GEC 2 Readings in Philippine History Module

MODULE IN
GEC 2- READINGS IN
PHILIPPINE HISTORY
Collaborative Efforts of:
Mila F. Antalan Kenneth A. Abalos
Lea Joanna N. Adadnila Leonardo I. Cabauatan Jr.
Janeth Marites A. Brillantes Charibel Cagayan
Hydee G. Cuizon Nover D. Esteban
Judith Daracan Domer F. Macanang
Paul C. Esguera Nicka T. Narag
Julie A. Fabricante Clammie S. Silapan
Bernardo K. Gumarang Jr. Rachel Ann M. Surla
Cristopher C. Vea Josephine Liban
Table of Contents
1
Cover Page 1
Table of Contents 2
Chapter 1: Meaning and Relevance of History 3

Module 1: Learning History 3-8
Module 2: Understanding Sources 9-13
Chapter 2: Content and Contextual Analysis of Selected Primary
Sources……………………………………………………………14
Module 3: First Voyage around the World 14-20
Module 4: Customs of Tagalog 21-24 Module 5: The Political Cartoons
25-30
Module 6: Works of Juan Luna and Fernando Amorsolo 31-35
Module 7: Speech of Corazon Aquino before the US Congress 36-38
Chapter 3: Controversies and Conflicting Views in Philippine History 39
Module 8: The Site of the First Mass 39-47
Module 9: Cavite Mutiny48-59
Module 10: Retraction of Rizal 60-65
Module 11: Cry of Balintawak 66-72
Chapter 4: Social, Political, Economic, and Cultural Issues in Philippine
History ……………………………………………………………73
Module 12: Agrarian Reform Policies 73-81
Module 13: Evolution of Philippine Constitution 82-88
Module 14: Taxation 89-95
Chapter 5: Critical Evaluation and Promotion of Local and Oral
History……………………………………………………..……..96
Module 15: Local and Oral History as Field of Study Part 1 96-102
Module 16: Local and Oral History as Field of Study Part 2 …….103-110
CHAPTER I
2
Meaning and Relevance of History; Distinction of Primary Secondary
Sources; External and Internal Criticisms; Repositories and Diff
Module 1: (3hours)
Title: Learning History
Introduction:
This chapter exposes students to where our history comes from. It presents history as
an academic discipline. It discusses the definition, the importance of studying history.
History is defined and brought together by social scientists of many different interests
and specialties. History is not confined to the study of the past but, it is related to the past,
present, and future. It covers all aspects of human society. Political, social, economic,
cultural, scientific, technological, medical, and religious developments are all part of history.
Every happening has a specific context and it leads to specific effects. The present of today is
going to be the past of tomorrow. Today’s situation and current happenings are going to be
the past tomorrow. Yesterday has its influence on today on tomorrow. With these, history as a
discipline has already turned into a complex and dynamic inquiry.
Learning Outcomes:
At the end of this topic, you are expected to:

1. state and understand the meaning of history;
2. appreciate the importance of studying history;
3. engage deeper understanding with our country’s rich history and culture; and
4. study and analyze the sources and come up with an understanding of a historical truth.
Guide Questions:
1. What is your understanding of history? How is your view different from what is
explained in this lesson?
2. As a student of history, what do you think will be your duties?
3. Why is there a need to understand and realize the meaning and importance of
history?
Learning Content:
What is History
History is . . . .
-a recitation of unrelated facts that do not contribute to a larger story
-a simple acceptance of what is written about a historical topic, event, or person
-a story of past events, traces of past conditions arranged in chronological order
-a guide for action in the present and for plans in the future
-a continuous and unending process of interaction between the historian and his facts,
and between the past and present
History Defined by E.H. Carr

 It is the inquiry conducted by the historian and the series of past events into which
he inquires.
 It is the continuous process of interaction between the historian and his facts, an
unending dialogue between the present and the past
3
 It is what the historian makes
 It is the re-enactment in the historian’s mind of the thought whose history he is
studying. – Collingwood
 History is “a selective system” not only of cognitive, but of causal, orientations to
reality. - Parsons
Excerpts from Understanding History: A Primer of Historical Method by Louis

Gottschalk (1950, New York: Knopf, p.17)
Here are some other definitions of the nature of history:

a. History is interpretive; it invites students to debate multiple perspectives, offer their
opinions and educated interpretations, and challenge existing beliefs.
b. History is revisionist in scope; it is an on-going and constant process of reexamining
the past based on new discoveries, evidence, and perspectives
c. History is a constant process of questioning; it requires questioning the text,
examining them critically, and asking new questions
d. History is integrative; it is related to other disciplines like geography, sociology,
literature, economics etc.
e. History is inclusive; it includes experiences of all classes, regions, racial groups as
well as both genders.
f. History incorporates historiography; it includes all interpretations of historical events
g. History is relevant; it uses past experience to help solve present problems
Why Study History?
Looking at the past teaches us to see the world through different eyes – appreciating
the diversity of human perceptions, beliefs and cultures. Different and/or new perspectives
will enable us to analyze critically the present contexts of our society.
1. To learn about the past.
History enables people to discover and learn about the challenges of people
around the world in different periods of time. The satisfaction you will gain from
examining these records is the initial reason for studying history.
2. To understand the present.
Links between the past and the present are all around us. The more knowledge we
gain of the past the more insights we have into the present. We can learn valuable
lessons from the past to help solve present problems.
3. To appreciate your heritage.
Understanding history will give us greater appreciation of our heritage. It helps us
to value these contributions that are foundation of our culture and tradition, and is
the foundation of our future generation.
4. To broaden your perspectives.
5. To acquire background for critical thinking and analysis.
Activity 1
4
True or False. Write T if the statement is correct and F if it is not.
_____1. An examination of the past can tell us a great deal about how we came to be who we
are.
_____2. History means “the present of mankind”.
_____3. History includes people’s beliefs, desires and practices.
_____4. The English word history is derived from the Latin word istoia.
_____5. Different and new perspectives will enable us to analyze critically the present
contexts of society and beings.
_____6. Historicity is the authentication of characters in history, as opposed to legend or
myth.
_____7. Herstory is the writing of history and the understanding of how the interpretations of
historians.
_____8. The historians are the only source of history.
_____9. The subject of historiography is history itself.
_____10. History has no use for the present, thus, the saying “ past is past” is true.
Activity 2
Essay. Respond to the given question comprehensively.

What role does history take in the study of Philippine society, culture and identity.
Scoring Rubrics for Essay
Category Exemplary Superior Satisfactor Unsatisfactor

y y
Knowledge/ Demonstrates Demonstrate Demonstrate Demonstrates
Comprehensio thorough s s limited
n 25% understanding considerable understandin understanding
of topic. understandin g of topic
g of the topic
of the topic.
5
Content Response Response Response Response is
25% indicates depth indicates lacks focus unclear,
& complexity of simplistic or or illogical or
thought in answering repetitive demonstrates incoherent.
the essay. thoughts in confused or
answering conflicting
the essay thinking.
question.
Quality of Response was Response Response Response had
Writing written in an was written had a little no style or
25% extraordinary style in an style or voice voice.
& voice. interesting
style.
Gives some
Very information & Somewhat new Gives no new
well organized. informative information information &
& organized. but poorly very poorly
organized. organized.
Grammar, Almost no spelling, Few spelling A number of So many
Punctuation & punctuation or & spelling, spelling,
Spelling grammatical errors. punctuation punctuation punctuation &
25% errors, minor or grammatical
grammatical grammatical errors that it
errors. errors. interferes with
the meaning.
Sub Totals
100%
Over-all-
Score 100%
Evaluation:
Think about or reflect on your past. Has your past influenced you in a way or another?
How does your past shape your identity and behavior?
6
Scoring Rubric for Reflection Paper
Category Exemplary Superior Satisfactory Unsatisfactory

Depth 25% Response Response Response Response
demonstrates an demonstrates a demonstrates a demonstrates a
in-depth general reflection minimal lack of reflection
reflection on the on the concepts. reflection on the on the concepts/
concepts. Viewpoints and concepts. Viewpoints and
Viewpoints and interpretations are Viewpoints and interpretations
interpretations supported. interpretations are missing,
are insightful and are unsupported inappropriate
well supported. or supported with and/or
flawed unsupported.
arguments.
Structure 25% Writing is clear, Writing is mostly Writing is Writing is unclear
concise, and well clear, concise, and unclear and/or and disorganized.
organized with well organized disorganized. Thoughts ramble
excellent with good Thoughts are not and make little
sentence and sentence/paragrap expressed in a sense.
paragraph h construction. logical manner.
construction.
Thoughts are
Thoughts are expressed in a
fully expressed coherent and
in coherent and logical manner.
logical manner.
Quality of Response was Response was Response had a Response had no
Writing 25% written in an written in an little style or style or voice.
extraordinary interesting style. voice.
style and voice.
Very Informative Somewhat Gives some new Gives no new

and well informative and information but information and
organized. organized. poorly organized. very poorly
organized.
Grammar, Almost no Few spelling and A number of So many spelling,
Punctuation and spelling, punctuations errors spelling, punctuation and
Spelling 25% punctuation or and minor punctuation or grammatical
grammatical grammatical grammatical errors that
errors. errors. errors. interferes with
the meaning.
Sub Totals
100%
Over-all-Score
100%
7
Strategy:
 Reflection regarding interesting highlights in Philippine history.

 Research on what Teodoro Agoncillo, Reynaldo Ileto and Renato Constantino said
about history.
References:
Candelaria, et.al. (2018). Readings in the Philippine History. Rex Printing Company, Inc.
Manila, Philippines.
Ligan, et.al., (2018). Readings in the Philippine History. Mutya Publishing House, Inc.
Malabon City.
Torres, J. V., (2018) BATIS: Sources in Philippine History. Quezon City.
8
Module 2 (3 hours)
Title: Understanding Sources
Introduction:
Historians and students encounter a large variety of sources during the course of their
studies about history. Sources can be classified or labelled as primary or secondary. With the
past as history’s subject matter, the historian’s most important research tool are historical
sources.
In general, historical sources can be classified between primary and secondary
sources. These sources are useful in learning, understanding and writing history. Students
especially historians and writers should/need to conduct examine and validate carefully the
sources. External and internal criticism should be conducted. External criticism is the
examination of the authenticity of evidence while internal criticism is the examination of
truthfulness.
The study of history depends greatly on written records, which people have set down
on wood, stone, clay, bone and paper. One of the riches sources relies on remains, these offers
the researchers a clue about the past simply by virtue of their existence. The wooden columns
found at the date of a prehistoric settlement testify for example to the existence of people and
tell to historians something about their culture. The pegs or dowels they used to fasten
building materials further enlighten scholars about their technical skills and artistic capacities.
By comparing their artifacts with those with other places historians can further learn
something of their commercial or intellectual relations.
Guide Questions:
1. What is the main distinction between primary and secondary source?
2. Why is primary source and secondary source important in the study of history?
3. What is the purpose of a secondary source?
Learning Outcomes:
At end of this topic, you are expected to:
1. Recognize the distinction between primary and secondary sources.
2. Evaluate primary sources for their credibility, authenticity, and tertiary sources.
3. Enumerate materials which can be considered primary sources and secondary sources.
4. Discuss the difference between internal and external criticism.
Learning Content:
What are Primary Sources?

 Testimony of an eyewitness
 A primary source must have been produced by a contemporary of the event it narrates
 Primary sources are materials produced by people or groups directly involved in the
event or topic being studied.
 They are either participants or witness.
Formally, there are eight types of these primary sources:

1. Autobiographies and memoirs
2. Diaries, personal letters, and correspondence
3. Interviews, surveys, and fieldwork
4. Photographs and posters
9
5. Works of arts and literature
6. Speeches and oral histories
What are Secondary Sources?

Gottschalk simply defines secondary sources as the testimony of anyone who is not an
eyewitness – that is of one who was not present at the event of which he tells. Secondary
information is filtered through someone else’s perspective.
These are books, articles and scholarly journals that had interpreted primary sources
or had used them to discuss certain subjects of history.
Types of Secondary Sources

1. Bibliographies
2. Biographical works
3. Periodicals (Newspaper, magazine and journal)
4. Literature reviews and review articles
What is External Criticism and Internal Criticism?

Historical data has to be examined to verify its authenticity and truthfulness through
external and internal criticism.
1. External Criticism
External criticism refers to the genuineness of the documents. It is looking
into the authenticity of evidence by examining the physical characteristics and
historical characteristics of the documents.
The following are series of questions to establish the genuineness of a

document or relic according to Key (1997).
a. Does the language and writing style conform to the period in question
and is it typical of other work done by the author?
b. Is there evidence that the author exhibits ignorance of things or events
that man of his training and time should have known?
c. Did he report about things, events, or places that could have been
known during the period?
d. Has the original manuscript been altered either intentionally or
unintentionally by copying?
e. Is the document an original draft or a copy?
2. Internal Criticism
Internal criticism refers to the meaning and truthfulness of the documents. It
talks about the value and worth of its contents.
Key (1997), provides the following questions to check the content of a source
of information:
a. What was meant by the author by each word and statement?
b. How much credibility can the author’s statements be given?
Suggested Readings:
o Understanding History: A Primer of Historical Method by Louis Gottschalk (New

York, 1950)
o Writings of Teodoro Agoncillo, Reynaldo Ileto and Renato Constantino about history
10
o Robert B. Fox. The Tabon Caves: Archaeological Explorations and excavations on
Palawan Island, Philippines (Manila, 1970) p. 40
o William Henry Scott. Prehispanic Source Materials for the Study of Philippine
History (Revised Edition) Quezon City, 1984) pp. 14-15
Activity 1
True or False. Write T if the statement is correct and F if it is false.
____1. It is from our historical sources that our history is studied and written.
____2. Primary sources are materials produced by people or groups directly involved in the
event or topic being studied.
____3. Photographs, old sketches and drawings are examples of secondary sources.
____4. Secondary source is a testimony of anyone who is not an eyewitness.
____5. Examples of primary sources are books, articles and scholarly journals.
____6. Only primary sources may be used in writing history.
____7. Internal criticism is done by looking at a source’s quality of paper and type of ink,
among others.
____8. There are three types of sources: primary, secondary, and tertiary.
____9. Only secondary sources may be used in writing history.
____10. The historian’s most important research tools are historical sources.
Activity 2
Essay. Answer the following:
1.List the categories of sources that historical researchers use and give examples for each.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________.
3. What criteria do historical researchers use to validate their sources of data?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
11

y y
g of the topic
of the topic.
the essay thinking.
question.
style.
Gives some
the meaning.
Sub Totals
100%
Over-all-
Score 100%
Evaluation:
Test l. Direction. Determine if the source would be a Primary Source (P) or a Secondary
Source (S).
1. Statistical tables, graphs and charts.
2. A YouTube video describing how the rice terraces were built.
3. A biography of Ferdinand Marcos written by a foreigner.
4. A book describing Ferdinand Magellan sailing to the Philippines.
12
5. A contemporary artist's painting of what life was probably like in the 19 th century.
6. A history book describing the life of Gregorio del Pilar in the Battle of Tirad Pass.
7. Nestor Mata describing his experience about the plane crash of 1957 that took the life
of former Pres. Magsaysay.
8. A legal document signed by two contracting parties.
9. A text book describing the EDSA Revolution 1.
10. A student reading an official report about the cause of Pinatubo’s crash in 1957.
Test ll. Enumeration:
Enumerate the following:

11-15 Enumerate examples of primary sources used in studying history.
16-20 Enumerate examples of secondary sources that had interpreted primary sources.
References:
Candelaria, et.al. 2018. Readings in the Philippine History. Rex Printing Company, Inc.
Ligan, et.al.,2018. Readings in the Philippine History. Mutya Publishing House, Inc.
Malabon City.
Solmenaro, et.al. 2018. Readings in Philippine History. Fastbooks Educational Supply, Inc.
Sampaloc, Manila, Philippines.
Torres, J. V., 2018. BATIS. Sources in Philippine History. Rex Printing Company, Inc.
CHAPTER 2
13
Content and Contextual Analysis of Selected Primary Sources
What is Content and Contextual Analysis?
Content analysis is a systemic evaluation of the primary source be it a text, painting,

caricature, and or/speech that in the process students could develop and present an argument
based on their own understanding of the evidences form their readings. The students will
identify pertinent information from the texts/documents and explain its importance to their
understanding of history in the Philippine setting. While, Contextual analysis considers
specifically the time, place, and situation when the primary source was written. The analysis
as well includes the author’s background, authority on the subject and intent perceptible, and
its relevance and meaning to people and society today (Ligo, et.al., 2018)
Content and contextual analysis is an indispensable approach to strengthen the students
critical and analytical thinking skills and their ability to articulate their own ideas, views and
perspectives on a certain primary data or source. In order to achieve this, primary sources will
be used and utilized for analysis.
Module 3 (3 hours)
Title: First Voyage Around the World
Introduction:
The 15th and 16th centuries brought an era of worldwide exploration and expansion
that resulted from the desire to gain new BUT lands, power, and wealth for the explorers and
their countries. Henceforth, the fall of Constantinople (1453) and the emergence of the
Ottoman Turks led to the exploration of new trade routes for spices among European
countries primarily Spain and Portugal. These events eventually resulted in the historical
occurrence of the first voyage around the world.
To have an accurate glimpse of this historical event, a content and contextual analysis
of a primary source is needed. Subsequently, the most accurate account of the said voyage as
regarded by many historians was the account written by Antonio Pigafetta, the chronicler of
Magellan’s Expedition.
Studying such primary source would give us a clear foretaste of the forgotten past
happened hundreds of years ago. However, it is imperative not just to agree on everything
what has been written on the account but to critically analyze this to have a deeper
understanding of our history. Were there any biases made by the author? What makes the
account credible? Did the descriptions in the account match the actual geographical,
demographic, and cultural characteristics of the people and the archipelago? Did Magellan
really circumnavigate the world first? Did Lapu-lapu kill Magellan in the Battle of Mactan?
Did Magellan really “discover” the Philippines? etc.
You are expected to examine the content and context of the primary account of the
first voyage around the world written by Antonio Pigafetta. However, a brief discussion on
the route and timeline of the voyage is suggested before studying the excerpt of the
Pigafetta’s account to facilitate easier understanding. A quiz bowl may be conducted to affirm
their understanding about the content of the account and a worksheet is to be answered by the
students to evaluate their understanding about its context.
Learning Outcomes:
14
1. identify the people who participated in the first voyage around the world;
2. discuss the route of the Magellan’s voyage, and
3. properly interpret the primary source through examining the content and context of
the document.
Learning Content:
A Brief Timeline of the First Voyage around the World
Ferdinand Magellan is a famous as the great explorer who led 5 Spanish ships and 251 men
in the first voyage around the World.
Short Biography of Ferdinand Magellan
 Date of Birth: Born in 1480
 Place of Birth : Saborosa in Villa Real, Province of Traz os Montes in Portugal
 Parents: Mayor Pedro Ruy de Magalhaes (Father) and Alda de Mezquita (Mother)
 Background Facts, Information & Ancestry : Came from a wealthy family who had
strong connections with the Portuguese court.
1480  Born at Saborosa in Villa Real, Province of Traz os Montes in Portugal.
 Well tutored at home and then spent his early years at the Portuguese
court.
1505  Ferdinand Magellan joined the expedition of Francisco d'Almeida to

India.
1512  Took part in the Portuguese expedition to Morocco and was badly
wounded.
 Has a serious disagreement with a commanding officer and leaves the
service without prior permission.
1513  Requests permission from King Manuel of Portugal to sail to the Spice
Islands in the Far East but is refused following the unfavourable reports
from Morocco.
 Resumes his studies in Portugal for a couple more years but fails to gain
favor with the Portuguese court and therefore renounces his Portuguese
nationality.
1518  Magellan leaves Portugal and heads for Spain.
1519  March 22: Magellan convinces King Charles I of Spain to support his
voyage to the Spice Islands and the King promises Magellan one-fifth of
the profits from the voyage to the Spice Islands
 Spain provides five ships for the expedition:
 Magellan commands the Trinidad
 Juan de Cartagena commands the San Antonio
 Gaspar de Quesada commands the Conception
 Luis de Mendoza commands the Victoria
 Juan Serrano commands the Santiago
15
 Leads the five Spanish ships with 251 men in what was to become the
first voyage around the World
 20 September: The fleet sail across the Atlantic Ocean to South America
and Rio de Janeiro and then start to search for a passage to the Pacific
Ocean
1520 March: The fleet anchor for the winter at Puerto San Julian in Southern

Argentina
 September: A storm destroys the Santiago and a mutiny breaks out
 October: Ferdinand Magellan and his crew resume their voyage on the
remaining ships
 21 November: Enters the straits which would be named the Magellan
Straits becoming
ANTONIO PIGAFETTA, the first
Patrician ofEuropeans
Vicenza,ever
andto Knight
sail across
ofthe Pacific Ocean
Rhodes, to the very
illustrious and excellent LORD PHILIP DE VILLIERS LISLEADEN, the
1521 Grand
famous 3 February:
 Master of Ferdinand
Rhodes, Magellan
his mostreaches the Equator
respected Lord.
 1521 March 6: Magellan reached the Pacific island of Guam
Source:  16 March: Discovers the Philippines
 April 27: Ferdinand Magellan was killed by natives on the island of
Mactan
 Only 110 of the original crew members remained so they abandoned one
of the ships - the Conception. The Trinidad tried to return back to Spain
the same way they had came but was forced to return to the Spice Islands
where they were imprisoned by the Portuguese. The Victoria was the last
remaining ship.
1522  September 6: The Victoria reached Sanlucar de Barrameda in Spain with

only 18 survivors.
Source: http://www.datesandevents.org/people-timelines/13-ferdinand-magellan-timeline.h
An excerpt of Antonio Pigafetta’s The First Voyage Around the World
The narrative of the voyage which was translated by Lord Stanley is presented on cited
https://www.google.com/url? https://www.google.com/url?
reference below. However, only the necessary and important
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details of the narrative were
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taken based on what is useful for the students. In brief, the narrative as it was written began
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with the description of the preparation for the voyage, the rl=https%3A%2F%2Fen.wikipedia.org
%2Fen.wikipedia.org%2Fwiki%2FTimeline_of_the_Magellan captain and his men, the dates as to
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when it left Spain, the time when they crossed the Atlantic
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Ocean. In particular, Pigafetta wrote relating to the description of the different places he had
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seen, the people he met and their diverse and fascinating culture. The historic expedition
began in 1519 and was successfully completed in 1522 (Ligan, et.al. 2018)
16
Read the excerpt of The First Voyage Around the World written by Antonio Pigafetta cited on
this book - Ligan, et.al., (2018). Readings in the Philippine History. Mutya Publishing
House, Inc. Malabon City. pp. 18-26.
 The fourth copy was written in mixed
Italian, Spanish and Venetian
language and could be found in
Ambrosian Library in Milan.
 In 1800, Carlo Amoretti published an
Italian version of it and the following
year a French version came out in
Paris.
 Pinkerton of his part translated it to
English and published it in 1819.
 James A. Richardson made his own
English version of the Ambrosian
copy and it appeared in The
Philippine Islands.
 This is the copy the is widely
circulated in the Philippines.
 Pigafetta’s travelogue contributed
immensely to the enrichment of
Philippine historiography.
 His writing described vividly the
 Antonio Pigafetta was one of the physical appearance, social life,
survivors who kept a journal that religious beliefs and cultural practices
became the main source about the first of the people they encountered in the
encounter of the Spaniards and the
islands of Samar, Leyte and Cebu.
Filipinos.
 His account also contains
 The original journal of Pigafetta did
not survive in history and what was information about the economic
handed down to us are copies of the activities of the local folks and the
manuscript that never came out of the goods they offered for trade.
press during his life time.  He got all this information through
 Three of them were in French and two the help Enrique de Malaccca,
are kept in the Bibliotheque Nationale Magellan’s slave/interpreter.
in Paris.  Lastly, Pigafetta gave us an
 The third one was originally owned eyewitness account of the Battle of
by the British Collector Sir Thomas Mactan which resulted to the death of
Phillipp. Magellan and him getting wounded.
 Later, Beinecke Rare Book bought it
and it is now kept in the Manuscript
Library of Yale University in New
Haven.
Process Questions:
1. Did Pigafetta accurately recorded the voyage free from biases? Why or Why not?
17
2. How did Pigafetta describe the inhabitants of the places they have been through? Did
he look at them as an inferior race? What are the factors that affect his views about
these people?
3. Why do we need to study his account?
Name:________________________________________ Score__________________
Course & Year:
Give a concise explanation/discussion on the following items.
1. What is the primary reason of the author in writing the document? How was it
produced?
2. What is the main theme in the document? Explain briefly.
3. What specific information of importance is provided in the text? Explain its
importance
to the understanding of Philippine history.
4. What light does it shed on people, their politics and economy, religious and
cultural practices? Analyze the text.
5. What is your personal evaluation on the impact of the document in the
understanding of the 16th century people and their culture in the islands?
Adopted from: Readings in the Philippine History by Ligan, et.al (2018)
Further Readings and Resources:

1. The Fall of Constantinople and the Emergence of the Ottoman Turks
(https://impactofthefallofconstantinople.weebly.com/annotated-bibliography.html)
2. The Expansion of Europe (https://courses.lumenlearning.com/boundless-
ushistory/chapter/the-expansion-of-europe/)
3. Inter Caetera and Treaty of Tordesillas
(https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/spice-
islands/demarcation-lines.html)
4. Spice Islands
(https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/spice-
islands/spice-islands-maps.html)
Strategy:
 Have a brief discussion on the timeline of Magellan’s Voyage.
 Read and identify pertinent information from the primary source.
 Process what has been read through a discussion.
 Answer the following questions (Essay) for the contextual analysis
Evaluation:
Essay: Direction. Give a concise explanation/discussion on the following items.
1. Is the account of Pigafetta a credible source of the first voyage? Why or why not?
18
2. Were there any biases made by Pigafetta that would sugar-coat or cover up what had
really happened in past? Why do you think so?
3. Based on the account, did Magellan really circumnavigate the world first?
4. “Magellan discovered the Philippines.” Is the term “discovery” appropriate to
describe the arrival of Magellan in our country? Why or why not?
5. What is the significance of Magellan’s Voyage?

y y
g of the topic
of the topic.
Content Respoates depth Response Response Response is
25% & complexity of indicates lacks focus unclear,
thought in answering simplistic or or illogical or
the essay. repetitive demonstrates incoherent.
thoughts in confused or
the essay thinking.
question.
style.
Gives some
the meaning.
Sub Totals
100%
Over-all-
Score 100%
19
References:
Ligan, et.al., 2018. Readings in the Philippine History. Mutya Publishing House, Inc. Malabon
City.
Torres, J. V.,2018. BATIS: Sources in Philippine History. Rex Printing Company, Inc.
http://www.datesandevents.org/people-timelines/13-ferdinand-magellan-timeline.htm
https://impactofthefallofconstantinople.weebly.com/annotated-bibliography.html
https://courses.lumenlearning.com/boundless-ushistory/chapter/the-expansion-of-europe/
https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/spice-
islands/demarcation-lines.html
https://libweb5.princeton.edu/visual_materials/maps/websites/pacific/spice-islands/spice-
islands-maps.html
https://archive.org/details/firstvoyageroundOOpiga
Module 4 (3 Hours)s
Title: Customs of Tagalog
Introduction:
Juan de Plasencia:
This lesson requires you to critically analyze The
https://www.google.com/url? Customs of the Tagalogs written by Juan de Plasencia, a
sa=i&source=images&cd=&ved=2ahUKEw
je2rLprfniAhWHMt4KHfZnABIQjRx6BAgB Franciscan Missionary in the Tagalog region in 1578 to 1590.
EAU&url=https%3A%2F
%2Fwww.revolvy.com%2Fpage%2FJuan-
This would also elicit your appreciation on how rich are the
de- Tagalogs’ practices and belief systems. Besides, this would
Plasencia&psig=AOvVaw2xXDJAXKuIGkGh
mOPwG3tB&ust=1561164600876825 also give us insights on how Spaniards view these customs
during their occupation in the archipelago.
Learning Outcomes:
1. familiarize oneself with the customs of the Tagalogs with the use of a primary source;
and
2. interpret properly Juan de Plasencia’s Customs of the Tagalog through examining the
content and context of the document.
Learning Content:
20
The authorship plays a pivotal role in putting meaning(s) to this colonial text. The
author, Juan de Plasencia was, in the first place, not a native but a Franciscan missionary who
first arrived in the Philippines in 1577.
He was tasked by the King of Spain to document the customs and traditions of the
colonized (“natives”) based on, arguably, his own observations and judgments. Notably, de
Plasencia wrote the Doctrina Cristiana, an early book on catechism and is believed to be the
first book ever printed in the Philippines and The Customs of the Tagalogs describing the way
of life of the Tagalogs. Such initiatives were an accustomed practice of the colonizer during
the Age of Discovery to enhance their superiority over the colonized and validity of their so-
called duties and legacies to the World. It is a common fact that during this era, the Spanish
colonizers, spearheaded by missionaries, drew a wide variety of texts ranging from travel
narratives and accounts of the colony to even sermons (Mapanoo, 2015).
In this particular text, we are not just to look at it as a window of the past but as a
mirror to reflect if the descriptions used by Plasencia really match the customs of the
Tagalogs in the context of the Filipinos, the Tagalogs in particular. We are to critically
examine its content and context validity. Did Plasencia made biases in writing the account?
How did he view these customs that are completely strange of him? Is his account a credible
source of our history? etc.
There are at least three major discursive issues that can be extracted from the
document, Customs of the Tagalogs written by Juan de Plasencia in 1589, if we are to put
socio-political context into the text – first, the issue of authorship; second, the discourse of
power in colonial writing; and third, the logic of binarism or the Occident-Other dichotomy.
These are interrelated threads that probably constitute major segments of colonial historical
writing in the Philippines. (Mapanoo, 2015).
Read the excerpt of the Customs of the Tagalog by Juan de Plasencia on Ligan, et.al., (2018).
Readings in the Philippine History. Mutya Publishing House, Inc. Malabon City. pp. 30-34.
Process Questions:
Did Plasencia made biases in writing the account? How did he view these customs that are
completely strange of him? Is his account a credible source of our history?
Name:_____ ___________________________________ Date:__________________

Course & Year:_________________________________ Score:_________________
Give a concise explanation/discussion on the following items.

1. What is the physical nature of the document (letter, report, etc.)? What are the
major premises presented about the Tagalog in Luzon?
2. What was the author's main argument? What was he trying to say about the customs
of the Tagalog?
3. What do you know about the author like his nationality, occupation, and/or
position? Does any of these, matter? Why?
4. What was the author's purpose of writing the document?
5. What is the important connection of the document to your recognition and
appreciation
21
of the Tagalog customs?
Adopted from: Readings in the Philippine History by Ligan, et.al (2018)
Further Readings and Resources:

1. Life and Works of Fray Juan de Plasencia
(http://ofmphilarchives.tripod.com/id8.html)
2. Ang Ugali Ng Mga Tagalog ulat ni Juan de Plasencia nuong 1589
(http://www.elaput.com/plas01.htm)
Strategy:
 Content and context analysis
 Essay
Evaluation:
Essay: Explain the important concepts of the following :
1. Political Organization of the Tagalogs
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
2. Economic Organization of the Tagalogs
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
3. Cultural Practices and Traditions of the Tagalogs
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
22
y y
g of the topic
of the topic.
the essay thinking.
question.
style.
Gives some
well organized. informativeinformation information &
& organized.
but poorly very poorly
the meaning.
Sub Totals
100%
Over-all-
Score 100%
References:
Ligan, et.al., 2018. Readings in the Philippine History. Mutya Publishing House, Inc.
Malabon City.
Torres, J. V.,2018. BATIS: Sources in Philippine History. C&E Publishing, Inc.
http://www.artesdelasfilipinas.com/archives/186/accustomed-othering-in-colonial-writing
http://ofmphilarchives.tripod.com/id8.html
23
http://www.elaput.com/plas01.htm
https://www.google.com/url?
sa=i&source=images&cd=&ved=2ahUKEwje2rLprfniAhWHMt4KHfZnABIQjRx6BAgBEA
U&url=https%3A%2F%2Fwww.revolvy.com%2Fpage%2FJuan-de-
Plasencia&psig=AOvVaw2xXDJAXKuIGkGhmOPwG3tB
Module 5 (3 hours)
Title: The Political Cartoons
Introduction:
This lesson mainly discusses about political cartoons. It is defined as a type of cartoon
that makes a point about a political issue or event and includes caricatures that are satirical
and an exaggerated portrayal of a person. Through these cartoons, there will be a better
understanding of the situation of Philippine politics and society during the American period.
Learning Outcomes:
At the end of the topic, you are expected to:

1. interpret properly the selected Political Cartoons: Political Caricature of the
American
Era 1900 – 1941 through examining the content and context of the documents, and
2. analyze the context behind each selected Political Cartoons and Caricature.
Learning Content:
Historical accounts in Philippine history are needed to be studied to understand our

country’s politics and society during the various periods. We can do it not just through
examining texts, but also cartoons or caricatures. Political cartoons and caricatures are
24
considered to be a recent form of art, which veered away from the classical art by
exaggerating human features and poking fun at its subjects. This is a graphic with caricatures
of public figures and expressing opinions in every significant event in our history. This is a
combination of artistic skill, hyperbole and satire in order to question authority and draw
attention towards corruption, political violence and other social ills that is worthy of historical
examination.
In his book Philippine Cartoons: Political Caricature of the American Era (1900-
1941). Alfred McCoy, together with Alfred Roces, compiled political cartoons published in
newspaper dailies and periodicals in the aforementioned time period. For this part, we are
going to look at selected cartoons and explain the context of each one.
 Born June 8, 1945

 Professor of History at the
University of Wisconsin who
specializes in S.E. Asia
 Graduated from the Kent School in
1964; earned his B.A. from
Columbia College and his Ph.D. in
Southeast Asian history from Yale
University in 1977
 In 2001, was awarded the Grant
Alfred McCoy Goodman Prize for his career
(Author/Creator) contributions to the study of the
Philippines by the Association for
Asian Studies
 In October 2012, was awarded
the Wilbur Lucius Cross Medall by
Yale University's Graduate School
Alumni Association.
 Born on April 29, 1932 (Sta. Cruz,

Manila)
 Married Irene Pineda on May 24,
1958 and has three daughters
 A gifted artist-writer
 Author of "Felix Resurreccion
Hidalgo and the Generation of
1972“, the National Book Award-
winning title
 Lost his job in 1972 when Manila
Times closed down but begged off
jobs in Marcos’ papers
Alfredo Roces  Became editor-in-chief of the
(Contributor/Book Designer) Filipino Heritage, a ten-volume
study on Philippine History and
Culture until 1978
 Currently a freelance artist and
writer, Alfredo or Ding, as he is
fondly called, has been living in
25
Australia since 1977.
The first example is the Manila: The Corruption of a City. If nationalism was the
ideology of the Manila press, then the city was its reality. The editors, artists and writers all
lived and worked in Manila, and so expressed their frustrations with its discomforts and
decadence in some of the angriest cartoons of the American period (1899-1941). Costumes
and characters have changed in the half century since their publication, but Mania’s constant
urban problems – poverty, corruption and prostitution --- give these cartoons an almost
timeless quality.
26
This second cartoons is situated at the Distant Provinces that the provinces began at
Manila door’s step, but for the city press they were a world apart.
The third example is the Colonial Condition: that for Sophisticated Filipino
nationalist, colonialism was not a simple matter of who occupied the executive offices in
Malacanang Palace. They saw colonialism as a pervasive condition that had penetrated the
whole of their social fabric – influencing their culture, politics, economy, and class relations.
The fourth example is the situation of Uncle Sam and Little Juan: During the decades
of U.S. colonial rule. Uncle Sam underwent a striking transformation in the pages of the
Philippines press. In the early years when Filipino nationalism was at its height, Uncle Sam
often appeared crafty and predatory in his relationship with the virginal maiden. During the
Harisson administration, however, Uncle Sam metamorphized into a wise, kindly looking
man with a paternalistic concern for the boyish figure of Juan de la Cruz, who had largely
supplanted the maiden Filipinas as the nation’s symbol. These images are thus a cameo of
changing Filipino attitudes towards America and Americans.
The transition from the Spanish Colonial period to the American Occupation period
demonstrated different scenario of changes and shifts in culture, society, and politics. The
selected cartoons illustrate not only opinion of certain media outfits about the Philippine
society during the American period but also paint a broad image of society and politics under
the United States.
Process Questions:
Analysis of the given selected Political Caricatures during the American Period.
Identify the symbols in a cartoon; think about what the cartoonist intends each symbol to
stand for. Then, try to decide what point the cartoonist was trying to make through
exaggeration. Does the label make the meaning of the object more clear? After you’ve
27
studied a cartoon for a while, try to decide what the cartoon’s main analogy is. What two
situations does the cartoon compare? Once you understand the main analogy, decide if this
comparison makes the cartoonist’s point more clearly to you. If you can, think about what
point the irony might be intended to emphasize. Does the irony help the cartoonist express his
or her opinion more effectively?
Activity:
Essay. Answer the following questions:
1. What issue is this political cartoon about?

2. What is the cartoonist’s opinion on this issue?
3. What other opinion can you imagine another person having on this issue?
4. Did you find this cartoon persuasive? Why or why not?
5. What other techniques could the cartoonist have used to make this cartoon more
persuasive?
(http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/
political-cartoon/cag.html)

y y
g of the topic
of the topic.
the essay thinking.
question.
style.
Gives some
well organized. informativeinformation information &
& organized.
28
the meaning.
Sub Totals
100%
Over-all-
Score 100%
Further Readings and Resources

1. McCoy, A., & Roces, A. 1985. Philippine Cartoons: Political Caricature of the American
Era, 1900-1941. Quezon City: Vera – Reyes.
2. Philippines History, Government and Constitution book by Sonia Zaide.
Evaluation:
Name:__________________________________________Date:_______________________
Course&Year:___________________________________Score:_______________________
Caricature Objectives/People that Meaning of each Important Political or

Title you see symbol Clues Social Issues
(objects/people) presented
#1
#2
#3
29
#4
References:
Malabon City.
Torres, J. V., 2018. BATIS. Sources in Philippine History. Rex Printing Company, Inc
Module 6 (3Hours)
Title: Works of Juan Luna and Fernando Amorsolo
Introduction:
This lesson is richly involved in the study of arts also incorporates fields like social
history, aesthetics, economics, politics, and anthropology. To these, it adds a particular
attention to critical looking, building core skills in analyzing how visual representation of
concrete scenario and events on the life of people in a specific period in the past. Wherein
this Historical paintings depicts the realistic situations and scenario of the life’s of the people
and are instrumental to the visualization of the reality which stand equally with texts, photos,
caricatures, and films.
Learning Outcomes:
1. familiarize oneself with works of Juan Luna and Fernando Amorsolo that has great part in
Philippine History; and
2. interpret properly the different works of Juan Luna and Fernando Amorsolo through
examining the content and context of the document/artifacts.
Learning Content:
Juan Luna (1857 – 1899) is regarded for work done in the manner of the Spanish,
Italian and French academies of his time, Luna painted literary and historical scenes, some
with an underscore of political commentary. His allegorical works were inspired with
classical balance, and often showed figures in theatrical poses. He is best known for
impressive rendition of classical subjects in his academic works. These works include
historical scenes and portraiture, however subsequently he turned to realism depicting social
inequalities. In this lesson, the “Spoliarium” and “The Parisian Life” are Luna’s presented for
the analysis of the students.
30
https://www.nationalmuseum.gov.ph/nationalmuseumbeta/Collections/spoliarium.jpg
SPOLIARIUM 19TH Century – Juan Luna

This image is the most valuable oil-on-canvass painting with a size of 4.22 meters x
7.675 meters, making it the largest painting in the Philippines. It won First Gold
Medal in 1884 as an entry to the prestigious Exposition de Bellas Artses in Madrid.
https://upload.wikimedia.org/wikipedia/commons/thumb/4/44/The_Parisian_Life_by_
Juan_Luna.jpg/800px-The_Parisian_Life_by_Juan_Luna.jpg
The Parisian Life,1892. French: Interior d’ un Cafi (Inside a Café) --Juan Luna
Fernando Amorsolo (1892 –1972) was one of the most important artists in the history
of painting in the Philippines. Amorsolo was a portraitist and painter of rural Philippine
landscapes. He is popularly known for his craftsmanship and mastery in the use of light.
Delights people of his impressionistic technique depicting idyllic country scene, beautiful
maidens, and colorfully dressed peasants planting or harvesting rice. The Paintings are
significant in the development of the formation of Filipino notions of self and identity. In this
lesson, the “Antipolo Fiesta” and “Palay Maiden” paintings are presented for analysis.
31
This oil painting on canvas depicts a rural scene where a group of people are shown
celebrating a fiesta in Antipolo.
(http://fernandocamorsolo.com/mfca_erratum/index.html)
Palay Maiden, 1920 (Dalagang Bukid) – Fernando Amorsolo

This painting portrayals a provincial Filipina beauty or dalagang bukid during a rice harvest
and dressed and in and enveloped by the colors of the Philippine flag.
http://fernandocamorsolo.com/feature/antipolo.jpg
http://1.bp.blogspot.com/_zOUSe8DKLjk/S89
VUTqW12I/AAAAAAAAACQ/XnvgghxiA-
w/s400/amorsolo.jpg
Activity: Historical Context: Discovery of Painting
1. Look for a printed image of one of the works of art. Be sure to cover up any information
about the work of art that may be on the postcard or print.
2. Instruct students to work individually and write down their first impressions of the
painting. They should just write down their reflection, what they see or notice first about
the work of art.
3. Next, have students carefully observe the painting and begin by writing objectively
about what they see—create a list of details only, just observable facts about the work of
32
art.
4. Once students have finished their objective observation list, you photocopy a 10-year
range of history around their work of art from a timeline. We suggest the timeline from the
book The Timetables of History, or the Metropolitan Museum of Art's online Timeline of
Art History. Each timetable should cover a range of 10 years—five years before and five
years after the painting was made. You determine what was happening in history within the
10-year period surrounding the year their works of art were made.
5. After they have looked at the timetables, students re-examine the work of art, think the
artist might have wanted to communicate when making this painting and what this work is
about.
6. Once students have speculated subjectively about what they think the artist wanted to
communicate about this work of art, pass out the background information about their work
of art from the Image Bank in this curriculum, or on from the Getty Museum's online
collections.
Further Reading:
1. Readings In Philippine History by Ligan et.al 2018
Strategy:
1. Gallery Walk: During a gallery walk, students explore the paintings of Luna and Amorsolo
that are placed around the room.
2. Field Trips : Going on a Educational trip means more than simply leaving the school
grounds. Educational trips should always have a major educational element, but the impact of
Educational trips can extend much further. The importance of Educational trips includes
giving students the chance to build closer bonds with their classmates, experience new
environments and enjoy a day away from the classroom
Evaluation:
Explore: Compare Famous Paintings of Luna and Amorsolo
The teacher will allow students to be actively engaged as they walk throughout the
classroom. Write your ideas and respond to the ideas portrayed in the paintings.
JUAN LUNA
Title of the Painting Elements/Principles Meaning/Message
1.
33
2.
Fernando Amorsolo
Title of the Painting Elements/Principles Meaning/Message
1.
2.
References:
Malabon City.
Torres, J. V.,BATIS 2018. Sources in Philippine History, C&E Publishing, Inc.
34
Module 7 (3 hours)
Title: Speech of Corazon C. Aquino before the US Congress
Introduction:
The lesson requires the students to critically examine the speech of the former President
Corazon C. Aquino in the US Congress. To closely examine the content and context of the
speech you may ask yourself: For whom is she referring to on some part of her speech? How
is her administration different from the Marcos’ administration? Despite of her efforts to be
opposite of Marcos administration, what are their similarities based on her speech? How did
she view Marcos’ administration? How did she describe democracy before her presidency?
Did she commit any biases against Marcos? Do you agree on her proposition to pay the debt
of a dictatorship? what is her analysis on the Martial Law era? etc.
Learning Outcome:
1.To properly interpret the speech of Corazon C. Aquino delivered in the US Congress
through examining the content and context of the document.
Learning Content:
Corazon C. Aquino functioned as the symbol of the restoration of democracy and the
overthrow of the Marcos Dictatorship in 1896. The EDSA People Power revolution, which
installed Cory Aquino in the Presidency, put the Philippines in the international spotlight for
overthrowing a dictator through a special means (Candelaria, et.al., 2018).
When Former President Aquino gave her speech to the US Congress on September
1986, a little more than half a year after assuming the presidency, she called on America to
help the Philippines in preserving the freedom which the Filipinos have won for themselves.
Calling to, “restore democracy by the ways of democracy,” she aggrandized the role of
America in the world as the promoter of a righteous system of governance and further
strengthened the reputation of said country as a model for greatness (Rodrigo, 2018)
When former President Corazon Aquino spoke before a joint session of the United
States Congress in September of 1986, the dust was only beginning to settle. It was her
first visit to America since the dictator Ferdinand Marcos had been deposed in February of
the same year, and the Philippines was reckoning with everything his administration had
inflicted. That included $26 billion in total foreign debt, and a communist insurgency that
grew, throughout the Marcos era, from 500 armed guerillas to 16,000.
We were just at the start of a long road to recovery. So Aquino lodged an appeal for
help. Addressing the House, she delivered a historic speech that managed to sway in
our favor the vote for an emergency $200-million aid appropriation. In the moving
speech penned by her speechwriter (and our current ambassador to the United Nations) Teddy
Locsin, Jr., Aquino defended her reconciliatory stand on the communist insurgency—a
sensitive issue in the U.S., given that this was 1986—and asked for financial aid towards
rebuilding the Philippine economy. (Escobar, 2018)
Here is the speech of the former President Corazon C. Aquino:
35
Video: https://www.youtube.com/watch?v=9bavnuT4RlU
Transcript:https://www.officialgazette.gov.ph/1986/09/18/speech-of-president-corazon-
aquino-during-the-joint-session-of-the-u-s-congress-september-18-1986/
Process Questions:
1. For whom is she referring to on some part of her speech?
2. How is her administration different from the Marcos’ administration?
3. Despite of her efforts to be opposite of Marcos administration, what are their
similarities based on her speech?
4. How did she view Marcos’ administration?
5. How did she describe democracy before her presidency?
6. Did she commit any biases against Marcos?
7. Do you agree on her proposition to pay the debt of a dictatorship?
8. What is her analysis on the Martial Law era?
Activity: Essay.
What are the differences of dictatorship and democracy? In your own words and idea, which is
more effective in ruling or governing a country, dictatorship or democracy? Discuss
comprehensively with examples.
Further Readings and Resources

1. EDSA People Power Revolution (https://www.philippine-history.org/edsa-people-
power-revolution.htm)
2. The Fall of the Dictatorship (https://www.officialgazette.gov.ph/featured/the-fall-of-
the-dictatorship/)
3. Declaration of the Martial Law
(https://www.officialgazette.gov.ph/featured/declaration-of-martial-law/
Evaluation:
Create a reflection paper to Corazon C. Aquino’s Speech. You may accept or refute some
issues presented on the speech.

are insightful and are unsupported
well supported. or supported with inappropriate
flawed and/or
arguments. unsupported.
36
construction.
Thoughts are
logical manner.
style and voice.

organized.
Grammar, Almost no Few spelling and A number of So many
Punctuation spelling, punctuations errors spelling, spelling,
and Spelling punctuation or and minor punctuation or punctuation and
25% grammatical grammatical grammatical grammatical
errors. errors. errors. errors that
interferes with
the meaning.
Sub Totals
100%
Over-all-Score
100%
References:
Candelaria, et.al. ,2018. Readings in the Philippine History. Rex Printing Company, Inc.
Malabon City.
https://www.philippine-history.org/edsa-people-power-revolution.htm
https://www.officialgazette.gov.ph/featured/the-fall-of-the-dictatorship/
https://www.officialgazette.gov.ph/featured/declaration-of-martial-law/
https://www.youtube.com/watch?v=9bavnuT4RlU
https://www.officialgazette.gov.ph/1986/09/18/speech-of-president-corazon-aquino-during-
the-joint-session-of-the-u-s-congress-september-18-1986/
https://soapboxie.com/world-politics/A-Reaction-on-Cory-Aquinos-speech-to-the-US-
Congress
37
CHAPTER 3
One Past but Many Histories; Controversies and Conflicting
Views in Philippine History
Module 8 (3 hours)
Title of the Module: The Site of The First Mass
Introduction:
The Philippine history were embedded the facts and evidences that proves the
existence of the different events that gives a clearer picture of the history- as- actuality might
look like. The site of the first mass controversy involves different accounts that cause
confusions and misconceptions among those who would encounter it.
Learning Outcomes:

1. analyze the different evidences of the site of the first mass in the Philippines;
2. defend your stand on which place the first mass took place; and
3. examine the strengths and weaknesses of each sources of the site of the first mass.
Learning Content:
The Conflicting Issues and Controversies

There are two conflicting school of thoughts about the site of the first mass in the
Philippines. The first claim is that the site of the first mass took place at Butuan, Agusan del
Norte first Eucharistic celebration was held near the mouth of the Agusan River where a brick
pillar was mounted to serve as a monument which has inscription as follows:
To the Immortal Magellan: the People of Butuan with their Parish Priest and
the Spaniards resident therein, to commemorate his arrival and the
celebration ofthe First Mass on this site on the 8th ofApril 1521. Erected in
1872, under the District Governor Jose Ma. Carvallo. 1
The construction of the said monument is a tangible manifestation of the long
practiced tradition by the people of Butuan that leads to the assertion that the first mass
actually happened in Agusan del Norte.
The second school of thought was the widely accepted version of the site of the first
mass story. It was held on Limasawa southern Leyte on an Easter Sunday.
To have a clearer distinction about the topic, here are the different versions of the
story as narrated by each authors:
According to Francisco Colins S.J as annotated by Pastells S.J. as cited by Miguel
Bernad 1891:
38
At the end of three months and twelve days during which they traversed 4,000
leagues, having crossed the Equator a second time, they climbed up to 15 degrees North
latitude where they came upon two islands which they named Las Velas [the Sails]. At 12
degrees North they came upon the Ladrones Islands. A few days later they saw the island of
Ibabao [Samar] in this Archipelago. But the first island they touched at was Humunu, a small
uninhabited island near Guiuan Point .... To that and other islets they gave the name of
Buenas Senas [Good Omens) but to the entire Archipelago they gave the name San Lazaro,
being the Saturday of Saint Lazarus' Sunday in Lent of the year 1521.
On Easter Day, in the territory of Butuan, the first Mass ever offered in these parts
was celebrated and a cross planted. Magellan then took formal possession of the Islands in
the name of the Emperor and of the Crown of Castille.
The man who gave the most signal service to our men was the chiefofDimasaua [sic] ,
relative ofthe chief of Butuan and ofthat of Zebu, whither he led the armada, which entered
that harbor at noon on the 7th of April, the Octave of Easter. 3
According to Francisco Combes S.J as annotated by Pastells S.J. and cited by Miguel
Bernad 1891:
The first time that the royal standards of the Faith were seen to fly in this
island (of Mindanao] was when the Archipelago was first discovered by the Admiral
Alonso (sic] de Magallanes. He followed a new and difficult route [across the
Pacific], entering by the Strait of Siargao, formed by that island and that of Leyte, and
landing at the island of Limasaua which is at the entrance of that Strait. Amazed by
the novelty and strangeness of the [Spanish] nation and the ships, the barbarians of
that island welcomed them and gave them good refreshments.
While at Limasaua, enjoying rest and good treatment, they heard of the River
of Butuan, whose chieftain was more powerful. His reputation attracted our men
thither to see for themselves or be disillusioned, their curiosity sharpened by the fact
that the place was nearby. The barbarian [chief] lived up to our men's expectations,
providing them with the food they needed .... Magellan contented himself with having
them do reverence to the cross which is erected upon a hillock as a sign to future
generations of their alliance .... The solemnity with which the cross was erected and
the deep piety shown by the Spaniards, and by the natives following the example of
the Spaniards, engendered great respect for the cross.
Not finding in Butuan the facilities required by the ships, they returned to
Limasaua to seek further advice in planning their future route. The Prince of
Limasaua told them of the three most powerful nations among the Pintados
[Visayans], namely those of Caraga, Samar, and Zebu. The nearness of Zebu, the
facilities of its port, and the more developed social structure (being more monarchial)
aroused everyone's desire to go thither. Thus, guided by the chief of Limasaua,
passing between Bool and Leyte and close to the Camotes Islands, they entered the
harbor of Cebu by the Mandawe entrance on the 7th of April 1521, having departed
from Limasaua on the first day of that month.4
39
The account of Antonio Pigaffeta, an excerpt from Butuan or Limasawa? The Site of the
First Mass in the Philippines: A Re- examination of the Evidence by Miguel Bernad.
1. Saturday, 16 March 1521. – Magellan's expedition sighted a "high land" named
"Zamal" which was some 300 leagues westward of the Ladrones (now the Marianas)
Islands.
2. Sunday, March 17. "The following day" after sighting Zamal Island, they landed on
"another island which was uninhabited" and which lay "to the right" of the above-
mentioned island of"Zamal." (To the "right" here would mean on their starboard
going south or southwest.) There they set up two tents for the sick members of the
crew and had a sow killed for them. The name of this island was "Humunu"
(Homonhon). This island was located at 10 degrees North latitude.
3. On that same day (Sunday, 17 March) Magellan named the entire archipelago the
"Islands of Saint Lazarus", the reason being that it was the Sunday in the Lenten
season when the Gospel assigned for the Mass and the liturgical Office was the
eleventh chapter of St. John, which tells of the raising of Lazarus from the dead.
4. Monday, 18 March. – In the afternoon of their second day on that island, they saw a
boat coming towards them with nine men in it. An exchange of gifts was effected.
Magellan asked for food supplies, and the men went away, promising to bring rice
and other supplies in "four days.'
5. There were two springs of water on that island of Homonhon. Also they saw there
some indications that there was gold in these islands Consequently Magellan renamed
the island and called it the " Watering Place of Good Omen" (Acquada la di
bounisegnialli).
6. Friday, 22 March. – At noon the natives returned. This time they were in two boats,
and they brought food supplies.
7. Magellan's expedition stayed eight days at Homonhon: from Sunday, 17 March, to the
Monday of the following week, 25 March.
8. Monday, 25 March. – In the afternoon, the expedition weighed anchor and left the
island of Homonhon. In the ecclesiastical calendar, this day (25 March) was the feast-
day of the Incarnation, also called the feast of the Annunciation and therefore "Our
Lady's Day." On this day, as they were about to weigh anchor, an accident happened
to Pigafetta: he fell into the water but was rescued. He attributed his narrow escape
from death as a grace obtained through the intercession of the Blessed Virgin Mary on
her feast-day.
9. The route taken by the expedition after leaving Homonhon was "toward the west
southwest, between four islands: namely, Cenalo, Hiunanghan, Ibusson and
Albarien." Very probably "Cenalo" is a misspelling in the Italian manuscript for what
Pigafetta in his map calls "Ceilon" and Albo calls "Seilani": namely the island of
Leyte. "Hiunanghan" (a misspelling of Hinunangan) seemed to Pigafetta to be a
separate island, but it is actually on the mainland of Leyte (i.e. "Ceylon"). On the
other hand, Hibuson (Pigafetta'sIbusson) is an island east of Leyte's southern tip.
40
Thus, it is easy to see what Pigafetta meant by sailing "toward the west southwest"
past those islands. They left Homonhon sailing westward towards Leyte, then
followed the Leyte coast southward, passing between the island of Hibuson on their
portside and Hiunangan Bay on their starboard, and then continued southward, then
turning westward to "Mazaua".
10. Thursday, 28 March. – In the morning of Holy Thursday, 28 March, they anchored off
an island where the previous night they had.
11. They remained seven days on Mazaua Island. What they did during those seven days,
we shall discuss in a separate section below, entitled "Seven Days at Mazaua."
12. Thursday. 4 April. – They left Mazaua, bound for Cebu. They were guided thither by
the king of Mazaua who sailed in his own boat. Their route took them past five
"islands": namely: "Ceylon, Bohol, Canighan, Baibai, and Gatighan."
Pigafetta thought that Ceylon and Baibai were separate islands. Actually they were
parts of the same island of Leyte. "Canighan" (Canigao in our maps) is an island off
the sothwestem tip of Leyte. They sailed from Mazaua west by northwest into the
Canigao Channel, with Bohol Island to port and Leyte and Canigao Islands to
starboard. Then they sailed northwards along the Leyte coast, past Baibai to
"Gatighan". The identity of Gatighan is not certain. But we are told that it was twenty
leagues from Mazaua and fifteen leagues from "Subu" (Cebu).
13. At Gatighan, they sailed westward to the three islands of the Camotes Group, namely,
Poro, Pasihan and Ponson. (Pigafetta calls them "Polo, Ticobon, and Pozon.") Here
the Spanish ships stopped to allow the king of Mazaua to catch up with them, since
the Spanish ships were much faster than the native balanghai — a thing that excited
the admiration of the king of Mazaua.
14. From the Camotes Islands they sailed [southwestward] towards "Zubu".
15. Sunday, 7 April. – At noon on Sunday, the 7th of April, they entered the harbor of
"Zubu" (Cebu). It had taken them three days to negotiate the journey from Mazaua
northwards to the Camotes Islands and then southwards to Cebu.
The account of Antonio Pigaffeta, an excerpt from Butuan or Limasawa? The Site of the
First Mass in the Philippines: A Re- examination of the Evidence by Miguel Bernad. Cited
by Antonio Tamayao, 2019
1. On the 16th of March (1521) as they sailed in a westerly course from the Ladrones, they
saw land towards the northwest; but owing to many shallow places they did not approach
it. They found later that its name was Yunagan.
2. They went instead that same day southwards to another small island named Suluan, and
there they anchored. There they saw some canoes but these fled at the Spaniards's
approach. This island was at 9 and two-thirds degrees North latitude.
3. Departing from those two islands, they sailed westward to an uninhabited island of
"Gada" where they took in a supply of wood and water. The sea around that island was
41
free from shallows. (Albo does not give the latitude of this island, but from Pigafetta's
testimony, this seems to be the "Acquada" or Homonhon, at 10 degrees North latitude,)
4. From that island they sailed westwards towards a large island named Seilani which was
inhabited and was known to have gold. (Seilani – or, as Pigafetta calls it, "Ceylon" – was
the island of Leyte. See below, on Pigafetta's map.)
5. Sailing southwards along the coast of that large island of Seilani, they turned southwest
to a small island called "Mazava". That island is also at a latitude of 9 and two-thirds
degrees North.
6. The people of that island of Mazava were very good. There the Spaniards planted a cross
upon a mountain-top, and from there they were shown three islands to the west and
southwest, where they were told there was much gold. "They showed us how the gold
was gathered, which came in small pieces like peas and lentils."
7. From Mazava they sailed northwards again towards Seilani. They followed the coast of
Seilani in a northwesterly direction, ascending up to 10 degrees of latitude where they
saw three small islands.
8. From there they sailed westwards some ten leagues, and there they saw three islets,
where they dropped anchor for the night. In the morning they sailed southwest some 12
leagues, down to a latitude of 10 and one-third degree. There they entered a channel
between two islands, one of which was called "Matan" and the other "Subu
9. They sailed down that channel and then turned westward and anchored at the town (la
villa) of Subu where they stayed many days and obtained provisions and entered into a
peace-pact with the local king.
10. The town of Subu was on an east-west direction with the islands of Suluan and Mazava.
But between Mazava and Subu, there were so many shallows that the boats could not go
westward directly but had to go (as they did) in a round-about way.
Teaching and Learning Activities:

The students will complete the information asked in the box.
Accounts Where When did it Evidences that prove their claims
did it happen?
happen?
Francisco Colin
Francisco Combes
42
Antonio Pigaffeta
Francisco Albo
A. You choose two readings that have the most similar assertions on the said topic and cite
some differences or oppositions using a Venn diagram.
Reading 1 Reading 2
_______________________
_______________________ -_________________________
_______________________ -_________________________
-_________________________
_______________________
-_________________________
_______________________
-_________________________
_______________________ -_________________________
______________________ -_________________________
______________________ -_________________________
43
B. REFLECTION PAPER: After reading, you will write a version of the Site of the First
Mass based on how did they understood the topic.
_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

flawed unsupported.
arguments.
construction.
Thoughts are
logical manner.
style and voice.
44
organized.
the meaning.
Sub Totals
100%
Over-all-Score
100%
Flexible Teaching Learning Modality:

Asynchronous and Synchronous
For the written activity, you may answer it through Goggle classroom, and for those
who wish to have a hard copy, you may get a copy of this at my drop box at ISU- Security
Guard House.
For the performance base task, we are going to meet through zoom app, for you to
deliver your speech and defend your stand.
Assessment Task:
To have a full understanding of this module, let us check your understanding of this
module by answering the following questions.
Write the word Limasawa if the statement is correct and if otherwise, write the word
Butuan.
______1. The town of Subu was on an east-west direction with the islands of Suluan and
Mazava. But between Mazava and Subu , there were so many shallows that the
boats could not go westward directly but had to go (as they did) in a round-about
way according to Colins.
______2. The first mass in the Philippines happened during an Easter Sunday.
______3. Francisco Albo and Francisco Colins have the same assertion about the first mass.
______4. The Butuan’s claim it became a tradition since 15th century.
______5. Magellan lose in the battle of Mactan because he refused the aid of Raja Humabon.
______6. Francisco Combes was a survivor of the Magellan’s voyage.
______7. The National Historical Institute recognizes Butuan as the site of the first mass in
the Philippines.
______8. It is not important to discuss the site of the First Eucharistic Celebration in the
Philippines.
______9. Pintados refers to the people of Mindanao as cited by Pigaffeta.
______10. After Magellan’s defeat, some of his men were cured by the Cebuano’s.
45
Performance- Based Task
Activity shall be in a debate form, prior to this activity, I will choose your partner to
refute and defend your side.
During the zoom meeting, you are given 5 to 10 minutes to speak, defend and
illustrate your point on what you really believe on the topic being discussed.
References:
Candelaria, John Lee et al.,2018. Readings in Philippine History. Rex Bookstore.
Francisco Virlyn et al.,2015. Philippine History. Mindshapersco.,Inc.
Tamayao, Antonio. Readings in the Philippne History. 2018
Torres, Jose Victor.2018.BATIS: Sources in Philippine History. C&E Publishing, Inc.
https://news.abs-cbn.com/blogs/opinions/08/24/19/first-mass-in-limasawa-fact-or-
opinion
https://www.mindanews.com/top-stories/2012/04/butuan-historians-ask-cbcp-to-
resolve-first-mass-controversy-in-citys-favor/
46
Module 9 (3 hours)
Topic: The Cavite Mutiny
Introduction:
Three of the most known Filipino martyrs during the Spanish Regime aside from Rizal
were Jose Burgos, Mariano Gomez, and Jacinto Zamora. Their death ignited the development
of the Philippine nationalism in a way that the most Filipinos didn’t realize. In this topic,
students will criticize the different perspectives concerning the real story behind the Cavite
Mutiny controversy. This discussion will prove whether the issue involve is just a mere
mutiny or a conspiracy that would lead to a large scale revolution if ever.
Learning Outcomes:
1. appreciate the essence of Cavite Mutiny and the Martyrdom of the GOM-BUR-ZA in
shaping Philippine Nationalism;
2. examine and analyse the different narratives of Trinidad Pardo De Tavera, Rafael
Izquierdo and Jose Montero Y Vidal;
3. discuss the role of Filipinos coming from different social status based on the
narratives of the different sources;and
4. explain the consequences of the failed Cavite Mutiny in the lives of the priest,
soldiers, attorneys, works, and people involved in the controversy.
Learning Content:
The constant change in the post of the governor- general in the Philippines brought
not only havoc in the Philippine politics but also a dismay especially on the part of the
natives who experience the direct effect of the changing of officials holding offices. Carlos
Maria dela Torre was known to be the most liberal minded governor- general of the
Philippines for allowing programs that benefited most of the natives. Through this, he was
loved by the people and in turn leads to the establishments of different schools for arts and
trades.
Rafael Izquierdo assumed the post of the governor- general replacing the loved Carlos
Maria Dela Torre. Alongside with the changes in the post of governor- general are the
changes in the policies of the outgoing officials together with the removal of the privileges of
the workers especially of the Cavite Arsenal. These harsh rules of Izquierdo caused the
natives to hate on him and tensions between the workers and the officials of the government.
January 20, 1892, a chaos happened in Cavite. The workers assassinated the head of
the Cavite Arsenal and injured his wife. The mutiny was headed by Francisco La Madrid with
the purpose of voicing out their plight of returning their privileges on not paying taxes and
exemption in the polo y servicio be returned. The mutiny failed because the expected
reinforcement from Manila didn’t come. After almost two days of insurrection, the mutiny
was quelled and its leader, Francisco La Madrid was killed. All the involve individuals were
either killed or exiled. The most notable people involved in this event were Gomez, Burgos,
and Zamora. They were accused of spearheading the conspiracy alongside with native
lawyers and soldiers.
47
The Cavite Mutiny/ Conspiracy was a big debate among historians as to which is
right. Is it a mere mutiny or a conspiracy? Hence, there are different first hand sources
presented below to be evaluated and analysed in order to have a better picture of the said
event.
Spanish Version of the Cavite Mutiny of 1872 by Jose Montero y Vidal as cited by
Antonio Tamayao 2018
The Spanish version of the Cavite Mutiny of 1872 was written by the Spanish
historian, Jose Montero y Vidal, in his book entitled Historia General de Filipinas (Madrid,
1895, Vol. III, pp 566-595. This narrative of Montero y Vidal,1 normally a good historian,
was so woefully biased that Dr. T.H. Pardo de Tavera commented that he, “in narrating the
Cavite episode, does not speak as a historian; he speaks as a Spaniard bend on perverting the
facts at his pleasure; he is mischievously partial”.2 Unsupported by positive documentary
evidence, this Spanish historian exaggerated the mutiny of a few disgruntled native soldiers
and laborers into a revolt to overthrow Spanish rule – a seditious movement – and involved
the innocent Filipino patriotic leaders including Fathers Gomez, Burgos, and Zamora, Jose
Ma. Basa, Antonio Ma. Regidor, Joaquin Pardo de Tavera, and others. Montero y Vidal’s
version of the Cavite episode of 1872 in English translation follows:
With the establishment in Spain of a government less radical than the one that
appointed La Torre, the latter was relieved from his post. His successor D. Rafael de
Izquierdo, assumed control of the government of these islands April 4, 1871. The most
eventual episode in his rule was the Cavite Revolt of 1872.
The abolition of the privileges enjoyed by the laborers of the Cavite arsenal of
exemption from the tribute was, according to some, the cause of the insurrection. There were,
however, other causes.
The Spanish revolution which overthrew a secular throne; the propaganda carried on
by an unbridled press against monarchical principles, attentatory of the most sacred respects
towards the dethroned majesty; the democratic and republic books and pamphlets; the
speeches and preachings of the apostles of these new ideas in Spain; the outbursts of the
American publicists and the criminal policy of the senseless Governor whom the
Revolutionary government sent to govern the Philippines, and who put into practice these
ideas were the determining circumstances which gave rise, among certain Filipinos, to the
idea of attaining their independence. It was towards this goal that they started to work, with
the powerful assistance of a certain section of the native clergy, who out of spite toward the
friars, made common cause with the enemies of the mother country.
At various times but especially in the beginning of the year 1872, the authorities
received anonymous communications with the information that a great uprising would break
out against the Spaniards, the minute the fleet at Cavite left for the South, and that all would
be assassinated, including the friars. But nobody gave importance to these notices. The
conspiracy had been going on since the days of La Torre with utmost secrecy. At times, the
principal leaders met either in the house of the Filipino Spaniard, D. Joaquin Pardo de Tavera,
or in that of the native priest, Jacinto Zamora, and these meetings were usually attended by
the curate of Bacoor (Cavite), the soul of the movement, whose energetic character and
immense wealth enabled him to exercise a strong influence.
48
The garrison of Manila, composed mostly of native soldiers, were involved in this
conspiracy, as well as a multitude of civilians. The plan was for the soldiers to assassinate
their
officers, the servants, their masters, and the escort of the Captain-General at Malacaἧang, to
dispose of the governor himself. The friars and other Spaniards were later to have their turn.
The pre-concerted signal among the conspirators of Cavite and Manila was the firing of
rockets from the walls of the city. The details having been arranged, it was agreed that the
uprising was to break out in the evening of the 20th of January, 1872. Various circumstances,
however, which might well be considered as providential, upset the plans, and made the
conspiracy a dismal failure.
In the district of Sampaloc, the fiesta of the patron saint, the Virgin of Loreto, was
being celebrated with pomp and splendor. On the night of the 20th, fireworks were displayed
and rockets fired into the air. Those in Cavite mistook these for the signal to revolt, and at
nine-thirty in the evening of that day two hundred native soldiers under the leadership of
Sergeant La Madrid rose up in arms, assassinated the commander of the fort and wounded his
wife.
The military governor of Cavite, D. Fernando Rojas, dispatched two Spaniards to
inform the Manila authorities of the uprising but they were met on the way 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, D. Domingo Mijares, left Cavite in a war
vessel for Manila, arriving there at midnight. He informed the commandant of Marine of
what had occured, and this official immediately relayed the news to Governor Izquierdo.
Early the next morning two regiments, under the command of D. Felipe Ginoves,
segundo cabo, left for Cavite on board the merchant vessels Filipino, Manila Isabela I and
Isabela II. Ginoves demanded rendition and waited the whole day of the 21st for the rebels to
surrender, without ordering the assault of their position in order to avoid unnecessary
shedding of blood. After waiting the whole day in vain for the rendition of the rebels,
Ginoves launched an assault against the latter’s position, early in the morning of the 22nd,
putting to the sword the majority of the rebels and making prisoners of the rest. On the same
day an official proclamation announced the suppression of the revolt.
As a result of the declarations made by some of the prisoners in which several
individuals were pointed out as instigators, Don Jose Burgos and D. Jacinto Zamora, curates
of the Cathedral, D. Mariano Gomez, curate of Bacoor (Cavite), several other Filipino priests,
D. Antonio Maria Regidor, lawyer and Regidor of the Ayuntamiento, D. Joaquin Pardo de
Tavera, Consejero de Administraciὀn, Pedro Carillo, Gervacio Sanchez and Jose Mauricio de
Leon, lawyers Enrique Paraiso and Jose and Pio Basa, employees, and Crisanto Reyes,
Maximo Paterno and several other Filipinos, were arrested.
The council of war, which from the beginning look charge of the causes in connection
with the Cavite uprising, passed the sentence of death on forty-one of the rebels. On the 27th
of January the Captain-General fixed his “cumplase” on the sentence. On the 6th of the
following month, eleven more were sentenced to death, but the Governor General, by decree
of the day following, commuted this sentence to life imprisonment. On the 8th, the sentence
of death was pronounced on Camerino and ten years imprisonment of eleven individuals of
49
the famous “Guias de la Torre,” for the assassination of the Spaniards who, on the night of
January 20th, were sent to Manila to carry news of the uprising.
The same council on the 15th of February, sentenced to die by strangulation the
Filipino priests, D. Jose Burgos, D. Jacinto Zamora, and D. Mariano Gomez, and Francisco
Saldua; and maximo Inocencio, Enrique Paraiso and Crisanto de los Reyes to ten years
imprisonment. Early in the morning of the seventeen of February, an immense multitude
appeared on the field of Bagumbayan to witness the execution of the sentence. The attending
force was composed of Filipino troops, and the batteries of the fort were aimed at the place of
execution, ready to fire upon the least sign of uprising. Gomez was executed first, then
Zamora, then Burgos, and lastly, Saldua.
On the 3rd of April, 1872, the Audience suspended from the practice of law the
following men: D. Jose Basa y Enriquez, D. Joaquin Pardo de Tavera, D. Antonio Ma.
Regidor, D. Pedro Carillo, D. Gervacio Sanchez and D. Jose Mauricio de Leon.
Izquierdo had requested the sending to Manila of Spanish troops for the defense of the
fort as most of these found here were natives. In pursuance of Izquierdo’s request, the
government, by decree of April 4, 1872, dissolved the native regiment of artillery and ordered
the creation of an artillery force to be composed exclusively of Peninsulares. The latter
arrived in Manila in July, 1872. On the occasion of the arrival of the troops, the Sto. Domingo
Church celebrated a special mass at which high officials of the government, the religious
corporations, and the general public, attended, upon invitation by the Governor and Captain-
General of the Philippines.
Filipino Version of the Cavite Mutiny of 1872 by Dr. Trinidad Hermenegildo Pardo de
Tavera as cited by Antonio Tamayao, 2019.
The Filipino version of the bloody incident of Cavite in 1872 was written by Dr.
Trinidad H. Pardo de Tavera, Filipino scholar, scientist, and historical researcher. 1 According
to him, this incident was merely a mutiny by the native Filipino soldiers and laborers of the
Cavite arsenal against the harsh policy of despotic Governor and Captain-General Rafael de
Izquierdo (1871-1873) which abolished their old-time privileges of exemption from paying
the annual tribute and from rendering the polo (forced labor). The loss of these privileges was
naturally resented by the soldiers and laborers. Some of them, impelled by volcanic wrath,
rose in arms on the night of January 20, 1872, and killed the commanding officer of the
Cavite Arsenal and other Spanish officers. This was easily suppressed by the Spanish troops
which were rushed from Manila. This turbulent incident, which was magnified by the
Spanish officials and friars into a revolt for Philippine independence, is narrated by Pardo de
Tavera, as follows:
The arrival of General Izquierdo (1871-1873) was the signal for a complete change in
the aspect of affairs. The new governor soon made it clear that his views were different from
those of La Torre – that there would be no change in the established form of government –
and he at once announced that he intended to govern the people “with crucifix in one hand
and a sword in the other.”
His first official act was to prohibit the founding of a school of arts and trades, which
was being organized by the efforts and funds raised by natives of standing in the community,
but the founding of which did not tally with the views of the religious orders. Governor
50
Izquierdo believed that the establishment of the new school was merely a pretext for the
organization of a political club, and he not only did not allow it to be opened but made a
public statement accusing the Filipinos who had charge of the movement. All of those who
had offered their support to ex-Governor La Torre were classed as personas sospechosas
(suspects), a term that since that time has been used in the Philippine Islands to designate any
person who refused to servilely obey the wishes and whims of the authorities. The
conservative element in the islands now directed the governmental policy, and the educated
Filipinos fell more and more under the displeasure and suspicion of the governor.
The peace of the colony was broken by a certain incident which, though unimportant
in itself, was probably the origin of the political agitation which, constantly growing for thirty
years, culminated in the overthrow of the Spanish sovereignty in the Philippine Islands. From
time immemorial the workmen in the arsenal at Cavite and in the barracks of the artillery and
engineer corps has been exempt from the payment of the tribute tax and from obligation to
work certain days each year on public improvements. General Izquierdo believed the time
opportune for abolishing these privileges and ordered that in the future all such workmen
should pay tribute and labor on public improvements. This produced great dissatisfaction
among the workmen affected and the men employed in the arsenal at Cavite went on a strike,
but, yielding to pressure and threats made by the authorities, they subsequently returned to
their labors.
The workmen in the Cavite arsenal were all natives of that town and of the
neighboring town of San Roque. In a short while the dissatisfaction and discontent with the
government spread all over that section and even the entire troops became disaffected. On the
night of January 20, 1872, there was an uprising among the soldiers in the San Felipe fort, in
Cavite, and the commanding offer and other Spanish officers in charge of the fort were
assassinated. Forty marines attached to the arsenal and 22 artillerymen under Sergeant La
Madrid took part in this 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 general to Cavite, who
reinforced the native troops, took possession of the fort, and put the rebels to the sword.
Sergeant La Madrid has been blinded and badly burned by the explosion of a sack of powder
and, being unable to escape, was also cut down. A few of the rebels were captured and taken
to Manila and there was no further disturbance of the peace or insubordination of any kind.
This uprising among the soldiers in Cavite was used as a powerful lever by the
Spanish residents and by the friars. During the time that General La Torre was chief executive
in the Philippine Islands the influential Filipinos did not hesitate to announce their hostility to
the religious orders, and the Central Government in Madrid has announced its intention to
deprive the friars in these islands of all powers of intervention in matters of civil government
and of the direction and management of the university. Moret, the colonial minister, had
drawn up a scheme of reforms by which he proposed to make a radical change in the colonial
system of government which was to harmonize with the principles for which the revolution 3
in Spain had been fought. It was due to these facts and promises that the Filipinos had great
hopes of an improvement in the affairs of their country, while the friars, on the other hand,
feared that their power in the colony would soon be completely a thing of the past.
51
The mutiny in Cavite gave the conservative element – that is, those who favored a
continuation of the colonial modus vivendi – an opportunity to represent to the Spanish
Government that a vast conspiracy was afoot and organized throughout the archipelago with
the object of destroying the Spanish sovereignty. They stated that the Spanish Government in
Madrid was to blame for the propagation of pernicious doctrines and for the hopes that had
been held out from Madrid to the Filipino people, and also because of the leanings of ex-
Governor La Torre and of other public functionaries who had been sent to the Philippine
Islands by the Government that succeeded Queen Isabella. The fall of the new rulers in Spain
within a few days, as well as other occurrences, seemed to accentuate the claims made by the
conservative element in the Philippine Islands regarding the peril which threatened Spanish
sovereignty in the islands; it appeared as though the prophecies were about to be fulfilled.
The Madrid authorities were not able to combat public opinion in that country; no
opportunity was given nor time taken to make a thorough investigation of the real facts or
extent of the alleged revolution; the conservative element in the Philippine Islands painted the
local condition of affairs in somber tints; and the Madrid Government came to believe, or at
least to suspect, that a scheme was being concocted throughout the islands to shake off
Spanish sovereignty. Consistent with the precedents of their colonial rule, the repressive
measures adopted to quell the supposed insurrection were strict and sudden. No attempt
appears to have been made to ascertain whether or not the innocent suffered with the guilty,
and the only end sought appeared to be to inspire terror in the minds of all by making
examples of a certain number, so that none in the future should attempt, nor even dream of
any attempt at secession.
Many of the best known Filipinos were denounced to the military authorities, and
they, the sons of Spaniards born in the islands and men of mixed blood (Spanish and
Chinese), as well as the Indians of pure blood, as the Philippine Malays were called, were
persecuted and punished without distinction by the military authorities. Those who dared to
oppose themselves to the friars were punished with special severity; among others may be
mentioned the priests Burgos, a half-blood Spaniard, Zamora, a half-blood Chinaman, and
Gomez, a pure-blood Tagalog, who had vigorously opposed the friars in the litigation over
the curacies in the various provinces. The three priests mentioned were condemned to death
by a military court-martial; and Antonio M. Regidor, a lawyer and councilman of Manila,
Joaquin Pardo de Tavera, lawyer and members of the administrative council, P. Mendoza,
curate of Santa Cruz, Guevarra, curate of Quiapo, the priests Mariano Sevilla, Feliciano
Gomez, Ballesteros, Jose Basa, the lawyers Carillo, Basa, Enriquez, Crisanto, Reyes,
Maximo, Paterno, and many others were sentenced to life imprisonment on the Marianas
Islands. The Government thus secured its object of terrorizing the Filipino people, but the
punishments meted out were not only unjust but were from every point of view unnecessary,
as there had not been the remote intention on the part of anyone to overthrow the Spanish
sovereignty. On the contrary, the attitude of Moret, Labra, Becerra, and other high officials in
the Madrid Government had awakened in the breasts of the Filipinos a lively friendship for
the home government, and never has the ties which bound the colony to Spain been as close
as they were during the short interval between the arrival of General La Torre and the time
when General Izquierdo, in the name of the home government, was guilty of the atrocities
mentioned above, of which innocent men were made victims.
A careful study of the history and documents of that time brings to light the part
which the religious orders played in that sad drama. One of the results of the so-called
revolution of Cavite was to strengthen the power of the friars in the Philippine Islands in such
manner that the Madrid Government, which up to that time had contemplated reducing the
52
power of the religious orders in these islands, was obliged not only to abandon its intention,
but to place a yet greater measure of official influences at the service of the friars, and from
that time they were considered as an important factor in the preservation of the Spanish
sovereignty in the colony.
This influence was felt throughout the islands, and not only were the friars taken into
the confidence of the Government, but the Filipino people looked upon the religious orders as
their real masters and as the representatives, powerful and unsparing, of the Spanish
Kingdom.
But there were other results following upon the unfortunate policy adopted by
Governor Izquierdo. Up to that time there had been no intention of secession from Spain, and
the only aspiration of the people was to secure the material and educational advancement of
the country. The Filipino people had never blamed the Spanish nation for the backward
condition in which the islands existed, nor for the injustices committed in the islands by the
Spanish officials; but on the contrary it was the custom to lay all the blame for these things on
the individual officers guilty of maladministration, and no attempt had been made to
investigate whether or not the evils under which the islands suffered were due to fundamental
causes. The persecutions which began under Governor Izquierdo were based on the false
assumption that the Filipino people were desirous of independence, and although this was an
unfounded accusation, there were many martyrs to the cause, among whom were found many
of the most intelligent and well-to-do people, without distinction of color or race or
nationality, who were sentenced to death, to imprisonment, or were expatriated because they
were believed to aspire to the independence of these islands. The fear which the people felt of
the friars and of the punishments meted out by the Government was exceeded only by the
admiration which the Filipino people has for those who did not hesitate to stand up for the
rights of the country. In this manner, the persecutions to which the people were subjected
served as a stimulus and an educative force, and from that time the rebellion was nursed in
secret and the passive resistance to the abuses of the official power became greater day by
day.
No attempt was made to allay the ill-feeling which existed between the Filipinos and
the Spaniards, especially the friars, caused by the mutiny in Cavite and the cruel manner in
which the punishment was meted out. Many years would have been necessary to heal the
wounds felt by the large number of families whose members were made the victims of the
unjust sentences of the military courts-martial. Nothing was done by the Government to blot
out the recollection of these actions; on the contrary, it appeared to be its policy to continually
bring up the memory of these occurrences as a reminder to the mal-contents of what they had
to expect; but the only thing accomplished was to increase the popular discontent. It was from
that time that every disagreement between the Spaniards and Filipinos, however trivial, was
given a racial or political character; every time a friar was insulted or injured in any way, it
was claimed to be an act of hostility to the Spanish nation.
Official Report of Governor Izquierdo on the Cavite Mutiny by Rafael Izquierdo as
cited by Antonio Tamayao, 2019.
Governor General Rafael Izquierdo reported to the Spanish Minister of War, dated
Manila, January 23, 1872, blaming the Cavite Mutiny on the native clergy, some local
residents, intellectuals, and even El Eco Filipino, a Madrid-based reformist newspaper.
53
Significantly, he calls the military mutiny as “insurrection”, an “uprising”, and a “revolution”.
The text of the report is as follows:
From the summary of information received – that is, from the declaration made before
the fiscal – it seems definite that the insurrection was motivated and prepared by the native
clergy, by the mestizos and native lawyers, and by those known here as abogadillos. Some are
residents of Manila, others from Cavite, and some from the nearby provinces.
The instigators, to carry out their criminal project, protested against the injustice of
the government in not paying the provinces for their tobacco crop, and against the usury that
some (officials) practice in (handling) documents that the Finance department gives crop
owners who have to sell them at a loss. They encouraged the rebellion by protesting what
they called the injustice of having obliged the workers in the Cavite arsenal to pay tribute
starting January 1 (1872) and to render personal service, from which they were formerly
exempted.
To seduce the native troops, they resorted to superstitions with which the indios are so
prone to believe; persuading them that the Chief of State (hari) would be an ecclesiastic and
the rest or the clergy who baked the uprising would celebrate daily for its success. Thus the
rebellion could not fail because God was with them; and those who would not revolt they
would kill immediately. Taking advantage of the ignorance of those classes and the
propensity of the Indio to steal, they offered (to those who revolted) the wealth of the
Spaniards and of the regular clergy, employment and ranks in the army; and to this effect they
said that fifteen native battalions would be created, in which the soldiers who revolted would
have jobs as officers and chiefs. The lawyers and abogadillos would direct the affairs of
government of the administration and of justice.
Up to now it has not been clearly determined if they planned to establish a monarchy
or a republic, because the indios have no word in their language to describe this different
form of government, whose head in Tagalog would be called hari; but it turns out that they
would place at the head of the government a priest; and there were great probabilities – nay, a
certainty – that the head selected would be D. Jose Burgos, or D. Zacinto Zamora, parish
priests of S. San Pedro of Manila.
All the Spaniards, including the friars, would be executed except for the women; and
their belongings confiscated. Foreigners would be respected.
This uprising has roots, and with them were affiliated to a great extent the regiments
of infantry and artillery, many civilians and a large number of mestizos, indios and some
illustrados from the provinces.
To start the revolution, they planned to set fire to the district of Tondo. Once the fire
was set and while the authorities were busy putting it out, the regiment of artillery with the
help of the part of the infantry would seize Fort Santiago of this Capital (they would then)
fire cannons to inform the rebels of Cavite (of their success). The rebels in Cavite counted on
the artillery detachment that occupied the fort and on the navy helped by 500 natives led by
the pardoned leader Camerino. This person and his men, located at the town of Bacoor and
separated from the fort of San Felipe by a small arm of the sea, would cross the water and
reach the fort where they would find arms and ammunition.
54
The rebels (in Cavite) made the signals agreed upon by means of lanterns, but the
native civilians (in Bacoor) although they tried it, failed because if the vigilance of the
(Spanish) navy that had placed there a gunboat and armed vessels.
Loyalists who went to arrest the parish priests of Bacoor found an abandoned vessel
loaded with arms, including carbines and revolvers.
The uprising should have started in Manila at midnight abetted by those in Cavite, but
the rebels of this city went ahead of time. The civil-military governor of Cavite and the
commanders of Regiment 7 took very timely precautions; they knew how to keep the soldiers
loyal (although these had been compromised) and behaved with valor and gallantry, obliging
the rebels to take refuge in the fort of San Felipe.
Such is your Excellency, the plan of the rebels, those who guided them, and the means
they counted upon for its realization. For a long time now, through confidential information
and others of a vaguer character, I have been told that since 1869 – taking advantage of a
group that had left behind plans for an uprising, but was carried out because of the earthquake
of 1862 – there existed in Manila a junta or center that sought and found followers; and that
as a pretext they had established a society for the teaching of arts and trades. Months ago I
suspended it indirectly, giving an account to Your Excellency in my confidential report No.
113 dated August 1, (1871) to which Your Excellency has not yet replied.
It has also been said that this center or junta received inspiration from Madrid, where
newspapers of advanced ideas flourish; to sustain them subscriptions are (locally) solicited; in
effect, newspapers such as El Eco Filipino1 were sent here from Madrid, which were
distributed by persons now imprisoned, whose articles thundered against everything that be
found here.
As in the case of my worthy predecessor, I have continuously received anonymous

letters, but because I was confident that I could put down and punish any uprising, I gave no
credit (to these reports) in order not to cause alarm; and instead continued a vigilant watch
whenever possible within the limited means at my command. I had everything ready (for any
untoward possibility), taking into account the limited peninsular force which composes the
army.
Suggested Reading:
Candelaria, Lee P. Et al. Readings in Philippine History.pp.56-59
Strategy:
Essay: What if the Cavite mutiny did not happen? What is its relevant effect on the lives of
the people before and to your life today?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
55
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________ .
Category Exemplary Superior Satisfactory Unsatisfactor

y
g of the topic
of the topic.
Content 25% Response Response Response Response is
indicates depth indicates lacks focus unclear,
the essay thinking.
question.
style.
Gives some
56
the meaning.
Sub Totals
100%
Over-all-
Score
100%
Evaluation:
The students will re –arrange the jumbled words and explain the relation of each word in the
topic.
1. IIZUEORDQ 6. GROUMABZ
2. NOCAN 7. ERSLNAA
3. ADLE TROE 8. OGATRE
4. AL ADIDRM 9. VATEIC
5. AQUPOI 10. PCY
References:
Tamayao, Antonio.2018. Readings in the Philippne History.
Francisco Virlyn et al.2015. Philippine History. Mindshapersco.,Inc.
Torres, Jose Victor. 2018.BATIS: Sources in Philippine History. C&E Publishing, Inc.
57
58
Module 10: (3 hours)
Title: Retraction of Rizal
Introduction:
Jose Protacio Rizal Mercado y Alonso Realonda also known as Jose Rizal, a National
Hero of the Philippines. He is well known on his patriotism, affirmation against his enemies
especially the Spaniards through his noble writings. He was accused and alleged committed
crimes such as rebellion, sedition and illegal association.
After a hundred of years, many of Filipino still debates on Rizal’s retraction letter. As of
today many of us still unaware about this controversy, it was debated and hotly discussed
many times. Some teachers didn’t tackle this topic and don’t sure what is the truth behind of
this. Many of them give and think that this is the most controversial timeline of his life. Some
of us insist that it’s forged by Spaniard or think that He is coward or even it is a real and
views that Rizal only wanted to repent and gave up his life to God before he died.
The said lesson help student’s understand and reflect every details of Rizal’s life for
them to realize the essence of walking in the highways even late at night without any fear to
be detained by Spanish colonials and/or the essence of putting their right hands into their left
chest while looking into the Philippine flag as well as singing its national anthem.
Learning Outcomes:
1. explain and discuss the effects of Rizal’s death and legacy; and
2. understand and dedicate oneself as a patriot for the sake of the motherland by
reflecting Rizal’s life.
Learning Content:
Presentation of Facts about Rizal’s Retraction
The retraction of Rizal is still one of the greatest historical issues of all time. The
story of the Retraction has been told and retold and has created tremendous ambiguities in
Philippine history on the credence of the national hero.
Did the national hero really retract his anti-Catholic ideas?
Will that retraction make him less of a hero?
Major arguments for the Retraction
1. Archivist Fr. Manuel Garcia, C.M. discovered the “original" text containing the so-
called retraction formula in the archdiocesan archives on May 18, 1935, thirty-nine
years after Rizal’s execution. This Retraction “Document” found was considered
imperative evidence to the Retraction, itself. The text appears to have been released
to the press and published after the death of Rizal but the original document was not
produced until 1935 because it was believed that the documents were handed by Fr.
Balaguer to Fr. Pi and from Fr. Pi to Fr. Nozaleda in order to kept safely by his
secretary.
59
2. There were eyewitnesses closely associated with the events - According to Ricardo P.
Garcia’s “The Great Debate: The Rizal’s Retraction” there were two great testimonies
of eyewitnesses who were privy to what happened in Rizal’s cell from early morning
of December 29 to 6:30 am of December 30.
 Fr. Vicente Balaguer – According to him, Rizal woke up several times,

confessed four times, attended a Mass, received communion, and prayed the
rosary, all of which seemed inconsistent of his personality.
 Former Lieutenant of the Infantry- Mariano Martinez Gallegos – He

confirmed that Rizal did write a retraction piece and signed his signature on
it with Juan del Fresno and Eloy Moure as his witnesses. These two
witnesses also affixed their signatures on the said retraction document.
Newly released documents and new interpretations that may affirm his retraction:
1. The Cuerpo de Vigilancia.
2. What Rizal rote on the copy of "Imitations of Christ"?
“At 7:50 yesterday morning, Jose Rizal entered death row accompanied by his counsel, Señor Taviel de Andrade, and the
Jesuit priest Vilaclara. At the urgings of the former and moments after entering, he was served a light breakfast. At
approximately 9, the Assistant of the Plaza, Señor Maure, asked Rizal if he wanted anything. He replied that at the
moment he only wanted a prayer book which was brought to him shortly by Father March.
“Señor Andrade left death row at 10 and Rizal spoke for a long while with the Jesuit fathers, March and Vilaclara,
3. Mentions about the "cross" in his final writings.
60
Developmental Activity
Activity No. 1: Film Viewing
1. Watch the following:

Noli Me Tangere
El Filibusterismo
2. After, watching create a reflective paper through the following questions:
 What are the issues tackled in the videos you’ve watched?
 Do we need to study the Life, Works and Writings of Rizal? Yes/No? Why?
 How Rizal does influence the foundation of education in molding society?

flawed unsupported.
arguments.
61
construction.
Thoughts are
logical manner.
style and voice.

organized.
the meaning.
Sub Totals
100%
Over-all-Score
100%

Activity No. 3: Film Striping
The said retraction is written in Spanish and shows Rizal’s handwritten and his
signature. Create a film strip sharing your views and opinions about the last letter of
Rizal before he was executed.
“I declare myself a Catholic and

in this religion in which I was
born and educated I wish to live
Spanish and die. I retract with all my
English
heart whatever in my words,
writings, publications and
conduct has been contrary to my
character as son of the Catholic
Church”. The said letter is
entitled “The Retraction”
62
CRITERIA
Writing Style ------------------------ 15%
Content ------------------------ 25%
Organization ------------------------ 15%
Clarity ------------------------ 25%
Grammar and Spellings ------------------------ 15%
Effort ------------------------ 5%
Total ------------------------- 100%
Evaluation:
Essay.
Based on the topics learned, you will write an essay regarding social issues that affects the
shape of society and culture.
Category Exemplary Superior Satisfactory Unsatisfactor

y
g of the topic
of the topic.
the essay thinking.
question.
style.
Gives some
well organized. informative
information information &
& organized.
63
the meaning.
Sub Totals
100%
Over-all-
Score
100%
Recommended learning materials and resources for supplementary reading.

Analysis Rizal's Retraction. Retrieved from http://www.joserizal.ph/rt03.html
Camacho. 2013. Retraction controversy. Retrieved from
http://joseprotasiorizal.blogspot.com/2013/09/retraction-controversy.html#
Coates, A. (1992).Rizal-Filipino Nationalist & Patriot. Solidaridad Publishing.
Garcia, R. (1964). The Great Debate: The Rizal Retraction. R.P Garcia Publishing
GMA News Online.
http://www.gmanetwork.com/news/lifestyle/artandculture/594027/retraction-ni-rizal-mga-
bagong-dokumento-at-pananaw/story/ Retrieved 18 October 2017.
Guerero, L. (2007). The First Filipino. Manila. Guerrero Publishing.
Kalaw, T. (1956). Philippine Masonry: Its Origin, Development and Vicissitudes Up to
Present. McCullough.
Nidoy. (2013). Jose Rizal’s retraction: the controversy. Retrieved from
http://primacyofreason.blogspot.com/2013/06/jose-rizals-retraction-controversy.html
Flexible Teaching Learning Modality (FTLM) adopted:

Asynchronous and Synchronous
For the performance based, task, a meeting thru Zoom will be conducted specially to
debate activities. For creative outputs which also includes performance (i.e. fliptop and film
striping), upload them on YouTube or Facebook and provide the link to your subject
professor for grading.
Assessment Task
Make a position paper about Rizal’s retraction. Defend as to which among the sides
has the most plausible arguments.
References:
Chua, M. C. ,2016. “Retraction ni Jose Rizal: Mga Bagong Dokumento at Pananaw.”
Tamayao, Antonio,2018. Readings in the Philippne History.
Torres, Jose Victor,2018. BATIS: Sources in Philippine History. C&E Publishing, Inc.
64
Module 11 (1.5 hours)
Title: Cry of Balintawak or Pugadlawin
Introduction:
The “First Cry of Revolution” became the movement of the Filipinos to fight back on
the tyrannical rule of the Spanish regime; it is also called as the “First Cry”, the revolution of
independence. In this scenario the Filipinos tore their cedulas (tax receipt) and proclaimed the
start to fight for independence-the main goal. The news of the existence of Katipunan spread
throughout Manila and so, Andres Bonifacio, the Supreme leader of the Katipunan organized
a meeting outside the city particular in Balintawak to talk about their next movement for the
revolution against Spaniards. According to him, the start of the revolution will begin at the
end of month of August.
Thus, in this topic, it is surprising that, there are different versions of primary sources
where and when was the First Cry really happened. The eyewitnesses of the first-hand
information were Dr. Pio Valenzuela, Santiago Alvarez, Guillermo Masangkay and Gregoria
de Jesus.
Learning Outcomes:
1. identify the different accounts about First Cry of the Revolution;
3. scrutinize each source in the account of the start of the Revolution;
4. establish a point of view against a particular primary source; and
5. compare and contrast the different views regarding the First Cry of Revolution.
Learning Content:
Dr. Pio Valenzuela’s Account “Cry of Pugad Lawin’’
(August 23, 1896)
Dr. Pio Valenzuela has been authorized the ‘’Cry of Pugad Lawin, who happened to
eyewitness the event. He was also an official of the Katipunan and a friend of Andres
Bonifacio. There were two versions presented by him. In his first version, he told that the
prime staging point of the Cry was in Balintawak on Wednesday of August 26, 1896. He held
this account when the happenings or events are still vivid in his memory. On the other hand,
later in his life and with a fading memory, he wrote his Memoirs of the Revolution without
consulting the written documents of the Philippine revolution and claimed that the ‘’Cry’’
took place at Pugad Lawin on August 23, 1896.
Source: Zaide, Gregorio and Sonia Zaide. (1990). Documentary Sources of
Philippine History. Vol. 5. Manila: National Book Store
Torres Jose Victor. (2018). Batis : Sources in the Philippine History. C & E
Publishing, Inc.
The Account
The first place of refuge of Andres Bonifacio, Emilio Jacinto, Procopio Bonifacio,
Teodoro Plata, Aguedo del Rosario, and myself was Balintawak, the first five arriving there
on August 19, and I, on August 20, 1896. The first place where some 500 members of the
65
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 only exchanged and no resolution was debated or adopted. It was at PugadLawin,
in the house, store- house and yard of Juan Ramos, son of Melchora Aquino, where over
1,000 members of the Katipunan met and carried out considerable debate and discussion on
August 29, 1896. Only one man protested and fought against a war and that was Teodoro
Plata. Besides the persons named above, among those present at this meeting were Enrique
Cipriano, Alfonso Pacheco, Tomas Remigio, Sinforoso San Pedro, and others. After the
tumultuous meeting many of those present tore their cedula certificates and shouted “ Long
live the Philippines! Long live the Philippines!’’
Santiago Alvarez’s Account “The Cry of Bahay Toro” (August 24, 1896)
This version of the “Cry’’ was written by Santiago Alvarez, a well-known Katipunero
from Cavite and a son of Mariano Alvarez. Santiago is a relative of Gregoria de Jesus, who
happened to be the wife of Andres Bonifacio. Unlike the author of the first version mentioned
(Valenzuela), Santiago Alvarez is not an eyewitness of this event. As a result, this version of
him is not given of equal value as compared with the other versions for authors of other
accounts are actually part of the historic event.
The Account
We started our trek to Kangkong at about eleven that night. We walked through the
rain over dark expanses of muddy meadows and fields. Our clothes drenched and our bodies
numbed by the cold wind, we plodded wordlessly. It was nearly two in the morning when we
reached the house of Brother Apolonio Samson in Kangkong. We crowded into the house to
rest and warm ourselves. We were so tired that, after hanging our clothes out to dry, we soon
asleep…
The Supremo began assigning guards at five o’ clock the following morning, Saturday
22 August 1896. He placed a detachment at the Balintawak boundary and another at the
backyard to the north of the house where we were gathered….
No less than three hundred men assembled at the bidding of the Supremo Andres
Bonifacio. Altogether, they carried assorted weapons, bolos, spears, daggers, a dozen small
revolvers and a rifle used by its owner, one Lieutenant Manuel, for hunting birds. The
Supremo Bonifacio was restless because of fear of a sudden attack by the enemy. He was
worried over the thought that any of the couriers carrying the letter sent by Emilio Jacinto
could have been intercepted; and in that eventuality, the enemy would surely know their
whereabouts and attack them on the sly. He decided that it was better to move to a site called
Bahay Toro.
At ten o’ clock that Sunday morning, 23 August 1896, we arrived at Bahay Toro. Our
number had grown to more than 500 and the house, yard, and warehouse of
CabesangMelchora was crowded with us Katipuneros. The generous hospitality of
CabeasngMelchora was no less than that of Apolonio Samson. Like him, she also opened her
granary and he had plenty of rice pounded and animals slaughtered to feed us….
66
The following day, Monday, 24 August, more Katipuneros came and increased our
number to more than a thousand. The Supremo called a meeting at ten o ‘ clock that morning
inside CabesangMelchora’s barn. Flanking him on both sides at the head of the table were Dr.
Pio Valenzuela, Emilio Jacinto, BriccioPantas, Enrique Pacheco, Ramon Bernardo, Pantaleon
Torres, Francesco Carreon, Vicente Fernandez, Teodoro Plata, and others. We were so
crowded that some stood outside the barn.
The following matters were approved at the meeting:
1. An uprising to defend the people’s freedom was to be started at midnight of Saturday, 29

August 1896….
2. To be on a state of alert so that the Katipunan forces could strike should the situation arise
where the enemy was at a disadvantage. Thus, the uprising could be started earlier than the
agreed time of midnight 29 August 1896 should a favorable opportunity arise at that date.
Everyone should steel himself and be resolute in the struggle that was imminent….
3. The immediate objective was the capture of Manila….
After the adjournment of the meeting at twelve noon, there were tumultuous shouts of ‘’ Long
live the Sons of the People!’’
Guillermo Masangkay’s Account ‘’ The Cry of Balintawak’’ (August 26, 1896)
In 1932, Guillermo Masangkay, a friend and fellow Katipunero of Andres Bonifacio,

recounted his experiences as a member of the revolutionary movement. In an interview with
the Sunday Tribune magazine, Masangkay said that the First Cry happened in Balintawak on
August 26, 1896. In the first decade of American rule, it was his account that was used by the
government and civic officials to fix date and place of the First Cry which was capped with
the erection of the ‘’Monument to the Heroes of 1896’’ in that place.
However, in an interview published in the newspaper Bagong Buhayon August 26,
1957, Masangkay changed his narrative stating that the revolution began on August 23, 1896,
similar to the assertion of Dr. Pio Valenzuela. But Masangkay’s date was later changed again
when his granddaughter, Soledad Buehler- Borromeo, cited sources, including the
Masangkay papers, that the original date was August 26.
Source:Torres Jose Victor. (2018). Batis: Sources in the Philippine History. C & E
Publishing, Inc.
The Account
On August 26, a big meeting was held in Balintawak, at the house of Apolonio
Samson, then the cabeza of that barrio of Caloocan. Among those who attended, I remember,
were Bonifacio, Emilio Jacinto, Aguedo del Rosario, Tomas Remigio, BriccioPantas, Teodoro
Plata, Pio Valenzuela, Enrique Pacheco, and Francesco Carreon. They were all leaders of the
Katipunan and composed the board of directors of the organization. Delegates from Bulacan,
Cabanatuan, Cavite, and Morong (now Rizal) were also present.
At about nine o’ clock in the morning of August 26, the meeting was opened with
Andres Bonifacio presiding and Emilio Jacinto acting as secretary. The purpose was to
discuss when the uprising was to take place. Teodoro Plata, Briccio Pantas, and Pio
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Valenzuela were all opposed to starting the revolution too early. They reasoned that the
people would be in distress if the revolution were started without adequate preparation. Plata
was very forceful in his argument, stating that the uprising could not very well be started
without arms and food for the soldiers. Valenzuela used Rizal’s argument about the rich not
siding with the Katipunan organization.
Andres Bonifacio, sensing that he would lose in the discussion then left the session
hall and talked to the people who were waiting outside for the result of the meeting of the
leaders. He told the people that the leaders were arguing against starting the revolution early,
and appealed to them in a fiery speech in which he said: ‘’ You remember the fate of our
countrymen who were shot in Bagumbayan. Should we return now to the towns, the
Spaniards will only shoot us. Our organization has been discovered and we are all marked
men. If we don’t start the uprising, the Spaniards will get us anyway. What then, do you
say?’’
“Revolt,’’ the people shouted as one.
Bonifacio then asked the people to give a pledge that they were to revolt. He told that
the sign of slavery of the Filipinos were (sic) the cedula tax charged each citizen. ‘’ If it is
true that you are ready to revolt, ‘’ Bonifacio said, ‘’I want to see you destroyed your cedulas.
It will be the sign that all of us have declared our severance from the Spaniards.’’
With tears in their eyes, the people, as one man, pulled out their cedulas and tore them
to pieces. It was the beginning of the formal declaration of the separation from Spanish
rule….
When the people’s pledge was obtained by Bonifacio, he returned to the session hall
and informed the leaders of what took place outside. ‘’ The people want to revolt, and they
destroyed their cedulas, ‘’ Bonifacio said, ‘’ So now we have to start the uprising, otherwise
the people by hundreds will be shot.” There was no alternative. The board of directors, in
spite of the protest of Plata, Pantas, Valenzuela, voted for the revolution. And when this was
decided, the people outside shouted, “Long live the Philippine Republic.”
Gregoria de Jesus’ The First “ Cry” (August 25, 1896)
This version was written by no other than the “ Lakambini of the Katipunan” and wife
Andres Bonifacio, Gregoria de Jesus. She has been a participant of this event and became the
keeper of the secret documents of the Katipunan. After the revolution in August 1896, she
lived with her parents in Caloocan then fled to Manila when she was told that the Spanish
authorities wanted to arrest her. Eventually, she joined her husband in the mountains and
shared adversities with him. In her account, the First “Cry” happened near Caloocan on
August 25, 1896.
The Account
“The activities of the Katipunan had reached nearly all corners of the Philippine
Archipelago, so that when its existence was discovered and some of the members arrested,
we immediately returned to Caloocan. However, as we were closely watched by the agents of
the Spanish authorities, Andres Bonifacio and other Katipuneros left the town after some
days. It was then that the uprising began, with the first cry for freedom on August 25, 1896.
Meanwhile, I was with my parents. Through my friends, I learned that Spanish were coming
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to arrest me. Immediately, I fled town at eleven o’ clock at night, secretly going through the
rice fields to La Lorna, with the intention of returning to Manila. I was treated like an
apparition, for, sad to say, in every house where I tried to get a little rest, I was driven away as
if people therein were frightened for their own lives. Later, I found out that the occupants of
the houses which I had visited were seized and severely punished – and some even exiled.
One of them was an uncle of mine whom I had visited on that night to kiss his hands, and he
died in exile.’’

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

In this activity, you are going to compare and contrast the different accounts using
Venn diagram.
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Activity 2: Reflection Paper
You will write a reflection paper about the accounts.
WRITE IT DOWN…
Scoring Rubrics for Reflections

Depth Response Response Response Response
flawed unsupported.
arguments.
Structure Writing is clear, Writing is mostly Writing is Writing is unclear
70
construction.
Thoughts are
logical manner.
Writing written in an written in an little style or style or voice.
style and voice.

organized.
Spelling punctuation or and minor punctuation or grammatical
the meaning.
Sub Totals
Over-all-Score
Recommended learning materials and resources for supplementary reading.

Memoirs of the Katipunan
“Xiao Time: Ang Unang Sigaw ng Himagsikan sa Balintawak
Flexible Teaching Learning Modality (FTLM) adopted Asynchronous and Synchronous
Assessment Task:
Given a concise explanation on the following items:

1. What does the issue on the First Cry depict about the Filipinos?
2. How does the account of Santiago Alvarez differ from all other versions?
3. Which account do you believe? Why?
4. How reliable is the version of Guillermo Masangkay regarding this issue?
5. What makes Pio Valenzuela’s Cry of Pugadlawin a controversy?
References:
Candelaria,et’al. 2018. First Edition. Readings in Philippine History. Rex Bookstore.
Torres Jose Victor. 2018. BATIS: Sources in the Philippine History. C & E Publishing, Inc.
Zaide, Gregorio and Sonia Zaide. Documentary Sources of Philippine History. Vol. 5.
Manila: National Book Store
71
CHAPTER 4
Social, Political, Economic, and Cultural issues in Philippine
History
Module 12 (3 hours)
Title: Agrarian Reform Policies
Introduction:
Landlessness is the main source or rural poverty, and this issue is the legacy of
colonialism. (Robles,2007) For a long period of time, the agrarian system of the Philippines
was being controlled by the large landlords. Small farmers in the Philippines were struggling
for their rights to land and other natural resources thereby leading to a more difficult problem
relating to their daily living. Along with the different social injustices that we are facing, it is
therefore mandatory on the part of the government to build a nation where there is equitable
land ownership and empowered agrarian reform beneficiaries who are effectively managing
their economic and social development for a better quality of life. (DAR mission and vision)
This lesson presents the history of the Philippine land and agrarian reform programs.
A discussion on the historical background of various agrarian reform programs, that date back
to Spanish period up to the present times, will enable the Filipinos to understand the present
Comprehensive Agrarian Reform Program. (Manapat, et.al, 2010)
Learning Outcome:
1. analyze the history of agrarian reforms in the country to be more aware of current
land reform issues, more importantly, the problem of land redistribution.
Learning Content:
Pre-Spanish Era
Private ownership is unknown to almost all of the people sojourning in the Philippines
and a system of communal ownership is enjoyed by many in terms of land ownership. The
absence of records will indicate this. However, there is no denial as to the land patterns that
the Philippines do have, to wit:
a. Those who engaged in shifting cultivation regarded all land as their public domain,
although they did not choose to cultivate all of the available land.
b. Those who practiced a type of living in an area for a long period of time follows
private ownership. However, no formalized procedures for recognizing private
ownership was ever introduced.
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c. The pre-Spanish classes who lived in the community determined the land ownership
system.
With regards to land ownership practices, distinction is to be made as to three types of
individuals living during this time. Noble men were free from the payment of tribute and can
possibly own lands. Freemen were entitled to cultivate lands but is required to pay annual fee
of one-half of the yield of their crops to the datu. Lastly, the dependents who can never hold
lands as they are regarded to serve only the datu.
Spanish Period (1521-1898)
The discovery of Magellan leading to the expedition of Miguel Lopez de Legazpi
colonizing the country brought changes to land system in the Philippines. Legazpi issued a
major policy recognizing all public lands as part of the public domain, regardless of local
customs.
Private ownership was introduced. With this, every citizen was given the choice of
land to cultivate that is free from tax. Other lands were still considered to be communal in
nature for the collective needs of the community and there are those not cultivated that
remained within the disposal of the Spanish crown in accordance to whom (Spanish officials
and friars) the same may be granted which is known as encomienda.
The different changes brought about by the encomienda system gave rise to the
issuance of two Royal Decrees urging landowners to secure legal title of their land and the
Maura Law that granted landholders one year to secure legal title to their land or the same
will be forfeited. Due to failure on the part of peasant farmers to comply immediately with
the law, they were left without titles thereby leading to a situation where they ended up
tenants in their own lands.
The different strategies of dispossessing peasants of their landholding is not limited
only to the above-mentioned situation. There are outright purchases of real estates at a lower
price and the grant of large tracts of lands to the friars. Injustices are present that later on
propelled the Filipino peasants to call for a revolution. Thus, the 1898 Philippine Revolution.
Philippine Revolutionary Government (1898-1899)

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

Roxas Administration (1946-1948)
He proclaimed Rice Tenancy Act of 1933 effective all over the country. However,
land tenure was still noted as a problem and was noted to become more worse despite
numerous remedial measures. Among these measures was Republic Act 34 of 1946,
otherwise known as Tenant Act. This provided for a 70-30 sharing arrangement and further
regulated share-tenancy agreements.
Quirino Administration (1948-1953)
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With the announcement of his two main objectives, that is, economic reconstruction
of the nation and restoration of faith and confidence of the people in the government, none of
it speaks of the making of agrarian reform law. He had little success with the continuance of
the programs previously implemented by his predecessor. Since social unrest is prevailing
and none was done to properly and effectively address the issue, the same led to unpopularity
of his administration.
Magsaysay Administration (1953-1957)

He introduced two land bills, that is, the Agricultural Tenancy Act of 1954 (R.A.
1199) and the Land Reform Act of 1955 (R.A. 1400). The former Act shifts share tenancy to
leasehold. In the leasehold system, the tenant is paying a fixed amount to the landlord rather
than a variable amount. This consequently gave to the prohibition of ejecting tenants without
further pronouncement of the Court of Agrarian Relations as to the existence of just cause.
On the other hand, Land Reform Act of 1955 provided for the expropriation of private
agricultural land over 300 hectares of contiguous areas, if owned by individuals. (Manapat,
et.al, 2010) However, the two acts were considered to be with lapses because although
private lands were considered to be subdivided to tenants at cost, lands having the area of less
than 144 hectares were exempted.
Garcia Administration (1957-1961)
He did not make any pronouncement relating to agrarian reform his administration
was considered a “stalemate” between landlords and their allies in congress. (Manapat, et.al,
2010)
Macapagal Administration (1961-1965)
Under his administration, he introduced Agricultural Land Reform Code of 1963
otherwise known as R.A. 3844 providing for the purchase of private farmlands with the
purpose of distributing them in the form of small lots to landless tenants on easy payment
terms. There is the lowering of retention limits of landholdings to 75 hectares, be it a
corporation or an individual. However, the same was contended to be too high considering
the growing population density. Within the span of two years after it was implemented, no
land was purchased due to the reason also that peasants were unable to purchase the same. On
the other hand, allocation of budget for this was never enough thereby leading to a situation
where less land was being cultivated. Thus, this implies a declining situation relating to
productivity of farmers.
Marcos Administration
During the first four years of Marcos, there is a vast change as to land purchase and
redistribution. However, no agrarian law was made thereby leading to the continuance of the
implementation of R.A. 6389. Further development and amendments were made at the latter
part of his term due to constant peasant upheaval. Among those changes are conversion of
lands to residential lands as a ground for dismissal of tenants, conversion of share tenancy to
leasehold tenancy with certain exceptions, the creation of the Department of Agrarian
Reform, disturbance compensation given to tenants just in case the land is converted to
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residential subdivision type, increased financing for land reform program, and crediting of
rentals in favor of the tenant against just compensation.
Along with the declaration of Martial Law, he issued P.D. 2 declaring the Philippines
as a land reform area. To further implement land transfer, he issued Tenant Emancipation Act
(P.D 27) that launch the Operation Land Transfer (OLT). The establishment of Land Bank of
the Philippines is another attestation of providing the needed incentives to affected
landowners. With the integration of P.D 27, landlords who owned more than seven hectares
of land had to sell the excess to the DAR, which in turn sells these to the landless farmers
tilling the land. (Manapat, et.al, 2010) However, another loophole was seen with this policy,
that is, it exempted all landholdings planted with export crops. Several limitations were seen
along with the implementation of Marcos’ land reform programs, these are: (a) narrow
coverage as the same is limited only to privately-owned lands, (b) protection for big landlords
through schemes devised by them like shifting the land to the planting of export crops, (c)
heavy burden on farmer beneficiaries like having 15 years only to pay the land, (d) little
support services that later on made many farmers to resort to mortgage, and lastly (e) weak
farmers’ organizations because they were branded as communists or subversives.
At the end of his administration, the efforts remained futile as the same were not
materialized. This made agrarian reform the rallying issue for the Aquino government.
(Manapat, et.al, 2010)
Aquino Administration (1986-1992)
Upon her assumption to office, she made described agrarian reform, to wit:
“the most fundamental and far reaching program of government for it adheres to the
economic well-being and dignity of many Filipinos.”
This pronouncement is a clear indication that she is making agrarian reform as the
centerpiece of her government. (Manapat, et.al, 2010) The unveiling of the Comprehensive
Agrarian Reform Program, led to the issuance of Comprehensive Agrarian Reform Law
otherwise known as R.A. 6657. This act is intended to promote social justice and
industrialization by providing the mechanism for its implementation and for other purposes.
(Manapat, et.al, 2010) However, due to limitation of the time within which the distribution of
land is to be made, others considered the policy as a failure as well.
Ramos Administration (1992-1998)
He worked fast on the implementation of CARP in order to meet its time limitation.
Despite his eager support for its implementation, the same lacks support funds to further
implement it. To answer this, he signed into law R.A 8532 to amend CARL and this paved
way for the extension of another ten-year period to fully implement the provisions of the law
itself.
Estrada Administration (1998-2001)
The launching of Magkabalikat para saKaunlarangAgrayo(MAGSASAKA) was for
the purpose of encouraging foreign investments to the agricultural sector and for the
advancement in technology relating to crop production. However, the same left agrarian
reform to still be an issue.
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Arroyo Administration (2001-2010)
Under her administration, CARPER was signed into law. It was a consolidation of
Senate Bill 2666 and House Bill 4077. The former amended certain provisions of CARL and
the latter extended the time limit within which to achieve its goals.
Learning Activities
1. Origin-Purpose-Value-Limitation
Readings will be given for the students to understand the topics and for them to
answer the following questions:
a.) What is the cause of landlessness?
b.) Why is it important to study the importance of agrarian reform?
c.) What are the different land reform programs implemented by the different
Presidents of the Philippines throughout the time?
d.) What are the significant break through of the land programs of the different
regimes and how does it answer social unrest?
e.) What are the limitations of the different land reform programs issued by the
different administration?
2. Compare and Contrast the land programs introduced by the different Presidents
of the Philippines.
The students are expected to come up with their presentation to substantiate their
understanding about the present land condition in the country and for them to evaluate
the lapses of the land programs and how they will go about it for a better solution.
3. Research Paper
The students are expected to come up with a research paper with recommendations
that they think will help more the agency concerned about land reforms and apply all
principles they have learned to make reasonable recommendations.
Supplementary Readings and Resources:
The Land Registration Act of 1902
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The Public Land Act of 1903
The Cadastral Act of 1903
The Friar Lands Act of 1904
Documentaries relating to Hacienda Luisita (Hacienda Luisita Massacre: The untold
Story, https://youtu.be/Z_YV29WNtcA)
Documentaries relating to Mendiola Massacre (Mendiola Massacre Interview,
https://youtu.be/OpNJ12-Pd3c)
Corona on his impeachment: It’s all about Hacienda Luisita
(www.newsinfo.inquirer.net)
Flexible Teaching and Learning Modality:

 Asynchronous and Synchronous
Assessment Task:
1. Reflection Paper
Direction: Consider the photo presented below and out of it make your reflection
paper comprising 500 words. Write the same in the space provided
78

flawed unsupported.
arguments.
construction.
Thoughts are
logical manner.
79
style and voice.

organized.
the meaning.
Sub Totals
100%
Over-all-Score
100%
2. Slogan Making
Direction: Create a slogan relating to your sentiments as to the development of land
reform programs in the Philippines. Use the space provided below.
References:
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1. Candelaria, John Lee, et.al. 2018. Readings in Philippine History. Rex Bookstore, Inc.
2. Manapat, Carlos, et.al, 2015. Economics, Taxation and Agrarian Reform. C&E
Publishing Inc.
3. Solminero, Ernesto Thaddeus, et.al.2018 Readings in Philippine History.
Module 13 (3 hours)
Title: Evolution of the Philippine Constitution
Introduction:
The identity of a Filipino lies on knowing the history of the Philippines. Part of the
topics needed in knowing this identity is the evolution of the Philippine Constitution. Its
importance can be seen in the thought that a government can be properly administered with
the existence of a properly defined constitution. Hence, the study of its evolution.
Learning Outcomes:
1. trace the evolution of the Philippine Constitution throughout the country’s history;
and
2. discuss the distinct features of the different constitutions of the Philippines.
81
Learning Content:
The 1897 Biak-na-Bato Constitution
On March 22, 1897 at San Francisco de Malabon, Cavite where, the first presidential
and vice-presidential elections in Philippine history were held, although the election was only
among the Katipuneros and not the general population.
On November 1, 1897 at Biak-na-Bato in the town of San Miguel de Mayumo in
Bulacan, the Republic of Biak-na-Bato was established. The Biak-na-Bato had a constitution
drafted by Isabelo Artacho and Felix Ferrer.
This Constitution was patterned or copied after the Cuban Constitution immediately
after the transfer of government from Cavite to Bulacan.This Constitution was known as the
“Constitucion Provisional de la Republica de Filipinas” (Provisional Constitution of the
Philippines). It was originally written in and promulgated in the Spanish and Tagalog
language.Filipino revolutionaries adopted this Constitution to cater the needs of the present
time. Hence, it did not last long.
The 1899 Malolos Constitution (1899-1901)
On January 20, 1899 at Barasoain Church in Malolos, Bulacan, Malolos Congress
proclaimed, enacted and ratified “Constitucion politica” ( Political Constitution). This
document was written in Spanish.
The making of the Malolos Constitution was pursuant to the provisions of the
Tyddings-Mcduffie Law, which provides that the Philippines must draft its own Constitution
as a precedent condition for the proclamation of Philippine Independence.
The Malolos Constitution was the first republican constitution in Asia written by
People’s Representative.
a. It declared that sovereignty resides exclusively in the people.
b. It stated basic civil rights.
c. It separated the church and state.
d. It called for a creation of an Assembly of Representatives to act as the legislative
body.
e. It called for a parliamentary republic as the form of government. The president
was elected for a term of four (4) years by a majority of the assembly.
Find a copy of the original document at this site:
https:/ / en.wikisource.org/wiki/Constitution_ of_ the_ Philippines_(1899)
The 1935 Constitution (1935-1943, 1945-1973)
The 1935 Constitution was written in 1934, approved and adopted by the
Commonwealth of the Philippines and later used by the Third Republic. It was written with
an eye to meeting the approval of the United States Government as well, so as to ensure that
U.S. would live up to its promise to grant the Philippines independence and not have a
premise to hold onto its possession on the grounds that it was too politically immature and
hence unready for full, real independence.
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The original 1935 Constitution provided for unicameral National Assembly and the
President was elected to a six-year term without re-election. It was amended in 1940 to have
a bicameral Congress composed of a Senate and House of Representatives, as well the
creation of an independent electoral commission. The Constitution now granted the President
a four-year term with a maximum of two consecutive terms in office.
This is considered to be a preparatory step in granting complete and absolute
independence of the Philippine in July 4, 1946.
The 1973 Constitution (1973-1986)
The 1973 Constitution, promulgated after Marcos’ declaration of martial law, was
supposed to introduce a parliamentary-style government. Legislative power was vested in a
unicameral national assembly whose members were elected for six-years terms. The
President was ideally elected as the symbolic and purely ceremonial head of state chosen
from among the Members of the National Assembly for a six-year term and could be elected
to an unlimited number of terms. Upon election, the President ceased to be a Member of the
national Assembly. During his term, the President was not allowed to be a member of a
political party or hold any other office.
The 1973 Constitution was further amended in 1980 and 1981. In the 1980
amendment, the retirement age of the members of judiciary was extended to 70 years. In the
1981 amendments, the false parliamentary system was formally modified into a French-style
semi-presidential system:
a. executive power was restored to the President;
b. direct election of the President was restored;
c. an Executive Committee composed of the Prime Minister and not more than 14
members was created to “assist the President in the exercise of his powers and
functions and in the performance of his duties as he may prescribed:” and the Prime
Minister was a mere head of the Cabinet.
The last amendments in 1984 abolished the Executive Committee and restored the position of
Vice- President (which did not exist in the original, unamended 1973 Constitution).
While the 1973 Constitution ideally provided for a true parliamentary system, in
practice, Marcos had made use of subterfuge and manipulation in order to keep executive
powers for herself, rather than developing these to the Assembly and the cabinet headed by
the Prime Minister. The end result was the final form of the 1973 Constitution after all
Amendments and subtle manipulations-was merely the abolition of the Senate and a series of
cosmetic rewordings The old American-derived terminology was replaced by names more
associated with parliamentary government: for example, The House of Representatives
became known as the “Batasang Pambansa” (National Assembly), Department became
“Ministries,” and their cabinet secretaries became known as “cabinet ministries,” with the
President’s assistant-the Executive Secretary-now being styled the “Prime Minister.” Marcos
supported parliamentary system in practice functioned as an authoritarian presidential system,
with all real power concentrated in the hands of the President but with the premise that such
was now constitutional.
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The 1986 Freedom Constitution (1986-1987)
Immediately following the 1986 People Power Revolution that ousted Ferdinand E.
Marcos, President Corazon C. Aquino issued Proclamation No. 3 as a provisional
constitution. It adopted certain provisions from the 1973 Constitution while abolishing others.
It granted the President broad powers to recognize government and remove officials, as well
as mandating the president to appoint a commission to draft a new, more formal Constitution.
Often called the “Freedom Constitution,” this constitution was only intended as a temporary
constitution to ensure the freedom of the people and the return to democratic rule. A
constitutional commission was soon called to draft a new constitution for the country.
The 1987 Constitution (1987-Present)

This is the present Constitution of the Philippines, wherein the branches of the
government are divided into three main departments: (a) The Executive, (b) The Legislative,
and (c) The Judiciary. The primordial principles adopted under this Constitution are the
principle of checks and balances and separation of powers with the introduction of the three
Constitutional Commissions. The constitution was ratified by a nationwide plebiscite on
February 8, 1987.
The Constitution contains a preamble and eighteen self-contained articles with a
section numbering that resets for every article.
Contents of the Constitution:
Preamble
The preamble introduces the constitution and the source of sovereignty, the people. It
follows the pattern in past constitutions, including an appeal to God.
Article l – National Territory
The National Territory comprises the Philippine archipelago, with all the islands and
waters embraced therein, and all other territories over which the Philippines has sovereignty
or jurisdiction, consisting of its terrestrial, fluvial, and aerial domains, including its territorial
sea, the seabed, the subsoil, the insular shelves, and other submarine areas. The waters
around, between, and connecting the islands of the archipelago, regardless of their breadth
and dimensions, form part of the internal waters of the Philippines.
Article II - Declaration of Principles and the State
Article II lays out the basic social and political creed of the Philippines, particularly the
implementation of the constitution and sets forth the objectives of the government.
Article III – Bill of Rights
Article III enumerates specific protections against the abuse of state power, most of
which are similar to the provisions of the U.S. Constitution.
Article IV – Citizenship
Article IV defines the citizenship of Filipinos. It enumerates two kinds of citizens:
natural-born citizens and naturalizes citizens. Natural-born citizens are those who are citizens
from birth without having to perform any act to acquire or protect Philippine citizenship. The
84
Philippines follows a jus sanguinis system where citizenship is mainly acquired through
blood relationship with Filipino citizens.
Natural- born citizenship forms an important part of the political system as only natural-
born Filipinos are eligible to hold high offices, including all elective offices beginning with a
representative in the House of representatives up to the President.
Article V – Suffrage
Article V mandates various age and residence qualifications to vote and a system of
secret ballots and absentee voting. It also mandates a procedure for overseas and disabled and
illiterate Filipinos to vote.
Article VI – Legislative Department
Article VI for a bicameral legislature called the Congress composed of the Senate and
House of representatives. It vests upon Congress, among others, the power of investigation
and inquiry in aid of legislation, the power to declare the existence of a state of war, the
power of the purse, the power of taxation, and the power of eminent domain.
Article VII – Executive Department
Article VII provides for a presidential form of government where the executive power is
vested on the President. It provides for the qualification, terms of office, election, and power
and functions of the President. It also provides for a Vice-President and for presidential line
of succession.
Article VIII – Judicial Department
Article VIII vests the judicial power upon the Supreme Court and other lower courts as
may be established by law (by Congress). While the power to appoint justices and judges still
reside with the President, The President may only appoint nominees pre selected by the
Judicial and Bar Council, a body composed of the Chief Justice of the Supreme Court, the
Secretary of Justice, the Chairs of the Senate and House Committees on Justice, and
representatives from the legal profession.
Article IX – Constitutional Commission
Article IX establishes three constitutional commissions: the Civil Service
Commission, the Commission on Elections, and the Commission onAudit.
Article X – Local Government
Article X pursues for local autonomy and mandates Congress to enact a law for the
local government, now currently the Local Government Code.
Article XI – Accountability of Public Officers
Article XI establishes the Office of Ombudsman which is responsible for
investigating and prosecuting government officials. It also vests upon the Congress the power
to impeach the President, the Vice-president, members of the Supreme Court, and the
Ombudsman.
Article XII – National Economy and Patrimony
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Article XIII – Social Justice and Human Rights
Article XIV – Education, Science and Technology, Arts, Culture and Sports
Article XV – The Family
Article XVI – General Provisions
Article XVII – Amendments or Revisions
Article XVIII – Transitory Provisions
Learning Activities:
1. Time Line Making
Students will create a timeline showing the evolution of the Philippine Constitution.
2. Venn Diagram
Students are expected to show the similarities and differences of the various
Constitutions through a Venn diagram.
Mandatory Readings and Resources
1. Torres, Jose Victor, 2018. BATIS: Sources in Philippine History. C&E Publishing Inc.
page 185-200
2. The 1987 Constitution as to History and Evolution of the Constitution
3. Joaquin Bernas on History and Evolution of the Constitution
4. Solminero, Ernesto Thaddeus, et.al.,2018. Readings in Philippine History.
(page 218-220)
Flexible Teaching and Learning Modality:
 Asynchronous and Synchronous
Assessment Tasks:
Evaluation I
1. Constitution Matrix
Direction: Fill out a Constitution Matrix to identify the distinct characteristics of each
Constitution.
Constitution Form of Ratifying/ Length of Distinctive

Government Promulgating Effectivity Features
Body
Malolos
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Constitution
1935
Constitution
1973
Constitution
Freedom
Constitution
1987
Constitution
Evaluation 2
Directions. If you were given a chance to contribute to craft the 1987 Constitution, what
would be your proposals? Write on the right sides items you would want to changed, revised
or replaced. Write on the left side your proposal. Provide the reason/s for your revision or
proposal.
The 1987 Constitution Proposal
Reason/s for proposal

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Reason/s for proposal:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reason/s for proposal:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
Candelaria, John Lee, et.al.,2018. Readings in Philippine History. Rex Bookstore, Inc.
Solminero, Ernesto Thaddeus, et.al.,2018. Readings in Philippine History. Rex Bookstore
Torres, Jose Victor,2018. BATIS: Sources in Philippine History. C&E Publishing Inc
Module 14 (3 hours)
Title: Taxation
Introduction:
The very reason why does government exists is because of taxes. We can finance our
governmental activities though revenues and for this reason, it is incumbent on our part to
know the origin and nature of our taxing system in the Philippines.
Learning Outcomes:
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1. analyze the issues in Philippine taxation through history.
2. propose recommendations or solutions to present-day problems.
3. trace the root causes and how we anticipate future scenarios in Philippine setting.
Learning Content:
What is Taxation?
Taxation refers to compulsory or coercive money collection by levying authority,
usually a government. The term “taxation” applies to all types of involuntary levies, from
income to capital gains to estate taxes. Though taxation can be a noun or verb, it is usually
referred to as an act; the resulting revenue is usually called “tax.”
Taxation is a means by which government finance their expenditure by imposing
charges on citizens and corporate entities.
Taxation refers to the practice of a government collecting money from its citizens to
pay for public services. Without taxation, there would be no public libraries or parks, bridges
government building or schools, etc.
Taxation is different from other forms of payment, like payment for purchase of goods
and services, because taxation does not require consent from the payor and the payment is not
directly tied to goods bought or services rendered.
What are taxes?
Taxes are mandatory contributions of everyone to raise revenue for nation-building. The
revenue is used to pay for our doctors, teachers, soldiers, and other government personnel and
officials, as well as for building schools, hospitals, roads, and other infrastructure.
Legal Bases of Philippine Taxation
1. Constitution
Article VI, section 28 of the Constitution states that “the rule of taxation shall be
uniform and equitable” and that “Congress shall evolve a progressive system of
taxation.
2. National Law
a. National Internal Revenue Code - enacted as Republic Act No. 8424 or the Tax
Reform Act of 1997.
b. Republic Act No. 10963 or the Tax Reform for Acceleration and inclusion Act of
2017.
c. Republic Act No. 7160 or the Local Government Code of 1991, and those
sourced from proceeds collected by virtue of a local ordinance.
Taxes imposed by the national level are collected by the Bureau of Internal Revenue
(BIR), while those imposed at the local level are collected by a local treasurer’s office.
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The Powers and Duties of the Bureau of Internal revenue (BIR)
1. Reduction and collection of all internal revenue taxes, fees and charges.
2. Enforcement of all forfeitures, penalties, and fines connected therein, including
the execution of judgements in all cases decided in its favor by the Court of Tax
Appeals and the ordinary courts.
3. It shall also give effect to the administer supervisory and police powers coferred
to it by the National Internal Revenue Code and special laws.
Kinds of Taxes:
Taxes can either be direct or indirect.
Direct taxes are those that are paid from income and properties. Examples include
personal and corporate income taxes, property and capital taxes.
Indirect taxes are collected based on consumption. Example include excise taxes,
VAT, percentage tax, and documentary stamp tax (DST).
a. Direct Taxes
Income tax- is a direct tax paid by an individual or organization imposed on:
 Compensation Income - Salaries, wages, taxable bonuses, fringe –
 Business Income - Practice of profession, trades, gains from sale and
assets, and other income not covered by compensation
 Passive Income – Tax on deposits, royalties, and dividend
b. Indirect Taxes
1. Value–Added Tax is a type of indirect tax imposed on goods and services. The
VAT rate since 2006 is 12%. Both imported and domestic goods and services are
covered by VAT, but there are many exemptions. Imposed on persons or
entities/transactions: who sell or lease goods, properties or services in the course
of trade or business and are the list of exemption can be found in Section 109 of
the Tax Code.
2. Percentage Tax is a business tax imposed on persons or entities/transactions: who
sell or lease goods, properties or services in the course of trade or business and are
exempt from VAT under Section 109 of the National Internal Revenue Code, as
amended, whose gross annual sales and/or receipts do not exceed Php 1,919,500
and who are not VAT-registered; and, engaged in business specified in Title V of
the National Internal Revenue.
3. Excise Tax is an indirect tax on selected goods that have negative externalities
and are non-essentials. Excise tax can be either specific or ad valorem.
 Specific is based on weight, volume capacity, or any other physical unit of
measurement.
 Ad valorem (literally meaning “according to value’) is based on selling
price or other specified value. This is a measure to discourage too much
consumption of scarce resources and limit the bad effects of some
products.
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These are the commodities subject to excise taxes: Sin products (alcohol
and tobacco), petroleum, miscellaneous articles (automobiles, jewelry,
perfume, and toilet waters, yachts, and other vessels intended for pleasure
or sports), and mineral products.
Brief History of Philippine Taxation
Taxation in Spanish Philippines
The mark of the start of the initial existence of taxation in the Philippines started with
the imposition of tributes. There were problems faced by government officials in its
collection due to the nature of settlements in the Philippines. This calls for the creation of
pueblos where Filipinos were gathered and awarded plots to till. Later on, these settlements
were placed under the management of encomenderos.
To meet the demands of the payment of tributes, Filipinos increased their production.
They were able to pay the tribute partly in cash and partly with their produce. Out of this
transaction, the conquest of the Philippines was financed.
The economy of the Philippines was improved through the Galeeon Trade. On the
other hand, tax collection was still poor and to subsidized the finances in the Philippines,
different goods were delivered in the Philippines through the galleon trade.
In 1884, the payment of tribute was stopped and a poll tax through cedula personal
was collected. The payment of cedula was progressive, thus making it cumbersome on the
part of peasants to pay. Through the payment of cedula, tax collection greatly increased and
was considered to be the main source of income.
Direct and indirect taxes were also imposed. Another source of income by the
government is monopoly. This made it possible for the colony to create a surplus of income
that made it self-sufficient without the need for the situado real and even contributed to the
Treasury of Spain. (Candelaria, 2018)
Income tax is also present in the form of forced labor. However, in the end of 17 th
century, the collection of income taxes became lighter because of increase in death rate and
flight to mountains. By the end of 19th century, this tax was reduced to a personal service that
lessen the burden of what is to be paid. This will give us a notion that taxation system during
this period can be summed up to a situation where peasants are heavily burdened by it and the
co-elites as principals being less burdened by it.
It is mindful to include in our discussion a primary source, particularly the account of
Mariano Herbosa when he wrote to Rizal about taxes.
Taxation under the Americans
The Americans who acquired the Philippines aimed to make the economy self-
sufficient by running the government with the smallest possible sum of revenue and create
surplus in the budget. (Candelaria, 2018)
Few changes were incorporated like the introduction of real estate tax which has been
considered as land taxes. This faced a lot of criticisms specially on the part of landed elite
who took means to evade their taxes. To solve the problem relating to the collection of land
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taxes, the Internal Revenue Law of 1904 was introduced. Accordingly, it prescribed ten major
sources of revenue, like SIN taxes, income tax imposed to corporations like banks, and the
like.
The cedula went through a lot of changes with the new law. other taxes were also
introduced such as industria tax for transactions or activities. Underwood-Simmons Tariff Act
was passed but this reduces the revenue derived from export taxes. To cope up with this, tax
receipts were increased. With all of the succeeding introduction of other sources of revenue,
the same problem remains, that is, we cannot still support the expenditures of the
government.
Taxation during the Commonwealth
Under this, surtax rate was added to income taxes. Cedula taxes were actually
abolished and later a residence tax was imposed. The drafting of the National Internal
Revenue Code took place. However, despite several efforts to solve the issues regarding the
tax burden shouldered by the peasant, the same remains and at the outbreak of World War II,
economic development is still far-fetched.
Fiscal Policy from 1946 to Present
After the war, rehabilitation funds is needed to cope up with the result of it. Despite the fact
that independence of the country has been declared, dependency towards the Americans is
imminent since we need to rehabilitate what has been destroyed. The regressive nature of tax
system was still present even up to the time of Marcos administration despite numerous
efforts to cater economic development. However, during the time of Corazon Aquino, tax
reform programs were initiated. Hence, VAT is introduced. This was signed in 1986 and was
put into effect in 1988. Economic growth was somehow seen during the time of Ramos
administration. The short-lived administration of Estrada did not constitute any change in the
tax system. Large deficits were felt during Arroyo administration due to the fact that large
expenditure was allowed without increasing tax collection. Hence, this prompted the
government to devise new source of revenue, thus, the E-VAT. Under the time of Benigno
Aquino III, excise taxes were the main focus thereby strengthening the cause for SIN taxes.
Now, with the present administration promising for tax reform, it is hoped that the same will
result in the much-desired economic development.
Suggested Readings:
Source: Mariano Herbosa to Jose Rizal, Calamba, 29 August 1886, Letters Between Rizal and
Family Members (Manila: National Heroes Commission, 1964), 239-241.
Brief History of Taxation in the Philippines, https://youtu.be/g9SM UffHo_g
Learning Activities:
Exercise 1
Essay.
1. Evaluate the law relating to taxation that governs banking institution or corporations. Are
you favorable or not to the economic progress of the country? Justify your answer
92

y y
g of the topic
of the topic.
the essay thinking.
question.
style.
Gives some
the meaning.
Sub Totals
100%
Over-all-
Score
100%
Exercise 2
Show the similarities and differences of the taxation system from the Spanish period to
American period.
Spanish Period American Period

Similarity Difference Similarity Difference
93
Evaluation:
Name: ___________________________ Course & Curriculum Year/ Section: ______
Date: ____________________________ RATING: ___________________________
Test l. Read each question carefully, and then write the answer that best fits the question on the
blank.
____1. It is the imposition of duties or contributions from the people’s income, property, business
practice of profession and purchase of commodities.
A. customs B. duties C. income D. taxation
____2. The sum of money collected for our use of a road, bridge, and highway?
A. assessment B. tax C. toll D. tour fees
____3. Which term refers to duties payable on goods, whether imported or exported?
A. assessment B. revenue C. subsidiary D. tariff
____4. Interest income from bank deposits, deposit substitutes, trust funds, and other similar products
is taxed at the rate of:
A. 10% B. 15% C. 20% D. 25%
____5. It is the use of illegal means to defeat or lessen the payment of tax.
A. Tax Avoidance B. Tax Evasion C. Tax Exemption D. Tax Form
____6. A tax according to subject matter or object which is imposed on property, whether real or
personal, in proportion either to its value, or in accordance with some other reasonable methods of
appointment.
A. customs B. duties C. property D. taxation
____7. A tax according to graduation or rate based on the rate of which increases as the tax base or
bracket increases. Example are income tax, donor’s tax and estate tax.
A. Municipal B. National C. Progressive D. Proportional
____8. A progressive tax takes the largest percentage of income from which group?
A. high- income B. low-income C. middle-income D. no –income
____9. Royalties, except on books, literary works and musical compositions, are taxed at the rate of:
A. 10% B. 15% C. 20% D. 25%
____10. It is the use of illegal permissible means to reduce tax liability.
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A. Tax Avoidance B. Tax Evasion C. Tax Exemption D. Tax Form
Test ll. True or False. Read the sentence before you answer. Write true if the statement is
correct, false if the statement is wrong.
________ 1. A flat tax can be considered regressive because it takes a greater portion of income from
those in lower income group.
________ 2. Agricultural income is an exempted income.
________ 3. The Philippine income tax system is a proportional tax.
________ 4. Gift is not taxable at all.
________ 5. A proportional income tax takes the same percentage of income from all income groups.
________ 6. Tax exemption is the use of illegal reduce of tax liability.
________ 7. A regressive tax takes a smaller share of income from low-income groups that from high-
income groups.
________ 8. A proportional income tax takes the same percentage of income from all income groups.
________ 9. The Philippine income tax system is a proportional tax.
________ 10. A flat tax can be considered regressive because it takes a greater portion of income from
those in lower income groups.
References:
Candelaria, John Lee, et.al.,2018. Readings in Philippine History. Rex Bookstore, Inc.
Manapat, Carlos, et.al.,2015. Economics, Taxation and Agrarian Reform. C&E Publishing
Inc.
Solminero, Ernesto Thaddeus, et.al.,2016. Readings in Philippine Histor
CHAPTER 5
Critical Evaluation and Promotion of Local and Oral History,
Museums, Historical Shrines, Cultural Performances,
Indigenous Practices, Religious Rites and Rituals
95
Module 15 (1.5 hours)
Title: Local and Oral History as Fields of Study
Introduction:
History is the study of life in society in the past, in all its aspect, in relation to present
developments and future hopes. It is the story of man in time, an inquiry into the past based
on evidence. It is a field of study towards an inquiry into what happened in the past, when it
happened, and how it happened. It is an inquiry into the inevitable changes in human affairs
in the past and the ways these changes affect, influence or determine the patterns of life in the
society, hence, it is an attempt to re-think the past. Moreover, history thus helps us to
understand the present-day problems both at the national and international level accurately
and objectively.
Respectively, History consists of wide area of studies which includes World History,
Asian History, and the like on which it obviously taught in comprehensive manner which
mainly focuses on general and broad points of historical periods, landscapes and spaces,
patterns of human relationships and affairs, socio-cultural changes, political systems,
economic development, and the like. The “history of the (local) common people” is often, if
not always, neglected without knowing that their “history” is indispensable to fully and
holistically understand the history of the whole nation, hence, capsulizing “history of the
common people” of different localities is undeniably imperative towards coming up with a
bigger picture of national history. This paves the way to the conceptualization of local and
oral history as both field of study and a method of historical inquiry on which historians,
educators, and even the local government should emphasize its importance to help common
people understand their local community, developing sound judgment unto social and local
civic affairs, understanding the effect of social changes and influences that take place in their
locality to the patterns of relations in the general society, and ultimately, developing sense of
pride, identity, and national consciousness among the people themselves in the light of their
local cultural practices, traditions, indigenous knowledge systems, and their significant
contribution to the development of the country as a Filipino nation. It is interesting to note
that local and oral history works complementarily as they provide methods and processes to
further go beyond the sensible reality of lived experiences and histories of the people towards
discovering their meaning and significance and making it relevant to the lives of the people
and to the whole nation as well.
In this unit, we will look deeper into the facets of local and oral history in terms of
their nature, meaning, characteristics, and processes on how to employ such historical
methods in doing local historical studies.
Learning Outcomes:
1. identify sources of Local and Oral history; and
2. illustrate an interest in Local and Oral history.
A. PRE-Learning (Motivation/Mood Setting)
96
1. Activity: Look, Draw, and Relay Game (Bayan Ko, Guhit Ko!): The students will be
grouped according to their localities they come from. The students will identify known
products, fruits, or cultural crafts which made their locality famous and distinct from
other localities. They will be arranged forming a line, one after another, and will do the
Look, Draw, and Relay Activity. The student in the foremost front will do the drawing
first, then s/he will going to relay to his/her group mates until to the last member of the
group and then do the same. The last member of the group, placed at the back, will
present their drawing-output in front.
B. PROGRESSIVE Learning (Lesson Proper)
1. Presentation of the Lesson: Sharing of Insights about the Philosophy of Theodore

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

a. How do we know what happened in the past? Who writes history?
b. Where do you usually go if you want to learn something?
c. What could these “sources” be?
Group 1:Condition:
The students will watch a video clip entitled “Misconceptions

about
Philippine History” by Dr. Leloy Claudio- Youtube, and share their

insights in videoclip. After the presentation, the teacher will give a printed
material about the nature and meaning of local and oral history and let the
students to discuss using graphic organizer or semantic map. They are
required to provide concrete situations and illustrations to justify their
explanation.
Group 2:Condition:
The students will roam around the school campus and they shall
identify significant landmarks and structures that made the school known.
They must at least tell something e.g. the use, function, and significance
of the structure itself. They will take a photo of it for documentation and
presentation. After the presentation, the teacher will provide them a
printed material about the scope of local history and let them study its
content. They will discuss/report about the content of it in class. They are
required to give concrete examples that can be found in the school and in
the local community as well.
97
Group 3:Condition:
The students will visit the school library. Observe how it operates,
encountered and felt problems, and make some suggestions and
recommendations. Sharing of their observations will follow after. After the
presentation, the teacher will give the students a printed material about the
sources of local and oral history. The students will cite other sources of
local and oral history that can be found in the school and in the local
community as well.
Group 4:Condition:
Cite one “grey” superstitious belief known in school or in local

community that bothers some of the people therein. Example:
Mangkukulam, etc. Tell some details about it and why it brings worry to
the people therein. After the presentation, the teacher will give a printed
reading material to students about the importance of studying local and
oral history and their significance towards deepening local and indigenous
knowledge. The students will discuss its content in class and they are
required to give concrete example about it.
Group 5:Condition:
The students will read the problem-case “The Murderer”. They

will brainstorm if who is the culprit in the case. They will share their
insights in class after brainstorming and come up in agreement in
identifying the culprit in the case. After the presentation and sharing of
insights in class, the teacher will give a printed reading material about the
methodology of local and oral history. The students will identify concrete
situation and determine what appropriate approach shall employ for each.
1.1 RY: Meaning, Scope, Importance, and Source
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Local history is the study of people, places, factual events, cultural heritage, genealogy,
and folklore, to name a few of local political units and particular geographical area.
Meaning
Landscape history: a single building (such as a castle, an archaeological site, a church and
graveyard, a monument – or your school), a street
Geo-political history: an area like a village or housing estate, a whole town.
Local culture, indigenous knowledge systems and practices of a particular group in a
Scope geographical area, folklore, myths, epic, and songs/music.
Family history, life of a particular individual, etc.
It gives us a holistic view about crucial and controversial events that took place (or are
taking place) in our local communities and its effect vis-à-vis to national affairs.
It paves the way to clear understanding of historical patterns and their connections with
Importance each other that procures vivid view of history in general.
allows us to study national events within the context of local communities
local environments e.g. google maps, street signage, old post-boxes, signs, plaques, foot
scrapers and other forms of street furniture , building clues, monuments, landmarks,
drawings, paintings, photographs, house plans, building plans, documents from local
Sources priests, land titles from LGU or Registry of Deeds, eyewitnesses, archaelogical crafts,
school records, newspapers, journals, letters etc.
Interview, content analysis for documents, archival research, archaeolgical excavations

Methodology
1.2 ORAL HISTORY: Meaning, Scope, Importance, and Sources
99
Oral history is the systematic collection of living people’s testimony about their own
experiences. (Park, 2013)
Oral history can be defined as the recording, preservation and interpretation of historical
Meaning information, based on the personal experiences and opinions of the speaker. (Centre for
Urban History-University of Leicester )
Geo-political history: an area like a village or housing estate, a whole town.

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

Sources
Methodology and
Oral interview, recording (audio-video) but needs informed consent, data transcription.
Ethics
Generalization: Ask the following questions to the students:
1. How do local and oral history differ from other sub-disciplines of History?
2. How important is our knowledge of local and oral history as Filipino citizens,
and as a member of a particular ethnic group?
3. In what ways do local and oral history complement and strengthen each
other? Give concrete situations.
100
C. POST-Learning (Cognitive): Evaluation.
1. Supply the needed information for each sub-discipline of history.
Local History Oral History

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

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

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Explain: “…I am fearfully and wonderfully made…"- Psalms 139:14

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
PUSH-Learning. (Transfer of Knowledge)
1. Evaluate the given situation below and consider the tasks that follow:
Isabelo, a local resident of Bambang, wants to trace the origins, cultural

practices, and indigenous knowledge systems of the Iwak’s of Kayapa Nueva
Vizcaya. What sources (at least 5) and methodology (at least 5) must he consider
101
upon doing the activity? Justify your claim. Discuss why Isabelo must consider
Suggested Readings:
Charlton, Thomas L., Lois E. Myers, and Rebecca Sharpless, eds. Handbook of Oral History.
AltaMira Press, 2006. Reprinted in two parts, History of Oral History (2007) and Thinking
about Oral History (2008).
New Hampshire Historical Society – www.nhhistory.org
New Hampshire State Library - http://www.nh.gov/nhsl
References:
Candelaria, JL. &Alporha, VC, 2018. Readings in Philippine History, Rex Printing Company,
Inc., Quezon City.
Ligan, VO. Et.al, 2018. Readings in Philippine History, MUTYA Publishing House, Inc..
Malabon City
102
Module 16 (6 hours)
Title: Local and Oral History as Methods of Study
Introduction:
As pointed out by Candelaria et.al., 2018, historical shrines and museums are portals
of the past. In addition, tangible and non-tangible cultural heritage which include crafts,
clothing, metallic inventions, language patterns, dancing practices, wedding ceremonies, local
social psychology, other cultural objects and the like that used for survival are also living
testimonies and integral part of history of a particular group of people. However, many local
“stories” are not being written or documented in one way or another that can serve as a
repository of cultural knowledge and understanding, hence, lack of cultural intelligence is
still a pressing issue even unto this time where globalization is the expression of time. But
with the advent of modernization and with the aid of technology, everything is already
accessible, making almost of global citizens interactive, even cultural aspects such as shrines,
museums, and the like. These challenges and problems in the light of historical studies make
local and oral history essential and imperative.
Local history and heritage studies are an integral part of historical studies that point to
pressing local issues, events, socio-economic influences and changes, patterns of
relationships, or living state of the local people in a particular geographical area. Without
them the study is partial; with them the study is complete. Likewise, local and oral history
allows us to look at what was happening in a particular area and to see the extent to which it
mirrors or differs from what is happening elsewhere. As a result, it enables us to focus on a
particular area and to move from the ‘local’ to the ‘national’ and often on to the ‘global’
scene. It opens the doors from the particular and manageable study to the much larger and
more complex study that will eventually help us to vividly view the clearer and bigger picture
of history. Doing local and oral history is indeed unquestionably significant because this does
not only make history “alive”, but making it more “real” to us. Correspondingly, according to
Historic England, doing local history enable us to:
a. evaluate how and why their local community has developed in the way it has;
b. investigate the people and events that took place where they lived;
c. develop a sense of historical curiosity about their area and a sense of place;
d. see how their locality was involved in, responded to and was affected by regional,
national and international events and actions – was their area typical or was it
unique?
e. evaluate the area in which they live is worth knowing about;
f. strengthen their chronological understanding and their appreciation of how and
why some things change and others remain the same. develop their enquiry skills
and strengthen their skills in using a range of resources such as maps,
photographs, census returns and directories;
g. strengthen their knowledge and appreciation of their local community and forge
stronger links with that community;
h. develop an identity and pride in where they live;
i. develop children’s and young people’s appreciation that these aspects of history
are essential to explaining the national picture;
j. provide a more accessible introduction to national issues;
103
k. provide easily accessible and manageable opportunities for whole-school and
cross-curricular projects; and
l. develop new knowledge and skills as they enthuse their pupils and are themselves
enthused by immersing themselves in the community.
The value of local and oral history must come into paramount consideration in the
academe “as it endeavours in the development and enrichment in the discipline of history”-
Candelaria et.al, 2018. Doing local and oral history will realize interdisciplinary harmony
across social sciences, especially in the discipline of history, hence, “making it more holistic,
inclusive, and progressive study of our past”-Alporha et.al., 2018.
In this module, we will study local and oral history as methods of study in studying
history and apply such methodologies in gathering pertinent data relating the rich history of a
group of people in a particular geographical area.
Learning Outcomes:
1. apply methodology of local and oral history in writing the history of their local
municipalities where they reside;
2. use a range of sources to investigate the history of a chosen person, building, site
or landmark in their local community; and
3. create a promotional slogan-tourism video of their own local cultural heritage.
I. PRE-Learning.
1. The students are tasked to design, plan, and organize a local and oral history
activity. Ask students to form groups (they will be grouped according to their
municipalities they come from and according to ethnic group where they
belong) to research and identify local historical places, landmarks, sites,
museum, shrines, other local historical heritage, or people of local historical
interest located in their own municipalities. Also, they are required to prepare
materials as they go on a tour, conduct interview, and do a visitation relevant
to their local and oral history activity.
Required:
Prepare a tour plan prior doing local and oral history. Also, the
students must prepare contingency plan as they will be engaged in
the activity.
Required Materials for Pre-learning Activity:
1. Local History: A Brief Historical Overview and Issues Central to its Practice by
Michael J. Eula, Ph.D.
2. Introduction to Oral History. Baylor University Institute for Oral History Workshop
on the Webhttp://www.baylor.edu/oralhistory.
3. Why is oral history important? How does it add to history? (Oral History Background
info): http://dohistory.org/on_your_own/toolkit/oralHistory.html
104
4. Doing Local History Video- https://www.youtube.com/watch?v=7RcWPKklXiM
5. How to do Oral History Video- https://www.youtube.com/watch?v=nX1odZDA0gk
II. PROGRESSIVE-Learning
A. Collaborative-Experiential Learning Activity
Task(s):
The students are required to write a historical account about their own
municipalities employing the methodology of local and oral history. Their
focus must cover the following:
a. 2 Local heritage sites (Church, Landmark, Shrines)
b. 3 Cultural practices and beliefs (Burial, Wedding, local
psychology)
c. 1 Literary piece
d. 1 Type of delicacy
e. 1 local music piece
f. 1 Sports culture
g. 5 Cultural crafts
Required:
1. Bring pen, journal notebook, camera, maps, audio-visual recording
materials, street directory as they will do local and oral history.
2. Always consider ethical practices in doing local and oral history
e.g., informed consent and the like.
3. Consider sources such as local newspapers, local information
brochures and history reference books, map of local area or street
directory, local historian, parish priests, LGU Assessors Office,
Registry of deeds, long-time resident, person from the local
information center or council staff, core families, eyewitnesses,
crafts, and other cultural objects.
4. Employ oral interviews, museum tours, content analysis for
documents and texts, and participatory observation, and other data
gathering techniques in doing local and oral history.
5. Document, record, and transcribe texts and all information. Also,
ask for their consent prior documentation.
6. Subject their account to editing, experts review, and revision for
final publication.
III. POST-Learning
1.The students must submit a reviewed account of their local history that encompasses the
aforementioned areas of doing local and oral history.
105
Rubric for Local History Account
ITEM MAXIMU OBTAINED

M SCORE
POSSIBLE
SCORE
Area Grade
A. Organization (25%)
1. Consistency of Ideas and details 10
2. Logical Focusing of details 10
being presented
3. Evidence of Integrated 5
Knowledge
Area Grade
B. Quality and Content (60%)
1. Accuracy of details 20
2. Clarity and coherence 10
3. Clarity of the contributions and 10
delimitations of the account
4. Adequacy and relevance of cited 20
evidences, references, and
sources.
Area Grade
C. Mechanics (25%)
1. Grammar 15
2. Referencing 10
Area Grade 100
TOTAL SCORE 100
The students are required to produce/make a promotional slogan-tourism video of

their own local cultural heritage. Their promotional video must include the
aforementioned areas of their local history.
Evaluative Rubric for the Promotional Video
Performance Needs Improvement Satisfactory Excellent
Level
Group Students needed to be All students contributed All students
Cooperation reminded to stay on a fair share to the contributed equally to
10% task frequently. One project, though some the video. Students
or two people did all workloads varied. stayed on task at all
the work. Students Students had to be times. Students
argued with one reminded occasionally to worked with each
another or left some stay on task. Students other in a friendly
students out of the made an effort to include manner.
process. all group members in the 11-15 points
106
0-4 points process.
5-10 points
Storyboard Students did notStudents completed the Students completed

15% complete a storyboardstoryboard on time, but storyboard on time.
or storyboard did notsome items are not Storyboard is thorough
match video. thoroughly described. and matches the video.
0-2 points Storyboard matches the 6-10 points
video.
3-5 points
Documentatio There is no Most of the elements All elements from
n documentation. taken from other sources other sources are
15% 0 points are documented; accurately
however, some documented.
documentation may be 4-5 points
inaccurate or missing.
1-3 points
Subject Subject knowledge is Subject knowledge is Subject knowledge is

Content 15% not evident. evident in much of the evident throughout the
Information is video. Most information video. All
confusing, incorrect, is clear, appropriate, and information is clear,
or flawed. correct. appropriate and
0-9 points 10-20 points correct.
21-30 points
Video content The video lacks a Information is connected Video includes a clear
and central theme, clear to a theme. Details are statement of purpose.
Organization point of view, and logical and information Events and messages
15% logical sequence of is relevant throughout are presented in a
information. Much of most of the video logical order, with
the information is 3-5 points relevant information
irrelevant to the that supports the
overall message video’s main ideas.
0-2 points
6-10 points
Introduction The introduction does

The introduction is clear The introduction is
not orient the viewer
and coherent and evokes motivating, and hooks
10% to what will follow.moderate the viewer from the
1.1 Point interest/response from beginning.
the viewer.
2-3 points 4-5 points
Mechanics The text and audio The text and audio have The text and audio
10% have 4 or more 1-2 grammar or spelling have no grammar or
grammar or spelling errors. spelling errors
errors. 3-4 5 points
0-2
107
Production Video is of poor Tape is edited. A variety Tape is edited. Video
10% quality and is of transitions are used runs smoothly from
unedited. There are no and most transitions help shot to shot. A variety
transitions added or tell the story. Most of of transitions are used
transitions are used so video has good pacing to assist in
frequently that they and timing. Graphics are communicating the
detract from the video. used appropriately. main idea. Shots and
There are no graphics. 11-15 points scenes work well
0-10 together. Graphics
explain and reinforce
key points in the
video.
16-20 points
Total
100%
Project Grade
Adopted from: https://www.niu.edu/facdev/_doc/evaluation_rubric_for_videoproject.docx
IV. PUSH-Learning
1. The students are required to organize a school-based historical conference.

This is to showcase their output through forum/presentation.
2. The students are tasked to write a recommendation/petition letter to the
Schools Division Office for them to integrate/incorporate their local history
into the mainstream Social Studies curriculum.
3. The students are tasked to collaborate with the local tourism office of the LGU
towards the promotion of their locality by considering their promotional
slogan video to be used in local television/radio productions.
V. PAUSE-Learning
1. Write a short reflection about your experience in doing local and oral history.
What are the strengths and weaknesses of the activity? What recommendations
would you want to propose to improve the activity?
2. Reflect: “Now all these things happened unto them for examples: and they are
written for our admonition, upon whom the ends of the world are come”- 1
Corinthians 10:11. Relate it with your experience in doing local and oral history.
108

flawed unsupported.
arguments.
construction.
Thoughts are
logical manner.
style and voice.

organized.
the meaning.
Sub Totals
100%
Over-all-Score
100%
Suggested Readings:
109
Historic England, Planning Outstanding Local History and Heritage Projects.
Local History: A Brief Historical Overview and Issues Central to its Practice
Michael J. Eula, Ph.D.

Introduction to Oral History. Baylor University Institute for Oral History Workshop
on the Web http://www.baylor.edu/oralhistory.
Moyer, J., 2010. Step By Step Guide to Oral History Retrieved from:
http://dohistory.org/on_your_own/toolkit/oralHistory.html
References:
Candelaria, JL. &Alporha, VC, 2018. Readings in Philippine History, Rex Printing
Company, Inc., Quezon City.
Hamsworth, A., 2017.Planning A Local History Study.
Ligan, VO. Et.al, 2018. Readings in Philippine History, MUTYA Publishing House,
Inc. Malabon City.
110

GEC 2 Readings in Philippine History Module

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MODULE IN

Chapter 1: Meaning and Relevance of History 3

At the end of this topic, you are expected to:

History Defined by E.H. Carr

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

Here are some other definitions of the nature of history:

Why Study History?

Essay. Respond to the given question comprehensively.

Scoring Rubrics for Essay

Category Exemplary Superior Satisfactor Unsatisfactor

Category Exemplary Superior Satisfactory Unsatisfactory

Very Informative Somewhat Gives some new Gives no new

 Reflection regarding interesting highlights in Philippine history.

What are Primary Sources?

Formally, there are eight types of these primary sources:

What are Secondary Sources?

Types of Secondary Sources

What is External Criticism and Internal Criticism?

The following are series of questions to establish the genuineness of a

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

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

3. What criteria do historical researchers use to validate their sources of data?

Category Exemplary Superior Satisfactor Unsatisfactor

Test ll. Enumeration:

Enumerate the following:

Content analysis is a systemic evaluation of the primary source be it a text, painting,

A Brief Timeline of the First Voyage around the World

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

1518  Magellan leaves Portugal and heads for Spain.

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

An excerpt of Antonio Pigafetta’s The First Voyage Around the World

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

Further Readings and Resources:

Scoring Rubrics for Essay

Category Exemplary Superior Satisfactor Unsatisfactor

Name:_____ ___________________________________ Date:__________________

Give a concise explanation/discussion on the following items.

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

Further Readings and Resources:

Scoring Rubrics for Essay

Category Exemplary Superior Satisfactor Unsatisfactor

At the end of the topic, you are expected to:

Historical accounts in Philippine history are needed to be studied to understand our

 Born June 8, 1945

 Born on April 29, 1932 (Sta. Cruz,

Essay. Answer the following questions:

1. What issue is this political cartoon about?

Scoring Rubrics for Essay

Category Exemplary Superior Satisfactor Unsatisfactor

Further Readings and Resources

Caricature Objectives/People that Meaning of each Important Political or

At the end of this topic, you are expected to:

SPOLIARIUM 19TH Century – Juan Luna

Palay Maiden, 1920 (Dalagang Bukid) – Fernando Amorsolo

Activity: Historical Context: Discovery of Painting

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

Explore: Compare Famous Paintings of Luna and Amorsolo

Here is the speech of the former President Corazon C. Aquino:

Further Readings and Resources

Category Exemplary Superior Satisfactory Unsatisfactory

Very Informative Somewhat Gives some new Gives no new

At the end of this topic, you are expected to:

The Conflicting Issues and Controversies

Name:_ _____________ Date: