, Guillermo Masangkay, a friend and fellow Katipunero of Andres Bonifacio,

recounted his experiences 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 American rule, it was his account that was used by the
government and civic officials to fix 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.
Source:Torres Jose Victor. (2018). Batis : Sources in the Philippine History. C & E Publishing,
Inc.
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,
56
Tomas Remigio, Briccio Pantas, Teodoro Plata, Pio Valenzuela, Enrique

Pacheco, and Francesco 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 the people would be in distress if the revolution
were started without adequate prearation. 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 organization.
Andres Bonifacio, sensing that he would lose in the discussion then left the
session hall and talked to the people who were waiting outside for the result of the
meeting of the leaders. He told the people that the leaders were arguing against
starting the revolution early, and appealed to them in a fiery speech in which he
said: ‘’ You remember the fate of our countrymen who were shot in Bagumbayan.
Should we return now to the towns, the Spaniards will only shoot us. Our
organization has been discovered and we are all marked men. If we don’t start
the uprising, the Spaniards will get us anyway. What then, do you say?’’
“Revolt,’’ the people shouted as one.

Bonifacio then asked the people to give a pledge that they were to revolt. He told
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 by 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 protest of Plata, Pantas,
Valenzuela, voted for the revolution. And when this was decided, the people
outside shouted, “ Long live the Philippine Republic.”
Gregoria de Jesus’ The First “ Cry”

57
(August 25, 1896)
This version was written by no other than the “ Lakambini of the Katipunan” and wife
Andres Bonifacio, Gregoria de Jesus. She has been a participant of this event and became
the keeper of the secret documents of the Katipunan. After the revolution in August 1896,
she lived with her parents in Caloocan then fled to Manila when she was told that the
Spanish authorities wanted to arrest her. Eventually, she joined her husband in the
mountains and shared adversities with him. In her account, the First “Cry” happened near
Caloocan on August 25, 1896.
The Account
“The activities of the Katipunan had reached nearly all corners of the Philippine
Archipelago, so that when its existence was discovered and some of the members
arrested, we immediately returned to Caloocan. However, as we were closely
watched by the agents of the Spanish authorities, Andres Bonifacio and other
Katipuneros left the town after some days. It was then that the uprising began,
with the first cry for freedom on August 25, 1896. Meanwhile, I was with my
parents. Through my friends, I learned that Spanish were coming to arrest me.
Immediately, I fled town at eleven o’ clock at night, secretly going through the
rice fields to La Lorna, with the intention of returning to Manila. I was treated
like an apparition, for, sad to say, in every house where I tried to get a little rest, I
was driven away as if people therein were frightened for their own lives. Later, I
found out that the occupants of the houses which I had visited were seized and
severely punished – and some even exiled. One of them was an uncle of mine
whom I had visited on that night to kiss his hands, and he died in exile.’’
Mandatory Readings
Memoirs of the Katipunan
“Xiao Time: Ang Unang Sigaw ng Himagsikan sa Balintawak, Kalookan

Process Questions
1. Who were the sources of the different accounts? How they became an eyewitness of
first-hand information?
2. Is there a significant difference of the four accounts? And Why?
3. How these different accounts help you to understand the urge of the Filipinos to fight
for their independence?
58
Activity 1: COMPARE and CONTRAST

In this activity, you are going to compare and contrast the different accounts using Venn
diagram.
Activity 2: Reaction Paper

The students will group into 4 and will discuss regarding different accounts. After this, the
students will work individually for their reaction paper about the accounts.
WRITE IT DOWN…
59
Activity 3: DEBATE
In this activity, the class will be divided into four groups and they will choose among the four
different accounts regarding the First Cry of Revolution. With this, every groups should stand
their points on their chosen accounts. In this activity, there are allowed to search more on
primary sources that will support their chosen topic.
REFERENCES
Zaide, Gregorio and Sonia Zaide. (1990). Documentary Sources of Philippine History. Vol. 5.
Manila: National Book Store
Torres Jose Victor. (2018). Batis : Sources in the Philippine History. C & E Publishing, Inc. pp,
113-119
Candelaria,et’al. ( 2018). First Edition. Readings in Philippine History. Rex Bookstore. pp, 66-67
Chapter 4: Social, Political, Economic, and Cultural Issues in Philippine History

Title: Agrarian Reform Policies
Learning Outcomes:
1. To appreciate one’s active role and involvement in national development.
2. To provide policymakers and community stakeholders evidence-based responses to
landlessness.
3. To comprehend the history of agrarian reforms in the country to be more aware of current
land reform issues, more importantly, the problem of land redistribution.
Description:
Landlessness is the main source or rural poverty, and this issue is the legacy of
colonialism. (Robles,2007) For a long period of time, the agrarian system of the Philippines was
being controlled by the large landlords. Small farmers in the Philippines were struggling for their
rights to land and other natural resources thereby leading to a more difficult problem relating to
their daily living. Along with the different social injustices that we are facing, it is therefore
mandatory on the part of the government to build a nation where there is equitable land
ownership and empowered agrarian reform beneficiaries who are effectively managing their
economic and social development for a better quality of life. (DAR mission and vision)
This lesson presents the history of the Philippine land and agrarian reform programs. A
discussion on the historical background of various agrarian reform programs, that date back to
Spanish period up to the present times, will enable the Filipinos to understand the present
Comprehensive Agrarian Reform Program. (Manapat, et.al, 2010)
60
Content:
Pre-Spanish Era
Private ownership is unknown to almost all of the people sojourning in the Philippines and a
system of communal ownership is enjoyed by many in terms of land ownership. The absence of
records will indicate this. However, there is no denial as to the land patterns that the Philippines
do have, to wit:
a. Those who engaged in shifting cultivation regarded all land as their public domain,
although they did not choose to cultivate all of the available land.
b. Those who practiced a type of living in an area for a long period of time follows private
ownership. However, no formalized procedures for recognizing private ownership was
ever introduced.
c. The pre-Spanish classes who lived in the community determined the land ownership
system.
With regards to land ownership practices, distinction is to be made as to three types of
individuals living during this time. Noble men were free from the payment of tribute and can
possibly own lands. Freemen were entitled to cultivate lands but is required to pay annual fee of
one-half of the yield of their crops to the datu. Lastly, the dependents who can never hold lands
as they are regarded to serve only the datu.
Spanish Period (1521-1898)
The discovery of Magellan leading to the expedition of Miguel Lopez de Legazpi
colonizing the country brought changes to land system in the Philippines. Legazpi issued a major
policy recognizing all public lands as part of the public domain, regardless of local customs.
Private ownership was introduced. With this, every citizen was given the choice of land
to cultivate that is free from tax. Other lands were still considered to be communal in nature for
the collective needs of the community and there are those not cultivated that remained within the
disposal of the Spanish crown in accordance to whom (Spanish officials and friars) the same
may be granted which is known as encomienda.
The different changes brought about by the encomienda system gave rise to the issuance
of two Royal Decrees urging landowners to secure legal title of their land and the Maura Law
that granted landholders one year to secure legal title to their land or the same will be forfeited.
Due to failure on the part of peasant farmers to comply immediately with the law, they were left
without titles thereby leading to a situation where they ended up tenants in their own lands.
The different strategies of dispossessing peasants of their landholding is not limited only
to the above-mentioned situation. There are outright purchases of real estates at a lower price and
the grant of large tracts of lands to the friars. Injustices are present that later on propelled the
Filipino peasants to call for a revolution. Thus, the 1898 Philippine Revolution.
61
Philippine Revolutionary Government (1898-1899)

The establishment of the Philippine Republic by Emilio Aguinaldo is coupled with his
intention of confiscating large estates granted to friars. The standpoint of the government
established by Aguinaldo is to reclaim these lands because ownership of friars is of questionable
origin to think that landless peasants are in their constant agony claiming their own lands. This
controversy led to what is now known today as 1898 Philippine Revolution.
Unfortunately, Aguinaldo government was aborted with his own capture. With the
intrusion of a new colonial power, the issue relating to ownership of friar lands remained.
American Rule (1898-1935)
The ceasing of powers of the Spanish Government led to the colonial rule of the
Americans by virtue of the Treaty of Paris. The issue relating to landholdings became more
complicated for the reason that land records were destroyed and lost. For this reason, Torrens
system of land registration was introduced to solve the matter. However, despite earnest efforts
to solve the same, majority of the farmers did not resort to this solution. There is a failure to
really identify the cause of landlessness among Filipino famers that resulted to the increase in
tenancy rate and decrease in landownership by the Filipinos themselves.
By 1919, friar lands were disposed of by the then civil government but until 1977, friars
remained to be the biggest landholders in the country. Along with the different solutions offered
to solve the matter, the same were considered futile because Americans favored more few rich
landowners (hacienderos) to further cope up with their self-vested interest of supplying the
mother country of raw materials. This led to a great motivation on the part of the hacienderos to
acquire more lands intensifying production but at the peril of exploiting more the peasants.
Commonwealth Era (1935-1946)
With the set-up of this era came the implementation of the Rice Tenancy Act of 1933.
Primarily, this act regulates share-tenancy contracts by establishing minimum standards.
Accordingly, a better landlord relationship is envisioned having a 50-50 sharing of the crop,
regulation of interest to 10% per agricultural year, and particularly a safeguard against the whims
and caprices of the landlord. However, since the implementation of the act requires a petition of
the majority of the municipal councils, no petition was ever made. Due to these minor lapses as
to its implementation, President Manuel Quezon made its implementation mandatory in all
Central Luzon provinces. However, contracts were made to last only for a year and landowners
were able to unjustly dismiss tenants by the simple act of not renewing their contracts. Hence,
this created more agitation on the part of peasant organizations doing their obligations well but
were still dismissed despite their great service to till the soil.
In line with all the social unrest, the government was hereby motivated to incorporate in
its Constitution the integration of social justice provision.
62
Second Philippine Republic: Japanese Occupation (1941-1945)

The Hukbo ng Bayan Laban sa Hapon (HUKBALAHAP) was born under the Japanese
occupation. It was headed by Luis Taruc and was able to take advantage of the social unrest after
World War II. They were able to establish a “shadow” government in Central Luzon that
discredited the government in the eyes of the people. This, consequently, made them stronger
and closer to the people
Third to Fifth Philippine Republic
Roxas Administration (1946-1948)
He proclaimed Rice Tenancy Act of 1933 effective all over the country. However, land
tenure was still noted as a problem and was noted to become more worse despite numerous
remedial measures. Among these measures was Republic Act 34 of 1946, otherwise known as
Tenant Act. This provided for a 70-30 sharing arrangement and further regulated share-tenancy
agreements.
Quirino Administration (1948-1953)
With the announcement of his two main objectives, that is, economic reconstruction of
the nation and restoration of faith and confidence of the people in the government, none of it
speaks of the making of agrarian reform law. He had little success with the continuance of the
programs previously implemented by his predecessor. Since social unrest is prevailing and none
was done to properly and effectively address the issue, the same led to unpopularity of his
administration.
Magsaysay Administration (1953-1957)
He introduced two land bills, that is, the Agricultural Tenancy Act of 1954 (R.A. 1199)
and the Land Reform Act of 1955 (R.A. 1400). The former Act shifts share tenancy to leasehold.
In the leasehold system, the tenant is paying a fixed amount to the landlord rather than a variable
amount. This consequently gave to the prohibition of ejecting tenants without further
pronouncement of the Court of Agrarian Relations as to the existence of just cause. On the other
hand, Land Reform Act of 1955 provided for the expropriation of private agricultural land over
300 hectares of contiguous areas, if owned by individuals. (Manapat, et.al, 2010) However, the
two acts were considered to be with lapses because although private lands were considered to be
subdivided to tenants at cost, lands having the area of less than 144 hectares were exempted.
Garcia Administration (1957-1961)
He did not make any pronouncement relating to agrarian reform his administration was
considered a “stalemate” between landlords and their allies in congress. (Manapat, et.al, 2010)
Macapagal Administration (1961-1965)
63
Under his administration, he introduced Agricultural Land Reform Code of 1963

otherwise known as R.A. 3844 providing for the purchase of private farmlands with the purpose
of distributing them in the form of small lots to landless tenants on easy payment terms. There is
the lowering of retention limits of landholdings to 75 hectares, be it a corporation or an
individual. However, the same was contended to be too high considering the growing population
density. Within the span of two years after it was implemented, no land was purchased due to the
reason also that peasants were unable to purchase the same. On the other hand, allocation of
budget for this was never enough thereby leading to a situation where less land was being
cultivated. Thus, this implies a declining situation relating to productivity of farmers.
Marcos Administration
During the first four years of Marcos, there is a vast change as to land purchase and
redistribution. However, no agrarian law was made thereby leading to the continuance of the
implementation of R.A. 6389. Further development and amendments were made at the latter part
of his term due to constant peasant upheaval. Among those changes are conversion of lands to
residential lands as a ground for dismissal of tenants, conversion of share tenancy to leasehold
tenancy with certain exceptions, the creation of the Department of Agrarian Reform, disturbance
compensation given to tenants just in case the land is converted to residential subdivision type,
increased financing for land reform program, and crediting of rentals in favor of the tenant
against just compensation.
Along with the declaration of Martial Law, he issued P.D. 2 declaring the Philippines as a
land reform area. To further implement land transfer, he issued Tenant Emancipation Act (P.D
27) that launch the Operation Land Transfer (OLT). The establishment of Land Bank of the
Philippines is another attestation of providing the needed incentives to affected landowners. With
the integration of P.D 27, landlords who owned more than seven hectares of land had to sell the
excess to the DAR, which in turn sells these to the landless farmers tilling the land. (Manapat,
et.al, 2010) However, another loophole was seen with this policy, that is, it exempted all
landholdings planted with export crops. Several limitations were seen along with the
implementation of Marcos’ land reform programs, these are: (a) narrow coverage as the same is
limited only to privately-owned lands, (b) protection for big landlords through schemes devised
by them like shifting the land to the planting of export crops, (c) heavy burden on farmer
beneficiaries like having 15 years only to pay the land, (d) little support services that later on
made many farmers to resort to mortgage, and lastly (e) weak farmers’ organizations because
they were branded as communists or subversives.
At the end of his administration, the efforts remained futile as the same were not
materialized. This made agrarian reform the rallying issue for the Aquino government.
(Manapat, et.al, 2010)
Aquino Administration (1986-1992)
Upon her assumption to office, she made described agrarian reform, to wit:
64
“the most fundamental and far reaching program of government for it adheres to the
economic well-being and dignity of many Filipinos.”
This pronouncement is a clear indication that she is making agrarian reform as the
centerpiece of her government. (Manapat, et.al, 2010) The unveiling of the Comprehensive
Agrarian Reform Program, led to the issuance of Comprehensive Agrarian Reform Law
otherwise known as R.A. 6657. This act is intended to promote social justice and
industrialization by providing the mechanism for its implementation and for other purposes.
(Manapat, et.al, 2010) However, due to limitation of the time within which the distribution of
land is to be made, others considered the policy as a failure as well.
Ramos Administration (1992-1998)
He worked fast on the implementation of CARP in order to meet its time limitation.
Despite his eager support for its implementation, the same lacks support funds to further
implement it. To answer this, he signed into law R.A 8532 to amend CARL and this paved way
for the extension of another ten-year period to fully implement the provisions of the law itself.
Estrada Administration (1998-2001)
The launching of Magkabalikat para sa Kaunlarang Agrayo (MAGSASAKA) was for the
purpose of encouraging foreign investments to the agricultural sector and for the advancement in
technology relating to crop production. However, the same left agrarian reform to still be an
issue.
Arroyo Administration (2001-2010)
Under her administration, CARPER was signed into law. It was a consolidation of Senate Bill
2666 and House Bill 4077. The former amended certain provisions of CARL and the latter
extended the time limit within which to achieve its goals.
1. The Land Registration Act of 1902
2. The Public Land Act of 1903
3. The Cadastral Act of 1903
4. The Friar Lands Act of 1904
5. Documentaries relating to Hacienda Luisita (Hacienda Luisita Massacre: The untold
Story, https://youtu.be/Z_YV29WNtcA)
6. Documentaries relating to Mendiola Massacre (Mendiola Massacre Interview,
https://youtu.be/OpNJ12-Pd3c)
7. Corona on his impeachment: It’s all about Hacienda Luisita (www.newsinfo.inquirer.net)
Strategies
1. Origin-Purpose-Value-Limitation
Readings will be given for the students to understand the topics and for them to answer
the following questions:
65
a.) What is the cause of landlessness?

b.) Why is it important to study the importance of agrarian reform?
c.) What are the different land reform programs implemented by the different Presidents
of the Philippines throughout the time?
d.) What are the significant break throughs of the land programs of the different regimes
and how does it answer social unrest?
e.) What are the limitations of the different land reform programs issued by the different
administration?
2. Compare and Contrast through PowerPoint presentation the land programs
introduced by the different Presidents of the Philippines.
The students are expected to come up with their presentation to substantiate their
understanding about the present land condition in the country and for them to evaluate the
lapses of the land programs and how they will go about it for a better solution.
3. Research Paper
The students are expected to come up with a research paper with recommendations that
they think will help more the agency concerned about land reforms and apply all
principles they have learned to make reasonable recommendations.
Evaluation
1. Reflection Paper
Direction: Consider the photo presented below and out of it make your reflection paper
comprising 500 words. Write the same in the space provided.
66
2. Group Poetry Performance

Direction: Make your own poem with the topic “Lupa hindi bala, katarungan sa lahat
ng biktima.” The same will be performed with prescribed dress code and choreography.
Write the poem in blank space provided.
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3. Slogan Making
Direction: Create a slogan relating to your sentiments as to the development of land
reform programs in the Philippines. Use the space provided below.
References
1. Candelaria, John Lee, et.al. (2018). Readings in Philippine History. Rex Bookstore, Inc.
2. Manapat, Carlos, et.al, (2010). Economics, Taxation and Agrarian Reform. C&E
Publishing Inc.
3. Robles, Wilder. (2007). Understanding the Importance of Agrarian Reform,
www.brandonu.ca/research-connection/rc-article/understanding-the-importance-of-
agrarian-reform/
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4. Agricultural Land reform Code of 1963 (R.A. 3844). Comprehensive Agrarian Reform
Law of 1988 (R.A. 6657). Decreeing the Emancipation of Tenants from the Soil. (P.D.
27)
5. Land Reform Act of 1955 (R.A. 1400)
Lesson: 13 (3 hours)
Title: Evolution of the Philippine Constitution
Learning Outcomes:
1. Comprehend and explain the significance of a constitution in a nation like the
Philippines.
2. To trace the evolution of the Philippine Constitution throughout the country’s history.
3. Discuss the distinct features of the different constitutions of the Philippines.
Description
The identity of a Filipino lies on knowing the history of the Philippines. Part of the topics
needed in knowing this identity is the evolution of the Philippine Constitution. Its importance
can be seen in the thought that a government can be properly administered with the existence of
a properly defined constitution. Hence, the study of its evolution.
Content
Biak-na-Bato Constitution
This Constitution was patterned or copied after the Cuban Constitution immediately after
the transfer of government from Cavite to Bulacan. Filipino revolutionaries adopted this
Constitution to cater the needs of the present time. Hence, it did not last long.
The Malolos Constitution
This is considered to be the first Constitution in Asia written by People’s Representative.
The making of the Malolos Constitution was pursuant to the provisions of the Tyddings-
Mcduffie Law, which provides that the Philippines must draft its own Constitution as a precedent
condition for the proclamation of Philippine Independence.
The 1935 Constitution
At its onset, the Legislative Department was a unicameral form and with the emergence
of later improvements, the same became a bicameral form. This is considered to be a preparatory
step in granting complete and absolute independence of the Philippine in July 4, 1946.
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The legislative Department was merged to become a unicameral form. It functions as
authoritarian Presidential system having all the powers in the hands of the President. This is
manifested along with the declaration of Martial Law.
The Freedom Constitution
It took place by virtue of Proclamation No. 3 of the then President Corazon Aquino. It
lasted for only 60 days. During this period, prior laws which are in conformity with the goals of
the current administration are adopted and anything that transgressed the rights of the Filipino
people were left behind.
This is the present Constitution of the Philippines, wherein the branches of the
government is divided into three main departments, to wit: (a) The Executive, (b) The
Legislative, and (c) The Judiciary. The primordial principles adopted under this Constitution are
the principle of checks and balances and separation of powers with the introduction of the three
Constitutional Commissions.
Mandatory Readings and Resources
1. Torres, Jose Victor. (2018). BATIS: Sources in Philippine History. C&E Publishing Inc.
(page 185-200)
2. The 1987 Constitution as to history and evolution of the Constitution
3. Joaquin Bernas on History and evolution of the Constitution
Strategies
1. Time Line Making
Students will create a timeline showing the evolution of the Philippine Constitution.
2. Venn Diagram
Students are expected to show the similarities and differences of the various Constitutions
through a Venn diagram.
3. Simulation
Students will portray or simulate how the Constitution was drafted.
Evaluation
1. Constitution Matrix
Direction: Fill out a Constitution Matrix to identify the distinct characteristics of each
Constitution.
Form of Ratifying/ Length of Distinctive
Government Promulgating Effectivity Features
Body
Biak-na-Bato
Constitution
70
Malolos
Constitution
1935
Constitution
1973
Constitution
71
Freedom
Constitution
1987
Constitution
References
7. Torres, Jose Victor. (2018). BATIS: Sources in Philippine History. C&E Publishing Inc.
72
8. Rivas, Dionesio,et.al. (2011). POLITICS, GOVERNANCE and the PHILIPPINE

CONSTITUTION. Rex Bookstore, Inc.
Publishing Inc.

Title: Taxation
Learning Outcomes:
1. To have an in-depth knowledge relating to issues in Philippine taxation through history.
2. To propose recommendations or solutions to present-day problems.
3. To understand the root causes and how we anticipate future scenarios in Philippine
setting.
Description
The very reason why does government exists is because of taxes. We can finance our
governmental activities though revenues and for this reason, it is incumbent on our part to know
the origin and nature of our taxing system in the Philippines.
Content
Taxation in Spanish Philippines
The mark of the start of the initial existence of taxation in the Philippines started with the
imposition of tributes. There were problems faced by government officials in its collection due to
the nature of settlements in the Philippines. This calls for the creation of pueblos where Filipinos
were gathered and awarded plots to till. Later on, these settlements were placed under the
management of encomenderos.
To meet the demands of the payment of tributes, filipinos increased their production.
They were able to pay the tribute partly in cash and partly with their produce. Out of this
transaction, the conquest of the Philippines was financed.
The economy of the Philippines was improved through the Galeeon Trade. On the other
hand, tax collection was still poor and to subsidized the finances in the Philippines, different
goods were delivered in the Philippines through the galleon trade.
In 1884, the payment of tribute was stopped and a poll tax through cedula personal was
collected. The payment of cedula was progressive, thus making it cumbersome on the part of
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peasants to pay. Through the payment of cedula, tax collection greatly increased and was
considered to be the main source of income.
Direct and indirect taxes were also imposed. Another source of income by the
government is monopoly. This made it possible for the colony to create a surplus of income that
made it self-sufficient without the need for the situado real and even contributed to the Treasury
of Spain. (Candelaria, 2018)
Income tax is also present in the form of forced labor. However, in the end of 17 th
century, the collection of income taxes became lighter because of increase in death rate and flight
to mountains. By the end of 19th century, this tax was reduced to a personal service that lessen
the burden of what is to be paid. This will give us a notion that taxation system during this period
can be summed up to a situation where peasants are heavily burdened by it and the co-elites as
principals being less burdened by it.
It is mindful to include in our discussion a primary source, particularly the account of
Mariano Herbosa when he wrote to Rizal about taxes.
Taxation under the Americans
The Americans who acquired the Philippines aimed to make the economy self-sufficient
by running the government with the smallest possible sum of revenue and create surplus in the
budget. (Candelaria, 2018)
Few changes were incorporated like the introduction of real estate tax which has been
considered as land taxes. This faced a lot of criticisms specially on the part of landed elite who
took means to evade their taxes. To solve the problem relating to the collection of land taxes, the
Internal Revenue Law of 1904 was introduced. Accordingly, it prescribed ten major sources of
revenue, like SIN taxes, income tax imposed to corporations like banks, and the like.
The cedula went through a lot of changes with the new law. other taxes were also
introduced such as industria tax for transactions or activities. Underwood-Simmons Tariff Act
was passed but this reduces the revenue derived from export taxes. To cope up with this, tax
receipts were increased. With all of the succeeding introduction of other sources of revenue, the
same problem remains, that is, we cannot still support the expenditures of the government.
Taxation during the Commonwealth
Under this, surtax rate was added to income taxes. Cedula taxes were actually abolished
and later a residence tax was imposed. The drafting of the National Internal Revenue Code took
place. However, despite several efforts to solve the issues regarding the tax burden shouldered by
the peasant, the same remains and at the outbreak of World War II, economic development is
still far-fetched.
Fiscal Policy from 1946 to Present
After the war, rehabilitation funds is needed to cope up with the result of it. Despite the fact that
independence of the country has been declared, dependency towards the Americans is imminent
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since we need to rehabilitate what has been destroyed. The regressive nature of tax system was
still present even up to the time of Marcos administration despite numerous efforts to cater
economic development. However, during the time of Corazon Aquino, tax reform programs were
initiated. Hence, VAT is introduced. This was signed in 1986 and was put into effect in 1988.
Economic growth was somehow seen during the time of Ramos administration. The short-lived
administration of Estrada did not constitute any change in the tax system. Large deficits were felt
during Arroyo administration due to the fact that large expenditure was allowed without
increasing tax collection. Hence, this prompted the government to devise new source of revenue,
thus, the E-VAT. Under the time of Benigno Aquino III, excise taxes were the main focus
thereby strengthening the cause for SIN taxes. Now, with the present administration promising
for tax reform, it is hoped that the same will result in the much-desired economic development.
Mandatory Readings and Resources
Source: Mariano Herbosa to Jose Rizal, Calamba, 29 August 1886, Letters Between Rizal and
Family Members (Manila: National Heroes Commission, 1964), 239-241.
Brief History of Taxation in the Philippines, https://youtu.be/g9SMUffHo_g
Strategies
1. Small Group Discussion
Divide the class into groups and let them discuss among themselves the topic itself. At
the end of the discussion, they must come up with a reflective journal to measure their
understanding about the topic.
2. Video Presentation
Watch a short video presentation relating to the collection of taxes in the Philippines from
the Spanish period down to the present times. Towards the end, students are required to
submit a movie analysis.
3. Exit Card
Students shall submit exit cards as a manifestation of learning from the topics.
Evaluation
1. Classroom Debate
Direction: Evaluate the law relating to taxation that governs banking institution or
corporations. Are they favorable or not to the economic progress of the country? Justify your
answer.
Note: Follow the prescribed classroom debate format.
References
Publishing Inc.
75
Chapter 5: Critical Evaluation and Promotion of Local and Oral History, Museums,
Histroical Shrines, Cultural Performances, Indigenous Practices, Religious Rites and
Rituals
Lesson No.: 15 (3 hours)
Title: Local and Oral History as Fields of study
Learning Outcomes:
1. To understand the meaning, nature, and methodology of Local and Oral history
2. To identify sources of Local and Oral history;
3. To recognize the processes of doing Local and Oral history; and
4. To manifest interest in Local and Oral history;
Introduction of the Topic:
History is the study of life in society in the past, in all its aspect, in relation to present
developments and future hopes. It is the story of man in time, an inquiry into the past based on
evidence. It is a field of study towards an inquiry into what happened in the past, when it
happened, and how it happened. It is an inquiry into the inevitable changes in human affairs in
the past and the ways these changes affect, influence or determine the patterns of life in the
society, hence, it is an attempt to re-think the past. Moreover, history thus helps us to understand
the present-day problems both at the national and international level accurately and objectively.
Respectively, History consists of wide area of studies which includes World History,
Asian History, and the like on which it obviously taught in comprehensive manner which mainly
focuses on general and broad points of historical periods, landscapes and spaces, patterns of
human relationships and affairs, socio-cultural changes, political systems, economic
development, and the like. The “history of the (local) common people” is often, if not always,
neglected without knowing that their “history” is indispensable to fully and holistically
understand the history of the whole nation, hence, capsulizing “history of the common people” of
different localities is undeniably imperative towards coming up with a bigger picture of national
history. This paves the way to the conceptualization of local and oral history as both field of
study and a method of historical inquiry on which historians, educators, and even the local
government should emphasize its importance to help common people understand their local
76
community, developing sound judgment unto social and local civic affairs, understanding the
effect of social changes and influences that take place in their locality to the patterns of relations
in the general society, and ultimately, developing sense of pride, identity, and national
consciousness among the people themselves in the light of their local cultural practices,
traditions, indigenous knowledge systems, and their significant contribution to the development
of the country as a Filipino nation. It is interesting to note that local and oral history works
complementarily as they provide methods and processes to further go beyond the sensible reality
of lived experiences and histories of the people towards discovering their meaning and
significance and making it relevant to the lives of the people and to the whole nation as well.
In this unit, we will look deeper into the facets of local and oral history in terms of their
nature, meaning, characteristics, and processes on how to employ such historical methods in
doing local historical studies.
A. PRE-Learning (Motivation/Mood Setting)
1. Activity: Look, Draw, and Relay Game (Bayan Ko, Guhit Ko!): The students will be
grouped according to their localities they come from. The students will identify known
products, fruits, or cultural crafts which made their locality famous and distinct from other
localities. They will be arranged forming a line, one after another, and will do the Look,
Draw, and Relay Activity. The student in the foremost front will do the drawing first, then
s/he will going to relay to his/her group mates until to the last member of the group and
then do the same. The last member of the group, placed at the back, will present their
drawing-output in front.
B. PROGRESSIVE Learning (Lesson Proper)
1. Presentation of the Lesson: Sharing of Insights about the Philosophy of Theodore

Roosevelt, “The more you know about the past, the better prepared you are for the
future”. The students are tasked to give their own interpretation and understanding about
the perspective of Theodore Roosevelt.
Essential Question/s after the Activity:

a. How do we know what happened in the past? Who writes history?
b. Where do you usually go if you want to learn something?
c. What could these “sources” be?
2. Development of the Lesson: Collaborative-Small Group Discussion. The students will

be grouped according to their first groupings and discuss the Meaning, Scope, and
Importance, and Sources of Local history. Tasks will be assigned to each group for them
to work on and presentation of outputs will come after.
Primary Reading Material:

SOURCES OF LOCAL HISTORY- Romeo V. Cruz, Ph.D., UP Press, Diliman, Quezon City.
(To be provided by the teacher. Portions of the material will be given to each group for their reference)
77
Group 1: Condition: The students will watch a video clip entitled “Misconceptions
about Philippine History” by Dr. Leloy Claudio- Youtube, and share
their insights in class about the video clip. After the presentation, the
teacher will give a printed material about the nature and meaning of local
and oral history and let the students to discuss it in class using graphic
organizer or semantic map. They are required to provide concrete situations
and illustrations to justify their explanation.
Group 2: Condition: The students will roam around the school campus and they shall
identify significant landmarks and structures that made the school known.
They must at least tell something e.g. the use, function, and significance of
the structure itself. They will take a photo of it for documentation and
presentation.
After the presentation, the teacher will provide them a printed material about
the scope of local history and let them study its content. They will
discuss/report about the content of it in class. They are required to give
concrete examples that can be found in the school and in the local community
as well.
Group 3: Condition: The students will visit the school library. Observe how it operates,
encountered and felt problems, and make some suggestions and
recommendations. Sharing of their observations will follow after. After the
presentation, the teacher will give the students a printed material about the
sources of local and oral history. The students will cite other sources of local
and oral history that can be found in the school and in the local community as
well.
Group 4: Condition: Cite one “grey” superstitious belief known in school or in local
community that bothers some of the people therein. Example: Mangkukulam,
etc. Tell some details about it and why it brings worry to the people therein.
After the presentation, the teacher will give a printed reading material to
students about the importance of studying local and oral history and their
significance towards deepening local and indigenous knowledge. The
students will discuss its content in class and they are required to give
concrete example about it.
Group 5: Condition: The students will read the problem-case “The Murderer”. They
will brainstorm if who is the culprit in the case. They will share their insights
in class after brainstorming and come up in agreement in identifying the
culprit in the case. After the presentation and sharing of insights in class, the
teacher will give a printed reading material about the methodology of local
and oral history. The students will identify concrete situation and determine
what appropriate approach shall employ for each.
2.1 LOCAL HISTORY: Meaning, Scope, Importance, and Sources

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•Local history is the study of people, places, factual events, cultural heritage, genealogy, and folklore, to name a few
Meaning of local political units and particular geographical area.
• Landscape history: a single building (such as a castle, an archaeological site, a church and graveyard, a monument – or your school), a street
• Geo-political history: an area like a village or housing estate, a whole town.
• Local culture, indigenous knowledge systems and practices of a particular group in a geographical area, folklore, myths, epic, and songs/music.
Scope
• Family history, life of a particular individual, etc.
• It gives us a holistic view about crucial and controversial events that took place (or are taking place) in our local communities and its effect vis-à-vis to national affairs.
• It paves the way to clear understanding of historical patterns and their connections with each other that procures vivid view of history in general.
Importance • allows us to study national events within the context of local communities
•local environments e.g. google maps, street signage, old post-boxes, signs, plaques, foot scrapers and other forms of street furniture , building
clues, monuments, landmarks, drawings, paintings, photographs, house plans, building plans, documents from local priests, land titles from LGU
Sources or Registry of Deeds, eyewitnesses, archaelogical crafts, school records, newspapers, journals, letters etc.
• Interview, content analysis for documents, archival research, archaeolgical excavations

Methodology
2.2 ORAL HISTORY: Meaning, Scope, Importance, and Sources

• Oral history is the systematic collection of living people’s testimony about their own experiences. (Park, 2013)
• Oral history can be defined as the recording, preservation and interpretation of historical information, based on the personal experiences and opinions of the speaker.
Meaning (Centre for Urban History-University of Leicester )
• Geo-political history: an area like a village or housing estate, a whole town.

• Local culture, indigenous knowledge systems and practices of a particular group in a geographical area, folklore, myths, music history, epic, etc.
• Family history, life of a particular individual, etc
Scope
• helps us understand how individuals and communities experienced the forces of history.
• teaches us what has changed and what has stayed the same over time.
Importance • preserves for future generations a sound portrait of who we are in the present and what we remember about the past. (Baylor University Manual for Oral History)
•Eyewitnesses, priests, tribal elders, members of a particular group.

Sources
•Oral interview, recording (audio-video) but needs informed consent, data transcription.
Methodology
and Ethics
3. Generalization: Ask the following questions to the students:
1. How do local and oral history differ from other sub-disciplines of History?
2. How important is our knowledge of local and oral history as Filipino
citizens, and as a member of a particular ethnic group?
3. In what ways do local and oral history complement and strengthen each
other? Give concrete situations.
C. POST-Learning (Cognitive): Evaluation.

79
1. Supply the needed information for each sub-discipline of history.
Local History Oral History

Meaning
Scope
Sources
Methodology
Importance
D. PAUSE-Learning (Affective Part). Open-ended questions.
1. I learned that local and oral history is/are …

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
2. Local and Oral history is/are important because …

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
3. Explain: “…I am fearfully and wonderfully made…"- Psalms 139:14
E. PUSH-Learning. (Transfer of Knowledge)
1. Evaluate the given situation below and consider the tasks that follow:
Isabelo, a local resident of Bambang, wants to trace the origins, cultural practices, and indigenous
knowledge systems of the Iwak’s of Kayapa Nueva Vizcaya. What sources (at least 5) and methodology
(at least 5) must he consider upon doing the activity? Justify your claim. Discuss why Isabelo must
consider such sources and methodology in doing his local history activity.
______________________________________________________________________________
References:
80
1. Candelaria, JL. & Alporha, VC, 2018. Readings in Philippine History, Rex Printing
Company, Inc., Quezon City, pp. 111.
2. Ligan, VO. Et.al, 2018. Readings in Philippine History, MUTYA Publishing House, Inc..
Malabon City, pp. 120-123.
3. Charlton, Thomas L., Lois E. Myers, and Rebecca Sharpless, eds. Handbook of Oral
History. AltaMira Press, 2006. Reprinted in two parts, History of Oral History (2007)
and Thinking about Oral History (2008).
4. New Hampshire Historical Society – www.nhhistory.org
5. New Hampshire State Library - http://www.nh.gov/nhsl
Further Required Readings and References
a. Improving history learning through cultural heritage, local history and technology by
Magro, G., De Carvalho, JR., & Marcelino, J., 2014.
b. LOCAL HISTORY and ORAL TRADITIONS by Salvacion Manuel – Arlante.
c. Local History: A Brief Historical Overview and Issues Central to its Practice by Michael
J. Eula, Ph.D.
d. READINGS IN PHILIPPINE HISTORY by Nicolas Zafra
Lesson Number: 16-18 Allotted Time: 9 hours
Title: Local and Oral History as Methods of Study
Learning Outcomes:
1. To manifest interest in local and oral history and show concern in promoting and
preserving the country’s cultural heritage;
2. To apply methodology of local and oral history in writing the history of their local
municipalities where they reside;
3. To use a range of sources to investigate the history of a chosen person, building, site
or landmark in their local community; and
4. To create/make a promotional slogan-tourism video of their own local cultural
heritage.
Introduction of the Topic:
As pointed out by Candelaria et.al., 2018, historical shrines and museums are portals of
the past. In addition, tangible and non-tangible cultural heritage which include crafts, clothing,
metallic inventions, language patterns, dancing practices, wedding ceremonies, local social
psychology, other cultural objects and the like that used for survival are also living testimonies
and integral part of history of a particular group of people. However, many local “stories” are not
being written or documented in one way or another that can serve as a repository of cultural
knowledge and understanding, hence, lack of cultural intelligence is still a pressing issue even
unto this time where globalization is the expression of time. But with the advent of
modernization and with the aid of technology, everything is already accessible, making almost of
global citizens interactive, even cultural aspects such as shrines, museums, and the like. These
81
challenges and problems in the light of historical studies make local and oral history essential
and imperative.
Local history and heritage studies are an integral part of historical studies that point to
pressing local issues, events, socio-economic influences and changes, patterns of relationships,
or living state of the local people in a particular geographical area. Without them the study is
partial; with them the study is complete. Likewise, local and oral history allows us to look at
what was happening in a particular area and to see the extent to which it mirrors or differs from
what is happening elsewhere. As a result, it enables us to focus on a particular area and to move
from the ‘local’ to the ‘national’ and often on to the ‘global’ scene. It opens the doors from the
particular and manageable study to the much larger and more complex study that will eventually
help us to vividly view the clearer and bigger picture of history. Doing local and oral history is
indeed unquestionably significant because this does not only make history “alive”, but making it
more “real” to us. Correspondingly, according to Historic England, doing local history enable us
to:
a. understand how and why their local community has developed in the way it has;
b. investigate the people and events that took place where they lived;
c. develop a sense of historical curiosity about their area and a sense of place;
d. see how their locality was involved in, responded to and was affected by regional,
national and international events and actions – was their area typical or was it unique?
e. understand why the area in which they live is worth knowing about;
f. be aware of the features of their local community and the extent to which they are an
asset;
g. strengthen their chronological understanding and their appreciation of how and why
some things change and others remain the same. develop their enquiry skills and
strengthen their skills in using a range of resources such as maps, photographs, census
returns and directories;
h. increase their confidence and sense of achievement;
i. strengthen their knowledge and appreciation of their local community and forge
stronger links with that community;
j. develop an identity and pride in where they live;
k. develop children’s and young people’s appreciation that these aspects of history are
essential to explaining the national picture;
l. provide a more accessible introduction to national issues;
m. provide easily accessible and manageable opportunities for whole-school and cross-
curricular projects;
n. develop new knowledge and skills as they enthuse their pupils and are themselves
enthused by immersing themselves in the community.
The value of local and oral history must come into paramount consideration in the
academe “as it endeavours in the development and enrichment in the discipline of history”-
Candelaria et.al, 2018. Doing local and oral history will realize interdisciplinary harmony across
82
social sciences, especially in the discipline of history, hence, “making it more holistic, inclusive,
and progressive study of our past”-Alporha et.al., 2018.
In this module, we will study local and oral history as methods of study in studying
history and apply such methodologies in gathering pertinent data relating the rich history of a
group of people in a particular geographical area.
I. PRE-Learning.
1. The students are tasked to design, plan, and organize a local and oral history
activity. Ask students to form groups (they will be grouped according to their
municipalities they come from and according to ethnic group where they belong)
to research and identify local historical places, landmarks, sites, museum, shrines,
other local historical heritage, or people of local historical interest located in their
own municipalities. Also, they are required to prepare materials as they go on a
tour, conduct interview, and do a visitation relevant to their local and oral history
activity.
Required:
a. Prepare a tour plan prior doing local and oral history. Also, the
students must prepare contingency plan as they will be engaged in the
activity.
Required Materials for Pre-learning Activity:

1. Local History: A Brief Historical Overview and Issues Central to its Practice by Michael
J. Eula, Ph.D.
2. Introduction to Oral History. Baylor University Institute for Oral History Workshop on
the Web http://www.baylor.edu/oralhistory.
3. Why is oral history important? How does it add to history? (Oral History Background
info): http://dohistory.org/on_your_own/toolkit/oralHistory.html
4. Doing Local History Video- https://www.youtube.com/watch?v=7RcWPKklXiM
5. How to do Oral History Video- https://www.youtube.com/watch?v=nX1odZDA0gk
II. PROGRESSIVE-Learning
A. Collaborative-Experiential Learning Activity

Task(s):
83
The students are required to write a historical account about their own
municipalities employing the methodology of local and oral history. Their focus
must cover the following:
a. 2 Local heritage sites (Church, Landmark, Shrines)
b. 3 Cultural practices and beliefs (Burial, Wedding, local psychology)
c. 1 Literary piece
d. 1 Type of delicacy
e. 1 local music piece
f. 1 Sports culture
g. 5 Cultural crafts
Required:
1. Bring pen, journal notebook, camera, maps, audio-visual recording
materials, street directory as they will do local and oral history.
2. Always consider ethical practices in doing local and oral history e.g.,
informed consent and the like.
3. Consider sources such as local newspapers, local information
brochures and history reference books, map of local area or street
directory, local historian, parish priests, LGU Assessors Office,
Registry of deeds, long-time resident, person from the local
information centre or council staff, core families, eyewitnesses, crafts,
and other cultural objects.
4. Employ oral interviews, museum tours, content analysis for documents
and texts, and participatory observation, and other data gathering
techniques in doing local and oral history.
5. Document, record, and transcribe texts and all information. Also, ask
for their consent prior documentation.
6. Subject their account to editing, experts review, and revision for final
publication.
______________________________________________________________________________
III. POST-Learning
1. The students must submit a reviewed account of their local history that
encompasses the aforementioned areas of doing local and oral history.
Rubric for Local History Account
ITEM MAXIMUM OBTAINED

POSSIBLE SCORE
SCORE
Area Grade
A. Organization (25)
84
1. Consistency of Ideas and details 10

2. Logical Focusing of details 10
being presented
3. Evidence of Integrated 5
Knowledge
Area Grade
B. Quality and Content (60)
1. Accuracy of details 20
2. Clarity and coherence 10
3. Clarity of the contributions and 10
delimitations of the account
4. Adequacy and relevance of cited 20
evidences, references, and
sources.
Area Grade
C. Mechanics (25)
1. Grammar 15
2. Referencing 10
Area Grade
TOTAL SCORE
2. Also, the students are required to produce/make a promotional slogan-tourism

video of their own local cultural heritage. Their promotional video must include
the aforementioned areas of their local history.
Evaluative Rubric for the Promotional Video

Performance Needs Improvement Satisfactory Excellent
Level
Group Students needed to be All students contributed All students
Cooperation reminded to stay on a fair share to the contributed equally to
task frequently. One project, though some the video. Students
or two people did all workloads varied. stayed on task at all
the work. Students Students had to be times. Students
argued with one reminded occasionally to worked with each
another or left some stay on task. Students other in a friendly
students out of the made an effort to include manner.
process. all group members in the 11-15 points
0-4 points process.
5-10 points
85
Storyboard Students did not Students completed the Students completed

complete a storyboard storyboard on time, but storyboard on time.
or storyboard did not some items are not Storyboard is thorough
match video. thoroughly described. and matches the video.
0-2 points Storyboard matches the 6-10 points
video.
3-5 points
Documentation There is no Most of the elements All elements from
documentation. taken from other sources other sources are
0 points are documented; accurately
however, some documented.
documentation may be 4-5 points
inaccurate or missing.
1-3 points
Subject Subject knowledge is Subject knowledge is Subject knowledge is
Content not evident. evident in much of the evident throughout the
Information is video. Most information video. All
confusing, incorrect, is clear, appropriate, and information is clear,
or flawed. correct. appropriate and
0-9 points 10-20 points correct.
21-30 points
Video content The video lacks a Information is connected Video includes a clear
and central theme, clear to a theme. Details are statement of purpose.
organization point of view, and logical and information Events and messages
logical sequence of is relevant throughout are presented in a
information. Much of most of the video logical order, with
the information is 3-5 points relevant information
irrelevant to the that supports the
overall message video’s main ideas.
0-2 points 6-10 points
Introduction The introduction does The introduction is clear The introduction is
not orient the viewer and coherent and evokes motivating, and hooks
to what will follow. moderate the viewer from the
0-1 points interest/response from beginning.
the viewer. 4-5 points
2-3 points
Mechanics The text and audio The text and audio have The text and audio
have 4 or more 1-2 grammar or spelling have no grammar or
grammar or spelling errors. spelling errors
errors. 3-4 5 points
0-2
Production Video is of poor Tape is edited. A variety Tape is edited. Video
quality and is of transitions are used runs smoothly from
unedited. There are no and most transitions help shot to shot. A variety
transitions added or tell the story. Most of of transitions are used
transitions are used so video has good pacing to assist in
86
frequently that they and timing. Graphics are communicating the

detract from the video. used appropriately. main idea. Shots and
There are no graphics. 11-15 points scenes work well
0-10 together. Graphics
explain and reinforce
key points in the video.
16-20 points
Total
Project Grade
Adopted from: https://www.niu.edu/facdev/_doc/evaluation_rubric_for_videoproject.docx
IV. PUSH-Learning
1. The students are required to organize a school-based historical conference. This

is to showcase their output through forum/presentation.
2. The students are tasked to write a recommendation/petition letter to the Schools
Division Office for them to integrate/incorporate their local history into the
mainstream Social Studies curriculum.
3. The students are tasked to collaborate with the local tourism office of the LGU
towards the promotion of their locality by considering their promotional slogan
video to be used in local television/radio productions.
______________________________________________________________________________
V. PAUSE-Learning
1. Write a short reflection journal about your experience in doing local and
oral history. What are the strengths and weaknesses of the activity?
What recommendations would you want to propose to improve the
activity?
2. Reflect: “Now all these things happened unto them for ensamples: and
they are written for our admonition, upon whom the ends of the world
are come”- 1 Corinthians 10:11. Relate it with your experience in doing
local and oral history.
References:
6. Candelaria, JL. & Alporha, VC, 2018. Readings in Philippine History, Rex Printing
Company, Inc., Quezon City, pp. 111.
87
7. Historic England, Planning Outstanding Local History and Heritage Projects.

8. Local History: A Brief Historical Overview and Issues Central to its Practice by Michael
J. Eula, Ph.D.
9. Introduction to Oral History. Baylor University Institute for Oral History Workshop on
the Web http://www.baylor.edu/oralhistory.
10. Ligan, VO. Et.al, 2018. Readings in Philippine History, MUTYA Publishing House, Inc.
Malabon City, pp. 120-123.
11. Doing Local History Video- https://www.youtube.com/watch?v=7RcWPKklXiM
12. How to do Oral History Video- https://www.youtube.com/watch?v=nX1odZDA0gk
Further Required Readings:

1. Hamsworth, A., 2017. PLANNING A LOCAL HISTORY STUDY.
2. Moyer, J., 2010. Step By Step Guide to Oral History Retrieved from:
http://dohistory.org/on_your_own/toolkit/oralHistory.html
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1

Self-Learning Module in Readings in Philippine History

LESSON NO: 1 (3hours)

Why Study History?

The Meaning of “History”

Excerpts from Understanding History: A Primer of Historical Method by Louis

True or False. Write T if the statement is correct and F if it is not.

Essay. Respond to the given question comprehensively.

 Unique demonstration of student’s own understanding of Philippine history.

LESSON NO. 2 (3 hours)

Formally, there are eight examples of these primary sources:

The Impact of Communication and Information Technology on the Production of Sources

1. What is the main distinction between primary and secondary source?

True or False. Write T if the statement is correct and F if it is false.

Enumeration. Enumerate the following.

o Robert B. Fox. The Tabon Caves: Archaeological Explorations and excavations

o Understanding History: A Primer of Historical Method by Louis Gottschalk (New York,

Chapter 2: Content and Contextual Analysis of Selected Primary Sources

1505  Ferdinand Magellan joined the expedition of Francisco d'Almeida to India.

1518  Magellan leaves Portugal and heads for Spain.

1521  3 February: Ferdinand Magellan reaches the Equator

1522  September 6: The Victoria reached Sanlucar de Barrameda in Spain with

An excerpt of Antonio Pigafetta’s The First Voyage

Further Readings and Resources:

Name: _______________________________________ Score ________________

Adopted from: Readings in the Philippine History by Ligan, et.al (2018)

Adopted from: Readings in the Philippine History by Ligan, et.al (2018)

1. To properly interpret the selected Political Cartoons: Political Caricature of the

Further Readings and Resources:

1. What issue is this political cartoon about?

Caricature Objectives/People that Meaning of each Important Clues Political or

Lesson No. 6 (3Hours)

SPOLIARIUM 19TH Century – Juan Luna

This oil painting on

celebrating a fiesta in Antipolo.

Palay Maiden, 1920 (Dalagang

1. Readings In Philippine History by Ligan et.al 2018

3. Historical Context: Discovery of Painting

Explore: Compare Famous Paintings of Luna and Amorsolo

Lesson No. 7 (3 hours)

3. Declaration of the Martial Law (https://www.officialgazette.gov.ph/featured/declaration-

Lesson No: 9 (3 hours)

As in the case of my worthy predecessor, I have continuously received anonymous

Photo retrieved from https://www.bing.com/images/discover?form

Scoring Rubric to be used

(Readings in Philippine History)

Lesson No. 10 (3 hours)

By the end of the lesson students should be able to:

Activity No. 1: Role Playing

Activity No. 3: Film Striping

“I declare myself a Catholic and

Writing Style ------------------------ 15%

Activity No. 4: Flip Top

Total ----------------------------------------------------------------- 100

Activity No. 5: Speech Choir

 Jose Rizal Life Works and Writings

Lesson No. 11 (3 hours)

Santiago Alvarez’s Account “The Cry of Bahay Toro”

(August 24, 1896)

At ten o’ clock that Sunday morning, 23 August 1896, we arrived at Bahay

Enrique Pacheco, Ramon Bernardo, Pantaleon Torres, Francesco Carreon,

The following matters were approved at the meeting:

1. An uprising to defend the people’s freedom was to be started at midnight of

5. The immediate objective was the capture of Manila….

Name: _______________________ Score