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READINGS IN PHILIPPINE HISTORY
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GEC 2
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Republic of the Philippines
Catanduanes State University
Virac, Catanduanes
Disclaimer
This learning material is used in compliance with the flexible teaching-learning approach
espoused by CHED in response to the pandemic that has globally affected educational institutions.
Authors and publishers of the contents are well acknowledged. As such the college and its faculty do
not claim ownership of all sourced information. This learning material will solely be used for
instructional purposes not for commercialization.
CatSU College of Arts and Sciences

Faculty Profile
___________________________________________________________________
Name: Ramon Felipe A. Sarmiento
Academic Rank: Assoc. Prof. V
Address: Bigaa, Virac, Catanduanes
Contact Number:
Email:
Facebook Account:
Name: Joel Jordan
Academic Rank: Asst. Prof. III
Address: San Roque, ViracCatanduanes
Contact Number: 09075483501
Email: jordanj.ged@gmail.com
Facebook Account: Joel Jordan
Name: Ma. Nena T. Vital
Academic Rank:Instructor I
Address: Calatagan Tibang, Virac, Catanduanes
Email: palechocolate@gmail.com
Facebook Account: Ma Nena Vital
Name: Shienalyn T. Ramos
Academic Rank: Instructor I
Address: Patagan San Miguel, Catanduanes
Email: shienalyntuganoramos@gmail.com
Facebook Account: Shienalyn T. Ramo
Name: Shandee Jeanne T. Magdaraog
Address: Calatagan, Tibang, Catanduanes
Email: magaraogshandeejeanne@gmail.com
Facebook Account: S jean Torrena
Name: Marife U. Marquez
Address: CalataganTibang, Virac, Catanduanes
Email: marquezmarife@gmail.com
Facebook Account: Marife Marquez
Name: Mia Ginen C. Tating
Address: Tinago, Viga, Catanduanes
Email: tatingmiaginen@gmail.com
Facebook Account: Mia GinenTating
Name: Rochelle Vargas
Address: Calatagan Proper, ViracCatanduanes
Email: vargaschelle khae@gmail.com
Facebook Account: Rochelle Vargas

Name: Angelica S. Blasquillo
Address: Cabcab, San Andres, Catanduanes
Email: angelicablasquillo11@gmail.com
Facebook Account:Angelica Blasquillo
Name: Jamicha M. Dela Cruz
Address: Tubaon, Virac, Catanduanes
Email: delacruzjamicha20@gmail.com
Facebook Account: JamichaDela Cruz
Name: Grace T. Marquez

Address: Eastern Cavinitan, Virac,
Catanduanes
Contact Number:09563361408
Email: marquezgrace1@gmail.com
Facebook Account: Grace T. Marquez
Course Overview
READINGS IN PHILIPPINE HISTORY
This course analyzes Philippine history from multiple perspectives through the lens of
selected primary sources coming from various disciplines and of different genres. Students are given
opportunities to analyze the author’s background and main arguments, compare different points of
view, identify biases and examine the evidences presented in the document. The discussions will
tackle traditional topics in history and other interdisciplinary themes that will deepen and broaden their
understanding of Philippine political, economic, cultural, social, scientific and religious history. Priority
is given to primary materials that could help students develop their analytical and communication
skills. The end goal is to develop the historical and critical consciousness of the students so that they
will become versatile, articulate, broad-
minded, morally upright and responsible citizens.
This course includes mandatory topics on the Philippine Constitution, agrarian reform, and
taxation.
LEARNING OUTCOMES
 Evaluate primary sources for their credibility, authenticity and origin

 Express appreciation of the legacy of Philippine heritage
 Compare and contrast the cultural way of life of the Philippines in Ancient Times and today’s
modern times.
 Analyze the context, content, and perspective of different kinds of primary sources
 Determine the contribution of different kinds of primary sources in understanding Philippine
history
 Develop critical and analytical skills with exposure to primary sources
 Effectively communicate, using various techniques and genres, historical analysis of a
particular event or issue that could help others understand the chosen topics
 Propose recommendations or solutions to present day problems based on their
understanding of root-causes and their anticipation of future scenarios
 Display the ability to work in a team and contribute to a group endeavour
 Manifest interest in local history and show concern in promoting and preserving the country’s
historical and cultural heritage
A COMPILATION OF LEARNING MATERIALS IN GEC 2 READINGS IN PHILIPPINE HISTORY
Name of Student: ________________________________________________________
School : ________________________________________________________
College : ________________________________________________________
Program : ________________________________________________________
Subject : ________________________________________________________
Name of Professor : ________________________________________________________

Virac, Catanduanes
OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN

GEC 2 – Readings in Philippine History
Date Revised/Enhanced: 06/26/2020
I. School 1st Semester, SY 2020-2021
Year/Semester
Vision: A green university globally engaged in island research and
innovations for societal advancement.
Mission Foster excellence, holistic, outcomes-based education
compliant with the requirements of diverse world market
and contribute to the development of productive and
value-laden lives.
Goal Uphold the tradition of excellence in instruction, research,
extension and production functions in an eco-friendly
environment.
II. University
Core Values Respect, Integrity, Social Responsibility, Excellence,
Commitment
Institutional Outcomes:
1. A Professional who is morally upright, socially
responsible and globally employable.
2. A Leader and Innovator who inspires others and is
committed to social transformation and national
development.
3. An Environmental Advocate committed to research,
extension and production initiatives.
III. College/Campus College of Arts and Sciences – CSU Main Campus
IV. Program/Degree Bachelor of Science in Agriculture
V. Program
Outcomes
This program aims to produce graduates who are able to:
A. Generate, share knowledge relevant to specific fields in the study of D

agriculture and formulate and implement agricultural development plans and
programs;
B. Understand and apply the concepts of scientific methods in agricultural I
productivity and sustainability in the context of national, regional, and global
developments;
C. Engage in agricultural production and post-production activities while P
promoting sound agricultural technologies to various clients and in the
manpower development for agriculture;
D. Employ relevant tools in information technology in solving agriculture- P
related problems;
E. Practice practical, ethical and gender sensitive agricultural standards in the P

context of the local, national and global market;
F. Pursue lifelong learning for personal and professional growth through I
varied experiential and field opportunities;
G. Preserve and promote Filipino historical and cultural heritage and support P
national, regional and local development plans, programs and projects;
H. Contribute to the generation of new knowledge by participating in various P

research, extension, and development projects.
I - Introduced P – Practiced D – Demonstrated
VI. Course Code/Title GEC 2 – Readings in Philippine History

The course analyzes Philippine history from multiple perspectives through the
lens of selected primary sources coming
from various disciplines and of different genres. Students are given opportunities to
analyze the author’s background and
main arguments, compare different points of view, identify biases and examine the
evidences presented in the
document. The discussions will tackle traditional topics in history and other
interdisciplinary themes that will deepen and
VII. Course Description broaden their understanding of Philippine political, economic, cultural, social, scientific
and religious history. Priority is
given to primary materials that could help students develop their analytical and
communication skills. The end goal is to
develop the historical and critical consciousness of the students so that they will
become versatile, articulate, broad-
minded, morally upright and responsible citizens.
This course includes mandatory topics on the Philippine Constitution, agrarian reform
and taxation.
VIII.Course Credit 3 units (Lecture)
IX. Pre-requisite None
X. Contact Hours 3 contact hours per week (54 hours a semester)
XI. Course Outcomes

At the end of the course, the students must have:
CO’s Description
Evaluate primary sources for their credibility, authenticity, and

CO1
provenance;
Analyze the context, content, and perspective of different kinds of primary
CO2 sources;
Determine the contribution of different kinds of primary sources in

CO3
understanding Philippine history;
CO4 Develop critical and analytical skills with exposure to primary sources;
Demonstrate the ability to use primary sources to argue in favor or
CO5
against a particular issue;
Effectively communicate, using various techniques and genres, their
CO6 historical analysis of a particular event or
issue that could help others understand the chosen topic;
Propose recommendations/solutions to present-day problems based on
CO7 their understanding of root causes and
their anticipation of future scenarios;
CO8 Display the ability to work in a team and contribute to a group project;
Manifest interest in local history and concern in promoting and preserving
CO9 our country’s national patrimony and
cultural heritage;
CO1 Integrate ecological thinking and eco-friendly values in the life of the
0 students;
CO1
Generate respect for the individual regardless of sex;
1
CO1 Acquire knowledge and understand the unique culture of the different
2 indigenous people in the Philippines,
XII. Course Content/Subject Matter Time Table
6 hrs.
I. History as Discipline
1. Meaning and relevance of history;

2. Distinctionof primary andsecondary sources;
3. External and internal criticism;
4. Repositories of primary sources and different kinds of primary sources.
7.5 hrs.
II. Who is the Filipino
1. Filipino Traits and Values

2. The Early Filipinos
- Social, Economic and Political Life
12 hrs.
III. Analysis of Selected Primary Sources in Philippine History: From Colonial Eras to
Philippine Republics
1. The First Voyage around the World
2. Kartilla ng Katipunan
3. Documents of the
1898 Declaration of Philippine Independence,
4. Political
Caricatures of the American Era
- Cartoons in “LipangKalabaw”
- Alfred McCoy’s Philippine Cartoons
- “Watch for the Saboteurs
5. President Corazon
Aguino’s Speech before the U.S.Congress Sept.
18, 1986
MID-TERM EXAMINATION 1.5 hrs.

15 hours
IV. Social, political, economic and
cultural issues in Philippine history:
1. Salient Features of the Philippine Constitutions

- 1899 Mololos Constitution
- 1935 Constitution
- 1973 Constitution
- 1987 Constitution
2. Salient Features of Agrarian Reform and Taxation Policies
10.5 hours
VI.Doing Local and Oral History
1. History of Catanduanes
- The Founding of Catanduanes
- Catanduanes Museum
3. Historical Shrine of the Holy Cross in Batalay or BatongPaluway in San Andres
1.5 hours
FINAL EXAMINATION
Books
A. Aguinaldo, Emilio. (1964). MgaGunita ng Himagsikan. Manila: C.A. Suntay
B. Alvarez, Santiago. (1998). Katipunan and the Revolution: Memoirs of a
Suggested General. Quezon City: Ateneo de Manila University Press
Readings and C. De Leon, Hector. (2005). Textbook on Agrarian Reform and Taxation (with
References Cooperatives). Rex Bookstore, Manila
D. Fox, Robert. (1970). The Tabon Caves. Manila: National Museum
E. Mabini, Apolinario. (1969). The Philippine Revolution. Manila: National
Historical Commission
F. McCoy’s, Alfred and Roces, Alfredo. (1985). Philippine Cartoons: Political
Caricature of the American Era, 1900-1941. Quezon City: Vera Reyes Inc.
G. National Historical Institute. (1978). Minutes of the Katipunan. Manila
H. Pigafetta, Antonio. (1969). First Voyage Around the World. Manila: Filipiniana
Book Guild
I. Ricarte, Artemio. (1992). Memoirs of General ArtemioRicarte. Manila: National
Historical Institute
J. Richardson, Jim. (2013). The Light of Liberty: Documents and Studies on the
Katipunan, 1892-1897. Quezon City: Ateneo de Manial Press
K. Torres, Jose Victor. (2018). Batis: Sources in Philippine History, C & E
Publishing Inc. Quezon City
Websites
A. THE TABON CAVES – https://books.google.com.ph/books?
id=pd6AAAAAMAAJ&q=-%09Fox,+Robert+The+Tabon+Caves&dq=-
%09Fox,
+Robert+The+Tabon+Caves&hl=en&sa=X&ved=0ahUKEwiFyZyA4dHZAhV
GXLwKHThWAbsQ6AEIJjAA
B. CORY’S SPEECH BEFORE US CONGRESS –
http://www.officialgazette.gov.ph/1986/09/18/speech-of-president-corazon-
aquino-during-the-joint-session-of-the-u-s-congress-september-18-1986/
C. DECLARATION OF PHILIPPINE INDEPENCE –
http://filipino.biz.ph/history/declaration.html
D. MALOLOS CONSTITUTION – http://filipino.biz.ph/history/constitution3.html
E. CAVITY MUTINY – http://nhcp.gov.ph/the-two-faces-of-the-1872-cavite-
mutiny/
F. HISTORY OF CATANDUANES – http://catanduanes.gov.ph/catanduanes-
history/
G. THE HEROES WHO FOUGHT MARTIAL LAW: MACLI-ING DULAG –
http://martiallawmuseum.ph
H. INDIGENOUS PEOPLES RIGHT ACT OF 1997 (RA 8371) –
www.officialgazette.gov.ph
I. INDIGENOUS PEOPLES EDUCATION: FROM ALIENATION TO
ROOTEDNESS – https://www.hurights.or.jp
J. A GUIDE TO THE INDIGENOUS TRIBES OF THE PHILIPPINES –
https://theculturetrip.com
Grading System For Academic Courses Distribution of Weight for the Overall/Final Grade
(per Board Mid-Term Examination 30% Mid-Term Grade 50%
Resolution Nos. 3,
4 & 5, s. 2016 Performance (Skills-based; Psychomotor) 40% Tentative 50%
Dated March 8, Quizzes/Homework/Seatwork/Problem Sets 30% TOTAL 100%
2016)
TOTAL 100%
Final Term Examination 30%

Performance (Psychomotor Skills) 40%
Quizzes/Homework/Seatwork/Problem Sets 30%
TOTAL 100%
Virac, Catanduanes
PRE–TEST
Name: ________________________________ Date: _____________Score: _______

Course/Year/Block: ______________________ Schedule: ___________________
. MULTIPLE CHOICES:
Direction: Choose the letter of the correct answer. Write your answer before the number.
1. In examining and conducting external criticism of a document the following are to be considered
EXCEPT
a. the quality of paper c. the type of ink
c. the language and words used in the material d. none of these
2. In November 2011, the province of Palawan and consequently, the nation had a big break
_____________ was selected as one of the New 7 Wonders of Nature
a. Boracay beach c. Rice Terraces
b. Tubbataha Reef d. Underground River
3. Refers to remains discovered in the Tabon Cave in Lipuun Point in Quezon, Palawan in the
Philippines
a. Tabon Man c. Negritos
b. Java Man d. Pre-mongoloid race
4. He was an anthropologists and leading historian on the pre-hispanic Philippines and hailed as the
“Father of Philippine Society”
a. Antonio Pigafetta c. Dr. Robert Fox
b. Otley Beyer d. Alfred McCoy
5. Tabon Man is discovered in the Tabon Cave in Lipuun Point in Quezon, Palawan in the Phiippines.
Lipuun literally means ___________
a. side c. curve
b. turn d. straight
6. The Filipino originated from the blending of 3 Asian races during pre-historic times. These
are______________
a. Indians, Chinese and Malays c. Malays, Indians and Arabs
b. Negritos, Indonesians and Malays d. Negritos, Japanese and Indians
7. An agreement between the Spain and US regarding the ownership of the Philippines
a. Treaty of France c. Treaty of Pasong Tamo
b. Treaty of Cuba d. Treaty of Paris
8. LadronesIsland which was also known as Island of Thieves as presently the ______________
a. Zubu Island c. Marianes Island
b. Seilani Island d. Humuno Island
9. Magellan’s gift to Reyna Juana _________________
a. crucifix c. mirror
b. image of the holy child Jesus d. magic wand
10. The first female President in Asia, also known as the icon of Democracy
a. SegundaKatigbak c. Gloria Arroyo
b. Imelda Marcos d. Corazon Aquino
11. In what year does the Spanish colonization in the Philippines begins _______________
a. 1521 b. 1544 c. 1531 d. 1541
12. The wealthy and highly educated Filipinos are called _________________
a. datu c. mestizo
b. Buena familia d. ilustrados
13. An oppression suffered by Filipinos at the hand of the ruthless colonial officials, took various forms
such as building and repair of roads and bridges, construction of churches and public building, cutting
of timber in the forest
a. falla c. slavery
b. bolitas d. polo y servicio
14. It is a gesture of friendship during pre-Spanish time
a. blood compact c. kiss
b. smiling d. handshake
15. Aimed to seek reforms and inform Spain of the abuses of its colonial government ____________
a. GOMBURZA c. La Revolucion Filipina
b. La Liga Filipina d. La Solidaridad
16. When was the first mass in the Philippines?
a. March 21, 1521 c. March 30, 1531
b. March 31, 1521 d. April 8, 1521
17. Is a period of competition among European rulers to conquer and colonize lands outside their
original domains
a. Ice Age c. Age of Exploration
b. Stone Age d. Metal Age
18. This mutiny was caused by the revocation of the privilege of shipyard workers to be exempted
from force labor and form paying tribute. The mutineers were composed of indios, mestizo and criollos
a. EDSA Mutiny c. Pampanga Mutiny
b. Cavite mutiny d. Tirad Mutiny
19. A daily fine of one and a half real, can be to be exempted from polo
a. reduccion c. falla
b. buwis d. bandala
20. Tagged as the mastermind of the Cavity Mutiny
a. Jose Rizal c. GOMBURZA
b. ApolinarioMabini d. Emilio Jacinto
21. Identified as a hero of the revolution for his writings that center on ending colonialism and
liberating minds to contribute to creating the Filipino nation
a. GOMBURZA c. Antonio Luna
b. Marcelo del Pilar d. Jose Rizal
22. Founder of the La Solidaridad
a. Graciano Lopez Jaena c. Gregorio del Pilar
b. Antonio Luna d. Jose Rizal
23. This organization was short-lived as the Spaniards exile Rizal to Dapitan
a. El Filibusterismo c. La Liga Filipina
b. Noli Me Tangere d. Kartilla ng Katipunan
24. Referred to as the First clash between the Katipunan and the civil guards ____________
a. cry b. war c. fight d. all of these
25. The great political analyst and journalist, he founded the Tagalog Spanish newspaper Diariong
Tagalog
a. Gregorio del Pilar c. Graciano Lopez Jaena
b. Marcelo del Pilar d. Antonio Luna
26. It refers to the narrative account used to examine and analyse past events.
a. Past c. historicity
b. History d. historiography
27. History considered or presented from a feminist viewpoint or with special attention to the
experience of women.
a. Feminism c. feminist
b. Herstory d. relativism
28. An object made by humans, especially one of historical interest.
a. Evidence c. Artifacts
b. Data d. Information
29. Which of the following is best classified as a source other than a relic?
a. a legal record c. a piece of furniture
b. a monument d. an original painting
30. The process that a researcher uses to verify that the contents of a document are
accurate is known as
a. external criticism c. internal criticism
b. external validity d. internal validity
31. Which of the following is most likely to be a secondary source?
a. a book about educational theory in the early 1900s
b. a frontier family photograph
c. a soldier’s letter home during Korean War
d. minutes from a university faculty meeting held in 1892
32. If a researcher uses a tape of legend from a Tribal elder as a source of data, he is using a data
source known as a(n)
a. document b. oral statement c. relic d. secondary resource.
33. Which of the following is most likely to be a primary source?
a. a film about battlefield manuevers in the Civil War
b. a miner’s letter home during the Gold Rush
c. a poem expressing a miner’s feelings
d. an article about educational theory in the early 1900s
34. Most historical source material can be grouped into which four basic categories?
a. museum pieces, documents, oral statements, and numerical records
b. relics, documents, oral statements, and numerical records
c. relics, letters from parents to children, oral statements, and numerical records
d. relics, oral statements, museum pieces, and numerical records
35. Census data is best described as which kind of historical source material?
a. document b. numerical record c. oral statement d. relic
36. An interview with a World War II combat veteran is best described as which kind of historical
source material?
37. A letter from Winston Churchill to Mrs. Roosevelt is best described as which kind ofhistorical
source material?
a. document b. a numerical record c. a relic d. an oral statement
38. A form of autobiographical writing, a record of activities and reflections and intended for the
writer’s use alone.
a.Biography b. journal c. diary d. personal letter
39. A list of questions aimed at extracting specific data from a particular group of people.
a. Interview b. survey c. fieldwork d. correspondence
40. A collection of important records about a place or an organization.
a. library b. museum c. archive d. historical society
41. It refers to the attitude of eagerly starting things but quickly losing eagerness soon after
experiencing difficulty.
a. Ningaskugon
b. Pride
c. Bahalana attitude
d. Hospitality
42. This is the Filipino term of procrastination.
a. Hospitality
b. Bayanihan
c. Pride
d. Maṅana habit
43. It is regarded as the lack of patriotism and the attitude where Filipinos favor foreign products more
than their own.
a. Bayanihan
b. Crab mentality
c. Colonial mentality
d. Ningaskugon
44. This traits of Filipino means that leaving everything into God’s hands.
a. Pride
b. Bahalana Attitude
c. Filipino time
d. Ningaskugon
45. It is the spirit of communal unity and cooperation of Filipinos. It is also about giving without
expecting something in return.
a. Bayanihan
b. Pride
c. Cheerful personality
d. Respect for elders
46. They wish comfort and better lives for their loved ones and would even go to the extent of working
abroad hundreds of miles away to earn more money and save up for them.
a. Pride
b. Self-sacrifice
c. Filipino time
d. Bayanihan
47. Smiling has been a coping strategy for many Filipinos especially during trying times and
calamities. What personality did they portray?
a. Cheerful personality
b. Snob
c. Naughty
d. Silly
48. Filipinos maintain a tight relationship with their families regardless if the children are old enough
and already have families of their own.
a. Filipino time
b. Close family ties
c. Pride
d. Bayanihan
49. By kissing their hand while saying “Mano po!” and constantly using “po” and “opo” in
conversations is a sign of what Filipino traits?
a. Loving
b. Caring
c. Respect for elders
d. None of the above
50. Filipinos welcome their guests and tourists as if they are their own brothers and sisters; they
always make their guests feel at home.
a. Hospitality
b. Kind
c. Caring
d. Loving
51. Why is a constitution considered as “the highest expression of the law”?
a. Because it is more powerful than the government
b. Because the creation of the government and the legislation of some of the national laws are
based from the constitution
c. Because it is the source of the sovereign powers of the government and it contains the
fundamental rules and principles by which a nation is to be managed.
d. None of the above.
52. How is a constitution made?
a. A constitution is first drafted by the public, reviewed and revised, and then submitted to the
CONCON and followed by the government.
b. A constitution is drafted by the president, reviewed and revised and then submitted to the
plebiscite for ratification and then afterwards, followed by the government.
c. A constitution is first drafted by a CONCON, reviewed and revised, and submitted to the
d. A constitution is first drafted by a CONCON, reviewed and revised, and submitted to the
referendum for ratification and then afterwards, followed by the government.
53. Constitution that is formally struck off at a definite time and place following a conscious or deliberate
effort taken by a constituent body or ruler.
a. Traditional b. Cumulative c. Enacted d. Evolved
54. This constitution was the first republican constitution in Asia wherein it introduced the separation of
the Church and the State.
a. 1899 Constitution b. 1935 Constitution c. 1973 Constitution d. 1987 Constitution
55. This Law is also known as the Philippine Independence Act which provided for the drafting and
guidelines of the 1935 constitution for a 10 year transitional period government before the granting of
independence from US.
a. Jones Law b. Tomes Law c. Tydings-Mcduffie Law d.Philippine Organic Law
56. The following are salient features of the 1987 Constitution except:
a. The recognition of an Autonomous Region of Muslim Mindanao and the cordilleras
b. The creation of Commission on Human Rights
c. A presidential system of government with a unicameral legislative body
d. Abolition of death penalty
57. The executive power shall be vested in the _________.
a. President of the Philippines c. House of Representatives
b. The Supreme Court d. The Congress
58. The legislative power shall be vested in the _________ which shall consist of a Senate and a House
of Representatives.
a. Congress of the Philippines c. House of Ombudsman
b. The Supreme Court d. Bureau of Internal Revenue
59. What part of the Constitution that recites the general principle of our government?
a. Preamble b. Suffrage c. Effectivity clause d. National Territory
60. What is the term of office of the Members of the House of Representatives?
a. 2 years b. 3 years c. 4 years d. 6 years
61. What are the 3 main branches of the Government of the Philippines?
a. The Legislature, The Senate, The Supreme Court
b. Presidential, Unicameral- Parliamentary, Bicameral-Parliamentary
c. Senate, Supreme Court, Congress
d. Legislative, Executive, Judicial
62. The Supreme Court shall be composed of a Chief Justice and-
a. Fifteen (15) Associate Justices c. Fourteen (14) Associate Justices
b. Five (5) Associate Justices d. Ten (10) Associate Justices
63. Under the 1987 Constitution, the term of the President is ______
64. It is the electoral process by which an initiative on the Constitution is either approved or rejected by
the people.
a. Initiative b. Plebiscite c. Referendum d. Petition
65. It is the power of the electorate to approve or reject legislation through an election called for the
purpose.
66. The Senate shall be composed of how many senators elected at large by voters of the Philippines?
a. 22 b. 25 c. 20 d. 24
67. Under the 1987 Constitution, who is the head of our Government?
a. Chief Justice b. President c. Speaker d. Prime Minister
68. What is the form of our government today?
a. Monarchial b. Presidential c. Confederate d. Parliamentary
69. The Commission on Human Rights has all the following powers and functions, EXCEPT________.
a. Exercise visitorial powers over jails and prisons.
b. Recommend measures to promote human rights.
c. Investigate all forms of human rights violations.
d. Prosecute human rights offenders.
70. It is the right and obligation by all citizens, who are at least 18 years of age, and qualified by law, to
vote in the election of national and local officials of the government without literacy,, property, or
other substantive requirement.
a. Suffrage b. Election c. Human Right d. Civil Right
71. The Comprehensive Agrarian Reform is meant to_______
a. Bridge the gap between rich and the poor c. Improve country’s literacy rate
b. Eradicate poverty in the country d. make all citizens equal
72. The ultimate objective of the Comprehensive Agrarian Reform is to ____________.
a. Abolish the share tenancy on favour of lease tenancy
b. Distribute arable lands to the landless
c. Ensure the cultivation of all the idle lands
d. Establish owner cultivated farms
73. Which assumption underlies the CARP?
a. Our country has very few landed people and very many landless.
b. People are more productive if they own what they cultivate.
c. The Wealth of the country is concentrated in the hands of the few.
d. There is so much poverty in the country because of overpopulation.
74. The retention unit of landowner under CARP is:
a. 5 has. for the landowners and 3 has. per child irrespective of age.
b. 5 has. for the landowners and 3 has. per child who must be at least 15 years old.
c. 5 has. for the landowners and 5 has. per child whether or not they till or manage the land.
d. 5 has. for the landowners and 3 has. per child who must be at least 15 years old and actually
tilling or managing the land.
75. The legal basis of Comprehensive Agrarian Reform Program is the Comprehensive Agrarian Reform
Law which is also known as ______.
a. RA 7566 b. RA5676 c. RA 6657 d. RA 6675
76. Which of the following government offices are involved in CARP?
a. Department of Social Welfare and Development
b. Department of Works and Highways
c. Department of Agriculture
d. Department of Agrarian Reform
77. It is the imposition of duties or contributions from the people specifically form the people’s income,
property, business, practice of profession and purchase of commodities.
a. Customs b. duties c. income d. taxation
78. The primary purpose of taxation is to:
a. Fortify the government against invades c. raise revenue for the support of government
b. Make the country a leading industrialized world d. reduce inequalities in wealth and income
79. Which term refers to duties payable on goods, whether imported or exported?
a. Assessment b. Revenue c. Subsidiary d. Tariff
80. 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
81. A tax according to the determination of amount which means “according to value”. It is a tax of fix
proportion on the price or value of the goods with respect to which tax is assessed. Examples are
mineral products and automobiles.
a. Ad valorem tax b. indirect tax c. excise tax d. Specific Tax
82. A tax according to determination of amount imposed by the head or number,or by some standard of
weight or measurement, it requires no valuation other than a listing or classification of the objects to
be taxed. Examples are taxes on alcohol and tobacco.
a. Excise Tax b. Sin Tax c. Ad Valorem Tax d. Specific Tax
83. A tax according to who bears the burden which the individual is directly liable.
a. Direct tax b. Indirect Tax c. Income Tax d. Personal Tax
84. A progressive tax takes the largest percentage of income from which group?
a. High-income b. low-income c. middle-income d. people with no
income
85. A regressive tax takes the largest percentage of income from which group?
a. High-incomeb. low-income c. middle-income d. people with no income
86. What does TRAIN law stands for?
a. Tax Reform for Agriculture and Industry c. Tax Reform for Acquisition and Inclusion
b. Tax Reform for Acceleration and Industry d. Tax Reform for Acceleration and Inclusion
87. The ultimate goal of TRAIN law is:
a. To eradicate poverty and the gap between the rich and the poor
b. To create a comprehensive system of tax collection where everyone will have equal contribution
c. To simplify the system of tax collection wherein the rich will have bigger contribution and the poor
will benefit more from the government’s program and services.
d. To abolish tax collection from the whole country
88. The following are the priority programs which the Tax Reform will fund except:
a. Education b. Trade and Industry c. Healthcare Services d. Infrastructures
89. The major features of the TRAIN law are the following except:
a. Increasing the Excise Tax of Petroleum Products
b. Increasing Excise Tax of Automobiles
c. Increasing of Personal income tax
d. Introducing Excise Tax on Sweetened Beverages
90. The Estate and Donor’s Tax is simplified into tax rate of ___ of net donations and net value of estate:
a. 10% b. 5% c. 12% d. 6%
91. A tax according to graduation or rate based on the rate of which increases as the tax base increases.
a. Regressive b. Progressive c. Proportional d. Degressive
92. A tax according to graduation or rate based on a fixed percentage of the amount of property, receipts
or other basis to be taxed. The rate of the tax remains constant for all levels of the tax base or any
given income level.
93. A tax according to graduation wherein the tax rate and the tax base move in opposite directions.
94. She was a Filipino environmentalist and philanthropist who served as the Chairperson of the Pasig
Rehabilitation Commission.
a. Regina Lopez b. Miriam Santiago c. Leny Robredo d. Korina Sanchez
95. She was hailed as the “Iron Lady of Asia”
a. Gloria Arroyo b. Cory Aquino c. Leila de Lima d. Miriam Santiago
96. This politician is distinctively known for “Tsinelas Leadership”.
a. Leny Robredo b. Rodrigo Duterte c. Jesse Robredo d. Isko Moreno
97. He was the first-ever Filipino to become one of the CNN Heroes of the Year because of his Kariton
Klasrum project.
a. Kesz Valdez b. Efren Peñaflorida c. Isko Moreno d. Jesse Robredo
98. He is the first Southeast Asian to receive International Children Peace Price in The Hague,
Netherlands.
a. Kesz Valdez b. Efren Peñaflorida c. Isko Moreno d. Jesse Robredo
99. The following are works of Ms. Gina Lopez except:

a. Established Bantay Kalikasan
b. Produced educational TV shows like sineskwela, hirayamanamanawari and mathinji.
c. Initiated the Bantay Bata 163
d. Became the founder of GSP
100. When did Catanduanes became a separate province from Albay by the virtue of
Commonwealth Act 687?
a. October 26, 1945 b. October 25, 1945 c. October 26, 1946 d. October 25, 1946
TABLE OF CONTENT
COURSE OVERVIEW ----------------------------------------------------------------------------------------
LEARNING OUTCOMES ------------------------------------------------------------------------------------
OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS ------------------------------
PRE-TEST ------------------------------------------------------------------------------------------------------
TABLE OF CONTENT ---------------------------------------------------------------------------------------
CHAPTER 1 – History as Discipline ---------------------------------------------------------------------------
Definitions of History ---------------------------------------------------------------------------------------------------
SELF-ASSESSMENT QUESTION 1 ----------------------------------------------------------------------
Distinction of Primary and Secondary Sources ----------------------------------------------------------------
External and Internal Criticism --------------------------------------------------------------------------------------
SYNTHESIS ---------------------------------------------------------------------------------------------
REFERENCES ---------------------------------------------------------------------------------------------
CHAPTER 2 – Who is the Filipino? -------------------------------------------------------------------------
Filipino Traits and Values ------------------------------------------------------------------------------------
The Early Filipinos------------------------------------------------------------------------------------
SYNTHESIS ---------------------------------------------------------------------------------------------
REFERENCES --------------------------------------------------------------------------------------------------
CHAPTER 3 – Analysis of Selected Primary Sources in Philippine History: From Colonial Eras
to Philippine Republics---------------------------------------------------------------------
The First Voyage around the World ---------------------------------------------------------------------------
Kartilla ng Katipunan ----------------------------------------------------------------------
Documents of the 1898 Declaration of Philippine Independence -------------------------------------
Political Caricatures of the American Era ------------------------------------------------------------------

President Corazon Aquino’s Speech before the U.S. Congress Sept 18, 1986 -------------------
SELF-ASSESSMENT QUESTIONS 5 ----------------------------------------------------------------------
SYNTHESIS ---------------------------------------------------------------------------------------------
REFERENCES ----------------------------------------------------------------------------------------------------
CHAPTER 4 – Social, Political, Economic and Cultural Issues in Philippine History
Salient features of Philippine Constitution ---------------------------------------------------------------------------
Salient features of Agrarian Reform ----------------------------------------------------------------------
Taxation in the Philippines -------------------------------------
CHAPTER 5 – Doing Local and Oral History---------------------------------------------------------------------
History of Catanduanes ---------------------------------------------------------------------------
Historical Shrine of the Holy Cross in Batalay or Batong Paloway in San Andres-----------------------------
SYNTHESIS ---------------------------------------------------------------------------------------------
REFERENCES ---------------------------------------------------------------------------------------------
POST - TEST ---------------------------------------------------------------------------------------------

CHAPTER 1
HISTORY AS DISCIPLINE
CHAPTER OVERVIEW
This chapter goes over the concept of history as an academic discipline. Students would learn
the difference and relevance of history from other disciplines. History as an academic discipline deals
with the branch of knowledge that studies the chronological record of events, based on critical
examination of source materials and usually presenting an explanation of their causes.This module
also includes the distinction of primary and secondary sources; external and internal criticism; and
repositories of primary sources and different kinds of primary sources.
LEARNING OUTCOMES:
At the end of this chapter, the student is expected to:
a. Evaluate primary sources for their credibility, authenticity, and provenance;
b. Analyse the context, content, and perspective of different kinds of primary sources;
c. Determine the contribution of different kinds of primary sources in understanding Philippine
history;
d. Develop critical and analytical skills with exposure to primary sources;
e. Demonstrate the ability to use primary sources to argue in favour or against a particular issue.
Lesson Outline
1. Defining History
a. Definitions of History
b. Why Study History?
c. History Differentiated
2. Distinction of Primary and Secondary Sources
a. Primary Sources
b. Types of Primary Sources
c. Secondary Sources
d. Types of Secondary Sources
e. Repositories of Primary Sources
3. External and Internal Criticism
a. External Criticism
b. Internal Criticism
KEYTERMS
Diplomatics – is a scholarly discipline centred on the critical analysis of documents, especially,

historical documents.
External criticism – refers to the genuineness of the documents a researcher uses in a historical
study
Herstory – history written from a feminist perspective
Historicism – is the belief that history was determined by laws, and the belief that understanding
people and cultures requires an understanding of their historical events.
Historicity – is the authentication of characters in history
Historiography –is the writing of history, and the understanding of how the interpretations of historian
change over time.
History - is an academic discipline that deals with the branch of knowledge that studies the
chronological record of events, based on critical examination of source materials and usually
presenting an explanation of their causes.
Idealism – is the belief that history can be described in terms of ideas – what people thought and the
intent behind their actions
Internal Criticism – refers to the accuracy of the contents of a document.
Palaeography – study of ancient and medieval handwriting.
Past – involves everything that ever happened since the dawn of time
Prehistory – is the period of human activity prior to the invention of writing systems
Primary Source – is one prepared by an individual who was a participant in, or a direct witness to,
the event that is being described.
Relativism – is the belief that there is no absolute truth and that all views of history are valid
Relics – are any objects whose physical or visual characteristic can provide some information about
the past
Secondary Source – is a document prepared by an individual who was not a direct witness to an
event, but who obtained his or her description of the event from someone else.
LESSON 1: Defining History
A. Definitions of History
Throughout ages, history has been defined and re-defined by various scholars, historians,
writers, inventors and even politicians. Everyone has different opinions on why the past is important
and what the study of history is. But each definitions has something in common – that history is an
academic discipline, a chronological order of events based on critical examinations.
These are some of the definitions of history.
History is ….
an agreed upon set of facts or a forever-fixed story that is never subjected to changes and
subjects.
a simple historical chronology of famous dates, incidents, and people.
a strict reliance solely on the past with no examination of how the past has influenced the
present or how it may influence the future.
a chronological storytelling in its finest form; it sequentially weaves together many related
historical and contemporary events and ideas that are linked to a larger story.
History is a chronological storytelling in its finest form; it sequentially weaves together many
related historical and contemporary events and ideas that are linked to a larger story.
Definitions of the nature of history:
History is interpretative; it invites students to debate multiple perspectives, offer their opinions
and educated interpretations, and challenges existing beliefs.
History is revisionist in scope; it is an on-going conversation and a constant process of re-
examining the past and deconstructing myths based upon discoveries, evidence, and
perspectives.
History is a constant process of questioning; it requires questioning the texts, examining them
with critical eye, and asking new questions.
History is integrative of many disciplines; it especially incorporates geography, literature, art,
sociology, economics, and political science.
History is inclusive; it ensures that the experiences of all classes, regions, and ethno-racial
groups as well as both genders, are included.
History incorporates historiography; it includes many different interpretations of historical
events written by many different historians.
History is relevant; it uses past experiences to explain what is important in our lives today.
It seems that a definition of history should include all things that have ever happened. That
definition would include all physical events and occurrences. It would also seem that the definition of
history would be synonymous with a definition of the past- the sum total of all things that ever
happened. But Williams points out that the past is not history. Things may have happened in the past
that were not observed or recorded. History is, therefore only a subset of the past. As a discipline,
history is a study of the past, but it will only reveal a portion of the past, and should be done so as
objectively as possible.
Approaches to Study History
Idealism – is the belief that history can be described in terms of ideas – what people thought and the
intent behind their actions. The idealist of the mid-to-late 1800s cared not only about events, but on
what those events meant. Attaching meaning is not easy, and entails problems associated with
interpretation if those interpretations are biased or incomplete. The problem with this viewpoint is that
we can’t always know what was intended. Idealism can be limiting in accurately portraying events as
they really happened.
Historicism – another approach to describe history. Its premise is that “autonomy of the past must be
respected”. Each age has its own values, and events should be described within the context of those
values. One of the problems with historicism is that its approach is tantamount to legitimization of
events by respecting the values of the time. That approach inhibits our ability to fully learn from
mistakes of the past.
Relativism – is the belief that there is no absolute truth and that all views of history is valid. The
metaphor of a cut diamond with many facets, each of with represents a unique view of the whole, is
what relativism is like; each individual sees the world individually, and each view is valid. Relativism
shows its inherent weakness when a viewpoint attempts to deny history, especially in the face of
overwhelming proof.
B. Why Study History?
According to processhistory.org , the study of history is essential for the following reasons:
To Ourselves
Identity – history nurtures personal identity in an intercultural world. It enables people to
discover their own place in the stories of their families, communities, and nation.
Critical Skills – history teaches critical 21st Century skills and independent thinking. The
practice of history teaches research, judgment of the accuracy and reliability of sources,
validation of facts, awareness of multiple perspectives and biases, analysis of conflicting
evidence, sequencing to discern causes, synthesis to present a coherent interpretation, clear
and persuasive written and oral communication, and other skills.
To Our Communities
Vital Places to Live and Work – history lays the groundwork for strong, resilient communities.
No place really becomes a community until it is wrapped in human memory: family stories,
tribal traditions, civic commemorations.
Economic Development – history is a catalyst for economic growth. People are drawn to
communities that have preserved a strong sense of historical identity and character.
To Our Future
Engaged Citizens – history helps people craft better solutions. At the heart of democracy is
the practice of individuals coming together to express views and take action.
Leadership – history inspires local and global leaders. History provides leaders with
inspirations and role models for meeting the complex challenges that face our communities,
nation, and the world.
Legacy – history, saved and preserved, is the foundation for future generations. History is
crucial to preserving democracy for the future by explaining our shared past.
C. History Differentiated
1. History vs. past
The past is not the same as history. The past involves everything that ever happened since
the dawn of time.
History, by contrast, is a process of interpreting evidence or records from the past in a
thoughtful and informed way. History is the narrative that gives meaning, sense, and explanation to
the past in the present.
2. History vs. Prehistory
History and Prehistory show differences between them in their nature and substance. Their
main difference is the existence of records. History is the record of significant events that happened in
the past whereas prehistory is the period of human activity prior to the invention of writing systems.
3. History vs. The Other Disciplines
No discipline is an island. In the past hundred years or so, the ways that we study, write, and
teach history have changed dramatically, often because of influence from other disciplines.
4. History, Historicity, and Historiography
In a nutshell, history is a narrative account used to examine and analyse past events
Historicity is the authentication of characters in history, as opposed to legend or myth.
Historiography is the writing of history, and the understanding of how the interpretations of
historians change over time.
5. History vs. Herstory
The word “history” (from Greek word historia, meaning “inquiry, knowledge acquired by
investigation”, is etymologically unrelated to the possessive pronoun his. Traditionally, history has
been defined as “the study of the past as it is described in written documents.” Feminist argued that it
has been men (“his”, “story”) who usually have been the ones to record the written past.
Herstory, by contrast, is history written from a feminist perspective, emphasizing the role of
women, or told from a woman’s point of view. It is a neologism coined as a pun with the word
“history,” as part of a feminist critique of conventional historiography, which in their opinion is
traditionally written as “ his story,” i.e., from the masculine point of view.
SELF-ASSESSMENT QUESTIONS 1
Name: ______________________________________________ Score _______ Date: ___________

College/Program: _______________________ Class Schedule: Time/Day: ____________________
I. MODIFIED TRUE OR FALSE. Write T if the statement is correct, if false underline the word or
group of words that make the statement false, then correct it.
_____1. Relativism is the belief that history is determined by laws, and the belief that understanding
people and cultures requires understanding of historical events.
_____2. Idealism is the belief that there is no absolute truth and that all views of history is valid.
_____3. Historicism is the belief that history can be described in terms of what people thought and the
intent of their actions.
_____4. History is a systematic narration of the past based on evidences and records presented.
_____5. Historicity refers to the verification of characters in history, as opposed to legend or myth.
_____6. A person who studies the events of the past is called historian.
_____7. Chronology is the arrangement of event in time order.
_____8. History is the period of human activity prior to the invention of writing systems.
_____9. Past and history is synonymous.
_____10. Herstory is history written from a masculine perspective.
II. ESSAY
11-15. Differentiate history from other humanistic or social scientific disciplines. (Choose from any or
a combination of the following: Sociology, Political Science, Archaeology, Anthropology,
Geology, Economics, Art Studies, Literature, Linguistics, Psychology, Demography,
Jurisprudence.)
LESSON 2: DISTINCTION OF PRIMARY AND SECONDARY SOURCES
Four Basic Categories of Historical Source Materials
1. Documents are written or printed materials that have been produced in one form or another
sometime in the past.
2. Numerical Records include any type of numerical data in printed or handwritten form.
3. Oral Statements include any form of statement made orally by someone.
4. Relics are any objects whose physical or visual characteristics can provide some information about
the past.
The main emphasis in historical research is on interpretation of documents, diaries and the like.
Historical data are categorized into primary or secondary sources.
A. Primary Sources
Primary Sources give firsthand, original, and unfiltered information. Examples are eyewitness
accounts, personal journals, interviews, surveys, experiments, historical documents, and artifacts.
These sources have close, direct connection to their subjects.
Advantages and Disadvantages:
Primary sources directly address your topic and often provide information that is available elsewhere.
On the other hand, some primary sources, such as eyewitness accounts, may be too close to the
subject, lacking critical distance. Others, such as interviews, surveys, and experiments, are time
consuming to prepare, administer, and analyse.
B. Types of Primary Sources
1. Autobiographies and Memoirs
An autobiography is an account of a person’s life written by that person. Autobiographical
works can take many forms, from the intimate writings made during life that were not necessarily
intended for publication (including letters, diaries, journals, memoirs, and reminiscences) to a formal
book-length autobiography.
e.g. “MgaTala ng akingBuhay” , written by Gregoria de Jesus about herself, her husband Andres
Bonifacio, the Katipunan and the Philippine Revolution.
The translation was done by Leandro H. Fernandez, a University of the Philippines History Professor,
and published in the June 1930 issue of the Philippine Magazine, Volume XXVII, No. The original
copy of the document was furnished to Hernandez by Jose P. Santos.
A memoir is a history or record composed from personal observation and experience. Closely
related to, and often confused with, autobiography, a memoir usually differs chiefly in the degree of
emphasis placed on external events; whereas writers of autobiography are concerned primarily with
themselves as subject matter, writers of memoir are usually persons who have played roles in, or
have been close observers of, historical events and whose main purpose is to describe or interpret
the events.
e.g. “La Revolucion Filipina” a compact analysis and commentary on the Philippine Revolution by
ApolinarioMabini.
2. Diaries, Personal Letters, and Correspondence
A diary is a form of autobiographical writing, is a regularly kept record of the diarist’s activities
and reflections. Written primarily for the writer’s use alone.
e.g. diary of former President Ferdinand E. Marcos
A personal letter is a type of letter (or informal composition) that usually concerns personal
matters (rather than professional concerns) and is sent form one individual to another.
e.g. personal letter of Marcelo H. del Pilar to his niece, JosefaGatmaitan.
A correspondence is a body of letters or communications. If you’ve had a pen pal or an
email buddy, you’ve written plenty of correspondence
e.g. body of letters between Jose Rizal and Ferdinand Blumentritt.
3. Interviews, Surveys, and Fieldwork
An interview is a conversation where questions are asked and answers are given.
A survey is a list of questions aimed at extracting specific data from a particular group of
people.
Field researchor Fieldwork is a collection of information outside a laboratory, library or
workplace setting
4. Photograph and Posters
Considered as primary sources because photographs and posters can illustrate past events
as they happened and people as they were at a particular time.
5. Works of Art and Literature
In fine art, a work of art, an artwork, or a work of creation, such as a song, book, print,
sculpture or a painting, that has been made in order to be a thing of beauty in itself or a symbolic
statement of meaning, rather than having a practical function.
6. Speeches and Oral Histories
7. Other Primary sources includes books, magazine and newspaper articles and ads published
at the time of the event and artifacts of all kinds – tools, coins, clothing, furniture, etc.
C. Secondary Sources
Secondary sources are one step removed from the topic. While they can be just as valuable
as primary sources, you must remember that secondary information is filtered through someone else’s
perspective and may be biased.
Advantages and Disadvantages:
Secondary sources provide a variety of expert perspectives and insights. Also, peer review usually
ensures the quality of sources such as scholarly articles. Finally, researching secondary sources is
more efficient than planning, conducting, and analysing certain primary sources
In contrast, because secondary sources are not necessarily focused on your specific topic, you may
have to dig to find applicable information. Information may be colored by the writer’s own bias or faulty
approach.
D. Types of Secondary Sources
1. Bibliographies
An annotated bibliography is an organized list of sources, each of which is followed by a brief
note or “annotation.” These annotations do one or more of the following: describe the content and
focus of the book or article, suggest the source’s usefulness to your research, evaluate its method,
conclusions, or reliability, and record your reactions to the source.
e.g. Dr. Jose Rizal’s annotations to Antonio Morga’sSuccesos de las Islas Filipinas
2. Biographical works
A biography is a description of a real person’s life, including factual details as well as stories
from the person’s life. Biographies usually include information about the subject’s personality and
motivations, and other kinds of intimate details excluded in a general overview or profile of a person’s
life.
e.g. Andres Bonifacio, the “Father of the Philippine Revolution” and the President of the Tagalog
Republic.
3. Periodicals
Periodicals are newspapers, magazines, and scholarly journals – all of which are published
“periodically”. Some periodicals are in print, some are electronic, and some use both formats.
a. Newspaper
Is a periodical publication containing written information about current events.Newspapers
can cover wide variety of fields such as politics, business, sport and art and often include materials
such as opinion columns, weather forecasts, reviews of local services, obituaries, birth notices,
crosswords, editorial cartoons, comic strips, and advice columns.
b. Magazine and Journal
Unlike daily newspaper, magazine and journals may be published weekly, monthly, quarterly,
annually, or at some other interval. Print editions use better paper and more color than newspapers
do. The main difference between magazines and journals is their audience. Journals are written by
scholars for scholars; magazines are produced by professional writers and editors for a general
readership.
4. Literature reviews and review articles (e.g. movie reviews, book reviews)
A literature review is an evaluate report of information found in the literature related to your
selected area of study. The review should describe, summarize, evaluate, and clarify this literature. It
should give a theoretical base for the research and help you (the author) determine the nature of your
research.
A review article summarizes the current state of understanding on a topic. A review article
surveys and summarizes previously published studies, rather than reporting new facts or analysis.
Review articles are also called survey articles or, in news publishing, overview articles. Academic
publications that specialize in review articles are known as review journals.
Film Review
The film review is a popular way for critics to assess a film’s overall quality and determine
whether or not they think the film is worth recommending. Film reviews differ from scholarly film
articles in that they encompass personal and idiosyncratic reactions to and evaluations of a film, as
well as objective analyzes of the film’s formal techniques and thematic content.
Book Review
A book review is a form of literary criticism in which a book is analysed based on content,
style, and merit.
E. Repositories of Primary Sources
1. Library – is a collection of sources of information and similar resources, made accessible to a
defined community for reference or borrowing. It provides physical or digital access to material, and
may be a physical building or room, or a virtual space, or both. A library’s collection can include
books, periodicals, newspapers, manuscripts, films, maps, prints, documents, microform, CDs,
cassettes, videotapes, DVDs, Blu-ray, Discs, e-books, audiobooks, databases, and other formats.
2. Archive - is an accumulation of historical records or the physical place they are located. Archives
contain primary source documents that have accumulated over the course of an individual or
organization’s lifetime and are kept to show the function of that person or organization. Professional
archivists and historians generally understand archives to be records that have been naturally and
necessarily generated as a product of regular, legal, commercial, administrative, or social activities.
They have been metaphorically defined as “the secretions of an organism” and are distinguished from
documents that have been consciously written or created to communicate a particular message to
posterity.
3. Museum – is an institution that cares for (conserves) a collection of artifacts and other objects of
artistic, cultural, historical, or scientific importance. Many public museums make these items available
for public viewing through exhibits that may be permanent or temporary.
4. Historical Society (Preservation Society) – is an organization dedicated to preserving, collecting,
researching, and interpreting historical information or items. Originally, these societies were created
as a way to help future generations understand their heritage.
5. Special Collections – are libraries or library units that house materials requiring specialized security
and user services. Materials housed in special collections can be in any format (including rare books,
manuscripts, photographs, archives, ephemera, and digital records), and are generally characterized
by their artifactual or monetary value, physical format, uniqueness or rarity, and/ or an institutional
commitment to long-term preservation and access. They can also include association with important
figures or institutions in history, culture, politics, sciences, or the arts.
Name: ______________________________________________ Score _______ Date: ___________
I. MULTIPLE CHOICE. Read each questions carefully and select the BEST ANSWER among the
choices. Write the LETTER of your answer in the space provided before each number.
_____1. Which of the following is best classified as a source other than a relic?
a. a legal record c. a piece of furniture
b. a monument d. an original painting
_____2. Which of the following is most likely to be a secondary source?
a. a book about educational theory in the early 1900s
b. a frontier family photograph
c. a soldier’s letter home during Korean War
d. minutes from a university faculty meeting held in 1892
_____3. If a researcher uses a tape of legend from a Tribal elder as a source of data, he is using a
data source known as a(n)
a. document b. oral statement c. relic d. secondary resource.
_____4. Which of the following is most likely to be a primary source?
a. a film about battlefield manuevers in the Civil War
b. a miner’s letter home during the Gold Rush
c. a poem expressing a miner’s feelings
d. an article about educational theory in the early 1900s
_____5. Most historical source material can be grouped into which four basic categories?
a. museum pieces, documents, oral statements, and numerical records
b. relics, documents, oral statements, and numerical records
c. relics, letters from parents to children, oral statements, and numerical records
d. relics, oral statements, museum pieces, and numerical records
_____6. Census data is best described as which kind of historical source material?
_____7. An interview with a World War II combat veteran is best described as which kind of historical
source material?
_____8. A letter from Winston Churchill to Mrs. Roosevelt is best described as which kind ofhistorical
source material?
_____9. A form of autobiographical writing, a record of activities and reflections and intended for the
_____10. A list of questions aimed at extracting specific data from a particular group of people.
a. Interview b. survey c. fieldwork d. correspondence
II.ESSAY
11-15. Differentiate primary sources from secondary sources. Give examples for each.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
LESSON 3: EXTERNAL AND INTERNAL CRITICISM
Researches cannot accept historical data at face value, since many diaries, memoirs, reposts and
testimonies are written to enhance the writer’s position, stature, or importance.
Because of this possibility, historical data has to be examined for its authenticity and truthfulness.
Such examination is done through criticism; by asking and researching to help determine truthfulness,
bias, omissions and consistency in data. (“Historical Research Methods,”n.d.)
Two kinds of Criticism.
1. External Criticism – refers to the genuineness of the documents a researcher uses in a historical
study. (Fraenkel and Wallen, n.d.)
2. Internal Criticism – refers to the accuracy of the contents of a document. Whereas external criticism
has to do with the authenticity of a document, internal criticism has to do with what the documents
says. (Fraenkel and Wallen, n.d.)
A. External Criticism
Is the part of the historical method which determines authenticity of the source. The document
is somewhat like a prisoner at the bar. Its genuineness must be tested, where possible, by
palaeographical and diplomatic criticism. It must be be localized in time and place. It must be
ascertained, whether in its present state it exists exactly as its author left it. In order to test its
genuineness, the student must ask himself if it is what it appears to be or if it is a forgery. One is too
apt to imagine that historical forgeries passed out of style with the Middle Ages. The document must
be viewed from every possible angle. Its agreement or disagreement with facts known from other
genuine sources of the same place and period, or on the same subject, will often be a deciding factor
in its authenticity. The writers ignorance of facts which he should have known and which should have
been mentioned in the document, or the record of events which he clearly could not have known at
the time of writing, are other signs of genuinity or of tis absence. A document proven probably
genuine by these tests can be often be heightened in value by an analysis which may restore it to its
original state or which may accentuate the historicity of the facts it contains.
Key (1997) enumerates a series of questions to establish the genuineness of a document or relic:
1. Does the language and writing style conform to the period in question and is typical of other
work done by the author?
2. Is there evidence that the author exhibits ignorance of things or events that man of his training
and time should have known?
3. Did he report about things, events, or places that could have not been known during that
period?
4. Has the original manuscript has been altered either intentionally or unintentionally by
copying?
5. Is the document an original draft or a copy? If it is a copy, was it reproduced in the exact
words of the original?
6. If manuscript is undated or the author unknown, are there any clues internally as to its origin?
(Key, 1997)
Gilbert J. Garraghan (1946) provides the following questions:
1. When was the source, written or unwritten, produced (date)?

2. Where was it produced (localization)?
3. By whom was it produced (authorship)?
4. From what pre-existing material was it produced (analysis)
5. In what original form was it produced (integrity)?
B. Internal Criticism
Is the part of historical methods which determines the historicity of the facts contained in the
document. It is not of absolute necessity that the document be proven genuine; even forgeries or
documents with truncated truths may contain available material. But before any conclusion is
admissible, the facts contained in the document must be tested. In order to determine the values of
these facts, the characters of the sources, the knowledge of the author, and the influences prevalent
at the time of writing must be carefully investigated. We must first be certain that we know exactly
what the author said and that we understand what he wrote as he understood it.
Key (1997) provides the following questions to check the content of a source of information
1. What was meant by the author by each word and statement?
2. How much credibility can the author’s statements be given?
Gilbert J Garraghan (1946) asks the question below for internal criticism
1. What is the evidential value of its contents (credibility)?
According to Louis Gottschalk, (1950) ‘’for each particular of a document the process of establishing
credibility should be separately undertaken regardless of the general credibility of the author.”
In other words, even if an author is trustworthy and reliable, still, each piece of evidence
extracted must be weighed individually.
External and Internal criticism may be summed up as follows:
a. External Criticism
1. Testing the genuineness of the source.

2. Localizing it (time, place, author)
3. Analyzing it (Recension and restoration of text)
b. Internal Criticism
1. Determining the value of the source

2. Interpretation of the source
3. Establishment of facts.
Name: ______________________________________________ Score _______ Date: ___________
Direction: Provide a discussion for the following questions. (5 points each)
1. What is external criticism all about?

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2. What is internal criticism all about?

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3. Among the two types of criticism, which is of less intellectual type of criticism of documents. Justify
your answer.
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4. Why do we have to conduct historical research?

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SYNTHESIS
History refers to the study, knowledge, interpretation, and recording of the past in a
meaningful way. As an academic discipline, history is conducted by historians, individuals, who take
the time to research, interpret, and put past events into context in a recorded fashion.
There are many good reasons to study history. Studying history provides us with knowledge
of the past. It also gives us understanding of how our own and other peoples societies have been
created. What happened in the past has an influence on what happens today and the past influences
the future. Studying history provides us with understanding of how different peoples and societies
have solved different types of problems and conflicts in different periods of times. History is often
politicized and instrumentalized by different actors in actual political processes and power battles.
Studying history helps us understand important aspects of contemporary conflict dynamics.
When examining documents, historical researchers are faced with two key issues: primary vs.
secondary sources and external vs. internal criticism.
A primary source was prepared by someone who was a participant or direct witness to an
event. A secondary source was prepared by someone who obtained his or her information about an
event from someone else.
External criticism refers to the authenticity of the document. Once a document has been
determined to be genuine (external criticism), researchers need to determine if the content is accurate
(internal criticism).
We conduct historical research for a number of reasons: (1) to avoid the mistakes of the past,
(2) to apply lessons from the past to current problems, (3) to use the past to make predictions about
the present, (4) to understand present practices and policies in light of the past. (5) to examine trends
across time.
REFERENCES:
Galicia, R.D. & Palencia, M.M.(2019). Readings in Philippine History, Second Edition.Azes Publishing
Corporation.
www.study.com
https://steemit.com/history@fugetaboutit
www.delsiege.info
CHAPTER 2
WHO IS THE FILIPINO
CHAPTER OVERVIEW
This chapter emphasizes the relevance of Philippine Heritage and Culture. It focuses on
appreciating the cultural way of life of the Filipinos in Ancient Times and its growth through time.
LEARNING OUTCOMES
1. Express appreciation of the legacy of Philippine heritage
2. Compare and contrast the cultural way of life of the Philippines in Ancient Times and today’s
modern times
Lesson Outline
1. Filipino Traits and Values

2. The Early Filipinos
a. Social, Economic and Political Life
LESSON 1: FILIPINO TRAITS AND VALUES
Introduction
What makes a Filipino a genuine Filipino? Do physical characteristics such as having dark
hair, flat nose and dark complexion make one a Filipino? Or it is a person’s language, birthplace and
ethnicity? If you were to introduce yourself as a Filipino to a person of another nationality and he or
she asks, “Who are Filipinos?” what will you reply?
The Philippines as we know it today has only emerged in the 1980s after over three centuries
of colonization of the Spaniards, meanwhile liberations from the last colonizers the Japanese only
occurred in 1946. Foreign culture, beliefs, language, religion have made a huge dent on our own by
setting a foundation to the contemporary Filipino identity and culture. To date colonial mentality
remains an issue. Given the wide discrepancy between the liberation period and todays time, would it
be safe to say that Filipinos have truly developed an identity of their own? Or are we still living in the
shadow of our colonial friends.
Who is a Filipino?
Filipinos are often reference to globally renowned personalities like Manny Pacquiao, Lea
Salonga and Michael Cinco who have made Filipinos recognized around the world through their
expertise. However being a Filipino is a far more than just being related to these notable figures.
Independence Day and Buwan ng Wika celebration prompt us to go back to our roots and reflect on
the question: Who is a Filipino?
Technically according to the 1987 Philippine Constitution, Filipino citizens are those whose
fathers or mothers are citizens of the Philippines, those born before January 17,1973 of Filipino
mothers, who elect Philippine citizenship upon reaching the age of majority, and those who are
naturalized in accordance with law. However, citizenship is not the only marker of being a Filipino.
Culture and history have greatly influenced the manner Filipinos learn, live and behave to date.
People who were born and grew up in the same culture develop and share common personality, traits
and values. Generation after generations common traits and values have been passed on that
Filipinos of today still embody.
Filipino Values and Traits
The Philippines is a lush island paradise famous for its grandiose mountain views, pristine
beaches, and rich and diverse culture changing from province to province. While the Philippines may
be well known for its awe-inspiring beauty, perhaps the Filipinos unique traits, reputable values, and
laudable talents make the country a place to be.
Tourist who have visited the Philippines can never forget the big and bright smiles that
greeted them. The colorful and loud jeepneys, the common Filipino phrases such as “Mabuhay” and
“Salamat” and habits such as saying “po” at “opo” to the elders, leaving shoes or slippers at the front
door before entering a house, and the importunate asking of “kumainkanaba?” meaning “have you
eaten yet? “It is marvel to experience these unique traits of the Filipinos firsthand. Few of these traits
are as follow.
The Filipino Hospitality
A Filipino trait that is known everywhere is the Filipinos brand of hospitality, Filipinos welcome
their guests and tourists as if they are their own brothers and sisters; they always make their guests
feel at home, offering them something to eat, or even place to stay. They will bring out their best sets
of plates and chinaware for their honored guests and would even go as far as spending a lot of money
and going into debt just so they can satisfy them. In most local shops, Filipinos salesperson will greet
their customers with warm welcome and say thank you when they leave even without buying
anything. Filipinos also anticipate giving tour to friends who will visit their hometown and treating them
to the best restaurants and delicacies for free. During festivals or fiestas, Filipinos serve heaps of
festive food and invite the whole barangay over. They are also fond of giving pasalubong or tokens
from their travels and pabaon or farewell gifts to their visitors.
Respect for Elders
Filipinos greet their elders by kissing their hand while saying “Mano po!” and constantly using
“po” and “opo” in conversations. Forgetting to address older people properly will regard them as rude
and impolite. There is also a wide array of references to elder people such as Ate for older sister;
Kuya for older brother;tito and tita for uncle and aunt, respectively; Lolo and Lola for grandfather and
grandfather; andManongandAlingfor older people outside the family.\
Close Family Ties
Filipinos maintain a tight relationship with their families regardless if the children are old
enough and already have families of their own. They are also fond of family reunions during birthdays,
holidays, or fiesta year-round. Some Filipino families even opt to live in a big house where everyone
can stay together. Nursing homes are almost always not an option for family members and choose to
take care of their elders themselves.
Cheerful Personality
Filipinos have a habit of smiling and laughing a lot. They smile when they are happy, or
sometimes even when they are sad or angry. Smiling has been a coping strategy for many Filipinos
especially during trying times and calamities. For instance, Filipinos smile and wave at the camera
while being interviewed even after a fire or flooding incident. They always try to maintain a positive
outlook in life which makes them resilient and able to manage almost everything with a simple smile.
Self- Sacrifice
The self-sacrificing attitude of Filipinos can be seen as an extension of the Filipino hospitality.
Filipinos go out of their way to extend help to their friends, families, and loved ones. They wish
comfort and better lives for their loved ones and would even go to the extent of working abroad
hundreds of miles away to earn more money and save up for them. Overseas Filipino Workers
(OFWs) sacrifice a lot; that is why they are regarded as the modern day Filipino heroes. There are
also times when the eldest among the children of the family would give up school to work and provide
for the rest of the family and educate his or her siblings.
Bayanihan
Bayanihan is the spirit of communal unity and cooperation of Filipinos. It is also about giving
without expecting something in return. Filipinos are always ready to share and help their friends and
loved ones who are in need. It may not always be in monetary form, but the time and effort they give
also count as form of help for them. This trait is particularly manifested in how Filipinos rally
themselves to send aid to those who are severely affected by natural calamities.
“Bahalana” Attitude
“Bahala Na” is the Filipino version of the famous line “hakunamatata” meaning no worries the
phrase is said to be originated from “bathalana” where bathala means God, and the phrase meaning
leaving everything into God’s hands. It can also be viewed as something similar to the cheerful and
positive attitude of Filipinos and following situations take care of themselves instead of worrying about
them.
Colonial Mentality
Colonial mentality is regarded as the lack of patriotism and the attitude where Filipinos favor
foreign products more than their own. This does not only concern goods but also the desire to look
more foreign than local and keep up with foreign beauty trends. It is attributed to the centuries of
colonization Filipinos had experienced under the Spanish, American and Japanese rule.
“Maṅana” Habit
This is the Filipino term of procrastination, it was derived from a longer Filipino phrase called
“mamayana” meaning dawdling things, which could have been done at an earlier time. It is a poor
habit of laziness that results in heavier workload.
“NingasKugon”
“Ningas” is a Filipino term for flame and “Kugon” is a Filipino term for cogon grass that easily
burns out after it is put into flames. Ningaskugon refers to the attitude of eagerly starting things but
quickly losing eagerness soon after experiencing difficulty, just like how fast the fire of a cogon grass
burns out moments after being ignited. Laziness is a common problem among Filipinos; that is why
Filipinos regarded as “Juan Tamad” or lazy Juan.
Pride
Most Filipinos hold on to their pride as if they are more precious than keeping a good
relationship with family and loved ones. When two parties are not in good terms, they find it so hard to
apologize and wait until the other partyasks for an apology first.
Crab Mentality
This is a toxic trait among Filipinos where one resents the achievements of another, instead
of feeling happy for that person. Just like crabs in a container they pull each other down and ruin each
other’s reputation rather than bringing them up, resulting to no progress. Filipino should change this
troublesome attitude and focus more on their own inadequacies to improve one’s self.
Filipino Time
Filipinos have this common attitude of arriving late at commitments, dinner, or parties
especially if they are meeting someone close to them. They tend to not observe punctuality
altogether. The 7:00 pm call time becomes adjusted to 7:30 pm, and almost everyone arrives at the
same time because everyone is using Filipino time.
SELF-ASSESSMENT QUESTIONS (SAQ)/ ACTIVITY 1
Name: ________________________________________Date: _________________
Course/Block: _________________________________Schedule: ______________
A. Essay
1. (5 pts) As a Filipino what are the other positive traits you want to add on the discussion
above?
2. (5pts) Can you give at least five negative characteristics that you’ve seen on your fellow
Filipinos nowadays, except to those characteristics being discussed to this chapter.
Rubrics for Essay:
Score Completion comprehension
5 The answer is complete Content demonstrate a deep

understanding and engagement w/
the topic
4 The answer is missing sight details Content demonstrate a

the topic
3 The answer is missing multiple details Content demonstrate a basic

the topic
2 Content suggest lack of preparation or Content demonstrate a less than

comprehension basic understanding and
engagement w/ the topic
1 Content only marginally related to the Content demonstrate a lack of

question/prompt understanding and engagement w/
the topic
0 Content fail to meet the basic Content demonstrate a complete
requirements of the task lack understanding and
1.
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2.
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LESSON 2: THE EARLY FILIPINOS
Many historians and scientists believe that the first inhabitants of the Philippine islands
emerged during the Pleistocene period. There are two theories on where the inhabitants (first Filipino)
came from namely: Beyer’s “Migration theory” and Jocano’s “Evolution theory”. Noted social scientist
Henry Otley Beyer believes that Filipinos descended from different groups that came from Southeast
Asia in successive waves of migration. Each group had a distinct culture, withits own customs and
traditions. While Jocano believes that Asians, including Filipinos are the result of a lengthy process of
evolution and migration.
Migration Theory
The first migrant were what Beyer caked the “Dawnmen” ( or cavemen” because they live in
caves). The dawnmen resembled Java Man, Peking Man and other Asian Home sapiens who existed
about 250,000 years ago. They did not have any knowledge of agriculture, and lived by hunting and
fishing. It was precisely in search of food that they came to the Philippines by way of the land bridges
that connected the Philippines and Indonesia. Owing perhaps to their migratory nature, they
eventually left the Philippines for destination unknown.
The second group of migrants was composed of dark skinned pygmies called “Aetas” or
“Negritoes”. About 30,000 years ago they crossed the land bridged from Malaya, Borneo and
Australia until they reached Palawan, Mindoro and Mindanao. They are pygmies who went around
practically naked and were good at hunting, fishing and food gathering. They used spears and small
flint stones weapons. The Aetas were already in the Philippines when the land bridges disappeared
due to the thinning of the ice glaciers and the subsequent increase in seawater level. This natural
events “forced” them to remain in the country and become its first permanent inhabitants.
Because of the disappearance of the land bridges the third wave of migrants was necessarily
skilled in seafaring. These were the Indonesianswho came to the islands in boat, they were more
advanced than the Aetas that they had tools made out of stone and steel. Which enabled them to
build sturdier houses, they engaged in farming and mining, and used materials made of brass; they
wore clothing and other body ornaments.
Last to migrate to the Philippines according to Beyer were Malays. They were believed to
have come from Java, Sumatra, Borneo and the Malay Peninsula more than 2,000 years ago. Like
the Indonesians they also traveled in boats. The Malay were brown-skinned and of medium height,
with straight black hair and flat noses. Their technology was said to be more advanced than that of
their predecessors, they engaged in pottery, weaving, jewelry making and metal smelting, and
introduced the irrigation system in rice planting.
Jocano’s Theory
Renowned Filipino anthropologist Felipe LandaJocano disputes Beyer’s belief that Filipinos
descended from Negritoes and Malays who migrated in the Philippines thousands of years ago.
According to Jocano, it is difficult to prove that Negritoes were the first inhabitants of this country. The
only thing that can positively concluded from fossil evidence, he says that the first men who came to
the Philippines also went to New Guinea, Java, Borneo and Australia.
Social, Economic and Political Life of Early Filipinos

Economic life
Early Filipinos primarily engaged in the following economic activities: farming, fishing, poultryand
swine raising, gold mining and trade agricultural activities among early Filipinos had an early
beginning. The people first used the slash-and burn method of planting rice. Later they adopted wet
agriculture. The slash-and-burn methods was common in the interior and high coastal areaswhile wet
agriculture was practiced in the lowlands. During the planting season, the early Filipinos performed
certain rituals to ensure a bountiful harvest work in the fields also followed the changes in season.
The methods used in wet agriculture are similar to what is being done in the rural areas today. Other
crops being raised aside from rice were millet, bananas, sweet potato or camote, areca nuts, oil,
cotton, wine and vinegar and coconuts. Abaca was raised and its fibers were gathered and made into
ropes of fabrics.
Social Life
The family was, as it still is today, the smallest but the most significant unit of ancient society. The
father and mother were accorded complete obedience and respect by the children. The father was the
head of the family while the mother managed household affairs. The early Filipinos had close family
ties. There were four social classes in ancient Filipino society: the chiefs, nobles, freemen and the
slaves. The datu or the cheif headed a barangay or community. His family, relatives and elders
belonged to the maginooclass group of nobles. The freemen or middle class belong to the timawa o
maharlika group. Men who were born free or were freed from slavery composed the lowest social
class because they had no property and were under control of their master. A Filipino could become a
slave through birth, in ability to pay debts, purchase, punishment for crimes or being held captive in
war. Slaves were on of two kinds:alipingnamamahay at alipingsaguguilid. The alipingnamamahay
enjoyed certain privileges such as the right to own property, and the right to work for any master. The
alipingsaguguilid did not enjoy right and freedom at all. Women occupied a high position in early
society. They were regarded as equals of men and were given this same respect conferred upon the
men. The mother of the family had the honor of naming the children.
Political Life
The Barangay the weakest side of the culture of the early Fiipinos was their political and social
organization, and they were weak here in precisely the same way that the now uncivilized peoples of
Northern Luzon are still weak. Their state did not embrace the whole tribe or nation; included simply
the community there were in the Philippines no large states, nor even great rajas and sultan such as
were found in the Malay Archipelago, but instead on every island were a multitude of small
communities, each independent of the other and frequently waging war. The unit of their political order
was a little cluster of houses of from thirty to one hundred families, called a “barangay” which still exist
in the Philippines as the “barrio” at the head of each barangay was a chief known as the “dato” a word
no longer used in the northern Philippines, though it persist among the Moro of Mindanao. The power
of this datos within their small areas appear to have been great and they were treated with utmost
respect by the people. The barangay were grouped together in tiny federations including about as
much territory as the present towns, whose affairs were conducted by the chiefs or datos although
sometimes the same to have all been in obedience to single chief, known in some places as the “hari”
at other times by the hindu word “raja’ or the Mohammedan term “sultan” sometimes the power of one
of these rajas seems to have extended over the whole of a small island, but usually their “kingdoms”
embraced only a few miles.
Name: ________________________________________Date: _________________
Essay
(10pts) Compare and contrast the social, economic and political life of Filipinos from now and then.
Rubrics for Essay:
Score Completion comprehension
5 The answer is complete Content demonstrate a deep

the topic
4 The answer is missing sight details Content demonstrate a

the topic
3 The answer is missing multiple details Content demonstrate a basic

the topic
2 Content suggest lack of preparation or Content demonstrate a less than

comprehension basic understanding and
1 Content only marginally related to the Content demonstrate a lack of

question/prompt understanding and engagement w/
the topic
0 Content fail to meet the basic Content demonstrate a complete

requirements of the task lack understanding and
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SYNTHESIS
In this chapter, you will learn that an individual’s race, ethnicity and physical characteristics
are not the only factors that make a person’s national identity. Values and traits are also important
indicators that set apart one nationality from the other. These values and traits may not always be a
positive thing, but being able to identify one’s self apart from other nationalities and point out
weaknesses and mistakes paired with unity and commitment, make progress a possibility. Through
common goals, principles, and values of its people a nation empower itself.
REFERENCES:
Agoncillo, Teodoro. History of the Filipino People, (2010). C&E Publishing, Inc. Quezon City.
CHAPTER 3
ANALYSIS OF SELECTED PRIMARY SOURCES IN PHILIPPINE HISTORY: FROM COLONIAL
ERAS TO PHILIPPINE REPUBLICS
CHAPTER OVERVIEW
This chapter presents the Selected Primary Sources in Philippine History: from Colonial Eras
to Philippine Republics. Section 1.The First Voyage around the World talks about historical expedition
that leads to the discoveries of the world and the expansion of Spanish empire. Section 2. Kartilla ng
Katipunan sheds light on Emilio Jacinto’s Kartilya ng Katipunan which enumerates the guidelines that
new members of the Katipunan have to follow. Tha Kartilya served as the guide of the Katipunan. It
contains 14 “teachings” that the members were required to follow. Section 3. 1898 Declaration of
Philippine Independence authored by Ambrosio Rianzares Bautista which mentions the different
important aspects of the actual declaration such as national anthem and the waving of the national
flag. Section 4. Political Caricatures used during American Eras though the Philippines was in a better
condition under Americans compared to the Spaniards, freedom was not immediately accorded to the
Filipinos. The use of these cartoons was a way of expressing of Filipinos commentaries with the
American rule. Section 5. President Corazon C. Aquino’s Speech. The speech was delivered before
the U.S. Congress on September 18. 1986, in recognition of the peaceful EDSA revolution and paved
the way of her presidency.
LEARNING OUTCOMES
1. Analyze the context, content, and perspective of different kinds of primary sources.
2. Determine the contribution of different kinds of primary sources in understanding Philippine
history.
3. Develop critical and analytical skills with exposure to primary sources.
Lesson Outline
1. The First Voyage around the World
2. Kartilla ng Katipunan
3. Documents of the 1898 Declaration of Philippine
4. Political Caricatures of the American Era
5. President Corazon Aquino’s Speech before the U.S. Congress Sept 18, 1986
DEFINITION OF KEY TERMS/CONCEPTS OF UNLOCKING OF DIFFICULTIES

Communist Insurgency – act of putting down rebellion
Dictatorship – one-man rule; a ruler with unrestricted powers
Kartilya- Katipunan’s code of conduct
KKK- Kataastaasan, Kagalanggalangang Katipunan ng mga Anak ng Bayan or Katipunan
Martial Law - military government by which ordinarily laws are suspended
Martial Rule – when government is under the control of one man who is backed by the military; civil
liberties are suspended as well as the normal functions of the legislative and judicial bodies.
Mock Battle – sham; not for real battle
Nation – ethnic and racial concept
Revolution – the forcible overthrow of a government or social order in favor of the new system
Treason – violation by a subject to a sovereign or state
LESSON 1: FIRST VOYAGE AROUND THE WORLD
A Brief Summary of the First Voyage Around the World by Magellan by Antonio Pigafetta
This book was taken from the chronicles of contemporary voyagers and navigators of the
sixteenth century. One of them was Italian nobleman Antonio Pigafetta, who accompanied Ferdinand
Magellan in his fateful circumnavigation of the world. Pigafetta’s work instantly became a classic that
prominent literary men in the West like William Shakepeare, Michel de Montaigne, and Giambattista
Vico referred to the book in their interpretation of the New World. Pigafetta’s travelogue is one of the
most important primary sources in the study of the precolonial Philippines. His account was also a
major referent to the events leading to Magellan’s arrival in the Philippines, his encounter with local
leaders, his death in the hands of Lapulapu’s forces in the Battle of Mactan, and in the departure of
what was left of Magellan’s fleet from the islands.
Examining the document reveals several insights not just in the character of the Philippines
during the precolonial period, but also on how the fresh eyes of the Europeans regard a deeply
unfamiliar terrain, environment, people, and culture. Locating Pigafetta’s account in the context of its
writing warrants a familiarity on the dominant frame of mind in the age of exploration, which pervaded
Europe in the fifteenth and sixteenth century. Students of history need to realize the primary sources
used in the subsequent written histories depart from certain perspectives. Thus, Pigafetta’s account
was also written from the perspective of Pigafetta himself and was a product of the context of its
production. The First Voyage Around the World by Magellan was published after Pigafetta returned to
Italy.
For this chapter, we will focus on the chronicles of Antonio Pigaffeta as he wrote his firsthand
observation and general impression of the Far East including their experiences in the Visayas. In
Pigafetta’s account, their fleet reached whathe called the Ladrones Islands or the “Islands of the
Thieves.”
He recounted:
“These people have no arms, but use sticks, which have a fish bone at the end. They are
poor, but ingenious, and great thieves, and for the sake of what we called these three islands the
Ladrones Islands.”
The Ladrones Islands is presently known as the Marianas Islands. These islands are located
south-southeast of Japan, west-southwest of Hawaii, north of New Guinea, and east of Philippines.
Ten days after they reached Ladrones Islands, Pigafetta reported that they reached what Pigafetta
called the isle of Zamal, now Samar but Magellan decided to land in another uninhabited island for
greater security where they could rest for a few days. Pigafetta recounted that after two days, March
18, nine men came to them and showed joy and eagerness in seeing them. Magellan realized that the
men were reasonable and welcomed them with food, drinks, and gifts. In turn, the natives gave them
fish, palm wine (uraca), figs, and two cochos. The natives also gave them rice (umai), cocos, and
other food supplies. Pigafetta detailed in amazement and fascination the palm tree which bore fruits
called cocho, and wine. He also described what seemed like a coconut.
His Description reads:
“This palm produces a fruit named cocho, which is as large as the head, or thereabouts: its
first husk is green, and two fingers in thickness, in it they find certain threads, with which they make
the cords for fastening their boats. Under this husk there is another very hard, and thicker than that of
a walnut. They burn this second rind, and make with it a powder which is useful to them. Under this
rind there is a white marrow of a finger’s thickness, which they eat fresh with meat and fish, as we
dobread, and it has the taste of an almond, and if anyone dried it he might make bread of it (p. 72).”
Pigafetta characterized the people as “very familiar and friendly” and willingly showed them
different islands and the names of these islands. The fleet went to hummunu Island (Homonhon) and
there they found what Pigafetta reffered to as the “Watering Place of Good Signs.” It is in this place
where Pigafetta wrote that they found the first signs of gold in the island. They named the island with
the nearby islands as the archipelago of St Lazarus. They left the island, then on March 25 th, Pigafetta
recounted that they saw two balanghai (balangay), a long boat full of people in Mazzava/Mazaua. The
leader, who Pigafetta referred to as the king of the balanghai (balangay), sent his men to the ship of
Magellan. The Europeans entertained these men and gave them gifts. When the king of the balangay
offered to give Magellan a bar of gold and a chest of ginger, Magellan declined. Magellan sent the
interpreter to the king and asked for money for the needs of his ships and expressed that he came
into the islands as a friend and not as an enemy. The king responded by givingMagellan the needed
provisions of food in chinaware. Magellan exchange gifts of robes in Turkish fashion, red cap, and
gave the people knives and mirrors. The two then expressed their desire to become brothers.
Magellan further showed the king his other weapons, helmets, and artilleries. Magellan also shared
with the king his charts and maps and shared how they found the islands.
After a few days, Magellan was introduced to the king’s brother who was also a king of
another island. They went to this island and Pigafetta reported that they saw mines of gold. The gold
was abundant that parts of the ship and of the house of the secondking were made of gold. Pigafetta
described this king as the most handsome of all the men that he saw in this place. He was also
adorned with silk and gold accessories like a golden dagger, which he carried with him in a wooden
polished sheath. This king was named Raia Calambuu, King of Zuluan and Calagan (Butuan and
Caragua), and the first king was Raia Siagu. On March 31st, which happened to be Easter Sunday,
Magellan ordered the chaplain to preside a Mass by the shore. The king heard of this plan and sent
two dead pigs and attended the Mass with the other king. Pigafetta reported that both kings
participated in the mass. He wrote:
“…when the offertory of the mass came, the two kings, went to kiss the cross like us, but they
offered nothing, and at the elevation of the body of our Lord they were kneeling like us, and adored
our Lord with joined hands.”
After the Mass, Magellan ordered that the cross be brought with nails and crown in place.
Magellan explained that the cross, the nail, and the crown were the signs of his emperor and that he
was ordered to plant it in the places that he would reach. Magellan further explained that the cross
would be beneficial for their people because once other Spaniards saw this cross, then they would
know that they had been in this land and would not cause them troubles, and any person who might
be held captives by them would be released. The king concurred and allowed for the cross to be
planted. This Mass would go down in history as the first Mass in the Philippines, and the cross would
be the famed Magellan’s Cross still preserved at present day.
After seven days, Magellan and his men decided to move and look for islands where they
could acquire more supplies and provisions. They learned of the islands of Ceylon(Leyte), Bohol, and
Zzubu (Cebu) and intended to go there. Raia Calambu offered to pilot them in going to Cebu, the
largest and the richest of the islands. By April 7th of the same year, Magellan and his men reached the
port of Cebu. The king of Cebu, through Magellan’s interpreter, demanded that they pay tribute as it
was customary, but Magellan refused. Magellan said that he was a captain of a king himself and thus
would not pay tribute to other kings. Magellan’s interpreter explained to the king of Cebu that
Magellan’s king was the emperor of a great empire and that it would do them better to make friends
with them than to forge enmity. The king of Cebu consulted his council. By the next day, Magellan’s
man and the king of Cebu, together with other principal men of Cebu, meth in an open space. There,
the king offered a bit of his blood and demanded that Magellan do the same. Pigafetta recounts:
“Then the king said that he was content, and as a greater sign of affection he sent him a little
of his blood from his right arm, and wished he should do the like. Our people answered that he would
do it. Besides that, he said that all the captains who came to his country had been accustomed to
make a present to him, and he to them, and therefore they should ask their captain if he would
observe the custom. Our people answered.
The following day, Magellan spoke before the people of Cebu about peace and God.
Pigafetta reported that the people took pleasure in Magellan’s speech. Magellan then asked the
people who would succeed the king after his reign and the people responded that the eldest child of
the king, who happened to be a daughter, would be the next in line. Pigafetta also related how the
people talked about, how at old age, parents were no longer taken into account and had to follow the
orders of their children as the new leaders of the land. Magellan responded to this by saying that his
faith entailed children to render honor and obedience to their parents. Magellan preached about their
faith further and people were reportedly convinced. Pigafetta wrote that their men were overjoyed
seeing that the people wished to become Christians through their free will and not because they were
forced or intimidated.
On the 14th of April, the people gathered with the king and other principal men of the islands.
Magellan spoke to the king and encouraged him to be a good Christian by burning all of the idols and
worship the cross instead. The king of Cebu was then baptized as a Christian. Pigafetta wrote:
“To that the king and all his people answered that thy would obey the commands of the
captain and do all that he told them. The captain took the king by the hand, and they walked about on
the scaffolding, and when he was baptized he said that he would name him Don Charles (Carlos), as
the emperor his sovereign was named; and he named the prince Don Fernand (Fernando), after the
brother of the emperor, and the King of Mazavva, Jehan: to the Moor he gave the name of
Christopher, and to the other each a name of his fancy.”
After eight days, Pigafetta counted that all of the island’s inhabitant were already baptized..
He admitted that they burned a village down for obeying neither the king nor Magellan. The Mass was
conducted by the shore every day. When the queen came to the Mass one day, Magellan gave her an
image of the Infant Jesus made by Pigafetta himself. The king of Cebu swore that he would always be
faithful to Magellan. When Magellan reiterated that all of the newly baptized Christians need to burn
their idols, but the natives gave excuses telling Magellan that they needed the idols to heal a sick man
who was a relative to the king. Magellan insisted that they should instead put their faith in Jesus
Christ. They went to the sick man and baptized him. After the baptismal, Pigafetta recorded that the
man was able to speak again. He called his a miracle.
On the 26th of April, Zula, a principal man from the island of Matan (Mactan) went to see
Magellan and asked him for a boat full of men so that he would be able to fight the chief named
Silapulapu (Lapulapu). Such chief, according to Zula, refused to obey the king and was also
preventing him from doing so. Magellan offered three boats instead and expressed his desire to go to
Mactan himself to fight the said chief. Magellan’s forces arrived in Mactan in daylight. They numbered
49 in total and the islanders of Mactan were estimated to number 1,500. The battle began. Pigafetta
recounted:
“When we reached land we found the islanders fifteen hundred in number, drawn up in three
squadrons attacking us on the flanks, and the third in front. The captain then divided his men in two
bands. Our musketeers and crossbow-men fired for half an hour from a distance, but did nothing,
since the bullets and arrows, though they passed through their shields made of thin wood, and
perhaps wounded theirarms, yet did not stop them. The captain shouted not to fire, but he was not
listened to. The islanders seeing that the shots of our guns did them little or no harm would not retire,
but shouted more loudly, and springing from one side to the other to avoid our shots, they at the same
time drew nearer to us, throwing arrows, Javelins, spears hardened in fire, stones, and even mud, so
that we could hardly defend ourselves. Some of them cast lances pointed with iron at the captain-
general.”
Magellan died in that battle. The natives, perceiving that the bodies of the enemies were
protected with armors, aimed for their legs instead. Magellan was pierced with a poisoned arrow in his
right leg. A few of their men charged at the natives and tried to intimidate them by burning an entire
village but this only enraged the natives further. Magellan was specifically targeted because the
natives knew that he was the captain general. Magellan was hit with a lance in the face. Magellan
retaliated and pierced the same native with his lance in the breast and tried to draw his sword but
could not lift it because of his wounded arm. Seeing that the captain has already deteriorated, more
natives came to attack him. One native with a great sword delivered a blow in Magellan’s left leg,
brought him face down and the natives ceaselessly attacked Magellan with lances, swords, and even
with their bare hands. Pigafetta recounted the last moments of Magellan:
“Whilst the Indians were thus overpowering him, several times he turned round towards us to
see if we were all in safety, as though his obstinate fight had no other object than to give an
opportunity for the retreat of his men.”
Pigafetta also said that the king of Cebu who was baptized could have sent help but Magellan
instructed him not to join the battle and stay in the balangay so that he would see how they fought.
The king offered the people of Mactan gifts of any value and amount in exchange of Magellan’s body
but the chief refused. They wanted to keep Magellan’s body as a memento of their victory.
Magellan’s men elected Duarte Barbosa as the new captain. Pigafetta also told how
Magellan’s slave and interpreter named Henry betrayed them and told the king of Cebu that they
intended to leave as quickly as possible. Pigafetta alleged that the slave told the king that if he
followed the slave’s advice, then the king could acquire the ships and the goods of Magellan’s fleet.
The two conspired and betrayed what was left of Magellan’s men. The king invited these men to a
gathering where he said he would present the jewels that he would send for the King of Spain.
Pigafetta was not able to join the twenty-four men who attended because he was nursing his battle
wounds. It was only a short time when they heard cries and lamentations. The natives had slain all of
the men except the interpreter and Juan Serrano who was already wounded. Serrano was presented
and shouted at the men in the ship asking them to pay ransom so he would be spared. However, they
refused and would not allow anyone to go to the shore. The fleet departed and abandoned Serrano.
They left Cebu and continued their journey around the world.
Name: ________________________________________Date: _________________
INSTRUCTIONS: Write an essay depicting the significance of Magellan’s expedition to the world and
to the Philippines.
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LESSON 2: KARTILYA NG KATIPUNAN
THE FOUNDING OF THE KATIPUNAN

On the night of July 7, 1892, Bonifacio and his friends met secretly at Deodato Arellano’s house at No.
72 Azcarraga Street (now Claro M. Recto) near Elcano Street in Tondo, Manila.
They decided to form a secret revolutionary society called Kataastaasan Kagalang-galangang
Katipunan ng mga Anak ng bayan (Highest and Respected Society of the sons of the People),
otherwise known as K.K.K or Katipunan, dedicated to national independence through armed
revolution.These men were, and one or two others.
The Kataastaasan, Kagalanggalangang Katipunan ng mga Anak ng Bayan (KKK) or Katipunan is
arguably the most important organization formed in the Philippine History.
While anti-colonial movements, efforts, and organizations had already been established centuries
prior to the foundation of the Katipunan, it was only this organization that envisioned
A united Filipino nation that would revolt against the Spaniards for the total
independence of the country from Spain.
Previous armed revolts had already occurred before the foundation of the Katipunan, but none of
them envisioned a unified Filipino nation revolting against the colonizers.
Diego Silang was known as an Ilocano who took up his arms and led one of the
longest running revolts in the country. Silang, however, was mainly concerned about
his locality and referred to himself as El Rey de Ilocos (the King of Ilocos.
The imagination of the nation was largely absent in the aspirations of the local revolts before
Katipunan,
The propaganda movements led by the Ilustrados like Marcelo H. del Pilar, Graciano
Lopez Jaena, and Jose Rizal did not envision a total separation of the Philippines
from Spain.
But only demanded equal rights, representation, and protection from the abuses of the friars.
Katipunan created a complex structure and defined value system that would guide the organization as
a collective aspiring for a single goal.
 One of the most important Katipunan documents was the “Kartilya ng Katipunan.”
 KARTILLA-BASIC TEACHING
 The original title of the document was “Manga Aral Nang Katipunan ng mga A.N.B.” or
“Lessons of the Organization of the Sons of the Country”
 -The document was written by Emilio Jacinto in the 1896.
 Jacinto was only 18 years old when he joined the movement.
 He was a law student at the Universidad de Santo Tomas.
 Despite his youth, Bonifacio recognized the value and intellect of Jacinto that upon seeing
that Jacinto’s Kartilya was much better than the Decalogue he wrote, he favored that the
Kartilya be distributed to their fellow Katipuneros.
 Jacinto became the secretary of the organization and took charge of the short-lived printing
press of the Katipunan.
Bonifacio wrote a Decalogue or ten commandments titled Katungkulan Gawain ng mga Anak ng
Bayan (Duties to be Observed by the Sons of the Country) to lay guidelines for good citizenship.
 The rules include love of God, love of country and one’s fellowmen; diligence in work; sharing
of one’s means with poor; punishment of scoundrels and traitors; and the guarding of the
mandates and aims of the K.K.K.
It was Andres Bonifacio who first formulated a code and to whom the Dekalogo ng Katipunan was
attributed. But it was not published: instead, it was said that upon reading the Kartilya drafted by
Emilio Jacinto, Bonifacio decided that it was superior to his Dekalogo, and adopted it as the official
primer of the Katipunan.
 On 15 April 1897, Bonifacio appointed Jacinto as a commander of the Katipunan in Northern
Luzon. Jacinto was 22 years old.
 He died of Malaria at a young age of 24 in the town of Magdalena, Laguna.
THE TEACHING OF KATIPUNAN “KARTILYA NG KATIPUNAN”
The Kartilya can be treated as the Katipunan’s code of conduct. It contains fourteen rules that
instruct the way a Katipunero should behave, and which specific values should he uphold. Generally,
the rules stated in the Kartilya can be classified into two. The first group contains the rules that will
make the member an upright individual and the second group contains the rules that will guide the
way he treats his fellow men.
I. Ang buhay na hindi ginugugol sa isang matayog at banal na layunin ay punong walang lilim, o
kung hindi man ay nakalalasong damo.
(Life which is not consecrated to a lofty and sacred cause is like a tree without a shadow, if not a
poisonous weed.
II. Ang gawang magaling na may pagyayabang o may paghahangad na makasarili ay hindi na tunay
na kabaitan.
(A good deed that springs from a desire for personal profit and not a desire to do good is not
kindness.)
III. Tunay na kabanalan ang pagkakawang-gawa, ang pag-ibig sa kapwa at ang pagiging tama sa
kilos, gawa, at salita.
(True greatness consists in being charitable, in loving one’s fellow men in adjusting every movement,
deed, and word to true Reason.)
IV. Maitim man o maputi ang kulay ng balat, lahat ng tao’y pantay-pantay; mangyayaring ang isa’y
hihigitan sa dunong, yaman, sa ganda; ngunit hindi mahihigitan ang kanyang pagkatao.
(All men are equal, be the color of their skin black or white. One may be superior to another in
knowledge, wealth and beauty but cannot be superior in being.)
V. Mas pinahahalagahan ng taong marangal ang kanyang puri kaysa pansariling kapakinabangan; sa
taong tampalasan, inuuna ang sariling pakinabang.
(He who is noble prefers honor to personal gains; he who is mean prefers profit to honor.)
VI. Huwag mong tignan ang babae na libangan lamang, kundi isang katuwang at karamay sa mga
kahirapan nitong buhay; gamitin mo nang buong pagpipitagan ang kanyang (pisikal na) kahinaan, at
alalahanin ang iyong inang pinagmulan at nag-aruga sa iyong kasanggulan.
(Think not of woman as a thing merely to while away time but as a helper and partner in the hardships
of life. Respect her in her weakness, and remember the mother who brought you into this world and
who cared for you in your childhood.)
VII. Sa taong may hiya, salita’y panunumpa.
(To a man with a sense of shame, his word is inviolate.)
VIII. Huwag mong sayangin ang panahon; ang yamang nawala ay maibabalik; ngunit panahong
nagdaan na ay di na muling magdaraan.
(Don’t fritter away time; lost riches may be recovered, but time lost will never come again.)
IX. Ipagtanggol ang inaapi at labanan ang nang-aapi.
(Defend the oppressed and fight the oppressor.)
X. Ang taong matalino’y nag-iingat sa bawat sasabihin; matutong ipaglihim ang dapat ipaglihim.
(An intelligent man is he who is cautious in speech and knows how to keep the secrets that must be
guarded.)
XI. Sa matinik na daan ng buhay, lalaki ang siyang gabay ng mga asawa’t mga anak; kung ang
umaakay ay tungo sa masama, sa kasamaan din hahantong ang inaakay.
(In the thorny part of life, man is the guide of his wife and children; if he who guides moves toward
evil, they who are guided likewise move toward evil.)
XII. Ang hindi mo ibig gawin sa iyong asawa, anak, at kapatid ay huwag mong gagawin sa asawa,
anak, at kapatid ng iyong kapwa.
(What do you not want done to your wife, daughter, and sister, do not do to the wife, daughter, and
sister of another.
XIII. Hindi makikita sa pagiging hari ang halaga ng tao, hindi rin sa tangos ng ilong at puti ng mukha,
ni sa pagiging pari na kinatawan ng Diyos, hindi sa taas ng katayuan sa lipunan; totoong tao at
mataas na uri, siyang laking gubat at walang nababatid kundi sariling wika, yaong may magandang
asal, may isang salita, may dangal at puri, yaong hindi nagpapaapi at hindi nang-aapi; yaong
marunong magmahal at magmalasakit sa bayang kanyang sinilangan.
XIII. (The nobility of a man does not consist in being a king, nor in the highness of nose and the
whiteness of the skin, nor in being the priest representing God, nor in the exalted position on this
earth, but pure and truly noble is he who, though born in the words, is possessed of an upright
character; who is true to his word; who has dignity and honor; who does not oppress and does not
help those who oppress; who knows how to look after and love the land of his birth.)
XIV. Sa paglaganap ng mga aral na ito, maningning na sisikat at sasabog ang matamis na liwanag ng
araw ng kalayaan dito sa abang kapuluan ng nagkaisang magkakalahi’t magkakapatid, ang mga
ginugol na buhay, pagod, at mga tiniis na kahirapa’y labis nang matutumbasan. Kapag napag-aralan
na ang lahat ng ito, at naniwala siyang kaya nang gawin ang mga magiging tungkulin, maaari nang
punan ang pormularyo ng pagsapi.
XIV. (When these doctrines spread and the Sun of beloved liberty shines with brilliant effulgence in
this unhappy isles and sheds its soft rays upon the united people and brothers in everlasting
happiness, the lives, labors, and sufferings of those who are gone shall be more than recompensed.)
Name: ________________________________________Date: _________________
INSTRUCTIONS: The fourteen (14) points presented in the Kartilya ng Katipunan. Select two from
them and explain their significance in maintaining a peaceful and orderly community.\
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LESSON 3: DOCUMENTS OF THE 1898 DECLARATION OF PHILIPPINE INDEPENDENCE
Background of the Author

Ambrosio Rianzares Bautista (also known as “Don Bosyong”) was born on December 17, 1830 in
Biñan Laguna to Gregorio Enriguez Bautista and Silvestra Altamira. He studied Law at the University
of Sto. Thomas and earned his degree in 1865 (at 35 years old).
He solicited funds to finance the campaign for reforms in the Philippines and became a member of the
La Liga Filipina, Cuerpo de Compromisarios, and La Propaganda. He was arrested and imprisoned at
Fort Santiago by the Spaniards as he was suspected of being involved in the Philippine Revolution
but managed to defend himself and was eventually released.
He became the first adviser of President Emilio Aguinaldo in 1898, and, contrary to popular belief, it
was Bautista, and not Aguinaldo, who waved the Philippines flag before the jubilant crowd during the
proclamation of Philippine Independence in Kawit, Cavite. On July 14, 1898, he was elected as
president of the Philippines in the Revolutionary Congress in Tarlac and was later appointed judge of
the Court of First Instance of Pangasinan. He died on December 4, 1903 (72 years old) from a fatal
fall from a horse-drawn carriage.
Historical Background of the Document
In April 1898, the Spanish-American War broke out as a result of U.S. intervention in the Cuban War
of Independence. The U.S. attacked Spain’s Pacific Possession. Which led to its involvement in the
Philippine Revolution.
Commodore George Dewey sailed from Hong Kong to Manila Bay aboard the U.S.S. Oympia and led
the Asiatic Squadron of the U.S. Navy.
In May 1898, the Battle of Manila Bay ensued. Emilio Aguinaldo decided to return to the Philippines
from Hong Kong, bringing with him the first Philippine flag sewn by Marcela Agoncillo, Lorenza
Agoncillo and Delfina Herbosa. Upon arriving in Manila, Aguinaldo proceeded to his mansion in Kawit,
Cavite to rally all Filipinos to unite and fight against the Spaniards in the historic battle cry of the “Hour
of Liberation.” Together with the Americans, the Filipino assaulted the Spaniards in the Battle of
Manila Bay. However, the said battle was perceived to be a mock battle as arrangements were
already made between the Americans and the Spaniards, that the latter would hand over the
Philippines including Guam and Puerto Rico to the former. Such arrangements were already finalized
in the Treaty of Paris in 1898.
After the Battle of Manila Bay, there were still skirmishes between Filipinos and Spaniards in various
provinces in the Philippines. The Act of the Declaration of Philippine Independence (Acta de la
Proclamation de la Independencia de Pueblo Filipino) written by Bautista had the intention to
encourage Filipinos to fight against the Spaniards. Aguinaldo formally declared Philippine
Independence in Kawit, Cavite on June 12, 1898. It was symbolically accompanied by the playing of
the Philippine national anthem composed by Juan Felipe with lyrics by Jose Palma from his poem
Filipinas. At the same time. Ambrosio Bautista read the Act of Declaration of Philippine Independence
in Spanish. The United States of America, however, never recognized this declaration.
Acta de la Proclamation de la Independencia de Pueblo Filipino was among the documents lost
during the height of the pilferage of historical documents in the 1990s. the centennial anniversary of
Philippine independence heightened the demand for such documents in the black market. The
document was finally returned to the National Library in 1994 after a professor from the University of
the Philippines, Milagros Guerrero, negotiated for its return.
Name: ________________________________________Date: _________________
Instructions: The Philippine flag is embedded with different symbolisms. The following are the
features of the Philippine flag. On the space provided, write the meaning of each feature or symbol.
1. White triangle
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2. Three stars
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3. Eights rays of the sun
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4. Colors: Blue, Red and White
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I. Instructions: Give three reasons why the Acta de la Proclamation de la Independencia

de Pueblo Filipino is important to the grand narrative of Philippine history.
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LESSON 4: POLITICAL CARICATURES
Background of the Authors
During the American era, political cartoons gained popularity as a form of expression. Many artists
made use of cartoons as political commentaries to expose the ills of the American colonial
government. Alfred McCoy provided an analysis of the pressing problems and issues of American
colonialism manifested in political cartoons. Together with Alfredo Reyes Roces, an artist, they
compiled many political cartoons by Filipino artists depicting the Philippines during American rule.
Alfredo McCoy was born on June 8, 1945 in Massachusetts, USA. He earned his BA in European
Studies from Columbia College in 1968. He finished his MA in Asian Studies at the University of
California in Berkeley in 1969 and his PhD in Southeast Asian History at Yale University in 1977. He
studied Philippine political caricatures to understand the social and political contexts of the Philippines
during the American period and later worked with Alfredo Roces, his co-author of Philippine Cartoons:
Political Caricatures of the American Era. Though McCoy did not create any political caricatures, his
interest in them urged him to compile such caricatures from various sources to produce a single
collection.
Alfredo Reyes Roces was born on April 29, 1923. He was a painter, an essayist, and a versatile artist
who is considered to be a prominent figure in the Philippine art. His paintings started with a figurative
style but soon began to amalgamate expressionism, Fauvism, and impressionism.
Severed newspapers in Manila like The Independent and The Philippines Free Press and Bag-Ong
Kusog, a leading periodical in Cebu, included political cartoons in their editorials.
The Philippine Free Press was founded in 1906 by Judge W. A. Kincaid but and was taken over by
McCullough Dick due to bankruptcy. The newspaper was published in both Spanish and English. It
featured investigative articles regarding the country’s development. It had a personal tone since it was
not tied to a particular political party. It also advocated integrity, democracy and Philippine national
progress.
A commentary on the unprecedented cases of colorum

automobile in the city streets.
The Philippine Free Press published this commentary
when fatal accidents involving colorum vehicles and taxis
occurred too often already.
Lipag-Kalabaw was launched in the same year as Philippine Free Press. It was published in Tagalog
and Spanish containing satiric cartoons. All throughout its publication, it maintained anonymity by not
having a masthead and by having the artists and writers use pen names. This gave artists and writers
agency on how they wanted to express themselves.
It was published by Lipang Kalabaw on 24 August 1907.
In the picture, we can see uncle Sam rationing porridge to
the politicians and members of Progresista Party
(sometimes known as the Federalista Party) while
memebers of Nationalista Party look on and wait for their
turn.
This cartoon depicts the patronage of the United States
being coveted by politicians from either of the party.
The Independent was founded in 1915 by the Father of Cebuano Letters, Vicente Sotto, one of the
militant and aggressive advocates of immediate independence. It was a weekly newspaper published
in English and Spanish which served as a forum for the discussion of political issues. It was also
where Fernando Amorsolo began his career as the “angriest of Manila’s political cartoonists.”
Published in the
Independent on
May 20, 1916.
It shows a politician from Tondo, named Dr. Santos,
passing his crown to his brother-in-law Dr. Barcelona.
A Filipino guy (the guy who is wearing a salakot and
barong tagalog) was trying to stop Santos, telling the latter
to stop giving Barcelona the crown because it is not his to
begin with.
In Cebu, one popular newspaper was the Bag-Ong Kusog which literally means “New Force.” Bag-
Ong Kusog was known for highlighting the conditions in Cebu prior to the war. It often talked about the
differences between the Spanish and American colonial governments. This newspaper depicted the
breakdown of hallowed customs and social practices due to American influence. It focused on
criticism of co-education introduced by the Americans, which endangered the virtue of women.
This cartoon depicts a cinema. A blown-up police officer

was at the screen saying that couples are not allowed to
the neck and make love in the theater. Two youngsters
looked horrified while an older couple seemed amused.
Historical Background of the Political Cartoons

The Spanish colonial period in the Philippines was characterized by strict censorship resulting in a
lack of political liberty and minimal avenues for expressing political; views. Spanish censorship
banned non-religious publications, thus compelling newspaper publications to be distributed
underground. However, the transition to the American colonial period provided leeway in the
publication of independent newspapers. Initially, newspapers were scrutinized by the government to
ensure that they did not contain anti-American sentiments which were branded as subversive and
were rule became a formative period in Philippine history.
Censorship was loosened when a civil government was established in 1901. This gave Filipinos the
right to publish without prior censorship of the government. Two months after strict censorship was
removed, Rafael Palma launched El Renacimiento (Rebirth) which became the most influential of the
early nationalist newspaper campaigning for the right to a free press. Whenever the Americans felt
offended with any publication, they used libel and sedition laws to obstruct the developing hostilities.
After facing two libel suits, El Renacimiento had to discontinue. Nevertheless, Martin Ocampo and
Ffernando Ma. Guerrero established a new publication, La Vanguardia, in the same office and
survived until World War II as one of Manila’s leading newspapers.
Name: ________________________________________Date: _________________
Instructions: Make your own caricature depicting any present political, economic, or socio-cultural
situation in the Philippines. Provide a short explanation for the symbolisms that you used.
Caricature:
Explanation:
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LESSON 5: CORAZON C. AQUINO’S SPEECH BEFORE THE UNITED STATES CONGRESS ON
SEPTEMBER 18, 1986
Background of the Author

Maria Corazon “Cory” Sumulong Cojuangco – Aquino (January 25, 1933-August 1, 2009)
became president of the Philippines because of the 1986 EDSA Revolution – the nonviolent revolution
that ousted President Ferdinand Marcos. She was the wife of the assassinated opposition figurehead
during the martial law era, Benigno “Ninoy” Aquino, Jr. she was chosen by Time magazine as one of
the 20 Most Influential Asians of the 20th century. Prior to becoming the President, she had not held
any elective office. She died on August 1, 2009 due to colorectal cancer.
Historical Background of the Document
It has been the practice of the US Congress to convene a Joint Meeting for the purpose of hearing an
address from an important figure, usually a visiting foreign leader. Corazon C. Aquino delivered her
historic speech before the U.S Congress on September 18, 1986 - barely seven months after being
sworn into office under a revolutionary government brought about by the EDSA Revolution. During
that time, Cory’s presidency was unstable for she inherited an economy that was in shambles. There
was massive poverty and unemployment in the country. The loyalty of the military to her
administration was still in question. Her administration was already besieged by a coup attempt,
backed by a multitude of civilian Marcos loyalists after five months of assumption to office. Despite
releasing political detainees, the communist insurgency was still gripping the countryside. She
needed foreign allies to recognize her newly established administration. The aforementioned historical
speech targeted two goals at the same time. It aimed to express gratitude towards the United States
for helping the Filipinos regain the government, considering Aquino’s decision to honor the foreign
debts the Philippines incurred during the Marcos administration.
Speech of Her Excellency Corazon C. Aquino
President of the Philippines
During the Joint Session of the United States Congress
[Delivered at Washington, D.C., on September 18, 1986]
Three years ago, I left America in grief to bury my husband, Ninoy Aquino. I thought I had left it also to
lay to rest his restless dream of Philippine freedom. Today, I have returned as the president of a free
people.
In burying Ninoy, a whole nation honored him. By that brave and selfless act of giving honor, a nation
in shame recovered its own. A country that had lost faith in its future found it in a faithless and brazen
act of murder. So in giving, we receive, in losing we find, and out of defeat, we snatched our victory.
For the nation, Ninoy became the pleasing sacrifice that answered their prayers for freedom. For
myself and our children, Ninoy was a loving husband and father. His loss, three times in our lives, was
always a deep and painful one.
Fourteen years ago this month was the first time we lost him. A president-turned-dictator, and traitor
to his oath, suspended the Constitution and shut down the Congress that was much like this one
before which I am honored to speak. He detained my husband along with thousands of others –
senators, publishers and anyone who had spoken up for the democracy as its end drew near. But for
Ninoy, a long and cruel ordeal was reserved. The dictator already knew that Ninoy was not a body
merely to be imprisoned but a spirit he must break. For even as the dictatorship demolished one by
one the institutions of democracy – the press, the Congress, the independence of the judiciary, the
protection of the Bill of Rights – Ninoy kept their spirit alive in himself.
The government sought to break him by indignities and terror. They locked him up in a tiny, nearly
airless cell in a military camp in the north. They stripped him naked and held the threat of sudden
midnight execution over his head. Ninoy held up manfully–all of it. I barely did as well. For 43 days,
the authorities would not tell me what had happened to him. This was the first time my children and I
felt we had lost him.
When that didn’t work, they put him on trial for subversion, murder and a host of other crimes before a
military commission. Ninoy challenged its authority and went on a fast. If he survived it, then, he felt,
God intended him for another fate. We had lost him again. For nothing would hold him back from his
determination to see his fast through to the end. He stopped only when it dawned on him that the
government would keep his body alive after the fast had destroyed his brain. And so, with barely any
life in his body, he called off the fast on the fortieth day. God meant him for other things, he felt. He
did not know that an early death would still be his fate, that only the timing was wrong.
At any time during his long ordeal, Ninoy could have made a separate peace with the dictatorship, as
so many of his countrymen had done. But the spirit of democracy that inheres in our race and
animates this chamber could not be allowed to die. He held out, in the loneliness of his cell and the
frustration of exile, the democratic alternative to the insatiable greed and mindless cruelty of the right
and the purging holocaust of the left.
And then, we lost him, irrevocably and more painfully than in the past. The news came to us in
Boston. It had to be after the three happiest years of our lives together. But his death was my
country’s resurrection in the courage and faith by which alone they could be free again. The dictator
had called him a nobody. Two million people threw aside their passivity and escorted him to his grave.
And so began the revolution that has brought me to democracy’s most famous home, the Congress of
the United States.
The task had fallen on my shoulders to continue offering the democratic alternative to our people.
Archibald Macleish had said that democracy must be defended by arms when it is attacked by arms
and by truth when it is attacked by lies. He failed to say how it shall be won.
I held fast to Ninoy’s conviction that it must be by the ways of democracy. I held out for participation in
the 1984 election the dictatorship called, even if I knew it would be rigged. I was warned by the
lawyers of the opposition that I ran the grave risk of legitimizing the foregone results of elections that
were clearly going to be fraudulent. But I was not fighting for lawyers but for the people in whose
intelligence I had implicit faith. By the exercise of democracy, even in a dictatorship, they would be
prepared for democracy when it came. And then, also, it was the only way I knew by which we could
measure our power even in the terms dictated by the dictatorship.
The people vindicated me in an election shamefully marked by government thuggery and fraud. The
opposition swept the elections, garnering a clear majority of the votes, even if they ended up, thanks
to a corrupt Commission on Elections, with barely a third of the seats in parliament. Now, I knew our
power.
Last year, in an excess of arrogance, the dictatorship called for its doom in a snap election. The
people obliged. With over a million signatures, they drafted me to challenge the dictatorship. And I
obliged them. The rest is the history that dramatically unfolded on your television screen and across
the front pages of your newspapers.
You saw a nation, armed with courage and integrity, stand fast by democracy against threats and
corruption. You saw women poll watchers break out in tears as armed goons crashed the polling
places to steal the ballots but, just the same, they tied themselves to the ballot boxes. You saw a
people so committed to the ways of democracy that they were prepared to give their lives for its pale
imitation. At the end of the day, before another wave of fraud could distort the results, I announced the
people’s victory.
The distinguished co-chairman of the United States observer team in his report to your President
described that victory:
“I was witness to an extraordinary manifestation of democracy on the part of the Filipino people. The
ultimate result was the election of Mrs. Corazon C. Aquino as President and Mr. Salvador Laurel as
Vice-President of the Philippines.”
Many of you here today played a part in changing the policy of your country towards us. We, Filipinos,
thank each of you for what you did: for, balancing America’s strategic interest against human
concerns, illuminates the American vision of the world.
When a subservient parliament announced my opponent’s victory, the people turned out in the streets
and proclaimed me President. And true to their word, when a handful of military leaders declared
themselves against the dictatorship, the people rallied to their protection. Surely, the people take care
of their own. It is on that faith and the obligation it entails, that I assumed the presidency.
As I came to power peacefully, so shall I keep it. That is my contract with my people and my
commitment to God. He had willed that the blood drawn with the lash shall not, in my country, be paid
by blood drawn by the sword but by the tearful joy of reconciliation.
We have swept away absolute power by a limited revolution that respected the life and freedom of
every Filipino. Now, we are restoring full constitutional government. Again, as we restored democracy
by the ways of democracy, so are we completing the constitutional structures of our new democracy
under a constitution that already gives full respect to the Bill of Rights. A jealously independent
Constitutional Commission is completing its draft which will be submitted later this year to a popular
referendum. When it is approved, there will be congressional elections. So within about a year from a
peaceful but national upheaval that overturned a dictatorship, we shall have returned to full
constitutional government. Given the polarization and breakdown we inherited, this is no small
achievement.
My predecessor set aside democracy to save it from a communist insurgency that numbered less
than 500. Unhampered by respect for human rights, he went at it hammer and tongs. By the time he
fled, that insurgency had grown to more than 16,000. I think there is a lesson here to be learned about
trying to stifle a thing with the means by which it grows.
I don’t think anybody, in or outside our country, concerned for a democratic and open Philippines,
doubts what must be done. Through political initiatives and local reintegration programs, we must
seek to bring the insurgents down from the hills and, by economic progress and justice, show them
that for which the best intentioned among them fight.
As President, I will not betray the cause of peace by which I came to power. Yet equally, and again no
friend of Filipino democracy will challenge this, I will not stand by and allow an insurgent leadership to
spurn our offer of peace and kill our young soldiers, and threaten our new freedom.
Yet, I must explore the path of peace to the utmost for at its end, whatever disappointment I meet
there, is the moral basis for laying down the olive branch of peace and taking up the sword of war.
Still, should it come to that, I will not waver from the course laid down by your great liberator: “With
malice towards none, with charity for all, with firmness in the rights as God gives us to see the rights,
let us finish the work we are in, to bind up the nation’s wounds, to care for him who shall have borne
the battle, and for his widow and for his orphans, to do all which may achieve and cherish a just and
lasting peace among ourselves and with all nations.”
Like Lincoln, I understand that force may be necessary before mercy. Like Lincoln, I don’t relish it.
Yet, I will do whatever it takes to defend the integrity and freedom of my country.
Finally, may I turn to that other slavery: our $26 billion foreign debt. I have said that we shall honor it.
Yet must the means by which we shall be able to do so be kept from us? Many conditions imposed on
the previous government that stole this debt continue to be imposed on us who never benefited from
it. And no assistance or liberality commensurate with the calamity that was visited on us has been
extended. Yet ours must have been the cheapest revolution ever. With little help from others, we
Filipinos fulfilled the first and most difficult conditions of the debt negotiation the full restoration of
democracy and responsible government. Elsewhere, and in other times of more stringent world
economic conditions, Marshall plans and their like were felt to be necessary companions of returning
democracy.
When I met with President Reagan yesterday, we began an important dialogue about cooperation and
the strengthening of the friendship between our two countries. That meeting was both a confirmation
and a new beginning and should lead to positive results in all areas of common concern.
Today, we face the aspirations of a people who had known so much poverty and massive
unemployment for the past 14 years and yet offered their lives for the abstraction of democracy.
Wherever I went in the campaign, slum area or impoverished village, they came to me with one cry:
democracy! Not food, although they clearly needed it, but democracy. Not work, although they surely
wanted it, but democracy. Not money, for they gave what little they had to my campaign. They didn’t
expect me to work a miracle that would instantly put food into their mouths, clothes on their back,
education in their children, and work that will put dignity in their lives. But I feel the pressing obligation
to respond quickly as the leader of a people so deserving of all these things.
We face a communist insurgency that feeds on economic deterioration, even as we carry a great
share of the free world defenses in the Pacific. These are only two of the many burdens my people
carry even as they try to build a worthy and enduring house for their new democracy, that may serve
as well as a redoubt for freedom in Asia. Yet, no sooner is one stone laid than two are taken away.
Half our export earnings, $2 billion out of $4 billion, which was all we could earn in the restrictive
markets of the world, went to pay just the interest on a debt whose benefit the Filipino people never
received.
Still, we fought for honor, and, if only for honor, we shall pay. And yet, should we have to wring the
payments from the sweat of our men’s faces and sink all the wealth piled up by the bondsman’s two
hundred fifty years of unrequited toil?
Yet to all Americans, as the leader of a proud and free people, I address this question: has there been
a greater test of national commitment to the ideals you hold dear than that my people have gone
through? You have spent many lives and much treasure to bring freedom to many lands that were
reluctant to receive it. And here you have a people who won it by themselves and need only the help
to preserve it.
Three years ago, I said thank you, America, for the haven from oppression, and the home you gave
Ninoy, myself and our children, and for the three happiest years of our lives together. Today, I say,
join us, America, as we build a new home for democracy, another haven for the oppressed, so it may
stand as a shining testament of our two nation’s commitment to freedom.
Name: ________________________________________Date: _________________
Instructions: Identify five (5) points highlighted by President Corazon Aquino in her speech before
the U.S. Congress on September 18, 1986. Explain their significance.
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‘
SYNTHESIS
Spain governed the Philippine for about 333 years through the union of church and state
introducing the process of new beliefs and practices in the political, economic, and religious aspects
of the peoples live. The results, caused hardship for majority of the Filipinos who later called for revolt.
However, the Spanish colonial government able to quell all these revolts. There plenty of reason such
as; first the revolts upraised all over the country with lacked of coordination; second, Filipinos had no
leader of great ability; third, rebels had insufficient arms to fight Spaniards; fourth, there was no unity
and nationalism among Filipino; fifth, many Filipinos were more loyal to the Spaniards, than to their
countrymen. It was the Filipino soldiers who did the job for the Spaniards.
After the violet event of 1872 a campaign for reforms evolved. The wealthy and educated
Filipino started to air complaints through peaceful means such as writing, art works, organized
society, and etc. By 1896, there were concrete and objective conditions that justified revolution, it was
the KKK. Mostly the poor, less educated and illiterate led by the Supremo, but unfortunately, the
conflict over the leadership inside the Secret Society resulted the tragic death of the Bonifacio
brothers.
Some Filipinos, continued to engage the Spanish forces and established a temporary government led
by Emilio Aguinaldo. But because of the difficulties of the Filipino rebels some sort of understanding
between the Spaniards and Filipino was made through the mediator. Among other things in the truce
was the voluntary exile of Aguinaldo and his men into Hong Kong. However, the entry of the United
States complicates the struggle for independence. Aguinaldo believe that American came as an ally of
the Filipinos to end the Spanish rule. At the end, American came to stay and took over new colonial
master.
Gen. Emilio Aguinaldo, together with Apolinario Mabini faced with difficult task uniting the
Filipino to form a government worthy of international respect and recognition. Thus, the declaration of
1898 Philippine Independence happened on June 12, 1898 at Kawit, Cavite. American not really
recognized the independence because their motives were to took control over the Philippines.
Aguinaldo and the Revolutionary army called for war.
From the very start, American policymakers and authorities realized that winning the hearts
and minds of a conquered people was more important and certainly not easy to accomplish. It took
them almost a decade to completely pacify the Filipino. After all that happened, United States initiated
benevolent efforts for the Filipinos. The government established by the Americans, was controlled by
the Americans with Filipino in charge. It took several steps to train Filipinos for self-government before
grant of independence. At the end of this transition period, the Philippines would finally be given
independence.
The impact of American rule on the Filipino on their economy, politics, and society had a
positive point to the Filipinos, but it is in the realm of values and culture that more negative effects
appears to be strong and more evident that the American rule caused great marks of “colonial
mentality” and materialistic and individualistic ways among many Filipinos.
The government established by the American in the Philippine was democratic and republican in form.
In this government, the Filipinos began to govern themselves, though not completely. But the period
of apprenticeship in governance was stop when the war broke out in the Pacific and the Japanese
occupied the Philippine for three years. After World War II, the Philippine had to accept U.S. financial
aid. This became a recurring problem of all the president from Roxas, Quirino, Garcia, Magsaysay,
Macapagal, and Marcos. Likewise, poverty, and graft and corrupt escalate conflicts from within
Philippine society.
Philippine society at the time of Marcos was a “social volcano” holding massive student
rallies, formers, workers and professionals were compelling to give their demands. To cease these,
Marcos declared Martial Law with give him the extended term of office. But the event on February 22,
1986 triggered the downfall of the Marcos regimes through the peaceful means of people power led
by Corazon C. Aquino who later on took the presidency and installed new government through direct
exercise of the power of the Filipino people.
REFERENCES
- Asuncion N. and Cruz GR. (2019). Readings in Philippine History. C & E Publishing, Inc.
Quezon City
- Agoncillo, Teodoro (2010). Philippine History. C & E Publishing, Inc. Quezon City
- Candelaria, John Lee P. and Alphora, Veronica C. (2018) Readings in Philippine History. Rex
Bookstore, Inc. Quezon City
Retrieved March 3, 2018 from - http://www.officialgazette.gov.ph/1986/09/18/speech-of-president-
corazon-aquino-during-the-joint-session-of-the-u-s-congress-september-18-1986/
CHAPTER 4
SOCIAL, POLITICAL, ECONOMIC AND CULTURAL ISSUES IN PHILIPPINE HISTORY
Chapter Overview
This chapter analyzes the different social, political, economic, and cultural issues that the
Philippines encountered in the course of obtaining its independence and developing self-governance.
These issues are products of the demands made by Filipinos throughout history which were given
attention by each administration with hopes of achieving progress and maintaining order. Such issues
include the Agrarian Reform Policy and its role in Philippine development, the Constitutions of the
Philippines and their implications to development, and the tax system and the Philippine development
experience.
Learning Outcomes:
1. Effectively communicate, using various techniques and genres, historical analysis of a particular
event or issue that could help others understand the chosen topics
2. Propose recommendations or solutions to present day problems based on their understanding of

root-causes and their anticipation of future scenarios
3. Display the ability to work in a team and contribute to a group endeavour.
Lesson Outline:
1. SALIENT FEATURES OF THE PHILIPPINE CONSTITUTIONS

a. Definitions and Purposes of Constitution
b. Evolution of the Philippine Constitution
c. Salient Features
2. SALIENT FEATURES OF AGRARIAN REFORM
a. History of land reform program in the Philippines
b. Salient features of each agrarian system
c. Comprehensive Agrarian Reform Program
3. SALIENT FEATURES OF TAXATION POLICIES
a. Nature and Importance of Taxation
b. Changes in tax laws of the Philippines
c. Issues in the Philippine Tax System
DEFINITION OF TERMS
Agrarian reform – covers the restructuring of tenure and the pre- and post-production support services
structures in the agricultural sector
Amendment – in government and law, an addition or alteration made to a constitution, stature, or

legislative bill or resolution.
Bicameral System – is a reference to a government with two legislative houses or chambers.
Constitution – refers to the fundamental law of a country.
Executive Branch – carries out and enforce law
Judiciary Branch – evaluates law. It holds the power to settle controversies involving rights that are
legally demandable and enforceable.
Land reform – refers to the remedies to improve the relation between the tiller and the owner of the
land or employee and employer in a farm.
Legislative Branch –is authorized to make laws, alter, and repeal them though the power vested in the
Philippine Congress.
Plebiscite – the direct vote of all the members of an electorate on an important public questions such
as a change in the constitution.
Preamble – an introduction or prologue of a constitution.
Ratification – of a constitution describes the formal ending of a process of setting a constitution into
force by a constituent power.
Suffrage – right to vote in political elections
Taxation – a means by which the government finance their expenditure by imposing charges on
citizens and corporate entities
The Cabinet – cabinet members serve as advisors to the President.
Unicameral System – is a government with one legislative house or chamber.

Lesson 1: SALIENT FEATURES OF THE PHILIPPINE CONSTITUTIONS
LEARNING OUTCOMES
At the end of this chapter, students are expected to:
a. Analyze the context, content, and perspective of different kinds of primary sources;
b. Propose recommendations/solutions to present-day problems based on their understanding
of root causes and their anticipation of future scenarios;
c. Manifest interest in local history and concern in promoting.
LESSON OUTLINE
1. What is a Constitution?
a. Definitions of Constitution
b. Purposes of a Constitution
2. Evolution of the Philippine Constitution
3. Salient Features
a. The 1899 Malolos Constitution (1899-1901)
b. The 1935 Constitution (1935-1943, 1945-1973)
c. The 1973 Constitution (1973-1986)
d. The 1987 Constitution (1987-Present)
A Constitution is the basic principles and laws of a nation, state, or social group that
determine the powers and duties of the government and guarantee certain rights to the people in it. It
is a written instrument embodying the rules of a political or social organization. (Merriam-Webster,
n.d.)
The Philippines has had a total of six constitutions since the Proclamation of Independence
on June 12, 1898.From the 1899 Malolos Constitution up to the1987 Philippine Constitution.
This module covers the evolution of the Philippine Constitution and Salient features of four
constitutions: 1899 Malolos Constitution, 1935 Constitution, 1973 Constitution and the 1987
Constitution.
WHAT IS A CONSTITUTION
A. Definition
A constitution is the basic principles and laws of a nation, state, or social group that determine the
powers and duties of the government and guarantee certain rights to the people in it. It is a written
instrument embodying the rules of a political or social organization. (Merriam-Webster, n.d.)
A constitution is the fundamental and entrenched rules governing the conduct of an organization or
nation state, and establishing its concept, character, and structure. It is usually a short document,
general in nature and embodying the aspirations and values of its writers and subjects. (Business
Dictionary, n. d.)
A constitution is a set of fundamental principles or established precedents according to which a state

or other organization is governed. These rules together make up, i.e. constitute, what entity is. When
these principles are written down into a single document or set of legal documents, these documents
may be said to embody a written constitution. (Constitution, “ 2018)
If these set of fundamental principles or established precedents are written down in a single
comprehensive document, it is said to embody a codified constitution. The oldest written national
constitution is that of the United States (1787)
Some constitutions, such as the constitution of the United Kingdom are uncodified, but written in
numerous fundamental Acts of legislature, court cases or treaties.
The constitution of India is the longest written constitution of any sovereign country in the world,
containing 444 articles in 22 parts, 12 schedules and 118 amendments, with 146, 385 words in its
English-language version. On the other hand, the Constitution of Monaco is the shortest written
constitution, containing 10 chapters with 97 articles, and a total of 3,814 words.
B. Function of a Constitution
1. Establishment of the basic framework of government.
The constitution identifies and regulates the specific powers and functions of the executive,
legislative, and judicial branches of the government. There is a need to regulate the government’s
exercise of its sovereign powers to preclude it from becoming despotic, oppressive, and tyrannical.
2. Regulation of the rights and freedom enjoyed by the individual for the common good.
This is a very important function served by a constitution. If people’s exercise of their liberties
is not regulated, there shall be chaos, anarchy and public disorder.
3. Protection of the people from government abuses.
Our constitution, for instance, protects the people from possible abuses by the government
through the following means:
 By ensuring that each branch of government exercise only the powers conferred to it by the
constitution;
 By prohibiting the government from exercising powers infringing the declaration of principles
and state policies; and
 By specifying the basic rights of the people, which the government has to respect and
safeguard.
EVOLUTION OF THE PHILIPPINE CONSTITUTION
The Philippines has had a total of six constitutions since the Proclamation of Independence on June
12, 1898. In 1899, the Malolos Constitution, the first Philippine Constitution—the first republican
constitution in Asia—was drafted and adopted by the First Philippine Republic, which lasted from
1899 to 1901.
During the American Occupation, the Philippines was governed by the laws of the United States of
America. Organic Acts were passed by the United States Congress for the administration of the
Government of the Philippine Islands. The first was the Philippine Organic Act of 1902, which
provided for a Philippine Assembly composed of Filipino citizens. The second was the Philippine
Autonomy Act of 1916, which included the first pledge of Philippine independence. These laws served
as constitutions of the Philippines from 1902 to 1935.
In 1934, the United States Congress passed the Philippine Independence Act, which set the
parameters for the creation of a constitution for the Philippines. The Act mandated the Philippine
Legislature to call for an election of delegates to a Constitutional Convention to draft a Constitution for
the Philippines. The 1934 Constitutional Convention finished its work on February 8, 1935. The
Constitution was submitted to the President of the United States for certification on March 25, 1935. It
was in accordance with the Philippine Independence Act of 1934. The 1935 Constitution was ratified
by the Filipino people through a national plebiscite, on May 14, 1935 and came into full force and
effect on November 15, 1935 with the inauguration of the Commonwealth of the Philippines. Among
its provisions was that it would remain the constitution of the Republic of the Philippines once
independence was granted on July 4, 1946.
In 1940, the 1935 Constitution was amended by the National Assembly of the Philippines. The
legislature was changed from a unicameral assembly to a bicameral congress. The amendment also
changed the term limit of the President of the Philippines from six years with no re-election to four
years with a possibility of being re-elected for a second term.
During World War II the Japanese-sponsored government nullified the 1935 Constitution and
appointed Preparatory Committee on Philippine Independence to replace it. The 1943 Constitution
was used by the Second Republic with Jose P. Laurel as President.
Upon the liberation of the Philippines in 1945, the 1935 Constitution came back into effect. The
Constitution remained unaltered until 1947 when the Philippine Congress called for its amendment
through Commonwealth Act No. 733. On March 11, 1947 the Parity amendment gave United States
citizens equal rights with Filipino citizens to develop natural resources in the country and operate
public utilities. The Constitution, thereafter, remained the same until the declaration of martial law on
September 23, 1972.
Before President Marcos declared Martial Law, a Constitutional Convention was already in the
process of deliberating on amending or revising the 1935 Constitution. They finished their work and
submitted it to President Marcos on December 1, 1972. President Marcos submitted it for ratification
in early January of 1973. Foreseeing that a direct ratification of the constitution was bound to fail,
Marcos issued Presidential Decree No. 86, s. 1972, creating citizens assemblies to ratify the newly
drafted constitution by means of a Viva Voce vote in place of secret ballots. Marcos announced that it
had been ratified and in full force and effect on January 17, 1973. Although the 1973 Constitution had
been “ratified” in this manner, opposition against it continued. Chief Justice Roberto V. Concepcion in
his dissenting opinion in the case of Javellana v. Executive Secretary, exposed the fraud that
happened during the citizen’s assembly ratification of the 1973 Constitution on January, 10 – 15,
1973. However, the final decision of this case was that the ratification of the 1973 Constitution was
valid and was in force.
When democracy was restored in 1986, President Corazon C. Aquino issued Proclamation No. 3,
suspending certain provisions of the 1973 Constitution and promulgating in its stead a transitory
constitution. A month later, President Aquino issued Proclamation No. 9, s. 1986, which created a
Constitutional Commission tasked with writing a new charter to replace the 1973 Constitution. The
commission finished its work at 12:28 a.m. of October 16, 1986. National Plebiscite was held on
February 2, 1987, ratifying the new constitution. On February 11, 1987, by virtue of Proclamation No.
58, President Aquino announced the official canvassing of results and the ratification of the draft
constitution. The 1987 Constitution finally came into full force and effect that same day with the
President, other civilian officials, and members of the Armed Forces swearing allegiance to the new
charter.
COMMEMORATION OF CONSTITUTION DAY
For every constitutional change the Philippines has experienced, a corresponding proclamation was
issued in order to celebrate the date that each charter was put into full force and effect—with the
exception the 1943 Constitution.
President Emilio Aguinaldo issued the first proclamation that celebrated the effectiveness of a
constitution in 1899 on January 23, 1899. In the Proclamation, President Aguinaldo ordered the
release of Spanish prisoners under the custody of the Philippine revolutionary forces, to mark the
inauguration of the First Philippine Republic. No subsequent proclamations were issued because of
the outbreak of the Philippine-American War and the fall of the First Philippine Republic in 1901.
When the United States Congress authorized the creation of a constitution for the Philippines in
accordance with the Tydings-Mcduffie Act of 1934, a Constitutional Convention was established to
draft a charter for the Philippines and it finished its work on February 8, 1935. On the inauguration of
the Commonwealth of the Philippines on November 15, 1935, the new charter came into full force and
effect. A year later, President Manuel L. Quezon issued Proclamation No. 36, s. 1936, declaring the
8th of February of every year as Constitution Day to commemorate the completion of the 1934
Constitutional Convention’s task. This commemoration was observed throughout the Commonwealth
of the Philippines and the Third Republic, up until the declaration of martial law on September 23,
1972. (President Ferdinand E. Marcos reiterated President Quezon’s original proclamation by issuing
Proclamation No. 10, s. 1966.)
In 1973, after the declaration of martial law, the 1935 Constitution was replaced by a new charter, the
1973 Constitution. In commemoration, President Marcos, repealed President Quezon’s Proclamation
No. 36, s. 1936, by virtue of Proclamation No. 1219, s. 1973, which moved Constitution Day from
February 8 to January 17 of every year. This proclamation commemorated the day when President
Marcos certified that the new Constitution had been ratified. Constitution day was commemorated
until the end of President Marcos term but was overshadowed by the Proclamation making
September 21st of every year “Thanksgiving day”, the date indicated on Presidential Proclamation No.
1081, s. 1972: Martial law, however, was actually declared two days later when President Marcos
announced it through nationwide television.
When democracy was restored in 1986, the 1973 Constitution was replaced by first the freedom
constitution, also known as Proclamation No. 3, s. 1986, then our current constitution, the 1987
Constitution. This constitution came into full force and effect on February 11, 1987, after President
Corazon C. Aquino issued Proclamation No. 58, s. 1987. The proclamation issued by President
Aquino included the results of the plebiscite held on February 2, 1987.
After the ratification of the 1987 Constitution, President Aquino issued Proclamation No. 211 s, 1988,
which moved the commemoration of Constitution Day from January 17 to February 2 of every year—a
proclamation still in effect to this day.
SALIENT FEATURES OF THE PHILLIPINE CONSTITUTION
THE 1899 MALOLOS CONSTITUTION (1899-1901)
 The Committee to draft the Constitution was constituted and headed by Felipe G. Calderon
and other members who belong to the Filipino intelligentia who possessed intellectual and
moral integrity.
 Three Constitutonal Draft:1. Mabini Constitutional Plan (Constitutional Program of the

Philippine Republic) ; 2. Paterno Constitutional Plan (based on a Spanish Constitution of
1868); 3. Calderon Plan (based on the Constitutions of Belgium, Brazil, Costa Rica,
Guatemala, Mexico and France).
 After a thorough examination of the different Constitutional Plan, the Committee chose the
Calderon Plan as the bet subject to amendments and submitted it to the Malolos Congress for
approval.
 On January 20, 1899 at Barasoain Church in Malolos, Bulacan, the Malolos Congress
proclaimed, enacted and ratified “Constitucionpolitica” (Political Constitution). This document
was written in Spanish.
 The Malolos Constitution embodied the Filipino aspirations of a government that was truly
popular, representative and responsible with three distinctive branches – the executive, the
legislative and the judicial.
 The Malolos Constitution had a unicameral legislature. It is unique in the sense that the
legislature is superior to either the executive or the judicial branch.
The Malolos Constitution was the first republican constitution in Asia:
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 the 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 years by a majority of the Assembly.
THE 1935 CONSTITUTION (1935-1943, 1945-1973)
The 1935 Constitution was written in 1934, approved and adopted by the Commonwealth of the
Philippines (1935-1946) and later used by the Third Republic (1946-1972). It was written with an eye
to meeting the approval of the United States Government as well, so as to ensure that the 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.
Manuel A. Roxas was the first president of the 3rd Philippine Republic.
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.
THE 1973 CONSTITUTION (1973-1986)
Marcos established the 4th Republic during the era of martial law in the country on June 30, 1981. It
operated on the basis of the Constitution of 1973, which transformed the presidential into a
parliamentary system of government.
A Constitutional Convention was held in 1971 to write the 1935 Constitution. The Convention was
stained and with manifest bribery and corruption. Possibly the most controversial issue was removing
the presidential term limit so that Ferdinand E. Marcos could seek election for a third term, which may
felt was the true reason for which the convention was called. In any case, the 1935 Constitution was
suspended in 1972 with Marcos’ proclamation of martial law, the rampant corruption of the
constitutional process providing him with one of his major premises for doing so.
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-year terms. The President was ideally elected as the
symbolic and purely ceremonial head of the state chosen amongst the Members of the National
Assembly for a six-year term and could be re-elected to an unlimited number of terms. Upon election,
the President was not allowed to be a member of a political party or hold any other office.
Executive power was meant to be exercised by the Prime Minister who was also elected from
amongst the sitting Assemblymen. The Prime Minister was to be the head of government and
Commander-in-Chief of the Armed Forces. This constitution was subsequently amended four times.
From 16-17 October 1976, a majority of barangay voters (also called “Citizen Assemblies”) approved
that martial law should be continued and ratified the amendments to the Constitution proposed by
President Marcos.
The 1976 amendments were:
a. an Interim BatasangPambansa (IBP) substituting for the Interim National Assembly;
b. the President would also become the Prime Minister and he would continue to exercise legislative
powers until such time as martial law was lifted.
The Sixth Amendment authorized the President to legislate on his own on an “emergency” basis:
Whenever in the judgment of the President there exists a grave emergency or a threat or imminence
thereof, or whenever the Interim BatasangPambansa or the regular National Assembly fails or is
unable to act adequately on any matter for any reason that in his judgment requires immediate
action, he may, in order to meet the exigency, issue the necessary decrees, orders, or letters of
instructions, which shall form part of the law of the land.
The 1973 Constitution was further amended in 1980 and 1981. In the 1980 amendment, the
retirement age of the members of the 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 prescribe;” and the Prime Minister was a mere head of the Cabinet.
Further, the amendments instituted electoral reforms and provided that a natural born citizen of the
Philippines who has lost his citizenship may be a transferee of private land for use by him as his
residence.
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 himself, rather than
devolving these to the Assembly and the cabinet headed by the Prime Minister. The end result was
that 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 replace by names more associated with parliamentary government: for example, the
House of Representatives become known as the “BatasangPambansa” (National Assembly),
Departments become “Ministries”, and their cabinet secretaries become known as “cabinet ministers,”
with the President’s Assistant – Executive Secretary – now being styled the “Prime Minister”. Marcos’
purported 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.
THE 1987 CONSTITUTION (1987-PRESENT)

The Constitutional Commission was composed of fifty members appointed by Pres. Corazon Aquino
form varied backgrounds including several former members of the House of Representatives, former
justices of the Supreme Court, a Roman Catholic bishop, and political activists against the Marcos
regime. The Commission elected Cecilia Muñoz-Palma, a former Associate Justice of the Supreme
Court, as its president. Several issues were of particular contention during the Commission’s
sessions, including the form of government to adopt, the abolition of the death penalty, the retention of
the U.S. bases in Clark and Subic, and the integration of economic policies into the constitution. Lino
Brocka, a film director and political activist who was member of the Commission, walked out before
the constitution’s completion, and two other delegates dissented from the final draft. The Commission
finished the final draft on October 12, 1986 and presented it to Aquino on October 15. The constitution
was ratified by a nationwide plebiscite on February 8, 1987.
a. Structure and Contents
The Constitution contains a preamble and eighteen self-contained articles with a section numbering
that resets for every article.
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 I – National Territory
The national territory comprises the Philippine archipelago, with all the islands and waters embraced
therein, and all other territories over which the Philippine 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 State Policies
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 similar to
the provisions of the U.S. Constitution.
Similar to U.S. jurisprudence and other common law jurisdictions, the scope and limitations of these
rights have largely been determined by the Supreme Court through case law.
Article IV – Citizenship
Article IV defines the citizenship of Filipinos. It enumerates two kinds of citizens: natural-born citizens
and naturalized citizens. Natural-born citizens are those who are citizens form birth without having to
perform any act to acquire or perfect Philippine citizenship. The Philippines follows a jus sanguinis
system where citizenship is mainly acquired through a 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 provides for a bicameral legislature called the Congress composed of the Senate and the
House of Representatives. It vest upon Congress, among others, the power of investigation and
inquiry 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 the presidential line of succession.
Article VIII – Judicial Department
Article VIII vest 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 preselected 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.
The supreme court shall be composed of a Chief Justice and Fourteen Associate Justices.
Article IX – Constitutional Commissions
Article IX establishes three constitutional commissions: the Civil Service Commission, the
Commission on Elections, and the Commission on Audit.
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 the 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
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 XVII – Transitory Provisions
Find a copy of the original document at this site:
https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-republic-of-the-
philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-iii/
Name: ______________________________________________ Score _______ Date: ___________
Proposal to the New Philippine Constitution
Certain sectors of the Philippine society are now preparing for a new Philippine Constitution. If you
were given the chance to contribute to craft the New Philippine Constitution, what would be your
proposals?
1. Get a copy of the 1987 Constitution
2. Write on the right side the items you would want to changed, revised or replaced on a per item
basis.
3. Write on the left side your proposal.
4. Provide the reason/s for your revision or proposal.
Philippine Constitution
1987 Constitution Proposal
Reason/s for the proposal


Lesson 2: AGRARIAN REFORM
Learning Outcomes:
At the end of this lesson, you should be able to:
1. Trace the history of the land reform program in the Philippines

2. Discuss the salient features of each agrarian system
3. Evaluate the Comprehensive Agrarian Reform Program
The Philippine economy is largely agricultural and industrial. Agriculture has been existing even
during the precolonial times considering that rice is an Asian staple food along with other crops. The
agricultural economy, however, has brought about economic and social problems concerning the
agrarian structure as well as land tenancy with the farmers – the ones who are actually cultivating the
fields – as the losers in this system.
American Colonization Period
During the American colonization of the Philippines, the colonial government tried to solve the
agrarian problem by purchasing the so-called “friar lands” from religious corporations and selling them
to the tenants. However, much of the land ended up with new landlords who were mostly Filipinos.
The agrarian problem worsened during the American period. Many tenants soon began to
resort to armed means to “get back” their land. Some of them claimed that the lands they were tilling
were owned by their ancestors before these lands were claimed by landlords with “land titles.” The
Tayug Uprising in Pangasinan in 1931 as well as the Sakdalista Uprising in 1935 prompted the
government to address the agrarian problem. As part of his program for the Commonwealth
Government, President Quezon espoused “social justice” in an attempt to stop the agrarian unrest in
Central Luzon and alleviate the poverty of the farmers. This program was in line with the provision of
Article II, Section 5 of the 1935 Constitution which states that “The promotion of social justice to
ensure the well-being and economic security of all people should be the concern of the State.”
Commonwealth Era
Quezon enacted some land reform laws during the Commonwealth period. The
Commonwealth Act No. 178 on November13, 1936 amending the Rice Tenancy Act No. 4045 of 1933
provided for certain controls in the landlord-tenant relationships with regard to ricelands. He also
created the National Rice and Corn Corporation (NARIC) in 1936 to control the prices of rice and corn
which benefitted the farmers and consumers. The Rural Program Administration, an office created in
1939, was mandated to facilitate the sale or lease of the haciendas to the tenants.
Many of the social justice programs of the Commonwealth Government, however, were not
enforced. Legislation of these planned programs was thwarted by many of the landowning legislators
in the Commonwealth National Assembly who would be affected it they would pass these laws.
Third to Fifth Philippine Republic
Agrarian problems still remained even after Philippine independence was declared in 1946.
What made it worse was that the agrarian unrest became part of a full-blown revolt against the
government. The movement was spearheaded by former members of the peasant guerilla army,
Hukbong Bayan Laban sa Hapon (HUKBALAHAP) who later changed their name to Hukbong
Mapagpalaya ng Bayan (People’s Liberation Army). The succeeding administrations tried to address
these agrarian problems while, at the same time, attempted to suppress the insurgency.
During the Roxas Administration (1946-1948), President Manuel Roxas enacted Republic Act
No. 34 which established 70-30 sharing arrangements between landlord and tenants and regulated
share-tenancy contracts. There was also Republic Act. No. 55 which provided security to tenants from
arbitrary ejectment from the land they are cultivating.
On October 30, 1950, President Elpidio Quirino (1948 – 1953) issued Executive Order No.
355 which replaced the National Land Settlement Administration, a government agency, with the Land
Settlement Development Corporation (LASEDECO). LASEDECO took over the two agrarian offices:
the Agricultural Machinery Equipment Corporation and the Rice and Corn Production Administration.
It was during the Magsaysay Administration (1953-1957) that an attempt on land reform was
made. In 1954, President Ramon Magsaysay signed Republic Act No. 1199 or the Agricultural
Tenancy Act of 1954 which governed the tenant-landowner relationship by organizing the share-
tenancy and leasehold system. It also created the Court of Agrarian Relations. Two other laws,
Republic Act No. 821 (Creation of Agricultural Credit Cooperative Financing Administration) were also
signed to help tenant farmers. R.A. 1400 created the Land Tenure Administration (LTA) to handle the
acquisition and distribution of large tenanted rice and corn lands over 200 hectares for individuals and
600 hectares for corporations. R.A. 821, on the other hand, created an agricultural bank that provided
small farmers and share tenants with low-interest loans.
The Macapagal Administration (1961-1965) continued the efforts to advance agrarian reform.
On August 8, 1963, President Diosdado Macapagal signed Republic Act No. 3844 or Agricultural
Land Reform Code which heavily favored tenant farmers. Its provisions included the abolition of share
tenancy and provided for the leasing of agrarian lands to farmers. It also set a retention limit of 75
hectares for landowners; invested rights of preemption and redemption for tenant farmers; put in place
an administrative machinery for implementation; institutionalized a judicial system for agrarian cases;
and incorporated extension, marketing, and supervised credit system of services for farmer
beneficiaries.
This law was hailed as one that would emancipate Filipino farmers from the bondage of
tenancy. It became the precursor of the agrarian reform programs of the succeeding administration.
Following the imposition of martial law in 1972, President Ferdinand Marcos declared the
entire country a land reform area through Presidential Decree No. 2 issued on September 26, 1972. It
was almost a year before Marcos signed Republic Act No. 6389 or the Code of Agrarian Reform
which created the Department of Agrarian Reform (DAR). The DAR began efforts to implement land
reform in the Philippines with the full support of the government. This independent body was formed
to replace the existing Land Authority. The Department of Agrarian Reform was renamed the ministry
of Agrarian Reform in 1978 when the government adopted the parliamentary system.
In October 1972 President Marcos signed Presidential Decree No. 27 which provided for tenanted
lands devoted to rice and corn to pass ownership to the tenants, and lowered the ceiling for
landholding to seven hectares. The law stipulated that share tenants who worked on a landholding of
over seven hectares could purchase the land they tilled while share tenants on land less than seven
hectares would become leaseholders. Marcos’ agrarian reform program also included credit support,
infrastructure, and legal assistance for farmers.
The 1987 Constitution which was ratified during the Corazon Aquino Administration (1986-
1992) included the provisions creating an agrarian reform law (Article XIII, Section 4) and promoting
rural development and agrarian reform law (Article II, Section 21). In 1988, President Aquino signed
Republic Act No. 6657, popularly known as the Comprehensive Agrarian Reform Law or CARL.
The CARL was enacted to offer a lawful basis for the implementation of the Comprehensive
Agrarian Reform Program or CARP. It took effect on June 15, 1988.
A dilemma during the Ramos Administration (1992-1998) was to revive public trust in the
agrarian reform program. The program was deemed a failure during the Aquino administration
because former President Aquino was a member of Cojuangco Family which owned one of the largest
haciendas in Luzon – the Hacienda Luisita. The hacienda which was mainly devoted to sugarcane
production was notably exempted from agrarian reform which was concentrated mostly on rice and
corn lands.
Thus, President Fidel Ramos made the program one of the priorities of his administration. He
enacted laws that strengthened the implementation of CARP (Republic Act No. 7905). He limited the
land conversion scheme by making certain types of agricultural land as non-negotiable for conversion
or highly-restricted to be converted. He also signed Republic Act No. 8532 (Agrarian Reform Fund
Bill) which provided an additional 50 billion Pesos for CARP and extended its implementation for
another 10 years.
Though he had a short term of office, President Joseph Estrada (1998-2000) enacted
Executive Order No. 151 that consolidated small farm operations into medium- or large-scale
enterprises to qualify for long-term capital. He also ordered the DAR to plan joint projects between
private investors and the agrarian sector under his Magkabalikat Para sa Kaunlarang Agraryo or
MAGKASAKA program.
The Department of Agrarian Reform was re-named twice during the administration of
President Gloria Macapagal Arroyo (2000-2010). It was named the Department of Land Reform
(Executive Order No. 364, September 27, 2004) and got back to using DAR again (Executive Order
No. 456, August 23, 2005).Executive Order No. 364 was enacted to widen the function of the
Department of Land Reform vis-à-vis land reform programs in the Philippines. Also, the order added
jurisdiction over the Philippine Commission on Urban Poor (PCUP) and the recognition of the
ownership of ancestral lands.
However, less than a year later, President Arroyo signed Executive Order 456 which
instructed the Department of Land Reform to revert to its original name, Department of Agrarian
Reform. This order considered all important factors for agrarian reform to promote beneficial activities
for the agricultural sector. It stated that “Comprehensive Agrarian Reform Law goes beyond just land
reform but includes the totality of all factors and support services designed to lift the economic status
of the beneficiaries.”
On August 7, 2009, President Arroyo signed Republic Act No. 9700 extending the
Comprehensive Agrarian Reform Program for another five years beginning July 2000. That same law
allots 150 billion pesos for the acquisition and distribution of 1.6 million hectares of land for 1.2 million
beneficiaries and the provision of support services for farmers.
Agrarian reform seems to have not fared well under the administration of President Benigno
Aquino III. A report by a non-governmental organization (NGO), the Focus on the Global South, in
2013 – halfway through the PNoy Administration-showed a dismal performance by the Department of
Agrarian Reform in land redistribution in spite of the promise by the government to complete it by
June 2014. The priorities of the Department of Agriculture (DA) which were concentrated on the
agribusiness sector made the DAR the sole department that provided farmers support for their
agricultural production. The farmers also competed with foreign agricultural products which entered
the local market through the economic liberalization program of the government.
Reference: Torres (2018). Batis: Sources in Philippine History.C & E Publishing, Inc. Quezon City.p
204 -210
Name: ______________________________________________ Score _______ Date: ___________
Instruction: Assess the history of the administrations of the country and trace what they promised to
do about agrarian reform, the setbacks they faced, and how much they accomplished in terms of
agrarian reform. Write a reflection on what needs to be done to improve the condition of farmers.
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Lesson 3: The Tax System and the Philippine Development Experience
This section explains the nature of taxation and its basis. It also presents the old and new tax
tables as provided by the newly signed law of the state termed as the TRAIN Law or Tax Reform for
Acceleration and Inclusion Law.
Intended Learning Outcomes:
At the end of this section, the students are expected to:
1. Identify the nature and importance of taxation to the state;

2. Determine the effects of the recent changes in the tax laws of the Philippines; and
3. Identify the significance of the issues in the Philippine tax system
Even prior to the arrival of the Spaniards in the Philippines and the establishment of formal
communities, taxation has been considered among the primary purposes of leadership and
governance. The datu or the local chieftain imposed tributes to his subordinates in return for
protection to be accorded by his men. Aside from this, all harvest will be distributed to the people.
During the Spanish colonial period, the system of collecting taxes became more institutionalized
because the natives were regarded as conquered people and were required to pay tributes in order to
enrich the royal exchequer and the officers who accomplished the conquest. Authority to collect taxes
was vested on the cabeza. Tax rates were fixed or based on percentages to ensure that a certain
portion would go to the Spanish crown. This gave the cabeza power to charge more than what was
needed. It was only in 1867 that a codified law on taxation was published. During that time, taxes
were categorized under six headings: (1) direct taxes, which included personal taxes and income tax;
(2) indirect tax or the custom duties; (3) monopolies that included the stamp tax, sale of quicksilver,
salt, playing cards, gun powder, liquors, tobacco, and opium; (4) lotteries; (5) public domain; and (6)
miscellaneous (Plehn, 1901).
At present, Philippine tax laws are based on the National Internal Revenue Code, as revised with
the passage of the Tax Reform Act of 1997 and the Tax Reform for Acceleration and Inclusion
(TRAIN) Law in 2017. The power of taxation is defined as the state’s inherent power to impose and
collect revenue for the purpose of supporting the government and its recognized objectives. Taxation
is seen as the lifeblood of the government, without which no government can succeed.
According to De Leon (2009), taxes are categorized under six classes.
1. As to the subject matter:

a. Poll, personal or capitation tax – one imposed on residents
b. Property tax – imposed on property
c. Excise tax – imposed on a privilege or right
2. As to the purpose:
a. Revenue – to raise money for the government
b. Regulatory – to regulate an act or practice
3. As to the scope:
a. Local/Municipal – based on a certain locality
b. National – national in nature
4. As to the determination of the amount of tax to be paid:
a. Ad valorem tax – based on value of the object taxed determined by the appraiser
b. Specific tax – based on weight and measurement
5. As to who bears the burden:
a. Direct tax – imposed to a person directly involved
b. Indirect tax – forms part of the purchase price of the commodity and passed on to
consumers
6. As to the graduation or rate:
a. Proportional tax – based on a fixed percentage
b. Progressive tax – based on certain tax bases
c. Regressive – the tax rate decreases as the base increases
At present, it is clear that, the TRAIN Law brought about significant changes in Philippine
taxation. These changes include the reclassification of personal income tax rates, estate tax, donor’s
tax, value added tax, documentary stamp, and the excise tax on automobiles, petroleum products,
sweetened beverages, cosmetic procedures, coal, mining, and tobacco. The reduction in personal
income tax was seen as financial empowerment for the public because it signified an increase in the
net earnings and purchasing power. However, the increase in taxes on petroleum products and
sweetened beverages was blamed for the drastic spike of inflation in the country, which was recorded
at 6.4% in August 2018. This inflation rate is the highest in nine years.
As of the third quarter of 2018, Congress is attempting to pass the Tax Reform for attracting
Better and High-quality Opportunities (TRABAHO) Bill before the year ends. The bill seeks to
gradually reduce corporate income tax from 30 percent to 20 percent by 2029 while removing
previously provided financial incentives and perks to corporations. The tax cuts are expected to
prompt corporations to hire more workers to increase production for better economic performance.
However, the bill is being criticized in the context that it would have a negative impact on foreign direct
investments in economic zones leading to job losses, lower production, and capital flight or pull-out of
investors. Some critics were eager to point out that the proposed tax reforms would favor big
corporations as they are set to enjoy the tax cuts. As such, some people see the TRABAHO Bill as an
anti-poor and a pro-elite bill.
The passing of the TRABAHO Bill is perceived with hesitation by many because of how the
TRAIN law seems to have resulted in increased prices of commodities. The new set of proposed tax
reforms is not yet fully understood by the public which is why many are still opposing it.
Reference: Asuncion N. and Cruz GR. (2019). Readings in Philippine History. C & E Publishing, Inc.
Quezon City. p.232-235
SELF-ASSESSMENT QUESTIOS 3
Name: ______________________________________________ Score _______ Date: ___________
Instructions: In 2017, the TRAIN Law revolutionized taxation in the Philippines as it was seen to
financially empower the people by reducing personal income tax. However, it was also seen in a
negative light because of drastically inflated consumer prices due to the increase in custom duties on
petroleum products and sweetened beverages. Research on the significant provisions of the TRAIN
Law and analyze their implications by citing concrete examples. After your analysis, give your
personal view on the issue.
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SYNTHESIS
A constitution is a body is a body of rules or precedents governing the affairs of a state.

Agrarian Reform covers the restructuring of tenure and pre-and post-production support services
structures in the agricultural sector. Taxation means laying a tax through which the government
generates income to defray its expenses. These three therefore, plays a vital role in the social,
political and cultural life of the Filipino people. Without these, the state would definitely be chaotic.
This is because these provide the basic definitions of the rights of the people and the mechanism for
the effective operation of the government for the promotion of general welfare and common good. In
as much as knowledge for the fundamental principles of the constitution, agrarian reform, and taxation
are essential in understanding and appreciating the role played by the government in fulfilling its
mandates to the people.
Assignment:
Name: _____________________________________________ Date: ________________
College/Program: ____________________________________ Time/Days: ___________
Instructions:
Make a critique on every constitution of the Philippines and identify which constitution provides for
wider civil liberties among the Filipino people.
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REFERENCES
Asuncion N. and Cruz GR. (2019). Readings in Philippine History. C & E Publishing, Inc. Quezon City.
Galicia, R.D. & Palencia, M.M.(2019). Readings in Philippine History, Second Edition. Azes Publishing
Corporation.
Garcia, C. D. (2010). Philippine History and Government for College Students. Books Atbp. Publishing
Corp.
Torres (2018). Batis: Sources in Philippine History.C & E Publishing, Inc. Quezon City.
Zulueta, F.M. &Nebres, A.M. (2003). Philippine History and Government Throught the Years. National
Bookstore.
http://constitutionnet.org/country/constitutional-history-philippines
https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-republic-of-the-
philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-iii/
https://www.officialgazette.gov.ph/constitutions/constitution-day/
CHAPTER 5
DOING LOCAL AND ORAL HISTORY
Chapter Overview
How much do you know about the history of your own province?
This chapter will show you how this small island became what it is today. Lesson 1 History
of Catanduanes will help you understand the changes that happened in the province.This chapter will
also include historical places that has been part of the province culture which can be seen in
Lesson2. The lessons that are inside this module was designed for you to learn more the deep
history of the province.
Learning Outcomes:
1. Manifest interest in local history and show concern in promoting and preserving the
country’s historical and cultural heritage.
Lesson Outline:
1. History of Catanduanes.
 The Founding of Catanduanes
 Catanduanes Museum
2. Historical Shrine of The Holy Cross in Batalay or Batong Paloway in San Andres.
LESSON 1: HISTORY OF CATANDUANES
A narrative handed down from one generation to another acknowledged that the first
inhabitant of the island that settled during the early part of 13 th century came from Borneo, Malay and
China that are mostly navigators and traders.
Some of them were the descendants of the 10 Bornean Datus who came to Panay and
Southern Luzon. Due to inclement weather, their boats were blown and drifted to the shores.
They found the place with plenty of birds, wild pigs and other animals. They discovered that
the soil was fertile for crops. The rivers and seas were abundant of shrimps, eels, crabs and fish and
eventually settled permanently.
Some families from other places came eventually to settle peacefully. As the new and old
settlers exchanged stories on how they came to the island, it was learned from Borneans, Malays and
Chinese that they were “tandong” meaning they were blown by strong winds and dashed to the
shores. Settlers from Ambos Camarines and the Visayas said they were “dagsa” meaning they were
drifted ashore after losing their tract of their destination.
Settlers toyed calling the island either “Catandungan” a coined Malayan word or “dagsaan”
a Bicol and Visayan word. They finally agreed naming the island Catandungan and later changed to
Catanduanes.
The Founding of Catanduanes
Spanish Era
Juan de Salcedo
Son of Spanish grandes, Pedro de Salcedo and Teresa Legaspi . Born in Mexico in 1549.
Responsible for the conquest and pacification of many regions of the country, including Pangasinan,
the Ilocos provinces and Cagayan in the north, Mindoro, Batangas, Laguna, and Tayabas, Albay,
Masbate, Sorsogon, Camarines and Catanduanes in Bicol Region.
July 1573 – Salcedo left Manila with 120 soldiers and began the pacification of warlike Bicolanos in
Albay and Camarines. From Camarines, Salcedo proceeded to the island of Catanduanes and
subdued its pirate-inhabitants.
Governor Guido de Lavezares, in his written report to King Philip II in 1574 describes the people of
Catanduanes: “The natives of the island were famous sea-pirates, who did much injury whenever
they wanted. “
Christianization
16TH Century – actual Christianization of Catanduanes started. Franciscan missionaries from

the mainland Bicol arrived in Caramoran where first parish church in Catanduanes was
founded.
Second parish church was constructed in Pandan year 1650, after crossing the mountains in
Supang. Built parish church of Viga in 1681, and 1683 in Panganiban (Payo).
Spaniards in Catanduanes did not pre-occupy themselves with the disturbing events in the
Virac Parish Church – founded in year 1771
mainland. But when they received a note from Legazpi, sent by Albay authorities that owing the
- they
success of the insurrection movement, seatwere
of diocese
adviseintoCatanduanes
abandon the island. They left the island on
September 18, 1898, via MB Josefa with the soldiers of the civil guard, the money and arms
belonging to the Spanish government and proceeded to Legaspi. Before leaving Catanduanes, Don
Emilio Apeztaguia, Command of the island was transferred to Senor Leon Reyes “capitan municipal
de Virac”
American Period.
Katipuneros, not eager to relinquish their hard-earned freedom, refused to recognized the
sovereignty of the American government, and went to the mountain.
Commander Ulba – Parish Priest of Virac who met the American officers and made
allegiance to their commander.
Don Leon Reyes – “Capitan del Municipio de Virac”
- Led insurrectos who went to the mountains to come down and rallied
against Americans.
It was during American military government was replaced by the civil government, that
Catanduanes was placed as a sub-province of Camarines Sur with Don Felipe Usero of Viga as the
first lieutenant governor. It was during his term that Catanduanes was later annexed to Albay.
Japanese Period
The Japanese invaded the island in the morning of December 1941, the natives of
Catanduanes evacuated to the mountains.
In the early part of 1945, the Japanese garrison in Bato was cleared by the guerillas which
was followed by the liberation of the province.
The liberation of Catanduanes culminated on February 8, 1945. The battle started at 4:00
o’clock in the morning at Calatagan (the present site of Catanduanes State University).
The fight intensified in the evening when the guerillas surrounded and burned the garrison,
thereby killing the Japanese and some guerilla prisoners. The battle marked the liberation of the
province.
Two months after the liberation, Mayor Thomas A. Same of the Philippine Civil Affairs Unit
(PCAU) administration came to Catanduanes and designated municipal officials.
In October 24, 1946, through the passage of House Bill No. 301 approved on September 26,
1946 as Commonwealth Act No. 687 author by Congressman Francisco A. Perfecto, Catanduanes
was separated from Albay.
Remegio Sosito, the Lieutenant Governor of Catanduanes before the war was appointed the
first provincial governor of the newly-created province.
Name: ________________________________________Date: _________________
KNOWING YOUR LOCAL COMMUNITY HISTORY
“A people without the knowledge of their past history, origin and culture is like a tree without roots.”
– Marcus Garvey
Your local community (barangay, town, city, province) must have its own history that was not
recorded in any book. Now, let’s assume that you are a local historian, try to narrate your local
history.
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CATANDUANES MUSEUM
Museum – an institution that takes care and conserves a collection of artifacts and other
objects of artistic, cultural, historical, or scientific importance. These artifacts or objects are made
available for public viewing through permanent or temporary exhibits.
Catanduanes Museum (Museo de Catanduanes) is the island’s principal museum, built up by
the Provincial Tourism Office of Catanduanes which caters the province’s historical, cultural and
social legacy. It is situated at the 2nd floor of Old Capitol Building in Barangay Sta. Elena, Virac,
Catanduanes, and was inaugurated on October 24, 2011.
Photos of vital occasions in the province, local form and dresses, religious materials, old
Catandunganon family articles, and various types of memorabilia from the province’s bright past can
be spotted here. It also served as a boulevard for locals to showcase their abilities and craftmanship
which manifest the best attractions of Catanduanes that also helps the tourism business of the island.

Name: ________________________________________Date: _________________
1. Assuming that you work in Museo de Catanduanes, how can you promote the museum
considering this day of pandemic?
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LESSON 2: HISTORICAL SHRINE IN BATALAY OR BATONG PALUWAY IN SAN ANDRES
HISTORICAL SHRINE IN BATALAY
The story of the Holy Cross of Batalay goes back to the later part
of the 15th century when Fr.Diego met his violent death in the
hands of the natives of Batalay, Bato, Catanduanes.
After being ordained as a priest, he dedicated his life to

preaching, hearing cofession and teaching in the Augustinian
Monestery of Naro and Duenas where he was the professor of the
famous historianFr. Geronimo Roman. O.S.A in 1558, Fr. Herrera
volunteered to join the mission to Mexico.
Image of Fr. Diego de Herrera
They left Mexico on November 1564 and arrived in Cebu on April 27, 1565, where the first
church in the Philippine Achipelago was founded.
On January, 157, he sailed from Acapulco with nine Augustinians. His companions as listed
by Fr. Gaspar de San Augustin in his book entitled: “Conquistas de las Islas Filipinas”, Volume 1,
page 334, were Lesmas de Santiago, Francisco De Arevalo, Francisco Martinezde Vieda, and Juan
de Espanola.
This was the last trip of Fr. Herrera. He died with his companions as the consequence of
shipwreck. The circumstances of his death were based on various testimonies:
(1) “The boat shipwreck (25-26) April in the coast of Catanduanes and all the Augustinians
perished”. Icasio Rodriguez, O.S.A Historia de la Providencia Augustinian de la Santicimo Numbre de
Jesus Filipinas, Vol.1 Manila,1963, p.143
(2) “When they were already in the sea of the Philippines, near the coast of Catanduanes, the
boat suffered shipwreck and our religious priests were able to reach the shore, but all of them died at
the hands of the natives, sometimes on April 1576”. Gregorio de Santiago Vela, O.S.A., Ensayo de
Una Bibliotica Ibero America de la Orden San Augustin, Vol III, Madrid, 1917, pp 570-571.
(3) “Fr. Herrera returnvery happy to the Philippines with the mission of nine Augustinians
when near Catanduanes, the boat suffered shipwreck and all the survivors were speared by the
natives of the island”. – Elvira J.Perez, O.S.A Catalogo Bio-Bibiliografico, Manila, 1901, page 4.
(4) “After the shiwreck, Fr. Diegode Herrera was able to reach the shore and spoke to the
natives in the Visayan Dialect but they paid no attention and killed him”. –Gaspar de San Augustin,
Conquistas,Madrid,1698, pages 33-336.
(5) “When the passengers of the galleon trade Espiritu Santo set sail on November 18,1575
from Acapulco to Manila, amidst cheers and cannon booms,little did the think that they would never
reach their destination. But in the midnight of April 24,1576, the galleon struckthe reef of
Nagngangang Buaya, Catanduanes and was shipwreck.
Among the survivors with Fr. Herrera were Lesmas de Santiago, Francisco Villa, Francisco
Martinez (natives of Visayas), Gregorio Galvez and several other members of the crew, including
some military personnel.
In Batalay, native “balangay” located in southern tip of the town Bato, Catanduanes is the
place where they have been stranded. They were given shelter and provisions by the ruling datu.
As time goes time, while they are at the area, the friars started to preach the gospel and
introduce new methods of agriculture and better ways of living. The people in the “balangay” are
called “indios” has accepted their preachings, those things that are pleasant for their well-being except
the new religion which they considered a sudden changes of their ancestral faith.
One rainy night, the indios swooped down to Batalay, killing the Spaniards except Galvez who
buried the dead and placed a wooden cross on the grave of Fr. Herrera.
A crystalline spring appear at the foot of the cross

which the native regarded as a miracle. Rumors spread the
water on the spring can cure all kinds of illness.
The cross of the unknown measurement was planted in

a nearby place. The following day, it was uprooted. Again, it
was planted following the directions towards the place where
the cross was lying. It was consistently repeated until they find
the cross not to fall again.
In digging beneath the ground where the cross was planted, a human
skeleton was founded in a standing position, true to that words which have been handed down from
Batalay Shrine in Bato Catandunaes generation to generation that Fr. Herrera was made to dig well
after he courted the ire of the ruling Datu, where he was
covered by earth when it was deep for him to come out. There and then, they planted the cross
presently encase with hard wood now on the altar of Batalay Chapel.
On the fourth centennial celebration of Fr. Diego de Herrera on April 1973, Most Rev. Teotimo
C. Pacis, C.M., Bishop of Legaspi decreed and declared the Holy Cross of Batalay as a Diocesan
Shrine of the Holy Cross, with the right to hold Liturgical Celebration on the last Friday of April every
year.
The fourth centennial has become a double celebration because of two historical events, the
erection of the Chapel of Batalay as the Diocesan Shrine of the Holy Cross and the installation of a
Historical Mark at the Batalay Chapel by the Historical Commision.
BATONG PALUWAY IN SAN ANDRES
Long before the arrival of the Spaniards, this place has no name of its own. This
was simly called “ilaya” by the natives. Few people reside in this place since it was stony and not
good for farming. The place is only good for pasturing animals like carabaos. This was also known to
be a sitio of Comagaycay.
The sources shows that as early as 16th century, it was walked along by the
Spaniards. The people kept on wondering in the place and its wilderness. They tried asking people
with the use of their language but the people didn’t respond because they cannot understand one
another. The foreigners kept asking their questions and inquiries with their language, but they can’t
get any good answer, because the natives answers them in their native language, they were
misunderstood.
While the Spaniards are on their way, they observed that what they could see on
every place, there were stones, trees and plants of the same kind. The foreigners ask while holding
the stone, what the natives called that object and the natives answered it correctly in their local way
calling it “bato” and another thing they asked for what was the name of the common plant of the place.
Natives called it “palway”. So then the foreigners combined two words and called the place “Bata
Paluay”
As time goes by, people from the town came in and out of this place. They heard of
what the foreigners name of the place, and they cannot be able to speak properly the words “Bato
Paluay” they added “ng” to Bato and called the place “Batong Paluay”
During the early part of the 19th century, the present barrio of Batong Paluay,
Tabaguangan, Colapnit and Caitihan wasin habited by only few families who were owners of most of
the land. When the Second World War broke out, people in the town goes in the near barrios. During
the war they occupy the vacant lots of the place and settled there as their permanent homes. As years
went by, children of the nearby inhabitant got married and also made their home in the place. Few
years after the Second World War, the Municipal Council of Calolbon approved resolution sponsored
by Emiliano Surban, the councilor in –charge of the place, making it a barrio and naming it officially
Batong Paluay.
The population growth was rapid so the barrio leaders worked hard
so that a school will be opened in the barrio. This was realize in the year
1953.
The barrio of Batong Paluay is well known throughout the town and neighboring
town since 1906. The said year, the miraculous image of our Lady of Sorrows was found. Every
Friday, from dawn to dusk, people from different walks of life came into the barrio to pray to the image
of Blessed mother of Sorrow.
The people of the barrio are mostly farmers. They were industrious, peaceful,
cooperative and corteous.
ur Lady of Sorrows
Name: ______________________________________________ Score _______ Date: ___________

1. (Choose among Batalay Shrine and Batong Paluay). Make atleast three (3) advertisement that will
help in promoting and preserving the Historical Places.
1. 2.
3.
SYNTHESIS
Navigators and traders from Borneo Malay and China are believed to be the first inhabitant in
the island. Some of them were the descendants of the 10 Bornean Datus who came to Panay
and Southern Luzon. Due to inclement weather, their boats were blown and drifted to the shores.
Settlers that were blown by strong winds and dashed to the shores were called “tandong”, while
“dagsa” are settlers that were drifted ashore after losing their tract of their destination.
Through the passage of House Bill no. 301 approved on September 26,1946 as
Commonwealth Act No. 687 authored by Representative Francisco Perfecto, Catanduanes
became a separate and independent island.
Catanduanes Museum (Museo de Catanduanes) is the island’s principal museum that caters
the province’s historical, cultural and social legacy. It alsoserved as anavenue for locals to
showcase their abilities and craftmanship which manifest the best attractions of Catanduanes that
also helps the tourism business of the island.
Holy Cross of Batalay is decreed and declared as a Diocesan Shrine of the Holy Cross, and is
located in Batalay, Bato, Catanduanes, a place where Fr. Diego de Herrera and other Spaniards
face their death in the hand of the natives. In San Andres, BatongPaloway is well known because
of Our Lady of Sorrow. People from different places came into the barrio to pray to the image of
Blessed mother of Sorrow.
Oral and Local history is expectedly closest to the people’s heart and consciousness because
it reflects their own identity, experiences and aspirations. It is interpretative recreation of the past
of their locality, embracing its political, social, economic, and cultural life. This includes the
development of the institutions in the geographical unit and the successes and failures of its
people. Thus, in order to understand and, consequently, appreciate Philippine history, one should
first know the history of his own locality and its contributions to regional development and over-all
nation-building.
References:
Solmerano ET M., Palencia M M., Galicia R DM. (2018). Readings in Philippine History (p.300)
Fastbooks Educational Supply Inc. 1239 Instruccion St., Brgy. 514, Zone 51, Sampaloc, 1008
Manila Philippines
Vargas B. C. (1991). The History of Catanduanes (Volume I: Since the 13 th Century). Catanduanes
Ecoprogress Corporation. 140 A. Bonifacio St., Bgy. Tanong Marikina, Metro Manila,
Philippines
https://gocatanduanes.com/happyplaces/museo-de-catanduanes/
https://sanandres.catanduanes.gov.ph/barangayhistory/batongpaloway
Virac, Catanduanes
POS T–TEST
Name: ________________________________ Date: _____________Score: _______

Course/Year/Block: ______________________ Schedule: ___________________
. MULTIPLE CHOICES:
Direction: Choose the letter of the correct answer. Write your answer before the number.
1. In what year does the Spanish colonization in the Philippines begins _______________
a. 1521 b. 1544 c. 1531 d. 1541
2. The wealthy and highly educated Filipinos are called _________________
a. datu c. mestizo
b. Buena familia d. ilustrados
3. An oppression suffered by Filipinos at the hand of the ruthless colonial officials, took various forms
such as building and repair of roads and bridges, construction of churches and public building, cutting
of timber in the forest
a. falla c. slavery
b. bolitas d. polo y servicio
4. It is a gesture of friendship during pre-Spanish time
a. blood compact c. kiss
b. smiling d. handshake
5. Aimed to seek reforms and inform Spain of the abuses of its colonial government ____________
a. GOMBURZA c. La Revolucion Filipina
b. La Liga Filipina d. La Solidaridad
6. When was the first mass in the Philippines?
a. March 21, 1521 c. March 30, 1531
b. March 31, 1521 d. April 8, 1521
7. Is a period of competition among European rulers to conquer and colonize lands outside their
original domains
a. Ice Age c. Age of Exploration
b. Stone Age d. Metal Age
8. This mutiny was caused by the revocation of the privilege of shipyard workers to be exempted from
force labor and form paying tribute. The mutineers were composed of indios, mestizo and criollos
a. EDSA Mutiny c. Pampanga Mutiny
b. Cavite mutiny d. Tirad Mutiny
9. A daily fine of one and a half real, can be to be exempted from polo
a. reduccion c. falla
b. buwis d. Bandala
10. In examining and conducting external criticism of a document the following are to be considered
EXCEPT
a. the quality of paper c. the type of ink
b. the language and words used in the material d. none of these
11. In November 2011, the province of Palawan and consequently, the nation had a big break
_____________ was selected as one of the New 7 Wonders of Nature
a. Boracay beach c. Rice Terraces
b. Tubbataha Reef d. Underground River
12. Refers to remains discovered in the Tabon Cave in Lipuun Point in Quezon, Palawan in the
Philippines
a. Tabon Man c. Negritos
b. Java Man d. Pre-mongoloid race
13. He was an anthropologists and leading historian on the pre-hispanic Philippines and hailed as the
“Father of Philippine Society”
a. Antonio Pigafetta c. Dr. Robert Fox
b. Otley Beyer d. Alfred McCoy
14. Tabon Man is discovered in the Tabon Cave in Lipuun Point in Quezon, Palawan in the
Phiippines. Lipuun literally means ___________
a. side c. curve
b. turn d. straight
15. The Filipino originated from the blending of 3 Asian races during pre-historic times. These
are______________
a. Indians, Chinese and Malays c. Malays, Indians and Arabs
b. Negritos, Indonesians and Malays d. Negritos, Japanese and Indians
16. An agreement between the Spain and US regarding the ownership of the Philippines
a. Treaty of France c. Treaty of Pasong Tamo
b. Treaty of Cuba d. Treaty of Paris
17. LadronesIsland which was also known as Island of Thieves as presently the ______________
a. Zubu Island c. Marianes Island
b. Seilani Island d. Humuno Island
18. Magellan’s gift to Reyna Juana _________________
a. crucifix c. mirror
b. image of the holy child Jesus d. magic wand
19. The first female President in Asia, also known as the icon of Democracy
a. SegundaKatigbak c. Gloria Arroyo
b. Imelda Marcos d. Corazon Aquino
20. Tagged as the mastermind of the Cavity Mutiny

a. Jose Rizal c. GOMBURZA
b. ApolinarioMabini d. Emilio Jacinto
21. Identified as a hero of the revolution for his writings that center on ending colonialism and
liberating minds to contribute to creating the Filipino nation
a. GOMBURZA c. Antonio Luna
b. Marcelo del Pilar d. Jose Rizal
22. Founder of the La Solidaridad
a. Graciano Lopez Jaena c. Gregorio del Pilar
b. Antonio Luna d. Jose Rizal
23. This organization was short-lived as the Spaniards exile Rizal to Dapitan
a. El Filibusterismo c. La Liga Filipina
b. Noli Me Tangere d. Kartilla ng Katipunan
24. Referred to as the First clash between the Katipunan and the civil guards ____________
a. cry b. war c. fight d. all of these
25. The great political analyst and journalist, he founded the Tagalog Spanish newspaper Diariong
Tagalog
a. Gregorio del Pilar c. Graciano Lopez Jaena
b. Marcelo del Pilar d. Antonio Luna
26. It refers to the narrative account used to examine and analyse past events.
c. Past c. historicity
d. History d. historiography
27. History considered or presented from a feminist viewpoint or with special attention to the
experience of women.
c. Feminism c. feminist
d. Herstory d. relativism
28. An object made by humans, especially one of historical interest.
c. Evidence c. Artifacts
d. Data d. Information
29. Which of the following is best classified as a source other than a relic?
c. a legal record c. a piece of furniture
d. a monument d. an original painting
30. The process that a researcher uses to verify that the contents of a document are
accurate is known as
c. external criticism c. internal criticism
d. external validity d. internal validity
31. Which of the following is most likely to be a secondary source?
e. a book about educational theory in the early 1900s
f. a frontier family photograph
g. a soldier’s letter home during Korean War
h. minutes from a university faculty meeting held in 1892
32. If a researcher uses a tape of legend from a Tribal elder as a source of data, he is using a data
source known as a(n)
b. document b. oral statement c. relic d. secondary resource.
33. Which of the following is most likely to be a primary source?
e. a film about battlefield manuevers in the Civil War
f. a miner’s letter home during the Gold Rush
g. a poem expressing a miner’s feelings
h. an article about educational theory in the early 1900s
34. Most historical source material can be grouped into which four basic categories?
e. museum pieces, documents, oral statements, and numerical records
f. relics, documents, oral statements, and numerical records
g. relics, letters from parents to children, oral statements, and numerical records
h. relics, oral statements, museum pieces, and numerical records
35. Census data is best described as which kind of historical source material?
b. document b. numerical record c. oral statement d. relic
36. An interview with a World War II combat veteran is best described as which kind of historical
source material?
37. A letter from Winston Churchill to Mrs. Roosevelt is best described as which kind ofhistorical
source material?
38. A form of autobiographical writing, a record of activities and reflections and intended for the
39. A list of questions aimed at extracting specific data from a particular group of people.
b. Interview b. survey c. fieldwork d. correspondence
40. A collection of important records about a place or an organization.
a. library b. museum c. archive d. historical society
41. It refers to the attitude of eagerly starting things but quickly losing eagerness soon after
experiencing difficulty.
e. Ningaskugon
f. Pride
g. Bahalana attitude
h. Hospitality
42. This is the Filipino term of procrastination.
e. Hospitality
f. Bayanihan
g. Pride
h. Maṅana habit
43. It is regarded as the lack of patriotism and the attitude where Filipinos favor foreign products more
than their own.
e. Bayanihan
f. Crab mentality
g. Colonial mentality
h. Ningaskugon
44. This traits of Filipino means that leaving everything into God’s hands.
e. Pride
f. Bahalana Attitude
g. Filipino time
h. Ningaskugon
45. It is the spirit of communal unity and cooperation of Filipinos. It is also about giving without
expecting something in return.
e. Bayanihan
f. Pride
g. Cheerful personality
h. Respect for elders
46. They wish comfort and better lives for their loved ones and would even go to the extent of working
abroad hundreds of miles away to earn more money and save up for them.
e. Pride
f. Self-sacrifice
g. Filipino time
h. Bayanihan
47. Smiling has been a coping strategy for many Filipinos especially during trying times and
calamities. What personality did they portray?
e. Cheerful personality
f. Snob
g. Naughty
h. Silly
48. What is the form of our government today?
b. Monarchial b. Presidential c. Confederate d. Parliamentary
49. The Commission on Human Rights has all the following powers and functions, EXCEPT________.
e. Exercise visitorial powers over jails and prisons.
f. Recommend measures to promote human rights.
g. Investigate all forms of human rights violations.
h. Prosecute human rights offenders.
50. It is the right and obligation by all citizens, who are at least 18 years of age, and qualified by law, to
vote in the election of national and local officials of the government without literacy,, property, or
other substantive requirement.
b. Suffrage b. Election c. Human Right d. Civil Right
51. The Comprehensive Agrarian Reform is meant to_______
c. Bridge the gap between rich and the poor c. Improve country’s literacy rate
d. Eradicate poverty in the country d. make all citizens equal
52. The ultimate objective of the Comprehensive Agrarian Reform is to ____________.
e. Abolish the share tenancy on favour of lease tenancy
f. Distribute arable lands to the landless
g. Ensure the cultivation of all the idle lands
h. Establish owner cultivated farms
53. Which assumption underlies the CARP?
e. Our country has very few landed people and very many landless.
f. People are more productive if they own what they cultivate.
g. The Wealth of the country is concentrated in the hands of the few.
h. There is so much poverty in the country because of overpopulation.
54. The Estate and Donor’s Tax is simplified into tax rate of ___ of net donations and net value of estate:
b. 10% b. 5% c. 12% d. 6%
55. A tax according to graduation or rate based on the rate of which increases as the tax base increases.
b. Regressive b. Progressive c. Proportional d. Degressive
56. A tax according to graduation or rate based on a fixed percentage of the amount of property, receipts
or other basis to be taxed. The rate of the tax remains constant for all levels of the tax base or any
given income level.
57. A tax according to graduation wherein the tax rate and the tax base move in opposite directions.
58. Filipinos maintain a tight relationship with their families regardless if the children are old enough
and already have families of their own.
e. Filipino time
f. Close family ties
g. Pride
h. Bayanihan
59. By kissing their hand while saying “Mano po!” and constantly using “po” and “opo” in
conversations is a sign of what Filipino traits?
e. Loving
f. Caring
g. Respect for elders
h. None of the above
60. Filipinos welcome their guests and tourists as if they are their own brothers and sisters; they
always make their guests feel at home.
e. Hospitality
f. Kind
g. Caring
h. Loving
61. Why is a constitution considered as “the highest expression of the law”?
e. Because it is more powerful than the government
f. Because the creation of the government and the legislation of some of the national laws are
based from the constitution
g. Because it is the source of the sovereign powers of the government and it contains the
fundamental rules and principles by which a nation is to be managed.
h. None of the above.
62. How is a constitution made?
e. A constitution is first drafted by the public, reviewed and revised, and then submitted to the
CONCON and followed by the government.
f. A constitution is drafted by the president, reviewed and revised and then submitted to the
g. A constitution is first drafted by a CONCON, reviewed and revised, and submitted to the
h. A constitution is first drafted by a CONCON, reviewed and revised, and submitted to the
referendum for ratification and then afterwards, followed by the government.
63. Constitution that is formally struck off at a definite time and place following a conscious or deliberate
effort taken by a constituent body or ruler.
b. Traditional b. Cumulative c. Enacted d. Evolved
64. This constitution was the first republican constitution in Asia wherein it introduced the separation of
the Church and the State.
b. 1899 Constitution b. 1935 Constitution c. 1973 Constitution d. 1987 Constitution
65. This Law is also known as the Philippine Independence Act which provided for the drafting and
guidelines of the 1935 constitution for a 10 year transitional period government before the granting of
independence from US.
b. Jones Law b. Tomes Law c. Tydings-Mcduffie Law d.Philippine Organic Law
66. The following are salient features of the 1987 Constitution except:
e. The recognition of an Autonomous Region of Muslim Mindanao and the cordilleras
f. The creation of Commission on Human Rights
g. A presidential system of government with a unicameral legislative body
h. Abolition of death penalty
67. The executive power shall be vested in the _________.
a. President of the Philippines c. House of Representatives
b. The Supreme Court d. The Congress
68. The legislative power shall be vested in the _________ which shall consist of a Senate and a House
of Representatives.
a. Congress of the Philippines c. House of Ombudsman
b. The Supreme Court d. Bureau of Internal Revenue
69. What part of the Constitution that recites the general principle of our government?
b. Preamble b. Suffrage c. Effectivity clause d. National Territory
70. What is the term of office of the Members of the House of Representatives?
b. 2 years b. 3 years c. 4 years d. 6 years
71. What are the 3 main branches of the Government of the Philippines?
e. The Legislature, The Senate, The Supreme Court
f. Presidential, Unicameral- Parliamentary, Bicameral-Parliamentary
g. Senate, Supreme Court, Congress
h. Legislative, Executive, Judicial
72. The Supreme Court shall be composed of a Chief Justice and-
c. Fifteen (15) Associate Justices c. Fourteen (14) Associate Justices
d. Five (5) Associate Justices d. Ten (10) Associate Justices
73. Under the 1987 Constitution, the term of the President is ______
74. It is the electoral process by which an initiative on the Constitution is either approved or rejected by
the people.
75. It is the power of the electorate to approve or reject legislation through an election called for the
purpose.
76. The Senate shall be composed of how many senators elected at large by voters of the Philippines?
a. 22 b. 25 c. 20 d. 24
77. Under the 1987 Constitution, who is the head of our Government?
b. Chief Justice b. President c. Speaker d. Prime Minister
78. She was a Filipino environmentalist and philanthropist who served as the Chairperson of the Pasig
Rehabilitation Commission.
b. Regina Lopez b. Miriam Santiago c. Leny Robredo d. Korina Sanchez
79. She was hailed as the “Iron Lady of Asia”
b. Gloria Arroyo b. Cory Aquino c. Leila de Lima d. Miriam Santiago
80. This politician is distinctively known for “Tsinelas Leadership”.
b. Leny Robredo b. Rodrigo Duterte c. Jesse Robredo d. Isko Moreno
81. He was the first-ever Filipino to become one of the CNN Heroes of the Year because of his Kariton
Klasrum project.
b. Kesz Valdez b. Efren Peñaflorida c. Isko Moreno d. Jesse Robredo
82. He is the first Southeast Asian to receive International Children Peace Price in The Hague,
Netherlands.
b. Kesz Valdez b. Efren Peñaflorida c. Isko Moreno d. Jesse Robredo
83. The following are works of Ms. Gina Lopez except:

e. Established Bantay Kalikasan
f. Produced educational TV shows like sineskwela, hirayamanamanawari and mathinji.
g. Initiated the Bantay Bata 163
h. Became the founder of GSP
84. When did Catanduanes became a separate province from Albay by the virtue of Commonwealth Act
687?
b. October 26, 1945 b. October 25, 1945 c. October 26, 1946 d. October 25, 1946
85. The retention unit of landowner under CARP is:

e. 5 has. for the landowners and 3 has. per child irrespective of age.
f. 5 has. for the landowners and 3 has. per child who must be at least 15 years old.
g. 5 has. for the landowners and 5 has. per child whether or not they till or manage the land.
h. 5 has. for the landowners and 3 has. per child who must be at least 15 years old and actually
tilling or managing the land.
86. The legal basis of Comprehensive Agrarian Reform Program is the Comprehensive Agrarian Reform
Law which is also known as ______.
b. RA 7566 b. RA5676 c. RA 6657 d. RA 6675
87. Which of the following government offices are involved in CARP?
e. Department of Social Welfare and Development
f. Department of Works and Highways
g. Department of Agriculture
h. Department of Agrarian Reform
88. It is the imposition of duties or contributions from the people specifically form the people’s income,
property, business, practice of profession and purchase of commodities.
b. Customs b. duties c. income d. taxation
89. The primary purpose of taxation is to:
c. Fortify the government against invades c. raise revenue for the support of government
d. Make the country a leading industrialized world d. reduce inequalities in wealth and income
90. Which term refers to duties payable on goods, whether imported or exported?
b. Assessment b. Revenue c. Subsidiary d. Tariff
91. It is the use of illegal means to defeat or lessen the payment of tax.
b. Tax Avoidance b. Tax Evasion c. Tax Exemption d. Tax Form
92. A tax according to the determination of amount which means “according to value”. It is a tax of fix
proportion on the price or value of the goods with respect to which tax is assessed. Examples are
mineral products and automobiles.
b. Ad valorem tax b. indirect tax c. excise tax d. Specific Tax
93. A tax according to determination of amount imposed by the head or number,or by some standard of
weight or measurement, it requires no valuation other than a listing or classification of the objects to
be taxed. Examples are taxes on alcohol and tobacco.
b. Excise Tax b. Sin Tax c. Ad Valorem Tax d. Specific Tax
94. A tax according to who bears the burden which the individual is directly liable.
b. Direct tax b. Indirect Tax c. Income Tax d. Personal Tax
95. A progressive tax takes the largest percentage of income from which group?
b. High-income b. low-income c. middle-income d. people with no
income
96. A regressive tax takes the largest percentage of income from which group?
a. High-incomeb. low-income c. middle-income d. people with no income
97. What does TRAIN law stands for?
c. Tax Reform for Agriculture and Industry c. Tax Reform for Acquisition and Inclusion
d. Tax Reform for Acceleration and Industry d. Tax Reform for Acceleration and Inclusion
98. The ultimate goal of TRAIN law is:
e. To eradicate poverty and the gap between the rich and the poor
f. To create a comprehensive system of tax collection where everyone will have equal contribution
g. To simplify the system of tax collection wherein the rich will have bigger contribution and the poor
will benefit more from the government’s program and services.
h. To abolish tax collection from the whole country
99. The following are the priority programs which the Tax Reform will fund except:
b. Education b. Trade and Industry c. Healthcare Services d. Infrastructures
100. The major features of the TRAIN law are the following except:
e. Increasing the Excise Tax of Petroleum Products
f. Increasing Excise Tax of Automobiles
g. Increasing of Personal income tax
h. Introducing Excise Tax on Sweetened Beverages

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CatSU College of Arts and Sciences

Name: Ramon Felipe A. Sarmiento

Academic Rank: Assoc. Prof. V

Address: Bigaa, Virac, Catanduanes

Name: Joel Jordan

Academic Rank: Asst. Prof. III

Address: San Roque, ViracCatanduanes

Contact Number: 09075483501

Facebook Account: Joel Jordan

Name: Ma. Nena T. Vital

Address: Calatagan Tibang, Virac, Catanduanes

Contact Number: 09275418052

Facebook Account: Ma Nena Vital

Name: Shienalyn T. Ramos

Academic Rank: Instructor I

Address: Patagan San Miguel, Catanduanes

Contact Number: 09207579274

Name: Shandee Jeanne T. Magdaraog

Academic Rank: Instructor I

Address: Calatagan, Tibang, Catanduanes

Contact Number: 09296100047

Facebook Account: S jean Torrena

Name: Marife U. Marquez

Academic Rank: Instructor I

Address: CalataganTibang, Virac, Catanduanes

Contact Number: 09075937279

Facebook Account: Marife Marquez

Name: Mia Ginen C. Tating

Academic Rank: Instructor I

Address: Tinago, Viga, Catanduanes

Contact Number: 09121165047

Facebook Account: Mia GinenTating

Name: Rochelle Vargas

Academic Rank: Instructor I

Address: Calatagan Proper, ViracCatanduanes

Contact Number: 09485038569

Email: vargaschelle khae@gmail.com

Facebook Account: Rochelle Vargas

Academic Rank: Instructor I

Address: Cabcab, San Andres, Catanduanes

Contact Number: 09121165047

Facebook Account:Angelica Blasquillo

Name: Jamicha M. Dela Cruz

Academic Rank: Instructor I

Address: Tubaon, Virac, Catanduanes

Contact Number: 09384507651

Facebook Account: JamichaDela Cruz

Name: Grace T. Marquez

READINGS IN PHILIPPINE HISTORY

 Evaluate primary sources for their credibility, authenticity and origin

Name of Student: ________________________________________________________

Name of Professor : ________________________________________________________

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN

IV. Program/Degree Bachelor of Science in Agriculture

A. Generate, share knowledge relevant to specific fields in the study of D

E. Practice practical, ethical and gender sensitive agricultural standards in the P

H. Contribute to the generation of new knowledge by participating in various P

I - Introduced P – Practiced D – Demonstrated

VI. Course Code/Title GEC 2 – Readings in Philippine History

VIII.Course Credit 3 units (Lecture)

IX. Pre-requisite None

Name: __________________________ Date: _Score: _

Name: __________________________________________ Score _ Date: _________