Instructional Materials For Readings in Philippine History: Compiled by

Instructional Materials for
Readings in Philippine History
Compiled by:
Rizza A. Occidental
Andrei Miguel S. Jose
Kennedy T. Tauro
Readings in Philippine History | 1

Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Office of the Vice President for Branches and Campuses
Santa Maria Bulacan Campus
Santa Maria, Bulacan
Course Title : Readings in Philippine History

Course Code : 10033
Course Credit : 3 Units
LEARNING MODULE FOR THE

SUBJECT READINGS IN PHILIPPINE HISTORY
Within this Module will be discussed Philippine history from multiple

perspectives through the lens of selected primary sources coming from various
disciplines and of different genres. Students are given opportunities to analyze
the authors’ background and main arguments, compare different points of view,
identify biases and examine the evidences presented in the document. The
discussions will tackle traditional topics in history and other interdisciplinary
themes that will deepen and broaden their understanding of Philippine political,
economic, cultural, social, scientific and religion history. Priority is given to
primary materials that could help students develop their analytical and
communicative skills. The end goal is to develop the historical and critical
consciousness of the students so that they will become versatile, articulate,
broad-minded, morally upright and responsible citizens.
Learning Objectives:
After successful completion of this module, the student should be able to:
1. Evaluate primary sources for their credibility, authenticity, and provenance.
2. Analyze the context, content and perspective of different kinds of primary
sources.
3. Propose recommendations/ solutions to present-day problems based on
their understanding of the root causes and their anticipation of future
scenarios.
4. Manifest interest in local history and concern in promoting and preserving our
country’s national patrimony and cultural heritage.

Learning Output:
The student is expected to engage in lifelong learning and being aware of the significance
of history on their daily lives as their knowledge in this course prepared them in assuming social
responsibility, good citizenship, nationalism and internationalism.
Units for Discussion are:

1. Understanding History using Primary and Secondary Sources
2. Spanish Colonization to the Present
3. Historic Controversies
4. Social, Political, Economic and Cultural Issues
5. Appreciating Historical and Heritage Sites

Unit 1- Understanding History using Primary and Secondary Sources
This unit will introduce the students to the basics of studying history including its definition,
the sources, the analyzation of the primary and secondary sources and its authenticity.
Furthermore, the students will identify credible and authentic from fake and hoax primary sources
and know how to evaluate their provenance.
Introduction
When we ask the question “What is History?” basically, most of us will easily say that it is
the study of the past. Most students will say that it is just a mere memorization of dates, events
and names. That is why they find it a boring subject during their earlier years in their academic
life. However, if we dig deeper, there is much more to it. Knowing our past is important in
understanding our identity, our society and most of all, it aids in nation building.
Lesson Objectives
At the end of the lesson, the students should be able to:

1. Define what is history
2. Determine the difference between a primary and a secondary source
3. Distinguish the difference between an external criticism and external criticism
4. Evaluate materials in terms of authenticity, credibility and provenance.
WHAT IS HISTORY?
This question can be answered by looking back at a classic work of Louis Gottschalk
entitled, “Understanding History: A Primer of Historical Method” in 1950. He states that:
“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… In the course of time, however, the
equivalent Latin word “scientia” (English, science)
came to be used more regularly to designate non
chronological systematic accounts of natural
phenomena; and the word history was reserved
usually for accounts of phenomena (especially
human affairs) in chronological order. By its most
common definition, the word history now means, “the
past of mankind”1
However, the word “Kasaysayan” which we think the equivalent of the word history in
Filipino has a deep meaning than its English equivalent. It is not merely a story but it also needs
1
Louis Gottschalk, Understanding History: A Primer of Historical Method (New York: Knopf, 1950), 17.

to be a “meaningful” story. Dr. Augusto de Viana in his book “The Philippines: A Story of a Nation”
divided the word “Kasaysayan” into three: ka-, saysay and –an:
“Its root word saysay, means “sense” or “meaning”.
It also means importance or purpose. Things that have no
importance or meaning are valueless or “walang
saysay”and have no purpose. With the addition of the suffix
–yan, saysayan means the act of conveying words of
importance or sense. This is usually through a narrative or
story (nagsasaysayan). With the addition of the prefix “ka”,
saysayan now has a new meaning. “Ka” has a very
important connotation. It implies interaction
connectiveness or relationship, of being a part of
something, of being together, or doing something
together.”2
Dr. Zeus Salazar defined kasaysayan through his

Pantayong Pananaw as “mga salaysay na may saysay sa isang
grupo ng tao”. It is not only a thing of the past but it should also be
an important narrative that binds them as a people.
For Constantino, “history is not merely a chronology of
events; it is not the story of heroes and great men. Essentially, history consist of the
people’s effort to attain a better life. The common people possess the capacity to
make history.”3 In other words, he is more focused on the masses and how these
important events affect their lives. For him, history is not only comprised of the stories
of the famous leaders but more importantly, the people as a whole.
2
Augusto De Viana, The Philippines: A Story of a Nation (Manila: Rex Book Store, 2011), xi.
3
Renato Constantino, The Philippines: A Past Revisited (Quezon City: Tala Publishing Services, 1975), 3.

Historical Sources
In doing and studying history, sources are important.
We cannot have a sight of what transpired in the past if we do
not have our bases. It serves as our evidence in reconstructing
our past. Remember that we cannot re-create the complete
past and what we can only have is a glimpse of what
happened. These sources serves as our window and lenses in
rediscovering our past. It is up to the historians and scholars
on how we will interpret the events that took place and its
connection with our present.
Louis Gottschalk discussed in his book “Understanding
History” the importance of sources in doing history. He stated:
“The historian, however, has to use many materials

that are not in books. Where these are archeological,
epigraphical, or numismatical materials, he has to depend largely on
museums. Where there are official records, he may have to search for them
in archives, courthouses, government libraries, etc. where there are private
papers not available in official collections, he may have to hunt among the
papers of business houses, the muniment rooms of ancient castles, the prized
possessions of autograph collectors, the records of parish churches, etc.
Having some subject in mind, with more or less definite delimitation of the
persons, areas, times, and functions (i.e., the economic, political, intellectual,
diplomatic or other occupational aspects) involved, he looks for materials that
may have some bearing upon those persons in that area at the time they
function in that fashion. These materials are his sources. The more precise
his delimitation of persons, area, time, and function, the more relevant his
sources are likely to be.”4
Bear in mind that sources are not limited to tangible things. There are sources that can be
of good help in finding facts without it being tangible. Written documents are obviously viewed as
the more scholarly one, but over time, non-written sources proved that they are as valuable as
written.
There are two groups of types of sources: it is either a primary and secondary; written
and non-written.
4
Louis Gottschalk, Understanding History: A Primer of Historical Method (New York: Knopf, 1950), 52-53.

Primary Sources
A primary source is defined as materials produced by people or groups directly involved
in the event or topic being studied.5 Meaning to say, they are involved and eyewitnesses as the
historical event is taking place. It is also defined as a piece of evidence written or created during
the period under investigation.6 This also makes the primary source as a firsthand account.
Diaries, memoirs, letters, legal documents, official documents (government records), speeches
and editorial cartoon are examples of primary sources to name a few.
Primary Sources can also be non-written that may count as documents. They can come
in the form of artifacts such as the Manunggul Jar; edifices like colonial churches; clothes, jewelry,
farming implements, photographs, films, recordings and even paintings. 7 Oral traditions such as
Epiko, Tarsila, Bugtong, Kwentong Bayan, Salawikain can also be considered as primary sources.
Secondary Sources
Louis Gottschalk defined 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” 8 They usually assess
and comments on the events that took place. It is vital to use a primary source in analyzing people
and event that took place for a secondary source to be produced. Textbooks are the best example
of secondary sources. Classic history books such as History of the Filipino People by Teodoro
Agoncillo, Pasyon at Revolution of Reynaldo Ileto, The Past Revisited by Renato Constantino,
Philippine Political and Cultural History by Gregorio Zaide.
Criticism
Sources are essential in history-making but the documents cannot interpret themselves.
This is where an expert must intervene and show his expertise in interpreting the documents. In
doing so, they need to criticize the documents to check
its authenticity. This process is called historical method.
There are two components in the historical method:
external criticism and internal criticism.
External Criticism
External criticism aims at checking the
authenticity of the primary source. It aims to check
whether the source is real or fake. In reading, it is the
process of scanning as opposed to skimming.
Validating the authenticity of the document requires
checking if the paper and ink of the document belong
to the period being studied. In addition, one checks https://adaa.org/learn-from-us/from-the- 1
5
Jose Victor Torres, Batis: Sources in Philippine History, (Quezon City: C & E Publishing, Inc., 20018), 6.
6
Michael J. Salevouris and Conal Furray, The Methods and Skills of History: A Practical Guide, 4th ed.(Chichester:
John Wiley and Son, Inc. 2015), 171.
7
Maria Luisa Camagay et. al. Unravelling the Past: Readings in Philippine History, (Quezon City: Vibal Group Inc.,
2018), 7.
8
Louis Gottschalk, Understanding History: A Primer of Historical Method (New York: Knopf, 1950), 53.

whether the handwriting in the document belongs to the handwriting of the period one is
researching on.9 For example, in analyzing the letters of Rizal, a historian must understand the
language used by Rizal so as his writing style, signature, etc.to prove that the document is
authentic and can be used in the next process.
Internal Criticism
Once finished with external criticism, the historian must test the reliability of the document
or otherwise known as the internal criticism. The historian must always be skeptical of the sources
presented. Dr. Camagay et. al. listed the following questions to serve as a guide in checking the
reliability of the document:
- How close was the author to the event being studied?
- When was the account made?
- Who was the recipient of the account?
- Is there bias to be accounted for?
- Does informed common sense make the account probable?
- Is the account corroborated by other accounts?10
Always remember that a historian is always in the state of doubt in doing research. They
should accept that the fact of the present may be proven a hoax in the future. In doing so, the
historian is always leaning towards the truth.
Additional Readings:
- Mga Batis Pangkasaysayan
- Pantayong Pananaw: Isang Paliwanag ni Zeus Salazar
Assessment
I. Identification
__________1. Aims at checking the authenticity of the primary source. It aims to check whether
the source is real or fake.
__________2. Ang mga dambana ay lugar kung saan nakahimlay ang mga labi ng mga
kinikilalang bayani ng bayan.
__________3. Derived from the Greek noun “istoia”, meaning learning.
__________4. It is defined as materials produced by people or groups directly involved in the
event or topic being studied
__________5. The testimony of anyone who is not an eyewitness- that is of one who was not
present at the event of which he tells
__________6. These are the preserved remains, or traces of remains, of ancient organisms.
__________7. It is a process where the historian must test the reliability of the document.
9
Maria Luisa Camagay et. al. Unravelling the Past: Readings in Philippine History (Quezon City: Vibal Group Inc.,
2018), 8.
10
Maria Luisa Camagay et. al. Unravelling the Past: Readings in Philippine History, (Quezon City: Vibal Group Inc.,
2018), 8-10.

__________8. This is where an expert must intervene and show his expertise in interpreting the
documents.
__________9. It is where the manunggul jar is being displayed and preserved.
__________10. The original manuscript of Noli Me Tangere and El Filibusterismo can be found
in this repository.
II. Essay
1. What is a primary source? What is its difference with a secondary source?
2. Is the primary source always correct? Why?
3. At present, how do you distinguish an authentic news to fake news? What is your means
to set them apart? Give examples.

Activity
Let us practice your understanding of our lesson through these two excerpts
about the Tabon man – Robert Fox and William Henry Scott. After reading the sources,
try to answer the questions after the texts.11
TABON MAN*
Robert B. Fox. The Tabon Caves: Archaeological Explorations and Excavations on
Palawan Island, Philippines (Manila, 1970) p. 40.
Tabon Man – During the initial excavations of Tabon Cave, June and
July, 1962, the scattered fossil bones of at least three individuals were
excavated, including a large fragment of a frontal bone with the brows
and portions of the nasal bones. These fossil bones were recovered
towards the near of the cave along the left wall. Unfortunately, the area
in which the human fossil bones were discovered had been disturbed
by Magapode Birds. It was not possible I 1962 to establish the
association of these bones with a specific flake assemblage. Although
they were provisionally related to either Flake Assemblage II or III,
subsequent excavations in the same area now strongly suggest that
the fossil human bones were associated with Flake Assemblage III for
only the flakes of this assemblage have been found to date in this area
of the cave. The available data would suggest that Tabon Man may be
dated fron 22,000 to 24,000 years ago. But, only further excavations
in the cave and chemical analysis of human and animal bones from
disturbed and undisturbed levels in the cave will define the exact age
of the human fossils.
The fossil bones are those of Homo Sapiens. This will form a separate
study by a specialist which will be included in the final site report of
Tabon Cave.
11
Jose Victor Torres, Batis: Sources in Philippine History, (Quezon City: C & E Publishing, Inc., 20018), 9-12.

It is important, however, because of a recent publication (Scott, 1969),
that a preliminary study of the fossil bones of Tabon Man shows that it
is above average in skull dimensions when compared to the modern
Filipino.
There is no evidence that Tabon Man was “… a less brainy
individual…” [Scott (1969) 36]. Moreover, Scott’s study includes many
misstatements about the Tabon Cave, always the problem when
writers work from “conversations.”
William Henry Scott. Prehispanic Source Materials for the Study of Philippine History (Revised
Edition) (Quezon City, 1984), pp. 14 – 15.
Tabon Man – The earliest human skull remains known in the

Philippines are the fossilized fragments of a skull and jawbone of
three individuals who are collectively called “Tabon Man” after the
place where they were found on the west coast of Palawan. Tabon
Cave appears to be a little stone age factory: both finished tools and
waste cores and flakes have been found at four different levels in the
main chamber. Charcoal left from cooking fires has been recovered
from three of these assemblages and dated by C-14 to roughly 7,000
B.C., 20,000 B.C., and 28,000 B.C. with an earlier lying level so far
below these that it must represent Upper Pleistocene dates like 45 or
50 thousand years ago…. Physical anthropologist who have
examined the Tabon skullcap are agreed that it belonged to a modern
man – that is, Homo sapiens as distinguished from the mid-
Pleistocene species nowadays called Homo erectus. Two experts
have given the further opinion that the mandible is “Australian” in
physical type, and that the skullcap measurements are mostly like
those of Ainus and Tasmanians. What this basically means is that
Tabon Man was “Pre- Mongoloid,” Mongoloid being the term
anthropologists apply to the racial stock which entered Southeast Asia
during the Holocene and absorbed earlier peoples to produce the
modern Malay, Indonesian, Filipino, and Pacific peoples popularly –
and unscientifically –called, “the brown race.” Tabon Man presumably
belonged to those earlier peoples, but, if decently clothe in flesh, T-
shirt,,,,, and blue jeans, might passed unnoticed in Quiapo today,
whatever his facial features are concerned, nothing can be said about
the color of his skin, or hair, or the shape of his nose or eyes – except
one thing: Tabon Man was not a Negrito.

1. Which of the 2 articles is a primary source? Secondary source? How do you say
so? Cite concrete examples from the text.
2. In your analysis, what is more credible between the two documents? Why?

Unit II – Spanish Colonization to the Present
This unit will analyze the context, content, and perspective of different kinds of
primary sources and determine how these sources affected the history of the Filipino people. In
doing so, each source will be divided into five categories, namely: a) Background of the Author,
b) Historical Background of the Document, c) Content Analysis of the Document, d) Contribution
to the historical narrative and e) Relevance to Contemporary Times. This will enable students to
have a deeper appreciation and grasp of the historical events in or country.
Background of the
Author
Historical
Relevance Background of the
Document
Contribution to the Content Analysis of

Historical Narrative the Document
First Voyage Around the World by Antonio Pigafetta

The Age of Discovery drastically changed how people view the world. Their curiosity
lead to the discovery of many things. Prior to this age, the people believed that the earth was
flat, the earth was the center of the universe etc. The Crusades lead the Europeans to discover
the vast lands to be conquered and new products to be discovered specially, spices. Spain and
Portugal being the leading superpowers at that time had a competition of conquering lands one
after another and decided to send expeditions east and west. This led to the first
circumnavigation of the world.
Lesson Objectives:
1. Analyze the context, content and perspective of different kinds of primary
sources.
2. Discuss the Philippine part of expedition using primary sources.
3. Determine the importance of Pigafetta’s document in the study if Philippine history.

Background of the Author
Antonio Pigafetta
- Born around 1490 in the town of Vicenza, Venice,

Italy.
- Studied astronomy, geography and cartography and
during his younger years worked in the ships owned
by the Knights of Rhodes.
- A well-educated young man possessing an avid
curiosity of the world around him.
- He presented his credentials to Magellan and
admitted as one of the sobresalientes
(supernumenaries), or men coming from prominent
families who will join the trip for the love of adventure
Antonio Pigafetta
and for the advancement of military service.
- He vividly described the expedition including the
people they’ve encountered and the death of Magellan.
The Text
The text is translated from Spanish to English by James Alexander Robertson and Emma
Blair in 1903 to 1909. The Philippine Islands is composed of 55 volumes of Primary Spanish
documents. Our text can be found on the 33 rd volume of the collection. The following text is just
an excerpt of the said volume for our primary focus will just be their encounters in our islands and
not the Spanish History in the Philippines.
Read: First Circumnavigation of the World – Philippine Arrival
Link: https://www.gutenberg.org/files/42884/42884-h/42884-h.htm#xd21e273 #103 to #183
Video: https://www.youtube.com/watch?v=ylwiOLab5AA - Ferdinand Magellan - First
Circumnavigation of the Earth
*****
Guide Questions
1. What happened during the first encounter of the Spaniards and the locals?
2. How do Antonio Pigafetta described the locals?
a. Way of life
b. Cultural practices
c. Religious beliefs
3. What are the resources that the Spanish bumped into our islands?
4. Describe the relationship between the Spaniards and Humabon.
5. Describe the death of Magellan in Mactan.
6. What is the importance of Pigafetta’s account in the study of Philippine
history?

Relevance
The most notable feat of the document is that it documented the first circumnavigation of
the world. The expedition proved that the Earth was round and the East can be reached by way
of the West. In terms of Philippine history, it gave us the idea of how life ought to be during pre-
colonial times. We have our own civilization and most all we are not heathens as what they
wanted us to believe before their arrival. The physical appearance of our Visayan ancestors is
well documented in Pigafetta’s account. It also shows our socio-cultural activities during the pre-
hispanic times. This primary source will also validate the facts of secondary sources that we
encountered during the earlier part of our academic life. Gone are the days that we memorize
the dates, the people and events but we recognize the deeper context of these events in our
history.
Assessment
1. Would you consider Lapu-Lapu as a hero? Why?
2. What is the importance of the text in our history today?
3. Do we need to celebrate the 500th anniversary of the arrival of the Spaniards
(so as Christianity)? Why?
4. How do Christianity and animism resemble? differ?

Customs of the Tagalogs by Juan de Plasencia
Introduction
One of the initial activities of the friars assigned in the Philippines is to document the
people. They were the one who “pacified” the islands from any revolts and other issues
concerning the people. This is what the illustrados (particularly Marcelo H. del Pilar) called,
“Frailocracy.” With this system, they became the most powerful individuals in the colony, even
more powerful than the Governor- General in the provinces. They practice their religious
function as well as the administrative function such as tax collection and administering the
pueblos and educating the youth.
The friars also wrote what they observed with the locals for the Spaniards to have an
idea of what life living in the colony is. They do this to encourage Spanish citizens to relocate in
the colony. Those who relocate will have at least an administrative function in the colony.
Another reason of documenting their experience of life and the people is to report to their
superiors in Spain. They write their progress in Christianizing the locals, their way of life, their
socio-economic status and the problems they encountered while they are assigned here. There
are many missionaries who document the locals among them are Fr. Pedro Chirino S.J., Fr.
Juan Delgado S.J., and Fr. Francisco Alcina S.J. They are the primary sources of our historians
specifically in the pre-colonial and early Spanish conquest of the Philippines.
Learning Objectives
At the end of the lesson, the students will be able to:
1. Analyze the context, content, and perspective of the document
2. Explain the different social structure of the Filipinos prior to the conquest
3. Discuss the different social aspects of the early Filipinos in terms of
a. Social
b. Religious
c. Justice
4. Determine the importance of the document in the history of the Filipino people

Fr. Juan de Plasencia
- Member of the Franciscan Order who came
together with the first batch of missionaries to
the Philippines in 1578
- He helped the foundation and organization of
numerous towns in Quezon, Rizal, Laguna,
and Bulacan
- He wrote Relacion de las Costumbres de los
Tagalogs (Customs of the Tagalogs) where he
describes the political, social, economic, and
cultural practices of the Filipinos before they
were Christianized.
Fray Juan de Plasencia

Have you ever wonder why they need to document the people and their environs?
The Text
Same as the first document we studied, this document is a text translated from Spanish
to English by James Alexander Robertson and Emma Blair in 1903 to 1909 in the 55 volume –
The Philippine Islands. However, this text can be found on the 7 th volume of the said collection.
The following text is just an excerpt of the said volume for our primary focus will just be their
encounters in our islands and not the Spanish History in the Philippines.
Read: Customs of the Tagalogs
Link: https://www.gutenberg.org/files/13701/13701-h/13701-h.htm#d0e1500 pages 164- 186
Guide Questions
1. What is the social structure that Fr. Plasencia observed in the Tagalog society?
2. How would you compare the Spanish social stratification with the Filipino social
stratification written by Fr. Plasencia?
3. How do early Tagalogs practice justice?
4. Describe concept of dowry of the Tagalogs. From where is it rooted?
5. What are the beliefs of the early Tagalogs in terms of:
a. Deities
b. Sacrifices
c. Justice
Relevance
Most of our knowledge about our pre-colonial past can be found in this work by Fr. Juan
de Plasencia. The famous datu, maharlika and alipin words that describes our social classes
can be attributed to this work. Aside from the social classes, this work also gives us a glimpse of
the unwritten traditions, customs and religious and superstitious beliefs of our ancestors. Our
beliefs in tiyanak, manananggal, aswang, hukluban etc. is vividly described by the friar.
Thus, from the given context, this source material solidifies the claims that the Filipinos
are not heathens nor uncivilized people prior to the advent of our conquerors. They keep on
saying that we are uncivilized for them to legitimize their conquest and stay in our islands. We
already have a functioning government, tax system, set of laws, criminal justice system, gender
sensitiveness, indigenous calendar and long standing customs and tradition. Our concept of
Bathala, the Supreme Being is at par with the Greeks (Zeus), Romans (Jupiter) and Norsemen
(Odin).

Activity:
1. Think of a tradition that we are practicing up to the present that is stated in the document
of Fr. Plasencia. Ask your elders, why are they still doing it. Give your stance about the
tradition that you presented? Does it still make sense in our lives today? Explain.

Kartilya ng Katipunan ni Emilio Jacinto
Introduction
A few days after Rizal founded the La Liga Filipina, Andres Bonifacio founded the
Kataastaasang Kagalang-galangan Katipunan ng mga Anak ng Bayan or simply called,
Katipunan on July 7, 1892. The organization is his response to the Spanish government’s
inattention of the reforms requested by the colony, particularly the Ilustrados. For him,
armed struggle is essential for the Spaniards are just neglecting their demand for reforms.
In recruitment of the members, one must possess the character and values set by Emilio
Jacinto in becoming a bonafide member of the organization.
Lesson Objectives:
1. Examine the context and perspective of the Kartilya
2. Determine the guiding principles of the Kartilya
3. Acknowledge the significance of the Kartilya to the past and present society.
4. Compose an inspirational quote that may serve as a guide in their life with Kartilya as
their inspiration
Emilio Jacinto
- Born on December 15, 1875 in Tondo,
Manila
- Despite the demise of his father in his early
years, his mother managed to send him to
his uncle and send him to school. He studied
at Colegio de San Juan de Letran and later
on at University of Santo Tomas where he
took up law.
- At the tender age of 18, he joined the KKK
and impressed the Supremo for his
intelligence. He served as secretary, fiscal,
editor and later, a general by Andres
Bonifacio.
- Perhaps, his most famous work in the Emilio Jacinto
Katipunan is the Kartilya but he also wrote
the oath of the katipuneros and he managed the Newspaper, Kalayaan, the official
newspaper of the Katipunan.
- He used the pen names, Pingkian and Dimas Ilaw as a member of the Katipunan.
- He died in Laguna due to Malaria at the tender age of 24.
The Text
According to Jim Richardson in his book entitled Light of Liberty, the kartilya is the best
known of all the Katipunan documents. A cartilla in Spanish meant a “primer” however, the
Kartilya is not only for the newcomers in the Katipunan but it also contains the list of values that

a Katipunero must possess. The rules written by Jacinto will help us understand the principles of
the organization as well as “their” reality and society.
Manga Aral nang Katipunan ng mga A.N.B.12
1. Ang kabuhayang hindi ginugugol sa isang malaki at

banal na kadahilanan ay kahoy na walang lilim, kundi
damong makamandag
2. Ang gawang magaling na nagbubuhat sa pagpipita

sa sarili, at hindi sa talagang nasang gumawa ng
kagalingan, ay di kabaitan.
3. Ang tunay na kabanalan ay ang pagkakawang

gawa, ang pagibig sa kapua at ang isukat ang bawat
kilos, gawa’t pangungusap sa talagang Katuiran.
4. Maitim man at maputi ang kulay ng balat, lahat ng https://bayaningfilipino.blogspot.com/20

tao’y magkakapantay; mangyayaring ang isa’y higtan
sa dunong, sa yaman, sa ganda…; ngunit di mahihigtan sa pagkatao.
5. Ang may mataas na kalooban inuuna ang puri sa pagpipita sa sarili; ang may hamak na
kalooban inuuna ang pagpipita sa sarili sa puri.
6. Sa taong may hiya, salita’y panunumpa.
7. Huag mong sasayangin ang panahun; ang yamang nawala’y magyayaring magbalik; nguni’t
panahong nagdaan na’y di na muli pang magdadaan. Value of time
8. Ipagtanggol mo ang inaapi, at kabakahin ang umaapi.
9. Ang taong matalino’y ang may pagiingat sa bawat sasabihin, at matutong ipaglihim ang dapat
ipaglihim.
10. Sa daang matinik ng kabuhayan, lalaki ay siyang patnugot ng asawa’t mga anak; kung ang
umaakay ay tungo sa sama, ang patutunguhan ng iaakay ay kasamaan din.
11. Ang babai ay huag mong tignang isang bagay na libangan lamang, kundi isang katuang at
karamay sa mga kahirapan nitong kabuhayan; gamitan mo ng buong pagpipitagan ang
kaniyang kahinaan, at alalahanin ang inang pinagbuhata’t nagiwi sa iyong kasangulan.
12. Ang di mo ibig na gawin sa asawa mo, anak at kapatid, ay huag mong gagawin sa asawa,
anak, at kapatid ng iba.
12
http://www.kasaysayan-kkk.info/membership-documents/emilio-jacinto-katipunan-nang-manga-a-n-b---sa-
may-nasang-makisanib-sa-katipunang-ito-the-kartilya

13. Ang kamahalan ng tao’y wala sa pagkahari, wala sa tangus ng ilong at puti ng mukha, wala
sa pagkaparing kahalili ng Dios wala sa mataas na kalagayan sa balat ng lupa; wagas at tunay
na mahal na tao, kahit laking gubat at walang nababatid kundi ang sariling wika, yaong may
magandang asal, may isang pangungusap, may dangal at puri; yaong di napaaapi’t di nakikiapi;
yaong marunong magdamdam at marunong lumingap sa bayang tinubuan.
14. Paglaganap ng mga aral na ito at maningning na sumikat ang araw ng mahal na Kalayaan
dito sa kaabaabang Sangkalupuan, at sabugan ng matamis niyang liwanag ang nangagkaisang
magkalahi’t magkakapatid ng ligaya ng walang katapusan, ang mga ginugol na buhay, pagud,
at mga tiniis na kahirapa’y labis nang natumbasan. Kung lahat ng ito’y mataruk na ng nagiibig
pumasuk at inaakala niyang matutupad ang mga tutungkulin, maitatala ang kaniyang ninanasa
sa kasunod nito.
SA HKAN. NG ________________________________
Ako’y si______________________________________
taong tubo sa bayan ng __________________________
hukuman ng ______________________ang katandaan ko
ng___________taon, ang hanap-buhay______________
ang kalagayan________________________________
at nananahan sa______________________________
daan ng____________________________________
Sa aking pagkabatid ng boong kagalingan ng mga

nililayon at ng mga aral, na inilalathala ng KATIPUNAN ng
mga A.N.B. ninais ng loob ko ang makisanib dito. Sa bagay
na ito’y aking ipinamamanhik ng boong pitagan, na
marapating tangapin at mapakibilang na isa sa mga anak ng
katipunan: at tuloy nangangakong tutupad at paiilalim sa mga
aral at Kautusang sinusunod dito.
______________________ika ____________ng buan ng

Guide Questions
_________________
1. What does the Kartilya promote?
2. What portions oftaong
____________________ng the Kartilya
189__. promote the value of honor and morality of character?
3. What are the main teachings of the kartilya and how does this reflect their society?
4.Nakabayad
How doesnathengKartilya view women?
5.ukol
Howsa pagpasukKartilya recognize the value of equality? What does the members do
does the
Ang Taga-ingat
then? na yaman
===========================================

Relevance
Through the Kartilya of Jacinto, we will have an idea of what their society looks
like prior to the Philippine Revolution of 1896. These set of rules is a reaction to an action
made by the Spanish colonial government. The oppression, the inequality and the blindness
of the government resulted to these rules and teachings in the Filipino search for
“Kaginhawahan”. Also, these morals are proof that we are not savages as what the
Spaniards wanted us to believe then for them to stay in our islands. At present, we can say
that these teachings of Jacinto are still applicable in our society. If we use this as a guide, it
will inculcate generosity and compassion among us that will lead to transformation that our
society desperately needs.
Activity
Write at least three (3) original sayings that you have to live by and choose one
that you like the most. Post it in your Facebook account with a hashtag “inspired by the
Kartilya of Jacinto” (#inspiredbythekartilyaofjacinto).

The Act of Proclamation of Independence of the Filipino People
Introduction
After the truce with the Spaniards, Aguinaldo and some of his cabinet officials otherwise
known as the Hong Kong junta went to Hong Kong as part of the negotiation. In Hong Kong, he
met the Americans and the latter promised that they would support the Filipinos in fighting for
their independence. Aguinaldo went back to the Philippines on May 19, 1898 on board the ship
McCulloch and rally the Filipino revolutionaries together with the Americans in defeating the
Spaniards. However, the Americans have other plans as they were now non- committal to
Aguinaldo. On June 5, 1898, he ordered Ambrocio Rianzares Bautista to draft a proclamation
for the declaration of the Philippine Independence slated for June 12, 1898.
Lesson Objectives
1. Discuss the context of the document and thoughts of the Filipinos in relation to
independence
2. Explain the circumstances faced by the Filipinos in achieving independence
3. Relate the circumstances of 1898 to the state of independence in the present
Emilio Aguinaldo
Ambrocio Rianzares Bautista penned the Declaration of
Independence by the decree of Emilio Aguinaldo, the first
Filipino President.
- He was born in Kawit, Cavite on March 22, 1869.
- In 1894, he became the capitan municipal of Kawit.
- He chose the name “Magdalo” in honor of Mary
Magdalene, the patron saint of Kawit when he joined the
Katipunan.
- He is one of the most successful generals of the
Katipunan as he vanquished the Spaniards in his province but
an internal division between the Magdalo and Magdiwang
factions will weaken their campaign against the Spaniards.
- He won the controversial “Tejeros Convention” and
hailed as the First President of the Philippine Republic. Emilio Aguinaldo in 1919
- The rift with Bonifacio weakened the campaign of the https://en.wikipedia.org/wiki/Emilio_Aguinald

o#/media/File:Emilio_Aguinaldo_ca._1919_(R
Katipunan for independence. Ultimately, signed a truce with
estored).jpg
the Spaniards when the battles ended in stalemate.
- He died at the ripe age of 94 at Veteran’s Memorial
Medical Center in Quezon City on February 6, 1964.

Read: The Act of Proclamation of Independence of the Filipino People*
Link: https://filipino.biz.ph/history/declaration.html
Aguinaldo Mansion in Kawit
Headline of the newspaper “The Call” – June 18, 1898

Relevance
Throughout our history, we are always in search for “kaginhawahan” and it the case of our
document - independence. Prior to 1521, the locals have the free-will in anything they want in
their lives. The document is a proof of our freedom from any oppression by other countries. The
Act of Independence describes the hardships and the experiences that Filipinos overcome to
attain full independence. It is important to be studied for it will be a guide in appreciating and
protecting our independence that most of us have taken for granted specially at present.
Guide Questions
1. Who do you think were the intended audience of the source. Explain.
2. What were the historical circumstances that led to the immergence of national
consciousness?
3. What is the meaning of the different symbols found on the Philippine flag?

Philippine Cartoons: Political Caricatures of the American Era by
Alfred Mccoy
From 1898 to 1945, Americans reign supreme in the Philippine Islands. In line with this,
Philippine political cartoons gained full expression during this era. Filipino artists recorded
national attitudes toward the coming of the Americans as well as the changing mores and times.
While the work is made of political cartoons from editorials, these editorials are primary sources
that will describe the state of affairs during the said era.
The freedom of speech and press is exercised during the American Occupation unlike
during the Spanish period. Cartoons are used to seek reforms and illustrate the conditions in the
country. However, the American colonial government sued the press through libel charges.
Lesson Objectives
1. Analyze political cartoons as primary source in the study of history
2. Examine the different point of views of the authors
3. Create an editorial cartoon that best describes our society at present
Alfred McCoy
- Born June 8, 1945 in Massachusetts, USA

- McCoy graduated from the Kent School in 1964. He
earned his BA in European Studies from Columbia
College in 1968.He earned his M.A. Asian Studies
in University of California at Berkeley in 1969.He
earned his PhD in Southeast Asian history
from Yale University in 1977.
- He served on the faculty of the University of New
South Wales for eleven years. And in 1989, he
joined University of Wisconsin-Madison.
Alfred McCoy
- He has spent the past thirty years writing about
Southeast Asian history and politics. His publication https://history.wisc.edu/people/mccoy-
includes Philippine Cartoons (1985), Anarchy of alfred-w/
Families (1994), Closer than Brothers: Manhood at the Philippine Military Academy
(2000) and Lives at the Margin (2001).

Philippine Cartoons
The following editorial cartoon will describe the

situation of the Filipinos during the American period in our
history. Each picture is themed and a short analysis will be
provided.
Book Cover of McCoy's Philippine Cartoon
https://www.goodreads.com/book/show/300405
5-philippine-cartoons
The cartoon shows the problem of

homesteading and US-style tenancy during the
American colonial government. The picture
shows that while the Filipino farmers are working
hard under the sun, a usurper is just watching and
waiting for the selling season. The second picture
shows the burden that a farmer needs to shoulder
during those time. He says that “I can’t bear it any
longer”.
It presents the beleaguered

condition of the farmers during the
American colonial period.

• The cartoon shows he vulnerability of our economy to foreign economic policy. The
farmers are asking for loan from the government but the government cannot do anything
but watch. The cartoon has something to do with the bankruptcy of the Philippine
National Bank as the government officials used its funds to different projects that are not
worth funding for.
• It can be analyzed as tentativeness of the government to implement policy that will help
the farmers as a result, the latter felt that they are being exploited.

The first cartoon shows the corruption of the law enforcers as they protect
gambling clubs through the bribes being offered by its Chinese operators. The second
picture shows the passage of law authorizing all legislators to bear firearms for them to
be respected by the citizens. In analysis, the lawmakers and the lawmakers do not get
the respect that they wanted from the citizens because of their wrong doings. This goes
to show that during that time, here are petty crimes that the government needs to act
upon.

The three cartoons above show that the Filipinos become economic aliens in
their own country because Americans dominated the economic activities. The influx of
foreign investors greatly affects the local economics of the Filipinos. The given editorial
cartoons are just an example of many artworks that describe the society during those
times.
Relevance
This work of art gives us an unconventional primary source in our study of our
past. These historical caricatures can fill-in the gap in understanding the grand narrative
of Philippine history. It is not only a textual proof but also a visual proof of what took
place in the said era. All we need is to read between the lines for us to have a wider
scope to widen our lenses in looking at the past.
The caricatures depict the realities happening during the American period which
expresses the sentiments of the Filipinos. They were also a powerful tool in the political,
economic and social advocacies which can inspire and remind us also of our advocacies
at present time.
Activity
1. Draw/Create a cartoon that reflects our society today. Provide a five sentence paragraph
for your explanation.
2. Explain the context of the painting “Spoliaruim”. In your own personal opinion, what does
it signify?

Commission on Independence, Filipino Grievances Against Governor
Wood
Leonard Wood (October 9, 1860 – August 7, 1927) was
a United States Army major general, physician, and public official.
He served as the Chief of Staff of the United States Army, Military
Governor of Cuba, and Governor General of the Philippines. He
began his military career as an army doctor on the frontier, where
he received the Medal of Honor. During the Spanish–American
War, he commanded the Rough Riders, with Theodore
Roosevelt as his second-in-command. Wood was bypassed for a
major command in World War I, but then became a
prominent Republican Party leader and a leading candidate for the
1920 presidential nomination.
Born in Winchester, New Hampshire, Wood became an
army surgeon after earning a Doctor of Medicine degree
from Harvard Medical School. He received the Medal of Honor for
his role in the Apache Wars and became the personal physician
to the President of the United States. At the outbreak of the
Spanish–American War, Wood and Roosevelt organized the Rough Riders, a volunteer cavalry
regiment. Wood was promoted to the rank of brigadier general during the war and fought in
the Battle of San Juan Hill and other engagements. After the war, Wood served as the Military
Governor of Cuba, where he instituted improvements to medical and sanitary conditions.
President William Howard Taft made Wood the Army Chief of Staff in 1910, and Wood held that
position until 1914. Several Republican leaders supported Wood for the role of commander of
the American Expeditionary Forces in World War I, but the Woodrow Wilson administration
selected John J. Pershing.
After Roosevelt's death in 1919, many of Roosevelt's former supporters backed Wood for
the presidential nomination at the 1920 Republican National Convention. Wood received the most
votes on the first four ballots of the convention, but the Republicans nominated Warren G.
Harding for president. Wood retired from the army in 1921 and was appointed Governor General
of the Philippines later that year. He held that position until his death in 1927.
 Spanish–American War
Wood was personal physician to Presidents Grover Cleveland and William McKinley through
1898. During his White House service, Wood developed a friendship with Theodore Roosevelt,
then Assistant Secretary of the Navy. At the outbreak of the Spanish–American War, Wood and
Roosevelt organized the 1st Volunteer Cavalry Regiment, popularly known as the Rough
Riders. Wood successfully commanded the regiment during the June 24, 1898 Battle of Las
Guasimas.
When the brigade commander, Samuel B. M. Young, became ill, Wood received a field
promotion to brigadier general of volunteers. He assumed command of 2nd Brigade, Cavalry
Division, Fifth Army Corps (which included the Rough Riders) and led the brigade to a famous
July 1, 1898 victory at Kettle Hill and San Juan Heights. General Joe Wheeler with the command
group of the 1st US Volunteer Cavalry Regiment—Col Wood is 2nd from right with Lt Col
Roosevelt far right.

After San Juan Heights, Wood led the 2nd Cavalry Brigade for the rest of the war. He
stayed in Cuba afterward and was appointed military governor of Santiago later in 1898, then
served as governor of Cuba from 1899 to 1901. In that capacity, he relied on his medical
experience to institute improvements to the medical and sanitary conditions. He introduced
numerous reforms similar to those of the Progressive Movement in the U.S. He was promoted
to brigadier general in the regular army shortly before moving to his next assignment.
Wood visited several European countries in 1902. His tour included reviewing German troops
during the Kaiser's annual parade in August, which he attended with Samuel B. M.
Young and Henry C. Corbin, and a tour of the United Kingdom's Military College at Sandhurst in
November.
 Philippine–American War
In 1903, he proceeded to the Philippines, where he served as governor of Moro
Province until 1906, then commanded the Philippine Division from 1906 to 1908. He was
promoted to major general in 1903 despite significant opposition from members of the United
States Senate who believed he had not served long enough in the lower grades and had been
promoted because of political influence, not merit. He received criticism for his handling of the
1906 First Battle of Bud Dajo, where hundreds of women and children were killed.
 POWTOON viewing: Watch the summary of Filipino Grievances Against Governor Wood.
Follow and click these URL sites. https://youtu.be/Na40PDK0aV0?t=37
https://www.youtube.com/watch?v=Na40PDK0aV0
Speech of Her Excellency Corazon C. Aquino

President of the Philippines
During the Joint Session of the United States Congress – September
18, 1986
The People Power of 1986 led to the downfall of the Marcos Regime after 21 years gave
way to the ascent of the Aquino administration. Her administration is all about standing up from
the shambles of the past regime. In September 18,1986, she spoke in the joint session of the
US Congress to ask for financial aid in Washington D.C. Her state visit will be a success as the
United States Congress grant the Philippines.
Lesson Objectives

1. Analyze the context and point of view of the author
2. Understand the context of the Aquino Speech at the US Congress
3. Associate the speech to the present condition of the country

Background of the Speaker
Corazon C. Aquino
- Maria Corazon Aquino was born on January 25,

1933 in Tarlac.
- She is the wife of Benigno Aquino, a prominent
opposition politician to the Marcos presidency.
- She later become the president of the
Philippines after she defeated his husband’s
rival, Ferdinand Marcos.
- Her administration focused on restoration of
democracy. However, a few months after,
communist insurgency continued. The military
also organized a coup d’ etat during her term.
- She was named Time Magazine’s Person of the
year in 1986.
Corazon Aquino
Watch: President Corazon Aquino before the US Congress
Link: https://www.youtube.com/watch?v=4ZnnvbKyNCQ
Guide Questions
1. What is the context of the speech of President Aquino?

2. What part of the speech do you think made up the mind of the US Congress to grant
aid to the Philippines?
3. What are the points in her speech that you agree in? disagree?
4. What is your overall feeling watching/ reading the speech of President Aquino?
Expound.
Relevance
This speech of President Aquino solidified the People Power Revolution as the most
peaceful revolution in the history of mankind. She talked about the love for democracy of the
Filipino people and how eager they are in attaining peace. This makes us realize that change can
be attained no only by arms but peaceful means is also part of the equation.

Raiders of the Sulu Sea
Spain conquered the Philippines for 333 years is an overstatement because in reality, they
did not take control of the whole country. They tried to conquer the Sulu sultanate and its environs
but they fail as they faced the Iranuns, Tausug and Sama Balanguingui. They were treated as
pirates and savages by the colonizers but they are merely indigenous people defending their way
of life against the foreign oppressor.
Lesson Objectives
At the end of the lesson, the

students should be able to:
1. Analyze the historical context

of the film
2. Understand where our fellow
Filipinos particularly in the
South is coming from
3. Compare their view of the
Muslims before and after
watching the film/documentary
4. Relate the content to the
Bangsamoro Basic Law
Watch: Raiders of the Sulu Sea
Link: https://www.youtube.com/watch?v=CEtJ1mZdX10&t=6s
Read: Pirates of Empire: Sulu Sea https://www.cambridge.org/core/books/pirates-of-empire/sulu-

sea/F532960AFF94E3D63209FA2A970F0696/core-reader
Guide Questions
1. What is the portrayal of the film when it comes to the?

a. Spaniards
b. Muslims
2. What kind of people are the Tausugs, Iranuns and the Balanguingui as portrayed by the
Spaniards?
3. How does the film define “piracy”?
Relevance
Through this historical documentary, the armed conflict in Southern Philippines can be
viewed from different perspectives: political, economic and socio-cultural aspects. History can
explain our present situation and we can understand the Bangsamoro people on where they are
coming from. In the end, we are all Filipinos divided by our colonizers. There is definitely a need
to address the Filipino Muslim community’s struggle for self-determination and autonomy and one
way of solving it is by looking their past. To make it simple, we need to look at their perspective
in order for us to understand them.

Suggested Activity
1. How do you view the Muslims before and after watching the historical documentary?
Before After
2. Choose a partner. Research about the Bangsamoro Basic Law and answer the following
questions
a. What is the purpose of the BBL? Who comprise the Bangsamoro people?
b. What comprises their territory and the extend of its maritime jurisdiction according
to BBL?
c. How can the people help the plight of the Bangsamoro people?

Unit III – Historic Controversies
At the end of this unit, the students can demonstrate the ability to formulate arguments in
favor or against a particular issue using primary sources; the lesson will be composed of historical
events that are a source of conflict among historians such as: The Cavite Mutiny, The First Cry of
the Revolution, Retraction of Rizal and the Tejeros Convention. The students will be tasked to
research the background of the primary source.
The Cavite Mutiny

The Cavite Mutiny of 1872 is perhaps the turning point of the long process of the Filipino
development of nationalism. After the event that transpired, the Spanish government rule in the
Philippines will never be the same as the Filipinos learn to fight for their freedom and their rights.
Carlos Maria de la Torre, the liberal Governor –General gave chance to the Filipinos to express
themselves as he suspended the censorship specially in the newspapers. After his term came to
an end, Rafael de Izquierdo succeeded him who is not as liberal as dela Torre. He immediately
ordered the resumption of the censorship and changed the policy regarding the privileges of the
soldiers. This resulted to the mutiny that later on will be attributed to the secular priests such as
the GOMBURZA. In this lesson, we will look at the two different perspective of the said event.
Lesson Objectives:

1. Describe the events that took place prior to the mutiny.
2. Determine the importance of the documents in the Cavite Mutiny of 1872.
3. Demonstrate the ability to formulate arguments in favor or against a particular issue
using primary sources.
4. Evaluate the importance of the Cavite Mutiny of 1872 in the awakening of Filipino
nationalism.
Course Materials
Read: The Two Faces of the 1872 Cavite Mutiny – Link http://nhcp.gov.ph/the-two-faces-of-the-
1872-cavite-mutiny/
Video: Tunay na kasaysayan sa likod ng Cavite Mutiny
Link: https://www.youtube.com/watch?v=oOg_kSL3o5I
Activity
Answer the following questions:
1. What is the importance of the documents in the Cavite Mutiny of 1872?
2. Cite where the 2 accounts differ.
3. Now that you’ve read the two sides of the story, what is the side you believe the most?

First Cry of the Revolution
Another historical event with conflicting stories is the First Cry of the Revolution. It is an
event where the katipuneros tear their cedulas as a sign of separation from the Spanish
government who abuses them. The cedula personal serves as a proof of their payment of the
taxes and their recognition of the Spanish government in the Philippines. In doing so, they send
a message to the authorities that they are no longer tolerating the exploitations of the colonizers
and they are now ready to face using armed resistance.
Some says that it took place in Balintawak some in Pugad Lawin and another is in Kangkong. In
this lesson, we will examine the three major accounts that narrates this historical event.
Dr. Pio Valenzuela’s Account13
“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 Bernando, Apolonio Samson, and others. Here, views were only
exchanged and no resolution was debated or adapted. It was at Pugad Lawin, in the house,
store-house and yard of Juan Ramos, son of Melchora Aquino, where over 1,000 members
of the Katipunan met and carried out considerable debate and discussion on August 23, 1896.
The discussion was whether or not the revolution against the Spanish government should be
started 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, Thomas Remigo, 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!”
13

Santiago Alvarez’s Account14
“We started our trek to Kangkong at about eleven that night. We walked through the
rain over dark expanses of muddy meadows and fields. Our clothes drenched and our bodies
numbed by the cold wind, we plodded wordlessly. It was nearly two in the morning when we
reached the house of Brother Apolonio Samson in Kangkong. We crowded into the house to
rest and warm ourselves. We were so tired that, after hanging our clothes out to dry, we soon
fell asleep….
The Supremo began assigning guards at five o’clock the following morning, Saturday
22 August 1896. He placed a detachment at the Balintawak boundary and another at the
backyard to the north of the house where we were gathered….
No less than three hundred men assembled at the bidding of the Supremo Andres
Bonifacio. Altogether, they carried assorted weapons, bolos, spears, dagger, 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 where abounts and
attack them on the sly. He decided that it was better to move to a site called Bahay Toro.
At ten o’clock that Sunday morning, 23 August 1896, we arrived at Bahay Toro.
Our number had grown to more than 500 and the house, yard and warehouse of Cabesang
Melchora was getting crowded with us Katipuneros. The generous hospitality of Cabesang
Melchora was no less than that of Apolonio Samson. Like him, she also opened her granary
and had plenty of rice pounded and animals slaughtered to feed us….
The following day, Monday, 24 August, more Katipuneros came and increased
our number to more than a thousand. The Supremo called a meeting at ten o’clock that
morning inside Cabesang Melchora’s barn. Flanking him on both sides at the head of the table
were Dr. Pio Valenzuela, Emilio Jacinto, Briccio Pantas, Enrique Pacheco, Ramon Bernando,
Pantelaon Torres, Francisco Carreon, Vicente Fernandez, Teodoro Plata, and others. We
were so crowded that some stood outside the barn.
14
Santiago Alvarez, The Katipunan and the Revolution: Memoirs of a General (Quezon City: Ateneo de Manila
University Press, 1992).

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 of 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 object 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 Account15
On August 26, a big meeting was held in Balintawak, at the house of Apolonio
Samson, then the cabeza of that barrio of Caloocan. Among those who attended, I
remember, were Bonifacio, Emilio Jacinto, Aguedo del Rosario, Tomas Remigio, Briccio
Pantas, Teodoro Plata, Pio Valenzuela, Enrique Pacheco, and Francisco Carreon. They
were all leaders of the Katipunan and composed the board of directors of the organization.
Delegates from Bulacan, Cabanatuan, Cavite, and Morong (now Rizal) were also present.
At about nine o’clock in the morning of August 26, the meeting was opened with
Andres Bonifacio presiding and Emilio Jacinto acting as secretary. The purpose was to
discuss when the uprising was to take place. Teodoro Plata, Briccio Pantas, and Pio
Valenzuela were all opposed to starting the revolution too early. They reasoned that the
people would be in distress if the revolution were started without adequate preparation. Plata
was very forceful in his argument, stating that the uprising could not very well be started
without arms and food for the soldiers. Valenzuela used Rizal’s argument about the rich not
siding with the Katipunan organization
15

Andres Bonifacio, sensing that he would lose in the discussion the left the session
hall and talked to the people who were waiting outside for the result of the meeting of the
leaders. He told the people that the leaders were arguing against starting the revolution
early, and appealed to them in a fiery speech in which he said: “You remember the fate of
our countrymen who were shot in Bagumbayan. Should we return now to the towns, the
Spaniards will only shoot us. Our organization has been discovered and we are all marked
men. If we don’t start the uprising, the Spaniards will get us anyway. What then, do you
say?”
“Revolt,” the people shouted as one.
Bonifacio then asked the people to give a pledge that they were to revolt. He told
them that 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 Spaniards.”
With tears in their eyes, the people, as one man, pulled out their cedulas and tore
them to piecies. 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, and Valenzuela, voted for the revolution.
And when this was decided, the people outside shouted, “Long live the Philippines
Republic.”
Activity

Activity
Compare and Contrast the accounts of Valenzuela, Alvarez and Masangkay. Evaluate
what are the similarities and differences in their account and point of views. Present your
answer in class and answer the questions raised by your classmates.
Valenzuela Alvarez Masangkay

Retraction of Rizal
English translation of the alleged proof of Rizal’s retraction on the eve of his death on December 30, 1896 in
Bagumbayan. From https://www.gmanetwork.com/news/lifestyle/artandculture/594027/retraction-ni-jose-rizal-mga-
bagong-dokumento-at-pananaw/story/
Perhaps one of the most controversial topics in the history of our country is Rizal’s
retraction of his stance against the Spaniards. Some sources claims that Rizal retracted his
Masonic ideals and reconverted to Roman Catholicism before his fateful death at the
Bagumbayan in the morning of December 30, 1896. The issue of the forgery of his signature in
the document also causes another debate among scholars. The most famous of all accounts
with regards to his retraction is Fr. Vicente Balaguer’s account. It is the only eyewitness account

Vicente Balaguer
- He is a Jesuit priest who claimed that he conveyed to convince Rizal to denounce
Masonry and return to Catholic fold.
- In 1917, an affidavit executed that proves he was who solemnized the marriage of
Jose Rizal and Josephine Bracken.

Fr. Balaguer’s Account
At about ten o’clock in the morning (December 29), Father Vilaclara and I went to Fort
Santiago, where the chapel cell of the convict was. He received us with great affection and
embraced us. I think it convenient to point out that when the Archbishop sent his commission
to the Ateneo, he remarked that, in case of conversion; before ministering the Sacraments to
him, Dr. Rizal should make a retraction of errors publicly professed to him in words and writings
and a profession of the Catholic faith. To this effect, when the Father Superior of the Mission
went to the Archbishop’s Palace, he brought by way of precaution a retraction and profession
of faith, concise, but including what he thought out to be extracted from Dr. Rizal. The Prelate
read it, and declared it to be sufficient. He said, however, that he would prepare or order to
prepare another more extensive one.
Before going to the Fort, I went to the Palace in order to receive orders and instructions from
the Prelate. The Archbishop gave me the formula of retraction and profession of faith,
composed by Reverend Father Pio Pi…
Therefore, when we, the two Fathers, met him in the chapel, after exchanging greetings with
him and talking on various matters, I, who knew the history and errors contained in his books,
in order to fulfill our delicate mission asked Rizal to give an explanation of his ideas on
religion… He came to say more or less explicitly that his rule of faith was the word of God
contained in the Sacred Scripture. I tried to make him see how false and indefensible such a
criterion was, inasmuch as without the authority to the Church he could not be sure of the
authenticity of the Holy Scripture or of the books truly revealed by God; how absolutely
impossible it is for the individual reason to interpret at his will the word of God. Then he
declared himself openly a rationalist freethinker, unwell to admit any other criterion of truth
than individual reason.
I then pointed out to him that absurdity of rationalism for the lack of instruction of the immense
majority of humankind, and for the absurd monstrous errors professed by the greatest sages
of paganism… When I attacked him with the arguments of Catholic doctrine, he began to
expound the objections of the heretics and rationalists, a thousand times refuted already…
When I attacked him with the logic and evidence of Catholic truth, I told him with energy that
if he did not yield his mind and his reason for the sake of faith, he would soon appear for
judgment before God and would surely be damned. Upon hearing this threat, tears gushed
from his eyes, and he said: “No I will not damn myself”
“Yes,” – I replied – “You will go to hell, for, whether you like it or not. Yes; out of the Catholic
Church there is no salvation. Truth is and cannot be but one.”…
At three o’clock or a little past three, I returned to the Royal Fort where Father Vilaclara had
remained, and I resumed the discussion with Dr. Rizal, that lasted until dusk, arriving at the
point which I have already indicated. Then I went to the Ateneo and thence I went with Father
Viza to the Palace. There I reported on the condition of the convict, who offered some hope
for conversion, since he had asked for the formula of retraction. Hence, I requested the Prelate
for the formula he had promised, and he told me that it was not yet finished. Soon he would
send it to me.

It was already night when I arrived at the Fort. I found Dr. Rizal impatient. He asked for the
formula of the Prelate. This came at last, at about ten o’clock; upon knowing it, the convict
asked me for it insistently. Without letting me read it first, he called and asked me to read it to
him, both of us sat at a desk, where there was stationery and I began to read it. Upon hearing
the first paragraph, he told me: “Father, do not proceed. That style is different from mine. I
cannot sign that, because it should be understood that I am writing it myself.”
I brought out then the shorter and more concise formula of Father Pi. I read the first paragraph
and he said to me: “That style is simple as mine. Don’t bother, Father, to read it all. Dictate
what I ought to profess and express, and I shall write, making in any case some remarks.”
And thus it was done. As I suggested the idea, he proceeded to write with steady hand and
clear letters, making at times some observation or adding some phrase. Certainly, after the
discussion, Dr. Rizal was yielding to the impulse of grace, since he had retired into himself
and prayed as he had promised. Thus he appeared to be while writing his retraction…
He finished the writing, and thus it remained. It was half past eleven; it was dated December
the twenty-ninth…
This declaration or retraction was signed together with Dr. Rizal by Señor Fresno, Chief of
the Picket, and Señor Moure, Adjutant of the Plaza…
After all these acts… he knelt down of his own accord before the altar of the Virgin, placed in
the chapel cell. In the presence of the Fathers, of the Judge Advocate, of the Chief of the
Picker, of the Adjutant of the Plaza, of three artillery officers, Rizal asked me for his retraction
and profession of faith. He proceeded to read it with pause and devotion…
Of all that has been narrated, I am positive by personal knowledge. I have personally
intervened and witnessed it myself; and I subscribe and confirm it with an oath. And lest,
perhaps, someone may think that I could not remember it with so many details, after twenty
years, I testify that on the very day of Rizal’s death I wrote a very detailed account of
everything. The original of this account have preserved, and from it I have taken all the data
of the present narration.
Before Rizal reached Bagumbayan, I went to the Ateneo and delivered the aforementioned
document to Father Pio Pi, who that very day brought it to the Palace and handed it to
Archbishop Nozaleda.”
Source: Batis: Sources in Philippine History, 139-142

Cuerpo de Vigilancia
- According to Bernardita Reyes – Churchill, the
Cuerpo de Vigilancia was set up in 1895, shortly
before the outbreak of the revolution against
Spain in 1896, as an intelligence corps of the
Spanish government. It was headed by Federico
Moreno.16
- Indios as well mestizos acted as agents. Cuerpo
closely monitored the activities of residents of
Manila and of the nearby provinces; they were
suspected of subversion. These persons included
not only natives but also Spaniards born in the
country and Spaniards born in the Peninsula.
Chinese mestizos were also suspects.17
The Cuerpo de Vigilancia’s Statement18
The Cuerpo de Vigilancia document on
Rizal’s Retraction
“Most Illustrious Sir, the agent of the Cuerpo de Vigilancia stationed in Fort Santiago to report
on the events during the [illegible] day in prison of the accused Jose Rizal, informs me on
this date of the following:
“At 7:50 yesterday morning, Jose Rizal entered death row accompanied by his counsel,
Señor Taviel de Andrade, and the Jesuit priest Vilaclara. At the urgings of the former and
moments after entering, he was served a light breakfast. At approximately 9, the Assistant of
the Plaza, Señor Maure, asked Rizal if he wanted anything.
16
https://lifestyle.inquirer.net/15743/ncca-launches-guide-to-%e2%80%98cuerpo-de-vigilancia%e2%80%99-
newly-discovered-historical-documents-on-1896-revolution/#ixzz6RxYqiBPx
17
https://lifestyle.inquirer.net/15743/ncca-launches-guide-to-%e2%80%98cuerpo-de-vigilancia%e2%80%99-
newly-discovered-historical-documents-on-1896-revolution/#ixzz6RxYqiBPx
18
https://lifestyle.inquirer.net/15743/ncca-launches-guide-to-%E2%80%98cuerpo-de-vigilancia%E2%80%99-
newly-discovered-historical-documents-on-1896-revolution/

He replied that at the moment he only wanted a prayer book which was brought to him shortly
by Father March.
“Señor Andrade left death row at 10 and Rizal spoke for a long while with the Jesuit fathers,
March and Vilaclara, regarding religious matters, it seems. It appears that these two
presented him with a prepared retraction on his life and deeds that he refused to sign. They
argued about the matter until 12:30 when Rizal ate some poached egg and a little chicken.
Afterwards he asked to leave to write and wrote for a long time by himself.
“At 3 in the afternoon, Father March entered the chapel and Rizal handed him what he had
written. Immediately the chief of the firing squad, Señor del Fresno and the Assistant of the
Plaza, Señor Maure, were informed. They entered death row and together with Rizal signed
the document that the accused had written. It seems this was the retraction.”
“At 5 this morning of the 30th, the lover of Rizal arrived at the prison …dressed in mourning.
Only the former entered the chapel, followed by a military chaplain whose name I cannot
ascertain. Donning his formal clothes and aided by a soldier of the artillery, the nuptials of
Rizal and the woman who had been his lover were performed at the point of death (in articulo
mortis). After embracing him she left, flooded with tears.”
Guide Questions
1. What can you say about the claim of Fr. Balaguer regarding Rizal’s retraction? How
about the account of the Cuerpo de Vigilancia?
2. What are the similarities and differences of the documents? You can use a table to
compare the documents.
3. Which of the 2 accounts do you consider the more reliable one? Why?
4. Do you think that Rizal’s retraction will affect the course of Philippine history? Will it
matter? Why?

IV. Social, Political and Cultural Issues
At the end of this unit, the students will effectively communicate, using various techniques
and genres, their historical analysis of a particular event or issue that could help other people
understand the chosen topic; and they can also propose recommendations or solutions to present
day problems based on their own understanding of their root causes, and their anticipation of
future scenarios.
Agrarian Reform
The Philippines for the time being has
been an agricultural country and the
people depended on their harvest to
attend their needs. While it has been the
image always portrayed in movies and
the like, the condition of the farmers is not
always good. Ironically, the farmers who
plant and sacrifice are the ones who
doesn’t have food on their tables at the
end of the day. This is the reality of
Philippine agriculture today. Despite the
agricultural laws by the government, the
farmers are still helpless.
Lesson Objectives: Farmers during the harvest season.
https://www.rappler.com/views/imho/196826-agrarian-reform-dying-
At the end of the lesson, the issue
students should be able to:
1. Define what is Agrarian reform
2. Examine how the nation evolved in Agrarian Reform Program from pre-colonial period to
the Aquino Administration.
3. Compare the agrarian reform of Macapagal, Marcos and Aquino administration
4. Evaluate the current state of Agrarian reform program of the government
Agrarian Reform
Pursues a broader improvement not only on land ownership but also in the agrarian
system and processes as a whole. This also includes credit measures, infrastructure, product
development, mode of production, trainings, and finances. Agrarian reform programs are either
government-initiated or government-backed. It is different from land reform where it is primarily
focused on the improvement of the relationship between the land tillers and the land owners, with
regard to the former’s rights and privileges in the land they are nurturing.

Pre-colonial times
The people are politically and economically arranged into independent chiefdoms or
Barangays. The datus comprised the nobility. Then came the maharlikas (freemen), followed by
the aliping mamamahay (serfs) and aliping saguiguilid (slaves). However, despite the existence
of different classes in the social structure, practically everyone had access to the fruits of the soil.
Money was unknown, and rice served as the medium of exchange.
Spanish Period
The Encomienda system was introduced. This system grants that Encomienderos must
defend his encomienda from external attack, maintain peace and order within, and support the
missionaries. In turn, the encomiendero acquired the right to collect tribute from the indios
(native). The system, however, degenerated into abuse of power by the encomienderos The
tribute soon became land rents to a few powerful landlords. And the natives who once cultivated
the lands in freedom were transformed into mere share tenants.19
American Period
During this period, the Americans expropriated friar lands, implemented land registration,
and through the Homestead Program, and initiated the ownership of land by tenants. In the 1920’s
and 1930’s saw eruptions of large-scale peasant uprisings, that as the Colorums and Sakdalistas
in Luzon, where most of the haciendas are located.
Commonwealth Era
Link:https://www.officialgazette.gov.ph/1938/04/30/message-of-president-quezon-on-the-
amendment-of-the-philippine-rice-share-tenancy-act/
Manuel Quezon attempted to implement land reform by purchasing big estates and
dividing and selling them to tenants. Quezon established the National Rice and Corn Corporation
(NARIC) and National Sugar Board. However, the landlords maneuvered laws in their favor and
stated hiring private armies for them to retain their owned lands.
Roxas Administration
Republic Act no. 34 was passed which established a 70-30 sharing agreement between
the tenant and the landlord. It reduced the interest rates of landlord’s loans to tenants to at most
six percent.
Macapagal Administration
Link: https://www.officialgazette.gov.ph/1954/08/30/republic-act-no-1199/ (Part 1)
Agricultural Land Reform Code or Republic Act no. 3844 was passed in 1963. This law
will gradually abolish the tenancy system and introduce the agricultural leasehold system. Its goal
is to turn tenants into owner cultivators as it will focus on land redistribution, farmer independence,
and productivity improvement.
19
https://www.dar.gov.ph/about-us/agrarian-reform-history/#spanish. Date accessed July 12, 2020.

Marcos Administration
Link:https://www.officialgazette.gov.ph/1972/10/21/presidential-decree-no-27-s-
1972/#:~:text=of%20the%20Philippines-
,Presidential%20Decree%20No.,1972&text=DECREEING%20THE%20EMANCIPATION%20OF%20TENANT,
THE%20INSTRUMENTS%20AND%20MECHANISM%20THEREFOR.
Presidential Decree no. 27 is signed on October 21, 1972. This decree emancipated the
tenants from the bondage of the soil, transferring to them the ownership of the land they till and
providing the instrument and mechanism. Land owners were allowed to retain no more than 7
hectares, while tenants who worked in the land can purchase up to 5 hectares (3 if irrigated) of
land to be paid through amortization of 15 years. By the end of martial law, very few tenants were
awarded by lands.20 Mr. Marcos also created the Department of Agrarian Reform (DAR) to
implement land reform in the Philippines with the full support of the government. It replaced the
existing Land Authority.
Aquino Administration
Link: https://www.officialgazette.gov.ph/1988/06/10/republic-act-no-6657/
Comprehensive Agrarian Reform Program or Republic Act 6657 is the solution that the
Aquino presidency offered to the farmers. It declared that all public and private agricultural land
are to be distributed to tenants. This made the program the largest land reform in the history. It
provided 50 billion pesos of fund for agrarian reform. This law also expanded the powers of
Department of Agrarian Reform to facilitate the land tenure improvement program. It may sound
promising but the issue of corruption as the program suffered shortage in funds. 21 The irony is
also present as the president is a member of the Cojuanco clan who owns the Hacienda Luisita
in Tarlac.
Activity
1. Compare and contrast the Agrarian Reform policy of Diosdado Macapagal, Ferdinand
Marcos and Corazon Aquino. In what ways is CARP an upgrade to R. A 3844?
2. Watch the History with Lord episode entitled, “Bala at Magsasaka”
https://www.youtube.com/watch?v=Ke3rOTWrkgg&feature=youtu.be&fbclid=IwAR0D
KUG-t_gYRZv7Y9t4sPo3VTxCRF1T4hGGUBPhLAbVwe_o8K1k94_Oe5k and
answer the following questions:
a. What does the video tell you about the status of agrarian reform in the
Philippines?
b. What do you think should the government do to address the problem?
c. How can we avoid such incidents in the near future?
20
Presidential Decree no. 27. Official Gazette of the Republic of the Philippines.
https://www.officialgazette.gov.ph/1972/10/21/presidential-decree-no-27/. Date accessed July 12, 2020.
21
Republic Act no. 6657. The Official Gazette of the Republic of the Philippines.
https://www.officialgazette.gov.ph/1988/06/10/republic-act-no-6657/. Date accessed July 12, 2020.

Philippine Constitution
A constitution is defined as the supreme law of the land as it serves as the basis for the
legitimacy of any governmental acts necessary for its existence. It is a codified law that
determines the powers and duties of a government and it embodies certain rights of the people. 22
Through the constitution, our rights as citizens are recognized and enforced. It declares the
sovereignty and the existence of a state. It proclaims the various powers of the state.
Lesson Objectives:
1. Explain the importance of a constitution in a nation
2. Determine the salient feature of each Philippine Constitution
3. Create a comparative matrix showing the evolution of the constitutions
Constitutional Convention
- It is a body assembled for the express purpose of framing or writing a constitution,
revising an existing one, or proposing amendments to it.
The Malolos Constitution
Link: https://www.officialgazette.gov.ph/constitutions/the-1899-malolos-constitution/
- The Malolos Constitution was the first

republican constitution in Asia. It is a product
of the convocation of the Malolos Congress
on September 15,1898 at the Barasoain
Church.
- The approved constitution was based on the
charters of Belgium, Mexico, Guatemala,
Costa Rica, Brazil, and France23
Salient Features
1. It was based on democratic traditions in

which the government formed was “popular,
representative and responsible” with three
distinct branches – executive, legislative, and
the judicial. The 1899 Malolos Congress.
https://www.officialgazette.gov.ph/images/uploads/tum
blr_mhh6zxFI2s1qifq8yo1_500.jpg
22
http://nhcp.gov.ph/the-constitution-of-the-philippine-
commonwealth/#:~:text=The%201935%20Constitution%20provided%20the,government%20system%20after%20A
merican%20government.
23
Teodoro Agoncillo, Malolos: The Crisis of the Republic, (Quezon City: University of the Philippines Press), 240-
241.

2. It called for a presidential form of government with the president elected for a term of
four years by a majority of the Assembly convened as a constituent assembly.
3. It recognized the freedom of religion and the separation of Church and State
4. It emphasized and safeguarded the basic civil rights of not only Filipinos but foreigners,
through a Bill of Rights.24
1935 Constitution
Link: https://www.officialgazette.gov.ph/constitutions/the-1935-constitution/
- The Tydings- McDuffie Law

provided that the Philippines
would be granted absolute
independence after the ten-
year Commonwealth
transition period. Part of the
articles of the law was a
creation of a constitution for
the Philippines.
- In July 1934, Filipinos
elected around 200
representatives for a
Constitutional Convention.
Claro M. Recto headed the
said convention that will
Philippine Independence Mission
create a constitution.
- The constitution was ratified
through a national plebiscite on May 14, 1935 and came into full force and effect on
November 15, 1935 with the inauguration of the Commonwealth of the Philippines. 25
- Its served as the fundamental law of the land from 1935 to 1972.
- It has the same composition of powers, and duties of the three branches of the
government as the Malolos Constitution has – Executive, Legislative and Judiciary.
- It established the General Auditing Office that laid down the foundation for our Civil
Service Commission.
- It also has a Bill of Rights. It permitted the women in joining politics as they can now
vote and choose the leader they want.
- It established the Armed Forces of the Philippines to defend the country from internal
and external conflicts.
- President Manuel Quezon made it possible to include an article in this constitution the
development of a national language of the Philippines that we eventually called,
Filipino.
24
25
Maria Luisa Camagay et. al. Unravelling the Past: Readings in Philippine History (Quezon City: Vibal Group Inc.,
2018), 177.

1973 Constitution
Link: https://www.officialgazette.gov.ph/constitutions/1973-constitution-of-the-republic-of-the-
philippines-2/
- Before Martial law was declared, a Constitutional Convention is in the works for a new
constitution that will repeal the 1935 Constitution. At that time, the representatives are
wary of the fact that the 1935 Constitution is outdated and cannot stand the new
challenges of time.
- Days after the declaration of Martial law, the convention resume their activities and by
November 30, 1970 it was approved.
- Marcos submitted the constitution to the citizen’s assembly for approval. A plebiscite
was held from January 10 to 15, 1972 and majority of the assembly approved. On
January 17, 1973, the 1973 constitution was ratified.
- It established a parliamentary form of government with the president as the symbolic
head of the state while a Prime Minister was the head of the government. The Prime
Minister also acted as the head of the government.
- Batasang Pambansa was also created as the Congress was abolished.
- The constitution also created the Civil Service Commission, Commission on Elections
and the Commission on Audit.26
1987 Constitution
Link: https://www.constituteproject.org/constitution/Philippines_1987.pdf?lang=en
- The ouster of Ferdinand Marcos from presidency in 1986 paved the way for the
creation of a temporary and transition constitution called, the Freedom Constitution.
On April 23, 1986, President Corazon Aquino issued Proclamation no. 9 which created
the Constitutional Commission that is tasked to create a new constitution. Cecilia
Munoz- Palma will head the said commission.
- The commission crafted the 1987 Constitution to assure that each branch of
government could be held accountable to one another. This created a reliable system
of checks and balances.
- It consists of 18 articles with a Preamble
- The presidential system of the government restored the bicameral Congress
- A much more detailed Bill of Rights. This is a response to the rampant violation of
human rights during the term of President Marcos. It also abolished the death penalty.
- Commission on Human Rights is established. Its main task is to investigate all forms
of human rights violation.
- It created new regions such as the Cordillera Administrative Region and Autonomous
Region of Muslim Mindanao.
- It established the Local Government Code.
- The president cannot be re-elected in office but will serve a longer term of 6 years.
26

Activity
1. What is a Constitution? Why is it important?
2. Compare the 4 Constitutions and distinguish the similarities and differences of the said
Constitutions.
Malolos 1935 Constitution 1973 Constitution 1987 Constitution
Constitution
3. Are you in favor of federalism? Why?

4. Do you think that it will be a better form of government as what we have now? Expand
your answer.

Taxation
Benjamin Franklin once said, “In this world, nothing can be said to be certain, except death
and taxes”. It can be explained as people come and go but taxes are timeless. It can be ratified
but it will never be eliminated. It may sound funny but it is a reality that taxes will always be there
no matter what. In this lesson, we will discuss the basics of taxation, its importance, as well as
the different kinds of taxes that we encounter in our daily lives.
Lesson Objectives
At the end of the lesson, the student should be able to:

1. Define what is taxation
2. Explain the purpose of taxation
3. Determine the different kinds of national and local taxes
4. Assess the importance of a new tax law
Video: Philippine Train Law - https://www.youtube.com/watch?v=3C455VwtqxA
Taxation
- It means laying a tax which the
government generates income to defray
its expenses.27 It is also called the
“lifeblood of the nation”.
- It is a way to raise funds for government
programs and services that benefit
Filipino citizens.
- It is a state power exercised by the
legislative body.
Basis of Taxation:
a. Philippine Constitution
b. Statutes, laws passed by the Congress
c. Presidential decrees
d. Bureau of Internal Revenue
e. Supreme Court
f. Provincial, City and Municipal ordinances
g. International Agreements
h. Administrative rulings
27

Types of Taxes
Capital Gains Tax is a tax imposed on the gains presumed to have been realized by the seller
from the sale, exchange, or other disposition of capital assets located in the Philippines, including
pacto de retro sales and other forms of conditional sale.
Documentary Stamp Tax is a tax on documents, instruments, loan agreements and papers
evidencing the acceptance, assignment, sale or transfer of an obligation, rights, or property
incident thereto.
Donor's Tax is a tax on a donation or gift, and is imposed on the gratuitous transfer of property
between two or more persons who are living at the time of the transfer.
Estate Tax is a tax on the right of the deceased person to transmit his/her estate to his/her lawful
heirs and beneficiaries at the time of death and on certain transfers which are made by law as
equivalent to testamentary disposition.
Income Tax is a tax on all yearly profits arising from property, profession, trades or offices or as
a tax on a person’s income, emoluments, profits and the like.
Percentage Tax is a business tax imposed on persons or entities who sell or lease goods,
properties or services in the course of trade or business whose gross annual sales or receipts do
not exceed P550,000 and are not VAT-registered. 28
Double Taxation
Refers to the instance when an income, a property, or a transaction was imposed with two
or more taxes by taxing authority in the same year. For example, when a foreigner conducts his
business in the Philippines, our country will charge taxes on him since he is within its territorial
jurisdiction. Meanwhile, the foreigners home country will also collect taxes from him based on its
residential jurisdiction.
Avoiding Taxation
Shifting
- It is the transferring of the tax burden from one person to another. For example, the
12% EVAT imposed in a company passed on to their customers and clients.
Capitalization
- This is done by reducing the price of a taxable product or service to lower the tax that
will be imposed on its consumption. Example, an agent would offer a lower price for
real property in order to lower the real property/ estate tax.
28
https://www.bir.gov.ph/index.php/tax-information.html

Tax Avoidance
- The availment of the taxpayer of legally allowable means in reducing or minimizing the
tax due on certain properties, items and services. It is also known as tax minimization.
Tax Evasion
- It refers to the use by the taxpayer of illegal means in escaping, defeating, or lessening
the tax due. It is also called as tax dodging.
Tax Exemption
- It is the bestowal of immunity by the taxing authority on a taxpayer from the obligation
of tax payment. For instance, winning in the lottery is tax-exempt.29
Guide Questions
1. What it taxation? Why is it important?

2. What are the different kinds of taxes?
3. Are taxes avoidable legally? How?
Activity
Research about the TRAIN Law implemented by the Duterte Administration and answer
the following questions:
1. What is TRAIN Law?
2. What are the advantages and disadvantages of this law?
3. Are you in favor of this law? Why?
29
Carlos Manapat and Fernando Pedrosa, Economics, Taxation, and Agrarian Reform, (Quezon City: C&E
Publishing, Inc.), 161-163.

Unit 5 – Appreciating Historical and Heritage Sites
In this unit, the students will learn to appreciate the various historical sites in the province
of Bulacan. Due to the pandemic, we cannot personally visit museums and shrines therefore, the
author opted to show the pictures of heritage sites in this lesson. In this case, the learners will
develop a sense of pride and how they will raise the value of these places that most of our fellow
Bulakenyos take for granted. Below are the suggested historical places of the provincial
government of Bulacan on their website.
As Nelson Mandela quoted,” Our rich and varied cultural heritage has a profound power
to build our nation.” Heritage serves as a unifying factor in building a nation. It provides clues to
our past and we can see how our society has developed. It helps us study our history and
traditions which enables us to develop an awareness about our common origins. Lastly, it helps
us understand and explain why we are the way we are.
Lesson Objectives

1. Determine the local and historical heritage in the province of Bulacan
2. Recognize the value of the historical places and how these places be preserved
3. Create a video/brochure/website (depending on their program) that will feature a
historical site and show concern in promoting and preserving the country’s historical
and cultural heritage.
Enriquez Ancestral House

Constructed during the 1850s, it is one of
the ancestral houses found in San Jose,
Bulakan, Bulacan. Some of the
documents of Marcelo H. del Pilar were
found in this house. It houses a museum
of rare antiques and historical artifacts. It
is presently owned by acclaimed Filipino
food historian Milagros Enriquez.
Enriquez Ancestral House in Bulakan, Bulacan.

http://therealact.weebly.com/stories/enriquez-ancestral-house-a-preserved-
piece-of-culture-and-heritage

Meyto Shrine
This is the cradle of Christianity in the

province, where the first Catholic Mass
was held by the Augustinian friars, armed
with cross in 1572. It can be found in the
town of Calumpit.
Meyto Shrine
https://commons.wikimedia.org/wiki/File:JfMeyto0023ShrineCalumpitfvf_06.JPG
St. John the Baptist church
Built in 1572, the St. John the Baptist

Church
is the oldest church in Bulacan.
Constructed
under the supervision of Augustinian priest
Fr. Diego Vivar-Ordoñez, the church had
been witness to the Filipino’s struggle
against Spanish, American and Japanese
rule. Inside the church is a tunnel that,
according to history, was used by priests
during the Spanish
regime to keep gold, religious statues, and
ornate jewelry hidden from the sight of
treasure
St. John the Baptist church

https://en.wikipedia.org/wiki/San_Juan_Bautista_Church_(Calumpit)
hunters. Likewise, it is in this tunnel
where revolutionaries and Spaniards were buried during the war. This was also Gen.
Tanaka’s (Japanese Imperial Army) last battlefield.
Basilica Minore de Immaculada Concepcion
This historic church was in 1896 the seat

of power of Gen. Emilio Aguinaldo—the
first president of the Republic of the
Philippines. Located in front of the Basilica
Minore is a century-old tree known as the
Kalayaan Tree (Tree of Freedom) which
was planted by Pres. Aguinaldo during a
lull in the historic Malolos Convention. It is
presently the seat of the Diocese of
Malolos, and has been the bastion of faith
for the past centuries.
Basilica Minore de Immaculada Concepcion
https://en.wikipedia.org/wiki/Malolos_Cathedral
Kakarong de Sili Shrine

It is on this site where the bloodiest
revolution in Bulacan took place where
more than 3,000 Katipunero
revolutionaries died. Likewise, it is on this
site where the Republic of Real de
Kakarong de Sili of 1896 was established.
Kakarong de Sili Shrine
https://www.facebook.com/pages/category/Museum/Kakarong-De-
Sili-ShrineInang-Filipina-PandiBulacanPhilippines-989046401126443/

Battle of Quingua Monument
Filipinos are well-known to be courageous

and freedom lovers. The people of Plaridel
are no exception. The marker
commemorates the historic Battle of
Quingua (Plaridel at present) where the
Filipinos triumphed over the American
forces in their fight for freedom. Likewise, it
also commemorates the death of Col. John
Stotsenberg—a prominent figure of the
Philippine-American war.
Battle of Quingua Monument
https://en.wikipedia.org/wiki/Battle_of_Quingua#/media/File:Battlequi
nquajf.JPG
Tecson House
Three sons of original owners were all
officers of the revolutionary army of Gen.
Emilio Aguinaldo. For some time, this
house was used as the headquarters of
Aguinaldo. The house is now owned by Mr.
and Mrs. Cenen Mendiola. Simon Tecson is
the Original Owner.
Tecson House
https://commons.wikimedia.org/wiki/Category:Simon_Tecson_Ancestral_
House_in_San_Miguel,_Bulacan#/media/File:FvfTecsonHouse7000_30.JPG
Marcelo H. del Pilar Shrine

Marcelo H. del Pilar—patriot, writer, editor
of the revolutionary paper La Solidaridad—
is honored with this monument in Bulacan
where he lived most of his life. The shrine is
under the management of the National
Historical Institute.
Marcelo H. del Pilar Shrine

https://www.bulacan.gov.ph/tourism/touristspot.php?id=32
Bulacan Museum
The Museo ng Bulacan (Bulacan Museum)

houses a collection of valuable relics and
mementos, articles, documents and
handicrafts of the Philippine revolution.
Located in Malolos to promote the cultural
heritage and tradition of the province. It is
under the management of the Provincial
Government of Bulacan.
Hiyas Museum
Old Train Station
Built sometime in 1896, the Estacion de Guiguinto (Guiguinto Old Train Station) of the Philippine
National Railways is the town's most acclaimed
historical landmark and heritage site. It was
upon this site that around 200 Katipuneros
fought for the cause of Filipino freedom led by
Capt. Inocencio Tolentino. They ambushed a
group of Spaniards on the night of 27 May
1898, including the parish friar of Guiguinto, Fr.
Leocadio Sanchez, who brought
cruelty to the natives in his regime. The
incident
inspired Severino Reyes to author one of the
Old Train Station
most famous zarzuela in the country "Walang
Sugat"
which was later made into a movie in 1939 and 1957.
Biak-na-Bato National Park

A huge split boulder which is the mountain
hideout of the revolutionary forces during the
Spanish regime and the place where the
Malolos Constitution was signed by Gen.
Emilio Aguinaldo and Pedro Paterno. It is
where the historic Biak-na-Bato Republic
was established.The park appeals to the
adventurous spirit with its challenging rock
formations. Hanging bridges and staircases
connecting rivers and caves make for a Biak-na-Bato National Park
https://en.wikipedia.org/wiki/Biak-na-Bato_National_Park
pleasurable exploration.Among the many ecological
attractions in Biak-na-Bato National Park are Bahay
Paniki Cave, Aguinaldo Cave, Madlum Cave, Tanggapan Cave, and Tilandong Falls.
Museo ni Mariano Ponce

The museum features rare photographs,
original artifacts, and artworks. It also has a
resource center with digital files including
other photographs, writings, and articles by
and about Ponce.
Museo ni Mariano Ponce
https://nolisoli.ph/63669/the-museo-ni-mariano-ponce-
reintroduces-the-unknown-nationalist-to-the-public/
Barasoain Ecclesiastical Museum
A museum managed by National Historical

Institute showcasing a collection of
municipal antiques and priceless array of
artifacts.
Barasoain Ecclesiastical Museum
http://nhcp.gov.ph/wp-content/uploads/2015/03/1-MALOLOS-8.jpg

Pinagrealan Cave
This cave is a subterranean network of
caverns extending more than a kilometer
deep. The Katipunero Revolutionaries
during the war against Spain used it as a
camp in 1896 and again during the Filipino-
American War in 1898 as hideout of General
Emilio Aguinaldo (the First President of the
Philippines). It was also used as a sanctuary
by the Japanese Imperial Army when the
Philippines was liberated by American
Forces.
Pinagrealan Cave
https://www.ambot-ah.com/wp/wp-
content/uploads/2012/02/6823425411_8235031a5c_b.jpg
Bagbag Bridge
Site of the longest battle between the
Americans and Filipinos led by General
Gregorio del Pilar which took place in April
25, 1899. The bridge now standing serves as
a reminder of the valor displayed by the
Filipino who triumphed against the American
forces
Bagbag Bridge
https://commons.wikimedia.org/wiki/Category:Bagbag_Bridge_(Calu
mpit,_Bulacan)#/media/File:FvfBagbagCalumpit0689_17.JPG
Mercado House
One of the several houses used as a fort by
the Katipuneros, boasts of unique
architectural designs of stone carvings on
facade and walls, a masterpiece of Bulacan
artisans.
Mercado House
https://outoftownblog.com/8-reasons-to-go-to-bustos-bulacan/
Casa Real Shrine
A printing press during the Malolos Republic,

the Casa Real was restored in 1852 and
converted into a municipal library. It is now a
museum under the management of the
National Historical Institute and serves as the
final repository of still existing memorabilia.
Casa Real Shrine
http://nhcp.gov.ph/wp-content/uploads/2015/10/Casa-Real.jpg
Barasoain Church
A national shrine, the historic Barasoain
Church is the site of the Constitutional
Convention of the first Philippine
Republic, making the Philippines the very
first Asian Government to promulgate a
Constitution. It was the Seat of the First
Philippine Republic on Sept. 15, 1898 to
the last week of Feb. 1899 under the
presidency of Pedro Paterno. In its
convent the Universidad Literaria
Cientifica de Filipinas was first housed. It
Barasoain Church
also boasts of a light and sound museum
the management of National Historical https://www.barasoainchurch.org/the-church?lightbox=dataItem-jbsxmcp8
Institute.
Importance
It is very important that these places be preserved not only for our present but also for
our future as it helps preserve our local culture. These places play a vital role in our society as
they document the daily life, they educate others on local culture, they display alternative
perspectives in history, they connect those of different backgrounds and most of all, these
places make us feel that we are also a part of history as it transports us back in time.

Activity (Project)
Part 1:
1. Choose a local historical site you want to visit preferably one that is less familiar and less
visited.
2. Research on its local history and create a write-up of its historical background. You may
conduct online interviews to serve as additional information to your research.
3. Cite your sources.
Part 2:
1. Create a 1-minute video that will reflect the contents of your write-up. The video should show
the historical background of your chosen local Historical site. It should be concise, engaging and
appealing to your audience. Your goal is to be able to encourage people to visit this site.
2. Post this video on your Social Media accounts and make sure to put it on public.
References
Agoncillo, Teodoro, Malolos: The Crisis of the Republic. Quezon City: University of the
Philippines Press, 1997.
Alvarez, Santiago. The Katipunan and the Revolution: Memoirs of a General, Quezon
City: Ateneo de Manila University Press, 1992.
Blair, Emma Hellen and James Alexander Robertson, The Philippine Islands Vol.
XXXIII, Cleveland, Ohio: The Arthur H. Clark Co. 1911.
Camagay, Maria Luisa, Jopol Ancheta, Michael Bernal, Francisco Guiang, Francis
Malban and Dondi Ramos II. Unravelling the Past: Readings in Philippine History,
Quezon City: Vibal Group Inc., 2018.
De Viana, Augusto.The Philippines: A Story of a Nation. Manila: Rex Book Store, 2011.
Fox, Robert B. The Tabon Caves: Archaeological Explorations and Excavations on

Palawan Island, Philippines. Manila, 1970.
Gottschalk, Louis. Understanding History: A Primer of Historical Method. New York:

Knopf, 1950.

Manapat, Carlos and Fernando Pedrosa, Economics, Taxation, and Agrarian Reform,
Quezon City: C&E Publishing, Inc., 2014.
McCoy, Alfred and Alfredo Roces, Philippine Cartoons: Political Caricature of the
American Era 1900 – 1941, Quezon City: Vera-Reyes Inc., 1985.
Salevouris. Michael and Conal Furray. The Methods and Skills of History: A Practical
Guide, 4th ed. Chichester: John Wiley and Son, Inc., 2015.
Scott, William Henry. Prehispanic Source Materials for the Study of Philippine History
(Revised Edition) Quezon City, 1984.
Torres, Jose Victor. Batis: Sources in Philippine History, Quezon City: C & E Publishing,
Inc., 2018.
Online Sources
http://www.kasaysayan-kkk.info/membership-documents/emilio-jacinto-katipunan-nang-manga-
a-n-b---sa-may-nasang-makisanib-sa-katipunang-ito-the-kartilya
https://filipino.biz.ph/history/declaration.html
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://lifestyle.inquirer.net/15743/ncca-launches-guide-to-%e2%80%98cuerpo-de-
vigilancia%e2%80%99-newly-discovered-historical-documents-on-1896-
revolution/#ixzz6RxYqiBPx
https://lifestyle.inquirer.net/15743/ncca-launches-guide-to-%E2%80%98cuerpo-de-
vigilancia%E2%80%99-newly-discovered-historical-documents-on-1896-revolution/
https://www.dar.gov.ph/about-us/agrarian-reform-history/#spanish
https://www.officialgazette.gov.ph/1972/10/21/presidential-decree-no-27/
https://www.officialgazette.gov.ph/1988/06/10/republic-act-no-6657/
http://nhcp.gov.ph/the-constitution-of-the-philippine-
commonwealth/#:~:text=The%201935%20Constitution%20provided%20the,government%20sys
tem%20after%20American%20government.

https://www.bulacan.gov.ph/tourism/touristspots.php?id=1
Pictures
https://www.filipinoamericanwar.com/philippineindependence.htm
https://www.google.com/search?q=cory+on+us+congress&rlz=1C1CHBF_enPH733PH733&sxs
rf=ALeKk007oVpc66j6UI0BJdhzaYCV_dO0Bw:1594455113370&source=lnms&tbm=isch&sa=X
&ved=2ahUKEwjQ0ZGV4MTqAhW8w4sBHYEHBIAQ_AUoAXoECA0QAw&biw=1366&bih=608
#imgrc=tkz528Ij2TFVhM
https://www.gmanetwork.com/news/lifestyle/artandculture/594027/retraction-ni-jose-rizal-mga-
bagong-dokumento-at-pananaw/story/
http://therealact.weebly.com/stories/enriquez-ancestral-house-a-preserved-piece-of-culture-and-
heritage
https://commons.wikimedia.org/wiki/File:JfMeyto0023ShrineCalumpitfvf_06.JPG
https://en.wikipedia.org/wiki/San_Juan_Bautista_Church_(Calumpit)
https://en.wikipedia.org/wiki/Malolos_Cathedral
https://www.facebook.com/pages/category/Museum/Kakarong-De-Sili-ShrineInang-Filipina-
PandiBulacanPhilippines-989046401126443/
https://en.wikipedia.org/wiki/Battle_of_Quingua#/media/File:Battlequinquajf.JPG
https://commons.wikimedia.org/wiki/Category:Simon_Tecson_Ancestral_House_in_San_Miguel
,_Bulacan#/media/File:FvfTecsonHouse7000_30.JPG
https://www.bulacan.gov.ph/tourism/touristspot.php?id=32
https://newsinfo.inquirer.net/files/2019/06/04station.jpg
https://en.wikipedia.org/wiki/Biak-na-Bato_National_Park
https://en.wikipedia.org/wiki/Baliuag_Museum_and_Library#/media/File:Baliuagmuseumjf1747_
08.JPG
http://nhcp.gov.ph/wp-content/uploads/2015/03/1-MALOLOS-8.jpg
https://www.ambot-ah.com/wp/wp-content/uploads/2012/02/6823425411_8235031a5c_b.jpg
https://commons.wikimedia.org/wiki/Category:Bagbag_Bridge_(Calumpit,_Bulacan)#/media/File:
FvfBagbagCalumpit0689_17.JPG
https://outoftownblog.com/8-reasons-to-go-to-bustos-bulacan/
http://nhcp.gov.ph/wp-content/uploads/2015/10/Casa-Real.jpg

https://www.barasoainchurch.org/the-church?lightbox=dataItem-jbsxmcp8
https://nolisoli.ph/63669/the-museo-ni-mariano-ponce-reintroduces-the-unknown-nationalist-to-
the-public/
Prepared and submitted by:
RIZZA A. OCCIDENTAL
Faculty
KENNEDY T. TAURO
Faculty
MHARIKITH FABABIER
Faculty
ANDREI MIGUEL S. JOSE

Faculty

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Readings in Philippine History | 1

Course Title : Readings in Philippine History

LEARNING MODULE FOR THE

Within this Module will be discussed Philippine history from multiple

Readings in Philippine History | 2

Units for Discussion are:

Readings in Philippine History | 3

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

Readings in Philippine History | 4

Dr. Zeus Salazar defined kasaysayan through his

Readings in Philippine History | 5

“The historian, however, has to use many materials

Readings in Philippine History | 6

Readings in Philippine History | 7

Readings in Philippine History | 8

Readings in Philippine History | 9

Readings in Philippine History | 10

Tabon Man – The earliest human skull remains known in the

Readings in Philippine History | 11

Readings in Philippine History | 12

Contribution to the Content Analysis of

First Voyage Around the World by Antonio Pigafetta

Readings in Philippine History | 13

- Born around 1490 in the town of Vicenza, Venice,

Readings in Philippine History | 14

Readings in Philippine History | 15

Background of the Author

Readings in Philippine History | 16

Read: Customs of the Tagalogs

Link: https://www.gutenberg.org/files/13701/13701-h/13701-h.htm#d0e1500 pages 164- 186

Readings in Philippine History | 17

Readings in Philippine History | 18

Readings in Philippine History | 19

Manga Aral nang Katipunan ng mga A.N.B.12

1. Ang kabuhayang hindi ginugugol sa isang malaki at

2. Ang gawang magaling na nagbubuhat sa pagpipita

3. Ang tunay na kabanalan ay ang pagkakawang

4. Maitim man at maputi ang kulay ng balat, lahat ng https://bayaningfilipino.blogspot.com/20

6. Sa taong may hiya, salita’y panunumpa.

8. Ipagtanggol mo ang inaapi, at kabakahin ang umaapi.

Readings in Philippine History | 20

taong tubo sa bayan ng __________________________

hukuman ng ______________________ang katandaan ko

ng___________taon, ang hanap-buhay______________

Sa aking pagkabatid ng boong kagalingan ng mga

______________________ika ____________ng buan ng

Readings in Philippine History | 21

Readings in Philippine History | 22

- The rift with Bonifacio weakened the campaign of the https://en.wikipedia.org/wiki/Emilio_Aguinald

Readings in Philippine History | 23

Aguinaldo Mansion in Kawit

Headline of the newspaper “The Call” – June 18, 1898

Readings in Philippine History | 24

Readings in Philippine History | 25

- Born June 8, 1945 in Massachusetts, USA

Readings in Philippine History | 26

The following editorial cartoon will describe the

Book Cover of McCoy's Philippine Cartoon

The cartoon shows the problem of

It presents the beleaguered

Readings in Philippine History | 27

ng_taon, ang hanap-buhay____

__________ika ng buan ng