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

UM Tagum College
Department of Arts and Sciences Education

Discipline: Social Sciences Division
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: GE 8/READINGS IN PHILIPPINE HISTORY
Name of Teacher: FARRAH GUZMAN-LOZANO, MA
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE. THIS
IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE OFFICIALLY
ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
Course Outline: GE 8 – Readings in Philippine History

Department of Arts and Social Sciences Education
Mabini Street, Tagum City
Telefax: (084) 655-9591
Course Coordinator: Farrah G. Lozano

Email: farrahlozano@umindanao.edu.ph
Student Consultation: By appointment
Mobile: 09432671922
Phone: 216-7234
Effectivity Date: June 2020
Mode of Delivery: Distance Education Delivery
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3 units
Attendance Requirements: A minimum of 95% attendance is required at all scheduled
Virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non-contact This 3-unit course self-instructional manual is designed for
Hours blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54, including the face to face or
virtual meetings. A Learning Management System (LMS),
Quipper, will be used to facilitate your learning. Other
sessions may also be conducted through online
communication channels such as Facebook, Messenger,
WhatsApp, Viber, E-mail, Line, Zoom, Skype, or any other
similar applications. You may also contact the course
coordinator through a mobile number or telephone.
Assessment Task Submission of assessment tasks shall be on the 2nd, 4th,
Submission and 6th, week of the term. The assessment paper shall be
attached with a cover page indicating the title of the
assessment task (if the task is a performance), the name of
the course coordinator, date of submission, and the name of
the student. The document should be e-mailed to the course
coordinator. It is also expected that you already paid your
tuition and other fees before the submission of the
assessment task.
If the assessment task is done in real-time through the

features in the Learning Management System, the schedule
shall be arranged ahead of time by the course coordinator.
Turnitin submission To ensure honesty and authenticity, all assessment tasks
(if necessary) are required to be submitted through Turnitin with a
maximum similarity index of 30% allowed. This means that
if your paper goes beyond 30%, the students will either opt
to redo her/his paper or explain in writing addressed to the
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course coordinator the reasons for the similarity. Also, if the

document has reached a more than 30% similarity index, the
student may be called for disciplinary action following the
University’s OPM on Intellectual and Academic Honesty.
Please note that academic dishonesty such as cheating and

commissioning other students or people to complete the
task for you have severe punishments (reprimand, warning,
expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments / Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day that
the assessment item is late.
However, if the late submission of the assessment paper has

a valid reason, a letter of explanation should be submitted
and approved by the course coordinator. If necessary, you
will also be required to present/attach pieces of evidence.
Return of Assignments / Assessment tasks will be returned to you within two (2)
Assessments weeks after the submission. This will be returned through e-
mail or via the Quipper.
For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to ensure
that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator your intention to resubmit an assessment task.
The resubmission is premised on the student’s failure to
comply with the similarity index and other reasonable
grounds such as academic literacy three (3) standards or
other reasonable circumstances, e.g., illness, accident
financial constraints.
Re-marking of Assessment You should request in writing addressed to the course
Papers and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The course
coordinator shall communicate with you on the approval and
disapproval of the request.
If disapproved by the course coordinator, you can elevate

your case to the program head or the dean with the original
letter of request. The final decision will come from the dean
of the college.
Grading System Your grades will be based on the following:
Examinations
First to Third 30%
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Final 30% = 60%

Class Participations
Quizzes 10%
Assignments 5%
Research/Requirements 15%
Oral Recitation 10% = 40%
Total = 100%
Submission of the final grades shall follow the usual

University system and procedures.
Preferred Referencing Style Use the general practice of the APA 6th Edition.
Student Communication You are required to have an e-mail account, which is a
requirement to access the LMS portal. Then, the course
coordinator shall enroll the students to have access to the
materials and resources of the course.
You may call or send SMS to your course coordinator

through his/her phone number. Online communication
channels, such as those stated above, may be used.
You can also meet the course coordinator in person through

the scheduled face to face sessions to raise your issues and
concerns.
Contact Details of the Dean Dr. Gina Fe G. Israel
Dean of College
E-mail: deansofficetagum@umindanao.edu.ph
Phone: 0915 832 5092 / 0909 994 2314
Larcyneil Pascual, MEAL

Assistant Dean
E-mail:
Phone:
Contact Details of the Maria Carolina Nuñeza
Discipline Head Email: carole_88@yahoo.com
Phone: 09997421670
Students with Special Students with special needs shall communicate with the
Needs course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program head may
provide alternative assessment tasks or extension of the
deadline for submission of assessment tasks. However, the
alternative assessment tasks should still be in the service of
achieving the desired course learning outcomes.
Library Contact Details Clarissa R. Donayre, MSLS
E-mail: lictagum@umindanao.edu.ph
Phone: 0927 395 1639
Well-being Welfare Support Rochen D. Yntig, RGC
Help Desk Contact Details GSTC Head
E-mail: chenny.yntig@gmail.com
Phone: 0932 771 7219
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Telefax: (084) 655-9591
Mersun Faith A. Delco, RPm

Psychometrician
E-mail: mersunfaithdelco@gmail.com
Phone: 0927 608 6037
Alfred Joshua M. Navarro

Facilitator
E-mail: is40fotb@gmail.com
Phone: 0977 341 6064
Course Information – see/download course syllabus in the Quipper LMS
CC’s Voice: Hello students! Welcome to this course GE 8: Readings in Philippine

History. By now, am confident that you really wanted to learn and that you have visualized
yourself already being in front of the classroom teaching.
CO As hope of the Motherland, you have to be knowledgeable in evaluating

the context, content, and perspectives of different kinds of primary sources for their
credibility, authenticity, and provenance; communicating historical analysis of a particular
event or issue using various techniques and genres that could help others understand the
chosen topic; and in proposing recommendations/solutions to present day problems based
on their understanding of root causes and their anticipation of future scenarios manifesting
interest in local history and concern in promoting and preserving our country’s national
patrimony and cultural heritage.
Let us begin!
Table of Contents
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Page
Part 1. Course Outline and Policies ...................................................... 4

Part 2. Instruction Delivery
CC’s Voice ............................................................................…….. 4
Course Outcomes ........................................................................... 4
Big Picture A: Unit Learning Outcomes ............................................. 11
Big Picture in Focus:ULOa ……………………………………………… 11
Metalanguage .......................................................................... 11
Essential Knowledge ............................................................... 11
Self-Help .................................................................................... 14
Let’s Check .................................................................................... 14
Let’s Analyze ................................... ...................................... 15
In a Nutshell .................................................................................... 16
Q&A List .................................................................................... 17
Keywords Index ......................................................................... 17
Big Picture in Focus:ULOb …………………………………………..… 18
Metalanguage .......................................................................... 18
Self-Help .................................................................................... 21
Let’s Check .................................................................................... 21
Let’s Analyze ......................................................................... 23
In a Nutshell .................................................................................... 24
Q&A List .................................................................................... 24
Keywords Index ......................................................................... 24
Big Picture in Focus:ULOc …………………………………………..… 25
Metalanguage .......................................................................... 25
Self-Help .................................................................................... 27
Let’s Check .................................................................................... 28
Let’s Analyze ......................................................................... 29
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In a Nutshell .................................................................................... 30
Q&A List .................................................................................... 31
Keywords Index ......................................................................... 31
Big Picture B: Unit Learning Outcomes ............................................. 32

Metalanguage .......................................................................... 32
Self-Help .................................................................................... 42
Let’s Check .................................................................................... 42
Let’s Analyze ......................................................................... 43
In a Nutshell .................................................................................... 43
Q&A List .................................................................................... 44
Keywords Index ......................................................................... 44
Big Picture in Focus:ULOb ……………………………………………… 45
Metalanguage .......................................................................... 45
Self-Help .................................................................................... 49
Let’s Check .................................................................................... 50
Let’s Analyze ......................................................................... 51
In a Nutshell .................................................................................... 52
Q&A List .................................................................................... 53
Keywords Index ......................................................................... 53
Metalanguage .......................................................................... 54
Self-Help .................................................................................... 57
Let’s Check .................................................................................... 57
Let’s Analyze ......................................................................... 58
In a Nutshell .................................................................................... 58
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Q&A List .................................................................................... 59

Keywords Index ......................................................................... 59
Big Picture in Focus:ULOc ……………………………………………… 60
Metalanguage .......................................................................... 60
Self-Help .................................................................................... 63
Let’s Check .................................................................................... 64
Let’s Analyze ......................................................................... 65
In a Nutshell .................................................................................... 66
Q&A List .................................................................................... 66
Keywords Index ......................................................................... 66
Big Picture C: Unit Learning Outcomes ............................................. 96

Metalanguage .......................................................................... 96
Self-Help .................................................................................... 101
Let’s Check .................................................................................... 102
Let’s Analyze ......................................................................... 102
In a Nutshell .................................................................................... 103
Q&A List .................................................................................... 103
Keywords Index ......................................................................... 103
Metalanguage .......................................................................... 110
Self-Help .................................................................................... 117
Let’s Check .................................................................................... 117
Let’s Analyze ......................................................................... 118
In a Nutshell .................................................................................... 120
Q&A List .................................................................................... 120
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Keywords Index ......................................................................... 120

Big Picture in Focus:ULOc ……………………………………………… 121
Metalanguage .......................................................................... 121
Self-Help .................................................................................... 126
Let’s Check .................................................................................... 126
Let’s Analyze ......................................................................... 127
In a Nutshell .................................................................................... 128
Q&A List .................................................................................... 129
Keywords Index ......................................................................... 120
Big Picture in Focus:ULOd…………………………………………..… 121
Metalanguage .......................................................................... 121
Self-Help .................................................................................... 126
Let’s Check .................................................................................... 126
Let’s Analyze ......................................................................... 127
In a Nutshell .................................................................................... 128
Q&A List .................................................................................... 129
Keywords Index ......................................................................... 129
Big Picture D: Unit Learning Outcomes ............................................. 130

Metalanguage .......................................................................... 130
Self-Help .................................................................................... 134
Let’s Check .................................................................................... 135
Let’s Analyze ......................................................................... 135
In a Nutshell .................................................................................... 135
Q&A List .................................................................................... 137
Keywords Index ......................................................................... 137
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Metalanguage .......................................................................... 138
Self-Help .................................................................................... 143
Let’s Check .................................................................................... 144
Let’s Analyze ......................................................................... 145
In a Nutshell .................................................................................... 146
Q&A List .................................................................................... 146
Keywords Index ......................................................................... 146
Metalanguage .......................................................................... 148
Self-Help .................................................................................... 152
Let’s Check .................................................................................... 153
Let’s Analyze ......................................................................... 153
In a Nutshell .................................................................................... 154
Q&A List .................................................................................... 155
Keywords Index ......................................................................... 155
Big Picture in Focus:ULOd ……………………………………………… 156
Metalanguage .......................................................................... 156
Self-Help .................................................................................... 159
Let’s Check .................................................................................... 159
Let’s Analyze ......................................................................... 160
In a Nutshell .................................................................................... 160
Q&A List .................................................................................... 161
Keywords Index ......................................................................... 161
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Part 3. Course Schedule ......................................................................... 162

Online Code of Conduct .............................................................. 164
Monitoring of OBD and DED............................................................ 165
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Big Picture A
Week 1-3: Unit Learning Outcomes (ULO): At the end of this unit you are
expected to:
a. Explain the meaning and relevance of history;

b. Differentiate the primary and secondary sources of information or data;
c. Discuss historical criticisms, namely, external and internal criticisms.
d. Identify the events and people during the first voyage around the world; and
e. Analyze the content and context of selected primary sources;
Big Picture in Focus: ULOa. Explain the meaning and relevance

of history.
Metalanguage
In this section, the most essential terms and concepts relevant to the study of history
and to demonstrate ULOa will be operationally defined to be able to understand and
recognize the importance of history to our lives.
• History is a study of past events.

• Historians are the people who study the past; the people who produce historiography.
• Historiography the imaginative reconstruction of the past from the data derived by
that process.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge that will
be laid down in the succeeding pages. Please note that you are not limited to exclusively
refer to these resources. Thus, you are expected to utilize other books, research articles and
other resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.
1. THE MEANING OF HISTORY
1.1History – derived from the Greek word Historia which means learning by inquiry or
an inquiry designed to elicit truth. Herodotus, was a Greek historian who lived in 5th century
B.C. He was considered to be the “father of history.” He came forward with his history of
Persian Wars. He followed the principle of “inquiry” for writing his book (Kochhar, 2005)
1.2 There is no universal agreed definition of history. It has been defined differently by
different scholars.
• Edward H. Carr says“history is a dialogue between the present and the
past and the chief function of historian is to master and understand the
past as a key to the understanding the present.”
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• In the words of Jacob Burckhardt, “history is on every occasion the

record of that which one age finds worthy of note in another.”
• Aristotle look upon history as the systematic accounting of a set of
natural phenomena, that is, taking into consideration the chronological
arrangement of the account.
• Thomas Carlyle thinks, “world history is a biography of great men.”
• Karl Marx opines, “the history of all hitherto existing human society is the
history of class struggles’”
• Teodoro Agoncillo explains that “history deals with the past, not with the
future. We use history to void the mistakes of the past, not to recreate
the very same events.”
1.3 Factual History vs Speculative History

• Factual history – present readers the plain and basic information vis-à-vis the
events that took place (What);
- time and date with which the events happened (When);
- place with which the events took place (Where);
- the people that were involve (Who).
• Speculative history – goes beyond the facts because it is concerned about
the reasons for which events happened (Why);
- the way they happened (How)
1.4 Value of History

• Historical knowledge help government officials to introduce beneficial reforms
to his people.
• Helps us to understand and appreciate the contributions of our ancestors.
• It helps us understand people and societies.
• It provides identity and it is essential for good citizenship.
2. THE LIMITATION OF HISTORICAL KNOWLEDGE
The scope of history is very vast, long and wide. After all, it is the story of man. It starts
with the past and make the present its sheet-anchor and points to the future (Kochchar,2005).
Unfortunately, the incompleteness of records has limited man’s knowledge of history. Most
human affairs happen without leaving any evidence or records of any kind, no artifacts, or if
there are, no further evidence of the human setting in which to place surviving artifacts
(Ligan,et.al.,2018)
• The unavailability of written sources. According to Teodoro Agoncillo, “no document

no history.”
• The difficulty also lies when historians try to reconstruct the past with the aid of written
sources but may be unreliable, and they may even be later forgeries (Kochhar,2005)
just like the case of Code of Kalantiaw.
• The whole history of the past (called history-as-actuality) can be known to a historian
only through the surviving records (history-as-record), and most of history-as-record
is only a tiny part of the whole phenomenon (Ligan, et.al.,2018)
• Even remains of the past that came down in the form of archaeological evidences and
anthropological evidence are only small parts discovered from the total past.
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• Some historians lack of objectivity and impartiality in historical accounts. In the words
of John Arnold, “history is above all else an argument. It is an argument between
different historians; and, perhaps, an argument between the past and the present, an
argument between what actually happened, and what is going to happen next.”
❖ Interpretation may differ from historian to historian
3. HISTORY AS THE SUBJECTIVE PROCESS OF RE-CREATION
• Historians strive to restore the total past of mankind.
❖ From them, history becomes only that part of the human past which can be
meaningfully reconstructed from the available records and from inferences
regarding their setting.
❖ Their aim is verisimilitude (the truth, authenticity, plausibility) about a past.
• Study of history is a subjective process as documents and relics are scattered and
do not together comprise the total objective that the historian is studying, unlike the
study of natural science that has objectively measurable phenomena.
• Some of the natural scientists, such as geologists and paleo-zoologists who study
fossils from the traces of a perished past, greatly resemble historians in this regard,
but they differ at certain points since historians deal with human testimonies as well
as physical traces (Ligan, et.al,2018)
4. HISTORICAL METHOD AND HISTORIOGRAPHY
• Historical method - The process of critically examining and analyzing the records
and survivals of the past
• Historiography
❖ imaginative reconstruction of the past from the data derived by that process.
❖ the practice of historical writing
❖ is the study of the methods and methodology used by historians.
❖ The traditional method in doing historical research that focus on gathering of
documents from different libraries and archives to form a pool of evidence
needed in making a descriptive or analytical narrative.
• Historical analysis- is also an important element of historical method.

In historical analysis, historians:
❖ select the subject to investigate;
❖ collect probable sources of information on the subject;
❖ examine the sources genuineness, in part of in the whole;
❖ extract credible “particulars” thus derived is historiography
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Self-Help: You can also refer to the sources below to help you
further understand the lesson:
1. Bryant, Antony & Black, Alistair & Land, Frank &Porra, Jaana. (2013). Information
Systems History: What is History? What is is History? What is History? … and Why
Even Bother with History?. Journal of Information Technology. 28. 10.1057/jit.2013.3.
2. Fellma, Susanna andRahikainen, Marjatta. (2012). Historical Knowledge In Quest of
Theory, Method and Evidence. Cambridge Scholars Publishing. 12 Back Chapman
Street, Newcastle, Britain. Retrieved at:
https://www.cambridgescholars.com/download/sample/59048
3. Jayapalan, N. (2008). Historiography. India. Retrieved
athttps://books.google.com.ph/books?id=TYRYH96RaS0C&printsec=frontcover&sou
rce=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
4. Kochhar, SK (2005). Teaching of history. India. Retrieved at:
https://books.google.com.ph/books?id=PFbmQ562hBUC&printsec=frontcover&hl=fil#v=onep
age&q&f=false
5. Ligan, Vigan, et al., (2018). Readings in Philippine history. Mutya Publishing House,
Malabon City.
6. Llewellyn, Jennifer and Thompson, Steve. (2020). What is history? Alpha history, USA.
Retrieved at: https://alphahistory.com/what-is-history/
7. Nasson, Bill (2001). History: the meaning and role of history in human development.
South Africa. Retrieved at: https://www.eolss.net/Sample-Chapters/C04/E6-22-00-
00.pdf
8. Standler, Ronald. (2013). What is history and why is it important? USA. Retrieved at:
http://www.rbs0.com/wh.pdf
Let’s Check
Activity 1. Now that you know the most essential terms about History, let us try to check
your understanding of these terms. In the space provided, write True or False. True if the
statement is correct and False if the statement is incorrect. (1 point each number)
_____________________1. Studying history will teach students important skills.

_____________________2. History is derived from the Latin word historia, meaning inquiry
or investigation.
_____________________3. Herodotus is considered to be the father of history.
_____________________4. Plutarch was a philosopher and teacher of Alexander the Great
who emphasized that knowledge is acquired through
employing a process of scientific investigation of past events.
_____________________5. Renato Constantino, a Filipino historian, who posited the notion
that “no document no history.”
_____________________6. Historical Analysis is the study of historical writing.
_____________________7. Speculative history goes beyond the facts and is concerned

about the “why” and “how” rather than the “what” and “when”.
_____________________8. Absolute objectivity and impartiality are possible for the
historian.
_____________________9. Verisimilitude is the aim of every historian.
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_____________________10. Historical method is the process of critically examining and

analyzing the records and survivals of the past
Let’s Analyze
Activity 1. Getting acquainted with the essential terms about history is not enough, what
also matters is your ability to understand the concepts and be able to explain the relevance
of history provided in each item. Now, I will require you to explain thoroughly your answers.
(10 points each item)
1. Discuss the importance of studying history.
2. Explain the scope and limitation of history.
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3. Do you agree with Teodoro Agoncillo, when he said, “history is written by every
generation. Every generation writes its own history using the same sources. The
interpretations vary according to time.”
4. Discuss the importance of historical analysis.
In a NUTSHELL! In this section you will provide the very gist of the unit that you have
learned.
Democratic Points: You are going to jot down the things that you have learned in
bullet form. You may express it in sentence or in phrase.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Question & Answer (Q&A)
You are free to list down all the emerging questions or issues in the provided spaces
below. These questions or concerns may also be raised in the LMS or other modes. You may
answer these questions on your own after clarification. The Q&A portion helps in the review
of concepts and essential knowledge.
Questions/Issues Answers
1.
2.
3.
4.
5.
Keywords
• History • Historiography
• Historians
• Historical analysis • Historical bias
• Verisimilitude
• Historical method
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Metalanguage
In this section, you are going to know about the different sources of historical data and
to demonstrate ULOb and will be operationally defined to be able to understand.
• Primary sources are original, first-hand account of an event or period that are usually
written or made during or close to the event or period.
• Secondary sources are the materials made by people long after the events being
described had taken place to provide valuable interpretations of historical events.
Essential Knowledge
weeks of the course, you need to fully understand the following essential knowledge
that will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.
1. Historical Data – are sourced from artifacts that have been left by the past.
1.1 These artifacts can either be relics or remains, or the testimonies of
witnesses to the past.
1.2 Thus, historical sources are those materials from which the historians
construct meaning.
1.3 The source provides evidence about the existence of an event; and a
historical interpretation is an argument about the event.
➢ Relics or remains, whose existence offer researchers a clue about the past.
- For example, the relics or remains of a prehistoric
settlement, a bone or a teeth.
➢ Artifacts are man-made things which can be found where relics of human
happenings can be found,
- For example, a cloth, a coin, a manuscript, a book, a
portrait, a stamp, a piece of wreckage or infrastructure.
-
2.Testimonies of witnesses, whether oral or written, may have been created to serve as
records or they might have been created for some other purposes.
• All these describe an event, such as the record of a property exchange,

speeches, and commentaries.
3. The historians deal with the dynamic or genetic (the becoming) as well as the static (the
being) and aims at being interpretative (explaining why and how things happened and were
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interrelated) as well as descriptive (telling what happened, when and where, and who took
part).
4. Historical Sources
Historical sources fall into two categories: primary and secondary sources.
• PRIMARY SOURCES
❖ are original, first-hand account of an event or period that are usually
written or made during or close to the event or period.
❖ The raw materials of history-original documents and objects which were
created at the time under study
❖ Also called original sources
There are two kinds of primary sources.
❖ Written sources are usually categorized in three ways
a. Narrative or literature are chronicles or tracts presented in
narrative form, written to impart a message whose motives for
their composition vary widely.
• For example, a scientific tract is typically
composed in order to inform contemporaries or
succeeding generations; a newspaper article might
be intended to shape opinion; the so-called ego
document or personal narrative such as a diary or
memoir might be composed in order to persuade
readers of the justice of the author’s actions.
b. Diplomatic sources are understood to be those which

document/record an existing legal situation or create a new one,
and it is these kinds of sources that professional historians once
treated as the purest, the “best” source.
• Classic diplomatic source is the charter, which is a
legal instrument. A legal document is usually sealed
or authenticated to provide evidence that a legal
transaction has been completed and can be used
as evidence in a judicial proceeding in case of
dispute.
• Diplomatic sources possess specific formal
properties, such as hand and print style, the ink, the
seal, for external properties and rhetorical devices
and images for internal properties, which are
determined by the norms of laws and by tradition.
Such characters also vary in time (each generation
has its own norms) and according to origin (each
bureaucracy has its own traditions).
c. Social documents are information pertaining to economic,
social, political or judicial significance. They are records kept by
bureaucracies.
• A few examples are government reports, such as

municipal accounts, research findings, and
documents li
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• ke these parliamentary procedures, civil registry
records, property register and records of census.
❖ Non-written sources
Non written sources are unconscious testimony in the form of remains
or relics, e.g., fossils, artifacts unearthed by archaeologist and oral sources
Unwritten sources are as essential as written sources. There are two types:
a. Material evidence, also known as archaeological evidence is
one of the most important unwritten evidences. This include
artistic creations such as potter, jewelry, dwellings, graves,
churches, roads, and others that tell a story about the past
• These artifacts can tell a great deal about the ways
of life of people in the past, and their culture.
• These artifacts can also reveal a great deal about
the socio-cultural interconnections of the different
groups of people especially when an object is
unearthed in more than one place.
• Even places that are thought to be insignificant,
such as garbage pits, can provide valuable
information to historians as these can be traces of a
former settlement.
• Archaeological sites that are of interest to historians
are unearthed during excavations for roads, sewer
lines, and big building structures.
b. Oral evidence is also an important source of information for
historians. Much are told by the tales or sagas of ancient peoples
and the folk songs or popular rituals from the premodern period
of Philippine history.
• During the present age, interviews are another major form
of oral evidence.
SECONDARY SOURCES
It is the materials made by people long after the events being described had
taken place to provide valuable interpretations of historical events.
❖ A secondary source analyzes and interprets primary sources.
❖ It is an interpretation of second-hand account of a historical event.
❖ Examples of secondary sources are biographies, histories, literary
criticism, books written by a third party about a historical event, art and
theater reviews, newspaper or journal articles that interpret.
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1. Coe, Aaron. (2016). Differences between primary and secondary sources. Retrieved
at: https://research.phoenix.edu/blog/differences-between-primary-and-secondary-
sources
2. Gorlinski, V. (2012). Understanding history. Encyclopedia Britannica. Retrieved at:
http://www.britanica.com/place/mindanao
3. Hirst, Kris. (2019).What is history? Dotdash publishing family, USA.Retrieved at:
https://www.thoughtco.com/what-is-history-collection-of-definitions-171282
4. Ithaca College Library, Research 101. Retrieved at
https://library.ithaca.edu/sp/subjects/primary
Retrieved at: https://alphahistory.com/history-concepts/
age&q&f=false
Malabon City.
Let’s Check
Activity 1. Now that you know the different sources of historical data, let us try to check your
understanding of these terms by making a Venn diagram showing the differences of the
primary and secondary sources of information or data.
21
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Activity 2. Now that you are familiar about the different sources of historical data, what also
matters is your ability to identify the terms under this lesson. Write the letter of your best
answer in the space provided before each item.
_______1. Interview transcripts, statistical data, and works of art are what type of source of
information?
A. Static sources C. Primary sources
B. Descriptive sources D. Interpretative sources
_______2. Which of the following best describes narrative/literature?
A. This includes numerical and qualitative data
B. It presents chronicles and events in written form and is fictional in
nature
C. It presents chronicles and events in written form which aims to
impart a specific message to the readers.
D. A document based on facts of an existing legal situation used by
professional historians
_______3. Which type of source of historical data often lacks the freshness an immediacy of
the original material?
A. Primary Source C. Diplomatic source
B. Secondary Source D. Reliable source
_______4. Historians search for information about a past event by using historical _______.
A. Sources C. Artifacts
B. Evidence D. Remains
_______5. These historical sources are materials by nature.
A. Unwritten sources C. Written sources
B. Reliable sources D. Tattoo
_______6. An example of this is a skull cap which provides information about early humans
in the Philippines.
A. Artifact C. Tattoo
B. Archives D. Relic
_______7. Among the following which is the best example of primary source?
A. Newspaper C. Painting
B. Electronic data D. Tape recorder
_______8. What is the historical tract typically composed to inform contemporaries or
succeeding generations?
A. Narrative C. Juridical tracts
B. Literature D. Scientific tracts
_______9. These are materials made by people long after the events being described had
taken place.
A. Primary source C. Scientific source
B. Diplomatic source D. Secondary source
_______10. Which is not an example of a primary source?
A. Biographies C. A birth certificate
B. Letters D. A photograph
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Let’s Analyze
Activity 1. Primary sources and secondary sources of historical data have their own benefits
as well as advantages and disadvantages. In this part, you are required to give a concise
explanation/ discussion on the following items. (10 pts each item)
1. What are the benefits of using primary sources?
2. Do you affirm that primary sources are superior to secondary sources? Explain.
3. What are the advantages and disadvantages of accessing secondary sources?
23
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learned.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
6.
7.
8.
9.
10.
Keywords
• Primary sources • Social documents
• Secondary sources • Narrative or literature
• Material evidence • Relics
• Oral evidence • Testimonies of witness
• Diplomatic sources
24
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Metalanguage
In this section, you are going to explain and discuss historical criticisms and to
demonstrate ULOc and will be operationally defined to be able to understand.
• Internal Criticism is concerned with the validity, credibility, or worth of the

content of the document.
• External Criticism is concerned with establishing the authenticity or
genuineness.
Essential Knowledge
weeksof the course, you need to fully understand the following essential knowledge that will
HISTORICAL CRITICISMS
1. Historical criticisms – examines the origins of earliest text to appreciate the
underlying circumstances upon which the text came to be (Soulen,2001).
1.1 It has two important goals:

• First, to discover the original meaning of the text in its primitive or
historical context and its literal sense or sensusliteralishistoricus.
• Second, to establish a reconstruction of the historical situation of the
author and recipients of the text.
1.2 Historical criticism has its roots in the 17th century during the
Protestant Reformation and gained popular recognition in the 19th and 20th
centuries (Ebeling, 1963).
1.3 The absence of historical investigation paved way for historical criticism to rest
on philosophical and theological interpretation.
2. The passing of time has advanced historical criticism into various methodologies
used today such as:
2.1 Source criticism (which analyzes and studies the sources used by biblical
authors);
2.2 Form criticism (which seeks to determine a unit’s original form and historical
context of the literary tradition);
25
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2.3 Redaction criticism (which regards the author of the text as editor of the
source materials);
2.4 Tradition criticism (which attempts to trace the developmental stages of the
oral tradition from its historical emergence to its literary presentation)
2.5 Canonical criticism (which focuses its interpretation of the bible on the text of
biblical canon); and related methodologies (Soulen,2001).
3. There are two parts to a historical criticism:

3.1 Provenance of a source – to determine the authenticity of the material. The
critic should determine the origin of the material, its author, and the sources of
information used. (External criticism is used in determining these facts)
3.2 Higher criticism or internal criticism – it deals with more important matters
than the external form. It is a process to weigh the testimony to the truth. The
critic must examine the trustworthiness of the testimonies as well as determine
the probability of the statements to be true.
4. Two types of Historical Criticism:
4.1 External criticism– determines the authenticity of the source. The critic must
determine whether the material under investigation is raw, meaning unaltered,
and it exists exactly as the author left it.
The content must be viewed in every possible angle, as forgery was not known
during the Middle Ages. The authenticity of the material can be examined from
other genuine sources having the same subject or written during the same
period.
4.2 Internal criticism – determines the historicity of the facts contained in the
document. It is not necessary to prove the authenticity of the material or
document. However, the facts contained in the document must first be tested
before any conclusion pertaining to it can be admitted.
In determining the value of the facts, the character of the sources, the
knowledge of the author, and the influences prevalent at the time of writing must
be carefully investigated.
TEST OF AUTHENTICITY
1. To distinguish a hoax or a misrepresentation from a genuine document, the

historian must use tests common in police and legal detection.
1.1 Making the best guess of the date of the document, he/she examines the materials
to see whether they are not anachronistic: paper was rare in Europe before the
fifteenth century, and printing was unknown; pencil did not exist there before 16 th
century; typewriting was not invented until the 19th century; and Indian paper came
only at the end of that century. The historian also examines the inks for signs of
age or of anachronistic chemical composition.
2. One of the unfulfilled needs of the historian is more of what the French call
“isographies” or the dictionaries of biography giving examples of handwriting.
26
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2.1 For some period of history, experts using techniques known as paleography and
diplomaticshave long known that in certain regions at certain times handwriting and
the form of official documents were conventionalized.
3. The disciplines of paleography and diplomatics were founded in 17th century by

Dom Jean Mabillon, a French Benedictine monk and scholar of the Congregation
of Saint Maur.
3.1 Seals have been the subject of special study by sigillographers, and experts can
detect fake ones.
3.2 Anachronistic styles (idiom, orthography or punctuation) can be detected by
specialists who are familiar with contemporary writing.
3.3 Anachronistic references to events (too early or too late or too remote) or the
dating of a document at a time when the alleged writer could not possibly have
been at the place designated (the alibi) uncovers fraud.
3.4 If the document is where it ought to be (e.g., in a family’s archives, of in the
governmental bureau’s record) its provenance (custody, as the lawyer refer to it),
creates a presumption of its genuineness (Gottschalk,1969).
1. Bokovoy, David. (2014). The creation of the helper: the importance of historical
criticism for religious leaders. Retrieved at:
https://www.patheos.com/blogs/davidbokovoy/2014/01/the-creation-of-the-helper-the-
importance-of-historical-criticism-for-religious-readers/
2. Gorlinski, V. (2012). Understanding history. Encyclopedia Britannica. Retrieved at:
http://www.britanica.com/place/mindanao
3. Hirst, Kris. (2019).What is history? Dotdash publishing family, USA.Retrieved at:
https://www.thoughtco.com/what-is-history-collection-of-definitions-171282
Retrieved at: https://alphahistory.com/history-concepts/
age&q&f=false
Malabon City.
27
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Let’s Check
Activity 1. Now that you know the most essential terms about Historical Criticism, let us try
to check your understanding of these terms. In the space provided, write the term/s being
asked in the following statements:
______________________1. It determines the authenticity of the source.

______________________2. This refers to a methodology developed by Hermann Gunkel.
It is a criticism that situates a text within a stream of a
specific tradition and attempts to describe the development of
the tradition over the course of time.
______________________3. It is a dictionary of biography that gives examples of
handwriting.
______________________4. It is a scholarly discipline that studies the wax, lead, clay, and
other seals used to authenticate archival documents.
______________________5. This means that the historical texts are primitive and historical
context in the primitive sense.
______________________6. This criticism deals with more important matters than the
external form.
______________________7. This refers to the time/century when Historical criticism was
properly formed
______________________8. It determines the historicity of the facts contained in the
document.
______________________9. This examines the way the various pieces of the tradition have
been assembled into the final literary composition. The
arrangement and modification of these pieces can reveal
something of the author’s intentions and the means by which
he hoped to achieve them.
______________________10. This refers to the era when historical forgery was not known.
28
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Let’s Analyze
Activity 1. Historical criticism has its own benefits and so as the way we write it. In this part,
you are going to discuss the following terms in each item. (10 pts each item)
1. What is historical criticism?
2. Discuss the importance of historical criticism
3. Do you believe that writing history is subjective? Why? Explain.
29
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4. In what way can the writings of history be objective? Explain.
learned.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
30
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1.
2.
3.
4.
5.
Keywords
• External criticism • Diplomatics
• Internal criticism • Redaction criticism
• Isographies • From criticism
• Forgery • Canonical criticism
• Seals • Source criticis
• Paleography
Big Picture in Focus: ULOd. Identify the events and people during
the first voyage around the world
Metalanguage
In this section, the most essential terms and concepts relevant to the study of the first
voyage around the world of Ferdinand Magellan history to demonstrate ULOa it will
be operationally defined.
• Voyage is a course of travel or passage, especially a long journey by
water to a distant place.
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• Age of Exploration, it is the period from around 1400-1600, in which

Europeans traveled the rest of world in search of goods, raw materials,
land and trade partners.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth and fifth week,
you need to fully understand the following essential knowledge that will laid down in
succeeding pages. Please note that you are not limited to exclusively refer to these
resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary, search.proquest.com etc.
FIRST VOYAGE AROUND THE WORLD

The development of Portuguese maritime empire, apparent scientific and
technological advancement, European attraction to Asia’s wealth and spices, incited Spain
to expend for an expedition.
1. Spain along with other European nations engaged in discovering and taking
possessions of lands beyond the continent.
15th century– the period of discovery and expansion began, henceforth from
Europe came to the East huge vessels loaded with merchandize and men
under a command to discover and covet lands in the east.
– This was an eventuality which adjoined people and nations and

such encounter had far-reaching consequences until 19th century.
1521 – Philippine islands has been “rediscovered” by the Spanish commissioned

authority.
Ferdinand Magellan, a Portuguese navigator who gained confidence and

support from the monarchy32of Spain.
➢ Accompanying him were Fr. Pedro de Valderama (fleet chaplain),

Antonio Pigafetta(chronicler), Duarte de Barbosa (Magellan’s
brother-in-law) and his Malay slave Enrique of Malacca (acting as
interpreter).
1. The narrative of the voyage which is a translation by Lord Stanley of Alderley is

presented below. However, only the necessary and important details of the narrative
were taken based on what is useful for the students. The historic voyage began in
1519 and was successfully completed in 1522.
SPANISH EXPLORATION IN THE PHILIPPINES

16th Century (1500- ❖ Europe was experiencing some changes because of the growth
1600) of industry and commerce, the advances in science,
improvements in navigation, and invention of machines and
marine instruments.
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❖ Growing desire of the Europeans to know more of the “Orient”

because of the stories of Christian crusaders in the Holy Land
while reclaiming it from the Muslims.
❖ Trade was also flourishing between some European merchants
and Asian countries for Oriental spices, silk, fruits, Persian rugs,
perfumes and precious stones which were very profitable in
European markets.
❖ The Venetians, or citizens of Venice, monopolized this Euro-
Asian trade. Then followed the Portuguese, the Spaniards and
other European nations.
❖ This commercial rivalry led to European expeditions to
Asia.
May 29, 1453 ❖ The Ottoman Turks closed two trade routes: the Northern
(Turks sacked the route and the Central Route.
city of ❖ However, they allowed the Venetians to use the Southern
Constantinople and Route by paying a certain amount of passage.
controlled the three ❖ The Venetians, therefore, monopolized the Southern Route and
Euro-Asian trade controlled the Euro-Asian trade.
routes) ❖ This Venetian monopoly forced the kingdoms of Portugal
and Spain to find another route to Asia so that they can
continue their profitable trade.
June 7, 1494 ❖ Pope Alexander VI, a Spaniard, mediated this agreement

(Treaty of between Spain and Portugal.
Tordesillas) ❖ This treaty divided the world between the two kingdoms.
❖ Provisions of the treaty:
1. An imaginary line was drawn from north to south at a
distance of 370 leagues west of the Cape Verde Islands.
Lands to be discovered east of this line would belong to
Portugal, and those on the west would belong to Spain.
2. If Spanish ships discovered lands east of the demarcation
line, the said lands should be turned over to Portugal.
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3. Lands discovered by Portuguese ships west of the line

should be turned over to Spain.
4. No Portuguese ships shall be sent to lands belonging to
Spain, and vice versa, for the purpose of trading with them.
September 20, 1519 ❖ Ferdinand Magellan, a Portuguese explorer serving under

(Magellan the Spanish monarch, King Charles I of Spain, sailed
Expedition) westwards in order to reach the Orient.
❖ Magellan sailed with five ships: the flagship Trinidad, the
Concepcion, the Santiago, the San Antonio, and the
Victoria.
March 16, 1521 ❖ Magellan arrived in Asia and sighted the island of Samar in the
(Arrival of Visayan Islands.
Spaniards)
March 17, 1521 ❖ Magellan landed his men at an islet, Homonhon, in order to
take care of the sick.
March 29, 1521 ❖ Magellan landed at Limasawa, Southern Leyte.

34
(First Blood ❖ He then made the first ever blood compact or sanduguan
Compact in the with Rajah Kulambu and his brother, Si Agu, as a sign of
Philippines) friendship and brotherhood.
March 31, 1521 ❖ An Easter Sunday, Magellan ordered a mass to be celebrated

(First Mass in the on Limasawa officiated by Father Pedro Valderrama near the
Philippines) seashore.
❖ This was the first Christian Catholic Holy Mass officiated in
the Philippines.
❖ They then planted a big cross on top of a hill.
❖ Magellan then renamed the islands as “Archipelago of St.
Lazarus”.
❖ He and his men stayed at Limasawa for one week.
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April 8, 1521 ❖ Guided by Rajah Kulambu, Magellan entered the harbor of the
(Spanish Arrival in rich island of Cebu.
the island of Sugbu ❖ Magellan’s Malay slave, Enrique, assured the leader of Cebu,
(Cebu) Rajah Humabon, and his people that the Spaniards came as
friends and not as enemies.
❖ A blood compact was then sealed between Magellan and
Humabon and the giving of gifts from both parties.
April 15, 1521 ❖ Mass was celebrated in Cebu.

(First Baptism in ❖ Another cross was erected.
the Philippines) ❖ Magellan persuaded the Cebuanos to become Christian
Catholics.
❖ About 800 Cebuanos became Christians that day.
❖ Rajah Humabon was given the Christian name Carlos in honor
of King Charles I of Spain.
❖ Humabon’s wife was given the name Juana in honor of King
Charles’ mother.
❖ To make the event memorable, Magellan gave Juana
animage of the Infant Jesus.
35
❖ The Infant Jesus is now the Patron of Cebu.
April 27, 1521 ❖ In answer to Rajah Sula’s plea of help to defeat his rival Rajah
(Battle of Mactan) of Mactan, Si Lapu-lapu, who did not recognize the authority of
the Spanish king, Magellan and sixty well-armedmen sailed in
the early morning from Cebu to Mactan.
❖ During the Battle of Mactan, Magellan was wounded in the leg.
❖ Seeing this, the warriors of Mactan killed him using spears.
❖ With Magellan’s death, the other Spaniards returned to their
ships and went back to Cebu.
Aftermath of the ❖ Before Magellan died, he promised his Malay slave Enrique
Expedition freedom when he dies.
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❖ But when the remaining Spaniards denied Enrique of this

promise, he conspired with Rajah Humabon to kill the Spaniards
in a feast that the Rajah would sponsor.
❖ After a drunken revelry in the feast, the remaining Spaniards
were massacred in Cebu by the men of Rajah Humabon
because these men also robbed the natives and raped some
native women.
❖ Some survivors were able to return to their ships. They then
decided to leave Cebu and return to Spain.
❖ Only two ships remained: the Victoria and the Trinidad.
❖ The Trinidad’s route was eastwards: via the Pacific Ocean.
But the ship and its men were captured by the Portuguese
and no one aboard the Trinidad, even the ship, ever returned to
Spain again.
❖ The Victoria’s route was westwards: to return to Spain across
the Straits of Malacca, the Indian Ocean and then via
theCape of Good Hope in Africa.
❖ There were eighteen Spanish survivors of the Magellan
expedition aboard the Victoria. They were led by Sebastian de
Elcano. 36
❖ Elcano is said to be the first circumnavigator of the globe when
he succeeded leading the survivors to return safely in Spain.
❖ But majority of world historians would give this honor to the
original leader of the expedition, Ferdinand Magellan, as the
first circumnavigator of the world.
Importance of the ❖ Magellan’s expedition proved that the earth is round.

Expedition ❖ His expedition led to other Spanish expeditions to colonize the
Philippine islands:
❖ Loaysa Expedition (1525–1526) – commanded by Father
Juan Garcia Jofre de Loaysa (Loaisa); ended in failure.
❖ Cabot Expedition (1526–1530) – commanded by Sebastian
Cabot; ended in failure.
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❖ Sayavedra Expedition (1527-1528) – commanded by Alvaro

de Sayavedra (Saavedra); reached Mindanao but did not
succeed in settling in any of the islands; ended also in failure.
April 22, 1529 ❖ Spain and Portugal ended their dispute over the possession of
(Treaty of the islands of the Mollucas (Spice Islands). The agreement’s
Zaragoza) provisions were:
1. Portugal would pay 350,000 gold ducats to Spain.
2. Another imaginary line was drawn from north to south at 297
½ leagues east of the Mollucas.
3. Lands to be found on the west of this line would belong to
Spain, while those on the east would belong to Portugal.
❖ In paying a sum, Portugal bought what was rightfully hers; for
Mollucas lay in the east of the demarcation line as provided in
the former Treaty of Tordesillas.
November 1, 1542 ❖ Ruy Lopez de Villalobos, commanded this expedition with six
(Villalobos ships from Mexico, under orders from the Viceroy of Mexico, his
Expedition) brother-in-law, and King Charles I of Spain.
37
❖ They reached Mindanao in February 1543.
❖ Faced with starvation, Villalobos sent Bernardo de la Torre to
Tandaya (now Samar) to find some food.
❖ de la Torre met the chieftain, Makandala, and gave him enough
food.
❖ Villalobos then named the islands of Leyte and Samar
Felipinas, in honor of Crown Prince Philip of Spain, son of
King Charles I of Spain.
❖ They then left the Philippines for the Mollucas. They were
captured by the Portuguese but was set free. He died on his
way back to Mexico, making his expedition a failure.
SPANISH COLONIZATION IN THE PHILIPPINES (1565-1898)

❖ God – propagation of Catholic Christianity, attested by the
Christian Spirit of the Laws of the Colonies.
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Three Aims of ❖ Gold – monopolization of the spice trade of the Orient and to
Spanish acquire riches.
Colonization ❖ Glory – Spain’s ambition to become the greatest empire.
November 21, ❖ This expedition was sent by King Philip II of Spain from Mexico.
1564 ❖ Led by Miguel Lopez de Legazpi and piloted by Father
(Legazpi- Andres de Urdaneta, a survivor of the Loaysa expedition.
Urdaneta ❖ Their objectives were to survey and report on the trade of spices
Expedition) and find a new return route for Mexico.
February 22, ❖ With four ships and 380 men, they reached Mindanao, Cibabao
1565 (Leyte) and then to Samar where Legazpi made blood compact
to the chief, Urrao.
March 9, 1565 ❖ Legazpi made a blood compact with Bankaw, a chieftain of

Limasawa.
38
March 16, 1565 ❖ They sailed to Camiguin, Butuan, Mindanao and then to Bohol
where he made a blood compact with Datus Sikatuna
and Sigala.
April 27, 1565 ❖ Legazpi and his men reached Cebu.

❖ Tupas, the chieftain of Cebu, defied Spanish might and so his
kingdom was assaulted by the men of Legazpi under cover of
artillery.
❖ Tupas was defeated and retreated to the hills of Cebu.
❖ Legazpi named the first Spanish settlement in the Philippines
La Villa de San Miguel.
June 1, 1565 ❖ Legazpi ordered Father Urdaneta, together with Captain Felipe
de Salcedo, Legazpi’s grandson, to return to Mexico and find
the new return route.
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❖ Urdaneta steered his ship NorthEastward from the

Philippines in a wide arc towards the Pacific and ended in
Santa Catalina in California, down to the port of Navidad and
then to Acapulco.
❖ This route was known as the Urdaneta Passage that the
galleons would follow in the years to come.
June 4, 1565 ❖ With the help of his brothers Si Makayo and Si Katapan and
(First Spanish- Legazpi’s policy of attraction instead of violence, Tupas
Filipino Treaty) acknowledged Spanish sovereignty.
❖ Furthermore, the Spanish-Filipino agreement states that:
1. The Filipinos promised to be loyal to the King of Spain and
the Spaniards.
2. The Filipinos promised to help the Spaniards in any battle
against an enemy; and in return, the Spaniards promised to
protect the Filipinos from all enemies.
3. A Filipino who had committed a crime against a Spaniard
should be turned over to the Spanish authorities, while a
39
Spaniard who committed a crime against a Filipino will be
turned over to the chieftain.
4. Goods to be sold should be moderately priced.
5. An armed Filipino would not be allowed to enter any Spanish
settlement.
1567 ❖ Juan de Salcedo, “the Last Spanish Conquistador” and

Legazpi’s youngest fighting grandson, arrived in the Philippines,
with his older brother Felipe de Salcedo and fresh troop
reinforcements from Mexico.
March 21, 1568 ❖ Under the guidance of Father Diego de Herrera, Tupas
(Baptism of accepted Christianity with Legazpi as his godfather.
Tupas) ❖ Pinsuncan, Tupas’ son and the crown prince of Cebu, was also
baptized, with Captain Felipe de Salcedo, Legazpi’s grandson,
as godfather.
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January 1, 1571 ❖ Unexpectedly, Juan Camus, a Spanish soldier, found an

infant image of Jesus.
❖ Because of this, Legazpi changed the name their settlement
“City of the Most Holy Name of Jesus”.
1569 ❖ Owing to shortage of food in Cebu, Legazpi and some of his

men went to Panay and founded the second Spanish
settlement in the islands.
❖ Together with Father Juan de Alba and other Augustinian
missionaries, the Panay Filipinos were converted and
pacified by the Spaniards.
❖ Datu Macabaog and Datu Madidong, were converted to
Christianity and became good friends with Legazpi.
❖ Panay Island became Legazpi’s home base because of
abundant food and supplies.
40
May 24, 1570 ❖ Master of the Camp and Marshal Martin de Goiti defeated
(First Conquest Rajah Sulayman, King of Maynilad.
of Manila) ❖ Rajah Sulayman retreated while ordering his men to burn down
the whole kingdom.
❖ Goiti returned to Panay and informed Legazpi that Manila is a
far greater and better place to settle with.
April 20, 1571 ❖ With 27 vessels, 280 Spaniards and 600 Visayan allies,
(Second Legazpi left Panay and reached Manila Bay with the intent
Conquest of of colonizing Luzon.
Manila) ❖ By May, the Spaniards defeated the defending forces of
Maynilad.
June 24, 1571 ❖ Over the ashes of the kingdom, Legazpi established the city
(Founding of of Manila, capital of the Philippines.
Manila)
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August 20, 1572 ❖ Adelantado Miguel Lopez de Legazpi, one of the greatest
(Death of Spanish conquistadores, died of heart attack in Manila.
Legazpi)
March 11, 1576 ❖ Juan de Salcedo, the Last Conquistador, died of fever in Vigan
(Death of at the young age of 27, after pacifying Northern Luzon and
Salcedo) claiming it for Spain.
41
1. Depasquale, Joh. (2017). Straight to the source: a primary source analysis guide.
100 Scolastic guide, USa. Retrieved at: https://www.scholastic.com/teachers/blog-
posts/john-depasquale/2017/Straight-to-the-Source-A-Primary-Source-Analysis-
Guide/
2. Larena, Penn (2018). Content and contextual analysis of selected primary sources in
Philippine history. Retrieved at: https://www.slideshare.net/PennVillanueva/chapter-
2content-and-contextual-analysis-of-selected-primary-sources-in-philippine-history
3. Liban, Josephine. (2015). The Spanish conquest and the colonization of the
Philippines. Retrieved at: https://www.slideshare.net/josephinecliban/the-spanish-
conquest-and-the-colonization-of-the-philippines-44859659
4. Ramos, Arnulfo. (2012) Philippine history (with gender issues). Second Edition.
Davao City: SMKC Printshoppe
5. Thomas, S. (n.d.) Primary sources; primary vs. secondary sources. Retrieved at:
http://lib1.bmcc.cuny.edu/help/sources/
6. Zaide, Gregorio and Sonia Zaide. (1990). Documentary sources of Philippine history.
Vol. 5. Manila: National Book Store.
Malabon City.
Let’s Check
Activity 1. Now that you traveled through history let us try to check how much you learned
in this topic. In the space provided, write the term/s being asked in the following statements:
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_____________________1. It refers to the complete name of the chronicler of the document

entitled, “The Voyage Around the World.”
_____________________2. It is the first ocean where the sailing ships headed by Ferdinand
Magellan crossed after leaving Spain in 1519.
_____________________3. It is the term used by Pigafetta which refers to the island where
the historic mass was celebrated.
_____________________4. It is the exact date when Magellan arrived in Asia and sighted
the island of Samar in the Visayan islands.
_____________________5. He was tagged as “the last Spanish Conquistador”.
_____________________6. The name given by Magellan to Humabon’s wife in honor of King
Charles.
___________________7. The one who led Magellan’s expedition aboard the Victoria after
the death of Ferdinand Magellan .
___________________8. The name given by Miguel Lopez de Legazpi to the first Spanish
settlement in the Philippines.
___________________9. The master of the Camp and Marshal who defeated Raja
Sulayman, King of Maynilad.
__________________10. Name of Magellan’s Malay slave.
42
Let’s Analyze
Activity 1. Arrange the following events given. Write numbers 1-10 on the space provided
before the number.
______1. With 27 vessels, 280 Spaniards and 600 Visayan allies, Legazpi left Panay and
reached Manila Bay with the intent of colonizing Luzon.
______2. Adelantado Miguel Lopez de Legazpi, one of the greatest Spanish conquistadores,
died of heart attack in Manila.
______3. Juande Salcedo, “the Last Spanish Conquistador” and Legazpi’s youngest fighting
grandson, arrived in the Philippines.
______4. Over the ashes of the kingdom, Legazpi established the city of Manila,capital
of the Philippines.
______5. Legazpi made a blood compact with Bankaw, a chieftain of Limasawa.
______6. Under the guidance of Father Diego de Herrera, Tupas accepted Christianity with
Legazpi as his godfather.
______7. Owing to shortage of food in Cebu, Legazpi and some of his men went to Panay
and founded the second Spanish settlement in the islands.
______8.With four ships and 380 men, they reached Mindanao, Cibabao (Leyte) and then to
Samar where Legazpi made blood compact to the chief, Urrao.
______9. He then made the first ever blood compact or sanduguan with Rajah Kulambu and
his brother, Si Agu, as a sign of friendship and brotherhood.
______10. Legazpi and his men sailed to Camiguin, Butuan, Mindanao and then to Bohol
where he made a blood compact with Datus Si Katuna and Si Gala.
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learned.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
1.
2.
3.
4.
5.
Keywords
• Voyage • Circumnavigation
• Age of exploration • Christianity
• Spices
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Big Picture in Focus: ULOe. Analyze the content and context of

selected primary sources;
Metalanguage
In this section, you are going to know about the customs of the Tagalogs. ULOb will help you
analyze the content and context of selected primary sources. You are required to make a
content analysis about selected documents.
• Custom, is defined as a cultural idea that describes a regular, patterned
behavior that is considered characteristics of life in a social system.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth to fifth week of the
course, you need to fully understand the following essential knowledge that will laid down in
1. CUSTOMS OF THE TAGALOGS
THE CUSTOMS of the Tagalogs is a narrative on the established culture of the

Tagalogs in Luzon written by Juan de Plasencia, a Franciscan missionary in the Tagalog
region since 1578 until 1590.
This document was written as an answer to the request of the monarchy in Spain
which was to provoke pieces of information about the government, administration of justice,
inheritances, slaves, dowries, worship, burials, and superstition of the “Indians” in the colony.
In addition, the document is to rectify previous reports about the people’s way of life in the
region.
Plasencia wrote:
“This people always had chiefs, called by them datos, who governed them and were
captains in their wars, and whom they obeyed and reverenced. The subject who committed
any offense against them, or spoke but a word to their wives and children, was severely
punished.”
These chiefs ruled over but few people; sometimes as many as a hundred houses,
sometimes even less than thirty. This tribal gathering is called in Tagalog a barangay. It was
inferred that the reason for giving themselves this name arose from the fact (as they are
classed, by their language, among the Malay nations) that when they came to this land, the
head of the barangay, which is a boat thus called – as is discussed at length in the first
chapter of the first ten chapters – became a dato. And so, even at the present day, it is
ascertained that this barangay in its origin was a family of parents and children, relations and
slaves. There were many of these barangays in each town, or at least, on account of wars,
they did not settle far from one another. They were not, however, subject to one another,
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except in friendship and relationship. The chiefs, in their various wars, helped one another
with their respective barangays.
“In these three classes, those who are maharlicas on both the father’s and mother’s
side continue to be so forever; and if it happens that they should become slaves, it is through
marriage, as I shall soon explain. If these maharlicas had children among their slaves, the
children and their mothers became free; if one of them had children by the slave-woman of
another, she was compelled, when pregnant, to give her Master half of goal tael, because of
her risk of death , and for inability to labor during pregnancy. In such a case half of the child
was free – namely, the half belonging to the father, who supplied the child with food. If he did
not do this, he showed that he did not recognized him as his child, in which case the latter
was wholly a slave. If a free woman had children by a slave, they were all fee, provided he
were not her husband.
If two persons married, of whom one was a maharlica and the other a slave, whether
namamahay or alipingsaguiguilid, the children were divided: First, whether male or female,
belonged to the father, as did the third and fifth; the second, the fourth, and the sixth fell to
the mother, and so on. In this manner, if the father were free, if he were a slave all those who
belonged to him were slaves; and the same applied to the mother. If there should not be more
than one child he was half free and half slave. The only question here concerned the division,
whether the child he were male or female. Those who became slaves fell under the category
of servitude which was their parent’s, either namamahay or saguiguilid. If there were an odd
number of children, the odd one was half free and half slave. I have not been able to ascertain
with any certainty when or at what age division of children was made, for each one suited
himself in this respect. Of these two kinds of slaves the saguiguilid could be sold, but not the
namamahay and their children, nor could they be transferred. However, they could be
transferred from the barangay by inheritance, provided they remained in the same village.
They condemned no one to slavery, unless he merited the death-penalty. As for the
witches, they killed them, and their children and accomplices became slaves of the chief,
after he had made some recompense to the injured person. All other offenses were punished
by fines in gold, which, if not paid with promptness, exposed the culprit to serve, until the
payment be made, the person aggrieved, to whom the money was to be paid. This was done
in the following way: Half the cultivated lands and al their produce belonged to the master.
The master provided the culprit with food and clothing, thus enslaving the culprit and his
children until such time as he might amass enough money to pay the fine. If the father should
by chance pay his debt, the master then claimed that he had fed and clothed his children,
and should be paid therefore…
In what concerns loans, there was formerly, and is today, an excess of usury, which is
a great hindrance to baptism as well as to confession; for it turns out in the same way as I
have showed in the case of the one under judgement, who gives half of his cultivated lands
and profits until he pays the debt. The debtor is condemned to a life of toil; and thus borrowers
become slaves, and after the death of the father the children pay the debt. Not doing so,
double the amount must be paid. This system should and can be reformed.
In the case of a child by a free married woman, born while she was married, if the
husband punished the adulterer this was considered a dowry; and the child entered with the
others into partition in the inheritance. His share equaled the part left by the father, nothing
more. If there were no other sons than he, the children and the nearest relatives inherited
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equally with him. But if the adulterer were not punished by the husband of the woman who
had the child, the latter was not considered as his child, nor did he inherit anything. It should
be noticed that the offender was not considered dishonored by the punishment inflicted, nor
did the husband leave the woman. By the punishment of the father the child was fittingly
made legitimate.
Dowries are given by the men to the women’s parents. If the latter are living, they enjoy
the use of it. At their death, provided the dowry has not been consumed, it is divided like the
rest of the estate, equally among the children, except in case the father should care to bestow
something additional upon the daughter. If the wife, at the time of her marriage, has neither
father, mother nor grandparents, she enjoys her dowry – which, in such a case, belongs to
no other relative or child. It should be noticed that unmarried woman can own no property, in
land or dowry, for the result of all their labors accrues to their parents.
The above is what I have been able to ascertain clearly concerning customs observed
among these natives in all this Laguna and the tingues , and among the entire Tagalog race.
The old men say that a dato who did anything contrary to this would not be esteemed; and,
in relating tyrannies which they had committed, some condemned them and adjudged them
wicked…
In all the villages, or in other parts of the Filipinas Islands, there are no temples
consecrated to the performing of sacrifices, the abortion or their idols, or the general practice
of idolatry. It is try that they have the name simbahan which means a temple or place of
adoration; but this is because, formerly, when they wished to celebrate a festival, which they
called pandot, or “worship” they celebrated it in the large house of a chief. There they
constructed, for the house, with a roof, called sibi, to protect the people from the wet when it
rained. They so constructed the house that it might contain many people – dividing it, after
the fashion of ships, into three compartments. On the posts of the house they set small lamps,
called sorihile; in the center of the house they placed one large lamp, adorned with leaves of
the white palm, wrought into many designs. They also brought together many drums, large
and small, which they beat successively while the feast lasted, which was usually four days.
During this time the whole barangay, or family, united, and joined in the worship which they
call nagaanitos. The house, for the above-mentioned period of time, was called a temple.
Among their many idols there was one called Badhala, whom they especially
worshiped. The title seems to signify “all powerful”, or “maker of all things”. They also
worshiped the sun, which, on account of its beauty, is almost universally respected and
honored by heathens. They worshiped, too, the moon especially when…
These natives had no established division of years, months, and days; these are
determined by the cultivation of the soil, counted by moons, and the different effect produced
upon the trees when yielding flowers, fruits, and leaves: all this help them in making up the
year. The winter and summer are distinguished as sun-time and water-time – the latter term
designating winter in those regions, where there is no cold, snow, or ice…
Their manner of offering sacrifice was to proclaim a feast, and offer to the devil what
they had to eat. This was done in front of the idol, which they anoint with fragrant perfumes,
such as musk and civet, or gum of the storax-tree and other odoriferious woods, and praise
it in poetic songs sung by the officiating priest, male or female, who is called catalonan. The
participants made responses to the song, beseeching the idol to favor them with those things
they were in need, and generally, by offering repeated healths, they all became intoxicated.
In some of their idolatries they were accustomed to place a good piece of cloth, doubled, over
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the idol, and over the cloth a chain or large, gold ring, thus worshipping the devil without
having sight of him. The devil was sometimes liable to enter into the body of the catalonan,
and, assuming her shapeand appearance, filled her with so great arrogance – he being the
cause of it – that she seemed to shoot flames from her eyes; her hair stood on end, a fearful
sight to those beholding, and she uttered words of arrogance and superiority. In some
districts, especially in the mountains, when in those idolatries the devil incarnated himself and
took on the form of his minister, the latter had to be tied to a tree by his companions, to
prevent the devil in his infernal fury from destroying him. This, however, happened but rarely.
The objects of sacrifice were goats, fowls, and swine, which were flayed, decapitated, and
lain before the idol.
In the case of young girls who first had their monthly course, their eyes were
blindfolded four days and four nights; and, in the meantime, the friends and relatives were all
invited to partake of food and drink. At the end of this period, the catalonan took the young
girl to the water, bathed her and washed her hed, and removed the bandage from her eyes.
The old men said that they did this in order that the girls might bear children, and have fortune
in finding husbands to their taste, who would not leave them widows in their youth.
Their manner of burying the dead was as follows: The deceased was buried beside
his house; and, if he were a chief, he was places beneath a little house or porch which they
constructed for purpose. Before interring him, they mourned him for four days; and afterwards
laid him on a boat which served as a coffin or bier, placing him beneath the porch, where
guard was kept over him by a slave…
These infidels said that they knew that there was another life of rest which they called
maca just as if we should say “paradise” or, in other words, “village of rest”. They say that
those who go to this place are just, and the valiant, and those who lived without doing harm,
or who possessed other moral virtues. They said also that in the other life and mortality, there
was a place of punishment, grief, and affliction, called casanaan which was “a place of
anguish;” they also maintained that no one would go to heaved, where there dwelt only
Bathala, “the maker of all things”, who governed from above. There were also other pagans
who confessed more clearly to a hell, which they called, as I have said, casanaan; they said
the wicked went to that place, and there dwelt the demons, whom thay called sitan…
There were also ghosts, which called vibit, and phantoms, which they called
Tigbalaang. They had another deception – namely, that if any woman died in childbirth, she
and the child suffered punishment; and that, at night, she could be heard lamenting. This was
called patianac. May the honor and glory be God our Lord’s, that among all the Tagalogs
not a trace of this is left; and that those who are now marrying do not even know what it is,
thanks to the preaching of the holy gospel, which has banished it”.
Source: Plasencia, Juan de. “Customs of the Tagalogs” in Emma Helen Blair and James
Alexander Robertson. The Philippine Islands: 1493-1898. Cleveland, OH: The Arthur H. Clark
Company, 1906.
48
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1. Blair, Emma Helen. (2004). The Philippine Islands. The Project Gutenberg EBook.
Retrieved at: https://www.gutenberg.org/files/13701/13701-h/13701-h.htm
2. Castillo, Fides. (2016). Gospel-culture relationship of traditional Filipino religion and
Catholicism. Retrieved at:
https://www.researchgate.net/publication/289166646_Gospel-
Culture_Relationship_of_Traditional_Filipino_Religion_and_Catholicism
3. Potet, Jean Paul. (2019). Ancient beliefs and customs of the Tagalogs. Lulu.com
Publishing. Retrieved at:
https://books.google.com.ph/books/about/Ancient_Beliefs_and_Customs_of_the_Ta
gal.html?id=Ca5XDwAAQBAJ&redir_esc=y
4. Ramos, Arnulfo. (2012) Philippine history (with gender issues). Second Edition.
Davao City: SMKC Printshoppe
5. Ravago, John Rey. (2018). Juan de Placencia’s Customs of the Tagalog. Retrieved
at: https://www.slideshare.net/rey_john_rey/juan-de-plasencia-custom-of-the-
tagalogs
6. Said, Edward W.(2007). The Edward Said reader. New York: Knopf Doubleday
Publishing Group. As cited in Artes de Las Isas Filipinas : Purveyor of Knowledge and
Emerging Publisher of Art Retrieved at
http://www.artesdelasfilipinas.com/archives/186/accustomed-othering-in-colonial-
writing
Malabon City.
49
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Let’s Check
Activity 1. After reading the Customs of Tagalogs let us sharpen your minds through
answering this activity.
A. Write true if the statement is correct, otherwise, write false.
____________1. The Tagalogs believe in the other life, mortality, and the place of anguish
called Casanaan.
____________2. The beliefs behind the practice of blindfolding among girls who had their
first monthly courses was for them to be able to bear children and keep a
lifetime marriage.
____________3. The Tagalog alipin was categorized into aliping saguiguilid who claims
privileges and the aliping namamahay who can be sold.
____________4. The lands on the tingues were divided among the barangay people.
____________5 Other than the sun and the moon, the Tagalogs had one idol worshipped
which they called Bathala, a title that signify “benevolence”.
B. Identify what is being described in the following items.
___________________1. He is the author of the document entitled “Customs of the
Tagalogs”.
___________________2. It is the term used to refer to the political unit established by the
Tagalogs.
___________________3. It is the term used to refer the person who has the authority to
establish control over his people.
___________________4. It is the punishment imposed on the insult of the datu’s daughter

and witchcraft.
___________________5. It is the term used to refer to the priest, either man or woman who
held honorable office.
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Let’s Analyze
Activity 1. Now that you are familiar about the different sources of historical data, what also
matters is your ability to analyze the context and content of selected primary sources. Write
your answer in each item on the box provided.
1. What is the physical nature of the document (letter, report, etc.)? What are the major
premises presented about the Tagalog in Luzon?
2. What was the author’s main argument? What was he trying to say about the customs of
the Tagalog?
3. What do you know about the author like his nationality, occupation, and/or position?
Does any of these matter? Why?
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4. What was the author’s purpose of writing the document?
5. What is the important connection of the document to your recognition and appreciation of
the Tagalog customs?
learned.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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1.
2.
3.
4.
5.
Keywords
• Custom • Catolonan
• Barangay • Casanaan
• Death penalty • Nagaanitos
• Dowries • Patianac
• Sorihile • Vibit
• Bathala
Big Picture in Focus: ULOf. Describe the contribution of primary

sources in understanding Philippine history.
1.1 Compare the famous paintings of Luna and Amorsolo.
Metalanguage
In this section, you are going to examine few of the famous paintings of Juan Luna
and Fernando Amorsolo. ULOa will lead you to discover the meaning of the paintings and
what message the author wants to convey in his work. You are required to compare Luna’s
and Amorsolo’s paintings.
• Historical Paintings are visual representations of concrete happenings on the
life of people in a specific period.
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Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth and fifth
weeks of the course, you need to fully understand the following essential knowledge that will
WORKS OF JUAN LUNA AND FERNANDO AMORSOLO

1. Historical Paintings are visual representations of concrete happenings on the life
of people in a specific period.
1.1 The idea about certain events and people is communicated or expressed
aesthetically through art with form, technique, and style.
1.2 Essentially, these paintings are instrumental to the visualization of the reality
which stands equally with texts, photos, caricatures, and films.
The students will be exposed to determining and seeing the balance between
history and imagination. The artwork itself will be scrutinized and examined as
to how it shows the reality contextually.
JUAN LUNA (1857-1899) is best known for impressive rendition of classical subjects in his
academic works. These works include 54 historical scenes and portraiture, however
subsequently he turned to realism depicting social inequalities. In this lesson, the “Spoliarium”
and “The Parisian Life” are Luna’s paintings presented for the analysis of the students.
SPOLIARIUM 19TH Century – Juan Luna

This is the most valuable
oil-on-canvass painting
with a size of 4.22 meters
x 7.675 meters, making it
the largest painting in the
Philippines. It won First
Gold Medal in 1884 as an
entry to theprestigious
Exposicion de Bellas Artes in Madrid. Source: Retrieved from

http://driftwoodjourneys.com/the-historical-triumph-and-social-relevance-juan-lunas-
spoliarium/
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The Parisian Life, 1892.

French: Interior d’un Cafi
(Inside a Café) – Juan
Luna
Source: Retrieved from
http://www.mariaronabelt
ran.com/2011/08/juan-
luna-and-his-parisian-
life.html
FERNANDO AMORSOLO (1892-1972) delights people of his impressionistic technique

depicting idyllic country scenes, beautiful maidens, and colorfully dressed peasants planting
or harvesting rice. The paintings are significant in the development of the formation of Filipino
notions of self and identity. In this lesson, the “Antipolo Fiesta” and “Palay Maiden” paintings
are presented for analysis.
Antipolo Fiesta, 1974 –

Fernando Amorsolo
This oil painting on canvas
depicts a rural scene where a
group of people are
showncelebrating a fiesta in
Antipolo. Source: Retrieved from
http://www.fernandoamorsolo.co
m/mfca_erratum/index.html
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Palay Maiden, 1920 (

Dalagang Bukid) –
Fernando Amorsolo
This painting portrays a
provincial Filipina beauty or
dalagangbukid during a rice
harvest and dressed in and
enveloped the colors of the
Philippine flag.
Source: Retrieved from

http://masterpieces.asemus.museum/masterpiece/detail.nhn?objectld-10429
1. Batchelor, William. (2018). Retrace Philippine history with the works of Luna,
Amorsolo, and more at this exhibit. Retrieved at:
https://www.esquiremag.ph/culture/books-and-art/bpi-historia-luna-amorsolo-
exhibit-a2068-20180627
2. Limos, Mario. (2019).The darker life of Juan Luna: a tale of jealousy and murder.
Retrieved at https://www.esquiremag.ph/long-reads/features/life-of-juan-luna-
a00293-20190618-lfrm
3. Limos, Mario. (2019). The life and career of Fernando Amorsolo, the Philippines
49
first national artist. Retrieved at https://www.esquiremag.ph/the-good-
life/pursuits/national-artist-fernando-amorsolo-life-and-works-a1957-
20190624-lfrm
4. Gonzales, Devone. ( 2017). The artworks of Juan Luna anf Fernando Amorsolo.
Retreved at: https://www.scribd.com/document/431876587/the-artworks-of-
Juan-luna-and-fernando-amorsolo
5. Ortega, Jessica. (2014). Lives and works of Filipino artists. Retrieved at:
https://www.slideshare.net/jessica_keka/lives-and-works-of-filipino-artist
Telefax: (084) 655-9591
Let’s Check
Activity 1. Now that you know the most essential terms about Historical Criticism. Let us
try to check your understanding of these terms. Compare Famous Paintings of Luna and
Amorsolo.
Juan Luna
Title of Painting Elements/Principles Meaning/Message
1. Spoliarium
2. Parisian Life
Fernando
57 Amorsolo
Title of Painting Elements/Principles Meaning/Message
1. Antipolo Fiesta
2. Palay Maiden
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learned.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
1.
2.
3.
4.
5.
Keywords
• Historical paintings
• Art
• Form
• Technique
• Style
• History
• Imagination
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Big Picture B
Week 3-4: Unit Learning Outcomes (ULO): At the end of this unit you are expected to:
a. Describe the contribution of the primary sources in understanding Philippine history;

and
b. Develop critical and analytical skills with exposure to primary sources of historical
data.
Big Picture in Focus: ULOa. Describe the contribution of primary

1.1 Interpret political caricatures.
Metalanguage
In this section, you are going to understand politics and society in a certain period of time
ULOb will introduced you to different political caricatures. You are required to interpret a
political caricature.
• Political Caricature is a type of drawing that is used to present a comment, opinion,
or criticism on a particular event, person and situation.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth and fifth week of
the course, you need to fully understand the following essential knowledge that will laid down
in succeeding pages. Please note that you are not limited to exclusively refer to these
THE POLITICAL CARICATURES

The understanding of politics and society in a certain period of time can be known
and understood not only through texts but also through cartoons or caricatures.
1. Political caricature – a type of drawing that is used to present a comment, opinion,

or criticism on a particular event, person, and situation.
1.1 It is known as editorial cartoon found in newspaper.
In this part of the chapter are four (4) political cartoons to be analyzed. These
are derived from the book entitled Philippine Cartoons: Political Caricatures of
the American Era, 1900-1941, edited by Alfred W. McCoy and Alfredo R.
Roces (Copyright 1985).
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Caricature 1. Memories of the Visit
Caricature 2A New Wrinkle in the Art of Thieving

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Caricature 3. Manila: The Corruption of a City
Caricature 4. Convenient Blindnes

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Self-Help: You can also refer to the sources below to help you further
understand the lesson:
1. Baluyot, Kayne (2019). Philippine political caricature: glances and analysis at

selected Philippine caricature, slides for history. Retrieved at:
https://www.docsity.com/en/philippine-political-caricatures-glance-and-analysis-at-
selected-philippine-political-caricature-1-1/4938639/
2. Naldoza, Owen. (2016). Political caricature of American era. Retrieved at:
https://www.scribd.com/document/423887348/Political-Caricature-of-the-American-
Era-by-Alfred-Mccoy
Let’s Check
Activity 1. After having a glance on what a political caricature was, have searched on your
own and saw examples of it you are now going to interpret those four (4) caricatures you
encountered on this lesson and make your own title in each political caricature and fill-out the
table as asked.
Caricature Objects / People Meaning of each Important Political or

Title that you see symbol clues social issue
(objects/people) presented
#1
#2
#3
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#4
Let’s Analyze
Activity 1. To ponder your knowledge on political caricatures you are going to explain and
discuss the following item.
1. What is the cartoonist’s viewpoint on caricature 1 and 4? Explain.
2. Give a short historical background on caricature 2 and 3.

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learned.
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2.
3.
4.
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Keywords
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• Political caricature
• Cartoons

1.2. Assess the message of Corazon Aquino in her speech.
Metalanguage
In this section, you are going to read and comprehend the speech of late Corazon Aquino in
the US Congress, Washington DC, on September 18, 1986. ULOa 1.2 will let you explain the
message of Corazon Aquino in her speech.
• Speech is the words that someone speaks to an audience; a formal occasion
when someone speaks to an audience
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth to fifth week of the
course, you need to fully understand the following essential knowledge that will laid down in
1. The Biography of Pres. Corazon Aquino

Maria Corazon Cojuangco Aquino born on January 25, 1933 in Tarlac was a Philippine
political leader who served as the first female president of the Philippines and in Asia. She is
also known as the “Icon of Democracy” wherein she restored the democratic rule in the
country after the long dictatorship of Ferdinand Marcos.
She was born into a wealthy and politically prominent family in Tarlac. She graduated
from Mount St. Vincent College in New York City in 1954 but she abandoned further studies
to marry Benigno Simeon Aquino Jr. in 1955. Corazon remained in the background during
her husband’s career as a politician and rearing their five children. Her husband, was jailed
by Ferdinand Marcos from 1972-1980 and Corazon accompanied him into exile in the United
States. Benign was assassinated upon his return to the Philippines and this event later on
fuelled the opposition to the Marcos government.
When Ferdinand Marcos unexpectedly called for presidential elections in February
1986, Corazon Aquino became the unified opposition’s presidential candidate. Though she
was officially reported to have lost the election, Aquino and her supporter challenged the
results, charging voting fraud. Later on, high officials in the Philippine military publicly
renounced Marco’s continued rule and proclaimed Aquino as the rightful president. On
February 25, 1986 both of them were inaugurated as President but that same day Marcos
fled the country.
2. Pres. Corazon C. Aquino’s Speech

“Three years ago, I left America in grief to bury my husband, Ninoy Aquino. I thought
I had left it also to lay to rest his restless dream of Philippine freedom. Today I have returned
as the president of a free people.”
In burying Ninoy, a whole nation honoured him. By that brave and selfless act of giving
honor, a nation in shame recovered its own. A country that had lost faith in its future found it
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in a faithless and brazen act of murder. So in giving, we receive, in losing we find, and out of
defeat, we snatched our victory. For the nation, Ninoy became the pleasing sacrifice that
answered their prayers for freedom. His loss, three times in our lives was always a deep and
painful one.
Fourteen years ago this month was the first time we lost him. A president-turned-
dictator and traitor of his oath suspended the Constitution and shut down the Congress. He
detained my husband along with thousand of others who hadspoken up for the democracy
as its end drew near. The dictator already knew that Ninoy was not a body merely to be
imprisoned but a spirit he must break.
At any time during his long ordeal, Ninoy could have made a separate peace with the
dictatorship, as many of his countrymen had done. But the spirit of democracy that inheres
in our race and animates this chamber could not be allowed to die. And then we lost him,
irrevocably and more painfully than in the past. But his death was my country’s resurrection
in the courage and faith by which alone they could be free again. Two million people threw
aside their passivity and escorted him to his grave. And so began the revolution that has
brought me to democracy’s most famous home, the Congress of the United States.
As I came to power peacefully, so shall I keep it. That is my contract with my people
and my commitment to God. He had willed that the blood drawn with the lash shall not, in my
country, be paid by blood drawn by the sword but by the tearful joy of reconciliation.
I don’t think anybody, in or outside our country, concerned for a democratic and open
Philippines, doubts what must be done. Through political initiatives and local reintegration
programs, we must seek to bring the insurgents down from the hills and, by economic
progress and justice, show them that for which the ebst intentioned among them fight.
Like Lincoln, I understand that force may be necessary before mercy. Like Lincoln, I
don’t relish it. Yet, I will do whatever it takes to defend the integrity and freedom of my country.
Finally, may I turn to that other slavery: our $26 billion foreign debt. I have said that
we shall honor it. Yet must the means by which we shall be able to do so be kept from us?
With little help from others, we Filipinos fulfilled the first and most difficult conditions of the
debt negotiation the full restoration of democracy and responsible government.
When I met with President Reagan yesterday, we began an important dialogue about
cooperation and the strengthening of the friendship between our two countries. That meeting
was both a confirmation and a new beginning and should lead to positive results in all areas
of common concern.
We face a communist insurgency that feeds on economic deterioration, even as we
carry a great share of the free world defences in the Pacific. These are only two of the many
burdens my people carry even as they try to build a worthy and enduring house for their new
democracy, that may serve as well as a redoubt for freedom in Asia. Half our export earnings
$2 billion out of $4 billion, which was all we could earn in the restrictive markets of the world,
went to pay just the interest on a debt whose benefit the Filipino people never received.
Still we fought for honor, and if only for honor, we shall pay. And yet, should we have
to wring the payments from the sweat of our men’s faces and sink all the wealth piled up by
the bondsman’s two hundred fifty years of unrequited toil?
Three years ago, I said thank you America, for the haven from oppression, and the
home you gave Ninoy, myself and our children, and for the three happiest years of our lives
together. Today, I say, join us, America, as we build a new home for democracy, another
haven for the oppressed, so it may stand as a shining testament of our two nation’s
commitment to freedom.
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Self-Help: You can also refer to the sources below to help you further
understand the lesson:
1. Iowa State University, Archives of Women’s Political Communciation. (2009). Speech

before the joint session of the United States Congress - Sept. 18, 1986. Retrieved at:
https://awpc.cattcenter.iastate.edu/2017/03/21/speech-before-the-joint-session-of-the-
united-states-congress-sept-18-1986/
2.TRANSCRIPT OF THE SPEECH: Retrieved from
http://www.officialgazette.gov.ph/1986/09/18/speech-of-president-corazon-aquino-during-
the-joint-session-of-the-u-s-congress-septemb
3.VIDEO :http://www.youtube.com/watch?v=4ZnnvbKyNCQ[/youtube]
4. Alexander, K. L. (2018). Corazon Aquino. National women’s History Museum. Retrieved
at: https://www.womenshistory.org/education-resources/biographies/corazon-aquino
Let’s Check
Activity 1. Below are photos of three personalities that shaped the Philippine history and
politics. On the box, write the remarkable things and everything that they are known of.
1.
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SEN. BENIGNO AQUINO JR
2.
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PRES. FERDINAND E. MARCOS

3.
Let’s Analyze
Activity 1. Watch the full video of Pres. Corazon Aquino’s speech on Youtube and answer
the questions given.
1. What did Pres. Corazon Aquino mean when she said that, “So in giving, we receive, in
losing we find, and out of defeat, we snatched our victory”?
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2. In what way did Sen. Ninoy Aquino become the pleasing sacrifice of our nation?
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3. What are your reactions and thoughts with regards to the late Pres. Aquino’s speech?
When she said that she will do whatever it takes to defend the integrity and freedom of the
country, did she succeed in doing so? Cite evidences.
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4. As we live in a country where individual dignity and self- respect is realized by us

governing and ruling ourselves, is there an economic progress from the time we are released
from the prison of oppression? If so, how does it help improve the life of the people?
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In a nutshell
Activity 1. Now that you’ve watch the video and explained some lines in the speech let us
now give what is being asked in the following items.
_______________________1. It refers to the person who is quoted as the president-
turned-dictator, traitor to this oath, and the one who shut
down the Congress.
_______________________2. It refers to the institution where there is protection of theBill

of Rights, independence of the judiciary, Congress, and the
press.
_______________________3. If refers to the home of democracy mentioned in Cory

Aquino’s speech.
_______________________4. It refers to the American poet mentioned in the speech who

described that democracy must be defended from arms and
attacks by lies.
_______________________5. It refers to the date mentioned in the speech when an

election was called for by the country’s head of State and
government.
_______________________6. It refers to the complete name of the elected vice President
of the Philippines during Corazon Aquino’s administration.
_______________________7. It refers to how absolute power was swept away and

democracy rebuilt by full constitutional restoration.
_______________________8. It refers to the specific and important idea that according to

Corazon Aquino the Filipino people must be free from.
_______________________9. It refers to the challenge faced by the Filipino people which

according to Corazon Aquino it is the factor that feeds on
economic deterioration.
______________________10. It refers to the figure on the export earnings of the country

which according to Corazon Aquino went only to pay the
interest on the debt which the Filipinos never benefitted.
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1.
2.
3.
4.
5.
Keywords
• Speech • Constitution
• US Congress • Democracy
• Dictatorship
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1.3. Create an infographic timeline of the controversial first mass in
the Philipines.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fourth and fifth
week, you need to fully understand the following essential knowledge that will laid down in
Limasawa, Southern Leyte or Masau, Butuan City?

The following is a credible primary source that explains the issue as towhere the first
Christian mass really happened. It is an excerpt of Antonio Pigafetta’s accounts in his book,
First Voyage Around the World.
1. Arrival to Samar
• At dawn on Saturday, March 16, 1521 we came upon a high land at a distance of
three hundred leagues from the islands of Ladroni (Samar). The following day, the
captain-general desired to land on another island which was uninhabited in order
to be more secure, get water and have some rest.
• On Monday afternoon, March 18, we saw a boat coming toward us with nine men
in it. When those men reached the shore, their chief gave signs of joy because of
our arrival. When they saw the captain’s courtesy, they presented fish, a jar of
palm wine which they call uraca(arrack), figs more than one palm long (bananas)
and others which were smaller and more delicate, and two coconuts.
• Those people became very familiar with us. They told us many things, their names
and those of some of the islands that could be seen from that place. Their own
island was called Zuluan.
• The island where we were is called Humunu (now Homonhon) but we called it
Acquada da li buoniSegnialli (The Watering-place of Good Signs) because we
found two springs there of the clearest water. There are many islands in that
district and we called them the archipelago of San Lazaro, as they were
discovered on the Sunday of St. Lazarus. We found a great quantity of white coral
there, and large trees with fruit a trifle smaller than the almond and resembling
pine seeds. There are also many palms, some of them good and others bad.
• Archipelago of San Lazaro – lie in 10 degrees of latitude toward the Arctic Pole,
and in a longitude of 161 degrees from the line of demarcation.
• At noon on Friday, March 22, those men came as they had promised us in two
boats with coconuts, sweet oranges, a jar of palm-wine and a cock. Their seignior
was an old man who was painted (tattoed).
• On the afternoon of Holy Monday, the day of our Lady, March 25, while we were
on the point of weighing anchor, I went to the side of the ship to fish. That same
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day was shaped our course towards the west southwest between four islands,
namely Cenalo, Hiunanghan, Ibusson and Abarien.
• On Thursday morning, March 28, as we had seen a fire on the island the night
before, we anchored near it. We saw a small boat which the natives call
boloto(baroto). A slave belonging to the captain-general who was a native of
Zamatra (Sumatra) spoke to them and they understood him.
• About two hours later we saw two balanghai coming. They are large boats and
there were full of men, and their king was in the larger of them seated under an
awning of mats. The slave spoke to him and the king understood him. In the
afternoon, we went in the ships and anchored near the dwellings of the king.
• Next day, Holy Friday, the captain-general sent his slave, who acted as our
interpreter, ashore in a small boat to ask the king if he had any food to have it
carried to the ship and told him that we had come to the island as friends and not
as enemies. The king embraced the captain-general to whom he gave three
porcelain jars covered with leaves and full of raw rice, two very large dorado and
other things. Then the captain-general had a collation spread for them, and had
the king told through the slave that he desired to be casicasi with him, that is to
say, brother. The king replied that he also wished to enter the same relations with
the captain-general.
• One of the brothers of the king, also a king from another island, and the three men
came with us. The captain-general kept him to dine with us and gave him many
things. He had three spots of gold on every tooth and his teeth appeared as if
bound with gold. He was tawny and painted all over. That island of his was called
Butuan and Calagan. The name of the first king is RaiaColambu and the second
RaiaSiaui.
2. Preparation for the First Christian Mass
• Early on the morning of Sunday, the last of March and Easter-day, the captain-
general sent the priest with some men to prepare the place where Mass was to
be held, together with the interpreter to tell the king that we were not going to land
in order to dine with him, but to say Mass.
• The king sent us two swine killed.
• When the hour for the mass arrived, we landed with about fifty men dressed in our
best clothes. Before the commencement of the Mass, the captain sprinkled the
entire bodies of the two kings with musk water.
3. During the First Christian Mass
• During the mass, we made our offerings. The kings went forwards to kiss the cross
but made no offerings.
• When the body of our Lord was elevated, they remained on their knees and
worshipped Him with clasped hands. After the conclusion of Mass, some of our men
took communion.
• The captain-general arranged a fencing tournament, at which the kings were greatly
pleased. Then he had a cross carried in and the nails and a crown, to which they made
reverence.
• We remained there for seven days, after which we laid our course toward the
northwest, passing among five islands, Ceylon, Bohol, Canighan, Baybai and
Gatighan. There is a distance of twenty leagues from Mazua to Gatighan. We set out
westward from Gatighan, but the king of Mazua could not follow us we awaited him
near three islands namely, Polo, Ticobon and Pozon. The captain-general had him
come into his ship with several of his chiefs at which they were pleased.
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• We go to Zubu from Gatighan, the distance to Zubu being fifteen leagues.
1. Bernad, M. (2002). Butuan or Limasawa: The site of the first mass in the Philippines: a
reexamination of the evidence. Retrieved at:
https://journals.ateneo.edu/ojs/index.php/budhi/article/view/582/579
2. Cimagala, R. (2018). Where did the first Mass in the Philippines take place?.Retrieved at:
https://bit.ly/2zyfaIG
3. Decilio,R. (2018). Site of first mass in the Philippines. Retrieved at:
https://www.slideshare.net/chad4510/site-offirstmassinthephilippines-history14
4.. De Jesus, V. (2004). Mazaua: Magellan’s lost harbor. Retrieved at:
http://www.xeniaeditrice.it/mazaua.pdf
Let’s Check
Activity 1. Identify what is being asked in the statements given. Write your answer on the
space provided before each item.
______________1. He is a king whom Ferdinand Magellan had a blood compact with.

______________2. It is the island passed through by the group of Pigafetta with bats as
large as eagles as they laid their course towards northwest going to
Cebu.
______________3. He is the first Filipino native who was baptized as a Christian.
______________4. It is the current name for Humunu island.
______________5. He is a Malay slave who served as an interpreter in their voyage in the
Philippine islands.
______________6. It is a term which refers to the island of Cebu.
______________7. He is the fleet chaplain of Magellan’s fleet and the one who officiated the
first Christian Mass.
______________8. This refers to the islands of a certain district which was named after it
was being discovered on the day of a particular saint.
______________9. It is the day when Magellan and his men set foot in the Philippine
archipelago.
______________10. It is the Italian term for “the Watering place of Good Signs.
______________11. It is the date of the first Christian Mass in the Philippines.
______________12. It refers to the kings of Butuan and Calagan islands.
______________13. A term used by Pigafetta which refers to small boats.
______________14. Magellan and his men came upon a high land at a distance of three
hundred leagues from the islands of Ladroni which was called today
as ________.
______________15. It refers to the name of the chronicler during the voyage of Magellan in
the Philippines.
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Let’s Analyze
Activity 1.Create an infographic timeline of Ferdinand Magellan’s and his fleets travels and
activities before, during and after the first mass was held. This is worth 30 points.
FORMAT:
• Font style: Arial
• Font size:12
• Paper size: A4
• Content: It should possess creativeness and aesthetic value and should have a
concise and brief explanation, with evidences such as pictures and dates.
learned.
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1.
2.
3.
4.
5.
Keywords
• mass • Acquada da li buoni Segnaialli
• Zubu • Easter Sunday
• Mazavva • Natives
• Zuluan • Muslims
• Captain-general • Heathens
• Humunu • Abba
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Big Picture in Focus: ULOa.Describe the contribution of primary

1.4.Explain historical events happened during the Cavite Mutiny .
Metalanguage
This lesson discusses about the Cavite Mutiny historical events in the Philippine
history. ULOa 1.4 will help you to have better understanding about the said
important event that leads to the development of Filipino Nationalism.
• Mutiny, it is a rebellion against authority
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the 4th week,
you need to fully understand the following essential knowledge that will be laid down
in the succeeding pages. Please note that you are not limited to exclusively refer to
these resources. Thus, you are expected to utilize other books, research articles and
CAVITE MUTINY
Many believed that one of the factors that ignited the Filipinos sense of
nationhood and eventually led to the Philippine Revolution in 1896 was the Cavite
Mutiny.
• This event has been remarkable among Filipinos because it prompted to the
martyrdom of GomBurZa (priests Mariano Gomez, Jose Apolonio Burgos, and
Jacinto Zamora, who were executed on February 17, 1872).
• There are three versions (Spaniards’ version, Filipino version, Official report of
Governor Izquierdo) that every Filipino student must read for them to articulate
arguments that would support their stand about the issue on the terms used,
causes, effects, and the unraveling truth about the Cavite Mutiny.
1. Spaniards’ Version of the Cavite Mutiny of 1872 (in English translation)
1. This version was written by Jose Montero y Vidal, a Spanish historian, in his book
entitled, Historia General de Filipinas. It was dolefully biased that Dr. T. H. Pardo
de Tavera stated that he, “in narrating the Cavite episode, does not speak as a
historian; he speaks as a Spaniard bent on perverting the facts at his pleasure; he
is mischievously partial”.
1.1 The Spanish historian in his account overstated the mutiny of some dissatisfied
soldiers and laborers into a revolt to bring down Spanish rule and this intricated
some patriots like GomBurZa and others.
1.2 “With the establishment in Spain of a government less radical than the one that
appointed La Torre, the latter was relieved from his post. His successor D.
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Rafael de Esquierdo, assumed control of the government of these islands April

4, 1871. The most eventful episode in his rule was the Cavite revolt of 1872”.
1.3 The abolition of the privileges enjoyed by the laborers of the Cavite arsenal of
exemption from the tribute was, according to some the cause of the
insurrection. There were, however, other causes.
1.4 The Spanish revolution which overthrow a secular throne; the propaganda
carried on by an unbridled press against monarchical principles, attentatory of
the most sacred respects towards the dethroned majesty; the democratic and
the republican books and pamphlets; the speeches and preachings of the
apostles f these new ideas in Spain; the outburst of the American publicist and
the criminal policy of the senseless Governor whom the revolutionary
government sent to govern the Philippines, and who put into practice these
ideas were the determining circumstances which gave rise, among certain
Filipino, to the idea of attaining their independence. It was towards this goal that
they started to work, with the powerful assistance of a certain section of the
native clergy, who out of spite toward the friars, made common cause with the
enemies of the mother country.
1.5 At various times but especially in the beginning of the year 1872, the authorities
received anonymous communication with the information that a great uprising
would break out against the Spaniards, the minute the fleet at Cavite left for the
South, and all would be assassinated, including the friars. But nobody gave
importance to these notices. The conspiracy had been going on since the days
La Torre with utmost secrecy. At times, the principal leaders met either in the
house of the Filipino Spaniard D. Joaquin Pardo de Tavera, or in that of the
native priest, Jacinto Zamora, and these meetings were usually attended by the
curate of Bacoor (Cavite), the soul of the movement, whose energetic character
and immense wealth enabled him to exercise a strong influence.
1.6 The garrison of Manila, compose mostly of native soldiers, were involved in this
conspiracy, as well as a multitude of civilians. The plan was for the soldiers to
assassinate their officers, their servants, their masters, and the escort of the
Captain–General at Malacaňang, to dispose of the government himself. The
friars and other Spaniards were later to have their turn. The pre-concerted
signal among the conspirators of Cavite and Manila was the firing of the rockets
from the wall of the city. The details having been arranged, it was agreed that
the uprising was about to breakout in the evening of the 20th of January, 1872.
Various circumstances, however, which might well be considered as
providential, upset the plans, and made the conspiracy a dismal failure.
1.7 In the district of Sampaloc, the fiestaof the patron saint, the Virgin of Loreto,
was being celebrated and with pomp and splendor. On the night of the 20th,
fireworks were displayed and rockets fired into the air. Those in Cavite mistook
these for the signal to revolt, and at nine-thirty in the evening of the day two
hundred native soldiers under the leadership of Sergeant La Madrid rose up in
arms, assassinated the commander of the fort and wounded his wife.
1.8 The military governor of Cavite, D. Fernando Rojas, dispatched two Spaniards
to inform the Manila authorities of the uprising but they were not met on the way
by a group of natives, belonging to the Guias established by La Torre, who put
them instantly to death. At about the same time, an employee of the arsenal,
Domingo Mijares, left Cavite in a war vessel for Manila, arriving there at
midnight. He informed the commandant of marine of what had occurred, and
this official immediately relayed the news to Governor Izquierdo.
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1.9 Early the next morning two regiments, under the command of D. Felipe
Ginoves, segundocabo, left for Cavite on board the merchant vessels Filipino,
Manila, Isabela I and Isabela II. Ginoves demanded rendition and waited the
whole day of 21st for the rebels to surrender, without offering assault of their
position in order to avoid unnecessary shedding of blood. After waiting the
whole day in vain for the rendition of the rebels, Ginoves launched an assault
against the latter’s position, early in the morning of the 22nd, putting to the sword
the majority of the rebels and making prisoners of the rest. On the same day,
an official proclamation announced the suppression of the revolt.
1.10 As a result of the declarations made by some of the prisoners in which
several individuals were pointed out as instigators, Don Jose Burgos and D.
Jacinto Zamora, curates of the Cathedral, D. Mariano Gomez, curate of Bacoor
(Cavite), several other Filipino priests, D. Antonio Maria Regidor, lawyer and
Regidor of the Ayuntamiento, D. Joaquin Pardo de Tavera, Consejero de
administration, Pedro Carillo, Gervasio Sanchez and Jose Mauricio de Leon,
lawyer Enrique Paraiso and Jose and Pio Basa, employees, and Crisanto
Reyes, Maximo Paterno and several other Filipinos, were arrested.
1.11 The council of war, which from the beginning took charge of the causes
in connection with the Cavite uprising, passed the sentence of death of forty-
one of the rebels. On the 27th of January, the Captain-General fixed his
“cumplase” on the sentence. On the 6th of the following month, eleven more
were sentenced to death, but the Governor General, by decree of the following,
commuted this sentence to life imprisonment. On the 8th, the sentence of death
was pronounced on Camerino and ten years imprisonment of eleven individuals
of the famous “Guias de la Torre,” for the assassination of the Spaniards who,
on the night of January 20th, were sent to Manila to carry news of the uprising.
1.12 The same council on the 5thof February, sentenced to die by
strangulation the Filipino priests, D. Jose Burgos, D. Jacinto Zamora and D.
Mariano Gomez, and Francisco Saldua; and Maximo Inocencio, Enrique
Paraiso and Crisanto de los Reyesto ten years of imprisonment. Early in the
morning of the seventeenth of February, an immense multitude appeared on
the field of Bagumbayan to witness the execution of the sentence. The
attending force was composed of Filipino troops, and the batteries of the fort
were aimed at the place of execution, ready to fire upon the least sign of
uprising. Gomez was executed first, then Zamora, then Burgos, and lastly,
Saldua.
1.13 On the 3rd of April, 1872, the Audiencia suspended from the practice of
law the following men: D. Jose Basa y Enriquez, D. Joaquin Pardo de Tavera,
D. Antonio Ma. Regidor, D. Pedro Carillo, D. Gercasio Sanchez and D. Jose
Mauricio de Leon.
1.14 Izquierdo had requested the sending to Manila of Spanish troops for the
defense of the fort as most of these found here were natives. In pursuance of
Izquierdo’s request, the government, by decree of April 4, 1872, dissolved the
native regiment of artillery and ordered the creation of artillery force to be
composed exclusively of Peninsulares. The latter arrived in Manila in July,
1872. On the occasion of the arrival of the troops, the Sto. Domingo Church
celebrated a mass at which high officials of the Government, the religious
corporations, and the general public, attended, upon invitation by the Governor
and Captain-General of the Philippines.
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Filipinos’ Version of the Cavite Munity of 1872
1. This version was written by Dr. Trinidad H. Pardo de Tavera, a Filipino scientist,
scholar and historical researcher. In his account, Cavite Munity was simply a
mutiny by the Filipino soldiers and laborers of the Cavite arsenal who turned out to
be dissatisfied with the eradication of their privileges. Tavera, in his account
blamed Gov. General Izquierdo’s harsh policies like the abolition of their privileges
of exemption from paying yearly tribute and rendering forced labor. This eventually
resulted to a bloody incident on the night of January 20, 1872 when some of the
soldiers, laborers and residents assassinated the Commanding officer and some
Spanish officials in sight. Dr. Pardo de Tavera’s version is as follows:
1.1 “The arrival of General Izquierdo (1871-1873) was the signal for the complete
change in the aspect of affairs. The new governor soon made it clear that his
view were different from those of La Torre—that there would be no change in
the establishment form of government –and he at once announced that he
intended to govern the people “with a crucifix in one hand and a sword in the
other.”
1.2 His first official act was to prohibit the founding of a school of arts and trades,
which was being organized by the efforts and funds raised by the natives of
standing in the community, but the founding of which did not tally with the views
of the religious orders. Governor Izquierdo believed that the establishment of
the new school was merely a pretext for the organization of a political club, and
he not only did not allow it to be opened but made a public statement accusing
the Filipinos who had charge of the movement. All of those who had offered
their support to ex-governor La Torre were classed as personas sospechosas
(suspects), a term that since that time has been used in the Philippine Islands
to designate any person who refused to servilely obey the wishes and whims
of the authorities. The conservative element in the islands now directed the
government policy, and the educated Filipinos fell more and more under the
displeasure and suspicion of the governor.
1.3 The peace of the colony was broken by a certain incident which, though
unimportant in itself, was probably the origin of the political agitation which,
constantly growing for thirty years, culminated in the overthrow of the Spanish
sovereignty in the Philippine Islands. From time immemorial in the workmen in
the arsenal at Cavite and in the barracks of the artillery and engineer corps had
been exempt from the payment of the tribute tax and from obligation to work
certain days each year on public improvements. General Izquierdo believed the
time opportune for abolishing these privileges and ordered that in the future all
such workmen should pay tribute and labor on public improvements. This
produced great dissatisfaction among the workmen affected and the men
employed in the arsenal at Cavite went on a strike, but, yielding to pressure and
threats made by the authorities, they subsequently returned to their labors.
1.4 The workmen in the Cavite arsenal were all natives of that town and the
neighboring town of San Roque. In a short while the dissatisfaction and
discontent with the government spread all over that section and even the entire
troops became disaffected. On the night of January 20, 1872 , There was an
uprising among the soldiers in the San Felipe fort, in Cavite, and the
commanding officer and other Spanish officers in charge of the fort were
assassinated. Forty marines attached to the arsenal and 22 artillerymen under
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Sergeant La Madrid took part in this uprising, and it was believed that the entire
garrison in Cavite was disaffected. And probably implicated. But if the few
soldiers who precipitated the attack believed they would be supported by the
bulk of the army and that a general rebellion against Spain would be declared
in the islands, they were deceived. When the news of the uprising was received
in Manila, General Izquierdo sent the commanding officer to Cavite, who
reinforced the native troops, took possession of the fort, and put the rebels to
the sword. Sergeant La Madrid has been blinded and badly burned by the
explosion of a sack of powder and, being unable to escape, was also cut down.
A few of the rebels was captured and taken to Manila and there was no further
disturbance of the peace or insubordination of any kind.
1.5 This uprising among the soldiers in Cavite was used as a powerful lever by the
Spaniards residents and by the friars. During the time that Gen. La Torre was
chief executive in the Philippine Islands the influential Filipinos did not hesitate
to announce their hostility to the religious orders, and the Central Government
in Madrid has announced its intention to deprive the friars in these islands of all
powers of intervention in matters of civil government and of the direction and
management of the management of the university. Moreso, the colonial
minister, had drawn up a scheme of reforms by which he proposed a radical
change in the colonial system of government which was to harmonize with the
principles for which the revolution in Spain had been fought. It was due to these
facts and promises that the Filipinos had great hopes of an improvement in the
affairs of their country, while the friars, on the other hand, feared that their power
in the colony would be soon be completely a thing in the past
2. The Official Report of Governor Izquierdo on the Cavite Mutiny of 1872
2.1 Gov. General Rafael Izquierdo made a report to the Spanish Ministry of War on
January 23, 1872.In his report he blamed the native clergy, scholars and some
residents of Manila and the neighboring provinces as the instigators of Cavite
Mutiny .He expressively describe Cavite Mutiny as an “insurrection”, “uprising”
and a “revolution”. Below is the text of Gov. General Izquierdo’s report.
2.2 “From the summary of information received-- that is from the declaration made
before the fiscal -- it seems definite that the insurrection was motivated by the
native clergy , by mestizos and native lawyers, and by those known here as
abogadillos. Some are residents of Manila, others from Cavite and some from
nearby provinces.
2.3 The instigators, to carry out their criminal project , protested against injustice of
the government in not paying the province for their tobacco crops, and against
the usury that some (officials) practice in (handling) documents that the Finance
department gives crop owners who have to sell them at a loss.They encouraged
the rebellion by protesting what they called the injustice of having obliged the
workers in Cavite arsenal to pay tribute starting January 1 (1872) and to render
personal service , from which they were formally exempted.
2.4 To seduce the native troops, they resorted to superstitions with which the indios
are so prone to believe ; persuading them that the Chief of State (hari) would
be ecclesiastic and the rest or the clergy who backed the uprising would
celebrate daily for its success. Thus the rebellion could not fail because God
was with them; and those who would not revolt they would kill immediately.
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Taking advantage of the ignorance of these classes and the propensity of Indio
to steal, they offered (to those who revolted) the wealth of the Spaniards and of
the regular clergy, employment and ranks in the army: and to this effect they
said that fifteen native battalions would be created, in which the soldiers who
revolted would have jobs as officers and chiefs. The lawyers and abogadillos
would direct the affairs of government, of the administration and of justice.
2.5 Up to now it has been clearly determined if they planned to established a
monarchy or a public , because the Indios have no word in their language to
describe this different form of government, whose head in Tagalog would be
called hari ; but it turns out they would place at the head of the government a
priest; and they were great probabilities --nay ,a certainity-- that the head
selected would be D. Jose Burgos, or D. Jacinto Zamora, parish priests of S.
Pedro of Manila.
2.6 All the Spaniards, including the friars, would be executed except for the
women; and their belongings confiscated. Foreigners would be respected.
2.7 This uprising has roots, and with them were affiliated to a great extent the
regiments of infantry and artillery, many civilians and a large number of
Mestizos, Indios, and some Illustrados from the provinces.
2.8 To start the revolution, they planned to set fire to the district of Tondo. Once the
fire was set and while the authorities were busy putting it out, the regiment of
artillery with the help of the part of the infantry would seize Fort Santiago of this
capital (they would then) fire cannons to inform the rebels of Cavite (of their
success). The rebels in Cavite counted on the artillery detachment that
occupied the Fort and on the navy helped by 500 natives led by the pardoned
leader Camerino. This person and his men, located of the town of Baccor and
separated from the fort of San Felipe by a small arm of the sea, would cross
the water and reach the fort where they would find arms and ammunition. The
rebels (in Cavite) made the signals agreed upon by the means of lanterns, but
the native civilians (in Bacoor) although they tried it, failed because of the
vigilance of the (Spanish navy) that have placed their a gunboat and armed
vessels.
2.9 Loyalists who net to arrest the parish priests of Bacoor found an abandoned
vessel loaded with arms, including car binds, and revolvers.
2.10 The uprising should have started in Manila at the midnight abetted by
those in Cavite, but the rebels of the city went ahead of time. The civil-military
governor of Cavite and the commanders of the regiment 7 took very timely
precautions; they knew how to keep the soldiers loyal, (although these have
been compromise) and behaved with valor and gallantry, obliging the rebels to
take refuge in the Fort of San Felipe.
2.11 Such is your Excellency, the plan of the rebels, though who guided them,
and the means they counted upon for its realization. For a long time, through
confidential information and the others vaguer character, I have been told that
since 1869 – taking advantage of a group that had left behind plans for an
uprising, but was not carried out because of the earthquake of 1862 – there
existed in Manila, a junta or center that sought and found followers and that as
a pretext they had established a society for the teaching of arts and trades.
Months ago, I suspended it indirectly, giving an account Your Excellency, in my
confidential report No. 113 dated August 1, (1871) to which Your Excellency
has not yet replied.
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2.12 It has also been said that this center or junta received inspiration from
Madrid, where newspapers of advanced ideas flourish; to sustain them
subscriptions are (locally) solicited; in effect, newspapers such as El Eco
Filipino were sent here from Madrid which were distributed by persons now
imprisoned, whose articles thundered against everything that can be found
here.
2.13 As in the case of my worthy predecessor, I have continuously received
anonymous letters, but because I was confident that I could put down and
punish any uprising, I gave no credit (to these reports) in order not to cause
alarm; and instead continued a vigilant watch wherever possible within the
limited means at my command. I have everything ready (for any untoward
possibility), taking into account the limited peninsular force which composes the
army.
1. Ligan, Victoria, et al., (2018). Readings in Philippine history. Mutya Publishing House,
Malabon City.
2. Piedad-Pugay, Chris Antonette, (2012) The two faces of the 1872 Cavity Mutiny.
Retrieved from: http://nhcp.gov.ph/the-two-faces-of-the-1872-cavite-mutiny/.
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Let’s Check
Activity 1. Now that you understand the important historical concepts about the Cavite
Mutiny, you are going to identify the statements about them.
Identify what is being described in the following sentences.
__________1. It is the date when Rafael de Izquierdo, assumed control of the government
as Governor General.
__________2. It refers to the military governor of Cavite during the time of Mutiny.
__________3. It refers to the last priest executed through strangulation.
__________4.It refers to the only pure blooded Tagalog priests among the GomBurZa.
__________5. It refers to the terms used by Izquierdo in describing the Cavite Mutiny.
A. Write True if the statement is correct, otherwise, write False.
__________6. In Vidal’s Version of Cavite Mutiny, the garrison of Manila is composed

mostly of native soldiers.
__________7. In Pardo de Tavera’s Version of the Cavite Mutiny, the first official act of
Izquierdo for a complete change in the aspect of affairs is to arrest people
was as personas sospechosas.
__________8. Sergeant La Madrid has been strangulated as a punishment for taking the
uprising.
_________9. In Pardo de Tavera’s Version of the Cavite Mutiny, many of the best known
Filipinos were denounced to the military authorities.
_________10. Father Burgos of GomBurZa is a pure blooded-Tagalog.
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Let’s Analyze
Activity 2. Explain briefly each version of what happened in Cavite Mutiny in 1872.
learned.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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1.
2.
3.
4.
5.
Keywords
• Mutiny • Dissatisfied
• Arsenal • Personas sospechosas
• Rebels • uprising
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1.5.Create a synthesis of the historical events happened during the
Cry of Balintawak or PugadLawin.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) of the course, you
need to fully understand the following essential knowledge that will laid down in
resources that are available in the university’s library e.g. ebrary,
CRY OF BALINTAWAK OR PUGAD LAWIN
It is surprising that there are different versions on the dates for the first cry of the
revolution as well as its venue. This controversy up to this time remains unresolved.
It is believed that the socalled Cry took place in Balintawak; but others would say
that it really happened in Pugadlawin. Nevertheless, there are different versions to
consider in knowing the real date and place of the crime. These include Pio
Valenzuelas’ controversial “Cry of Pugadlawin”, “Santiago Alverez’s the Cry of
Bahay Toro”, Gregoria de Jesus’ version of the “First Cry”, and Guillermo
Masangkay’s “The Cry of Balintawak”.
1. Pio Valenzuela’s Controversial “Cry of Pugadlawin”

1.(August 23 1896)
This contorversial version of the “Cry of Pugadlawin” has been authorized by no
other than Dr. Pio Valenzuelo , who had happen to be the eyewitness himself of
the event.In his first version , he told the prime staging point of the Cry was in the
Balintawak on Wednesday of August 26 1896 .He held this account when the
happenings or event are still vivid in his memory.On the other hand, later in his life
and with a fading memory, he wrote his Memoirs of the Revolution without
consulting the written documents of the Philippine revolution and claimed that the
“Cry took place August 23 1896.Below is his account on this topic.
1.1 “The first place of refuge of Andres Bonifacio, Emilio Jacinto, Procopio,
Bonifacio, Teodoro Plata, Aguedodel 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 BriccioPantas, Alejandro
Santiago, Ramon Bernardo, Apolonio Samson, and others. Here, views were
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only exchanged, and no resolution was debated or adopted. It was at

PugadLawin, the house, store-house, and yard of Juan Ramos, son of
Melchora Aquino, where over 1,000 members of the Katipunan met and carried
out considerable debate and discussion on August 23, 1896. The discussion
was on whether or not the revolution against the Spanish government should
be started on August 29, 1896.Only one man protested and fought against a
war, and that was Teodoro Plata [ Bonifacio’s Brother-in-law-Z].Besides the
persons named above, among those present at this meeting were Enrique
Cipriano, Alfonso Pacheco,Tomas Remigio,Sinfroso 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!”
2. The “Cry of Bahay Toro”

2. (August 24 1896)
The version of the cry was written by Santiago Alvarez, a well-known Katipunero
from Cavite and a son of Mariano Alvarez.Santiago is a relative of Gregoria de
Jesus, who had happened to be the wife of Andres Bonifacio.Unlike the author of
the first version of him is not given of equal value as other version for authors of
the accounts are actually a part of the historic event.Below is his account:
2.1SUNDAY, AUGUST 23 1896
As early as 10 o’clock in the morning at the barn of Kabesang Melchora
[MelchoraAquino -Z.],at a place called Sampalukan , barrio of Bahay Toro,
Katipuneros met together .About 500 of these arrived , ready and eager to join the
“Supremo” Andres Bonifacio and his men…
2.2 MONDAY, AUGUST 24, 1896
There was about 1000 Katipuneros….The “Supremo “ decided to hold a meeting
inside the big barn. Under his leadership , the meeting began at 10 o’clock in the
morning….
It was 12 o’clock noon when the meeting adjourned amidst loud cries of "Long
live the Sons of the Country”(Mabuhay ang Anak ng Bayan)!
3. Gregorio de Jesus Version The First Cry

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

4.(August 26, 1896)
This version is written by Katipunero Guillermo Masangkay.He is an eyewitness of
the historic event and a childhood friend of Bonifacio.According to him, the first rally
of the Philippine Revolution happened on August 26, 1896 at
Balintawak.Correspondingly, the date and site were accepted by preliminary years
of American government .Below is General Guillermo Masangkay’s version of “The
Cry of Balintawak.”
4.1 “On August 26th [1896-Z] , a big meeting was held in Balintawak , at the house
of ApolonioSamaon, then the cabeza of that barrio of Caloocan.Among those
who attended I remember , were Bonifacio ,Emilio
Jacinto,AguedodelRosario,TomasRemigio,BriccioPantas,TeodoroPlata,Pio
Valenzuela ,Enrique Pacheco and Francisco Carreon.They were all leaders of
the Katipunan and composed the board of the organization.Delegates from
Bulacan ,Cabanatusn , Cavite and Morong (now Rizal) were also present.
4.2 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 [Bonifacio’s
brother-in-law-Z,BriccioPantas , 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
forceful in his argument,stating that the uprising could not very well be started
without the arms and foof for the soldiers.Valenzuela used Rizal’s argument
about the rich not siding with the Katipunan organization.
4.3 Andres Bonifacio, sensing that he would lose in the discussion then, left the
session hall and talked to other 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 mark men.If we don’t
start the uprising , the Spanish friars will get us anyway.What then,do you say?”
4.4 “Revolt !” the people shouted as one.
Bonifacio then asked the people to give a pledge that they were to revolt.He told
them that the sign of slavery of the Filipinos were (sic) the cedula tax charged each
citizen.”If it is true that you are ready to revolt,”Bonifacio saved ,”I want to see you
destroy your cedulas .It will be the sign that all of us have declared our severance
from the Spaniards.”
4.5 With tears in their eyes, the people as one man, pulled out their cedulas and
tore them to pieces.It was the beginning of the formal declaration of the
separation from Spanish rule.With their cedulas destroyed, they could no longer
go back to their homes because the Spaniards would persecute them, if not for
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being katipuneros, for having no cedulas. And people who had no cedulas
during those days were severely punished.
4.6 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
went to revolt, and they have destroyed their cedulas, ‘Bonifacio said.”So now
we have to start the uprising; the otherwise the people by hundreds will be shot.”
There was no alternative.The board of directors, in spite of protest of Plata, and
Valenzuela, voted for the revolution. And when this was decided , the people
shouted;”Long Live the Philippine Republic!”
4.7 I still remember Bonifacio as he appeared that day.Although a mere bodeguero
(warehouseman) and earning Php 25 (Mex.) a month , he was a cultured
man.He always wore an open coat, with black necktie, and black hat.He always
carried an umbrella. At the meeting that morning of August 26,Bonifacio took
off his coat and was wearing only his shirt, with collar and tie .Bonifacio’s hobby
was weaving bamboo hats.During his spare time he wove dozens o them and
sold them in Manila .Thus he made extra money.
4.8 At about 5 o’clock in the afternoon, while the gathering at Balintawak was
celebrating the decision of the katipunan leaders to start the uprising , the
guards who were up in trees to watch for any possible intruders or the approach
of the enemy , gave the warning that the Spaniards were coming.
4.9 Led by Bonifacio,Emilio Jacinto and other leaders of the Katipunan, the men
were distributed in strategic positions and were prepared for attack of the civil
guards. I was with a group stationed on the bank of a small creek, guarding the
places where the Spaniards were to pass in order to reach the meeting place
of the katipunan .Shots were then fired by the civil guards, and that was the
beginning of the fire which later became such such a huge conflagration.
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1. Ligan, Victoria, et al., (2018). Readings in Philippine history. Mutya Publishing

House, Malabon City.
Let’s Check
Activity 1. Identify what is being described on the following sentences.
_______1. It refers to the conflicting dates of the Cry of PugadLawin in the controversial
version of Pio Valenzuela.
_______2.It refers to the place where the katipuneros meet in Alvarez’s version of the Cry.
_______3. It refers to the place of the “Cry “ in General Guillermo Masangkay’s version.
_______4. It refers to the old name of Rizal province where delegates of the controversial
“Cry” come from.
_______5.It refers to the person who acts as a secretary in a big meeting held in Masangkay’s
version of the “Cry”.
B. Write True if the statement is correct, otherwise write False.

________1.Teodoro Plata is Bonifacio’s brother-in-law.
________2.In Santiago Alvarez’s version , the “Cry” happened in August 24,1896.
________3.In Gregoria de Jesus’ Version, the “Cry” happened in the barrio of Bahay
Toro.
________4.Before, people who had no cedulas were severely punished.
________5.It has been said that Bonifacio’s hobby is weaving bamboo hats.
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Let’s Analyze Now that you are familiar about the Cry of Balintawak or Pugad Lawin, you
are now going to create a synthesis about it choosing one of the aforementioned versions
about it and develop critical and analytical skills with exposure to primary sources of historical
data.
Rubric for Creating Synthesis about the Cry of Balintawak or PugadLawin
Criteria Description Points Rating
Content The student’s synthesis is concise. It 15

clearly expresses what the message the
student wants to tell the one whom
he/she wrote for.
Organization It uses transitions and the thoughts are 10

organized in such a way that it is
readable and understandable to the
reader.
Language There are minimal to no grammatical 5

errors observed. The words are well
chosen and are appropriate as to what
the student wants to convey.
Total 30 points
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learned.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
1.
2.
3.
4.
5.
Keywords
• Controversy
• “Cry”
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Big Picture in Focus: ULOb. Develop critical and analytical skills

with exposure to primary sources of historical data
1.1. Write an essay on national integrity basing on Monastic
Supremacy written by Marcelo H. Del Pilar
Metalanguage
In this section, Marcelo H. Del Pilar’s La Soberania Monacalen Filipinas(Monastic
Sovereignty in the Philippines) that analyzed the political, religious, and economic aspects of
frailocraciain the Philippines during the late 19th century ULOa will introduce you to the
governance of Spain in the Philippines. You are required to write an essay on national
integrity.
• Frailocracia,the authority belong to the friars; a government controlled by the
friars.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the third and fourth
week, you need to fully understand the following essential knowledge that will be laid down
in the succeeding pages. Please note that you are not limited to exclusively refer to these
MONASTIC SUPREMACY IN THE PHILIPPINES

Marcelo H. Del Pilar’s La Soberenia Monacalen Filipinas, first published in Barcelona,
Spain, in 1889, and reprinted in Manila in 1898(Translated by Dr. Encarnacion Alzona in
1957)
Source: Del Pilar, M.H. and Alzona, E. (1958). [La soberaniamonacalen Filipinas.] Monastic
supremacy in the Philippines. Translated from the Spanish by Encarnacion Alzona. Quezon
City: Philippines History Association.
The following are excerpts from Marcelo H. Del Pilar’s La SobereniaMonacalen

Filipinas, first published in Barcelona, Spain, in 1889, and reprinted in Manila in 1898. Its
publication in Spain was hailed by Spanish liberals and former Spanish administrators in the
Philippines, including former governor-general Emilio Terrero(1885-1888) and Benigno
96 administration in the Philippines, and such
Quiroga, former director general of the civil
scholars as Miguel Morayta and Ferdinand Bluementritt. Jose Rizal, the most cultured of the
reformist group called Del Pilar’s work as one that had “no chaff; it is all grain”. The following
translation was made by Dr. Encarnacion Alzona in 1957.
ITS POLITICAL ASPECT

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1. The interference of the friars in the government of the Philippines is so ingrained

that without difficulty the friars control the status quo of the country in defiance of
the nation and the institutions.
1.1 In charge of almost all the parishes, their parochial mission takes on the double
character of a political organ and popular patronage.
1.2 This mission gives the curate great power in each locality; and this power, as
it does not lose its monastic character, is at the command of the regular prelates
under whose guidance the parish priests think, preach, confess and act with
marvelous uniformity.
1.3 Perhaps the guarantee of the moderating power of the parish priests may be
self to society to balance and harmonize the interests of the people and the
institutions; but the facts is that the convents are opposed to this equilibrium
and harmony.
1.4 The hatred and distrust between both elements constitute the life of the
convents.
1.5 To frighten the government with the rebelliousness of the country and frighten
the country with the despotism of the government – that is the system that the
friars have so skillfully evolved to be able to rule at the expense of everyone.
2. They offer the government to suppress the country’s rebellious and the government
gives them all its autocratic support, going to the extreme if the friars so demand,
while they portray the ruler as the personification of tyranny and despotism.
2.1 They offer the people to soften that tyranny and the people place its wealth in
their hands so that they may defend them against official rapacity.
2.2 The basis of monastic wealth is the lack of union between the people and the
government and it is necessary to foster it by fanning the resentment of the first
and the despotism of the second. To achieve this, they count on the diversity
of languages among the rulers and the ruled.
3. In the Philippines, however, religious amortization is very conspicuous. Ignorance
and fanaticism encouraged by the monastic institutions and ignoring the claims of
blood relations as if they were contrary to divine law have been responsible for
centuries for the immense number of disinherited families.
4. Today the convents are the millionaires of the country; their large funds cannot be
alienated. Their lands are cultivated without the stimulus of the owners and with
discouragement on the part of the tillers.
4.1 They are leased and the rent increases from time to time and in proportion to
the improvements introduced on the land.
4.2 In the year 1887 the provincial government of Laguna tried to get information
about the increase in the income
97 of the lands in Calamba belonging to friars.
4.3 It found out that the annual income of five thousand pesos has been sextupled,
amounting to more than thirty thousand pesos.
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5. Filipinos pay direct taxes consisting of the personal cedula, urban tax, industrial
subsidy and additional municipal tax, provincial tax, and personal loan; and besides
these, the indirect one of the markets, vehicles, horses, stamps and surcharges,
slaughter of cattle , river trolls, and others.
5.1 This is what we would call the tax of religious festivals.
5.2 The papal decree of 2 May 1867 aimed to relieve the Filipino Catholics of this
burden by reducing the number of feast days and ordering that each diocese
have only one patron saint to be named by the Holy See, and in fact this was
done.
5.3 But it is evident that the will of the Pope is ineffective and impotent so far as the
regular curates in the Philippine Archipelago are concerned.
5.4 Each parish church has a tutelary patron of the town besides the patron saint
of one or more confraternities and patron saints of secondary importance
venerated in some churches according to the curate’s devotion.
5.5 Their respective saint’s day are celebrated with pomp at the expense of the
people.
5.6 During these celebrations the townspeople have to keep open house,
entertaining lavishly.
6. Aside from these numerous and costly festivals, in every district where fifty families
dwell, a chapel is erected at a cost of at least one thousand pesos; there are some
costing five, ten, and fifteen thousand pesos.
6.1 The dues of the stole and the foot of the altar are a legitimate source of revenue
of the priesthood.
6.2 They are not just mere alms as they think, they are a just remuneration; Jesus
Christ and common sense declare that the he who works deserves to eat.
6.3 But the exaggerating collection of some dues without the sanction of Jesus
Christ hurt the interests of the Catholics and leads them to impious reflections
and to inquire in the light of economics about the productive value of this social
element whose manifestation are purely those of the consumer.
6.4 The Reverend Fathers are empowered to name the persons who ought to be
deported; and the Government solemnly declares that the parish curate’s
opinion suffices so that the deportation may not be arbitrary.
6.5 It is no longer fanaticism that builds this opulence, no; it is fear of the group
which has been raised to the power which, with no one stroke of the pen or a
low whisper, can kill the happiness of one who obstructs or does not cooperate
in the development of its schemes of exploitation.
ITS RELEGIOUS ASPECT 98

1. In the performance of their duties, the municipal officials depend on the parish
priest. To report the conduct of a citizen the testimony of one hundred members of
the Principalia is not enough.
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1.1 The essential requirement is the curate’s approval. The signature of the curate
is necessary to the census of residents in a municipality, to the conscription of
eligible young men, to formalize accounts and other official documents; to
everything and for everything the curate’s signature is an essential requisite.
1.2 On the other hand, there exists no ruling prescribing the conditions under which
the curate should grant or withhold his approval.
1.3 The curate approves it or denies it, according to his will or the order of his
prelates.
2. Supreme orders are carried out if the curate so pleases. If the superior authority
tries to demand an energetic enforcement of his orders, the curate informs the
prelate of his convent and this one obtains dismissal of the public official.
2.1 His powerful argument which produces a magical effect is that national integrity
is in danger.
2.2 The foundation of a building is to be laid and the curate does not like it, then
national integrity is in danger; public health demands that the corpses should
not be brought into the churches; well nothing, national integrity is in danger.
And the same litany in everything.
2.3 The guarantee of national integrity is not the church nor can it be in the friars; it
is in the same popular aspiration of fusing and identifying the interests of the
Philippines with those of the country that gave her political life, that shaped and
educated her to be worthy of modern civilization and sheltered her from the
covetousness of foreign nations.
3. To consolidate the fraternity between Spain and Philippines is the best defense of
national integrity; it is Spain’s ideal; it is the dream of the Philippines.
3.1 Ah, let the government consider that, let Spain consider that. As for us, we don’t
believe it prudent to leave national integrity in the hands of the friars. Neither it
is good for the reigning monarch nor for any political interest does that
monasticism continue to be the arbiter of the fate of Spain in the Philippine
Islands.
ITS ECONOMIC ASPECT

The laws that regulate the foundation and development of convents in the Philippines
are undoubtedly based on the belief that monastic life is unproductive. Numerous are the
regulations pertaining to the supplying their need for wine, oil, and other things of the kind.
But the abundance found in the convents makes laughable the pity of the government.
The Philippine government lacks resources to undertake public works; on the other hand, the
monastic orders build grand and costly convents in Manila and in each parish of three
thousand souls, they erect a spacious palace for the residence of the regular curate.
The government establishes primary schools in each town. The government houses
are made of light materials, like those destined for the tribunal which hardly approximate the
stable of the friar curators.
99
1. The government finds a thousand obstacles in collecting taxes from the tax-paying
public; but the monastic orders empty without the difficulty the purse of the same
public in return for heavenly promises.
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1.1 The government worries about meeting its peremptory financial needs, but the
monastic treasuries are overflowing with money so that their only worry is how
to send away from the country their copious savings that foster the banking
interest of foreign trade.
1.2 The government refrains from creating new sources of revenue in order not to
burden Filipino interests, but the friars invent every day new forms of devotion,
some very costly, and the public pay, not because of fanaticism, but rather, for
fear of displeasing the friars whose power they know has sent many innocent
victims to exile.
1.3 Because of this, there is a notable contrast between the poverty of the
government and the opulence of the vow of property. Let us analyze this
economic phenomenon
2. The amortization of lands is fatal to agriculture everywhere. Experience and
economics have shown the needs for laws of disentail. In the countries where such
wise measures have been adopted, capital was immediately channeled to greater
and better production.
2.1 The sale of religious objects that rise in price by reason of priestly blessing
constitutes a true and indisputable simony; and notwithstanding one of the
principal sources of income of the monastic order is the trade in religious
objects.
2.2 The ready-made belt without priestly blessing costs and is sold at four or five
pesos a hundred, but the moment the priest blesses it and the belt passes on
to the class of spiritual things and becomes an object of papal and Episcopal
indulgences, from that moment the price rises one hundred per cent at least.
To the new member of confraternity, it is sold at sixty-two cents, four eights of
peso each belt, the price going down until twenty-five cents minimum when the
buyer is an old customer.
2.3 What is true of belt is also true of scapulars of the Recollect fathers, of the
rosaries of Dominican fathers, of the cords of the Franciscan friars, and of
various others too many to enumerate.
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1. Coleman, A. (2011). The friars in the Philippines. Retrieved at

https://www.gutenberg.org/files/36438/36438-h/36438-h.htm
2. Efa, Samantha Lorraine. (2014). Monastic supremacy. Retrieved
at:https://prezi.com/npgyxbznoalk/monastic-supremacy/
Malabon City.
4. Peter, Jhon, (2016). Filipino revolts against Spain. Retrieved at
http://polsciportal.blogspot.com/2016/02/chapter-13-filipino-revolts-against.html
5. Pilar, M.H. del (10058). Monastic supremacy in the Philippines/Marcelo H. del Pilar;
translated from the Spanish by Encarnacion Alzona. Marcelo Hilario del, 1850-1896.
Quezon City, Philippines: Philippine Historical Association.
6. Robinson, A. G. (1901), The Philippines: the war and the people, pp. 314-333 as
cited by http://www.philippinehistory.net/1901robinson.htm
Let’s Check
Activity 1. Find and encircle the words that are in relation to the monastical supremacy in
the Philippines during Spanish era.
V M O N O P O L Y L A J E K C
C U W C L S E X A T Z R V L H
H N P O P E X V S E S A I B U
O J J R W S T C E L L O C E R
O U Q P E T S R A I R F V P C
L S K R S M O N O P O L Y B H
S T F E A H E C N E U L F N I
Z C F U N D S N O I G I L E R
Let’s Analyze
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Activity 1. Now that you have an idea of the political, religious and economic aspects of the
friar orders in the Philippines through del Pilar’s La Soberenia Monacal Filipinas you are going
to write an essay on national integrity.
FORMAT:
• Font size:12
• Paper size: A4
concise and brief explanation, with evidences such as pictures and dates.
learned.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
1.
2.
3.
4.
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5.
Keywords
• Frailocracia
• Supremacy
Big Picture C
Week 5-6: Unit Learning Outcomes (ULO): At the end of this unit you are
expected to:
a. Develop critical and analytical skills with exposure to primary sources of historica
b. Identify the various agrarian reform practices during the colonial period up to the
present Philippine administratio
c. Trace the development of the Philippine Constitution by emphasizing its salient
feature
d. Explain the importance of local history.
e. Recognize key events in Mindanao History.
f. Explain the importance of Museums.
g. Describe the Indigenous Cultural Communities and the Moros in the Philippines.
Big Picture in Focus: ULOa. Develop critical and analytical skills

with exposure to primary sources of historical data.
1.1a Make a reaction paper based on the revolts of the Filipino
against the abuses of the Spaniards.
Metalanguage
In this section, you are going to know about the forms of taxes levied by the Spanish
government on the Filipinos, and the revolts that were carried out against these taxes and
other forms of Spanish economic abuses ULOa will help you understand revenues enjoyed
by the Spanish government for more than three centuries of their occupation of the Philippine
islands. You are required to make a reaction paper based.
• Taxation, they were compulsory during Spanish period to support the colony.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the third to fourth week of
the course, you need to fully understand the following essential knowledge that will laid down
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TAXATION DURING THE SPANISH PERIOD

This is a brief discussion of the revenues enjoyed by the Spanish government for
more than three centuries of their occupation of the Philippine islands. Only the salient
features of the central or insular revenue system that has historical significance were included
in the discussion.
TAXES IMPOSED BY THE SPANISH GOVERNMENT IN THE PHILIPPINES

Taxation during the Spanish period was compulsory. All Spanish colonies America
and the Philippines were required to pay taxes from two reasons: (1) as recognition of Spain’s
sovereignty over the colonies, and (2) to defray the expenses of pacification (te act of forcibly
suppressing hostility within the colonies) and governance, thereafter.
Several colonial laws on taxation were made by the Real y SupremoConjeso de las
Indias (Royal and Supreme Council of the Indies) for the Spanish monarch. These laws were
embodied in the compilation of legislation related to the New World called the Recopilación
de leyes de los reynos de las Indias. It was a four-volume collection of laws relating to the
Indies, which was published in Madrid in 1861.
Taxes during the Spanish period in the Philippines were the tribute, sanctorum,
donativo, caja de communidad, and servicio personal (Boncan, 2016).
1. Tributowas a general tax paid by the Filipinos to Spanish which amounted to eight
Reales. Those who were required to pay the tribu to were the (1) 18 to 50 years
old males, (2) carpenters, bricklayers, blacksmiths, tailors, and shoemakers, and
(3) town workers such as those in road construction, and those who is public in
nature.
2. Sanctorum was a tax in the amount of 3 Reales. These were required for the cost
of Christianization, including the construction of churches and the purchase of
materials for religious celebrations.
3. Donativo was a tax in the amount of half Real for the military campaign of the
government against the Muslims. In later years, however, the amount collected
from donativo was almost exclusively used for the Spanish fort in Zamboanga.
4. Caja de comunidad was a tax collected in the amount of 1 Real for the incurred
expenses of the town in the construction of roads, repair of bridges, or the
improvement of public buildings.
5. Servicio personal also called polo y servicio was a form of forced labor during the
Spanish period in the Philippines. All able-bodied males, 16 to 60 years old were
required to work in the construction of bridges, churches, and galleon ships. They
were called polista. Earlier, the polistas were required to work for 40 days; however,
the number of days was lowered to 15 days in 1884 as a result of the tax reform
issued through a Royal Decree.
5.1 Some of the polistas were brought to fight against the Muslim and others were
brought in the Spanish expeditions.
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5.2 The only way that a polista can be freed from forced labor was when he paid a
falla, or fine. But only very few could afford to pay the fine. The gobernadorcillo,
cabeza de barangay, and other members of the principalia were exempt from
forced labor and falla.
REVOLT AGAINST THE TRIBUTE

1. Cagayan and Dingras Revolts (1589). In 1589, the Cagayan and Dingras Revolts
against the tribute occurred on Luzon in the present-day provinces of Cagayan and
Ilocos Norte. The revolt of the Ilocanos, Ibanags and other Filipinos was triggered
by the alleged abuses of the tax collectors, including the collection of high taxes.
1.1 Six tax collectors who had arrived from Vigan were killed by the natives.
Governor-General Santiago de Vera sent Spanish and Filipino colonial troops
to pacify the rebels. The rebels were pardoned in the end. The Philippine tax
system was also reformed because of the revolt.
1.2 These were the first native revolts against the hated tribute and the corrupt
tribute collectors. Although they were easily suppressed by government troops,
more revolts of a similar nature were to come one after another in subsequent
years.
2. Agustin Sumuroy’s Revolt (1649-1650). On June 1, 1649, Agustin Sumuroy, who
was a Waray from Palapag in today’s Northern Samar, together with his followers
rose in arms against the Spaniards over the polo y servicioor forced labor system
being started in Samar.
2.1 The revolt was triggered when the town mayors sent the Warays to the
shipyards in Cavite for forced labor, contrary to the directive of the government
of Manila that all natives subject to the polo would not be sent to distant people
from their hometowns to do forced labor.
2.2 The rebels were responsible for the death murder of the parish priest of
Palapag. The revolt spread 105
to Cebu, Masbate, Camiguin, Bicol, Camarines,
Albay, Zamboanga and Mindanao and Surigao.
2.3 The rebels succeeded in establishing a rebel government in the mountains of

Samar. However, the capture and execution of Agustin Sumuroy on June 1650
led to the eventual defeat of the rebels.
2.4 David Dula, Sumuroy’s co-conspirator, continued the quest, but was wounded
in one of the fierce battles he fought with the Spaniards years later. He was
captured and later executed in Palapag, Northern Samar. His men, the seven
key lieutenants, were also executed.
3. Francisco Maniago’s Revolt (1660-1661). In 1660, Francisco Maniago, a
Kapampangan, led an uprising in Pampanga. The Kapampangans were against
the tribute, forced labor, and rice exploitation. For eight months, they were made
to work under unfair conditions and were not paid for their labor and for the rice
purchased from them. Because of this, they set their campsite on fire and the fight
ensued. This was the start of a bloodier revolt in Pangasinan.
4. Andres Malong Revolt (1660-1661).Malong( who was the Maestro de Campo of
Binalatongan, now San Carlos City, Pangasinan), in the 1660s was coaxed by
Maniago to revolt against the abuses of the Spaniards because they were
experiencing the same abuses. Malong, hoped to be King in the province of
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Pangasinan, as he assisted many Spaniards in governing different towns in the

said province, but abandoned it when the war broke out in Pampanga. He heeded
the call of Maniago and led the people of Pangasinan to take up arms against the
Spaniards. When he succeeded, he proclaimed himself King of Pangasinan.
THE TAX REFORM OF 1884

1. One of the good reforms which Spain introduced in the 19th century was the Tax
Reform of 1884, as provided by the Royal Decree of March 6, 1884, this tax reform
contained two important provisions: (1) abolition of the hated tribute and its
replacement of cedula tax, and (2) reduction of the 40-day annual forced labor
(polo) to 15 days.
1.1 The Cedulas Personales. Cedulas were first issued based on the Royal
Decree on March 6, 1884. All men and women residents of the islands –
Spaniards, foreigners, and natives – who were over 18 years old were
required to obtain a cedula.
1.2 The only exceptions were the Chinese, who paid another poll tax, the
remontados deinfieles, that were not subject to the loca administration, and
the natives and colonists of the archipelago of Jolo and of the island of
Balabac and Palawan.
2. All in all, there were 16 different classes of cedulas. Originally, there were nine
classes taxed, the rates of taxes ranged from 1.50 pesos to 25 pesos, and a tenth,
gratis, for priests, soldiers and privileged classes.
1. Gonzales, J. M. G. (2013) Abuses of the Spaniards towards Filipinos (Spanish

colonization). Retrieved at https://prezi.com/3-x3z6bm6uia/abuses-of-the-spaniards-
towards-filipinos-spanish-
colonizat/?frame=dac0747b3db4638e5b6cc2afc6d241d69ff3094c
2. Liclican, J. P. (2014). Chapter 13 Filipino revolts against Spain. Retrieved at

https://www.slideshare.net/praejames245/chapter-13-filipino-revolts-against-spain
Malabon City.
4. Mangaoang, Philip and Pelayo, Erica (2019). Evolution of Philippine taxation. Retrieved
at: https://www.studocu.com/ph/document/tarlac-state-university/philippine-
history/other/evolution-of-philippine-taxation/5523598/view
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5. Matic, T. IV. (2016). A history of the Filipino revolt (from the Tagalog perspective).
retrieved at: https://www.1898miniaturas.com/en/article/history-filipino-revolt/
6. Peter, Jhon, (2016). Filipino revolts against Spain. Retrieved at:

http://polsciportal.blogspot.com/2016/02/chapter-13-filipino-revolts-against.html
Let’s Check
Activity 1. After knowing the forms of taxes levied by the Spanish government on the
Filipinos, and the revolts that were carried put against these taxes and other forms of
Spanish abuses you are going to answer the following:
A.Write true if the statement is correct, otherwise, write false.

____________1. The Filipinos pay direct taxes which consists of urban tax, municipal tax,
and personal cedula among others.
____________2. Both the curates and the government officials during the Spanish period
personified despotism and tyranny.
____________3. The native’s submission and compliance to friar rule was due to profound
respect to authority.
____________4. A provincial tax is a direct tax, while stamps and surcharges are indirect
taxes
____________5 Trade of religious objects is one of the curates’ sources of income during
the Spanish era.
B. Give a concise explanation/discussion on the following items

107
1. What is the essential idea in this phrase, “poverty of the government and opulence of
the vow of poverty”?
2. What was the powerful weapon held by the curates through which they maintained
power and influence?
3. What is the relative importance of taxation to the economy of the country? Discuss
clearly the importance.
Let’s analyze
Activity 1. Now for you to be able to involve yourself in the context of this lesson you are
going to research about a Filipino revolt, any article, relevant video or a documentary film that
tackles about the revolts of the Filipinos against the abuses of the Spaniards. After reading
or watching you are required to submit a reaction paper based on the video.
Format: Arial 12 / spacing 1.5 / 300 words
Rubric for Research

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Criteria Description Points Rating
Content The paper is concise and 15

informative. It comes in various
credible resources and the paper
manifests the deep understanding
of the student in the research
done by him/her.
Organization It is well written and follows the 10

format given. It uses transitions
and the thoughts are organized in
such a way that it is readable and
understandable to the reader.
Language There are minimal to no 5

grammatical errors observed. The
words are well chosen and are
appropriate as to what the student
wants to convey.
Total 30 points
learned.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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_________________________________________________________________
1.
2.
3.
4.
5.
Keywords
• Tributo • Revolts
• Sanctorum • Servicio personal
• Caja de comunidad • cedulas
Big Picture in Focus: ULOb. Identify the various agrarian reform

practices during the colonial period up to the present Philippine
administration;
Metalanguage
In this section, you are going to study the different agrarian reforms in the country from the
Spanish colonial Philippines to the present in order to demonstrate ULOb. Your task involves
discussing the agrarian agenda of each of the Philippine presidents. You are required to
differentiate the land system of ownership during pre-colonial and Spanish era using Venn
Diagram.
• Land reform has gained great significance all over the world as it aims to achieve
social justice and full development of human dignity. Throughout time, the issue of
land reform has been persistent, demanding measures to stop social unrest.
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Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fifth and last week of the
course, you need to fully understand the following essential knowledge that will be laid down
AGRARIAN REFORM FROM THE SPANISH COLONIAL PHILIPPINES TO THE PRESENT
1. Land reform has gained great significance all over the world as it aims to achieve
social justice and full development of human dignity. Throughout time, the issue of
land reform has been persistent, demanding measures to stop social unrest.
1.1 Worst scenarios were observed during the colonial era when the Spanish
colonizers introduced new land-holding systems to caciques.
1.2 The introduction of Torrens system created serious problems that have far-
reaching effects on the early systems of landholding. The nature inhabitants lost
their ancestral domains to the colonialists.
1.3 The poor economic and social condition of the peasants in the Philippines need
immediate agrarian reform measures by the Philippine government.
PRE-SPANISH PERIOD
1. Filipinos already lived in villages and barangays even before the Spaniards came
to the Philippines. The settlements were ruled by chieftains or datus who
comprised the nobility.
1.1 There were also the maharlikas (freemen), the aliping namamahay (serfs) and
aliping saguiguilid (slaves).
1.2 Despite the existence of a social structure, everyone had access to the fruits
of the soil. Rice was the medium of exchange as money was yet unknown.
1.3 110
SPANISH PERIOD (1521-1896)
1. The Spaniards introduced the concept of encomienda to the Philippines.

Encomienda was a system of giving lands (Royal Land Grants) to the Spanish
conquerors that were loyal to the Spanish monarch. As a matter of policy,
encomenderos must defend his encomienda from external attack, maintain peace
and order within, and support the missionaries.
2. In turn, the encomenderos were given the right to collect taxes (tribute) from the
indios (natives). Because of this, encomenderos started to abuse their power by
renting their lands to a few powerful landlords, and the natives who once freely
cultivated the land became share tenants.
AGRARIAN UPRISING (1745-46)

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1. Taxation was not only the reasons for the revolts of the Filipinos during the Spanish
period, but the agrarian unrest as well. The Agrarian Revolt happened between
1745 and 1746 in Batangas, Laguna and Cavite, and Bulacan.
1.1 The revolt happened in the towns of Lian and Nasugbu in Batangas. The
grabbing of lands by the Catholic religious orders angered the native lands
owners and demanded that their lands be returned based on ancestral domain.
1.2 However, the Spanish priests refused which resulted to riots and massive
looting of convents and the burning down of churches and ranches.
1.3 Troops were sent from Manila to Batangas to quell the disturbance. The
encounter was bloody and those who surrendered were pardoned.
2. The uprising resonated in other towns of the neighboring provinces, notably Biñan,
Imus, Silang, Kawit, Bacoor, San Mateo, Taguig ,Parañaque, and Hagonoy. The
agrarian conflicts reached the ear of King Philip VI who appointed Oidor (a judge
of the Royal Audiencias and Chancillerías) Pedro Calderon Enriquez to investigate
the charges brought against the religious orders and to ascertain the validity of
their titles to the lands in question.
2.1 The friars were ordered to submit their titles to a secure judge, but refused to
comply, claiming ecclesiastical exemption.
2.2 In the face of their opposition the governor general dispossessed the friars of
the lands which were said to have been illegally occupied by the friars and
which they were continuing to hold without legitimate title, restoring the lands
to the Crown.
2.3 The case was appealed by the friars to the Royal Audiencia of Manila and
that tribunal upheld the first decision; then the case was further appealed to
the Council of the Indies in Spain and again the decision was confirmed.
2.4 But the whole matter did not stop here; subsequently, the friars won their case
and retained the disputed lands, and their ownership of the lands remained
interact even after the end of the Spanish regime.
THE FIRST PHILIPPINE REPUBLIC

111
1. When Gen. Emilio Aguinaldo came to power in 1899, the Malolos Constitution
which they crafted intended to confiscate the so-called Friar lands and other large
estates. However, the First Philippine Republic was short-lived so that the plan to
confiscate the lands was never executed.
AMERICAN PERIOD (1898-1935)
1. There were some noteworthy regulations enacted during the American period.
These were the Philippine Bill of 1902, which set the ceilings on the hectarage of
private individuals to 16 hectares, and 1,024 hectares for corporations. The Land
Registration Act of 1902 (Act No. 496), which provided for a comprehensive
registration of land titles under the Torrens system.
1.1 The Public Land Act of 1903, which introduced the homestead system in the
Philippines. The Tenancy Act of 1933 (Act No. 4054 and 4113), which
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regulated relationships between landowners and tenants of rice (50-50

sharing) and sugar cane lands.
2. The Land Registration Act of 1902 did not completely solve the problem of land
registration under the Torrens system because the lands owners might not have
been aware of the law or that they could not pay the survey cost and other fees
required in applying for a Torrens title.
COMMONWEALTH PERIOD (1935-1942)
During this period, President Manuel L. Quezon advocated the Social Justice program
to block the increasing social unrest in Central Luzon. Significant legislations enacted during
Commonwealth period were the following:
1. The 1935 Constitution, which was promulgated for the promotion of social justice
to ensure the well-being and economic security of all people, should be the concern
of the State.
2. The Commonwealth Act No. 178(An Amendment to Rice Tenancy Act No. 4045),
enacted on Nov. 13 1936, provided for certain controls in the landlord-tenant
relationships.
3. The National Rice and Corn Corporation (NARIC)of 1936 established the price
of rice and corn that helped the poor tenants as well as consumers.
4. The Commonwealth Act No. 461, 1937, specified the reasons for dismissal of
tenants and only with the approval of the Tenancy Division of the Department of
Justice.
5. The Rural Program Administration, created on March 2, 1939, provided the
purchase and lease of haciendas and their sale and lease to the tenants.
6. The Commonwealth Act No. 411, enacted on June 3, 1939, created the National
Settlement Administration with a capital stock of Php 20,000,000.
JAPANESE OCCUPATION
1. During the Second World War (that started in Europe in 1939 and in the Pacific in
1941), the Hukbo ng Bayan Laban saHapon(HUKBALAHAP) controlled the areas
of Central Luzon.
1.1 The HUKBALAHAP was composed of peasants and workers who took up arms
against the Japanese forces. Peasants who supported them earn fixed rentals,
while landowners who supported the Japanese lost their lands to peasants. But
this was short-lived because it ended with the end of WWII.
2. The problem of the land tenure in the Philippines remained even after the Philippine
Independence in 1946. To address the problem, the Philippines Congress revised
the tenancy law.
PRESIDENT MANUEL ROXAS (1946-1948)

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1. During Roxas’ administration, the following laws were enacted: Republic Act No.
34, which established the 70-30 sharing arrangement and regulated the share-
tenancy contracts.
2. Republic Act No. 55, which provided for more effective safeguard against arbitrary
ejectment of tenants.
PRESIDENT ELPIDIO QUIRINO (1948-1953)
President Elpidio Quirino (1948-1953) issued Executive Order No. 355 on October 23,
1950, replaced the National Land Settlement Administration with Land Settlement
Development Corporation (LASEDECO) that took over the responsibilities of the Agricultural
Machinery Equipment Corporation and the Rice and Corn Production Administration.
PRESIDENT RAMON MAGSAYSAY (1953-1957)

President Ramon Magsaysay (1953-1957) enacted the following laws:
1. Republic Act No 1160 of 1954, which abolished LASEDECO and established the
National Resettlement and Rehabilitation Administration (NARRA) to resettle
dissidents and landless farmers. It was particularly aimed at rebel returnees
providing home lots and farmlands in Palawan and Mindanao.
2. Republic Act No. 1199 (Agricultural Tenancy Act of 1954), which governed the
relationship between landowners and tenant farmers by organizing share-tenancy
and leasehold system. It also created the Court of Agrarian Relations.
3. Republic Act No. 1400 (Land Reform Act of 1955), which created the Land Tenure
Administration (LTA) that was responsible for the acquisition and distribution of
large tenanted rice and corn lands over 200 hectares for individuals and 600
hectares for corporations.
4. Republic Act No. 821 (Creation of Agricultural Credit Cooperative Financing
Administration), which provided loans to small farmers and share tenants with
interest rates as low as six to eight percent.
PRESIDENT CARLOS P. GARCIA (1957- 1961)
President Carlos P. Garcia (1957-1961) who succeeded the presidency after the death
of President Ramon Magsaysay continued the program.
PRESIDENT DIOSDADO MACAPAGAL (1961-1965)
1. President Diosdado Macapagal (1961-1965) enacted Republic Act No. 3844 of

August 8, 1963 (Agricultural LAND Reform Code) that abolished share tenancy,
institutionalized leasehold, set retention limit at 75 hectares, invested rights of
preemption and redemption for tenant farmers, provided for an administrative
machinery for implementation, institutionalized a judicial system of agrarian cases,
incorporated extension, marketing and supervised credit system of services of
farmer beneficiaries.
PRESIDENT FERDINAND MARCOS (1965-1986)

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1. The Philippines “New Society” (Kilusang Bagong Lipunan) was ushered in by the
proclamation of Martial law (Proclamation No. 1081) on September 21, 1972.
During this time, the Agrarian Reform program was put into law and land reform
program was implemented.
2. In the events of the followed, President Marcos decreed the following :
2.1 Republic Act No. 6389, (Code of Agrarian Reform) and RA No. 6390 of 1971
that created the Department of Agrarian Reform and Agrarian Reform Special
Account Fund and expanded the scope of agrarian reform.
2.2 Presidential Decree No. 2, September 26, 1972, declared the country under
land reform program and activated the Agrarian Reform Coordinating Council.
All government agencies were ordered to fully cooperate and assist the
Department of Agrarian Reform (DAR)
2.3 Presidential Decree No. 27, October 21, 1972, restricted the land reform
scope to tenanted rice and corn lands and set the retention limit at 7 hectares.
PRESIDENT CORAZON C. AQUINO (1986-1992)
Article II, Sec. 21 of the 1987 Philippine Constitution provides that “The State shall
promote comprehensive rural development and agrarian reform”. With this, President Cory
Aquino signed into law the following:
1. Executive Order No. 228, July 16, 1987, which declared full land ownership to
qualified farmer-beneficiaries covered by PD 27.
2. Executive Order No. 229, July 22, 1987, provided the mechanism for the
implementation of the Comprehensive Agrarian Reform Program (CARP).
3. Proclamation No. 131, July 22, 1987, which instituted the CARP as a major
program of the government. It provided for a special fund known as the Agrarian
Reform Program (ARF), with an initial amount of Php 50 billion to cover the
estimated cost of the program from 1987-1992.
4. Executive Order No. 129-A, July 26, 1987, which streamlined and expanded the
power and operations of the DAR.
5. Republic Act No. 6657, also known as the Comprehensive Agrarian Reform Law
(CARL) which was signed into law on June 10, 1988. This law instituted a
comprehensive agrarian reform program to promote social justice and
industrialization. This law is still at work until the present.
6. Executive Order No. 405, June 14, 1990, which conferred in the Land Bank of the
Philippines (LBP) the responsibility to determine land valuation and compensation
for all lands covered by CARP.
7. Executive Order No. 407, June 14, 1990, which accelerated the acquisition and
distribution of agricultural lands, pasture lands, fishponds, agro-forestry lands and
other lands of the public domain suitable for agriculture.
PRESIDENT FIDEL V. RAMOS (1992-1998)
President Fidel V. Ramos (1992-1998) enacted laws that would promote a more
meaningful agrarian reform program. These laws include:
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1. Republic Act No. 7881 of 1995. This law amended certain provisions of RA 6657
and exempted fishponds and prawns from CARP coverage.
2. Republic Act No. 7905 of 1995, which strengthened CARP implementation.
3. Executive Order No. 363 of 1997, which prescribed the guidelines for the
protection of areas non-negotiable for conversion and monitoring compliance with
Section 20 of the Local Government Code.
4. Republic Act No. 8435 of 1997 (Agriculture and Fisheries Modernization Act
AFMA), an act prescribing urgent related measures to modernize the agriculture
and fisheries sectors of the country in order to enhance their profitability and
prepare said sectors for the challenges of globalization through an adequate,
focused and rational delivery of necessary support services, appropriating funds
therefore and for other purposes.
5. Republic Act 8532 of 1998, an act strengthening further the Comprehensive
Agrarian Reform Program (CARP), by providing augmentation fund therefor,
amending for the purpose Section 63 of Republic Act No. 6657, otherwise known
as “The CARP Law of 1988”. This law provided an additional Php 50 billion for
CARP and extended its implementation for another 10 years.
PRESIDENT JOSEPH E. ESTRADA (1998-2000)
1. ERAP initiated the enactment of Executive Order No. 151, September 1999
(Farmer’s Trust Fund), which established the farmers trust development program
and provided institutional reforms and fund mechanisms for mobilizing long term
private sector capital for rural development
2. President Estrada launched the Magkabalikat para sa KaunlarangAgraryo or
MAGKASAKA. The DAR forged into joint ventures with private investors into
agrarian sector. The “AgrikulturangMaka Masa” was also launched that achieved
an output growth of 6 percent, which lowered the inflation rate from 11 percent in
January 1999 to just a little over 3 percent by November of the same year. This
was a record high at the time.
PRESIDENT GLORIA MACAPAGAL-ARROYO (2001-2010)
Pres. Arroyo envisioned to make the countryside economically viable for the Filipino
family by building partnership and promoting social equity and new economic opportunities
towards lasting peace and sustainable rural development. So, on September 27, 2004,
President Gloria Macapagal- Arroyo, signed:
1. Executive Order No. 379 s 2004, amending Executive Order No. 364 entitled
Transforming the Department of Agrarian Reform into the Department of Land
Reform (DLR), which broadened the scope of the Department by making it
responsible for all reform in the country.
1.1 It also placed the Philippine Commission on Urban Poor (PCUP) under its
supervision and control. DLR was also responsible for the recognition of the
ownership of ancestral domain by indigenous peoples, under the National
Commission on Indigenous Peoples (NCIP).
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1.2 Memorandum Circular No. 4 series of 2003 operationalized the

development of KapitBisig Laban saKahirapan Agrarian Reform Zones
(KALAHI ARZones).
1.3 Republic Act No. 9700 s 2009, an act strengthening the Comprehensive
Agrarian Reform Program (CARP), extending the acquisition and distribution
of all agricultural lands, instituting necessary reforms, amending for the
purpose certain provisions of republic act no. 6657, otherwise known as the
comprehensive agrarian reform law of 1988, as amended, and appropriating
funds therefor.
PRESIDENT BENIGNO SIMEON COJUANCO AQUINO III (2010-2016)
1. President Benigno Simeon Cojuangco Aquino III (2010-2016) together with

farmers, Catholic bishops, and other land reform advocates developed a plan of
action for the implementation of the Comprehensive Agrarian Reform Program
Extension with Reforms (CARPER).
2. Aquino established the multi-stakeholders mechanism, composed of
representatives from the Department of Agrarian Reform and other CARP
implementing agencies of the government, Church officials, non-governmental
organizations, peoples organizations, and other farmers’ groups and federation to
monitor the implementation of the CARP, specially focusing on:
2.1 Coverage and distribution of agricultural lands;
2.2 Movement and performance of Department of Agrarian Reform personnel;
2.3 Delivery of support services to the beneficiaries; and
2.4 Budget allocation and utilization.
PRESIDENT RODRIGO ROA DUTERTE (2016-PRESENT)
1. The issue of land reform has been persistent even up to the present time. The
current Duterte administration is committed to pursuing the agrarian reform
program in the country. President Duterte, who is also the chairman of the
Presidential Agrarian Reform Council (PARC), has included land tenure security in
his 10-piont socio-economic agenda to improve the quality of life of farmers and
raise their productivity.
1. Cepillo, J. (2014). Agrarian (land) reform in the Philippines during Spanish period.
Retrieved at: https://www.slideshare.net/lolxie/land-reform-duing-spanish-period
2. Madrigal, Faye (2016). History of agrarian reform. Retrieved at:

https://www.slideshare.net/FayeMadrigal1/history-of-agrarian-reform
Malabon City.
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4. Robles, Chan (2020). Constitutions of the Philippines from past to present.

Retrieved at: https://www.chanrobles.com/philsupremelaw.htm#.Xsa1K2gzZPY
5. Vargas, A. (2003). The Philippines country brief property rights and land markets. Land
Tenure Center, University of Wisconsin–Madison. Retrieved at:
https://nelson.wisc.edu/ltc/docs/philippinesbrief.pdf
6. Banaag, N.S. (2015). Agrarian reform (pre-colonial to Spanish era). Retrieved at:
https://prezi.com/tcmdgm_qx1ep/agrarian-reform-pre-colonial-to-spanish-era/
7. Department of Agrarian Reform. (2020). Agrarian reform history. Retrieved at:

https://www.dar.gov.ph/about-us/agrarian-reform-history/
Let’s Check
Activity 1. Now that you know the agrarian reform from the Spanish colonial Philippines to
the present. You are going to give the complete meaning of the following acronyms you
encountered in this lesson.
1. HUKBALAHAP
________________________________________________________________
2. LASEDECO
________________________________________________________________
3. NARRA
________________________________________________________________
4. KALAHI ARZones
________________________________________________________________
5. PCUP
________________________________________________________________
6. LTA
________________________________________________________________
7. CARL
________________________________________________________________
8. CARPER
________________________________________________________________
9. NCIP
________________________________________________________________
10. DLR
________________________________________________________________
11. CARP
________________________________________________________________
12. DAR
________________________________________________________________
13. AFMA
________________________________________________________________
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14. MAGKASAKA
________________________________________________________________
15. ARF
________________________________________________________________
Let’s Analyze
1. The Spaniards introduced this system of giving lands to the Spanish officials who were
loyal to the Spanish monarch.
a. falla b. tributo c. encomienda d. bandala
2. Among the following which is Pres. Manuel Roxas’ notable agrarian reform program?
A. Republic Act No. 1400 (Land Reform Act of 1955), which created the Land Tenure
Administration (LTA) that was responsible for the acquisition and distribution of large
tenanted rice and corn lands.
B. Republic Act No. 3844 that abolished share tenancy, institutionalized leasehold, set
retention limit at 75 hectares.
C. Republic Act No. 34, which established the 70-30 sharing arrangement and
regulated the share-tenancy contracts.
D. Republic Act No. 6657, also known as the Comprehensive Agrarian Reform Law
(CARL) which instituted a comprehensive agrarian reform program to promote social
justice and industrialization.
3. Who launched the “Magkabalikat para sa KaunlarangAgraryo or MAGKASAKA”?

A. Pres. Corazon Aquino C. Pres. Gloria Arroyo
B. Pres. Carlos P. Garcia D. Pres. Joseph Estrada
4. Which prescribed modernization of the fishery sectors to enhance profitability and prepare
them for the challenges of globalization through adequate, focused and rational delivery of
necessary support services, appropriating funds therefore and for other purposes.
A. Philippine Fisheries Modernization Act
B. Agriculture and Fisheries Modernization Act
C. Philippine Aquatic Resources Modernization Act
D. National Fisheries Administration
118
5. In 1936 this established the price of rice and corn which aid the poor tenants as well as
consumers.
A. National Rice Authority
B. National Rice Program Administration
C. National Rice and Corn Corporation
D. The Philippine Rice and Corn Corporation
6. Which act strengthened the Comprehensive Agrarian Reform Program (CARP), extending
the acquisition and distribution of all agricultural lands, instituting necessary reforms, and
amendments.
A. RA 6657 C. RA 8435
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B. RA 9700 D. RA 8532
7. The National Resettlement and Rehabilitation Administration (NARRA) greatly focuses in

______?
A. Resettling landless farmers and providing home lots and farmlands in Palawan and
Mindanao to the rebel returnees.
B. Resettling migrants from China and Thailand and providing them at least 30
hectares per family in Bukidnon.
C. Being in charge of the responsibilities of the Agricultural Machinery Equipment
Corporation and the Rice and Corn Production Administration
D. Distributing f large tenanted rice and corn lands over 200 hectares for individuals
and 600 hectares for corporations.
8. Which among the following are the noteworthy accomplishments of the Agricultural Land
Reform Code by Pres. Disosdado Macapagal?
I. institutionalized leasehold and set retention limit at 75 hectares
II. provided for an Agrarian Reform Program (ARF), with an initial amount of Php 50
billion
III. provided administrative machinery for implementation
IV. institutionalized marketing and supervised credit system of services of farmer
beneficiaries
V. established the 70-30 sharing arrangement and regulated the share-tenancy
contracts
A. I, II, III, IV B. I, III, IV C. I, II, IV, V D. All of the above

9. It provided loans to small farmers and share tenants with interest rates as low as six to eight
percent.
A. Land Settlement Development Corporation
B. Agricultural Credit Cooperative Financing Administration
C. Land Bank of the Philippines
D. Farmers’ Trust Fund
10. In which period was the introduction of the homestead system in the Philippines?
A. Spanish Period C. Japanese Period
B. American Period D. First Philippine Republic
In a nutshell 119
Activity 1. Now that you are knowledgeable enough about the various agrarian reforms from
the Spanish period up to the present, let’s differentiate the land system of ownership during
pre-colonial and Spanish era using Venn diagram.
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1.
2.
3.
4.
5.
Keywords
• Land Reform • Friar estate
• LASEDECO • DAR
• NARRA • HUKBALAHAP
• Encomiendero • CARL
Big Picture in Focus: ULOd. Trace the development of the Philippine Constitution by
emphasizing its salient features.
Metalanguage
In this section, the most essential terms relevant to the study of Philippine Constitutions will
be defined andin order to demonstrate ULOc the development of the Philippine Constitution
through time will be discussed.
• Constitutionis a set of fundamental principles or established precedents
according to which a state or other organization is governed.
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Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the sixth and seventh week
of the course, you need to fully understand the following essential knowledge that will laid
down in succeeding pages. Please note that you are not limited to exclusively refer to these
THE PHILIPPINE CONSTITUTION
1. A constitution is a set of fundamental principles or established precedents

according to which a state or other organization is governed.
1.1 It symbolizes the country’s freedom and independence.

1.2 The Philippine Constitution has evolved since 1897: the 1897 Constitution
of Biak-na-Bato, the 1899 Malolos Constitution, Acts of the United States
Congress (Philippine Organic Act of 1902, Philippine Autonomy Act of
1916, and Tydings-McDuffie Act of 1934), the 1935 Constitution, the 1943
Constitution, the 1973 Constitution, the 1986 Freedom Constitution, and
the 1987 Constitution.
THE 1897 CONSTITUTION OF BIAK-NA-BATO
1. The Tejeros Convention held at San Francisco de Malabon in Cavite on March 22,
1897 was the result of the Katipunan Revolution. In this convention, the first
president and vice president (of the Philippines) were elected by the members of
the Katipunan. The elected president was Emilio Aguinaldo, and the vice president
was Mariano Trias.
2. It was on November 1, 1897 that the Republic of Biak-na-Bato in the town of San
Miguel de Mayumo in Bulacan. This was a De Facto Constitutional Republic. In
this meeting, the constitution written by IsabeloArtacho and Felix Ferrer was
promulgated by the Katipunan, which acted as Constitutional Assembly. The
Constitution of Biak-na-Bato known as the “ConstituciónProvinsional de la
República de Filipinas” was short-lived as it operated only from November 1, 1897
to December 14, 1897.
3. The Preamble of the 1897 Constitution of Biak-na-Bato reads, “The separation of
the Philippines from the Spanish monarchy and their formation into an independent
state with its own government called 121the Philippine Republic has been the end
sought by the Revolution in the existing war, begun on the 24 th of August, 1896;
and therefore, in its name and by the power delegated by the Filipino people,
interpreting faithfully their desires and ambitions, we, the representatives of the
Revolution, in a meeting at Biac-na-Bato, Nov. 1st 1897, unanimously adopt the
following articles for the Constitution of the State”.
4. The 1899 Malolos Constitution or the Political Constitution of 1899
(ConstituciónPolítica de 1899) was the basic law of the First Philippine Republic
whose from of government was unitary semi-presidential constitutional.
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4.1 The Malolos Constitution was the first republican constitution in Asia (Tucker,
2009) written by Felipe Calderón y Roca and Felipe Buencamino after the
declaration of Philippine independence from Spain on 12 June 1898. It was
signed into law by the Malolos Congress and promulgated on January 21,
1899. The Malolos Constitution was in operation from January 23, 1899 to
March 23, 1901.
5. The salient features of the 1899 Malolos Constitution include the declaration of
sovereignty of the people, the enumeration of the basic civil rights, the separation
of the Church and State, it provided for the creation of an Assembly of
Representatives to act as the legislative body, and a parliamentary republic a the
form of government.
6. The Preamble of the 1899 Malolos Constitution reads “ We, the Representatives
of the Filipino people, lawfully convened, in order to establish justice, provide for
common defense, promote the general welfare, and insure the benefits of liberty,
imploring the aid of the Sovereign Legislator of the Universe for the attainment of
these ends, have voted, decreed, and sanctioned the following.”
7. The Acts of the United States Congress was in operation from December 10, 1898
to March 24, 1934, since the Philippine was a territory of the United States during
this period because of the Treaty of Paris which transferred the sovereignty from
Spain to the United States. The acts, such as the Philippine Organic Act of 1902,
the Philippine Autonomy Act of 1916, and the Tydings-McDuffie Act of 1934,
passed by the United States congress were considered as the Philippine
constitutions because they provided for the fundamental political principles and
established the structure, procedures, powers and duties of the Philippine
government.
8. Philippine Organic Act of 1902, also known as the “Philippine Bill of 1902”, was the
first organic law enacted by the US Congress for the Philippines. It provided for the
creation of the Philippine Assembly, and a bicameral legislature composed of a
Philippine Commission (upper house) and the Philippine Assembly (lower house)
were the lawmaking power was vested. Like other constitutions, it also enumerated
the bill of rights for the Filipinos and provided for the appointment of two non-voting
Filipino Resident Commissioners of the Philippines that would represent the
Philippines in the US House of Representatives.
9. Philippine Autonomy Act of 1916, also known as the “Jones Law”, amended the
122that was provided for in the Philippine Bill of
structure of the Philippine government
1902. It removed the Philippine Commission (upper house) and replaced it with the
Senate whose members were elected by the Filipino voters.
TYDINGS-MCDUFFIE ACT OF 1934
1. On March 24, 1934 the United States passed the Tydings-McDuffie Act that
allowed the Filipino nation to have a self-government. A ten-year transition period
was granted by this Act so that Filipinos could be prepared for self-government and
full independence.
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2. Unlike the other two acts which could be considered constitution, the Tydings-
McDuffie Act of 1934 could not be considered as a constitution, but still a very
important document which provided authority and defined mechanisms for the
establishment of a formal constitution via a constitutional convention.
3. The eventful day arrived on July 4, 1946, when the United States recognized
Philippine independence in Treaty of Manila. The Philippine-American friendship
day is celebrated every 4th of July to commemorate the Philippine independence
from the United States of America.
THE 1935 PHILIPPINE CONSTITUTION
1. This constitution was written in 1934 with the goal of meeting the United States’
expectation of political maturity among Philippine leaders so that a full and real
independence could be granted by the US. This constitution was promulgated by
the 1934 Constitutional Convention and was in operation during the
Commonwealth era (1935-1946) until the Third Republic (July 4, 1946 – January
16, 1973). The third Republic started with the granting of Philippine independence
from US domination on July 4, 1946 to Roxas Administration (1946-48), Quirino
Administration (1948-53), Magsaysay Administration (1953-57), Garcia
Administration (1957-61), and Macapagal Administration (1961-65).
2. During the Commonwealth period, the form of government was Presidential
system, with the president serving a six-year term without reelection. It also
provided for a unicameral National Assembly. However, in 1940 an amendment
was done establishing a Bicameral Congress of the Philippines composed of a
Senate and House of Representatives, as well the creation of an independent
electoral commission. Moreover, President’s term was changed from six years
without reelection to a four-year term with a maximum of two consecutive terms in
office.
3. In the Third Republic, the 1935 Constitution was still in operation, the form of
government of the Philippines was Unitary Presidential Constitutional Republic.
Again, an amendment was made in 1947, which provided for the provision of the
Parity Rights between the America and the Filipino citizens. The Parity Rights
granted in U.S. citizens and corporations equal rights with Filipino citizens over the
Philippines natural resources.
4. The Preamble of the 1935 Constitution reads, “The Filipino people, imploring the
aid of the Divine providence, in order to establish a government that shall embody
their ideals, conserve and develop the patrimony of the nation, promote the general
welfare, and secure to themselves and their posterity the blessings of
independence under a regime of justice, liberty, and democracy, do ordain and
promulgate this Constitution.”
123
THE 1943 CONSTITUTION
1. The Preparatory Committee for the Philippine Independence (PCPI) promulgated

the 1943 Philippine Constitution during the Japanese occupation of the country.
Mostly of the members of the PCPI were delegates to the convention that drafted
the 1935 Constitution. The Constitution was ratified by the popular convention of
the KALIBAPI in the Manila on September 7, 1943.
2. Following its ratification, the Second Republic was then formally proclaimed. The
Second Philippine Republic was single-party authoritarian republic. Jose P. Laurel
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was appointed as President by the National Assembly and was inaugurated into
office in October 14, 1943, and Benigno Simeon Aquino Sr. was the Speaker of
the National Assembly.
3. The 1943 Constitution was in operation in Japanese-controlled areas of the
Philippines from October 14, 1943 to August 17, 1945. However, the United States
and the Commonwealth government which was in exile did not recognize the said
constitution. Laurel formally dissolved the Second Philippine Republic following the
surrender of Japan in World War II.
4. The Preamble of the 1943 Constitution reads: “The Filipino people, imploring the
aid of Divine Providence and desiring to lead a free national existence, do hereby
proclaim their independence, and in order to establish a government that shall
promote the general welfare, conserve and develop the patrimony of the Nation,
and contribute to the creation of a world order based on peace, liberty, and moral
justice, do ordain this Constitution.”
1. The 1973 Constitution was promulgated by the 1973 Constitutional Convention,

after Marcos declared martial law. The 1973 Constitution ruled the Fourth
Philippine Republic from January 17, 1973 to February 22, 1986. A unicameral
legislature was established during this period whose members were elected for
six-year term of office. The President was elected from among the members of
the National Assembly for a six-year term and eligible for reelections. The
elected president will serve only as purely ceremonial head of state. Executive
power was exercised by the Prime Minister who was also elected from amongst
the members of the national assembly. The Prime Minister was the head of
government and Commander-in-Chief of the Armed Forces.
2. The Preamble of the 1973 Constitution reads “We, the sovereign Filipino
people, imploring the aid of Divine Providence, in order to establish a
Government that shall embody our ideals, promote the general welfare,
conserve and develop the patrimony of our Nation, and secure to ourselves and
our posterity the blessings of democracy under a regime of justice, peace,
liberty, and equality, do ordain and promulgate this Constitution.”
THE 1986 FREEDOM CONSTITUTION
1. Right after the 1986 People Power Revolution that compelled President Marcos
to step down from power, President Corazon Aquino issued Proclamation No.
3 to serve as a provisional constitution. The proclamation contained some
provisions adopted from the 1973 Constitution. Powers such as government
reorganization, removal of officials, appointment of a commission to draft a new
and more formal Constitution, which upon ratification, would supplant the
Freedom Constitution.
1. The 1987 Philippine Constitution was drafted by a constitutional assembly that

was mandated in Proclamation No. 3. The commission composed fifty
members appointed by President Corazon Aquino from various backgrounds.
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2. The final draft of the 1987 Constitution was finished on October 12, 1986 and
was presented to President Aquino on October. The constitution was ratified on
February 8, 1987 through a nationwide plebiscite.
3. The 1987 Constitution operates since 1987, during the administration of Cory
Aquino (1986-1992), Fidel Ramos (1992-1998), Joseph Estrada (1998-2001),
Gloria Macapagal Arroyo (2001-2010), Benigno Aquino III (2010-2016) and the
current administration of Rodrigo RoaDuterte (2016-present).
4. The Preamble of the 1987 Constitution reads ,” We, the sovereign Filipino
people, imploring the aid of Almighty God, in order to build a just and humane
society, and establish a Government that shall embody our ideals and
aspirations, promote the common good, conserve and develop our patrimony,
and secure to ourselves and our posterity, the blessings of independence and
democracy under the rule of law and a regime of truth, justice, freedom, love,
equality, and peace, do ordain and promulgate this Constitution.”
1. Caragos, G. (2020) Evolution of the Philippines constitution. Retrieved from:

https://www.coursehero.com/file/43281221/Evolution-of-the-Philippines-
Constitutionpptx/
2. Constitution Net. (2016). Constitutional history of Philippines. International Institute
for Democracy and Eloctoral Assistance. Retrieved at:
http://constitutionnet.org/country/constitutional-history-philippines
3. Dragneel, C. (2018). Evolution of the Philippine constitution. Retrieved at:
https://prezi.com/p/vjleexn-eu2j/evolution-of-the-philippine-constitution/
4. Robles, Chan (2020). Constitutions of the Philippines from past to present.
Retrieved at: https://www.chanrobles.com/philsupremelaw.htm#.Xsa1K2gzZPY
Malabon City.
6. Atienza, Maria Ela (2019). Chronology of the 1987 Philippine constitution. University
of the Philippines, Diliman, Philippines. Retrieved from:
https://www.idea.int/sites/default/files/publications/chronology-of-the-1987-
philippine-constitution.pdf
Let’s Check
Activity 1. Being acquainted with the different constitutions from 1897 to 1987, it’syour turn
to answer the following questions provided.
1. Cite at least one (1) right of the Filipinos stated in the Article 3, Bill of Rights of the 1987
Philippine Constitution and explain what is it all about.
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_________________________________________________________________________
_________________________________________________________________________
_________________________.
2. After knowing the salient features the different Philippine Constitutions from 1897 to 1987,
provide recommendations and changes that should be made in order to address problems in
the present.
_________________________________________________________________________
_________________________________________________.
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Let’s Analyze
Activity 1. After knowing the historical evolution of the Philippine Constitutions, you are
going to fill in the table below. Give the salient features of the following Constitutions of the
Philippines in terms of the powers of the president, the function of the legislature, the bill of
rights, the declaration of principles and state policies, and national territory.
1987 Constitution 1973 Constitution 1935 Constitution
Preamble
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Powers of the
President
Functions of the
Legislature
Bill of Rights
Declaration of
Principles and
State of Policies
National Territory
learned.
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
11.
12.
13.
14.
15.
Keywords
• Constitution • Tydings-McDuffie Act
• Malolos Constitution • 1987 Philippine Constitution
• 1935 Philippine Constitution • 1943 Philippine Constitution
• 1973 Philippine Constitution
Big Picture in Focus: ULOd. Explain the importance a local

historical research
Metalanguage
In this section, the most essential terms and concepts relevant to the study of local
history and to demonstrate ULOd will be operationally defined to be able to
understand and recognize the importance of history to our lives.
• Local History is the key to understanding the different cultures & perspectives
of small communities.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the fifth and last week,
you need to fully understand the following essential knowledge that will laid down in
LOCAL HISTORY
1. Local history is the key to understanding the different cultures & perspectives of
small communities.
1.1 It presents the past events and experiences of single communities that live
equally unique among the others.
1.2 It may be the history of a municipality, countryside, a residential area, or a
metropolis neighborhood.
1.3 Local history aims to gain a better insight upon others and ourselves.
1.4 The national history can be completely read and realized when there are
collective recordings of the local history, which reflects vivid illustrations of
general course of the national history (Healey, 2008).
GOAL OF LOCAL HISTORY

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1. The goal of history is to allow the students to be directly engaged in doing it.
When the students participate in the gathering of data, they should bear in mind
that this will bring them the higher sense of community involvement.
1.1 The students will learn to analyze data with a careful and critical eye for the
most intricate details and to enable them to question the foreseen data.
1.2 In order to help achieve this goal, there is a need to think outside the box and
introduce new ways in processing the data as well the expertise in choosing
of words to be used in their research and writing.
2. In doing local history, an eyewitness to the event will have to take note and
consider examining it with someone else.
2.1 For example, there was a car accident, the observer most likely be
bystander’s ad have witnessed the event and discussed it with another person.
3. INTERPRETATION – how the other person will picture the car accident
3.1 Interpretation is the conclusion formed in the outcome from examining

historical evidence.
3.2 It is like studying how the car accident happened by examining who is
involved, when and where it happened, and why it took place.
4. A primary source insinuates a direct link from a person or event that one is
studying it.
4.1 The primary source represents an eyewitness account, allowing the historians
to establish their own interpretations that can be referred to as secondary
accounts.
4.2 First thing a student must do to use primary sources effectively is to see what
sources are available and how it must be used.
4.3 The ways of using it is by knowing the nature and background of these
sources.
4.4 These will enable the students to have a better examination of the documents
to be used in the study.
4.5 Reading the diaries and letters pertinent to local history shows that history is
made and recorded by average people writing about events in their lives, and
how the events affected them (Beckett, 2007).
5. The usefulness and quality of sources that are needed in the study must follow
the expected standard criteria.
5.1 Time element and place where the event took place should be included in the
study.
5.2 There must be truthfulness and adequacy from the eyewitness.
5.3 Students must have to consider the standpoint of the author particularly his
biases and their own biases as well.
5.4 It is also expected that the students must master the art of questioning and
inquiry to find out the answer to their questions.
131
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WHY LOCAL HISTORY MATTER
1. Local history gives us a whole new perspective toward crucial events that took
place in our communities.
1.1 In the past, the writing of history was concentrated in the general events that
transpired in a country.
1.2 It is unfortunate that there were very limited writings that were done to include
the local histories.
1.3 By understanding more of local history creates historical patterns that
transform into detailed stories that tell the beginning of huge events and the
lives of ordinary individuals.
LOCAL HISTORY TEACHES ABOUT COMMUNITY
1. General locations and common objects in your community can follow the
extensive ancestry of previous generations on the places you live.
1.1 Only few individuals know their own religion’s lineage behind their
communities.
1.2 For instance, Cotabato City was derived from Maguindanao word
kutawatoand the Malay Bruneian word of Kota Batu, or City of Stone; Kota
means city or fortress, and batu mean rock or stone. This explains where the
name of the city comes from.
1.3 Settlements in Cotabato City started as early as 1475.
1.4 The place was developed as the capital town of Mindanao in the 17th century
under Sultan DipatwanQudarat, who reigned during this time.
1.5 In the 19th century when Sultan Makakua ruled, roads and wharves were
constructed which gave rise to the birth of modern day Cotabato.
1.6 That kinds of development enticed the inhabitants from Zamboanga and the
Visayas to migrate and settle here.
2. The Chinese nationals who have long settled in Cotabato were assimilated into the
population by intermarriages with the native Maguindanaons.
2.1 At the turn of the twentieth century, when the Americans started to rule the
Philippines, Cotabato became the capital town of Cotabato province.
2.2 It remained as its capital until 1959, the time which Cotabato became a
chartered city pursuant to Republic Act No. 2364.
2.3 Now when a certain Cotabateno who knows the history of his hometown and
pass by the place basically spreads around what is known as P.C. Hill he may
feel the connection to the past histories of the city.
HISTORY IS ALL AROUND YOU 132

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1. The historical knowledge you wish to learn is all around you.

1.1 Instead of going places far away such as America, Australia, etc. you can
instead learn the history of your own community’s history.
1.2 By reading your many sites and records, you can see the historical richness
of your community.
1.3 You will feel enlightened after understanding so much about the past history
of your local place and how it managed to become the community that it is
right now.
THE IMPORTANCE OF LOCAL HISTORY IN PHILIPPINE HISTORY
1. The utmost significance in the writing of the local history in relations to the creation
of a national history cannot just be scorned upon.
1.1 The understanding and writing of the great events that happened cannot just
be set aside.
1.2 The need to come up with local history is the awareness of the divergent and
insufficient nature of Philippine History.
1.3 The general history of the Filipinos is considered fundamentally focused in the
history of the Northern part of the country where the concentrations of
development can also be seen.
1.4 Though, there are other essential events and developments happening in
Visayas and Mindanao are quoted in, but they are still forgotten and left out.
1.5 The rare characteristics of the cultural and historical numerous ethnic groups
all across the country are also ignored.
1.6 These led to the distortion and misinterpretation of the writing of events of
Philippine history.
2. The condemnation of how the Philippine history is being written down should not
solely be put on the historians alone.
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2.1 The problem is that for a time being, criteria in writing was tied up to the
restrain of western standards. There is a call that all forms of historical writings
have to be established upon written origin.
2.2 It can be seen in the writing of Philippine history that there is the absence of
written sources done by individuals and historians from the perspective of
local backgrounds.
2.3 It is also observed that the data gathered in Philippine history is borrowed
from foreign sources which manifest biases.
2.4 This also restricted the national historians for coming up with a real history of
the country.
2.5 It also gives them a harder time for it opens up a small window of information
and effort for individuals whose endeavors and origin is located in their spoken
literature.
3. As the mechanic would only understand the entire appliance if he knew the unified
parts, so with the national history.
3.1 The nation’s history must be the epitome of every single histories of its
component.
3.2 No town or province exists independently of the country, and vice-versa.
3.3 Simply put the crucial importance is the realization that interest in the study
and understanding of Philippine history mainly depends of an individual’s
understanding of local origin.
4. Local history should be taken as taken as the primary concern of many of us for it
brings us closer to our hometown.
4.1 We become conscious of own uniqueness, practices and desires.

4.2 One may never achieve a fuller understanding of the Filipinos and the
Philippines if he failed to study the history his/her town, city, province or
region.
4.3 It is through recreating the past about our locality, embracing its political,
social, economic, and cultural life that would enable us to achieve real
progress for the country.
4.4 This includes the development of the institutions in the geographical unit and
the successes and failure of its people.
5. The solution to the incomplete national history, is to come up with a more accurate
writing of the Philippine history by allowing the collections and participation of the
local historians.
5.1 The commitment will not only be an obligation of the national historians.
5.2 It is also the duty of the local individuals to administer and adequate and
accurate account of the historical experiences and interpretations of its own
people.
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1. Abalos, L. G. (2010). Local history research: its importance to national history.

Retrieved at: https://www.slideshare.net/lanceabalos/local-history-research-6111615
2. BharDhritiman (2018). Literature review on local history, its various sources and roles
of libraries. Retrieved at:
https://www.researchgate.net/publication/325767150_Literature_review_on_local_hi
story_collection_its_various_sources_and_roles_of_libraries
3. Campbell Museums. (2016).3 reasons why local history matters. Campbell Historical
Museum &Ainley House.Retrieved at: https://www.campbellmuseums.com/single-
post/2017/06/29/3-Reasons-Why-Local-History-Matters
4. Funtecha, H. (2008). The importance of local history in Philippine history. The News
Today. Retrieved at:
https://www.thenewstoday.info/2008/08/01/the.importance.of.local.history.in.philippi
ne.history.html
5. Jenkins, G. (2013). Retrieved at: https://prezi.com/mhm_wu12seav/why-is-local-
history-important/
Malabon City.
134
Let’s Check
Activity 1. Now that you understand how to do local and oral history, you are going to answer
the items below. Write true if the statement is correct and false if it is incorrect.
__________1. Local history is the key understanding of the different cultures and
perspectives of general communities.
__________2. Local history is a history of the foreigners in the country.
__________3. The study of local history gives the student a better sense of authenticity.
__________4. Appreciation of the national history begins from the general history.
__________5. Students should be allowed to be directly engaged in local history.
__________6. In local history, the way a person pictures an event is called description.
__________7. Historical evidence can be traced from the present times.
__________8. Historical evidence can only be taken from primary account.
__________9. The art of questioning is necessary in the conduct of doing research.
_________10. The historian should consider the proximity in time and place of the observer
to the event to decide on the usefulness of a source.
_________11. Looking at the major moments in history are undoubtedly important.
_________12. Local museums and archives are insignificant in the study of your community.
_________13. Local history teaches you about the community of your neighbors.
_________14. It is fortunate that a vast number of Filipino layman lack interest or
understanding of Philippine history.
_________15. The critical importance of local history in the understanding and the writing of
a truly national history can be just ignored.
In a Nutshell
Activity 1. Write a 300-word persuasive essay that attempts to explain why governments
should fund a local historical research? Suggest possible ways in which the government could
help facilitate the promotion of local history. Use logical reasoning supported with examples.
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Rubric for the Presentation and Organization of Persuasive Essay
10 8 5 2 SCORE
FOCUS Takes a clear Takes a clear Takes a clear Takes a clear

position and position and position and position but
supports it supports it supports it with essay is
consistently with relevant some relevant underdeveloped.
with well- reasons reasons and/or
chosen and/or examples; there
reasons and/or examples is some
examples; may through much development of
use persuasive of the essay. the essay.
strategy to
convey an
argument.
ORGANIZATION Is focused and Is well Is disorganized Exhibits little or

well organized, organized but or unfocused in no apparent
with effective may lack much or the organization.
use of some essay or is
transitions. transitions. clear but is too
brief.
CONVENTIONS There are no There are few There are There are many
errors observed errors several errors errors observed
with regards to observed with observed throughout the
grammar, word regards to perparagpraph paper with
order, word grammar, with regards to regards to
usage , word order, grammar, word grammar, word
sentence word usage , order, word order, word
structure and sentence usage , usage ,
manifests good structure and sentence sentence
use of English. manifests structure and structure and
very few informal uses informal or
problems in language is inappropriate
using of used in multiple language.
English. sentences.
TOTAL
learned.
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
1.
2.
3.
4.
5.
Keywords
• Local history • communities
• Cultures
Big Picture in Focus: ULOe. Recognize key events in Mindanao

history
Metalanguage
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In this section, you are going to know about the brief history of Mindanao Island ULOe
will let you have a glance on the different events happened in the island of Mindanao. You
are required to create a timeline about the history of Mindanao.
• Mindanao, the second largest island in the Philippines.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the eighth and ninth
week of the course, you need to fully understand the following essential knowledge that will
laid down in succeeding pages. Please note that you are not limited to exclusively refer to
these resources. Thus, you are expected to utilize other books, research articles and other
BRIEF HISTORY OF MINDANAO ISLAND
1. Mindanao Island, the second largest (after Luzon) in the Philippines, in the
southern part of the archipelago, surrounded by the Bohol, Philippines, Celebes,
and Sulu seas.
1.1 Irregularly shaped, it measures 293 miles (471 km) north to south and 324
miles (521 km) east to west.
1.2 The island is marked by peninsulas and is heavily intended by the Davao and
Moro gulfs in the south and by Iligan Bay in the north.
1.3 The long, semicircular Zamboanga Peninsula (west) extends southwesterly
toward the Sulu Archipelago and Borneo, and the Cotabato and Surigao
peninsulas extend south and north, respectively.
2. Rugged, faulted mountains and volcanoes occur in many areas.
2.1 Mount Apo, at 9,692 feet (2,954 meters), is an active volcano in the southern
part of the central highlands; it is the highest peak in the Philippines.
2.2 The island has narrow coastal plains, and the Mindanao and Agusan river
systems from broad, fertile basins and extensive swamps.
2.3 Lake Lanao (Lake Sultan Alonto), created by a lava dam, has an area of 134
square miles (347 square km).
2.4 The island has a marsh-game refuge and bird sanctuary. The rare Philippine
eagle is found on Mindanao.
3. Mindanao has been considered the country’s “pioneer frontier” because of its
large expanse of undeveloped fertile lands.
3.1 It did not experience substantial population increase until migration was
promoted, particularly in the mid-20th century.
3.2 The chief crops are corn (maize), rice, abaca, bananas, pineapples,
mangoes, and coconuts. Cotton ramie (a fiber plant), coffee, and cacao are
also grown.
3.3 The timber industry is important,138and there are gold, nickel, iron, and coal
deposits.
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3.4 Chartered cities include Zamboanga City, Cotabato City, Davao City,
Cagayan de Oro, and Butuan. Area 36,537 square miles (94,630 square km).
Pop. (2007) 16,939,967 (Gorlinski, 2012).
4. Mindanao also has the largest concentration of ethnic minorities in the Philippines.
4.1 They include the Maguindanao, Maranao, Ilanun, and Sangil. These are all
Muslim groups sometimes collectively called the Moro.
4.2 Groups usually found in the uplands include the T’boli, Subanon, Bukidnon,
Bagobo, Mandaya, and Manobo.
4.3 Another significant group is the Tiruray, whose religion is a mixture of
Christian, Muslim, and local beliefs.
5. Mindanao is a Muslim outpost in the predominantly Roman Catholic Philippines.
5.1 Although Muslims are no longer a majority, Islamic culture is evident; there
are many mosques, and unique brassware, including the krisor dagger.
5.2 The autonomous region of Muslim Mindanao – consisting of territory in
western and southwestern Mindanao along with some nearby islands,
including TawiTawi and Jolo – was established in 1990.
6. Mindanao derived its name from the Maguindanaons who constituted the largest
Sultanante.
6.1 Maps made during the 17th and 18th centuries suggest that the name was
used to refer to the island by natives at the time.
6.2 Evidence of human occupation in Mindanao dates back to tens of thousands
of years. In prehistoric the Negrito people arrived.
6.3 Sometime around 1500 BC Austronesian peoples spread throughout the
Philippines and far beyond. Native people of the Maluku Islands refer to the
islands as Maluku Besar(Great Moluccas).
7. Upon the Spaniards’ arrival in the Philippines, they were dismayed to find such a
strong Muslim presence on the island, having just expelled the Moors from Spain
after centuries of fighting.
7.1 The name Moros (Spanish word for “Moors”) was given to the Muslim
inhabitants by the Spanish.
7.2 Caesarea Caroliwas the name given by Villabos to the island of Mindanao
when he reached the sea near it. Caesarea Caroli referred to Charles V of
the Holy Roman Empire (and I of Spain).
8. Moro wars (1901-1913), in Philippine history was a series of scattered campaigns

involving American troops and Muslim bands on Mindanao, Philippines.
8.1 The Moro fought for religious rather than political reasons, and their actions
were unconnected with those of139 the Filipino revolutionaries who conducted
the Philippine-American War (1899-1902).
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9. Before the colonization, migrants from the neighboring Asian countries also
occupied Zamboaga, like any other islands of the Philippines.
9.1 TheSubanons, from the Malay origin, was known to be the early people of
the peninsula.
9.2 Throughout the Spanish regime, Zamboaga became the capital and seat of
the Gobierno-politico-militar for the entire Mindanao.
9.3 Zamboanga had opened its port to international maritime trading with the rest
of the European countries during the 18th century which resulted in better
economic opportunities.
10. The beginning of Davao as a distinct geopolitical entity started during the last fifty
years of Spanish rule in the country.
10.1The conquest of the Davao Gulf area in 1848 paved the way for the
establishment of a Spanish de facto government in Davao.
10.2Although as early as 1620, Spanish sovereignty already reigned in the north-
eastern coasts of Mindanao down to Bislig.
11. In 1848¸Don Jose Cruz de Oyanguren, a native of Vergara, Guipuzcoa, Spain

received a special grant from Don NarcisoClaveria, the Governor-General of
theArchipelago.
11.1 He was ordered to conquer and subdue the entire gulf district, expel or pacify
the Moros, and establish the Christian religion.
11.2 Oyangurenarrived in Davao as head of a colonizing expedition comprising
70 men and women.
11.3 They found an ally in DatuDaupan, chief of the SamalMandayas, who saw in
Oyanguren’s colonizing venture a chance to get even with DatuBago, a
Muslim head of Davao Gulf, who had treated the Mandayas as vassals.
11.4 Oyanguren’s initial attack against DatuBago’s fortified settlement at the mouth
of Davao River proved furtile.
11.5 His ships could not maneuver in the narrow channel of the Davao River bend
(where Bolton Bridge is now located) and were forced to retreat.
11.6 He erected a barrier at Piapi for his defense and constructed a causeway
across nipa swamps to the dry section of the meadows (now at Claveria
Street junction), to bring his canons within range to DatuBago’s settlement.
11.7 In the three months that three months that he devoted to constructing the
causeway, Oyanguren had also to fend off DatuBago’s harassing attacks
against the workers.
12. Oyanguren was reported to have peaceful possession of the Davao Gulf territory
at the end of 1849, despite the lack of support from the government in Manila and
his principals in the venture.
12.1 The Spaniards also conquered Cotabato in the 17th Century.

12.2 Settlements grew in the mouth of Rio Grande de Mindanao that proved the
growth of civilization in the area.
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12.3 Trading of basic commodities, industrial raw materials, agricultural and

aquaculture products became the center of economic activities in the area.
12.4 Cotabato became a chartered city on June 20, 1959, by Republic Act No.
2364. DatuMandu U. Sinsuat, Sr. became the first elected city mayor.
12.5 In the early 19th century, Americans started to penetrate Cotabato and
eventually made the place as the capital town of the Cotabato province.
12.6 The United States reigned over the Philippines after the Spanish-American
War in 1898, the United States initiated a policy designed to assimilate the
Moro into the Philippine nation and to curb some feudal practices such as
slave trading.
12.7 The attempt of the Americans to alter the traditional ways of the Moro resulted
in intransigence and rebellion.
13. At the beginning of the 20th century, the Lumads controlled an area which now
covers 17 of Mindanao’s 24 provinces, but by the 1980 census, they constituted
less than 6% of the population of Mindanao and Sulu.
13.1 Heavy migration to Mindanao of Visayans, spurred by the government-

sponsored resettlement programs, turned the indigenous Lumads and
Moros into Minorities.
14. Sporadic fighting took place in 1901 and 1903. Moros attacked the American troops
near Lake Lana, in Mindanao.
14.1 The best known of the American-Moro battles occurred in March 1906 at the
top of Mount Dajo on the island of Jolo.
14.2 Six hundred Moro who had taken refuge inside a massive volcanic crater were
killed in the fight.
14.3 Wood came under severe criticism in the U.S, Congress because of that. He
was later absolved of any wrongdoing by Pres. Theodore Roosevelt.
14.4 Renewed hostilities occurred in September 1911 and June 1913. Fighting
ceased after that, although Moro separatist movements continued into the
21st century.
15. The Americans continued the colonization program on Mindanao. In the 1930s, the
US authorities encouraged Christians to migrate to the southern region of
Mindanao, which was mostly populated by Muslims.
15.1 This movement started the displacement of some native B’laan tribe to the
mountains and lost their livelihood (Hall,2010).
15.2 Massive Filipino Christian settlements continued after the Philippines became
independent from America.
15.3 The Americans passed the rule to the Christian Filipinos.
16. The Moro National Liberation Front(MNLF) was formed, and the Moro armed
insurgency against the Philippine government encouraged Filipino Christians in
Mindanao to form militias called ilagato counter the Moro insurgency.
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16.1 The Ilagawas responsible for the killings and other atrocities in Mindanao.
They were responsible for the Manili massacre in June 1971, which killed
65 Muslim civilians in a Mosque.
17. Davaoin Mindanao had a sizable population of Japanese immigrants. The

migration of the Japanese plantation workers flourished in Davao even in the early
period of 1900’s.
17.1 They controlled the entire abaca industry under the American regime. Davao
became the biggest producer of abaca in the whole country during the
period.
17.2 Substantial commercial interests such as copra, timber, fishing, import, and
export trading prospered (Cantal et al., 2014).
17.3 The Moros hated these Japanese immigrants and fought the Japanese
invaders when they landed at Davao in Mindanao.
18. In the 1950s, there was an unprecedented influx of migrants from other parts of the
Philippines to Mindanao particularly to Davao due to the economic opportunities it
offered.
19. In 1960’s, the banana and pineapple plantation industries became the source of
development. However, social unrest was also prevalent (Cantal et al., 2014).
20. In 1969, Muslim scholar Nur Misuari established the Moro NATIONAL Liberation
Front (MNLF), which begins an armed campaign to put up a separate Islamic state
in the southern third of the country.
21. Between the years 1972-1976, the fighting raged between government forces and
the MNLF, which is supported by some Muslim nations. Thousands were killed,
with whole towns destroyed in the violence.
22. In 1976, under a deal brokered by the Organization of Islamic Conference (OIC),
the MNLF signed an agreement with the Marcos administration to end hostilities in
exchange for the government working to grant greater autonomy in Muslim-
populated areas.
23. In the year 1977, Misuari’s deputy, HashimSalamat, led a group of key
commanders in splitting from the MNLF. They were unhappy with Misuari’s
compromise and vowed to continue fighting for independence.
23.1 Salamat, later officially formed the MILF.
23.2 During the presidency of Marcos in the 70’s, tourism was promoted
particularly in Mindanao.
23.3 Unfortunately, it failed to attract investors to come because of the peace and
order situations of the region.
24. In 1978, one of the MNLF’s fiercest ideologues, SalamatHashim, split from the
MNLF and vowed to press ahead with the fight for an independent Islamic state.
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24.1 SalamatandMuradEbrahim, another prominent rebel commander, formed

the MILF in 1981.
25. After the 1986 EDSA People Power Revolution that ousted Marcos, the Aquino
administration launched peace talks with the MNLF.
25.1 In 1989, the Organic Act for the Autonomous Region in Muslim Mindanao
(ARMM) was signed into law.
25.2 In 1996, Misuari, on behalf on the MNLF, signed a final peace agreement with
the Ramos government.
25.3 That year, the MILF, which had long broken away from MNLF, also entered
informal talks with the Ramos government. But the MILF peace project was
put on the back burner, allowing the organization to recruit, establish big
camps in Central Mindanao, and become the most significant Muslim rebel
movement.
25.4 Former president Joseph Estrada Mobilized the entire armed forces to crush
the MILF and bring down its seat power in Camp Abubakar, Central
Mindanao in 2000.
25.5 Former president Gloria Macapagal-Arroyo resumed negotiations with the
MILF,taking a bold step in crafting a draft agreement that triggered
widespread opposition from lawmakers and various sectors and which the
Supreme Court, later on, declared as unconstitutional. In response, two
MILF commanders led attacks across mainly Christian areas of Mindanao.
26. In October 2012, the Aquino administration and the MILF signed a peace
agreement in Malacañang. It marked the first time the rebel group stepped into the
country’s seat of power. In March 2014, both parties signed the Comprehensive
Agreement on the Bangsamoro (CAB).
26.1 The Bangsamoro is home to most of the country’s Muslim or Moro

populations, composed of many ethnic groups such as the Maranao and the
Tausug, the Banguingui (users of the vinta), as well as the collective group
of indigenous tribes known as the Lumad.
1. Adriano, Fermin and Parks, Thomas (2013).The contested corners of Asia: The case
of Mindanao, Philippines. Retrieved at:
https://asiafoundation.org/resources/pdfs/MindanaoCaseStudyFullReport.pdf
2. Boada, Albert (2009). Past, present, and future in Mindanao. Retrieved at:
https://reliefweb.int/sites/reliefweb.int/files/resources/A140BEC30EFA76D2C12576
3B004582EA-Full_Report.pdf
3. Go, M. (2017). Mindanao: literatures of conflict. Retrieved at:
https://prezi.com/fbfpgriemrgi/mindanao/
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4. Guiam, R. (2011). Dynamics of diversity, challenges of conflict: multiple realities and

multi-sectoral responses. Retrieved at:
https://www.slideshare.net/mindanaoY4P/mindanao-history-by-rufa-guiam
Malabon City.
6. Ramiso, S. (2017). Mindanao: literature of conflicts. Retrieved at:
https://prezi.com/p/zdphvu-olpcf/final-mindanao/
7. Tiangco, P. (2010). Mindanao. Retrieved at:
https://www.slideshare.net/paulojtiangco/mindanao
Let’s Check
Activity 1. After reading the brief history of Mindanao Island let us check if you are already
familiar with the terms given below.
A. Write the letter of your choice in each item.
_____1. The island of Mindanao is marked by ________________.
A. Coasts C. Mountains
B. Peninsulas D. Plains
_____2. Which among the ethnic minorities in Mindanao is from the Muslim group?
A. Bagobo C. Bukidnon
B. Tiduray D. Sangil
_____3. The Islamization of Mindanao started during this century.

A. 12 th C. 13 th
B. 14 th D. 15 th
_____4. Upon the Spaniards’ arrival to the Philippines, they were dismayed because of this
reason.
A. The transportation is so poor.
B. The island is underdeveloped.
C. The people were so unfriendly.
D. The strong presence of Muslim on the island.
_____5. It is the reason of the Moro Wars involving the American troops and Muslim bands
in Mindanao.
A. Economic C. Political
B. Religious D. Social
______6. Which of the following was done by the American to Mindanao particularly to the
particularly to the Muslims during their Sovereignty in the country?
A. Provided a democratic policy of governance
B. Retained the system of sultanate government.
C. Instituted a government to be run by the Muslim rulers.
D. Initiated a policy designed to assimilate the Moro into the Philippine nation.
______7. It is the best known American-Moro battles that occurred in March 1906 on the
island of Jolo
A. Battle of Bayan C. Battle of Bud Dajo
B. Battle of Bud Bagsak D. Battle of Kawing
144
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______8. It is a place in Mindanao that had a sizable population of Japanese immigrants,

welcoming the Japanese invaders during WWII.
A. Cagayan de Oro C. Cotabato
B. Davao D. Zamboanga
______9. It was in this year that the Organic Act for the Autonomous Region in Muslim
Mindanao (ARMM) was signed into law.
A. 1989 C. 1992
B. 1996 D. 2001
______10. It was an acronym of the organization that was organized by Nur Misuari.
A. MILF C. MNLF
B. NIPH D. PCIF
Let’s Analyze
Now that you are familiar about the different terms in the history of Mindanao. You are now
going to create a timeline about the history of Mindanao. Events be described for each
period. The output will be submitted for grading and may be presented in class for students
to critic and further discuss.
Rubric for the Presentation of Timeline

Criteria
Description Points Rating
Content and
Organization The output is concise and 15
informative. It is able to present
the key events in the history of
Mindanao.
Creativity
There is harmony in lines, 10
shapes,and colors.
Grammar
There are minimal to no 5
grammatical errors observed. The
words are well chosen and are
appropriate
Total
30 points
learned.
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
1.
2.
3.
4.
5.
Keywords
• Islam
• Mindanao • Lumad
• Ethnic minorities • MILF
• Moros • MNLF
Big Picture in Focus: ULOf. Explain the importance of Museums.
Metalanguage
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In this section, you are going to understand Museum and its functions. ULOf will make
you involved in the development of new and preserved stories about museums. You will be
explaining the importance of Museums in understanding History.
• Museum, is a building which house objects of historical, scientific, or cultural
interest.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the eight and ninth
MUSEUMS
1. The main function of museums has traditionally revolved around collecting,
preserving, researching and displaying objects.
1.1 In the last 50 years, a greater emphasis has been placed on exhibition,
interpretation, learning and audiences. Furthermore, the number of
museums has grown dramatically in this period, with an incredible range
of themes and subjects covered (Prior,2002).
1.2 Displays are still constructed essentially around objects, thus making
material culture a key constituent of most museum interpretation
narratives.
1.3 The one who is in-charge of the museum is called curator.
1.4 History consumed in museums is closer to what might be termed ‘public
history’ than the history that circulates within the academy.
1.5 Despite the rapid expansion of museum collections throughout the last
century historians have preferred to research in the familiar comfort of the
archive and the library rather than the museum object store.
1.6 Recently, historians have become more engaged by objects as new
technology has resulted in the digitalized collections being made available
through the internet.
1.7 They have also become more involved in the development of new
museums galleries and temporary exhibitions.
1.8 The history of museums and of collecting has become a specialist field all
of its own.
UNDERSTANDING MUSEUMS
147
1. Museums contain records of human presence and the individual experience of
people.
1.1 When examining actual objects and artefacts as primary sources of
information, one may be able to see the authentic experience as well as
the meanings that it may bring to the audience.
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1.2 It served as evidences of the human existence in the depiction of history.

It also provides an important documentation upon the different events and
experiences in the world.
1.3 Museums provides the authenticity of the historical writings through
objects and artefacts.
1.4 It proves that the written document learned by the students in the
classroom are authentic.
1.5 Museums demonstrate vital roles today in the nurturing of democratic
interchange of researched knowledge.
1.6 It is a valuable addition to civilizations and societies.
1.7 It provides precise collections to interpret our different social histories.
1.8 Hence, they provide respectful insights to better understand and
enlighten in promoting more meaningful opinions that are significant to
societies.
IMPORTANCE AND PURPOSE OF MUSEUMS
1. Museum is an important institution that preserves cultural heritage with the primary
intent to collect, preserve, understand, and exhibit the different relics and artifacts,
for a better understanding of the past.
1.1 Museums in the past were being misunderstood, and very few individuals
would understand its ideology and why it was built.
1.2 It would be described in the past as compelling and astonishing.
1.3 Marveled and fascinated by a strange and different things it holds, yet it
gives anxiety. It leaves a person to be scared and frightened from the
strange and unusual things that can be seen inside.
1.4 This was once what museums were represented by, especially in places
like Africa. Hence, there was little understanding of the symbols a
museum shows.
2. They are not only used to collect, preserve, research, and exhibit the different relics
and antiques.
2.1 They are also special places where heritage is being preserved.
Museums are being used in a huge variety of societies all over the world.
2.2 Museums are the only proper accommodations for collecting, preserving,
exhibiting, and interpreting the different kinds of treasures of the past.
2.3 They are places that act as treasure houses of humans and are supposed
to be equally seen to be like time capsules, preserving the origin and
history of a community, of the ordinary lives and of ordinary people.
3. Museums offer formal and non-formal academics to anyone who will be taking an
interest because it is free to the public.
3.1 And by going through numerous collections and knowledge which will be
provided by the curator or anyone who will be in charge of the event,
thereby giving the students a special freedom to be able to freely interpret
accordingly the different names of the aforementioned artifacts shown in
the museums.
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3.2 Museums will also give more of a deeper insight and reflections on historical
development and cultural artifacts as well
4. Types of museums are dedicated to preserving and interpreting the material

aspects of human activity and the environment.
4.1 Such a broad range of activities can be conducted by a wide variety of

institutions, which, for purposes of description and discussion, it is often
convenient to group according to type.
4.2 Certain museums provide for a specialist audience – for example,
children, societies, universities, or schools.
4.3 Some have responsibilities for a defined geographic area, such as a city
or region.
4.4 Others may offer unusual perspectives, resulting in alternative
interpretations of artistic, historical or scientific collections.
5. Sometimes museums are classified according to the source of their funding (e.g.,
state, municipal, private), particularly in statistically work.
5.1 Classifying by source of funding, however, fails to indicate the true

character of the museums’ collections.
5.2 For example, institutions funded by the national government – nation
museums – may hold outstanding international collections, as do the
British Museum, the Hermitage, and the Louvre; may hold specialized
collections, as do several national museums of antiques on the European
continent; or may have an essential local character, as does the
Smithsonian Institution’s Anacostia Neighborhood Museum in
Washington, DC (Lewis, 1998).
GENERAL MUSEUMS
1. General museums hold collections in more than one subject and are therefore
sometimes known as multidisciplinary or interdisciplinary museums.
1.1 Many were founded in the 18th, 19th, or early 20th century. Most originated
in earlier private collections and reflected the encyclopedic spirit of the
times.
1.2 Certain general museums reflect the influence of cultural contact made
through trade.
1.3 Most common among general museums are those which serve a region
or a locality.
1.4 Many of these owe their foundation to civic pride and a desire to promote
knowledge of the area. Their prime responsibility is to reflect the natural
and human history, traditions and creative spirit of the area.
1.5 Sometimes special exhibitions prepared by the national museum or other
agencies provide opportunities at regional museums for the community
to appreciate the wider aspects of the national or even international
heritage.
NATIONAL HISTORY AND NATURAL SCIENCE MUSEUMS

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1. Museums of natural history and natural science are concerned with the natural
world; their collections may contain specimens of birds, mammals, insects, plants,
rocks, minerals, and fossils.
1.1 These museums have their origin in the cabinets of curiosities built up by
prominent individuals in Europe during the Renaissance and
Enlightenment.
1.2 With the development of the natural sciences in the 19th century,
museums exhibiting objects from the natural world flourished and their
number multiplied.
1.3 In the United States and Latin America their collections often included
objects of physical and social anthropology as well as the natural
sciences.
1.4 More recently, natural science museums have responded to new trends
of nature conservation and broader environmental matters.
SCIENCE AND TECHNOLOGY MUSEUMS
1. Museums of science and technology are concerned with the development and
application of scientific ideas and instrumentation.
1.1 Like museums of natural science and natural history, science museums
have their origin in the Enlightenment.
1.2 Some of them developed from the collections of learned societies, others
from private collections such as the Teylers Museum at Haarlem, Neth.,
in the 18th century.
1.3 A later development in science museums involved the applications of
science, so the museums began to preserve the material evidence of
technological as well as scientific endeavor.
2. Some science and technology museums now concentrate on demonstrating

science and its applications; in these museums the preservation of process is
emphasized over the preservation of objects.
2.1 Science museums are particularly popular with children as well as adults
and often provide opportunities for their visitors to participate through
demonstration models and interactive displays.
2.2 These museums are often sponsored directly or indirectly by industries,
which occasionally found their own museums to preserve their heritage
and promote their work.
ART MUSEUMS
1. The art museum (called art gallery in some places) is concerned primarily with
the object as a means of unaided communication with its visitors.
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1.1 Aesthetic valueis therefore a major consideration in accepting items for

the collection.
1.2 Traditionally these collections have comprised paintings, sculpture, and
the decorative arts.
1.3 A number of art museums have included the industrial arts since the 19th
century, when they were introduced, particularly to encourage good
industrial design.
1.4 The collection of so-called primitive art had a profound influence on
certain forms of 20th-century art, but it can be argued that aesthetics has
subordinated function and association to such an extent that objects often
are presented in a totally alien context.
1.5 The ambiance of the work is enhanced by highlighting its form and color
with proper lighting and background.
1.6 At one time artificial light was preferred for paintings, both to create an
effect and to prevent exposure to harmful elements in natural light, but it
sometimes provides an unnecessarily theatrical presentation or creates
an artificiality that can inhibit the visitor’s appreciation and enjoyment of
the work.
MUSEUMS IN THE PHILIPPINES
Within a museum’s halls of history lies the grandness and richness of human culture
and its legacy (Alba,2002).
1. University of Santo Tomas Museum of Arts and Sciences. it is located at the

University of Sto Tomas, Espana Boulevard, Manila. Starting out as Gabinete de
Fisica, an observation room of mineral, botanical and biological collections for
science cources especially in Medicine and Pharmacy in the 17th century, the
University of Santo Tomas Museum, known to be the oldest existing museum in
the Philippines boasts of a vast collection.
2. Ayala Museums.The location is in Makati Ave. cor. Dela Rosa St., Makati City. It
can be found at the heart of the country’s business district, Makati City, the Ayala
Museum is one of the most important and most visited private museums. It houses
a large number of rare and priceless cultural and historical items not found
elsewhere in the country.
3. Rizal Shrine. It is situated at Calamba, Laguna. Being one of the most frequented
historical and tourist sites in Laguna, Jose Rizal Shrine in Calamba has an average
of 270, 000 visitors annually. The museum is a replica of the ancestral house where
Jose Rizal was shaped and molded and who would later become the finest
expression of his race.
4. The National Museum of Natural History. The new museum is part of the
National Museum complex in Manila, along with the National Museum of Fine Arts
151
and the National Museum of Anthropology. The new museum showcased the
country’s rich biodiversity and wide variety of flora and fauna, interactive activities
and models, life-sized replica of “Lolong the Crocodile”, and many more.
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5. National Museum of the Philippines. It is situated at Taft Ave, Ermita, Manila,

and Metro Manila. The National Museum, officially the Museum of the Filipino
People, in Rizal Park, Manila was originally designed as a public library in 1918
before it was inaugurated on July 16, 1926.
6. MuseoDabawenyo. MuseoDabawenyo or the “Museum of the people of Davao”

is one of the two known museums in Davao. Although it is directly translated as
“Davao Museum”, it is commonly known as the NEW Museum.The other museum
is known as the OLD Davao Museum which is located inside Insular Village just
about a hundred meters from the main gate and is bigger than MuseoDabawenyo.
7. Butuan National Museum. Butuan National Museum displays the historical relics
in the city, the museum also showcases the cultural heritage of the province and
the whole region, including archaeological artifacts, ethnographic materials, and
some heirloom pieces from the Butuan Museum Foundation.
HISTORICAL SHRINES IN THE PHILIPPINES
The Philippines is not only an archipelago with beautiful beaches and colorful festivals
and hospitable people but also a country that is rich in historical heritage and landmarks. If
you are travelling across the islands of the Philippines you will not only be travelling through
different places but also through different historical points in the time.
Here are some of the historical shrines (Man,2015):
1. Rizal Shrine
2. Pinaglabanan Shrine and the Spirit of Pinaglabanan
3. Lapu-Lapu Shrine
1. Arinze, E. (1999). The role of the museum in

society.http://www.maltwood.uvic.ca/cam/activities/past_conferences/1999conf/batc
h1/CAM%2799-EmmanuelArinze.GuyanaFinal.pdf
2. Desimone, Lindsey and Dimarco, Sarah (2019).The best museums in the world.
Retrieved at: https://www.veranda.com/travel/g1436/best-museums-in-the-world/
Malabon City.
4. Romano, Adrea (2020). Famous museums. Retrieved
at:https://www.travelandleisure.com/attractions/museums-galleries/museums-with-
virtual-tours
5. Swagata, M. (2014). Museum, a learning centre engaging the audience. Retrieved at:
https://www.slideshare.net/SwagataM1/museum-education-and-development
6. Varadajan, S. (2014). Social science museum. Retrieved at:
https://www.slideshare.net/saranyapvr/museum-39185265
Let’s Check
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Activity 1. Now that you know what the different kinds of Museum and its functions are, you
are going to answer the following items with true orfalse. Write true is the statement
is correct, otherwise, write false.
___________1. In the last 50 years the functions of museums, a greater emphasis has been
placed on exhibitions, interpretations, learning and audiences.
___________2. Recently, historians have become more engaged by the objects as new
technology has resulted in digitized collections being made available through
archeological excavations.
___________3. The overall in charge of a museum is the librarian.
___________4. Museums today are viewed in many different ways.
___________5. The future direction of historical interpretation in museum is uncertain.
Let’s Analyze
Activity 1. After knowing the importance of Museums you are going to explain what is being
asked in the following items.
1. Why are the Museums important in understanding History?
2. Why it is said that museums represent the “piece of the past”? Explain your answer.
3. What can be done to encourage local people to visit museums and historical sites?
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learned.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
1.
2.
3.
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4.
5.
Keywords
• Museum • displaying objects
• Collecting • art museum
• Preserving • general museum’
• Researching
Big Picture in Focus: Ulog. Describe the Indigenous Cultural Communities and the
Moros in the Philippines
Metalanguage
In this section, you are going to understand the diverse indigenous communities of
Mindanao ULOg will introduced you to different cultural minorities. You are
requiredmake a research about lumad in Mindanao.
• Lumad, is a Visayan word for indigenous or native.
• Moros are the 13 Islamized Ethnolinguistic group in the Philippines
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the eighth and ninth
THE LUMAD
1. The Indigenous Cultural Communities (ICC) in the Philippines or Lumad are
believed to make up about ten percent of the national population. Also known as
cultural minorities, they had been pushed to the mountains and forests by
lowlanders ever since towns and cities built.
2. In 1986, fifteen of the more than eighteen ICC in Mindanao adopted the term
lumad, a Bisayan word for “native” or “indigenous”, to distinguish themselves from
the Christians and Muslims in Mindanao.
2.1 Republic Act 6734, enacted during Corazon Aquino’s time, used the term
to differentiate these ethnic communities from the Bangsamoro people
(Rodil, 2004).
3. Lumad are non-Muslim or non-Christian, although “the orientation of their cultural
developments…appears to be toward Muslim groups” (Jocano,1998).
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3.1 The anthropologist Felipe LandaJocano stresses that “in most cases,
language is the only differentiating element in ethnic cultures, particularly
among those which occupy adjacent and contiguous territory”.
3.2 Most of the ICC in Mindanao speak languages belonging to the Manobo
family of languages, except the blaan, T’boli and Teduray (Tiruray).
• The Cotabato Manobo is a group that has traditionally lived in the
southwest highlands of Mindanao. Also known as theDulangan and
Tudag, they are mostly Christians and have been largely assimilated
and their traditional culture has disappeared. In the old days in
Northern Cotabato, after Manobo boys and girls filed and blackened
their teeth, they underwent a ceremony of tasting new rice which
qualifies them for admission into full manhood and womanhood.
• The Bagobo are a group that live in a very mountainous region of
Mindanao between upper Pilangi and Davao rivers. Also known as the
Manobo, Manuvu, Obbo and Obo, they are divided into two main
groups: the coastal Bagobo who were influenced by Christianity,
plantations and were 156 largely assimilated; and upland Bagobo, who
traditionally practiced slash and burn agriculture and deried about 25
percent of their food from hunting, gathering and fishing. Some upland
Bagobo village are very small and consist of only a few families living
on a hill top. Others are larger Bagobo culture is characterized by strict
incest prohibitions, the formation of vengeance groups and the
production of long epic poems called tuwang.
• The Bilaan o B’laan is a group that lives in south-central Mindanao.
Also known as Balud, Baraan, Bilanes, Biraan, Blann, Buluan,
Buluanes, Tgalagad, Takogan,Tumanao, Vilanes, they live in the
houses scattered among gardens and also ruled by datu. The Bilaan
people of Mindanao wrap their dead inside tree barks. Being
enveloped as such, the dead person’s body is then suspended from
treetops.
• The Bukidnon is a group that lives in the highlands of north-central
Mindanao. Also known as Binokid, Binukid, Hingaonan and
Hingaunen, they have traditionally been farmers who raised corn, rice,
sweet potatoes, bananas and coconuts and used water buffalo to plow
their fields.
• The Mandaya are an animist ethnic group that lives along Mayo River.
In the old days, Mandaya youth filed and blacken their teeth upon
reaching puberty. These acts were considered aids to beauty which
helped a young person find a suitable partner for marriage.
• The T’boli of Mindanao (pronounced “Tiboli”) people live in the
southern part of the province of Cotabato, in the area around Lake
Sebu, west of the General Santos. In the past T’boli practiced “slash
and burn” agriculture. Slash and burnmeans that people will clear part
of the forest by cutting the big trees and burning the lower and smaller
trees and bushes, after which they use the cleared plots as arable land
for some years without any fertilization.
THE MOROS/MUSLIM FILIPINOS

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The Moro people are the 13 Islamized Ethnolinguistic group in the Philippines.
Traditionally they are from Mindanao, Sulu, and Palawan. Moro was the term used by the
Colonial Spaniards to the people who embraced Islam. Etymology, the word Moro was
derived from the term “Moor,” itself originating from “Mauru,” a Latin word that referred to the
inhabitants of the ancient Roman province of Mauritania in northwest Africa). However, the
term “Moro” was corrupted due to the effort of the Spaniards to subjugate the Moro homeland
by infusing derogatory connotations such as pirates, traitors, juramentados, enslavers, cruel,
and uncivilized (Kamlian,2012).
The 13 Moroethnolingustic groups
1. Maguindanaon – they are found in Cotabato region, known also as the Pulangi
River Valley. Maguindanao originally means “People of flooded plain”.
2. Maranao – means “people of the lake. Their homeland is called Lanao or “Lake”.
Their oldest settlement started around here, and up to this day highly populated
communities still dot the lake. Their language is similar to Maguindanaon and
Iranun.
3. Tausug – was derived from tau meaning “man” and sug meaning “current” and
translates into “people of current”. Another argument made on the meaning of the
name states that the name in fact translates to “brave people”.
4. Sama – are highly dispersed in the Sulu archipelago specifically in Simunul and
Sibutu Islands. They are considered boat-people, spending most of their time in
constant movement throughout the islands in the area or living on the water. The
Sama are also considered the sea-gypsies of the Philippines.
5. Yakan – They are found in the province of Basilan. They were formerly known as
Samales (coastal dwellers). The word Yakan denoted “Dayak origin”. They are
descendants of both Dayak fro Northeast Borneo and Sama from Johore.
6. Ilanon or Iranun – are said by many to have been the origin of the ethnic groups
within the Lanao del Sur to the Maguindanao areas. The Iranun language is in fact
seen in the Maranao and Maguindanao languages.
7. Kolibugan – means “half-breeds”. Originally from the Subanaon tribes, thsese
people are called such because their culture has been said to be half breed, having
come into Islam through intermarriage with Muslim communities.
8. Sangil – are found in the BalutSarangani, part of South Cotabato and Davao del
Sur provinces. They word Sangil is derived fromSangihe, an archipelago in Eastern
Indonesia located between Sulawesi and Mindanao.
9. Kalagan – are mostly found in the Davao provinces. Their Islamization was
achieved through the political pressures and influence of Tausog and
Maguindanaon migrants Davao Region. Another factor of their Islamization was
the extensive exposure and contact with other Bangsamoro groups.
10. Palawani – (Panimusan or Muslim Pinalawan) they are found in the Southern
Palawan. The Tausugs call them “people in scattered places. They closely
resemble the Tagbanua in Palawan
11. JamaMapun – the largest concentration is on the island of Cagayan de Sulu or
Tawi-tawi (Mapun Island). Some are found in Southeren Palawan. They are more
oriented towards a land-based than most Sama groups but are also heavily
oriented towards maritime trade emphasizing copra and forest products.
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12. Badjao – widely known as “Sea Gypsies” of the Sulu and Celebes Seas, the Badjao
are scattered along the coastal areas of Tawi-Tawi, Sulu, Basilan and some coastal
municipalities of Zamboanga del Sur in the ARMM.They move with the wind and
tide in their small house-boats. Badjaois derived from a Malay-Bornean word which
means “man of seas”. They are the least Islamized Moro group.
13. Molbog – They are found in Balabac Island and Southern part of Palawan. The
term is derved from the word Malubog which means “murky or turbid water.
Self-help: You can also refer to the sources below to help you
1. ACCESS Philippines. (2004). The Mindanao conflict and prospects for peace in the
southern Philippines. Retrieved at: https://www.niu.edu/clas/cseas/_pdf/lesson-
plans/topical-overviews/mindanao-peace.pdf
2.Christo, M. (2015). Indigenous people of the Philippines. Retrieved at:
https://www.slideshare.net/PennVillanueva/indigenous-peoples-of-the-philippines
3. Hays, J. (2008). Ethnic groups in the southern Philippines. Retrieved at:
http://factsanddetails.com/southeast-asia/Philippines/sub5_6d/entry-3886.html
4. Lacorte, G. (2000). Understanding the Lumad: a closer look at a misunderstood culture.
Retrieved at: http://www.tebtebba.org/index.php/content/212-understanding-the-lumad
5. Ulindang, F. (2020). Lumad in Mindanao. Retrieved at: https://ncca.gov.ph/about-ncca-
3/subcommissions/subcommission-on-cultural-heritagesch/historical-research/lumad-in-
mindanao/
Let’s Check
Activity 1. Using a Venn diagram, write the similarities and differences of the the Lumad and
Moros. (20 points)
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Let’s Analyze
Activity 1. Now that you have knowledge on the cultural minorities present in Mindanao it is
now your turn to make a research about any Lumad or Moro groups in Mindanao following
the guide questions below:
1. What makes your chosen topic unique?

2. What are the important contributions of the Lumad/Moros to the development of
Mindanao?
3. Why is there a need of preserving the culture,values and traditions of the lumads?
4. Do you think the Moros/Lumad deserve to be given the attention that they seek from
the Philippine government? Why?
5. What are the issues of the Muslims/Lumad in Mindanao? Cite at least 2 Examples and
explain each.
FORMAT:
• Font size:12
• Paper size: A4
concise and brief explanation, with evidences such as pictures, citations of authors,
and etc.
learned.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Telefax: (084) 655-9591
1.
2.
3.
4.
5.
Keywords
• Lumad • Cultural communities
• Moros • Mindanao
• Muslims
PART 3: COURSE SCHEDULES
This section calendars all the activities and exercises, including readings and lectures, as
well as time for making assignments and doing other requirements, in a programmed
schedule by days and weeks, to help the students in SDL pacing, regardless of mode of
Telefax: (084) 655-9591
delivery (OBD or DED). Note: reading assignments can be calendared for 3 days or for a
week with performance tasks (essay or reflection paper).
(Start of Classes: May 31, 2021)
Activity Date Where to Submit
Big Picture A
ULOa: Let’s Check Activities June 1, 2021 CC’s E-mail

ULOa: Let’s Analyze Activities June 1, 2021 CC’s E-mail
ULOa: In a Nutshell Activities June 1, 2021 LMS
ULOa: Question & Answer List June 1, 2021 LMS
ULOb: Let’s Check Activities June 3, 2021 CC’s E-mail
ULOb: Let’s Analyze Activities June 3, 2021 CC’s E-mail
ULOb: In a Nutshell Activities June 3, 2021 LMS
ULOb: Question & Answer List June 3, 2021 LMS
ULOc: Let’s Check Activities June 3, 2021 CC’s E-mail
ULOc: Let’s Analyze Activities June 3, 2021 CC’s E-mail
ULOc: In a Nutshell Activities June 3, 2021 LMS
ULOc: Question & Answer List June 3, 2021 LMS
ULOd: Let’s Check Activities June 5, 2021 CC’s E-mail
ULOd: Let’s Analyze Activities June 5, 2021 CC’s E-mail
ULOd: In a Nutshell Activities June 5, 2021 LMS
ULOd: Question & Answer List June 5, 2021 LMS
ULOe: Let’s Check Activities June 8, 2021 CC’s E-mail
ULOe: Let’s Analyze Activities June 8, 2021 CC’s E-mail
ULOe: In a Nutshell Activities June 8, 2021 LMS
ULOe: Question & Answer List June 8, 2021 LMS
ULOf: Let’s Check Activities June 10, 2021 CC’s E-mail
ULOf: Let’s Analyze Activities June 10, 2021 CC’s E-mail
ULOf: In a Nutshell Activities June 10, 2021 LMS
ULOf: Question & Answer List June 10, 2021 LMS
First Exam June 11, 2021 LMS
Big Picture B

ULOa: In a Nutshell Activities 162June 15, 2021 LMS
ULOb: Let’s Check Activities June 15, 2021 CC’s E-mail
ULOb: Let’s Analyze Activities June 15, 2021 CC’s E-mail
ULOb: In a Nutshell Activities June 17, 2021 LMS
ULOb: Question & Answer List June 17, 2021 LMS
ULOc: Let’s Check Activities June 17, 2021 CC’s E-mail
Telefax: (084) 655-9591
ULOc: Let’s Analyze Activities June 17, 2021 CC’s E-mail

ULOc: In a Nutshell Activities June 17, 2021 LMS
ULOc: Question & Answer List June 17, 2021 LMS
ULOd: Let’s Check Activities June 19, 2021 CC’s E-mail
ULOd: Let’s Analyze Activities June 19, 2021 CC’s E-mail
ULOd: In a Nutshell Activities June 19, 2021 LMS
ULOd: Question & Answer List June 19, 2021 LMS
ULOe: Let’s Check Activities June 22, 2021 CC’s E-mail
ULOe: Let’s Analyze Activities June 22, 2021 CC’s E-mail
ULOe: In a Nutshell Activities June 22, 2021 LMS
ULOe: Question & Answer List June 22, 2021 LMS
ULOf: Let’s Check Activities June 24, 2021 CC’s E-mail
ULOf: Let’s Analyze Activities June 24, 2021 CC’s E-mail
ULOf: In a Nutshell Activities June 24, 2021 LMS
ULOf: Question & Answer List June 24, 2021 LMS
Second Exam June 25, 2021 LMS
Big Picture C

ULOa: In a Nutshell Activities June 29, 2021 LMS
ULOb: Let’s Check Activities July 1, 2021 CC’s E-mail
ULOb: Let’s Analyze Activities July 1, 2021 CC’s E-mail
ULOb: In a Nutshell Activities July 1, 2021 LMS
ULOb: Question & Answer List July 1, 2021 LMS
ULOc: Let’s Check Activities July 1, 2021 CC’s E-mail
ULOc: Let’s Analyze Activities July 1, 2021 CC’s E-mail
ULOc: In a Nutshell Activities July 1, 2021 LMS
ULOc: Question & Answer List July 1, 2021 LMS
ULOd: Let’s Check Activities July 3, 2021 CC’s E-mail
ULOd: Let’s Analyze Activities July 3, 2021 CC’s E-mail
ULOd: In a Nutshell Activities July 3, 2021 LMS
ULOd: Question & Answer List July 3, 2021 LMS
Final Exam July 10-11, 2021 LMS
Telefax: (084) 655-9591
Please note that this schedule may change from time to time. It is advisable that you always
keep in contact with your teacher for updates and always check your LMS or Group
Chatrooms.
Online Code of Conduct
• All teachers/Course Coordinators and students are expected to abide by an honor code
of conduct, and thus everyone and all are exhorted to exercise self-management and self-
regulation.
• Faculty members are guided by utmost professional conduct as learning facilitators in
holding DED conduct. Any breach and violation shall be dealt with properly under existing
guidelines, specifically on social media conduct (OPM 21.15) and personnel discipline
(OPM 21.11).
• All students are likewise guided by professional conduct as learners in attending DED
courses. Any breach and violation shall be dealt with properly under existing guidelines,
specifically in Section 7 (Student Discipline) in the Student Handbook.
• Professional conduct refers to the embodiment and exercise of the University’s Core
Values, specifically in the adherence to intellectual honesty and integrity; academic
excellence by giving due diligence in virtual class participation in all lectures and activities,
as well as fidelity in doing and submitting performance tasks and assignments; personal
discipline in complying with all deadlines; and observance of data privacy.
• Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize plagiarism.
• All borrowed materials uploaded by the teachers/Course Coordinators shall be properly
acknowledged and cited; the teachers/Course Coordinators shall be professionally and
personally responsible for all the materials uploaded in the online classes or published in
SIM/SDL manuals.
• Teachers/Course Coordinators shall devote time to handle DED courses and shall
honestly exercise due assessment of student performance.
• Teachers/Course Coordinators shall never engage in quarrels with students online. While
contentions intellectual discussions are allowed, the teachers/Course Coordinators shall
take the higher ground in facilitating and moderating these discussions. Foul, lewd, vulgar
and discriminatory languages are absolutely prohibited.
• Students shall independently and honestly take examinations and do assignments, unless
collaboration is clearly required or permitted. Students shall not resort to dishonesty to
improve the result of their assessments (e.g. examinations, assignments).
• Students shall not allow anyone else to access their personal LMS account. Students
shall not post or share their answers, assignment or examinations to others to further
academic fraudulence online.
• By handling DED courses, teachers/Course Coordinators agree and abide by all the
provisions of the Online Code of Conduct, as well as all the requirements and protocols
in handling online courses.
Telefax: (084) 655-9591
• By enrolling in DED courses, students agree and abide by all the provisions of the Online
Code of Conduct, as well as all the requirements and protocols in handling online courses.
Monitoring of OBD and DED
• The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be responsible in
monitoring the conduct of their respective DED classes through the LMS. The LMS
monitoring protocols shall be followed, i.e. monitoring of the conduct of Teacher Activities
(Views and Posts) with generated utilization graphs and data. Individual faculty PDF
utilization reports shall be generated and consolidated by program and by department.
• The Academic Affairs and Academic Planning & Services shall monitor the conduct of
LMS sessions. The Academic Vice Presidents and the Deans shall collaborate to conduct
virtual CETA by randomly joining LMS classes to check and review online the status and
interaction of the faculty and the students.
• For DED, the Deans and Program Heads shall come up with monitoring instruments,
taking into consideration how the programs go about the conduct of DED classes.
Consolidated reports shall be submitted to Academic Affairs for endorsement to the Chief
Operating Officer.
Course prepared by:
FARRAH GUZMAN-LOZANO, MA
Course Coordinator/Faculty
Course reviewed by:
LARCYNEIL PASCUAL, MEAL

Assistant Dean
Approved by:
GINA FE G. ISRAEL, EdD

Dean of College
Telefax: (084) 655-9591
Telefax: (084) 655-9591

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

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UM Tagum College

Department of Arts and Sciences Education

Physically Distanced but Academically Engaged

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

Course/Subject: GE 8/READINGS IN PHILIPPINE HISTORY

Name of Teacher: FARRAH GUZMAN-LOZANO, MA

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

Course Outline: GE 8 – Readings in Philippine History

Course Coordinator: Farrah G. Lozano

Course Outline Policy

Areas of Concern Details

If the assessment task is done in real-time through the

course coordinator the reasons for the similarity. Also, if the

Please note that academic dishonesty such as cheating and

However, if the late submission of the assessment paper has

For group assessment tasks, the course coordinator will

If disapproved by the course coordinator, you can elevate

Final 30% = 60%

Submission of the final grades shall follow the usual

You may call or send SMS to your course coordinator

You can also meet the course coordinator in person through

Larcyneil Pascual, MEAL

Mersun Faith A. Delco, RPm

Alfred Joshua M. Navarro

Course Information – see/download course syllabus in the Quipper LMS

CC’s Voice: Hello students! Welcome to this course GE 8: Readings in Philippine

CO As hope of the Motherland, you have to be knowledgeable in evaluating

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

Big Picture B: Unit Learning Outcomes ............................................. 32

Q&A List .................................................................................... 59

Big Picture C: Unit Learning Outcomes ............................................. 96

Keywords Index ......................................................................... 120

Big Picture D: Unit Learning Outcomes ............................................. 130

Big Picture in Focus:ULOb ……………………………………………… 138

Part 3. Course Schedule ......................................................................... 162

a. Explain the meaning and relevance of history;

Big Picture in Focus: ULOa. Explain the meaning and relevance

• History is a study of past events.

1. THE MEANING OF HISTORY

• In the words of Jacob Burckhardt, “history is on every occasion the

1.3 Factual History vs Speculative History

1.4 Value of History

2. THE LIMITATION OF HISTORICAL KNOWLEDGE

• The unavailability of written sources. According to Teodoro Agoncillo, “no document

3. HISTORY AS THE SUBJECTIVE PROCESS OF RE-CREATION

• Historians strive to restore the total past of mankind.

4. HISTORICAL METHOD AND HISTORIOGRAPHY

• Historical analysis- is also an important element of historical method.

_____________________1. Studying history will teach students important skills.

_____________________7. Speculative history goes beyond the facts and is concerned

_____________________10. Historical method is the process of critically examining and

1. Discuss the importance of studying history.

2. Explain the scope and limitation of history.

4. Discuss the importance of historical analysis.

Question & Answer (Q&A)

• All these describe an event, such as the record of a property exchange,

b. Diplomatic sources are understood to be those which

• A few examples are government reports, such as

1. What are the benefits of using primary sources?

3. What are the advantages and disadvantages of accessing secondary sources?

Question & Answer (Q&A)

• Internal Criticism is concerned with the validity, credibility, or worth of the

1.1 It has two important goals: