Ge2 Readings in Philippine History Module Part1

UNIT I.
THE MEANING OF HISTORY, SOURCES OF HISTORICAL DATA

AND HISTORICAL CRITICISMS
Overview
This unit introduces the meaning of history and significance of this discipline in the
society. It discusses the bases of historical data, namely primary and secondary sources, and
past criticisms, whether internal or external criticisms, so that readers may ascertain the
authenticity and reliability of primary sources as readings to understand Philippine History.
Learning Objectives
At the end of the unit, I am able to:

1. understand the meaning and relevance of the study of history;
2. Identify primary and secondary sources and compare internal and external
criticisms; and
3. know how to analyze the credibility, authenticity, and provenance of a primary
source.
Setting Up
Name: __________________________________________________ Date: __________

Course/Year/Section: _______________________________
Direction: Answer the following questions using at least two (2) sentences.
1. Why do we need to study history?
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2. How can it be used as a tool to understand the present society?
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Lesson Proper
Lesson 1 Meaning and Relevance of History
Meaning of History
In its most basic definition, history is the study of events that happened in the past
and the causes of those events. However, the meaning and relevance of history to human
civilization are much tricky to grasp and more complex than this.
The word history is derived from the Greek word historia, which means "knowledge
acquired through inquiry or investigation." The classical Latin acquired a new definition of
history as "the account of the past of a person or group of people through written
documents and historical pieces of evidence."
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While history is past events, Historiography deals with the study of history itself.
Traditional Historians believe that historical events should be backed up with written
documents. Thus, an event that lacks existing materials cannot be proven as a historical fact.
Considering only the written texts as evidence for the historical truth is restricting and
discriminating against the social classes that may not record their own experiences.
Because of this loophole, historians then started considering other forms of historical
sources such as artifacts, architecture, songs, epics, and even passing of memories and
stories by word of mouth.
Historians can write history through historical shreds of evidence. They are
responsible for the analysis, interpretation, and organization of the facts. However, a
historian is still a person influenced by his environment, education, and other
circumstances that may affect the interpretations or methodology. This subjectivity poses
an issue on the validity of claims toward historical facts. The reason why historians employ
a method to ensure that the historian's biases do not blind his judgment.
Rigor is required for researchers and historians. Reliable historical shreds of

evidence should be used to validate claims. With the use of validity related to the inevitable
biases of the historian, several methodologies are applied to ensure as much objectivity as
possible.
Relevance of History
History is related to other disciplines:
a. Archaeology – a study that traces relevant events through pieces of evidence.

b. Linguistics – evolution of languages through History.
c. Sociology – study of society and culture.
d. Psychology - and history both study about the human condition.
e. Biology – focused on the building of links among organisms and their environment.
f. Biochemistry - relates greatly to the understanding of the whole organism as well as
understanding society.
Lesson 2 Distinction of Primary sources and Secondary sources; External and

Internal criticism
Historical Sources can be classified into Primary and Secondary Sources.
1. Primary sources – are sources produced while the past event was happening,
usually by actors of history themselves, such as government institutions or
revolutionary leaders. Some examples of primary sources are archival documents,
artifacts, memorabilia, letters, government records, census, etc.
2. Secondary sources – are sources produced by someone who has used a primary
source as the subject of the material. Examples are textbooks published in the late
1900s that focused on the Philippine Revolution as their subject.
External and Internal Criticisms
1. External criticism is the process of verifying historical evidence through its physical
characteristics, and analyzing its material consistency with the Period, it was
produced. This includes the analysis of the language used and the physical materials
such as ink and paper.
2. Internal criticism is the examination of the content of the material, including its
truthfulness. This includes the author's analysis of the source, its context when it
was made or written, and its possible agenda or intended purpose, among others.
Lesson 3 Repositories of primary sources, and different kinds of primary sources
The Philippines has plenty of repositories of historical records of the country.

Examples are:
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A. National Archives of the Philippines – in charge of preserving and promoting Philippine
cultural heritage and national identity, also stores and manages archival documents
that attest to the history of the nation. Its office is located at United Nations Avenue,
Manila.
Image from http://nationalarchives.gov.ph

B. National Library of the Philippines – is the official national library of the country. It is
located in Manila and is under the jurisdiction of the National Commission for the
Culture and the Arts.
Image from http://web.nlp.gov,ph
C. National Historical Commission of the Philippines – is the government agency that

promotes Philippine History and cultural heritage through "research, dissemination,
conservation, site management, and heraldry works."
Image from http://nhcp.gov.ph
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D. National Museum of the Philippines – acquires and documents historical and cultural
artifacts, such as archaeological specimens and canonical works of art, not only for
preservation but also for education on national identity. It is located at Padre Burgos
Avenue, Manila.
Image from http://nationalmuseum.gov.ph
References
Alvarez, S.V. (1992). The Katipunan and the Revolution: Memoirs of a General: With the
original Tagalog text Manila: Ateneo de Manila University Press.
Agoncillo, T.A. , & M. Guerrero (1974). History of the Filipino People. Quezon City: R.P. Garcia.
Candelaria, J.L., and V. Alporha (2018). Readings in Philippine History. Quezon City: Rex
Bookstore, Inc.
Carr, E. (1991). What is History? London, United Kingdom: Penguin.
FRONTLEARNERS
Fox, Robert B. (1970). The Tabon Caves: Archaeological Exploration and Excavations on
Palawan Island, Philippines (National Museum). Manila.
Gottschalk, L. (1963). Understanding History: A primer of a historical method (8 print). New
York: Alfred A. Knopf.
Howell, M.C. & W. Prevenier (2005). From reliable sources: An introduction to historical
methods. Ithaca, N.Y. Cornell University Press.
Lemon, M. (1995). The Discipline of History and the History of Thought. New York, United
States of America: Routledge.
Ocampo, A. R. (n.d.). Philippine History from Primary Sources retrieved from February 3,
2019
Scott, W.H. (1984). The critical study of the Prehispanic Source Materials for the Study of
Philippine History: Quezon City: New Day Publishers.
Tosh, J. (2002). The Pursuit of History: Aims, Methods, and New Direction in the Study of
Modern History (revised 3rd Edition) London, United Kingdom: Pearson Education Ltd.
http://nationalmuseum.gov.ph
http://nhcp.gov.ph
http://web.nlp.gov,ph
http://nationalarchives.gov.ph
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Assessing Learning
Activity 1
Name: __________________________________________________ Score: _________

Course/Year/Section: _______________________________ Date: __________
I. Directions: Read each item carefully. Write TRUE if the statement is true; FALSE
if false. Answers must be written on the space provided before the number.
_______1. History is the study of past events and their causes.

_______2. Historiography is the study of history itself.
_______3. Primary Sources are made by using textbooks published in the 1900s as a
source of the Philippine Revolution.
_______4. Secondary Sources are usually made by the actors of history while the
past events are happening.
_______5. Methodologies are applied by Historians as much as possible to ensure
objectivity.
II. Directions: Read the following statements carefully. Identify what is being
described in the report and write your answers on the space provided before
the number.
_________________1. History came from this Greek word, which means "knowledge
acquired through inquiry."
_________________2. It means the account of the past of a person or a group of people
through written documents or historical pieces of evidence.
_________________3. They believed that history must be backed up by written
documents.
_________________4. It is the examination of the content of the material as well as its
truthfulness.
_________________5. It is the process of verifying historical pieces of evidence through
its physical characteristics and analyzing its material consistency
with the Period it was produced.
III. Directions: Give the meaning of the following acronyms of the different repositories
of Primary Sources in the Philippines. Write your answer on the space provided.
a. NAP
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b. NLP
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c. NHCP
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d. NMP
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IV. Directions: Complete the table below. Write at least five examples each.
Primary Sources Secondary Sources
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UNIT II. CONTENT AND CONTEXTUAL ANALYSIS OF PRIMARY
RESOURCES
Overview
Learning the historical context of a primary source is critical for understanding the
attitudes and influences that shaped the creation of the primary cause. If not placed into a
historical context, a primary source's true meaning might be misinterpreted.
Learning Objectives
At the end of this chapter, I can:

1. analyze the context and perspective of different kinds of primary sources;
2. determine the contribution of different types of primary sources in understanding
Philippine History; and
3. develop critical and analytical skills with exposure to primary sources.
Setting Up
Name: __________________________________________________ Date: __________

Direction: Elucidate this statement by using the historical account.

“Straight from the horse’s mouth is credible but not always reliable."
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Lesson Proper
Primary sources
 Primary sources are valuable tools to develop an understanding of Philippine History.

Analyzing the content and context behind these sources can lead to a critical appraisal
of certain situations or periods in the country's history.
Identification of the Historical Importance of Texts
 Primary historical sources are essential in understanding the political, economic, social,
and cultural aspects of Philippine History.
 First-hand accounts written or in audiovisual or digital form have provided different
perspectives on specific historical events.
Example
They were identifying the historical importance of former President Corazon Aquino's
Speech before the U.S. Congress. In 1986, a former President, Corazon Aquino, stood before
the U.S. Congress in what is considered one of the most important political and diplomatic
events in Philippine History. She did so as the first female President of the country.
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Types of Historical Criticisms
 External criticism involves questioning the authenticity of a document or piece of

evidence.
 Internal criticism involves questioning the truthfulness accuracy and context of the
production of the document.
Example
 Analysis of Antonio Pigafetta's First Voyage Around the World. The Chronicles
document Magellan's arrival in the Visayas, his interaction with the locals and his
death, and his fleet's subsequent departure. That said, no primary source should be
exempt from scrutiny.
 Antonio Pigafetta was an Italian nobleman commissioned by Spain's king to document
the Spanish empire's expansion. His loyalties and social standing, compounded with the
circumstance of the-text production, influenced his narrative of pre-colonial
Philippines.
References
Garcia M. (1979) Readings in Philippine prehistory. Manila, Filipiniana Book Guild.
Pigafetta, Antonio (1969). First Voyage Around the World. Filipiniana, Book Guild.
https://britannicalearn.com/wpcontent/uploads/2016/09/PrimarySrcs
https://blogs.loc.gov/teachers/2011/07/selecting-primary-sources-part-ii-considering-
historical-context/
https://www.officialgazette.gov.ph/1986/09/18/speech-of-president-corazon-aquino-
during-the-joint-session-of-the-u-s-congress-september-18-1986/
Assessing Learning
Activity 2
Name: __________________________________________________ Score: _________

Directions: Read the article below and answer what is being asked. You can use the
link below for easier access.
https://www.officialgazette.gov.ph/1986/09/18/speech-of-president-corazon-aquino-
during-the-joint-session-of-the-u-s-congress-september-18-1986/
What could be the main objective of that speech delivered by Aquino before the U.S.
congress? Explain.
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Activity 3
Name: __________________________________________________ Score: _________

Direction: In light of contextual and content analysis, read and scrutinize the
ostensible Rizal's poem
"Sa Aking mga Kabata."
Kapagka ang baya'y sadyang umiibig

sa kanyang salitang kaloob ng langit,
sanlang kalayaan nasa ring masapit
katulad ng ibong nasa himpapawid.
Pagkat ang salita'y isang kahatulan

sa bayan, sa nayo't mga kaharian,
at ang isang tao'y katulad, kabagay
ng alin mang likha noong kalayaan.
Ang hindi magmahal sa kanyang salita

mahigit sa hayop at malansang isda,
kaya ang marapat pagyamaning kusa
na tulad sa isang tunay na nagpala.
Ang wikang tagalog tulad din sa latin,

sa ingles, kastila at salitang anghel
sapagka't ang Poong maalam tumingin
ang siyang naggawad, nagbigay sa atin.
Ang salita nati'y huwad din sa iba

na may alfabeto at sariling letra,
na kaya nawala'y dinatnan ng sigwa
ang lunday sa lawa noong dakong una.
Elucidate the contentious poem "Sa Aking mga Kabata "and identify the
hermeneutical approach (principles of internal criticism and external
criticism, contextual and content analysis) to justify the integrity and facticity
of the text mentioned above. Did the young Rizal pen the disputed verse?
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UNIT III. ”ONE PAST BUT MANY HISTORIES”: CONTROVERSIES AND
CONFLICTING VIEWS IN PHILIPPINE HISTORY
Overview
This unit demonstrates the ability to formulate arguments in favor of or against a

particular issue using primary sources.
Learning Objectives
At the end of these lessons, I am able to:
1. Demonstrate critical, analytical, and creative thinking through writing an essay and
through debate.
Setting Up
Name: __________________________________________________ Date: __________

Direction: Is there absolute historical hermeneutics? Why historians disagree? Expound

concisely and clearly.
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Directions: Read the given articles by following the link (URL). You may download it directly
by clicking the link. After reading the article, answer the question below.
a. https://varsitarian.net/news/20111004/rizals_retraction_truth_vs_myth
b. https://opinion.inquirer.net/77814/paradoxes
Was Rizal innocent or guilty? If not guilty, then why is he a hero? If not honest, how can
he be a martyr?
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Lesson Proper
Lesson 1 The site of the First Mass
 Antonio Pigafetta was an Italian scholar and explorer who joined Ferdinand Magellan
to explore the westward route to the Spice Islands and Chronicled the World's first
circumnavigation. Despite its tendency for extra details, his written account of the
European encounters with parts of Latin America and the East Indies has since become
an essential primary source on their new communities and cultures and the indigenous
flora and fauna.
Controversies between Limasawa and Masao /Butuan

MASAO
 1872: A monument to remind the site of the first Mass on the Philippines was erected in
Butuan.
 1953: The people in Butuan questioned the Philippine Historical Committee to
rehabilitate the monument or place a marker on it.
 On the ground of this objection, the monument re-erected, but the marble slab stating it
was the site of the first Mass removed.
 Zaide identified Masao in Butuan as the locations of the first Mass. The basis Zaide's
requisition is the diary of Antonio Pigafetta, chronicler of Magellan's journey.
LIMASAWA
 Jaime de Veyra that the first Mass was celebrated in Limasawa, not in Butuan.
 Historians Pablo Pastells are stating by the footnote to Francisco Colin's Labor
Evangelica that Magellan did not go to Butuan but from Limasawa to Cebu.
 Francisco Albo (pilot of Magellan's flagship doesn't tell the first Mass, but he writes that
they erected a cross on a mountain that forget three islands, the west, and the
southwest.
 James Robertson concedes with Pastells in a footnote that "Mazua" was actually
Limasawa.
 In the real account of Pigafetta, the port was not in Butuan but an island named Mazua
(MASAWA)
 Fr. Bernard studied all the Pigafetta's maps, which place in Mazau off the southern tip
of the larger island of Leyte, a check with the modern maps will show that this jibes
with Limasawa and not in Masao or Butuan.
Evidence for Limasawa
1. The evidence of Albo’s Log-Book

2. The Evidence of Pigafetta
A) Pigafetta’s testimony regarding the route;
B) The evidence of Pigafetta’s map
C) The two native kings
D) The seven days at "Mazaua."
E) An argument from the omission
3. Summarizing the evidence of Albo and Pigafetta.
4. Confirmatory evidence from Legazpi expedition
5. Latitude position
Evidence for Masao
1. The name of the place

2. The route from Homonhon
4. The geographical features
A) the bonfire
B) the balanghai
C) house
D) abundance of gold
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E) a developed settlement
Lesson 2 Cavite Mutiny
In Philippine History, two major events happened in 1872:

1. The 1872 Cavite mutiny and
2. The martyrdom of the three martyr priests
Spanish Perspective
1. Jose Montero y Vidal, a prolific historian, documented the event and highlighted it as
an attempt of the Indios to overthrow the Spanish government in the Philippines.
2. Gov. Rafael de Izquierdo's official report magnified the event and used it to implicate
the native clergy, which was then active in the call for secularization.
Filipino Perspective
Dr. Trinidad Hermenigildo Pardo de Tavera, a Filipino Scholar and researcher, wrote
the Filipino version of the bloody incident in Cavite from his point of view. The incident was
a mere mutiny by the Cavite arsenal, who turned out to be dissatisfied with the removal of
their privileges.
What is the Retraction of Rizal?
 In 1935, a controversial document called "The Retraction "was found.

 It was signed by none other than the National Hero, who declared in that he was a
Catholic and he wanted to take back everything he said against the Roman Catholic
Apostolic Church (Iglesia Katolika Apostolika Romana)
Collected Testimonies
 Father Vicente Balaguer was said to be the "only eyewitness "that night, Rizal wrote the
retraction.
 Cuerpo de Vigilancia consists of the accounts of (1) a Spanish jail guard who overheard
Rizal writing a paper called the retraction, (2) the two officials who allegedly signed the
retraction as witnesses, and (3) all the people who entered Rizal’s cell before his
execution.
 On the day he was to be killed. Rizal gave Josephine his copy of Thomas a Kempi’s De La
imitacion de Cristo, on which he wrote, “To my dear and unhappy wife, Josephine,
December 30, 1896, Jose Rizal. ”Not only would his handwriting in the dedication be
used to validate the document, but it also suggests Rizal’s profession of faith on the day
he died.
 In his last writings, the recurrence of the word krus was interpreted as Rizal's desire to
die as a Catholic.
Lesson 3 The Cry of Balintawak
 The exact location of the first Cry of the Philippine Revolution is a subject of contention.
Famously known as the Cry of Balintawak, it is also speculated to have happened in
Pugad Lawin.
 The historian Ambeth R. Ocampo rounds up the contradictions and debates:
1. Aside from Balintawak and Pugad Lawin, people must add the following contenders
on the whereabouts of the first Cry, or Unang Sigaw; Kangkong, Bahay Toro, Pasong
Tamo, Banat, and more, depending on which primary source is cited.
2. The National Historical Commission’s proposed date for the start of the Philippine
Revolution is 23th of August 1896. Other proposed dates are 20, 24, 25, and 26 August.
3. Teodoro Agoncillo said that a general assembly was called by Andres Bonifacio on
August 24, 1896, in Malabon. The Katipuneros were in Balintawak on August 19, left
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for Kangkong on August 21, proceeded to Pugad Lawin on August 22, and on August 23,
1896, tore their cedulas and vowed to fight in the yard of Tandang Sora’s son.
Guillermo Masangkay, one of the Supremo’s closest adviser and a general of the
revolutionary army, recounted in an interview with the Sunday Tribune in 1932 that it was
in Balintawak, on August 26, 1896, where the first cry happened.
References
Alvarez, Santiago. Cry of Toro (Zaide ,1990, vol 8, pp.303-304)
De Jesus, Gregoria. Version of the First Cry (Zaide 1990, Vol.8, pp.305-306)
Cavanna, Jesus Ma. Rizal's Unfading Glory. (pp1-52)
Garcia, Ricardo P. The Great Debate; The Rizal Retraction (pp.9-19;31-43)
Masangkay, Guillermo. Cry of Balintawak (Zaide 1990, vol. 8, pp.307-309)
Montero y Vidal (1990).Spanish Version of the Cavite Mutiny of 1872 (Zaide 1990, Vol
7,pp.281-286)
Pardo de Tavera(1990).Spanish Version of the Cavite Mutiny of 1872 (Zaide 1990 vol.7, pp
281-286)
Pascual, Ricardo R. Rizal Beyond the Grave (pp.7-36)
Pigafetta, Antonio(1992).First Voyage Around the World. (pp.23-32)
Valenzuela, Pio Cry of Pugad Lawin (Zaide 1990,vol. 8,pp.301-302)
Credit: FRONTLEARNERS
https://varsitarian.net/news/20111004/rizalsretractiontruthvsmyth
https://www.slideshare.net/chad4510/siteoffirstmassinthephilippines-history14
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Assessing Learning
Activity 4
Name: __________________________________________________ Score: _________

Directions: Use the four general types of evidence (real, demonstrative, documentary, and
testimonial Evidence) to answer the question. Where was the first celebration of Holy
Eucharist in the Philippines held?
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Use the argument of persuasion to elucidate the two versions of Cavite mutiny and use the
evidence of facts and explanations to justify your chosen version of rebellion and answer
the question, what happened in Cavite mutiny?
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Activity 5
Name: __________________________________________________ Score: _________

Directions: Read the following statements carefully. Identify what is being described in the
account and write your answers on the space provided before the number.
________________1. This legislation declared Limasawa a National Shrine because it was there
that “the First Mass in the Philippines was held.
________________2. He was the author of Relazione del primo viaggio intorno al mondo.
________________3. He officiated the first celebration of Holy Eucharist in the Philippines.
________________4. The Philippine President during the declaration of Limasawa as the
proper place of the first mass.
________________5. The year of the first Mass in the Philippines.
________________6. The author of the Filipino version of Cavite Mutiny.
________________7. He was the predecessor of Father Jose Burgos.
________________8. He was the successor of Gov. Carlos Maria Dela Torre.
________________9. He ordered the execution of GOMBURZA.
________________10. The Punishment is given to the three-martyr priest.
Direction: Answer the following questions concisely.
1. What is the Janus faced of Cavite mutiny?

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2. Did Rizal invent the plot for the Noli Me Tangere, the same scheme developed to
destroy GOMBURZA?
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Activity 6
Name: __________________________________________________ Score: _________

Directions: Explicate the different versions of the first cry of revolution and single out the
likely account and expound the authenticity of the said event.
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report and write your answers on the space provided before the number.
________________1. The last gift of Rizal to Josephine Bracken.

________________2. The only eyewitness to Rizal's retraction letter.
________________3. He discovered the Rizal’s retraction letter in 1935.
________________4. They firmly believe that Rizal did not retract.
________________5. They firmly believed that Rizal retracted.
________________6. The primary author of "Cry of Pugadlawin."
________________7. The Filipinos' initial move was to begin the revolution for independence;
they did this by tearing the cedulas and proclaiming the start of the fight
for freedom.
________________8. She was the keeper of the secret documents of the Katipunan.
________________9. The sole author of Cry of Bahay Toro.
________________10. The well-attested version of the First Cry of revolution.
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UNIT IV. SOCIO-ECONOMIC AND POLITICAL ISSUES IN THE
PHILIPPINES
PHILIPPINE AGRARIAN REFORM
Overview
This chapter discusses the agrarian reform of the Philippines from pre-Spanish
colonization to the present, including the agricultural reform agenda of each Philippine
President.
Learning Objectives

1. Identify the different agrarian reform policies of the Philippines.
2. Determine the difference between land reform and agrarian reform.
3. Know the effect of agrarian policies in the present economy of the Philippines.
4. Make a solution to the problems encountered in different agrarian reform policies.
5. Create my idea for land cultivation.
Setting Up
Name: __________________________________________________ Date: __________

Course/Year/Section:_______________________________
Directions: On the box below, draw your ideal farmland, and explain how it became suitable
for you?
Explanation
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Lesson Proper
 The agrarian policies are centered on the relationship between the production and
distribution of land among farmers.
 Land reform is concerned with land rights and their character, strength, and
distribution. At the same time, agrarian reform focuses not only on these but also on
a broader set of issues, such as the class character of the relations of production and
distribution in farming and related enterprises, and how these connect to the
immense class structure. Thus, it is concerned with economic and political power
and the relations between them (Cousins, 2007).
World bank’s five dimensions of agrarian reform
1. Stocks and liberalization

2. Land reform and development of land markets
3. Agro-processing and input supply channels
4. Urban finance
5. Market institutions
A fundamental precondition for land reform to be feasible and effective in improving

the beneficiaries' livelihood is that such programs fit into a broader policy aimed at
reducing poverty and establishing a favorable environment for the development of
productive smallholder agriculture by the beneficiaries (world bank, 2003)
Pre-Spanish Period
"This land is Our God gave this land to us."
Before the colonization of the country, Filipinos have their lives already, and every
village has a chieftain that governs the community, which comprised the nobility, then came
the maharlikas, which considered as freemen followed by slaves composed by aliping
namamahay and aliping saguiguilid.
With these different social classes, there is no existence of money, but rice has served
as a medium of exchange.
During Spanish colonization
Before colonization, Filipinos has communal ownership of land. Filipinos have been
scattered to all the areas in the country, so the Spanish conquest decided to put Filipinos in
one place called "poblacion."
Under the Spanish government, Filipinos did not have the right to own land. Still, they
were only allowed to work in them and pay colonial tributes to Spanish authorities through
agricultural products.
Pueblo system of agriculture because of the scattered nature of the rural

communities, the Spaniards organized them into pueblo where they were given land to
cultivate.
 Laws of the indies
o Spain awarded tracts of lands to:

o Religious orders. This became the primary source of abuse and exploitation
(e.g., the friars would increase land rent on a whim);
o Repayments of Spanish soldiers, as a reward for their service land.
o Spanish encomenderos, or those mandated to manage an encomienda
 Encomienda system
o The Spanish government developed the hacienda system as a new form of

land ownership.
16
o In the 1860s, Spain ordered landowners to register their landholdings. This
led to many peasants either getting forced out of their "assigned" lands in
the earlier days of colonization or working for the people who claimed to
have the area's rights. By the end of the Philippine revolution, the
revolutionary government would declare all large landed estates as
government property, including confiscated friar's lands.
Land ownership during the American colonization
o To address landlessness, which was the leading cause of social unrest at the
time, the Americans passed several land policies to distribute land ownership to
a more significant number of Filipinos.
o The Philippine bill of 1902 provided regulations on the disposal of public lands,
where a private individual may own up to 16 hectares of land, and corporate
landholders may have 1,024 hectares.
o The Philippine commission act no. 496, or the land registration act, addressed
the absence of records of land titles and conducted accurate land surveys
through the Torrens system.
o The homestead program was a program introduced by the Americans where a
tenant could enter into an agricultural business once the individual had acquired
16 hectares of farmland.
o Land ownership during this time worsened because of the limitlessness of the
size of landholdings of people could acquire, while the acquisition wan only
limited to those who could afford to purchase and register fixed property titles.
o The lands acquired from friars were not necessarily given to the peasant
farmers. Peasant farmers who were given land almost did not have the means to
maintain and cultivate it and were forced to return tenancy to wealthy
hacienderos because of debt. As a result, most of the lands ended up in the
hands of wealthy Filipino hacienderos. This caused widespread uprisings.
 President Manuel L. Quezon espoused the "Social Justice" program to arrest the
increasing social unrest in Central Luzon.
o Significant legislation enacted during the Commonwealth Period:

o 1935 Constitution – "The promotion of social justice to ensure the well-
being and economic security of all people should be the concern of the
State."
o Commonwealth Act No. 178 (An Amendment to Rice Tenancy Act No. 4045),
November 13, 1936 – Provided specific controls in the landlord-tenant
relationships
o National Rice and Corn Corporation (NARIC), 1936, established the price of
rice and corn, thereby helping the poor tenants and consumers.
o Commonwealth Act. No. 461, 1937 – Specified reasons for the dismissal of
tenants and only with the approval of the Tenancy Division of the
Department of Justice.
o Rural Program Administration, created March 2, 1939 – Provided the
purchase and lease of haciendas and their sale and lease to the tenants.
o Commonwealth Act No. 441 enacted on June 3, 1939 – Created the National
Settlement Administration with a capital stock of P20,000,000.
Agrarian Reform Pre-World War I
o The sakdal uprising was a peasant rebellion brought about by the social
inequality in land ownership and tenancy. Sakdal means "to accuse." Benigno
Ramos established the Partido sakdalista in 1933, and the group demanded the
abolition of taxes and equality in land ownership.
o Hukbalahap controlled whole areas of Central Luzon; landlords who supported
the Japanese lost their lands to peasants while those who supported the Huks
earned fixed rentals in favor of the tenants.
o In 1935, and attempt at uprising was organized, but the government quickly
crushed it. Benigno Ramos filed to Tokyo, and the Partido eventually collapsed.
o The peasant uprisings continued as the situation in the country’s landownership
worsened. During the commonwealth government, President Quezon started a
social justice program that focused on the purchase of haciendas to be divided
and sold to tenants.
17
o The administration also created NARIC, or the National Rice and Corn
Corporation, to defend and assist the peasants in court battles for their rights.
o Additionally, the Court of Industrial Relations was Established to exercise
jurisdiction over disagreements involving land rights and the landowner-tenant
relationship.
o However, because of the continuous uprisings and the lack of budget allocation,
the Commonwealth's efforts in agrarian reform failed. Eventually, all
interventions being done were pull to stop when World War II broke out, and
the Japanese occupied the Philippines.
Agrarian reform after World War II
o After the war, the administration focused on rehabilitating and rebuilding the
nation. It attempted to solve the previous issues in land ownership. Hacienda lands
were distributed, but the attempt at agrarian reform still failed since there was
little-to-no support given to the small farmers.
o After the establishment of the Philippine Independence in 1946, the problems of
land tenure remained. These became worst in certain areas. Thus the Congress of
the Philippines revised the tenancy law.
 President Manuel A. Roxas (1946-1948) enacted the following laws:

o Republic Act No. 34 -- Established the 70-30 sharing arrangements and regulating
share-tenancy contracts.
o Republic Act No. 55 -- Provided for a more effective safeguard against arbitrary
ejectment of tenants.
 Elpidio R. Quirino (1948-1953) enacted the following law:

o Executive Order No. 355 issued on October 23, 1950 -- Replaced the National Land
Settlement Administration with Land Settlement Development Corporation
(LASEDECO), which takes over the responsibilities of the Agricultural Machinery
Equipment Corporation and the Rice and Corn Production Administration.
 Ramon Magsaysay (1953-1957) enacted the following laws:

o Republic Act No. 1160 of 1954 -- Abolished the LASEDECO and established the
National Resettlement and Rehabilitation Administration (NARRA) to resettle
dissidents and landless farmers. It was mainly aimed at rebel returnees providing
home lots and farmlands in Palawan and Mindanao.
o Republic Act No. 1199 (Agricultural Tenancy Act of 1954) -- governed the
relationship between landowners and tenant farmers by organizing share-tenancy
and leasehold system. The law provided the security of tenure of tenants. It also
created the Court of Agrarian Relations.
o Republic Act No. 1400 (Land Reform Act of 1955) -- Created the Land Tenure
Administration (LTA), which was responsible for the acquisition and distribution of
large tenanted rice and corn lands over 200 hectares for individuals and 600
hectares for corporations.
o Republic Act No. 821 (Creation of Agricultural Credit Cooperative Financing
Administration) -- Provided small farmers and share tenants loans with low-interest
rates of six to eight percent.
 President Carlos P. Garcia (1957-1961)

o Continued the program of President Ramon Magsaysay. No new legislation passed.
 President Diosdado P. Macapagal (1961-1965) enacted the following law:

o Republic Act No. 3844 of August 8, 1963 (Agricultural Land Reform Code) --
Abolished share tenancy, institutionalized leasehold, set retention limit at 75
hectares, invested rights of preemption and redemption for tenant farmers,
provided for administrative machinery for implementation, institutionalized a
judicial system of agrarian cases, incorporated extension, marketing and supervised
credit system of services of farmer-beneficiaries.
o The R.A. was hailed as one that would emancipate Filipino farmers from the
bondage of tenancy.
Agrarian reform during the Marcos regime
18
o After the declaration of martial law in 1972, president Marcos was able to start a
"fundamental restructuring" of government. He wiped out the landlord-dominated
congress in an attempt to address the structural problems in the countryside.
o Masagana 99 was a rice self-sufficiency program in which farmers could borrow
from banks and purchase three-hectare plots of land. This lead to the country to
consume our rice and not importing to other countries.
o Operation land transfer granted land to tenants occupying seven hectares of rice
and corn. However, because rice was the only focus of this program, the landed elite
circumvented the law by changing their crops, to be exempted from the program.
They also evicted tenants and hired exempted from the program. They even evicted
tenants and hired workers instead, because the lands worked by wage labor were
also exempted from this program.
o As a result, landlessness increased because of the elite's methods to exert power and
dominance, especially Marcos's cronies, who were also involved in the agricultural
sector.
These are some agrarian reform policies passed during the Marcos regime:
o Republic Act No. 6389, (Code of Agrarian Reform) and R.A. No. 6390 of 1971 --
Created the Department of Agrarian Reform and the Agrarian Reform Special
Account Fund. It strengthened the position of farmers and expanded the scope of
agrarian reform.
o Presidential Decree No. 2, September 26, 1972 -- Declared the country under the
land reform program. It urged all agencies and offices of the government to extend
full cooperation and assistance to the DAR. It also activated the Agrarian Reform
Coordinating Council.
o Presidential Decree No. 27, October 21, 1972 -- Restricted land reform scope to
tenanted rice and corn lands and set the retention limit at 7 hectares.
Post agrarian reform
o The Constitution ratified by the Filipino people during the administration of

President Corazon C. Aquino provides under Section 21 under Article II that “The
State shall promote comprehensive rural development and agrarian reform.”
o On June 10, 1988, former President Corazon C. Aquino signed into law Republic Act
No. 6657 or otherwise known as the Comprehensive Agrarian Reform Law (CARL).
The law became effective on June 15, 1988.
o In 1988, the republic act no. 6657, or the Comprehensive Agrarian Reform Law,
introduced the Comprehensive Agrarian Reform Program (CARP).
o CARP enabled the distribution of agricultural lands to tenant-farmers. Landowners
were compensated and were allowed to retain ownership of no more than five
hectares of land. Instead of turning their area to the government, they were legally
allowed to distribute a portion of their capital stock, equity, or participation in favor
of the farmers.
o However, congress, which was mainly dominated by the landed elites, was unwilling
to fund the program's costs. Thus it accomplished only 22.5 percent of the land
distribution in 6 years.
 President Corazon Aquino also allowed the option for stock redistribution.
Eventually, Hacienda Luisita turned into a corporation and mainly distributed stock
among its farmers instead of land.
 When President Fidel V. Ramos formally took over in 1992, his administration came
face to face with the public who have lost confidence in the agrarian reform
program. His administration committed to the vision "Fairer, faster and more
meaningful implementation of the Agrarian Reform Program.
o During the Ramos Administration, the Department of Agrarian Reform (DAR) was
able to distribute 58.25 percent of the total area covered by CARP. Despite the lack
of funding, time constraints, and lack of participation, CARP was expedited to meet
the ten-year time frame.
o President Ramos signed the Republic Act no. 8532 in 1998 to amend CARP. The
program was extended to another ten years.
 “ERAP PARA SA MAHIRAP’. This was the battle cry that endeared President Joseph
Estrada and made him very popular during the 1998 presidential election.
o President Joseph E. Estrada initiated the enactment of the following law:
19
o Executive Order N0. 151, September 1999 (Farmer's Trust Fund) – Allowed the
voluntary consolidation of small farm operations into medium and large-scale
integrated enterprises that can access long-term capital.
o During his administration, President Estrada launched the Magkabalikat Para sa
Kaunlarang Agraryo or MAGKASAKA. The DAR forged into joint ventures with
private investors into the agrarian sector to make F.B.s competitive.
o However, the Estrada administration was short-lived. The masses who put him into
office demanded his ouster.
Agrarian reform in the present time
o In 2008, the deadline for the extended CARP came to pass.

o Despite this, 1.6 million hectares of agricultural land remained undistributed to the
1.2 million farmers.
o The agrarian reform program under the Arroyo administration is anchored on the
vision “To make the countryside economically viable for the Filipino family by
building partnership and promoting social equity and new economic opportunities
towards lasting peace and sustainable rural development.”
o President Gloria Arroyo signed the Republic Act no. 9700, or the Comprehensive
Agrarian Reform Program Extension with reforms (CARPER), extended the deadline
to five more years, from 2009 to 2014.
o Agrarian Justice - To help clear the backlog of agrarian cases, DAR will hire more
paralegal officers to support understaffed adjudicatory boards and introduce a
quota system to compel adjudicators to work faster agricultural reform cases. DAR
will respect the rights of both farmers and landowners.
o During this Period, CARPER was able to distribute a total of 1 million hectares of
land to 900,000 farmer-beneficiaries.
o Five hundred thousand hectares of land remain to be undistributed.
 President Benigno Aquino III vowed during his 2012 State of the Nation Address
that he would complete the Comprehensive Agrarian Reform Program (CARP), the
centerpiece program of the administration of his mother, President Corazon Aquino.
o Agrarian Production Credit Program (APCP) provided credit support for crop
production to newly organized and existing agrarian reform beneficiaries’
organizations (ARBOs) and farmers’ organizations not qualified to avail themselves
of loans under the regular credit windows of banks.
o Aside from these initiatives, Aquino also enacted Executive Order No. 26, Series of
2011, to mandate the Department of Agriculture-Department of Environment and
Natural Resources-Department of Agrarian Reform Convergence Initiative to
develop a National Greening Program in cooperation with other government
agencies.
 Under President Rodrigo Duterte, the President wants to pursue an "aggressive"
land reform program that would help alleviate the lives of poor Filipino farmers by
prioritizing the provision of support services alongside land distribution.
o The President directed the DAR to launch the 2nd phase of agrarian reform where
landless farmers would be awarded undistributed lands under the Comprehensive
Agrarian Reform Program (CARP).
o Duterte plans to place almost all public lands, including military reserves, under
agrarian reform.
o The President also placed 400 hectares of agricultural land in Boracay under CARP.
o Under his administration, the DAR created an anti-corruption task force to
investigate and handle reports on alleged anomalous activities by officials and
employees of the department.
References
Agoncillo, T.A., & Guerrero, M. (1974). History of the Filipino people. Quezon City; R.P.
Garcia.
Agricultural Land Reform Code of 1963 (republic act, 3844).
Comprehensive Agrarian Reform Law of 1988 (republic act 6657)
Decreeing the Emancipation of Tenants from the Soil (presidential decree no. 27)
20
Candelaria, J.L., & Alphorha, V. (2008). Readings in Philippine History. Quezon City: Rex
Bookstore, Inc.
Carr, E. (1991). What is History? London, United Kingdom: Penguin.
Department of Agrarian Reform, Retrieved from http://www.dar.gov.ph
Gottschalk, L. (1963). Understanding history: A primer of historica method: (8. Print.). New
York: Alfred A. Knopf.
Howell, M.C., & Prevenier, W. (2005). From Reliable Sources: an introduction to historical
methods, Ithaca, N.Y. : Cornell University Press.
Land Reform act of 1995 (republic act 1400)
Lemon, M. (1995). The Discipline of History and the History of Thought. New York, United
States of America: Routledge
Nolledo, J. (1999). Principles of Agrarian Reform, Cooperatives, and Taxation. Mandaluyong

City: National Book Store.
Querol, M. (1974). Land Reform in Asia. Manila: Solidaridad Publishing House.
Zaide, G. F., & Zaide, S.M. (2011). Philippine History and Government. Cubao, Quezon City:
all-nations Publishing Co., Inc.
Assessing Learning
21
Activity 7
Name: __________________________________________________ Score: _________

Directions: Read and comprehend each question and answer creatively, write your answer
on the space provided.
1. What is the difference between land reform and agrarian reform? Site an example.
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
2. How does the agrarian reform policies after World War II affect the economy of the
Philippines?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
3. As a student how agrarian reform affects your life? Cite an example.
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
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__________________________________________________________________________________________________________
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Activity 8
Name: __________________________________________________ Score: _________

TIME TABLE
Direction: Complete the table below base on the given module. You may get information in
other references but cite references.
AGRARIAN STAND ON
PROBLEMS YOUR
ERA REFORM LAND
ENCOUNTERED SOLUTION
POLICIES REFORM
Pre-Spanish
Colonization
22
During
Spanish
Colonization
During
American
Colonization
Pre-World
War
Agrarian
Reform
Agrarian
reform after
world war II
Agrarian
reform
during the
Marcos
regime
Post-1986
agrarian
reform
Agrarian
reform in
the present
time
Activity 9
Name: __________________________________________________ Score: _________

INVESTIGATIVE REPORTING
Directions: Each student will be assigned to do investigative reporting on President

Duterte's Agrarian Reform Agenda. A student should search the agrarian reform agenda of
President Duterte and make a video reporting on the said topic, the process of their
investigation must be recorded on videos. The output should be submitted on the given
deadline of the instructor.
The criteria of the output are the following:

Content 60%
Technical/Presentation Skills 30%
Completion/overall presentation 10%
TOTAL 100%
23
UNIT V. SOCIO-ECONOMIC AND POLITICAL ISSUES IN THE
PHILIPPINES
THE PHILIPPINE CONSTITUTION
Overview
This unit provides a vibrant understanding of social, political, economic, and cultural
issues in Philippine History. The history and amendments of the Philippine Constitution
also discourse in this unit.
Learning Objectives:
1. effectively convey, through various techniques and genres, ideas on Philippine

History and historical analyses of a particular event or issue that could help others
understand the chosen topic;
2. propose recommendations or solutions to present-day problems based on their
understanding of root causes and their anticipation of future scenarios; and
3. display the ability to work in a multi-disciplinary team and contribute to a group
endeavor.
Setting Up
Name: __________________________________________________ Date: __________

Directions: Arrange the Constitution based on the time it had been promulgated by putting
numbers in the box before each given Constitution.
The Jones Law

Commonwealth
Freedom Constitution
Malolos Constitution
1987 Constitution
1973 Constitution
Puppet Government Constitution
The Philippine Organic Act
Lesson Proper
24
1899 Malolos Constitution
Let us examine the 1899 Malolos Constitution, it's preface states consequently, “We,
the Representatives of the Filipino people, lawfully convened, in order to establish justice,
provide for the common defense, promote the general welfare, and to secure for ourselves the
blessings of liberty, imploring the aid of the Supreme Legislator of the Universe to help us
attain these objectives, have voted, decreed, and sanctioned the following political
constitution." The expressions featured in the blue-highlighted phrases propose that even
at the introduction of the Philippine republic, a vote-based government was expected,
characterized by and would profit Filipino individuals. (Essential source: Preamble to the
Political Constitution of 1899).
There were two continuous wars against Spain before the development of the
Malolos Congress: (1) the Philippine Revolution, which endured from August 23, 1896, to
August 13, 1898; and (2) the Spanish-American War, which went on from April 21, 1898, to
August 13, 1898. The Malolos Constitution was drafted not long after the annihilation of the
debilitating Spanish domain when the Filipino progressives confounded the U.S. military
guide as a union and not as a demonstration of American dominion. The Constitution tried
to characterize the laws of the young republic, giving "for a representative form of
government, a detailed Bill of Rights, the separation of the church and state, and the
dominance of a single-chamber legislative branch over the executive and judiciary"
(Abinales & Amoroso, 2017, p. 115).
Title II, Article 4, expresses that the type of government is to be "popular,

representative, alternative and responsible." There are three special forces: Legislative
(vested in the Assembly of agents where the individuals are chosen for a four-year term);
executive (vested in the President; there was no V.P. however in the event of opportunity,
the position will be selected by the constituent get together); Judicial.
Let us go over Emilio Aguinaldo's declaration of the Constitutional Republic of the

Philippines on January 23, 1899. Notice how he contrasted Philippine freedom and that of
the United States. In February that same year, nonetheless, when it turned out to be evident
to the Philippine progressives that the forceful nearness of the U.S. military power was
coordinated toward the Filipinos, the Philippine-America broke out, as cited in Kalaw
(1969) "Great is this day, glorious this date, and forever memorable this unforgettable in
which our beloved people are raised.
Apotheosis of Independence. Hereafter, January 23 will be in the Philippines a

national holiday, as July 4 is to the American nation; and as in the past century, God helped a
weak America when she fought against powerful Albion for the conquest of her liberty and
independence, so to-day He will help us also in an identical enterprise for the
manifestations of divine justice are immutably the same in rectitude and wisdom."
The Malolos Constitution was never authorized in view of the Philippine-American

War. The Treaty of Paris of 1898 included Spain offering the Philippines to the United States
for 20 million dollars, without the Filipinos thinking about the treaty.
The Philippine Constitution
A Constitution is characterized as the set of principles that build up the nature and
degree of the government of a country state. The Philippines has had four various
constitutional changes since the 1899 Malolos Congress, including acts and provisional
constitutions, particularly during the American colonization and Japanese Occupation.
The Philippines has had various constitutions since the Malolos Congress had
pronounced it as an autonomous republic. Notice the long stretch between the Malolos
Constitution and the American-sanctioned 1935 Constitution. The Philippine Organic Act of
1902 and the Jones Law of 1916 meant that the United States considered the Philippines as
a major aspect of its domain, and both supported exchange with the pioneer government to
the detriment of our regular assets. At the point when the Second World War broke out, the
Japanese Imperial Army actualized the 1943 Constitution, which looked to supplant U.S.
provincial principle with an "Asia for Asians" strategy; however, it was before long revoked
25
after the war. The current one, the 1987 Constitution, was actualized a year after the 1986
EDSA Revolution.
1935 Constitution
After the marking of the Treaty of Paris, the Philippines was put under a military
government (from 1898-1901) until the City government was instituted. Then, the United
States Congress passed acts that characterized the pilgrim administration of the Philippines.
The Organic Act of 1902 empowered the formation of the Philippine Assembly. Key
arrangements of the demonstration incorporated the bill of privileges of the Filipinos and
the arrangement of two delegates to the U.S. Place of Representatives. This demonstration
likewise vested administrative force in a bicameral lawmaking body, which is made out of
the Philippine Commission (Upper house) and the Philippine Assembly (lower House).
Jones Law, or the Philippine Autonomy Act of 1916, removed the Philippine
Commission and supplanted it with a Senate that filled in as the upper House. Its individuals
were chosen by the Filipino voters. This demonstration likewise expressed the
acknowledgment of the Philippines as a free nation when a steady government was built up.
It announced the reason for the United States to end their sway over the nation.
Driven by Sergio Osmeñ a and Manuel Roxas, the Hare-Hawes-Cutting Act

guaranteed the conceding of Filipino freedom. Be that as it may, this was contradicted by
President Manuel Quezon and was dismissed by the Philippine Senate.
Tydings-McDuffie Act or the Philippine Independence Act characterized the foundation of a

proper constitution by a Constitutional Convention, which was first hung on July 30, 1934,
and introduced Claro M. Recto as its President. U.S. President Franklin Roosevelt endorsed
the draft of what might turn into the 1935 Constitution, which built up the Philippine
Commonwealth.
The preamble of the 1935 Constitution:
“The Filipino people, imploring the aid of Divine Providence, in order to establish a
government that shall embody their ideals, conserve and develop patrimony of the nation,
promote the general welfare, and secure to themselves and their posterity the blessings of
independence under a regime of injustice, liberty, and democracy, do ordain and
promulgate this Constitution.”
Through the Constitution, the Commonwealth of the Philippines administered the

Philippines from 1935 to 1946, filling in as a transitional organization that would set up the
nation for its autonomy. Rights to testimonial are given to Filipino male residents who are
at least twenty-one years old and who can peruse and compose. After two years, in 1937,
testimonial was reached out to Filipino women.
On February 23, 1935, the draft of the Constitution was endorsed by the
Constitutional Convention and confirmed by U.S. President Franklin D. Roosevelt on March
25, 1935. In September 1935, Manuel Quezon was chosen as President of the
Commonwealth. The Japanese Occupation (1941-1945) intruded on the Commonwealth
during World War II. Meanwhile, a New Philippine Republic was introduced under the 1943
Constitution, with Jose P. Laurel as President.
The Japanese-sanctioned Constitution was soon canceled after the destruction of

Japan and its united powers. The 1935 Constitution was reestablished toward the finish of
the war in 1945. On July 4, 1946, the United States conceded the Philippines' freedom;
however, with equal rights for American organizations to abuse our common assets and
permits U.S. army installations in the archipelago.
The 1935 Constitution stayed set up until Marcos moved to have it approved
through assumed "citizen's assemblies." Presidents under the 1935 Constitution: Manuel L.
Quezon, Sergio Osmeñ a, Manuel A. Roxas, Elpidio Quirino, Ramon Magsaysay, Carlos P.
Garcia, Diosdado P. Macapagal, and Ferdinand E. Marcos, who executed the 1973
Constitution.
1973 Constitution
26
In 1967, two years after Ferdinand Marcos was chosen as President, the Philippine
Congress required a protected show to change the 1935 Constitution. With the
announcement of the Martial Law, in 1972, the convention didn't complete its work. A few
agents of the Constitutional show either were imprisoned or remained in isolation or
intentionally ousted.
Under the Marcos fascism, arrangements of the Constitution were made. A few
records express that arrangements empower the President to clutch power for as long as
could reasonably be expected and being coordinated without anyone else. The proposed
Constitution was affirmed on November 29, 1992.
The President would rule a six-year term and can be chosen for a boundless
number of terms. A plebiscite to endorse or dismiss the proposed Constitution was deferred
in dread of the open democratic to dismiss the said Constitution.
From 10 to January 15, 1973, Citizen Assemblies were held for residents to cast a
ballot, whether to confirm the Constitution, proceed with military law, or spot a ban on
decisions. The authenticity of these congregations is flawed on the grounds that the
individuals were never requested their data sources however were fairly inquired as to
whether they were eager, to which they lifted their hands (Piramide 2006).
On January 17, 1973, the President gave a declaration to sanction the proposed
Constitution, which was cast, a ballot by the individuals from the profoundly sporadic
Citizen Assemblies.
Amendments to the Constitution remembered for the accompanying: In 1976, the

alleged Citizen Assemblies permitted the continuation of military law; the break Batasang
Pambansa fill in for the Interim National Assembly; President was to become Prime
Minister; the workplace of the President was to keep on having its administrative forces
until military law is lifted.
The President had the ability to enact, all alone, on a crisis premise; retirement age
of the individuals from the legal executive was stretched out to 70 years; and in 1981, the
Executive Committee was made, this was made out of the Prime Minister and 14 Cabinet
individuals this was canceled in 1984, and the situation of the Vice President was
reestablished.
The 1973 Constitution filled in as a path for the workplace of the President to clutch
its official powers and abrogate the Senate. With the support of this Constitution, the
genuine force was focused on the President, and the framework worked as a tyrant
presidential framework.
By 1980, the discontent with the framework raised, particularly when Benigno
Aquino Jr. was killed in August 1983, and the doubt emerged that the request to kill the
restriction chief originated from the high degrees of the legislature and the military.
In light of a test to his administration's authenticity, President Marcos consented to have a

snap election. Regardless of the boundless resistance and fights, both broadly and globally,
Marcos was announced as the champ over his adversary Corazon Aquino.
The mounting pressures with all divisions, including a military group, finished in the
1986 EDSA revolution, otherwise called the People Power Revolution. The United States,
which used to help Martial Law and Marcos, constrained him and his family to escape into
ousting. On February 25, 1986, Corazon Aquino turned into the leader of the Philippines.
1987 Constitution
Aquino was confronted with three alternatives: restore the obsolete 1935
Constitution, hold the degenerate 1973 Constitution, or start a totally different Constitution.
President Aquino chose to make another constitution, which, she stated, ought to be
"genuinely intelligent of the yearnings and beliefs of the Filipino individuals."
Freedom constitution was the transitional Constitution that would keep going for a
year while the new Constitution was being drafted.
27
An established constitutional convention was made in 1986, which comprised of 48
individuals delegated by the President. The show was, to a great extent, affected by the
arrangement canceled by Marcos in 1972, blended in with better approaches to hold the
President within proper limits, a reaction to the experience under the Marcos system. The
new Constitution was received on February 2, 1987.
Parts of the legislature under the new Constitution: Executive branch is going by the
President, with the selected bureau individuals. The President is the ruler of state and the
CEO, yet his/her capacity is restricted. The two other parallel parts of the legislature have
been built up to shield the nation's vote-based system and forestall dictatorship, which
occurred in the past organization.
If there should be an occurrence of a national emergency, the President may

pronounce military law inside a time of 60 days. The Congress may survey this affirmation
and has the ability to repudiate or expand it through larger part casting a ballot, while the
Supreme Court may audit if the revelation is legitimate. The President holds the ability to
veto or prevent a bill from turning out to be law.
The subsequent branch is authoritative, which is separated into two houses: the
Senate and the House of Representatives. Twenty-four legislators are chosen by famous cast
a ballot and can serve close to two back to back six-year terms.
200 thirty-four authoritative locale in the nation choose their House delegates, who
will serve three-year terms. The gathering list framework is made to give space to the
under-spoke to parts of the network. The delegates may top off to 20 percent of the seats in
the House. The intensity of enactment is likewise dependent upon an official check.
The Philippine Court framework, or the judiciary, comprises of the Supreme Court
and the lower courts as made by the law. The Judicial and Bar Council gives a rundown of
chosen people from which the Philippine President chooses 15 for him to designate as
Justices of the Supreme Court.
The judiciary branch supervises the working and organization of the lower courts. It
has its locale over cases, including government and worldwide authorities. It is likewise
responsible for managing cases, including the legality of any law, settlement, or
announcement of the administration.
The Office of the Ombudsman is made for grievances against an open authority (for
example, debasement, unlawful conduct, and open offense). It can charge an open authority
before the Sandiganbayan or the anti-graft court.
There are three independent Constitutional Commission:
1. The Civil Service Commission is the agency in charge of the government personnel;
2. The Commission on Elections is in charge of election laws and regulations; and
3. The Commission on Audit is mandated to examine the funds, transactions, and
property accounts of the government and its agencies.
References
Abinales, P., & Amoroso, D. (2017). State and Society in the Philippines (second edition).
Quezon City: Ateneo de Manila University Press.
Agoncillo, T.A.,& Guerrero. M. (1974). History of the Filipino people. Quezon City: R.P. Garcia.
Candelaria, J.L., & Alpha. V. (2018). Readings in Philippine History. Quezon City: Rex
Bookstore, Inc.
Decreeing the Emancipation of Tenants from the Soil (Presidential Decree No. 27).
28
Kalaw. T. (1969). The Philippine Revolution. Kawilihan: Jorge B. Vargas Filipiniana
Foundation.
Piramide. Aven. (2006).”The Joke called Citizen Assemblies.” Philippine Star, March 28.
https://www.philstar.com/com/opinion/2006/03/28/328603/joke-called-citizen-
assemblies.
Frontlearners. (2020). Retrieved from https://frontlearners.com/blended/
Zaide, G.F., & Zaide, S.M. (2011). Philippine History and Government. Cubao. Quezon City: All-
nations Publishing Co., Inc.
Assessing Learning
Activity 10
Name: __________________________________________________ Score: _________

Directions: Read the given article by following the link (URL). You may download it directly
by clicking the link. After reading the article, answer the question below. Give your insights
on Several issues about the subject of heated discussions within ConCom.
https://www.rappler.com/newsbreak/iq/121019-fast-facts-1987-philippine-
constitution
ConCom Issues
29
Activity 11
Name: __________________________________________________ Score: _________

statement and write your answers on the space provided before the number.
________________1. It is the set of principles that establish the nature and extent of the
government of a nation-state.
________________2. It was also known as the Philippine Autonomy Act of 1916
________________3. It was also known as the Philippine Independence Act.
________________4. The known Constitution of the Philippine Commonwealth
________________5. It was the transitional Constitution that would last for a year while the
new Constitution was being drafted.
________________6. Consists of the Supreme Court and the lower courts, as created by law.
________________7. It was drafted soon after the defeat of the weakening Spanish empire
when the Filipino revolutionaries misconstrued the U.S. military aid as an
alliance and not as an act of American Imperialism.
________________8. Afterwards the signing of the Treaty of Paris, the Philippines became
under this kind of government from 1898 to 1901 until the civil
government was put into place.
________________9. The President of the Philippines, when the 1987 Constitution was drafted.
________________10. It is divided into two houses: The Senate and The House of the
Representatives.
Activity 12
Name: __________________________________________________ Score: _________

Directions: Read each item carefully. Determine whether the statement is true or false. Write
T if the statement is true; F if false. Answers must be written on the space provided before
the number.
________1. The 1987 Constitution served as a way for the office of the President to hold on to
its executive powers and abolish the Senate.
________2. With the backing of this Constitution, the real power was concentrated on the
President, and the system functioned as an authoritarian presidential system.
________3. With the declaration of the Martial Law, in 1972, the convention did not finish its
work. Some delegates of the constitutional convention either were jailed or went
into hiding or voluntarily exiled.
________4. The 1935 Constitution remained in place until Marcos maneuvered to have it
ratified through supposed “citizens’ assemblies.”
30
________5. Rights to suffrage were given to Filipino male citizens who are at least twenty-
one years of age and who can read and write. Two years later, in 1937, suffrage
was extended to Filipino women.
________6. U.S. President Franklin Roosevelt approved the draft of what would become the
1935 Constitution.
________7. Jones Law removed the Philippine Commission and replaced it with a Senate that
served as the upper House. Its members were elected by the Filipino voters.
________8. The Organic Act of 1902 enabled the creation of the Philippine Assembly.
________9. Led by Sergio Osmena and Manuel Roxas, Hare-Hawes-Cutting Act promised the
grant of Philippine Independence.
________10. Tydings-McDuffie Act defined the establishment of a formal constitution by a
Constitutional Convention, which was held on July 30, 1934, and installed Manuel
Roxas as its President.
Activity 13
Name: __________________________________________________ Score: ________

Direction: Answer the following questions concisely.

1. Do you think the 1987 Constitution made the Philippines a better country? Why or why
not?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
2. Do you think that the three branches of the government are doing great in fighting
against the COVID-19? Why or why not?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Activity 14
Name: __________________________________________________ Score: _________

Directions: Watch the documentary about the 1973 Constitution entitled "BATAS MILITAR:
Martial Law under President Ferdinand E. Marcos Full Documentary," by following the
link given below. Answer the following questions:
Link: https://www.youtube.com/watch?v=be3wLiPUN9A
1. What can you say about the documentary? Is it BIAS or FAIR? Explain.
31
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
2. Do you think we need MARTIAL LAW in our country in these recent times? Why or
why not?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
UNIT VI. SOCIO-ECONOMIC AND POLITICAL ISSUES IN THE

PHILIPPINES
TAXATION
Overview
This chapter discusses the progression of taxation in the Philippines from pre-Spanish
colonization to the present, including salient sources of revenues of the government.
Learning Objectives
At the end of the lesson, I am able to:

1. determine what is taxation;
2. analyze the evolution of taxation; and
3. evaluate the advantages and disadvantages of taxation.
Setting Up
Name: __________________________________________________ Date: __________

Directions: Answer the given question base on your existing knowledge about the lesson.
1. The importance of tax in the country.

___________________________________________________________________________
___________________________________________________________________________
32
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How taxation affects you as a student

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Lesson Proper
Taxation
According to Investopedia, Taxation is a term for when a taxing authority, usually a
government, levies or insist a tax. The term "taxation" asks for all types of involuntary
levies, from income to capital gains to country taxes. Though taxation may be a noun or
verb, it is usually cited as an act; the resulting income is usually called "taxes."
You have what you call periodization in terms of taxation in the country, and these are the
following; Pre-colonial Philippines, Spanish Colonization, American Period, Japanese
Occupation, and the Post-War Philippines.
In the pre-colonial Philippines, there was no government. The smallest political unit
was called a barangay. Pre-colonial Filipinos paid their taxes to be protected by their datu.
This was called “buwis” or “handug." There are also three classes of pre-colonial Visayan
social structure. These are; Tumao or the noble rank, including the datu, Timawa, the free
man or the warrior class, and Oripun or the slaves and the commoners.
Spanish Colonization, men within the age of 16-60 years old, were required to
render labor in the community for 40 days. It is called Polo y Servicio. Paying a falla could
exempt the colonial subject from the forced labor. We also have bandala. It is a system
requiring the Filipino farmers to sell their goods to the government. King Philip II issued the
decree in 1558 to distribute the lands in Cebu. This is called Encomienda System;
encomenderos were given the right to collect taxes in their assigned areas. Tribute or
“buwis” could be paid in cash or in-kind, by 1884, the cedula replaced the tribute. Everyone
at the age of 18 above was required to pay, the Contador de Results or the Chief Royal
Accountant was the head of the financial matters.
American Period, Commonwealth Act No. 465, was to impose resident tax or cedula,
which cost fifty centavos. In 1902 the first civil government was created under William
Howard Taft. The second civil governor Luke E. Wright passed the reorganization Act No.
1189, which created the Bureau of Internal Revenue. The first reorganization of the BIR
during the term of Collector William T. Holding created eight divisions these are;
Accounting, cash, Clerical, Inspection, Law, Real Estate, Licence, and Records. In May 1921,
the real estate, license, and Cash divisions were transferred to the City of Manila, leaving the
Bureau with five divisions, Administrative, Law, Accounting, Income Tax, and Inspection.
Japanese Occupation, when World War II broke up out, BIR was combined with the
customs office, which was headed by the director of customs and internal revenue. The
Japanese issued a set of new money, which became known as the "Mickey Mouse" because
of its very low value as caused by severe inflation. In 1943 Japanese imposed a war tax on
all Jews residing in the country.
Post War Philippines BIR was reestablished when the United States granted the
Philippines its independence. After the war, there was an intense lack of funds in many
sectors of the government, during the term of Pres. Elpidio Quirino's new tax measures
were passed, including higher corporate taxes. Under President Marcos 70 percent of the
total tax collection came from indirect taxes or taxes from the consumers, under Pres
33
Corazon Aquino the 1986 Tax Reform Program was established to improve the
responsiveness of the tax system, value-added Tax or VAT was introduced and put into
effect in 1988, under Fidel V. Ramos in 1997 the Comprehensive Agrarian Reform Program
was implemented which aimed to raise revenue in the government coffers his
administration failed to sustain the increase in revenue. When Gloria Macapagal Arroyo
became President through EDSA Dos, there was an increase in government spending
without having adjusted the tax collections thus, resulting in large deficits from 2002 to
2004, Expanded Value Added Tax E-VAT was signed to law. The Administration of Benigno
Aquino III made no new tax reforms but implemented the Republic Act 1305 or the Sin Tax
Reform. This adds the extra taxes on liquors and cigarettes, revenues from Sin Tax enabled
the increase in the budget of the Department of Health and in the free health premium
insurance for Philhealth members. President Rodrigo Duterte promised to lower income tax
rates of the working Filipinos but implemented the Tax Reform for Acceleration and
Inclusion TRAIN law instead, he also signed R.A. No 11346, imposing a higher tax on
cigarettes and e-cigarettes as part of the government initiative to implement the Universal
Health Program UHC of the Philippines.
References
Agoncillo, T.A & Guerrero, M. 1974 History of the Filipino people, Quezon City: R. P. Garcia
Abinales, P., & Amoroso, D., 2017. State and Society in the Philippines. Quezon City: Ateneo
de Manila University Press
Candelaria, J, L., & Alphora, V. 2018. Readings in Philippine History, Quezon City: rex
Bookstore Inc.
Constantino, R., 1975. The Philippines: A Past Revisited. Quezon City: Tala Publishing
services
Decreeing the Emancipation of Tenants from the Soil Presidential Decree No. 27
Frontlearners
Investopedia
Javellana, R. S.J. 2017 Weaving Cultures: The Invention of Colonial Art and Culture in the
Philippines 1565-1850. Quezon City: Ateneo De Manila University Press.
Scott, W. H., 1994. Barangay: Sixteenth-Century Philippine Culture and

Society. Quezon City: Ateneo DeManila University Press
Zaide, G. F., & Zaide, S. M., 2011. Philippine History and Government. Quezon City: All-
Nations Publishing Co., Inc.
https://www.investopedia.com/terms/t/taxation.asp
Assessing Learning
Activity 15
Name: __________________________________________________ Score: _________

Directions: Read and watch the given articles about TRAIN Law by following the links (URL).
You may download them directly by clicking the links. After reading/watching the articles
about TRAIN LAW, Answer the following questions.
1. https://www.youtube.com/watch?v=3C455VwtqxA
2. http://www.ntrc.gov.ph/images/Publications/train/tax-changes-you-need-to-
know.pdf
34
1. Give at least 20 definitions of terms about TRAIN LAW.
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
2. How TRAIN law affects you as a student?

__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Activity 16
Name: __________________________________________________ Score: _________

statement and write your answers on the space provided before the number.
____________________1. It is the government mechanism to raise funds and improve citizen's

lives.
____________________2. The smallest political unit during the pre-colonial era.
____________________3. What do you call by taxes paid by the Filipinos during the Pre-Colonial
era?
____________________4. A ship that annually plied the pacific from Manila to Acapulco.
____________________5. Men within the age of 16-60 years were required to render labor in
the community for 40 days.
____________________6. A system is requiring the Filipino farmers to sell their goods to the
government.
____________________7. The act that is imposing residence to pay tax or cedula during the
American Period.
____________________8. What do you call the money that the Japanese imposed?
____________________9. They are the tax collector who was given the right to collect taxes in
their assigned areas.
____________________10. They are considered as free men, the warrior class, and the third rank
of nobility.
Activity 17
Name: __________________________________________________ Score: _________

35
Directions: Article Analysis. Read the news article about TRAIN LAW, and analyze how to
TRAIN LAW can worsen Poverty and Inequality in the Philippines.
Link:https://www.rappler.com/thought-leaders/228952-how-tax-reform-law-worsened-
poverty-inequality-philippines
1. How can TRAIN LAW worsen poverty in the Philippines?

__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
2. How can TRAIN LAW worsen inequality in the Philippines?

__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
3. Advantages and Disadvantages of the TRAIN LAW.
ADVANTAGES
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
DISADVANTAGES
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
36
UNIT VII. FILIPINO CULTURAL HERITAGE
Overview
This unit gives you a better understanding of our cultural heritage. In

addition, world heritage sites listed by UNESCO are presented in this unit. This will
help you to distinguish tangible heritage to intangible heritage.
Learning Objectives:
At the end of this chapter, I am able to:

1. define cultural heritage;
2. distinguish between tangible and intangible cultural heritage;
3. outline the importance of cultural heritage; and
4. list examples of cultural heritage.
Setting Up
Name: __________________________________________________ Date: __________

CNN Travel once quoted that “Filipino cuisine (Filipino: lutuing Pilipino/pagkaing Pilipino) is
composed of the cuisines of more than a hundred distinct ethno-linguistic groups found
throughout the Philippine archipelago. Dishes range from the very simple, like a meal of fried
salted fish and rice, to fish curry, chicken curry, complex paellas and cozidos of Iberian origin
created for fiestas.”
Given this statement, can you share your favorite Filipino dishes? Answer the questions
below.
1. What is the best Filipino cuisine for you, and why?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. What Filipino dish you haven't tasted yet and will be next in your bucket list?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
37
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Lesson Proper
The Filipino Cultural Heritage
 Cultural Heritage, according to Republic Act 10066, or the National Cultural

Heritage Act Of 2009, referred to "the totality of cultural property preserved
and developed through time and passed on to posterity."
 The World Heritage Commission explains that "heritage is our legacy from
the past, what we live with today, and what we pass on to future
generations."
 Cultural heritage protects our sense of who we really are.
 It gives us an undeniable association to the past – to certain social values,

convictions, traditions and conventions that permit us to recognize ourselves
with others and develop our sense of solidarity, having a place and national
pride.
Two types of Cultural Heritage
1. Tangible Heritage
• Environment (natural landscapes and coastal and inland water sources)
• Flora and fauna
• Man-made structures
(Images credit to: Frontlearners)
2. Intangible Heritage
38
• Culture (traditions, customs, values, trades, and skills).
(Images credit to: Frontlearners)
 According to Republic Act 10066 Article 1, Policies and Principles, Sec. 2 of

the National Cultural Heritage Act of 2009 declares that the State shall foster
the preservation, enrichment, and dynamic evolution of a Filipino culture
based on the principle and unity in diversity in a climate of free artistic and
intellectual expression.
 According to the Heritage Conservation Society, "conservation" entails "all

the processes and measures of maintaining the cultural significance of a
cultural property, including, but not limited to, preservation, reconstruction,
protection, adaptation, or any combination thereof."
The World Heritage List includes six Philippine Properties:
1. Puerto Princesa Subterranean River National Park, Palawan
39
(Photo credits to: tourism.gov.ph)
 Puerto Princesa Subterranean River National Park lies near the Saint Paul
Mountain Range, 81 kilometers from the heart of Puerto Princesa City, but is
still within the boundaries of the city.
 The Park is a wide known natural wonder.
 Its geological features are extraordinary, and the Subterranean River is said
to be among the longest in the world measuring up to 8.2 kilometers.
2. Banaue Rice Terraces — Ifugao Province, Cordillera
40
 High within the farther ranges of the Philippine Cordillera mountain range,
researchers accept, slants have been terraced and planted with rice as distant
back as 2,000 a long time.
 Mountains terraced into paddies that were still existing in changing states of
conservation are spread over most of the 20,000 square-kilometer arrive
that's within the Northern Luzon areas of Kalinga-Apayao, Abra, Benguet and
Ifugao.
 The far-fetched location is found at elevations shifting from 700 to 1,500

meters over the ocean level, where porches are cut into mountain inclines
with forms that rise steeply.
3. Historic City of Vigan, Ilocos Sur
 During the height of the Spanish colonial era in the 18th and 19th centuries,
Vigan or Ciudad Fernandina de Vigan was the third most important city after
Manila and Cebu.
 It was the main point of Spanish colonial power in the northern Luzon. The
range of structures along the plazas and streets narrates the story of the
town.
 The town is a testament to the Spanish colonialization, a place that exerts a

strong cultural influence on the modern Philippine nation.
4. Baroque Churches of The Philippines
41
 Four Baroque churches in the country were built during the Spanish period
and all of them were inscribed to the UNESCO World Heritage Site list.
 These baroque churches are all named as national treasures for their
historical and cultural significance.
 The four Baroque churches included in this list are Paoay Church in Ilocos
Norte, Santa Maria Church in Ilocos Sur, San Agustin Church in Manila, and
Miagao Church in Iloilo.
5. Tubbataha Reefs Natural Park
 The Tubbataha Reefs Natural Park lies at the heart of the Sulu Sea, which is
located near Palawan.
 This natural park is a protected part of the Philippines -all 97,030 hectares of
it. These islands belong to the Tubbataha Reefs Natural Park are uninhabited.
 It also a home for nesting sites for marine turtles and various species of
birds. Meanwhile, it is best known for its pristine coral reef system.
6. Mount Hamiguitan Range Wildlife Sanctuary

42
 Located in the Eastern Mindanao Biodiversity Corridor, the Mount
Hamiguitan Range Wildlife Sanctuary was enlisted into the UNESCO World
Heritage Sites list in 2014 (the latest among the sites on this list) for its
natural importance.
 It is home to a diverse range of flora and fauna species.
 There are also several endangered and endemic species found within the
sanctuary.
References
Agoncillo, T. A., & Guerrero, M. (1974). History of the Filipino people. Quezon
City: R. P. Garcia.
Candelaria, J.L., & Alporha, V. (2018). Readings in Philippine History. Quezon

City: Rex Bookstore, Inc.
Decreeing the Emancipation of Tenants from the Soil (Presidential Decree No.
27).
Dick Netzer, "The Economic Implications of Heritage Preservation", The Urban

Age 4, no. 4 (1997).
Fernandez, D. (1994). Tikim: Essays on Philippine Food Culture. Pasig: Anvil.
Implementing Rules and Regulations of Republic Act No. 1066. Retrieved

https://www.wipo.int/edocs/lexdocs/laws/en/ph/ph141en.pdf .
Mojares, R. (1997). "Heart and Liver." In House of Memory. Pasig: Anvil.
National Cultural Heritage Act of 2009 (Republic Act No. 10066). Retrieved
http://wipolex.wipo.int/en/text/21535
Top World Heritage. Retrieved from

http://www.tourism.gov.ph/top_heritage.aspx .
Zaide, C.F., & Zaide, S.M. (2011). Philippine History and Government. Cubao,
Quezon City: All-Nations Publishing Co., Inc. These are the references
used in this section.
Assessing Learning
Activity 18
Name: __________________________________________________ Score: _________

Directions: Complete the table below to know better the 6 World Heritage Sites
listed by UNESCO (United Nations Educational, Scientific and Cultural Organization)
from our country.
PLACE DATE
(town/city, (proclaimed as
NAME IMAGE province and World Heritage
DESCRIPTION
region) Site)
43
1. Baroque
Churches
of the
Philippines
2.
Tubbataha
Reefs
National
Marine
Park
3.Rice
Terraces of
the
Philippine
Cordilleras
4.Historic
City of
Vigan
5. Puerto
Princesa
Subterrane
an River
National
Park
6. Mount
Hamiguita
n Range
Wildlife
Sanctuary
Activity 19
Name: __________________________________________________ Score: _________

Directions: Read carefully before answering each question. Support your answer.
1. What is cultural heritage? As a student, how can you preserve or conserve

our cultural heritage?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. If you are given a chance, to choose one cultural heritage you already visited
to be part of the World Cultural Heritage, what would it be and why? (You
can attach picture/s if you have it with you).
44
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Activity 20
Name: __________________________________________________ Score: _________

Directions: Aside from the examples given in our lesson, give at least five (5)
examples of Tangible and Intangible Filipino Cultural Heritage.
TANGIBLE CULTURAL HERITAGE INTANGIBLE CULTURAL

HERITAGE
45

Ge2 Readings in Philippine History Module Part1

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UNIT I.

THE MEANING OF HISTORY, SOURCES OF HISTORICAL DATA

At the end of the unit, I am able to:

Name: __________________________________________________ Date: __________

1. Why do we need to study history?

2. How can it be used as a tool to understand the present society?

Lesson 1 Meaning and Relevance of History

Rigor is required for researchers and historians. Reliable historical shreds of

History is related to other disciplines:

a. Archaeology – a study that traces relevant events through pieces of evidence.

Lesson 2 Distinction of Primary sources and Secondary sources; External and

Historical Sources can be classified into Primary and Secondary Sources.

External and Internal Criticisms

Lesson 3 Repositories of primary sources, and different kinds of primary sources

The Philippines has plenty of repositories of historical records of the country.

Image from http://nationalarchives.gov.ph

Image from http://web.nlp.gov,ph

C. National Historical Commission of the Philippines – is the government agency that

Image from http://nhcp.gov.ph

Image from http://nationalmuseum.gov.ph

Carr, E. (1991). What is History? London, United Kingdom: Penguin.

Name: __________________________________________________ Score: _________

_______1. History is the study of past events and their causes.

Primary Sources Secondary Sources

At the end of this chapter, I can:

Name: __________________________________________________ Date: __________

Direction: Elucidate this statement by using the historical account.

 Primary sources are valuable tools to develop an understanding of Philippine History.

Identification of the Historical Importance of Texts

 External criticism involves questioning the authenticity of a document or piece of

Garcia M. (1979) Readings in Philippine prehistory. Manila, Filipiniana Book Guild.

Name: __________________________________________________ Score: _________

Name: __________________________________________________ Score: _________

"Sa Aking mga Kabata."

Kapagka ang baya'y sadyang umiibig

Pagkat ang salita'y isang kahatulan

Ang hindi magmahal sa kanyang salita

Ang wikang tagalog tulad din sa latin,

Ang salita nati'y huwad din sa iba

This unit demonstrates the ability to formulate arguments in favor of or against a

At the end of these lessons, I am able to:

Name: __________________________________________________ Date: __________

Direction: Is there absolute historical hermeneutics? Why historians disagree? Expound

Lesson 1 The site of the First Mass

Controversies between Limasawa and Masao /Butuan

Evidence for Limasawa

1. The evidence of Albo’s Log-Book

Evidence for Masao

1. The name of the place

Lesson 2 Cavite Mutiny

In Philippine History, two major events happened in 1872:

What is the Retraction of Rizal?

 In 1935, a controversial document called "The Retraction "was found.

Alvarez, Santiago. Cry of Toro (Zaide ,1990, vol 8, pp.303-304)

Cavanna, Jesus Ma. Rizal's Unfading Glory. (pp1-52)

Garcia, Ricardo P. The Great Debate; The Rizal Retraction (pp.9-19;31-43)

Masangkay, Guillermo. Cry of Balintawak (Zaide 1990, vol. 8, pp.307-309)

Pascual, Ricardo R. Rizal Beyond the Grave (pp.7-36)

Pigafetta, Antonio(1992).First Voyage Around the World. (pp.23-32)

Valenzuela, Pio Cry of Pugad Lawin (Zaide 1990,vol. 8,pp.301-302)

Name: __________________________________________________ Score: _________

Name: __________________________________________________ Score: _________

Direction: Answer the following questions concisely.

Name: ________________________________________ Date:

Name: __________________________________________ Score: _

Name: ________________________________________ Date:

Name: __________________________________________ Score: _

Name: __________________________________________ Score: _

Name: ________________________________________ Date:

Name: __________________________________________ Score: _

Name: __________________________________________ Score: _

Name: __________________________________________ Score: _

Name: ________________________________________ Date:

Name: __________________________________________ Score: _

Name: __________________________________________ Score: _

Name: __________________________________________ Score: _

Name: ________________________________________ Date:

Name: __________________________________________ Score: _

Name: __________________________________________ Score: _

Name: __________________________________________ Score: _

Name: __________________________________________ Score:

Name: __________________________________________ Score: _

Name: ________________________________________ Date: