Assesment/Enrichment: in GE707: Reading in Philippine History

Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
ACCESS Campus, E.J.C Montilla, Tacurong City
ASSESMENT/ENRICHMENT
In
GE707:
Reading in Philippine History
Second Semester 2020-2021
Submitted by:
Johaina L. Ali
BSED Filipino I
Submitted to:
Prof. Mary Grace Gallego
Subject Instructor
TABLE OF CONTENTS
Chapter 1: The Meaning of History, Sources of Historical Data And Historical

Criticisms
Lesson 1: The Meaning of History……………………………………………………...

….3-4
Lesson 2: Sources of Historical

Data……………………………………………………….4-5
Lesson 3: Historical
Criticisms……………………………………………………………......5-6
Chapter 2: Content and Contextual Analysis of Selected Primary Sources
Lesson 1: First Voyage Around the

World……………………………………………………………7-8
Lesson 2: Customs of the

Tagalogs………………………………………………………….9-10
Lesson 3: Works of Juan Luna and Fernando Amorsolo…………………………..10-13
Lesson 5: The Speech of Corazon C. Aquino……………………………………………

13-14
Chapter 3: One Past but Many Histories: Controversies and Conflicting

Views in Philippine History
Lesson 1: Cavite
Mutiny………………………………………………………………………..…15-16
Lesson 2: Site of First

Mass…………………………………………………………………..….16
Lesson 3: The Cry of

Rebellion……………………………………………………………..……17
Chapter 4: Socio- Economic and Cultural Issues in the Philippines
Lesson 1: Taxation during the Spanish Period……………………………………………

18
Lesson 2: Agrarian Reform from the Spanish Colonial Philippines to the Present
…………………………………………………………………………………………..
…………………..18-19
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Chapter 5: Local History, Museums, and Cultural Communities in Mindanao
Lesson 2:
Museums…………………………………………………………………………………...20-21
Lesson 3: Cultural Communities in Mindanao……………………………………….

…….21
Chapter 1
THE MEANING OF HISTORY, SOURCES OF HISTORICAL DATA AND HISTORICAL
CRITICISMS
LESSON 1: THE MEANING OF HISTORY

Assessment/Enrichment:
You will be rated according to the following rubrics: Poor (1point). The content is
incomplete, major points are not clear and question was not adequately answered. (2)
Fair (2points). The content is not comprehensive or persuasive. Major points are
addressed, but not well supported. Responses are inadequate or do not addressed
assignment. Content is inconsistent with regard to purpose and clarity of thought; (3)
Good 3(points). The content is accurate and persuasive. Major points are stated.
Responses are adequate and addressing assignment. Content and purpose of the
answer are clear; and (4) Excellent (4 points). The content is comprehensive, accurate
and persuasive. Major points are clearly stated and well supported. Responses are
excellent. Content and purpose of the answer are clear.
Give a concise explanation on the following items.
1. How important historical writings to the person, group and country? Discuss the
importance of Historical Analysis.
 Historical writings is very important for a person, a group and a country.
These writings are the means to understand our past. Our past is very
important for us because without our past, we could not be what we are
right now. By historical writings we understand the past, and learn many
things so much that was crucial to understand the future as well.
 Historical Analysis is a method of the examination of evidence coming to
an understanding of the past. It is particularly applied to evidence
contained in documents, although it can be applied to artifacts.
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2. How do you give meaning to the so called “HISTORY”? Discuss
 History is the study of the human past as it is described in the written
documents left by human beings. The past, with all its decisions
completed, it’s participants dead and its history told, is what the general
public perceives as the immutable bedrock on which we historians and
archeologist stand. In history we study about the past, we came to know
about the reigns of various kings. History also gives us an idea about the
state of art, literature, culture, and civilization.
3. Explain the difference between factual history and speculative history.

 Basically the difference between factual history and speculative history is
just the factual history is the kind of history that is having a proof while
speculative history is when an a history that have happened is
questionable or there are missing pieces.
LESSON 2: SOURCES OF HISTORICAL DATA

Write the letter of your answer on the space provided before each number.
C 1. These are the original historical sources.
a. Static sources c. primary sources
b. Descriptive sources d. interpretative sources
B 2. This evidence is considered as material evidence.

a. Recordings c. diaries
b. Archaeological d. books
D .3. Historians consider these sources as document/record and existing legal

situations as the best sources.
a. Relic c. oral sources
b. Remains d. diplomatic sources
A 4. The third part of diplomatic source. The attestation of those responsible for the
document, which may be the author, writer, counter signer, principal parties
involved, and witnesses to the enactment or the subscription.
a. Eschatocol c. content
b. Protocol d. negotiable
C 5. These historical sources are materials by nature.

a. Unwritten sources c. written sources
b. Reliable sources d. tattoo
B 6. A product of record keeping of a bureau which contains information.

a. Minutes c. formulas
b. Social document d. content
A 7. This is an example of primary sources
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a. Newspaper c. painting
b. Electronic data d. tape recorder
D .8. What is the historical tract typically composed to inform contemporaries or

succeeding generations.
a. Narrative c. juridical tracts
b. Literature d. scientific tract
D .9. These are materials made by people long after the events being described had
taken place.
a. Primary source c. scientific source
b. Diplomatic source d. secondary source
A 10. Which is not an example of primary source?

a. Biographies c. a birth certificate
b. Letters d. a photograph
LESSON 3: HISTORICAL CRITICISMS

1. What is Historical Criticism?

 also known as the historical-critical method or higher criticism, it is a branch of
criticism that investigates or examine the origins of earliest ancient texts in
order to understand "the world behind the text". It focuses mainly on the
subject's relevance, relationship with, and influence upon the historical period
in which it was written. A historical critic looks at how the time period
influenced the writing of the work as well as how events in the authors life
influenced him or her. In the 21st century, historical criticism is the more
commonly used term for higher criticism, and textual criticism is more
common than the loose expression "lower criticism".
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Historical criticism began in the 17th century and gained popular recognition
in the 19th and 20th centuries. The perspective of the early historical critic
was rooted in Protestant Reformation ideology since its approach to biblical
studies was free from the influence of traditional interpretation. Where
historical investigation was unavailable, historical criticism rested on
philosophical and theological interpretation. With each passing century,
historical criticism became refined into various methodologies used today:
source criticism, form criticism, redaction criticism, tradition criticism,
canonical criticism, and related methodologies.
2. Discuss the importance of Historical Criticism.

 The primary goal of historical criticism is to discover the text's primitive or the
original meaning in its original historical context and its literal sense. The
secondary goal seeks to establish the reconstruction of a historical situation of
the author and recipients of the text. That may be accomplished by
reconstructing the true nature of the events that the text describes. An ancient
text may also serve as a document, record or source for reconstructing the
ancient past, which may also serve as a chief interest to the historical critic.
3. How can the writings of history be objective or subjective? Explain.
 History, like all subjects, is subjective — given that the practitioners are subjects.
Objectivity is a myth. You may objectively measure the temperature, but what
that means or implies requires an inferential jump that can only be done
subjectively. Hard sciences have a rigorous protocol that allows for shared
subjectivity in that what constitute valid inferences is more or less predetermined
in most fields.
History is the same, only with two additional problems. First, those who create
the source documents from which historians study, were all people writing
from their own subjective point of view. So historians have to piece together
this disparate, often contradictory, accounts to try to figure out what is true,
what is imagined, what is due to viewpoint, and what is fabrication.
Then, they have the added problem that there isn’t a standard limit upon valid
inferences from the data as there is in the hard sciences. So the range of
theories gets wider. There’s also no real ability to experiment, so the ability to
verify a theory is highly limited.
But that doesn’t mean history isn’t rigorous, or false. The terms “objective”
and “subjective” are heavily overused to imply a hard truth versus a soft
opinion. History as a discipline is a serious academic field with robust
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methods of investigation that take just as long to master as physics or
chemistry or any hard science field.
CHAPTER 2
CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED PRIMARY SOURCES
LESSON 1: FIRST VOYAGE AROUND THE WORLD

Assessment/Enrichment
1. What is the primary reason of the author in writing the document?

 Antonio Pigafetta was an Italian Scholar and pilgrim from the Republic of Venice.
He joined the expedition of five ships to the Spice Islands led by Portuguese
navigator Ferdinand Magellan attempting to sail around the world. He provided
important facts on the discovery of the islands and folks dwelling the place.
The primary reason of Antonio Pigafetta in writing the document is to

discover and learn about the world. He wanted to record details and
information during the expedition which caused him to join the voyage and
served as an assistant to Magellan. Magellan desired to prove that the world
was round and through his investigation, he proved it. However, they faced so
much circumstances leaving Magellan dead while Pigafetta managed to
survive along with his journal.
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Pigafetta had managed to survive, along with his journal – notes that
detailed the discovery of the western route to the Moluccas. And along the
way, new land, new people; on the far side of the Pacific, the fleet had
stumbled across the Marianas archipelago, and some three hundred leagues
further west, the Philippines.
In conclusion, Pigafetta’s hope of learning about the world which drives

him to write documents became a significant part of today’s history. His daily
notes were the basis of how the world’s first circumnavigation was and be
understood with certainty. He encountered new people for our basis today-
know what they look like, where they live, what they eat, what they say, and
gives us pages of words to give a barrage of detail.
2. What is the main theme in the document?

 The chronicle of Antonio Pigafetta’s voyage around the world was one of the
most quoted documents by individual who wants to gain knowledge about pre-
colonial Philippines. Pigafetta’s account was written through eyewitness of the
events and situations regarding to the expedition through his journal. Moreover,
his document is considered to be the finest discovery and exploration literature.
The main theme in Pigafetta’s document highlights Magellan’s expedition

which leads to conclusive proof that the planet was sphere and the discovery
of actual pre-colonial society. It discusses the native way of life of our
ancestors before the coming of Spanish colonizers. It likewise depicted an
accurate ethnographic and geographical account of the circumnavigation.
Furthermore, first voyage around the world discloses events from when and
how the expedition departed from Spain to their voyage across the Pacific,
arrival at the Philippines, and the return of their voyage to Spain.
Pigafetta’s account became the prime source of information for numerous

details during the voyage. Hence, Magellan’s expedition certainly paved the
way for greater interactions between different part of the globe. Indeed, it
symbolically linked different cultures.
(https://prezi.com/p/ao_sjprtsmlg/the-chronicle-of-antonio-pigafettas-voyage-around-the-world/
3. What is your personal evaluation on the impact of the documents in the

understanding of the 16th century and their culture in the islands?
 Pigafetta was one of the 18 men who returned to Spain in 1522, under the
command of Juan Sebastián Elcano, out of the approximately 240 who set out
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three years earlier. These men completed the first circumnavigation of the world.
Pigafetta's surviving journal is the source for much of what is known about
Magellan and Elcano's voyage. Antonio Pigafetta (1491 – c. 1531) was a
Venetian scholar and explorer. He joined the expedition to the Spice Islands led
by explorer Ferdinand Magellan under the flag of King Charles I of Spain and,
after Magellan's death in the Philippines, the subsequent voyage around the
world. During the expedition, he served as Magellan's assistant and kept an
accurate journal which later assisted him in translating the Cebuano language. It
is the first recorded document concerning the language.
LESSON 2: CUSTOMS OF THE TAGALOGS
Assessment/ Enrichment:
A. Identify what is being described in the following items.
Juan de Plasencia1. He is the author of the document entitled “Customs of the

Tagalogs”.
Barangay 2. It is the term used to refer to the political unit established by the
Tagalogs.
_____Datos_____3. It is the term used to refer the person who has the authority to
establish control over his people.
____Death___4. It is the punishment imposed on insult of the datus’s daughter and
witchcraft.
__Catolonan__5. It is the term used to refer to the priest, either man or woman who
held the honorable office.
B. Poor (1point). The content is incomplete, major points are not clear and question
was not adequately answered. (2) Fair (2points). The content is not comprehensive
or persuasive. Major points are addressed, but not well supported. Responses are
inadequate or do not addressed assignment. Content is inconsistent with regard to
purpose and clarity of thought; (3) Good 3(points). The content is accurate and
persuasive. Major points are stated. Responses are adequate and addressing
assignment. Content and purpose of the answer are clear; and (4) Excellent (4
points). The content is comprehensive, accurate and persuasive. Major points are
clearly stated and well supported. Responses are excellent. Content and purpose of
the answer are clear.

1. What is the author main argument? What was he trying to say about the customs
of the Tagalog’s?
 The main argument talks about Juan de Plasencia's observation about the
customs of Tagalogs before the colonization of Spaniards. If we are to look at it,
we can perceive that Filipinos in the pre-colonial period are highly
civilized and already have a government system, and enjoys a rich culture.
2. What was the author’s purpose of writing the document?
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 The King of Spain tasked him to document the colonized customs
and traditions(“natives”) based on, arguably, his observations and judgments.
Notably, de Plasencia wrote the Doctrina Cristiana, an early book on the
catechism believed to be the first book ever printed in the Philippines. Such
initiatives were an accustomed practice of the colonizers during the Age of
Discovery to enhance their superiority over the colonized and validity of their so-
called duties and legacies to the world.
3. What is the important connection of the document to your recognition and
appreciation of the Tagalog customs?
 it is a blend of many cultures that have come to our shores & rooted in our own
native Filipino culture. The importance of looking at one’s own culture
should always be emphasized not only for the sake of national pride but for
the recognition that our culture is relevant and beautiful. Furthermore, it can
be a significant source of ideas and inspiration to solve our modern
problems. Only when we, Filipinos, begin to look into ourselves will we find what
we need to move forward. But the important connection of the document is for
knowledge and observation of how it was back then to now, and what are the
customs that we still have now and why is this legend still be believing till now.
Almost all of the customs back then had long been forgotten and this documents
made us appreciate the simple things and belief in life as a Filipino more than
ever.
LESSON 3: WORKS OF JUAN LUNA AND FERNANDO AMORSOLO
Explore: Compare Famous Paintings of Luna and Amorsolo
The students will search online for 5 paintings, one from Luna and the other one from
Amorsolo. They will discuss the ideas portrayed in the paintings.
JUAN LUNA
TITLE OF THE ELEMENTS/PRINCIPLE MEANING/MESSAGE
PAINTING S
SPOLIARIUM The formal elements that In Rizal's words,

are shown in the painting Spoliarium was a symbol
1884 are lines, light, shape and of “our social, moral, and
time. Lines can be political life: humanity
evident in the painting by unredeemed, reason and
the lines in the floor and aspiration in open fight
the implied lines that is with prejudice,
made by the bodies in the fanaticism, and injustice.”
painting. Light is being Spoliarium is a Latin
used here because the word referring to the
artist used artificial light to
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basement of the Roman
Colosseum where the
portray the darkness of fallen and dying
the room. The people in gladiators are dumped
the painting represent the and devoid of their
shapes and time is shown worldly possessions. At
because we know that the center of Luna’s
this painting is a painting painting are fallen
that was made to show gladiators being dragged
the old times. by Roman soldiers. On
the left, spectators
ardently await their
The principles of design
chance to strip off the
present in the painting are
combatants of their metal
proportion and unity.
helmets and other
Proportion is evident
armory. In contrast with
because we can see that
the charged emotions
artists has painted the
featured on the left, the
people in the painting with
right side meanwhile
normal body parts and
presents a somber
that it was not altered in
mood. An old man
any way. Unity is shown
carries a torch perhaps
because all of the parts in
searching for his son
the painting unifies with
while a woman weeps
each other to make single
the death of her loved
statement.
one.
The Blood Compact The formal elements that The painting portrays the
are shown in the painting 1565 Sandugo (blood
1886 are light and shape and compact ritual) between
time. Light is being used Datu Sikatuna of Bohol
here because the artist and Miguel Lopez de
used artificial light to Legazpi, surrounded by
portray the darkness of other conquistadors. A
the room. The people in blood compact was done
the painting represent the in order to seal their
shapes and time is friendship and establish
shown because we know amicable bonds between
that this painting is a the two parties.
painting that was made to
show the old times.
TAMPUHAN The painting “tampuhan” In Filipino courtship,

made by Juan Luna is an culture, values and
1895 psychology, tampuhan (fr
1895 classic oil in
canvas. Tampuhan mean om the Filipino-language
root word tampo) or
ing “sulking” which in the
sulking is in essence off
painting depicts a Filipino disagreement between
man and a Filipina lovers where they do not
woman having a lover's speak to each other. This
quarrel. is sometimes called "the
silent treatment".
THE PARISIAN OF It is an oil canvas Painted a few months

LIFE painting. One of the prior to September 1892,
paintings that in a period a time when Luna would
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1892 of Juan Luna’s life, the be “caught up in
tones and mood of his dramatic events” that
paintings shifted from lead to a “heroic path”,
dark to light. The Parisian Life has a
“playful” and “relaxed
mood” that does not
provide “the slightest hint
of the tumultuous
happenings to come” in
Luna's personal life.
España y Filipinas The elements of the It projected a close bond

painting was the between Spain and the
1886 Philippines through
Spaniard woman was
drawn with “wide strong feminine figures. Both
women have their backs
shoulders” while the
to the viewer, heading
Filipino was illustrated as towards a far-away
“graceful” and brown- horizon, while embarking
skinned. The dress of the on the steps of staircase.
women shows the Spain was shown to be
cultural character, class leading the Philippines
consciousness and social along the path to
transformations. progress and
development.
FERNANDO AMORSOLO
TITLE OF THE ELEMENTS/PRINCIPLES MEANING/MESSAGE
PAINTING
PLANTING RICE Painting by Amorsolo, a Happy Filipino villagers

typical Filipino setting. in bright clothes and
Sunlight an important straw hats work together
element. It has a good amid a green and sunlit
combination of colors. It landscape of plenty.
shows how simple but Behind them releasing a
happy the life of our great peacefully plume of
farmers was. steam, rises the
beautifully symmetrical
cone Mayon Volcano.
Mayon’s eruption can be
very destructive but here
the relationship between
the volcano and the
surrounding landscape is
depicted as a positive,
fruitful and harmonious.
EL CIEGO Amorsolo was a El Ciego is a

nationalist at heart, often masterpiece that
(The Blind Man)
striving to immortalize the captures an intrinsic part
most beautiful aspects of of the Filipino culture; its
his country in the most music. It is an interior
dramatic way possible, scene of a blind man
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and El Ciego is an gently strumming a guitar
exceptional example of a woman leans toward
that. him and an adoring
gaze. The guitar
symbolizes the talents of
Filipinos.
DALAGANG BUKID Use of texture and For Amorsolo,

impressionism the Dalagang Bukid was
characterized by relatively his muse of ideal Filipina
thin and small beauty foregoing the
brushstrokes, the vibrant Maria Clara-typed
tropical sunlight wallflower who presents
emphasized the herself as a smiling and
appearance of the woman cheerful lady, in spite of
in terms of her outfit and the labor beckoned in the
skin color. agricultural plain.
FRUIT GATHERER Amorsolo painted the The main meaning of the

Philippine landscape in Fruit Gatherer painted by
sunny and colorful Fernando Amorsolo is to
depictions that idealized be sure you recognize
both nature and native and appreciate the small
beauty. things. It represents a
hard worker who is often
Oil Canvas not appreciated.
Defense of a Size: 60.5 by inches by 36 It showed a Filipino man

Filipina Woman's inches. Medium used: Oil holding a bolo about to
Honor on Canvas Painted defend his wife and
daughter from being
raped by an unseen
Japanese soldier.
LESSON 5: THE SPEECH OF CORAZON C. AQUINO
1. What can you say about this line in the speech of Corazon Aquino:” and so
began the revolution that has brought me to do democracy’s most famous home,
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the Congress of the United States”? which concept in this line is important to
you? Why?
 This line in Corazon's speech indicates that she believes that USA is democratic
and can help them from Philippines's dictatorial regime. In this line, she is
recalling the events that they went through in trying to liberate Philippines and
achieving peace through peaceful ways.
2. What did Corazon Aquino mention in her speech pertaining to the aspiration of
the Filipino people? What are the specific lines for this? What do you feel about
these lines?
 Pertaining to the aspirations of the Filipino people, Corazon Aquino mentioned
the ratification of a Constitution which will give full recognition and protection of a
citizen’s basic rights and freedoms. For instance, rights against violations of
integrity of the person; rights against interference with the sovereign
prerogatives of the people to dictate the democratic government they want and
to let their voices be heard. According to me, I feel these rights against abusive
authority, are provisions that bind the state to the fulfillment of the just
aspirations of the nation: progress, peace, security and equity.
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CHAPTER 3
ONE PAST BUT MANY HISOTRIES: CONTROVERSIES AND
CONFLICTING VIEWS IN PHILIPPINE HISTORY
LESSON 1: CAVITE MUTINY
1. How do you understand “Mutiny”? Its causes and effects to our country in General.
 The term ”Mutiny” is commonly used for a rebellion among members of the
military against an internal force, but it can also sometimes mean any type of
rebellion against any force. Mutiny does not necessarily need to refer to a
military force and can describe a political, economic, or power structure in which
there is a change of power.
2. Among the different versions of Cavite Mutiny, which one is most credible? Why?
Defend your answer using primary or secondary sources.
 There are different sides of the story regarding the Cavity mutiny; there are
distinct versions and interpretations as well. But as a Filipino, I will believe the
version of my own race. I may be biased in my opinion but I will present and
discuss things to elaborate it and to defend why I think Tavera’s version is the
most credible among them.
First, I want to introduce Dr. Trinidad Hermenigildo Pardo Tavera, a Filipino
scholar and researcher, who wrote the Filipino version of the bloody incident in
Cavite. The other versions came from a Spanish historian, Jose Montero y Vidal
and Gobernador General himself, Rafael Izquierdo.
Both Filipino and Spanish versions presented that the reason of the mutiny was
due to the unfair decision of the Gobernador General in the abolition of the
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privileges in terms of taxes and force labor. However, Vidal and Izquierdo’s
accounts became biased and added some information.
In Vidal’s account, he emphasized that the goal of the uprising is to overthrow
the Spanish Government in which agreed by Gov. Gen. Izquierdo and added
that they wanted to have new “hari” in the person of Father Burgos of Father
Zamora. On the other hand, Tavera’s account mentioned that the mere caused
of the uprising was the dissatisfaction of the native Filipino soldiers and laborers
and the policies of the new Gobernador General. This account was supported by
Edmund Plauchut, a French writer.
Obviously, there was an unfair treatment during the Spanish era. And there’s no
doubt that the reports of Izquierdo became bias also. Even when the ruling
came, there was no process of further investigation about the mutiny and even
killed the alleged founders, Gomez, Burgos and Zamora.
This unforgettable event strengthened the dominance of the Spanish Friar and
led the Spanish government to control the soldiers.
There may be instinct versions but the positive effect of the Cavity Mutiny was
the awakening of the Filipino that led to the independence of our nation.
LESSON 2: SITE OF THE FIRST MASS

1. What is your understanding about the site of the First Mass?

 The first mass held in the Philippines, it is important why the whole of
Christianity must know where really is the first mass was, because it was in that
mass that paved the way of the spread of Christianity not only in our country but
in Asia.
2. Cite evidences which would suggest that the first mass happened in Masau
(Butuan) and Limasawa (Southern Leyte).
 On Easter Sunday, March 31, 1521, the first documented Catholic Mass in the
Philippines was held. It was led by Father Pedro de Valderrama of Ferdinand
Magellan's expedition along the coastlines of what Antonio Pigafetta referred to
as "Mazaua" in his chronicles.
Today, this site is widely believed by many historians and the government to be
Limasawa off the tip of Southern Leyte, However, until at least the 19th century,
the prevailing belief was that the first mass was held in Butuan.This belief is
maintained by some, who assert that the first mass was instead held at Masao,
Butuan.
3. How credible is this account in explaining the site of the First Mass?
 The most complete and reliable account of the Magellan expedition into
Philippine shores in 1521 is that of Antonio Pigafetta which is deemed as the
only credible primary source of reports on the celebration of the first Christian
Mass on Philippine soil.
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4. How do the evidences presented in the text help you understand the controversy
on the First Catholic Mass in the Philippines?
 The evidences presented in the text help us to compare and contrast the written
evidences to draw a firm and correct conclusion about the First Catholic Mass in
the Philippines. In this, we are able to assess where the First Catholic Mass was
truly held.
LESSON 3: THE CRY OF REBELLION
ASSESSMENT
1. What does the issue on the First Cry depict about the Filipinos?
 It describes how Filipino fought for freedom in the hands of Spaniards way back
then. And it is also about how they tear their cedulas as marked as their
allegiance to suppressors.
2. What makes Pio Valenzuela’s Cry of Pugad Lawin a controversy?

 The version of Pio Valenzuela's cry of Pugal Lawin became controversial
because of unclear explanations where independence did really happen.
Second, he's well known to be eye witnessed of where really happened the first
revolution, that's why his version is very confusing and not a hundred percent
reliable when he changed the first information he said that cry happened in
Balintawak, but eventually he says that it is the cry of Pugad Lawin.
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CHAPTER 4
SOCIO- ECONOMIC AND CULTURAL ISSUES IN THE PHILIPPINES
LESSON 1: TAXATION DURING THE SPANISH PERIOD

a. Identify what is being asked in the following items.
Papal Decree 1. It is the decree which aimed to relieve the Filipino Catholics of tax
burden by reducing the number of feast days and having one patron saint only per
diocese.
Real y Supremo Consejo

de las Indias 2. The council which was responsible for the making of laws particularly
colonial laws on taxation.
Servicio
personal 3. It is a form of forced labor where able –bodied men were required to
work in construction and building of ships.
Agustin
Sumuroy 4. He was a Waray form Palapag, the old Northern Samar, who led a
revolt against forced labor.
Francisco
Maniago 5. He was the leader of the revolt in Pampanga, who led a revolt against
the tribute, forced labor and rice exploitation.
LESSON 2: AGRARIAN REFORM FROM THE SPANISH COLONIAL PHILIPPINES

TO THE PRESENT
ENRICHMENT/ ASSESSMENT
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1. What is the difference between pre-colonial and Spanish era land system of
ownership?
 The difference between pre-colonial and Spanish era land system of ownership
is that you do truly own your land. The European system of monetizing
everything including land ownership has made the life of everyone around the
world terribly complicated. In fact, the system we have in place right now
prevents “all” people from owning anything “literally”, even the land you inherited
from your forefathers after many generations. You might say “no, I own the land
and the house, I paid for it”. If you believe that, then try to avoid paying your
yearly residence tax for a few years, see if the government doesn’t take it. No,
we don’t own anything, we continually pay for the right to use the things we paid
for, but it’s theirs for the taking once you neglect that yearly obligation. Car
registrations, business permits, driver’s licenses, income tax all follow the same
formula of government coercion.
Such an evil system is non-existent during the pre-colonial Philippines, it was a

time when everyone ate, nobody was poor, people shared, everyone had a
house, our ancestors were contented and happy, it probably was a literal
paradise.
2. What is land reform program? How and why this should be implemented?
 The program was created to end unfair land ownership practices by divvying up
the land and providing proper documentation to its rightful owners,
or Agricultural Reform Beneficiaries. Beneficiaries include farmers, farmworkers,
landless owners, and tenants who cultivated the land for years.
3. Which enacted law on land-holding do you think is essential and is needed by the
country? Discuss its essence as a law.
 Comprehensive Agrarian Reform Law of 1988

CARL covers all public and private agricultural lands, regardless of tenurial
arrangement and commodity produced. In specific terms it includes all alienable
and disposable lands of the public domain devoted to or suitable for agriculture,
lands of the public domain in excess to the specific limits, lands owned by the
government devoted to or suitable for agriculture, and private lands devoted to
or suitable for agriculture regardless of the agricultural products raised. The
worker beneficiaries though cooperative or association may collectively own the
land when it is not economically feasible to divide. The distribution of all lands
covered by the law shall be completed within 10 years.
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CHAPTER 5
LOCAL HISTORY, MUSEUMS, AND CULTURAL COMMUNITIES IN MINDANAO
LESSON 2: MUSEUMS
1. Why are the museums important in understanding history?

 Museums collect and preserve our objects and materials of religious, cultural
and historical value. These museums help to preserve and promote our cultural
heritage. Museums are a storehouse of old artefacts, sculptures, objects, history
etc. Museums help in research and study. For centuries, museums have played
an integral role in preserving the history of our society. Exhibits tell us stories
about how our nation, our communities and our cultures came to be and without
them, those stories could be forgotten. Museums serve our communities in a
multitude of ways, as we have seen firsthand.
2. Why it is that museums represent the “PIECES OF THE PAST”? Explain your answer.
 Museums are said to represent pieces of the past because in museums, we can
find a lot of different things acquired from the past. Through these things, we are
able to know more about history. In museums, we can find the pieces of
creativity and effort that has probably made a huge impact on today's society.
These are kept and valued so that people in the future will be able to appreciate
the past.
3. What are some observations about the museums in the country?
 I observed that the museums in our country is very historical. Some of them are
clothes of our hero’s and writings of them and also some of our traditional things.
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4. What can be done to encourage local people to visit museums and historical sites?
 Governments can take steps to encourage local residents to attend museums
and historical buildings. First, authorities can organize cultural events and
regular exhibitions at these places to provide people with a new experience
every time they visit them. The second solution would be offering free tickets
and discounts at the weekends so that low income and middle-income families
can visit. For example, schools can provide assignments related to the history of
a country, and this will motivate parents to take their children to the historical
museums to collect useful information which will help them excel in their studies.
To conclude, local people do not enjoy visiting museums or historical places

because there is not much they can learn from these places. Foreigners, on the
other hand, are curious to learn more and more about their destinations and
hence they make it a point to visit these places. The government can encourage
more natives to visit by conducting interesting programmes like exhibitions at
these places and offering free or subsidized entry
LESSON 3: CULTURAL COMMUNITIES IN MINDANAO

1. What makes the Lumad of Mindanao unique from other indigenous tribes in the country?
 Lumad are distinct from the Moro (indigenous Islamic) tribes, which include
about 14 sub-groups concentrated in western Mindanao. Lumad are also
distinct from the indigenous groups which are based in Mindanao but rooted in
Visayan culture. Lumad are found throughout Mindanao, in remote mountainous
areas and valleys, in low-lying plains, and in coastal areas. Over the years, the
Lumad have nurtured and protected their traditional ancestral lands, and their
individual cultures. Lumad culture is rich and diverse, with a wide range of
languages, chants, rituals, dances, and other traditions.
2. What are the important contributions of Muslim and Lumads to the Mindanao’s
development?
 Lumads have contributed greatly in developing the region of Mindanao. It was
executed in a blog, KASAMA Vol. 11 No. 3 on 1997, that since the Spanish
colonization, Lumads played host to 226 development- generating projects. The
1980 records stated the projects that exploited lands which they considered as
their ancestral domain. These were:
 110 logging concessions
 92 grazing projects
 8 mining concessions
 4 Plantation Corporations
 4 Industrial Tree Plantations
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 4 Government Reservations; and
 4 Power Generating Plants
3. Why is there a need of preserving the culture, values, and traditions of Muslims and
Lumads?
 Museums, libraries, archives and other cultural institutions play an invaluable

role in preserving and providing access to their collections, an endeavor that can
raise a number of intellectual property (IP) issues, especially in a digital
environment.
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Assesment/Enrichment: in GE707: Reading in Philippine History

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Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

Chapter 1: The Meaning of History, Sources of Historical Data And Historical

Lesson 1: The Meaning of History……………………………………………………...

Lesson 2: Sources of Historical

Chapter 2: Content and Contextual Analysis of Selected Primary Sources

Lesson 1: First Voyage Around the

Lesson 2: Customs of the

Lesson 3: Works of Juan Luna and Fernando Amorsolo…………………………..10-13

Lesson 5: The Speech of Corazon C. Aquino……………………………………………

Chapter 3: One Past but Many Histories: Controversies and Conflicting

Lesson 2: Site of First

Lesson 3: The Cry of

Chapter 4: Socio- Economic and Cultural Issues in the Philippines

Lesson 1: Taxation during the Spanish Period……………………………………………

Lesson 3: Cultural Communities in Mindanao……………………………………….

LESSON 1: THE MEANING OF HISTORY

Give a concise explanation on the following items.

3. Explain the difference between factual history and speculative history.

LESSON 2: SOURCES OF HISTORICAL DATA

B 2. This evidence is considered as material evidence.

D .3. Historians consider these sources as document/record and existing legal

C 5. These historical sources are materials by nature.

B 6. A product of record keeping of a bureau which contains information.

A 7. This is an example of primary sources

D .8. What is the historical tract typically composed to inform contemporaries or

A 10. Which is not an example of primary source?

LESSON 3: HISTORICAL CRITICISMS

Give a concise explanation on the following items.

1. What is Historical Criticism?

2. Discuss the importance of Historical Criticism.

3. How can the writings of history be objective or subjective? Explain.

LESSON 1: FIRST VOYAGE AROUND THE WORLD

Give a concise explanation on the following items.

1. What is the primary reason of the author in writing the document?

The primary reason of Antonio Pigafetta in writing the document is to

In conclusion, Pigafetta’s hope of learning about the world which drives

2. What is the main theme in the document?

The main theme in Pigafetta’s document highlights Magellan’s expedition

Pigafetta’s account became the prime source of information for numerous

3. What is your personal evaluation on the impact of the documents in the

A. Identify what is being described in the following items.

Juan de Plasencia1. He is the author of the document entitled “Customs of the

Give a concise explanation on the following items.

2. What was the author’s purpose of writing the document?

LESSON 3: WORKS OF JUAN LUNA AND FERNANDO AMORSOLO

SPOLIARIUM The formal elements that In Rizal's words,

TAMPUHAN The painting “tampuhan” In Filipino courtship,

THE PARISIAN OF It is an oil canvas Painted a few months

España y Filipinas The elements of the It projected a close bond

PLANTING RICE Painting by Amorsolo, a Happy Filipino villagers

EL CIEGO Amorsolo was a El Ciego is a

DALAGANG BUKID Use of texture and For Amorsolo,

FRUIT GATHERER Amorsolo painted the The main meaning of the

Defense of a Size: 60.5 by inches by 36 It showed a Filipino man

LESSON 5: THE SPEECH OF CORAZON C. AQUINO

Give a concise explanation on the following items.

LESSON 1: CAVITE MUTINY

Give a concise explanation on the following items.