Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

GEC 601: Readings in Philippine History

MODULE 2: An Overview
In this module, let us look at the selected primary source in Philippine History and evaluate the
document’s content in terms of historical value, and examine the content of its production. The primary
source that we are going to examine is KKK’s Kartilya ng Katipunan which was produced during the Spanish
era in Philippine history.

Lesson 1 of Module 2
Content & Contextual Analysis of a Primary Source in Philippine History:
The KKK and the “Kartilya ng Katipunan”

INTENDED LEARNING OUTCOMES:

At the end of the module, the student must have:
A. Arranged chronologically the events revolving the existence of KKK or Katipunan during the Philippine
revolution against Spaniards (19th century) by writing the letter of a corresponding event to the space provided.
B. Recognized the author of Kartilya ng Katipunan by writing five facts about him.
C. Analyzed the Kartilya ng Katipunan as a primary source by answering guide questions.
D. Rewritten the portion or condensed version of the Kartilya ng Katipunan by posting it on their Facebook account.
E. Recognized the relevance and significance of Kartilya in today’s generation through a short essay.

INTRODUCTION:
(Based on CHED Course Syllabus)
Context Analysis considers the following: (i) the historical context of the source [time and place it was
written and the situation at the time], (ii) the author’s background, intent (to the extent discernable), and
authority on the subject, and (iii) the source’s relevance and meaning today.
Content Analysis, on the other hand, applies appropriate techniques depending on the type of source
(written, oral, visual). In the process students will be asked, for example, to identify the author’s main argument
or thesis, compare points of views, identify biases, and evaluate the author’s claim based on the evidences
presented or other available evidence at the time.

ACTIVITY 1: The Historical Context of Kartilya ng Katipunan.

Arrange chronologically the events revolving the existence of KKK or Katipunan during the Philippine
revolution against Spaniards (19th century). Write only the letter of an event in the space below:

A. Rizal is executed on December 30.

B. The Katipunan network expands and elects Bonifacio its supremo.
C. The night of July 7, Andres Bonifacio, Valentin Diaz, Teodoro Plata, Deodato Arellano, and a few others
met secretly at a house on Azcarraga (now Claro M. Recto), near Elcano Street, Tondo, and decided to
form an association called Kataastaasan Kagalang-galangang Katipunan nang manga Anak nang Bayan,
or Katipunan for short.
D. Rizal returns to Manila, organizes La Liga Filipina, and is exiled to Northern Mindanao.
E. The Katipunan is discovered and begins an uprising.

1st Event: ; 2nd Event: ; 3rd Event: ; 4th Event: ; 5th Event:

ACTIVITY 2: The Author of Kartilya

Watch the documentary film about Emilio Jacinto and write five (5) facts about the said author relating
to the Kartilya. Kindly click the link given: https://www.youtube.com/watch?v=ZE8d7uAluL8
 After watching the said YouTube video, complete the table below:

[ATTACH PHOTO OF EMILIO [Present your own description about Emilio Jacinto in
JACINTO HERE] three adjectives]

FIVE (5) FACTS ABOUT EMILIO JACINTO: (2 points each number)

1.

2.

3.

4.

5.

ACTIVITY 3: The Kartilya ng Katipunan

Agree-Disagree Statement. Read and analyze the following statements. Write check if you agree or
disagree to each statement.

STATEMENT AGREE DISAGREE

KKK was the only organization that envisioned
(1) a united Filipino nation that would revolt against the Spaniards; and
(2) a total independence of the country from Spain.
Before the existence of KKK, the imagination of one nation was absent in the aspirations
of the local revolts such as Francisco Dagohoy’s and Diego Silang’s revolt.
The Kartilya can be treated as the Katipunan’s code of conduct that instructs the way a
Katipunero should behave, and which specific values should uphold.
The original title of the Kartilya was “Manga Aral Nang Katipunan ng mga Anak Ng
Bayan” or “Lessons of the Organization of the Sons of Country.”
The Propaganda Movements led by ilustrados like Marcelo H. del Pilar, Graciano Lopez
Jaena and Jose Rizal did not envision a total separation of the Philippines from Spain but
only demanded equal rights, representation, and protection from the abuses of the friars.
Upon seeing that Jacinto’s Kartilya was much better than the Decalogue he wrote,
Bonifacio willingly favoured that the Kartilya would be distributed to their fellow
Katipuneros.

ANALYSIS:
Analysis on the Kartilya ng Katipunan
The rules stated in the Kartilya can be classified into two. The first group contains the rules that will
make the member an upright individual and the second group contains the rules that will guide the way he
treats his fellow men.
Study and analyze the Kartilya by clicking the link provided. Be guided and answer the questions on the
next page. http://www.philippinemasonry.org/kartilya-ng-katipunan.html

1. How many teachings do the Kartilya consist of? ___________________________

2. Select and analyze one (1) rule from the Kartilya (either English or Tagalog translation). Write down your
reflections of your chosen rule with maximum of (5) sentences only.
 ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

ABSTRACTION:

The first move towards independence began on July 7, 1892 when the Katipunan was established by
Andres Bonifacio. This was a result of the failure of the Reform Movement in Spain in which Filipinos
attempted to demand reforms for the Philippines from the Spanish Government. Bonifacio saw the futility of the
efforts of the Filipino propagandists and organized an underground movement against Spain.

In the conduct of their struggle, KKK created a complex structure and a defined value system that
would guide the organization as a collective aspiring for a single goal. That made the Kartilya as Katipunan’s
one of the most important document. It instructs the way how a Katipunero should behave, and which specific
values should he uphold.
As the primary governing document, which determines the rules of conduct in the Katipunan, properly
understanding the Kartilya will thus help in understanding the values, ideals, aspirations and even the ideology
of the organization.

APPLICATION:
Rewrite a portion or a condensed version of the Kartilya ng Katipunan in a way that it can encourage
millennials like you to read and practice its teachings. Post it on your Facebook account and in our FB Group,
and see how your friends will respond to it. In a space below, summarize your findings in 3-5 sentences.
Attach on the separate sheet of paper the screenshots of your FB Post as your evidence.

Portion/ Condensed Version Findings:

of my Kartilya:

RUBRICS: 4 3 2 1
Worth of Ideas
Grammar, Usage and
Mechanics
Documentation

ASSESSMENT:

1. Having seen your Facebook friends’ response to your FB post about the condensed version of Kartilya,
discuss the relevance and/or significance of Kartilya ng Katipunan in today’s generation.
(5-10 sentences)

RUBRICS: 5 4 3 2 1

Worth of
Ideas/relevance/significanc
e cited in 5-10 sentences
Grammar, Usage and
Mechanics
TOTAL: 10 Points

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
 BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

GEC 601: Readings in Philippine History

MODULE 3: An Overview
In this module, we will analyze one historiographical problem in Philippine history in an attempt to apply
what we have learned thus far in the work of a historian and the process of historical inquiry. Earlier, we have
been introduced to history as a discipline, the historical method, and the content and context analysis of primary
sources. Two key concepts that need to be defined before proceeding to the historical analysis of problems in
history are interpretation and multiperspectivity.

Lesson 1 of Module 3
Philippine History: Spaces for Conflict and Controversies

Intended Learning Outcomes:

At the end of the lesson, the student must have:
A. Differentiated Interpretation to Multiperspectivity using a T-Chart.
B. Analyzed the historical context of Rizal’s retraction and his connection to Katipunan through Agree-Disagree
Statement.
C. Analyzed Rizal’s Retraction letter, views and sources by answering the guide questions.
D. Created his/her own infographics depicting a campaign against fake news.

Activity 1.1: Interpretation & Multiperspectivity

Using the T-Chart below, differentiate the meaning of Interpretation and Multiperspectivity. Include also
the significance of each in studying and writing history.

INTERPRETATION MULTIPERSPECTIVITY

ANALYSIS: Did Rizal Retract?

A. HISTORICAL CONTEXT: Rizal’s Connection to the Katipunan and his Retraction.

Agree-Disagree Statement. The following are statements/facts revolving Rizal’s connection to

KKK. Write check if you AGREE/DISAGREE to each statement.

STATEMENT AGREE DISAGREE

Katipuneros even used Rizal’s name as a password.

Rizal established an organization called La Liga Filipina.

Rizal was also one of the official members of the KKK/Katipunan.

In 1896, the Katipuneros decided to inform Rizal of their plans to launch the
 revolution, and sent Pio Valenzuela to visit Rizal in Dapitan.
Upon Valenzuela’s visit and invitation to join the Katipunan, Rizal agreed to the
Katipunan’s plan to revolt against the Spaniards.
The retraction of Rizal remains to this day, a controversy.

B. Primary Source: “The Retraction” Document

Read the primary source below and answer the guide question that follows:

C.M. on 18 May 1935

I declare myself a catholic and in this Religion in which I was born and educated I
wish to live and die.

I retract with all my heart whatever in my words, writings, publications and conduct
has been contrary to my character as son of the Catholic Church. I believe and I
confess whatever she teaches and I submit to whatever she demands. I
abominate Masonry, as the enemy which is of the Church, and as a Society
prohibited by the Church. The Diocesan Prelate may, as the Superior
Ecclesiastical Authority, make public this spontaneous manifestation of mine in
order to repair the scandal which my acts may have caused and so that God and
people may pardon me.

Manila 29 of December of 1896

Jose Rizal
(Source: Translated from the document found by Fr. Manuel Garcia)

Guide Question: What is the main idea of the document above?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

C. Analyzing views and sources

Read the following testimonies of some of the witnesses of Rizal’s retraction. Refer to your handouts
and link given as your reference. Fill out the template below with your answers in each question:

A. Fr. Vicente Balaguer’s Statement

B. The Testimony of Cuerpo de Vigilancia

Guide Questions: My Response

1. What are the authors’
accounts or analyses?
How are they similar to
and/or different from one
another?
Do you find any loopholes
or inconsistencies? What
are these loopholes, if
any?

2. Which among the

accounts or analyses do
you consider the most
convincing and reliable?
Why? Research more
about these sources to
come up with a sound
 answer.
3. How can these accounts
and analyses contribute to
your understanding of the
Rizal retraction?

APPLICATION:
Some of the roots of conflicts and controversies are fake news and misleading information. In this
activity, research more about the proliferation of fake news nowadays. In particular, read on the following
articles accessed from these websites:
a. “What is fake news? How to spot it and what you can do to stop it “ by Elle Hunt (2016, The Guardian)
https://www.theguardian.com/media/2016/dec/18/what-is-fake-news-pizzagate
b. “Fake News” by Ana Marie Pamintuan (2017, The Philippine Star)
https://www.philstar.com/opinion/2017/06/25/1713616/fake-news

Once you’ve read the articles, create YOUR OWN infographics depicting a campaign against fake
news. You may highlight the importance of awareness and vigilance on this issue, the consequences of fake
news, and/or the ways to stop its spread. Rubrics will be provided in the FB Group, FB Group Chat, and/or
Google Classroom.

ASSESSMENT:

Make a reflection about two things that you have learned, unlearned, and relearned in this module by filling
out the table below.

LEARNED UNLEARNED RELEARNED

RUBRICS 5 4 3 2 1
Worth of Ideas/relevance and
cited at least 2 points from the
lesson module
Grammar, Usage and Mechanics
TOTAL: 10 Points

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
 GEC 601: Readings in Philippine History

MODULE 4: An Overview
Module 4 is dedicated to enduring issues in Philippine society, which history could lend a hand in
understanding, and hopefully, proposing solutions. These topics include the mandated discussion on the policies
on agrarian reform. It is hoped that these lessons will help learners propose recommendations or solutions to
present-day problems based on their understanding of root causes and how we anticipate future scenarios in the
Philippine setting.

Lesson 1 of Module 4
Social, Political, Economic, and Cultural Issues in Philippine History
“Agrarian Reform”
INTENDED LEARNING OUTCOMES.
At the end of the lesson, the student must have:
A. Differentiated Land Reform to Agrarian Reform.
B. Discussed the brief history of Land Reform and the salient features of agrarian system in each period by
filling out the matrix.
C. Discussed the salient features of Comprehensive Reform Law of 1988 by completing the table.
D. Conducted an interview with the farmer in the community concerning their experiences about the present
agrarian system.
E. Proposed two (2) policies/solutions/recommendations that would improve the present agrarian system in
general by filling out the table.

INTRODUCTION: The Philippine economy is largely agricultural and industrial. Agriculture has been existing
even during the pre-colonial times considering that rice is an Asian staple food along with other crops. The
agricultural economy, however, has brought about economic and social problems concerning the agrarian
structure as well as land tenancy with the farmers – the ones who are actually cultivating the fields – are the
‘losers’ in this system. (Torres, 2018)
In our attempt to understand the development of agrarian reform in the Philippines, we turn our
attention to our country’s history, especially our colonial past, where we could find the root of the agrarian
woes the country has experiences up to this day. (Candelaria and Alporha, 2018)

ACTIVITY 1.1: Venn-Diagram

Compare and Contrast the two concepts below (Land Reform and Agrarian Reform) by using a Venn-
Diagram. Cite only two (2) similarities and differences.

LAND REFORM AGRARIAN REFORM

ANALYSIS:
A. Refer to your hand-outs and link, and go through with the following readings. Complete the matrix
below: https://www.dar.gov.ph/about-us/agrarian-reform-history/#:~:text=Aquino%20signed%20into%20law
%20Republic,the%20actual%20law%20was%20enacted.
 Landownership in the Philippines under Spain
 Landownership in the Philippines under American Colonization Period
  Commonwealth Era
 Third to Fifth Philippine Republic

Discuss briefly the history of the land

PERIOD/ERA reform program in the Philippines What are the Salient Features of Agrarian
System in each period? (3 EXAMPLES)

Spanish Colonization
Period

American Colonization
Period

Commonwealth Era

Third to Fifth Republic

B. The Comprehensive Agrarian Reform Law or CARL

The 1987 Constitution which was ratified during the Corazon Aquino Administration (1986-1992)
included the provisions creating an agrarian reform law (Article XIII, Section 4) and promoting rural
development and agrarian reform (Article II, Section 21).
In a table below, discuss concisely the objectives and salient features of CARL.
Link: (R.A. No. 6657) https://www.officialgazette.gov.ph/1988/06/10/republic-act-no-6657/
(R.A. No. 6657, as amended by R.A. No. 9700) https://www.officialgazette.gov.ph/2009/08/07/republic-
act-no-9700/

Objectives and salient features of CARL

ABSTRACTION:
Agrarian Reform is essentially the rectification of the whole system of agriculture, an important aspect
of the Philippine economy because nearly half of the population is employed in the agricultural sector, and
most citizens live in rural areas. Agrarian Reform is centered on the relationship between production and the
distribution of land among farmers. It is also focused on the political and economic class character of the
relations of production and distribution in farming and related enterprises, and how these connect to the wider
class structure. Through genuine and comprehensive agrarian reform, the Philippines would be able to gain
more from its agricultural potential and uplift the Filipinos in the Agricultural sector, who have been, for the
longest time, suffering in poverty and discontent. (Candelaria and Alporha, 2018)

APPLICATION:
 Conduct a face-to-face or virtual interview with the farmer in your community. Write only the gist of the
interviewee’s answer, and attach also in your module the documentation of the said interview as your
evidence.
Note: For face-to-face interview, please observe health and safety protocols (e.g. social distancing,
wearing of face mask and/or face shield) while doing the interview. You may also ask a family
member/guardian to guide and to assist you in this activity.

Guide Questions:
1. What do you think about the country’s current agrarian system?

2. How have your lives changed (or not changed) by the land reforms that have been implemented
throughout the years?

RUBRICS: 6 5 4 3 2 1
RUBRICS: 5 4 3 2 1 Worth of Ideas
Worth of Grammar, Usage and
Ideas/Two policies Mechanics
mentioned Documentation
Grammar, Usage TOTAL: 15 Points
and Mechanics
TOTAL: 10 Points ASSESSMENT:
Evaluate the current agrarian reform program. Having heard of the plight of the farmer/s in the interview, how
do you think should the program be amended?
In a table below, draft/propose only two (2) policies/solutions/recommendations that would improve the
present agrarian system in general.

Policies/solutions/recommendations that would improve the present agrarian system in general.

“History cannot give us a program for the future, but it can give us a fuller understanding of ourselves and of our common humanity so that we can
better face the future.” Robert Penn Warren