IM Readings in Philippine History

OCCIDEN
Labangan, San Jose, Occident

website: www.omsc.edu.ph email address:
Tele/Fax: (043) 457-0231 CERTIFIED TO ISO 9001:2015
CERT. NO.: 50500643 QM15
Learning Module
in
Readings in Philippine History
Compiled by:
STIFFANY LHYKA D. FINEZ
SONDY JOHN R. BERSO
MINIHAHA H. HILARIO
The compiler does not own any of the contents of this learning module. Due credits and
acknowledgment are given to the authors, internet sources, and researchers listed on the
reference page. Such sources are reserved to further explain concepts and cannot be credited to
the compiler and the school. All diagrams, charts, and images are used for educational purposes
only. The sole objective of this instructional material is to facilitate independent learning and not for
monetary gains because this is NOT FOR SALE.
2020 Edition
Page | 1
OCCIDEN
Labangan, San Jose, Occident
website: www.omsc.edu.ph email address:
Tele/Fax: (043) 457-0231 CERTIFIED TO ISO 9001:2015
CERT. NO.: 50500643 QM15
APPROVAL SHEET
This Instructional Material entitled A MODULE IN READINGS IN PHILIPPINE HISTORY,
compiled by MS. STIFFANY LHYKA D. FINEZ, MR. SONDY JOHN R. BERSO, and MS. MINIHAHA
H. HILARIO (A.Y. 2020-2021), is recommended for production and utilization by the students and
faculty members of the Occidental Mindoro State College.
PANEL OF EVALUATORS
Local Evaluation Committee
Readings in Philippine History
STIFFANY LHYKA D. FINEZ KENNETH D. PANGILINAN

Member Member
REGINA V. BAUTISTA, PhD

Chairperson
Overall Instructional Materials Development Committee
VENESSA S. CASANOVA, PhD MA. IMELDA C. RAYTON, MAEd

Member Member
Recommending Approval:
JESSIE S. BAROLO, JR., MAEd

Chairperson
Approved:
ELBERT C. EDANIOL, EdD

Vice President for Academic Affairs
Page | 1
ACKNOWLEDGEMENT
We would like to express our special thanks to our College Dean, Dr. Maricris M. Usita, who
have been very supportive and helpful on the process of doing this module amidst crisis.
Our warmest thanks of gratitude also to our family and friends whose love and guidance are
with us all the way which served as our unending inspiration.
We would specially like to thank all the members of the IM Committee and the OMSC
Administrators headed by Dr. Marlyn G. Nielo, for all the support and for being so determined on
giving us motivations as we make this module.
Above all, this would not be possible without the strength and wisdom granted by our loving
Almighty God.
- The Compilers
Page | 3
DEDICATION
This learning module is dedicated to all those who remains nationalistic and whose love for our
history is undisputable.
Page | 4
Page | 4
Page | 6
Page | 6
Page | 6
Page | 9
Page | 10
Page | 10
Page | 10
Page | 10
Page | 10
PREFACE
General Education Courses provide you the skills and development that would prepare you
for employment both locally and globally.
In this regard, this module of Readings in Philippine History divided into five chapters will
cover the essentials of selected primary sources in different periods, analysis, and interpretations.
This will you to advance your knowledge through looking on multiple perspectives of various
disciplines and of different genres. This will provide opportunities for you to analyze the author’s
background and main arguments, compare different points of view, identify biases and examine the
evidences presented in a document. The discussions will tackle traditional topics in history and other
interdisciplinary themes that will deepen and broaden your understanding of Philippine political,
economic, cultural, social, scientific, and religious history. The end goal is to develop your historical
and critical consciousness so that you will become versatile, articulate, broad-minded, morally upright
and responsible citizens in the near future.
As we study this course, this might be the best time for you to realize that this is never a
boring field of discipline. May you deepen your knowledge about our identity and recognize that the
situations we have right now are the effects of our decision from the past. Instill in your minds that
upon studying our past, we can unlock the hidden mysteries which we can make use to understand
our present situation and will support us to progress in our forthcoming.
-The Compilers
Page | 15
TABLE OF CONTENTS
Lesson 1: Introduction to History
Definition and Etymology of History 1
Common Questions and Issues in History 2
Historical Sources 5
Internal and External Criticisms 5
Task 1 7
Assessment 9
Lesson 2: Content and Contextual Analysis of Selected Primary Sources
Antonio Pigafetta’s First Voyage Around the World 10
The KKK and the “Kartilya ng Katipunan” 19
Reading the Proclamation of the Philippine Independence 23
Alfred McCoy’s Philippine Cartoons 25
Corazon Aquino’s Speech before the U.S. Congress 28
Task 2 31
Assessment 34
Lesson 3: Conflict and Controversies in Philippine History
Multiperspectivity 35
The Site of the First Mass 37
The Cavite Mutiny and the GOMBURZA 40
The Retraction of Jose Rizal 43
The Cry of Rebellion 44
Task 3 46
Assessment 48
Task 4 49
Lesson 4: Social, Political, Economic, and Cultural Issues in Philippine History
Evolution of the Philippine Constitution 51
Policies on Agrarian Reform 59
Evolution of Philippine Taxation 69
Assessment 73
Lesson 5: Doing History: A Guide to Students
Doing Historical Research Online 74
Doing Historical Research in Libraries and Archives 76
Doing Life Histories and Biographical Research 78
Doing Local and Oral History 80
Interacting with History through Shrines and Museums 81
Task 5 82
Assessment 83
References 84
Page | 16
LESSON 1
INTRODUCTION TO HISTORY:
DEFINITION, ISSUES, SOURCES, AND METHODOLOGY
TOPICS
1. Definition and etymology of History
2. Common Questions and Issues in History
3. Historical Sources
4. Internal and External Criticisms
LEARNING OUTCOMES
At the end of the lesson, students should be able to:
1. develop a deep understanding on definition and relevance of history; and
2. evaluate primary sources for their credibility, authenticity, and provenance.
TOPIC 1: DEFINITION AND ETYMOLOGY OF HISTORY
History/Kasaysayan has
always been known as the
study of the past.
History/Kasaysayan is a record
of past events, usually with an
interpretation of their cause
Definition and and an assessment of their
Etymology of History importance.
History/Kasaysayan was
derived from the Greek word
historia which means
“knowledge acquired through
inquiry or investigation.”
Page | 1
What counts as history?
On the early part of 20th century, history became an important academic discipline and
historian’s duty was to write about the lives of important individuals, as well as events like wars and
revolutions. Thus, traditional historians back then lived with a mantra of “no document, no history,”
which means that unless a written document can prove a certain historical event, then it cannot be
considered as a historical fact. Now the question is, does the absence of written documents mean
that there’s no history?
Just like any other disciplines, history progressed and opened up to the possibilities which
were not limited to written documents, since considering such limitations essentially invalidates the
history of other civilizations that do not keep written records (i.e., social classes who were not
recorded in paper like the peasant families or indigenous groups who were not given much thought
about registration for government records).
Thus, this loophole was recognized by historians who started using other kinds of historical
sources (i.e., oral traditions in forms of epics and songs, artifacts, architecture, and memory. History
also became more inclusive and started collaborating with other disciplines as its auxiliary disciplines
like the ff.:
Linguistics - Biology and

Archaeology - helpful in tracing biochemistry –
historians can use historical can help with the
artifacts to study evolutions, study of the past
ancient connections and through analyzing
civilizations which flow of cultural genetic and DNA
lacked on written influence by patterns of human
documents. studying the societies.
language of
different groups.
TOPIC 2: COMMON QUESTIONS AND ISSUES IN HISTORY

Since history turned into a complex and dynamic discipline, inquiries also became inevitable.
Here are some common questions being raised regarding the study:
Why study History is for

What is history?
history? whom?
Page | 2
These questions can be answered by historiography. History and historiography should not be
confused with each other.
HISTORY HISTORIOGRAPHY
Historiography’s object of
study is history itself (i.e.,
History’s object of study is How was a certain historical
the past, the events that text written? Who wrote it?
happened in the past, and What was the context of its
the causes of such events. publication? What were the
sources used?).
Historiography is the theory
and methods of historical
scholarship.
Additionally, historiography according to Merriam Webster is that, it is the writing of history

based on the critical examination of sources, the selection of particulars from the authentic materials,
and the synthesis of particulars into a narrative that will stand the test of critical methods.
Thus, historiography will provide better understanding in history by understanding the facts
and historian’s contexts. Additionally, the methods employed by the historian and the theory and
perspective, which guided him, will also be analyzed. Historiography is important for someone who
studies history because it teaches the student to be critical in the lessons of history presented to him.
Another problem commonly confronted by history is the thought that it is always written by
the victors which suggests that the past is written from the bias of the powerful and dominant players
(i.e., the history of World War II in the Philippines always depicts the US as the hero and the Imperial
Japanese Army were the oppressors).
However, a more thorough investigation will lead a student studying history into a deeper
degree of understanding by the help of course of the historians’ interpretations.
History and the Historian

There are many scholars who help us to study the past who examine records and write
stories and describing it. They are called historians. Some of the common questions haunting our
historians nowadays were as follows:
• If history is written with agenda or is heavily influenced by the historian, is it possible to come
up with an absolute historical truth?
• Is history an objective discipline?
• If it is not, is it still worthwhile to study history?
Page | 3
An exact and accurate account is highly impossible to achieve due to the fact that we cannot
go back and access the past directly. We only have historical evidences and sources which we can
make use to unlock our history, and that is exactly the job of a historian. But, since “facts cannot
speak for themselves,” a historian should not only look and make use of these evidences, but must
interpret them truthfully and accurately.
However, a historian is also a usual person who is influenced by his own context,
environment, ideology, education, and influences, among others. In short, his interpretations might
be affected by his context and circumstances making it highly subjective. Thus, history is always
subjective. If that so, can history still be considered as an academic and scientific inquiry? Yes.
Historical Methodologies
Despite the fact that history cannot be absolutely objective, historians still make use of
scientific researches and methodologies which makes history an academic and scientific inquiry.
torical methodology – comprises ain

His
techniques
cert and rules that orians
follow
hist in order to properly ze sources
Methodology – a branch of philosophy
and
utili historical evidences writing
dealing with the science of method or
history.
in
procedure.
torical methodology – process by
His
which historians gather evidence and
formulate ideas about the past. It is the
framework through which an account of
the past is constructed.
By using historical methodologies and reliable evidences, claims and arguments done by a
certain historian can be validated.
For example, if a historian wishes to study the ethnic history and culture of the Mangyans in
Mindoro by using written sources, he needs to validate then those evidences through interviews and
linkages with the Mangyan Community.
It is the other way around when he wishes to study their culture and history by using oral
accounts. Historian must also verify the claims of his informant by looking for written sources that will
support their statements.
The children of the Iraya Mangyan

community. Image taken by Ayala
Foundation.
Page | 4
Therefore, while bias is inevitable, the historian can balance this out by relying to evidences
that back up his claim.
TOPIC 3: HISTORICAL SOURCES
Historical sources are considered as historian’s most important research tools. Generally,
historical sources are classified into primary and secondary sources, depending on the historical
subject being studied.
Primary sources – produced at the same time as the event, period, or subject being studied.
• For example, if a historian wishes to study the Commonwealth Constitution Convention of
1935, he can make use of the minutes of the meetings of the convention, newspaper
clippings, Philippine Commission reports of the U.S. Commissioners, records of the
convention, draft of the Constitution, photographs, and even the eyewitness accounts of the
convention.
23 March 1935: Seated, left to

right: George H. Dern,
Secretary of War; President
Franklin D. Roosevelt, signing
the Constitution of the
Commonwealth of the
Philippines; Manuel L. Quezon,
President, Philippine Senate
• Another example of primary source, if one wishes to study about the psychological effects
of World War II to the Filipinos during the Japanese Occupation, he can make use of books
or articles published during or after the war.
Secondary sources – produced by an author who used primary sources to produce a material.
• For example, on the Philippine Revolution of 1896, one can read Teodoro Agoncillo’s Revolt
of the Masses: The Story of Bonifacio and the Katipunan originally published in 1956. In
writing the book, Agoncillo used primary sources like documents of the Katipunan, interview
with the veterans, and correspondence between and among Katipuneros.
TOPIC 4: INTERNAL AND EXTERNAL CRITICISM
Historians, aside from collecting and utilizing both primary and secondary sources must also
apply both external and internal criticisms, particularly in primary sources which can age on centuries.
Page | 5
• External criticism – verifying the authenticity of an evidence by examining its physical
characteristics (i.e., quality of the paper, type of the ink, language and words used).
o For example, by examining the novels of Dr. Jose Rizal, they were both written in
Spanish which was prevalent during his time (external criticism). Furthermore, one
must realize that his novels and most of his poems were written also in Spanish for
the reason that they were really dedicated to the Spaniards (internal criticism). Thus,
through his works, Dr. Jose Rizal aimed that the Spaniards would realize the real
situation of the Filipinos during their colonization.
• Internal criticism – examines the truthfulness and factuality of the evidence by looking at the
content of the source and the circumstance of its production (i.e., author of the source,
context, knowledge and intended purpose of it, and agenda behind).
o For example, Japanese reports and declarations during the war should not be taken
as a historical fact hastily since such reports can be manipulated to be used as war
propaganda.
Without thorough criticisms of historical evidences, frauds and lies will be highly probable. In the
Philippines, here are some cases of historical deceptions:
• The hoax Code of Kalantiaw – a set of rules contained in an epic Maragtas and was allegedly
written by Datu Kalantiaw. It was sold into National Library and was regarded as an important
precolonial document until 1968, when American historian William Henry Scott debunked its
authenticity due to anachronism and lack of evidence.
• Ferdinand Marcos during the World War II – the latter was claiming that he was a soldier
who led a guerilla unit called Ang Maharlika and even had war medals to show. This was
disproven by historians who counterchecked Marcos’s claims with the US war records.
This is an image of the Laguna

Copperplate Inscription, the earliest
known written document from the
Philippines. The text is written in the
extinct Old Malay language using the
Kawi script.
The task of the historian is to look at the available and most relevant sources for history and
to organize the past that is being created so that it can offer lessons for nations, societies, and
civilization. History has come a long way but still has a lot of remaining tasks to do, and as long as
questions are continuously asked, and as long as time unfolds, the study of history can never be
complete.
Page | 6
Task 1
Name: _ Date:
Course, Year & Section: _ Score: _
I – Identification: Fill in the blanks with the correct and best answer.
_ 1. This has always been known as the study of the past.

___ k 2.The complete meaning of the Greek word “historia”
_ 3. This is known as the history of history and tends to study history itself.
_ 4. Sources produced by an author who used primary sources to produce a
material are known as _.
_ 5.Sources produced at the same time as the event, period, or subject being
studied are known as _.
II – True or False: Write true if the statement is correct. Otherwise, write false in the space
provided.
6. Historical sources that were not written should not be used in writing history.
7. The subject of historiography is history itself.
8. History has no use of the present, thus, the saying “past is past” is true.
9. History is limited to the story of a hero versus a villain.
10. Only primary sources may be used in writing history.
I – Analysis: Read the following scenarios and classify whether the source discovered is a
primary or secondary.
A. Chloe was exploring their classroom when she saw a photograph displayed at one of the
tables. It was a group of students with their teacher at the center and a note was written
below the picture: “Class Remembrance, Narra IV, CNHS Batch ’88.” Is the photograph a
primary, secondary, or a tertiary source? _ .
B. It was Kate’s 18th birthday and one of her cousins gave her a book entitled “Dekada ‘70”.
After her party, she started reading the book and found out that it was written by Lualhati
Bautista and published on 1983. The book is definitely a political novel and is an indictment
of Martial Law. Is the book a primary, secondary, or a tertiary source?
.
C. Karl is looking for a new book that he might use as a reference on his discussion about
Marcos Administration and the Martial Law. He saw a book at the bookstore and skimmed it
before buying. Karl noticed then that the authors used works by other known historians in
writing the textbook. He saw that the bibliography included Primitivo Mijares’ The Conjugal
Dictatorship of Ferdinand and Imelda Marcos. She also saw that the authors used the book
Page | 7
by Jun Cruz Reyes entitled “Tutubi, Tutubi, ‘Wag kang Magpahuli sa Mamang Salbahe” and
many others. Is the textbook a primary, secondary, or a tertiary source?
.
D. Sophia is exploring the National Museum of Anthropology in Manila when her eyes caught
something familiar. She walked closer to it and upon seeing the name, she realized that it
was the Manunggul Jar. As far as she can remember, it is being used as a burial jar by our
ancestors and it signifies the belief of early Filipinos in life after death. Is the jar a primary,
secondary, or a tertiary source? _ .
E. Alfred attended a seminar about Cultural and Historical Awareness in San Jose, Occidental
Mindoro. During one of the workshops, the facilitator handed him a travel brochure which
informs him of the different spots worth visiting in the province. The travel brochure was
usually produced by the tourism department of the area which shows pictures of destinations
visited by tourists and a few basic information about the places like the origin of the name,
the historical significance of that certain place, and some other information acquired by their
researchers and writers.
Is the travel brochure a primary, secondary, or a tertiary source? _ _.
IV – Compare and contrast internal and external criticism. Provide examples.
Note: With all the activities on this module, you may use and attach additional sheets of
paper for your outputs, if necessary.
Page | 8
Assessment
Name: _ Date:
INSTRUCTIONS: Produce examples of primary sources and/or secondary sources derived from
your own experience.
Page | 9
LESSON 2
CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED
PRIMARY SOURCES IN PHILIPPINE HISTORY
TOPICS
1. Antonio Pigafetta’s First Voyage Around the World
2. Emilio Jacinto’s “Kartilya ng Katipunan,”
3. 1898 Declaration of Philippine Independence
4. Alfred McCoy’s Philippine Cartoons: Political Caricature of the American Era
(1900-1941)
5. Corazon Aquino’s speech before the U.S. Congress.
LEARNING OUTCOMES
1. analyze the context, content, and perspective of different kinds of primary sources;
2. determine the contribution of different kinds of primary sources in understanding Philippine
history; and
3. develop critical and analytical skills with exposure to primary sources.
TOPIC 1: ANTONIO PIGAFETTA’S FIRST VOYAGE AROUND THE

WORLD
The chronicle of Pigafetta was one of the most cited documents by historians who wished
to study the precolonial Philippines. Indeed, his work is of great importance in the study and writing
of Philippine history.
As a student, you should recognize certain biases accompanying the author and his identity,
loyalties, and the circumstances that he was in; and how it affected the text that he produced. In the
case of Pigafetta, you should understand some attributes that influenced his narrative, his selection
of details to be included in the text, his characterization of the people and of the species that he encountered,
and his interpretation and retelling of the events.
Page | 10
Page | 11
Page | 12
Page | 13
Page | 14
Page | 15
Page | 16
Page | 17
Analysis of Topic 1: Antonio Pigafetta’s First Voyage around the World
About the Author
Antonio Pigafetta was born in Vicenza around 1490

and died in the same city in 1534, who is also known
by the name of Antonio Lombardo or Francisco Antonio
Pigafetta.
He is an Italian nobleman who convoyed the

Portuguese Ferdinand Magellan on his navigation
around the world.
Importance of the Document
It is essential in the
study of precolonial
Philippines since it The document also
provided references on exposes on how It also reveals a
Magellan’s arrival in Europeans regarded clearer description on
the Philippines, his the environment, the character of the
encounter with the people, as well as our precolonial Philippines.
natives, until his death culture during their
and his fleet’s stay in the islands.
departure.
Content and Contextual Analysis
Indeed, Pigafetta’s document is really of great significance in the study of Philippine history
since this is the earliest, detailed, and purest documentation of our precolonial society. However,
Page | 18
upon reading the document, one should realize that there are some biases along with the author.
Here are some factors and the effects on Pigafetta’s way of writing:
Factors Effects
Thus, his loyalty and purpose was to the

Pigafetta was a chronicler,
commissioned by the King of King of Spain and the domination of the
Spain to travel with Magellan and Catholic Church.
document their voyage which
intends to expand the Spanish
empire.
Thus, he was able to give details on

He was a scholar of cartography geography and climate of the places they
and geography. had reached.
He came from a 16th century Thus, he repeatedly mentioned the

European perspective. abundance of spices like ginger, and gold
since the 16th century European economy
was mercantilist meaning wealth of
kingdoms was based on their
accumulation of precious metals like gold
and silver. Also, obsession with spices
reveals that they were scarce in Europe
and were seen as valuable goods.
He came from a rich family in Thus, Pigafetta directly or indirectly

Italy. regarded the indigenous of our native
Filipinos as inferior to Christianity and the
Europeans. Also, he would always remark
on the nakedness of the natives and how
he was fascinated by their exotic culture.
And lastly, he remarkably emphasized the
natives’ amazement and illiteracy to
European artilleries, merchandise and
goods.
TOPIC 2: THE KKK and the Kartilya ng Katipunan

The KKK is arguably the most important organization formed in the Philippine history. It
envisioned a (1) unified Filipino nation that would revolt against the Spaniards for (2) total
independence of the country from Spain. One of the most important Katipunan documents was the
Kartilya ng Katipunan. The original title of the document was “Manga Aral Nang Katipunan ng mga
A.N.B” or Lessons of the Organization of the Sons of Country. The document was written by Emilio
Page | 19
Jacinto in the 1896. Jacinto was only 18 years old when he joined the movement and was a law student at
UST. Jacinto became the secretary of the organization and took charge of the short-lived printing press of the
Katipunan.
On April 15, 1897, Bonifacio appointed Jacinto as a commander of the Katipunan in Northern
Luzon. Jacinto was 22 years old then. He died of Malaria at a young age of 24 in the town of
Magdalena, Laguna. This can be treated as the Katipunan’s code of conduct. It contains fourteen rules that
instruct the way a Katipunan should behave. Generally, the rules stated in the Kartilya can be classified into
two: (1) rules that will make the member an upright individual and (2) rules that will guide the way he treats
his fellow men.
14 RULES IN KARTILYA:
I. The life that is not consecrated to a lofty and reasonable purpose is a tree without a shade,
if not a poisonous weed.
II. To do good for personal gain and not for its own sake is not virtue.
III. III. It is rational to be charitable and love one’s fellow creature, and to adjust one’s conduct,
acts and words to what is in itself reasonable.
IV. IV. Whether our skin be black or white, we are all born equal; superiority in knowledge,
wealth and beauty are to be understood, but not superiority in nature.
V. V. The honorable man prefers honor to personal gain; the scoundrel, gain to honor.
VI. VI. To the honorable man, his word is sacred.
VII. VII. Do not waste thy time; wealth can be recovered but not time lost.
VIII. VIII. Defend the oppressed and fight the oppressor before the law or in the field.
IX. IX. The prudent man is sparing in words and faithful in keeping secrets.
X. X. On the thorny path of life, man is the guide of woman and the children, and if the guide
leads to the precipice, those whom he guides will also go there.
XI. XI. Thou must not look upon woman as a mere plaything, but as a faithful companion who
will share with thee the penalties of life; her (physical) weakness will increase thy interest in
her and she will remind thee of the mother who bore thee and reared thee.
XII. XII. What thou does not desire done unto thy wife, children, brothers and sisters, that do not
do unto the wife, children, brothers and sisters of thy neighbor.
XIII. XIII. Man is not worth more because he is a king, because his nose is aquiline, and his color
white, not because he is a priest, a servant of God, nor because of the high prerogative that
he enjoys upon Earth, but he is worth most who is a man of proven and real value, who does
good, keeps his words, to worthy and honest; he who does not oppress nor consent to being
oppressed, he who loves and cherishes his fatherland, though he be born in the wilderness
an know no tongue but his own.
XIV. XIV. When these rules of conduct shall be known to all, the longest for sun of Liberty shall
rise brilliant over this most unhappy portion of the globe and its rays shall diffuse everlasting
joy among the confederated brethren of the same rays, the lives of those who have gone
before, the fatigues and the well-paid sufferings will remain. If he who desires to enter has
informed himself of all this and believes he will be able to perform what will be his duties, he
may fill out the application for admission.
Page | 20
Analysis of Topic 2: The KKK and the ‘Kartilya ng Katipunan’
About the Author
The Kartilya ng Katipunan was written by

Emilio Hainto in 1896 who was only 18 years
old when he joined the Katipunan and a law
student at the Universidad de Santo Tomas.
Even Bonifacio had written a Decalogue, he

still appreciated Jacinto’s intellect and his
Kartilya. Thus, Bonifacio ordered the latter to
be distributed among the Katipuneros.
Jacinto then became the secretary of the

organization and took charge also of the
printing press of the Katipunan.
When he was 22, he was appointed as a

commander of the KKK in Northern Luzon on
April 15, 1897. But, Jacinto died at the age of
24 due to malaria at the town of Magdalena,
Laguna.
The Kartilya ng Katipunan guided the The document provided a wider

organization as a collective aspiring for a perspective on the real aspirations of the
single goal and can be treated as the Katipuneros and on how the Katipunan
Katpunan’s code of conduct. strived to exist during those years.
Page | 21
Content and Contextual Analysis
The KKK is arguably the most

important organization formed
during the Spanish colonial
regime.
It united the Filipino It envisioned a total

nation that would separation of the
WHY?
revolt against the Philippines from
Spaniards. Spain.
The Kartilya ng Katipunanis considered as one of the most important documenst of hhe
organization and irs original title was “Manga [sic] Katipunan ng mga A.N.B.” ior “Lessons of the
Organization of the Sons of the Country.” It has fourteen rules that instruct the way a Katipunan
should behave.
First group: The Second group:

rules that will The rules that will
Generally, such rules can be
make the guide the way he
classified into two
member an treats his fellow
upright individual men.
The Kartilya ng Katipunan was a document written for an organization whose purpose is to overthrow
colonial regime. Thus, it is noticeable that the rules included in the Kartilya are the Katipuneros’
reaction to their situation during those times. Here are some examples:
RULES INDICATION
4th and 13th Rules Inherent equality between and

among men regardless of their
race and life status.
12th, 13th, and 14th Rules Equality, Freedom, and Liberty
Page | 22
Chivalrous Actions
9th, 10th, 11th Rules Victorian values – honor and
respect for women
5th, 6th, and 7th Rules Rules for self-development
As of today, some rules in the Karilya might be criticized for its provisions. But still, we need to
consider the condition of the Philippines at those times. After all, the document revealed a more
understanding of the Katipunan and the organization’s ideals.
TOPIC 3: Reading the Proclamation of the Philippine Independence
The country commemorates the anniversary of the Philippine Independence proclaimed on

June 12, 1898, in the province of Cavite. The declaration was a short 2,000-word document, which
summarized the reason behind the revolution against Spain. The proclamation commenced with a
characterization of the conditions in the Philippines during the Spanish colonial period. The document
mentioned abuses and inequalities in the colony.
It specifically cited the abuse by the Civil Guards and the unlawful shooting of prisoners whom they
alleged as attempting to escape. It also condemns the unequal protection of the law between the
Filipino people and the “eminent personages”. It also mentioned the avarice and greed of the clergy like
the friars and the Archbishop himself. It also condemns what they as the unjust deportation and rendering of
other decision without proper hearing, expected of any civilized nation.
Another detail in the proclamation that is worth looking is the explanation on the Philippine flag
that was first waved during that day. While it can always be argued that symbolic meaning can always
change and be reinterpreted, the original symbolic meaning of something presents us several
historical truths.
• The document reflects the general revolutionary sentiment of that period.
• However, no mention was made about the more serious problem that affected the masses
more profoundly.
• It also give us the impression on how the victorious revolutionary government of Aguinaldo
historicized the struggle for independence.
• However the Katipunan was only mentioned once toward the end of the document.
The point is, even official records and documents like the proclamation of independence, while
truthful most of the time, still exude the politics and biases of whoever is in power. It is the task of the
historian, thus, to analyze the content of these documents in relation to the dominant politics and the
contexts of people and institutions surrounding it.
• The way of historical narration found in the document also reflects the politics of the victors.
• The point is, even official records and documents like the proclamation of independence,
while truthful most of the time, still exude the politics and biases of whoever is in power.
Page | 23
Analysis of Topic 3: Reading the ‘Proclamation of the Philippine Independence’
About the Author
He was a lawyer and also known as Don

Bosyong. In 1898, Bautista became the first adviser
to President Emilio Aguinaldo and subsequently
wrote the Declaration of Philippine Independence.
Contrary to common belief, it was Bautista, and not
Aguinaldo, who waved the Philippine flag before the
jubilant crowd on June 12, 1898.
The document tells us the kind of It shows sentiments of the government

government that Aguinaldo created and and the Filipinos during that period.
the coming of the US in the following
years.
The declaration of the Philippine Independence on June 12 1898 in the province of Cavite
was a 2,000-word document that sums up the reason behind the revolution of 1896 and the rise of
the new republic under Emilio Aguinaldo. Since it signaled the end of 333 years of Spanish
colonization, this event is considered as one of the most important event in our history. Thus, it is
being commemorated every year and known as the Philippine Independence Day
The document highlighted about the following:

• Characterization of the conditions in the Philippines during the colonization of the Spaniards
• The reasons behind the revolution against Spain which includes the abuse of the Civil
Guards, unlawful shooting of prisoners, unequal protection of the law, unjust deportation
without proper hearing, and the greed of the clergy like the friars and the Archbishop.
• It also provided a brief overview of the Spanish occupation since Magellans arrived in the
Visayas until the outbreak of the Philippine Revolution of 1896.
• The document also narrated about the spread of revolutionary movement to several towns
and provinces.
Page | 24
• The execution of Rizal, the Cavite Mutiny of 1872 and the execution of the GOMBURZA
were also mentioned in the document.
• It also stated about the established republic that would be led by Aguinaldo and highlighted
the explanation on the Philippine flag that was first waved on that day.
Given that the above-mentioned things were highlighted during the proclamation, there were
however things that were not included and they were as follows:
• The more serious problem known as the land and agrarian crisis which might affected the
Filipinos more profoundly.
Possible causes: Those struggle might be unfamiliar to the middle class revolutionary
leaders or were intentionally left out because they were also landholders.
• There was also no mention about Bonifacio and his co-founders. Even the Katipunan was
also mentioned once in the document.
Possible cause: The enmity between Aguinaldo’s Magdalo and Bonifacio’s Magdiwangin the
Katipunan.
TOPIC 4: Alfred McCoy’s Philippine Cartoons
Political cartoons and caricature are a rather recent art form, which veered away from the classical
art by exaggerating human features and poking fun at its subjects. Cartoon became an effective
tool of publicizing opinions through heavy use of symbolism, which is different from a verbose
written editorial and opinion pieces.
Alfred McCoy, together with Alfred Roces, compiled political cartoons published in newspaper
dailies and periodicals in his book Philippine Cartoons: Political Caricature of the American Era
(1900 – 1941).
• The first example was published in The Independent on May 20, 1916.
• The cartoon shows a politician from Tondo, named Dr. Santos, passing his crown to
his brother-in-law, Dr. Barcelona. A Filipino guy was trying to stop giving Barcelona the
crown because it is not his to begin with.
Page | 25
• The second cartoon was also published by The Independent on June 16, 1917.
• This was drawn by Fernando Amorsolo and was aimed as a commentary to the
workings of Manila Police at that period.
• We see a Filipino child who stole a skinny chicken because he had nothing to eat. The
police officer was relentlessly pursuing the said child. A man wearing a salakot, was
grabbing the officer, telling him to leave the small-time pickpockets and thieves and to
turn at the great thieves instead.
• The third cartoon was a commentary on the unprecedented cases of colorum

automobiles in the city streets. The Philippine Free Press published this commentary
when fatal accidents involving colorum vehicles and taxis occurred too often already.
Page | 26
• The fourth cartoon depicts a cinema. A blown-up police officer was at the screen
saying that couples are not allowed to neck and make love in the theater. Two
youngsters looked horrified while an older couple seemed amused.
• The next cartoon was published by The Independent on November 27. 1915. here, we
see the caricature of Uncle Sam riding a chariot pulled by Filipinos wearing school
Page | 27
• The last cartoon was published by Lipang Kalabaw on August 24, 1907.
• We can see Uncle Sam rationing porridge to the politicians and members of the
Progresista Party (sometimes known as the Federalista Party) while members of the
Nacionalista Party look on and wait for their turn.
• The selected cartoons illustrate not only the opinion of certain media outfits about the
Philippine society during the American period but also paint a broad image of society and
politics under the United States.
• Patronage also became influential and powerful, not only between clients and patrons but
also between the newly formed political parties composed of the elite and the United States.
• The transition from a Catholic-centered, Spanish-Filipino society to an imperial American-
assimilated one, and its complications, were also depicted in the cartoons.
• Young people, as early as that period, disturbed the conservative Filipino mindset by
engaging in daring sexual activities in public spaces like cinemas.
• The cartoons also illustrated the conditions of poor Filipinos in the Philippines now governed
by the United States.
• The other cartoon depicts how Americans controlled Filipinos through seemingly harmless
American objects.
TOPIC
Analysis 5: Corazon
of Topic 5: CorazonAquino’s Speech
Aquino’s Speech before
before theCongress
the U.S. U.S. Congress
Corazon “Cory” Cojuangco Aquino function as the symbol of the restoration of democracy
and the overthrow of the Marcos Dictatorship in 1986. Her image as the mourning, widowed
housewife who had always been in the shadow of her husband and relatives and had no experience
in politics was juxtaposed against Marcos’s statesmanship, eloquence, charisma, and cunning
political skills.
On 18 September 1986, seven months since Cory became President, she went to the United
States and spoke before the joint session of the U.S. Congress. Cory was welcomed with long
applause as she took the podium and addressed the United States about her presidency and
Page | 28
challenges faced by the new republic. She began her speech with the story of her leaving the United
States three years prior as a newly widowed wife of Ninoy Aquino.
She then told Ninoy’s charater, conviction, and resolve in opposing the authoritarianism of
Marcos.
Cory continued that when Ninoy survived that first detention, he was then charged
of subversion, murder, and other crimes. He was tried by a military court, whose legitimacy Ninoy
adamantly questioned. To solidify his protest, Ninoy decided to do a hunger strike and fasted for 40
days.
Cory talked about her miraculous victory through the people’s struggle and continued talking
about her earliest initiatives as the president of a restored democracy.
Cory’s peace agenda involves political initiatives and re-integration program to
persuade insurgents to leave the countryside and return to the mainstream society to participate in
the restoration of the democracy.
Cory then turned to the controversial topic of the Philippines foreign debt amounting to $26
billion at the time of her speech.
Cory Proceeded in enumerating the challenges of the Filipino people as they tried
building the new democracy.
Cory ended her speech by thanking America for serving as home to her family for
what she referred to as the “three happiest years of our lives together.”
• The speech talks of her family background, especially her relationship with her late husband,
Ninoy Aquino.
• The ideology or the principles of the new democratic government can also be seen in the
same speech.
To fully access each document of the given topics under this lesson, kindly check the
references and/or the links below:
• Antonio Pigafetta’s First Voyage around the World:
Candelaria, J., & Alporha, V. (2018). Readings in Philippine History. Manila, Philippines:
REX Book Store. (Pages 14-20)
https://books.google.com.ph/books?vid=ISBN9780802093707&redir_esc=y
• Emilio Jacinto’s “Kartilya ng Katipunan,”
Page | 29
http://www.philippinemasonry.org/kartilya-ng-katipunan.html
• 1898 Declaration of Philippine Independence
https://filipino.biz.ph/history/declaration.html
• Alfred McCoy’s Philippine Cartoons: Political Caricature of the American Era
(1900-1941)
https://www.researchgate.net/publication/315678206_Selected_sections_and_cartoon
s_from_'Philippine_Cartoons_Political_Caricature_of_the_American_Era_1900-
1941'_edited_by_Alfred_W_McCoy_and_Alfredo_R_Roces_1985
• Corazon Aquino’s Speech before the U.S. Congress
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/
Page | 30
Task 2
Name: _ Date:
INSTRUCTIONS: Fill in the blanks with the correct and best answer. Choose your answers on the
box below.
Emilio Jacinto Ambrosio Rianzares-Bautista Fernando Amorsolo
Andres Bonifacio Buencamino Ladrones Islands
Lapu-Lapu 24 9th rule
Duarte Barbosa First Voyage Around the World Ferdinand Magellan
First Travel Around the World Alfred McCoy June 12, 1898
Zula Treatment for fellowmen Victorian rule
Zamal Island 4th & 6th rule Antonio Pigafetta
27 Caricature September 18, 1986
Corazon Aquino 10th rule 4th and 13th rule
Ferdinand Marcos April 15, 1897 14th rule
Marcelo H. del Pilar September 18, 1986 40
Diego Silang 45 5th rule
Emilio Aguinaldo William H. Taft Mazaua
To be an upright individual July 4, 1986 Macario Sakay
To become a good Filipino citizen 26
Kataas-taasan, Kagalang-galangang Katipunan ng mga Anak ng Bayan Uncle Sam
1. He was an Italian nobleman who accompanied Ferdinand Magellan on his

circumnavigation around the world.
2.The complete name of Pigafetta’s book which was published after he
returned to Italy.
3. Other name given by Pigafetta to the “Islands of the Thieves”
4. He was a principal man from the island of Matan who went and asked
Magellan for a boat full of men to fight Silapulapu.
5. He was elected as the new captain of Magellan’s fleet after the latter’s death.
6.The complete meaning of KKK.
7. He was an Ilocano who considered himself as El Rey de Ilocos or King of
Ilocos during the Spanish colonization.
8. He was the author of Kartilya ng Katipunan.
9 – 10. The two rules in the KartilyangKatipunan which invocates inherent
quality between and among men regardless of race, occupation, or status.
10.
Page | 31
11. The rule in the document which specifically stated that men should be the
guide of women and children and that he should set a good example.
12. Emilio Jacinto appointed by Bonifacio as a commander of the Katipunan in
Northern Luzon on _.
13 – 14. Two classifications of the rules in Kartilya ng Katipunan.
14.
15. In what age did Emilio Jacinto died because of malaria?
16. When did the proclamation of Philippine Independence took place in the
province of Cavite?
17. He was the author of the Proclamation of the Philippine Independence.
18. This is known as a recent art form of exaggerating human features and
poking fun at its subjects.
19. Together with Alfredo Roces, he compiled political cartoons published I
newspaper dailies and periodicals in the American Period.
20.He drawn a caricature which aimed as a commentary to the workings of
Manila Police during the American Era.
21. He was brought to the Manila pier riding a chariot pulled by students of
Liceo de Manila which was depicted on one of the cartoons discussed.
22. She functioned as the symbol of the restoration of democracy and the
overthrow of Marcos Dictatorship on 1986.
23. When did Cory Aquino delivered her speech before the United States
Congress?
24. How many billion dollars were mentioned by Cory Aquino during her speech
which was known as the Philippine Foreign debt?
25. How many days did former senator Ninoy Aquino did the hunger strike and
fasted to solidify his protest against the dictatorial government?
INSTRUCTIONS: True or False. Write true if the statement is correct. Otherwise, write false
in the space provided.
1. Andres Bonifacio penned the Kartilya ng Katipunan.

2. The forces of Magellan were not successful in defeating and conquering Lapulapu.
3. The enmity between Aguinaldo and Bonifacio did not affect how Aguinaldo credited
Bonifacio to the beginnings of the Philippine Revolution during the Proclamation of Philippine
Independence.
4. Magellan and his fleet received a warm welcome from all of the chieftains and local
leaders in the Philippine Islands.
5. The Kartilya never stated any rule regarding respect and honor for women.
6. The Kartilya contained 14 rules which served as the code of conduct of the Katipuneros.
7. Don Ambrosio Rianzares-Bautista was the author of the Proclamation of Philippine
Independence.
8. The Proclamation of Philippine Independence is a 4,000-word document which
summarizes the reasons behind revolution against Spain.
Page | 32
9. No mention during the Proclamation were made about the more serious problem that
affected the Filipinos before which is known as the Land and Agrarian Crisis.
10. The speech of Cory Aquino was ended by an appreciation message to the United
States of America for serving as home to her family.
Page | 33
Assessment
Name: _ Date:
INSTRUCTIONS: Based on your own understanding, create a Content and Contextual Analysis on
a particular primary source discussed on this lesson. Your analysis must include: a) discussion on
the importance of the text, b) the document’s impact to you as a student, and c) contribution of the
document to understanding Philippine history.
Page | 34
LESSON 3
CONFLICT AND CONTROVERSIES IN PHILIPPINE HISTORY
TOPICS
1. Multiperspectivity
2. The Site of the First Mass
3. The Cavite Mutiny and the GOMBURZA
4. The Retraction of Jose Rizal
5. The Cry of Rebellion
LEARNING OUTCOMES
1. reflect on the common conflict and controversies in our history by doing a
multiperspective analysis; and
2. demonstrate the ability to use primary sources to argue in favor or against a
particular issue.
TOPIC 1: MULTIPERSPECTIVITY
History is basically known as the study of the past, but as of today we might think of a deeper
definition which centered on how history impacts the present through its consequences. As Geoffrey
Barraclough once said, “History as the attempt to discover, on the basis of fragmentary evidence,
the significant things about the past. “He also added that “the history we read, though based on facts,
is strictly speaking, not factual at all, but a series of accepted judgments.” Thus, the judgments of
historians make the foundation of historical interpretation and this is why they need to apply
multiperspectivity.
MULTIPERSECTIVITY DEFINED
Multiperspectivity requires incorporating source materials that reflect different views of a
historical event. In recent decades, scholars and educators, have begun to question the validity of a
singular historical narratives. Instead of just focusing on dominant groups and communities, they
recommend employing multiple perspectives. Here are some reasons:
• Increasing diversity and pluralism – many groups, women, and poor, ethnic minorities, etc –
have been ignored in traditional historical narratives.
• Disciplinary – Good historians should not settle for one perspective on a historical issue –
they piece together many accurate interpretation. As Ann Low Beer explains, “In history,
multiple perspectives are usual and have to be tested against evidence, and accounted for
in judgments and conclusions.
Page | 35
Here’s an instance of using multiple perspectives: When studying the voyages of discovery,
students would not only learn about explorers like Columbus, but about the peoples who had been
“discovered.”
A classroom teacher should try incorporating primary sources that represent a range of views
on historical issue. Then, ask students to spend some time thinking about why different groups may
see the same event in different ways. Oftentimes, a different story emerges when those multiple
perspectives are put together. The result is enriched historical understanding.
Without using multiperspectivity, historians may misinterpret evidence, they might omit
significant facts about their subject, which may be inappropriate to the period the subject was from,
and might also provide a single cause for an event without considering other possible casual
explanations of the said event. Such things already happened several times in our history. Here are
some examples:
The Code of Kalantiaw is a mythical code in the

history Maragtas. It was a source of pride for the
people of Aklan to the point that a historical marker
was installed in the town in 1956. Unfortunately, it
was revealed as a hoax 1968 by William Henry
Scott. He attributed the code to a historical fiction
written in 1913 by Jose E. Marco titled Las
Antiguas Leyendas de la Isla de Negros. Marco
attributed the code itself to a priest named Jose
Maria Pavon.
Another example is a poem allegedly written by Dr. Jose Rizal entitled “Sa Aking mga Kabata”
when he was eight years old and is most likely one of Rizal’s most prominent works. However,
there is no enough evidence that could prove the claim that this poem with the famous lines “Ang
hindi magmahal sa kanyang salita/mahigit sa hayop at malansang isda” was really written by our
national hero. Furthermore, there is no existing manuscript of the poem handwritten by Rizal. The
poem was published in a book by Hermenegildo Cruz in 1906. Cruz said that he received the
poem from Gabriel Beato Francisco, who then claimed to have received it in 1884 from Rizal’s
close friend, Saturnino Raselis. Sadly, upon checking Rizal’s writing, there was no mention about
this poem and more importantly no mention of having a close friend by the name of Raselis.
Examining the poem thoroughly will noticeably shows that the poem was originally written in
Tagalog and referred to the word “kalayaan”. But it was documented that Rizal first encountered
the word through a Marcelo H. del Pilar’s translation of Rizal’s essay “El Amor Patrio,” where it
was spelled as “kalayahan.” It is not a secret in history that even though Rizal’s native language
is Tagalog, he was educated in Spanish by his mother and later on express disappointment in his
difficulty in expressing himself in his native tongue. The poem’s spelling is also a suspect in terms
of letters “k” and “w” to replace “c” and “u”, respectively was suggested by Rizal as an adult. If the
poem was indeed written during Rizal’s time, it should use the original Spanish orthography that
was prevalent in his time.
Page | 36
As historians or just simply students, we should look at historical events, personalities,
developments, cultures, and societies from different perspectives. We should decide on what
sources to use and what interpretation to make by looking on different sides of a story. Taking these
considerations, we could provide a more complex and yet more complete and richer understanding
of the past.
CASE STUDY 1: Where Did the First Catholic Mass Take Place in the Philippines?
Butuan has long been believed as the site of the first Mass. In fact, this has been the case
for three centuries, culminating in the erection of a monument in 1872 near Agusan River, which
commemorates the expedition’s arrival and celebration of Mass on 8 April 1521. The Butuan claim
has been based on a rather elementary reading of primary sources from the event.
There are only two primary sources on this study:
▸ Francisco Albo’s Log

▸ Antonio Pigafetta’s Primo viaggo intorno al mondo (First Voyage Around the World)
Primary Source: Albo’s Log
Who is Francisco Albo? Who is Antonio Pigafetta?.
Ferdinand Magellan on his

navigation around the world.
who returned with Sebastian
Elcano on the ship Victoria after
their voyage.
▸ On the 16th of March (1521) as they sailed in a westerly course from Ladrones, they saw land
towards the northwest; but owing to many shallow places they did not approach it. They found
later that its name was Yunagan.
▸ They went instead that same day southwards to another small island name Suluan, and there
they anchored. There they saw some canoes but these fled at the Spaniard’s approach. This
island was at 9 and two-thirds degrees North latitude.
▸ Departing from those two islands, they sailed westward to an uninhabited islands of “Gada”
where they took in a supply of food and water. The sea around that island was free from
shallows. (Albo does not give the latitude of this island, but from Pigafetta’s testimony, this
seems to be the “Acquada” or Homonhon, at 10 degrees North latitude.
Page | 37
▸ From that island they sailed westwards toward a large island names Seilani that was inhabited
and was known to have gold. (Seilani – or, as Pigafetta calls it, “Ceylon” – was Leyte.
▸ Sailing southwards along the coast of that large island of Seilani, they turned southwest to a
small island called “Mazava”. That island is also at a latitude of 9 and two-thirds degrees
North.
▸ The people of that island of Mazava were very good. There the Spaniards planted a cross
upon a mountain-top, and from there they were shown three islands to the west and
southwest, where they were told there was much gold. “They showed us how the gold was
gathered, which came in small pieces like peas and lentils.”
▸ From Mazava they sailed northwards again towards Seilani. They followed the coast in a
northwesterly direction, ascending up to 10 degrees of latitude where they saw three small
islands.
▸ From there they sailed westwards some ten leagues, and there they saw three islets, where
they dropped anchor for the night. In the morning they sailed southwest some 12 leagues,
down to a latitude of 10 and one-third degree. There they entered a channel between two
islands, one of which was called “Matan” and the other “Subu.”
▸ They sailed down that channel and then turned westward and anchored at the town (la villa)
of Subu where they stayed many days and obtained provisions and entered into a peace-
pact with the local king.
▸ The town of Subu was on an east-west direction with the islands of Suluan and Mazava. But
between Mazava and Subu, there were so many shallows that the boats could not go
westward directly but has to go (as they did) in a round-about way.
▸ It must be noted that in Albo’s account, the location of Mazava fits the location of the island
of Limasawa, at the southern tip of Leyte. Also, Albo does not mention the first Mass, but
only the planting of the cross upon a mountain-top from which could be seen three islands
to the west and southwest, which also fits the southern end of Limasawa.
Primary Source: Pigafetta’s Testimony on the Route of Magellan’s Expedition
▸ Saturday, 16 March 1521 – Magellan’s expedition sighted a”highland” named “Zamal” which
was some 300 leagues westward of Ladrones (now the Marianas) Islands.
▸ Sunday, March 17 – “The following day” after sighting Zamal Island, they landed on “another
island which was uninhabited” and which lay “to the right” of the above-mentioned island of
“Zamal.” There they set up two tents for the sick members of the crew and had a sow killed
for them. The name of this island was “Humunu” (Homonhon). This island was located at 10
degrees North latitude.
▸ On that same day (Sunday, March 17), Magellan named the entire archipelago the “Islands
of Saint Lazarus.”
▸ Monday, March 18 – In the afternoon of their second day on that island, they saw a boat
coming towards them with nine men in it. An exchange of gifts was effected. Magellan asked
for food supplies , and the men went away, promising to bring rice and other supplies in “four
days.”
Page | 38
▸ There were two springs of water on that island of Homonhon. Also they saw there some
indications that there was gold in these islands. Consequently Magellan renamed the island
and called it the “Watering Place of Good Omen.”
▸ Friday, March 22 – At noon the natives returned. This time they were in two boats, and they
brought food supplies.
▸ Magellan’s expedition stayed eight days at Homonhon: from Sunday, March 17, to the
Monday of the following week, March 25.
▸ Monday, March 25 – In the afternoon, the expedition weighed anchor and left the island of
Homonhon. On this day, as they were about to weigh anchor, an accident happened to
Pigafetta: he fell into the water but was rescued.
▸ The route taken by the expedition after leaving Homonhon was “toward the west southwest,
between four islands: namely, Cenalo, Hiunanghan, Ibusson and Albarien.” They left
Homonhon sailing westward towards Leyte, then followed the Leyte coast southward,
passing between the island of Hibuson on their portside and Hiunangan Bay on their
starboard, and then continued southward, then turning westward to “Mazaua”.
▸ Thursday, March 28 – In the morning of Holy Thursday, they anchored off an island where
the previous night they had seen a light or a bonfire. It is twenty-five leagues from the
Acquada, and is called Mazaua.
▸ They remained seven days on Mazaua Island.
▸ Thursday, April 4 – They left Mazaua, bound for Cebu. They were guided thither by the King
of Mazaua who sailed in his own boat. Their route took them past five “islands” namely:
Ceylon, Bohol, Canighan, Baibai, and Gatighan.
▸ At Gatighan, they sailed westward to the three islands of the Camotes Group, namely, Poro,
Pasihan and Ponson.
▸ From the Camotes Islands, they sailed southwards towards “Zubu.”
▸ Sunday, April 7 – At noon they entered the harbor of “Zubu”. It had taken them three days
to negotiate the journey from Mazaua northwards to the Camotes Islands and then
southwards to Cebu.
Primary Source: Pigafetta and Seven Days in Mazaua
▸ Thursday, March 28 – In the morning they anchored near an island where they had seen a
light the night before a small boat came with eight natives, to whom Magellan threw some
trinkets as presents. The natives paddled away, but two hours later two larger boats came,
in one of which the native king sat under an awning of mats. At Magellan’s invitation some
of the natives went up the Spanish ship, but the native king remained seated in his boat. An
exchange of gifts was effected. In the afternoon, the Spanish ships weighed anchor and
came closer to shore, anchoring the native king’s village.
▸ Friday, March 29 – Magellan sent his slave interpreter ashore in a small boat to ask the king
if he could provide the expedition with food supplies, and to say that they had come as
friends and not as enemies. In reply, the king himself came in a boat with six or eight men,
and this time went up Magellan’s ship and the two men embraced. Another exchange of gifts
was made. The native king and his companions returned ashore, bringing with them two
members of Magellan’s expedition as guests for the night. One of the two was Pigafetta.
Page | 39
▸ Saturday, March 30 – Pigafetta and his companion had spent the previous evening feasting
and drinking with the native king and his son. Pigafetta deplored the fact that, although it
was Good Friday, they had to eat meat. The following morning (Saturday) Pigafetta and his
companion took leave of their hosts and returned to the ships.
▸ Sunday, March 31 – “Early in the morning of Sunday, the last of March and Easter day,”
Magellan sent the priest ashore with some men to prepare for the Mass. Later in the morning
Magellan landed with some fifty men and Mass was celebrated, after which a cross was
venerated. Magellan and the Spaniards returned to the ship for the noon-day meal, but in
the afternoon they returned ashore to plant the cross on the summit of the highest hill. In
attendance both at the Mass and at the planting of the cross were the King of Mazaua and
the King of Butuan.
▸ He asked for someone to guide him thither. The kings replied that the pilots would be available
“any time.” But later that evening the King of Mazaua changed his mind and said that he
would himself conduct Magellan to Zubu but that would first have to bring the harvest
in. He asked Magellan to send him men to help with the harvest.
▸ Monday, April 1 – Magellan sent men ashore to help with the harvest, but no work was done
that day because the two kings were sleeping off their drinking bout the night before.
▸ Tuesday, April 2 and Wednesday, April 3 – Work on the harvest happened.
▸ Thursday, April 4 – They leave Mazaua, bound for Cebu.
CASE STUDY 2 : What Happened in the Cavite Mutiny ?
The year 1872 is a historic year of two events: the Cavite Mutiny and the martyrdom of the
three priest: Mariano Gomez, Jose Burgos, and Jacinto Zamora, later on immortalized as
GOMBURZA. These events are very important milestones in Philippine history and have caused
ripples throughout time, directly influencing the decisive events of the Philippine Revolution toward
the end of the century. While the significance is unquestioned, what made this year controversial are
the different sides to the story, a battle of perspectives supported by primary sources. In this case
study, we zoom in to the events of the Cavite Mutiny, a major factor in the awakening of nationalism
among the Filipinos of that time.
Spanish Accounts of the Cavite Mutiny

The documentation of Spanish historian Jose Montero y Vidal centered on how the event
was an attempt in overthrowing the Spanish government in the Philippines. Although regarded as a
historian, his account of the mutiny was criticized as woefully biased and rabid for a scholar. Another
account fro the official report written by then Governor General Rafael Izquierdo implicated the native
clergy, who were then, active I the movement toward secularization of parishes. These two accounts
corroborated each other.
PRIMARY SOURCE: EXCERPT FROM MONTERO’S ACCOUNT OF THE CAVITE
MUTINYSource:Jose Montero y Vidal,“Spanish Version of the Cavite Mutiny of 1872”inGregorio
Zaide and SoniaZaide, Documentary Sources of Philippine History, Volume 7 (Manila: National
Book Store, 1990), 269-273.
Stated the following as the cause for the Cavite Mutiny in 1872:
▸ T h e S p a n i s h r e v o l u t i o n which overthrew a secular throne.
Page | 40
▸ T h e p r o p a g an d a a g a i nst monarchical principles.
▸ The democratic and republican books and pamphlets.
▸ The Speeches and preaching of the apostles of these new ideas in Spain
▸ The outburst of the American publicists and the criminal policy of senseless Governor whom
the Revolutionary government sent to govern the Philippines.
▸ Practiced ideas which gave rise to the ideas of attaining independence among Filipinos.
Stated that the authorities at that time received an information from an anonymous
person that a great uprising would break out against the Spaniards.
▸ The abolition of privileges enjoyed by the laborers of the Cavite arsenal of exemption
from the tribute was,according to some, the cause of the insurrection. There were,
however, other causes.The Spanish revolution which overthrew a secular
throne; the propaganda carried on by an unbridled pressagainst monarchical
principles, attentatory [sic] of the most sacred respects towards the dethroned majesty; the
democratic and republican books and pamphlets; the speeches and preachimgs of the
apostles of these new ideas in Spain; the outbursts of the American publicists and the
criminal policy of the senseless Governor whom the Revolutionary government sent to
govern the Philippines, and who put into practice these ideas were the determining
circumstances which gave rise, among certain Filipino, to the idea of attaining their
independence. It was towards this goal that they started to work, with the powerful
assistance of a certain section of the native clergy, who out of spite toward friars, made
common cause with the enemies of the mother country.
▸ At various times but especially in the beginning of year 1872, the authorities received
anonymous communications with the information that a great uprising would break out
against the Spaniards, the minute the fleet at Cavite left for South, and that all would be
assassinated, including the friars. But nobody gave importance to these notices. The
conspiracy had been going on since the days of La Torre with utmost secrecy. At times, the
principal leaders met either in the house of Filipino Spaniard, D. Joaquin Pardo de Tavera,
or in that of the native priest, Jacinto Zamora, and these meetings were usually attended by
the curate of Bacoor, the soul of the movement, whose energetic character and immense
wealth enabled him to exercise a strong influence.
Primary Source: Excerpts from the Official Report of Governor Izquierdo on the Cavite Munity of
1872.
The injustices of the government:
▸ Not paying the provinces for their tabacco crops.
▸ Against the usury that some practice in documents that the finance department
gives crop owners who have to sell them at loss.
▸ Having obliged the workers in the Cavite arsenal to pay tribute starting January 1.
▸ To render personal service from which they were formerly exempted.
▸ Did not determined if the revolt is planned to establish a monarchy or republic.
▸ Native clergy attracted supporters by giving them charismatic assurance that their
fight will not fail because they have God’s support, aside from promises of lofty
rewards such as employment, wealth, and ranks in the army.
Page | 41
▸ it seems definite that the insurrection was motivated and prepared by the native clergy,by the
mestizos and native lawyers, and bythose known here as abogadillos…
▸ In the Spaniard’s accounts, the event of 1872was premeditated, and was part of a bigconspiracy
among the educated leaders,mestizos, lawyers, and residents of Manila andCavite. They
allegedly plan to liquidate highranking Spanish officers, then kill the friars.The signal they
identified among theseconspirators of Manila and Cavite was therockets fired from Intramuros.
▸ The accounts detail that on 20 January 1872, thedistrict of Sampaloc celebrated the feast of
thevirgin of Loreto, and came with it were somefireworks display. The Caviteños allegedly
mistookthis as the signal to commerce with the attack. The200-men contingent led by Sergeant
Lamadridattacked Spanish officers at sight and seized thearsenal. Izquierdo, upon learning of the
attack,ordered the reinforcement of the Spanish forces inCavite to quell the revolt .
▸ the “revolution” was easily crushed., when theManileños who were expected to aid the Caviteños
didnot arrive. Leaders of the plot were killed in theresulting skirmish, while Fathers Gomez,
Burgos, andZamora were tried by a court-martial and sentenced tobe executed. Others
who were implicated such asJoaquin Pardo de Tavera, Antonio Ma. Regidor, Jose andPio Basa,
and other Filipino lawyers were suspendedfrom the practiced of the law, arrested, and sentencedto
life imprisonment at the Marianas Island.
▸ On 17 February 1872, the GOMBURZA were executed to serve as a threat to Filipinos never
attempt to fight the Spaniards again.
Primary Source: Excerpts from Pardo de Tavera’s Account of the Cavite Mutiny
According to this account, the incident was merely a mutiny by Filipino soldiers and laborers of
the cavite arsenal to the dissatisfaction arising from the draconian policies of Izquierdo, such as the
abolition of privileges and the prohibition of the founding of the school of arts and trades for Filipinos,
which the General saw as a smokescreen to creating a political club.
Tavera is of the opinion that the Spanish friars and Izquierdo used the Cavite Mutiny as a way
to address other issues by blowing out of proportion the isolated mutiny attempt. During this time,
the Central Government in Madrid was planning to deprive the friars of all the powers of intervention
in matters of civil government and direction and management of educational institutions. The Friars
needed something to justify their continuing dominance in the country, and the mutiny provided such
opportunity.
However, the Central Spanish Government introduced an educational decree fusing sectarian
schools run by the friars into a school called the Philippine Institute. The decree aimed to improve
the standard of education in the Philippines by requiring teaching positions in these schools to be
filled by competitive examinations, an improvement welcomed by most Filipinos.
Primary Source: Excerpts from Plauchut’s Account of the Cavite Mutiny
▸ General La Torre… created a junta composed of high officials… including some friars and six
Spanish officials… At the same time there was created by the government in Madrid a
committee to investigate the same problems submitted to the Manila committee. When the
two finish work, it was found that they came to the same conclusions.
Page | 42
Here are the summary of the reforms they considered necessary to introduced:
1. Changes in tariff rates at customs, and the methods of collection.

2. Removal of surcharges on foreign importations.
3. Reduction of export fees.
4. Permission for foreigners to reside in the Philippines, buy real estate, enjoy freedom of worship, and
operate commercial transforms flying the Spanish flag.
5. Establishment of an advisory council to inform the Minister of Overseas Affairs in Madrid in the necessary
reforms to be implemented.
6. Changes in primary and secondary education.
7. Establishment of an Institute of Civil Administration in the Philippines, rendering unnecessary the
sending home of short-term civil officials every time there is a change of ministry.
8. Study of direct-tax system.
9. Abolition of the tobacco monopoly.
The GOMBURZA is the collective name of the three martyred priests Mariano Gomez, Jose
Burgos ,and Jacinto Zamora, who were tagged as the masterminds of the Cavite Munity. GOMBURZA
were executed by garrote in public, a scene purportedly witnessed by a young Jose Rizal
CASE STUDY 3 : Did Rizal Retract ?
Jose Rizal is an identified as a hero of the revolution for his writing that center on
ending colonialism and liberating Filipino minds to contribute to creating the Filipino nation.
The great volume of Rizal’s lifework was committed to this end, particularly the more
influential one’s Noli Me Tangere and El Filibusterismo, his essays vilify not the Catholic
Religion but the friars the main agent of injustice in the Philippine society.
• It is understandable that Rizal wrote those two noble as his weapon against to the
Catholic Church and the friars, weather it will be damaged to his image but before his
execution allegedly signed it referred to as “The Retraction” belief in the Catholic faith and
the retracts and everything he wrote against the church.
Page | 43
The Balaguer Testimony
Doubts on the retraction document abound, especially because only one eyewitness
account of the writing of the document exist– that of the Jesuit friar Fr. Vicente Balaguer.
According to his testimony, Rizal woke up several times, confessed four times, attended a
Mass, received communion and prayed the rosary all of which seemed out of character. But
since it is the only testimony of allegedly a “primary” account that Rizal ever wrote a retraction
document, it has been used to argue the authenticity of the document.
The Testimony of Cuerpo de Vigilancia

Another eyewitness account surfaced in 2016, through the research of Professor
Rene R. Escalante. In his research document of the Cuerpo De Vigilancia included a report
on the last hour of Rizal, written by Federico Moreno. The report details the statement of the
Cuerpo De Vigilancia to Moreno.
Primary Resource: Eyewitness Account of the last hour of Rizal
• Source: Michael Charleston Chua, “Retraction ni Jose Rizal: Mga Bagong Dokumento at
Pananaw, “GMA News Online, published 29,December 2016
• Most illustrious Sir, the agent of the Cuerpo De Vigilancia stationed in fort Santiago to report
to the events during the [illegible] day in prison of the accused Jose Rizal, informs me on
this dates of the following.
• At 7:30 yesterday morning, Jose Rizal entered death row accompanied by his counsel ,
Senior Taviel de Andrade , and the Jesuit priest Vilaclara.
• At the urgings of the former and moments after the entering, he was served a light breakfast.
At approximately 9, the assistant of the Plaza, Senior Maure, asked Rizal if he wanted
anything. He replied at that the moment he only a prater book, which has brought to him
shortly by Father March.
• Senior Andrade left death row at 10 and Rizal spoke for a long while with the Jesuit fathers,
March and Vilaclara, regarding religious matters, it seems. It appears that these two
presented him with a prepared retraction to his life and deeds that he refused to sigh. They
argued about the matter until 12:30 when Rizal ate some poached egg and a little chicken.
Afterward he asked to leave to write and wrote for a long time by himself.
• At 3 in the afternoon, Father March entered the chapel and Rizal handed him what he had
written. Immediately the chief of the firing squad, Senior Del Frenso and the assistant of the
Plaza, Senior Maure, were informed. They entered death row and together with Rizal signed
the document that the accused had written.
• At 5 this morning of the 30th , the lover of Rizal arrived at the prison dressed in mourning.
Only the former entered the chapel, followed by the military chaplain whose name I cannot
ascertain. Donning his formal clothes and aided by the soldier of the artillery, the nuptials of
Rizal and the woman who had been his lover were performed at the point of death (in
articulo mortis) after embracing him she left, flooded with tears.
CASE STUDY 4: Where Did the Cry of Rebellion Happen ?

Momentous events swept the Spanish colonies in the late nineteenth century, including the
Philippines. Journalist of the time referred to the phrase “EL Grito de Rebellion” or “Cry of Rebellion”
Page | 44
to mark the start of these revolutionary events, identifying the places where it happened. In the
Philippines. This happened in August 1896, northeast of Manila, where they declared rebellion
against the Spanish colonial government. These events are important markers in the history of
colonies that struggled for their independence against their colonizers.
The controversy regarding this event stems from the identification of the date and place
where the Cry happened. Prominent Filipino historian Teodoro Agoncillo emphasizes the event when
Bonifacio tore the cedula or tax receipt before the katipuneros who also did the same. Some writers
identified the first military event with the Spaniards as the moment of the Cry, for which, Emilio
Aguinaldo commissioned an “Himno de Balintawak” to inspire the renewed struggle after the Pact of
the Biak-na-Bato failed. A monument to the Heroes of 1896 was erected in what is now the
intersection of Epifanio de los Santos (EDSA) Avenue and Andres Bonifacio Drive-North Diversion
road, and from then on until 1962, the Cry of Balintawak was celebrated every 26 th of August. The
site of the monument was chosen for unknown reason.
Different Dates and Places of the Cry
▸ A guardia civil, Lt. Olegario Diaz Balintawak, 25 August 1896

▸ Filipino historian, Teodoro Kalaw Kangkong, Balintawak , August 1896
▸ A Katipunero and son of Mariano Alvarez Bahay Toro in Quezon City, 24 August
1896
▸ A Katipunero, Pio Valenzuela Pugad Lawin, 23 August 1896
▸ Filipino historian, Gregorio Zaide Balintawak, 26 August 1896
▸ Filipino historian, Teodoro Agoncillo Pugad Lawin, 23 August 1896
▸ Filipino hisrorian, Milagros Guererro, Gulod, Brgy Banlat, Quezon City, 24
August 1896
Emmanuel Encarnacion, and Ramon Villegas
Accounts of the Cry:
Guillermo Masangkay’s Cry of Balintawak

On August 26th, a big meeting was held in Balintawak, at the house of Apolonio Samson,
then cabeza of that barrio of Caloocan. Among those who attended, I remember, were Bonifacio,
Emilio Jacinto, Aguedo del Rosario, Tomas Romigio, Briccio Pantas, Teodoro Plata, Pio Valenzuela,
Enrique Pacheco, and Francisco Carreon. They were all leaders of the Katipunan and composed the
board of directors of the organization. Delegates from Bulacan, Cabanatuan, Cavite. And Morong
were also present.
At about nine o’clock in the morning of August 26, the meeting was opened with Andres
Bomifacio presiding and Emilio Jacinto acting as secretary. The purpose was to discuss when the
uprising was to take place. Teodoro Plata, Briccio Pantas, and Pio Valenzuela were all opposed to
starting the revolution too early… Andres Bonifacio, sensing that he would lose in the discussions
then, left the session hall and talked to the people, who were waiting outside for the result of the
meeting of the leaders.
He told the people that the leaders were arguing against the starting the revolution early,
and appealed to them in a fiery speech in which he said: “You remember the fate of our countrymen
who were shot in Bagumbayan. Should we return now to the towns, the Spaniards will only shoot us.
Page | 45
Our organization has been discovered and we are all marked men. If we don’t start the uprising, the
Spaniards will get us anyway. What then, so you say?”
“Revolt!” the people shouted as one. Bonifacio then asked the people to give a pledge that
they were to revolt. He told them that the sign of slavery of the Filipinos were (sic) the cedula tax
charged each citizen. “If it is true that you are ready to revolt… I want to see you destroy your cedulas.
It will be a sign that all of us have declared our severance from the Spaniards.”
Pio Valenzuela’s Cry of Pugad Lawin

The first place of refuge of Andres Bonifacio, Emilio Jacinto, Procopio Bonifacio, Teodoro
Plata, Aguedo del Rosario, and myself was Balintawak, the first arriving there on August 19, and I,
on August 20, 1896. The first place where some 500 members of the Katipunan met on August 22,
1896 was the house and yard of Apolonio Samson at Kangkong.
Aside from the persons mentioned above, among those who were there were Briccio Pantas,
Alejandro Santiago, Ramon Bernardo, Apolonio Samson, and others. Here, views were only
exchanged, and no resolution was debated or adopted . It was at Pugad Lawin, the house, store-
house, and yard of Juan Ramos son of Melchora Aquino, where over 1,000 members of the
Katipunan met and carried out considerable debate and discussion on August 23, 1896.
The discussion was on whether or not the revolution against the Spanish government should
be started on August 29, 1896… After the tumultuous meeting, many of those present tore their
cedula certificates and shouted “Long live the Philippines! Long live the Philippines!”
From the eyewitness accounts presented, there is indeed marked disagreement among
historical witnesses as to the place and time of the occurrence of the Cry. Using sources, four places
have been identified: Balintawak, Kangkong, Pugad Lawin and Bahay Toro, while the dates vary: 23,
24,25, or August 26, 1896.
Valenzuela’s account should be read with caution: He once told a Spanish investigator that
the “Cry” happened in Balintawak on Wednesday 26 August 1896. Much later, he wrote in his
Memoirs of the Revolution that it happened at Pugad Lawin on 23 August 1896. Such inconsistencies
in accounts should always be seen as a red flag when dealing with primary sources.
According to Guerrero, Encarnacion, and Villegas, all these places are in Balintawak, then
part of Caloocan, now, in Quezon City. As for the dates, Bonifacio and his troops may have been
moving from one place to another to avoid being located by the Spanish government, which could
explain why there are several accounts of the Cry.
Page | 46
Task 3
Name: _ Date:
INSTRUCTIONS: Choose and encircle the best option that answers each question to the best of
your knowledge.
1. Multiperspectivity is defined as a way of looking at historical events, personalities,

developments, cultures, and societies from different perspectives.
a. Yes b. No
2. The first mass in the Philippines took place at Butuan and not in Limasawa.
a. Yes b. No
3. In relation to the Site of the First Mass in the Philippines, there is only one account
accessible, Antonio Pigafetta’s Log.
a. Yes b. No
4. The Cavite Mutiny of 1872 resulted in the martyrdom of GOMBURZA.
a. Yes b. No
5. There is only one Spanish account about the Cavite Mutiny and Martyrdom of
GOMBURZA.
a. Yes b. No
6. There are differing accounts about the Cavite Mutiny of 1872 and Martyrdom of
GOMBURZA.
a. Yes b. No
7. Jose Rizal retracted everything he said about the Spanish government before his death.
a. Yes b. No
8. The Cry of Rebellion took place when Aguinaldo tore the cedula or tax receipt before the
Katipuneros who also did the same.
a. Yes b. No
9. The Cry of Rebellion is also known as El Grito de Rebellion.
a. Yes b. No
10. The Cry of Rebellion took place on Balintawak and not in Pugadlawin.
a. Yes b. No
Page | 47
Assessment
Name: _ Date:
INSTRUCTIONS: You are required to read and analyze all the 4 cases presented on this lesson.
Among them, choose only two cases and answer the following questions:
a. Why did you chose those two topics/cases?
b. What is your conclusion/analysis on the cases you’ve chosen?
c. What do you think is the importance of multiperspectivity on studying conflicts and
controversies in one’s history?
d. What do you think is the importance or contribution of those cases you’ve chosen
on our quest of unfolding our history?
Page | 48
Task 4
Name: _ Date:
INSTRUCTIONS: Choose the best answer for each item on the box below and write on the space
provided before each item.
Hermenegildo Pardo de Tavera Mazaua Limasawa
Noli Me Tangere February 17, 1872 Jose Montero y Vidal
Islands of Saint Lazarus Butuan February 17, 1972
Multiperspectivity Miguel A. Bernad Mazava
Francisco Albo El Filibusterismo Watering Place of Good Omen
1. He is a pilot of one of Magellan’s ship, Trinidad who returned to Spain

together with Sebastian Elcano after circumnavigating the world.
2. This can be defined as a way of looking at historical events, personalities,
developments, cultures, and societies from different perspectives.
3.The island where Albo referred to the people as very good and where they
planted a cross upon a mountain-top.
4. According on Pigafetta’s account, upon reaching the island of Homonhon
on March 17 (Sunday), Magellan named the entire archipelago as
_.
5. He was a Jesuit priest who lays down the argument in Pigafetta’s account,
a crucial aspect of Butuan was not mentioned – the river.
6. This has been believed as the site of the first mass for centuries that even
culminated to the erection of a monument in 1872 near Agusan River.
7. A Spanish historian who wrote an account in the Cavite Mutiny of 1872
that centered on how the event was an attempt in overthrowing the
Spanish government in the Philippines.
8. A Filipino scholar and researcher who wrote a Filipino version of the
bloody incident in Cavite.
9. The GOMBURZA were executed by garrotte in public on _ .
10. The second novel of Jose Rizal which was dedicated to the memory of
the GOMBURZA.
Page | 49
INSTRUCTIONS: Write true if the statement is correct. Otherwise, write false if the statement is
incorrect.
11. The GOMBURZA were prominent Filipino priests charged with treason and
sedition.
12. The year 1872 is a historic year of both the Cavite Mutiny and Rizal’s
execution.
13. “The Retraction” document declares Rizal’s belief in the Catholic faith, and
retracts everything he wrote against the Church.
14. A French writer named Edmund Plauchut, complemented Izquierdo’s
account and analyzed the motivations of the 1872 Cavite Mutiny.
15. The GOMBURZA is a collective name of the three martyred priests
Mariano Gomez, Juan Burgos, and Jacinto Zamora.
16. Jose Rizal is identified as a hero of the revolution for his writings that center
on the ending of colonialism and liberation of Filipino minds.
17. The retraction remains a controversy until now, yet, many scholars agree
that the document does not tarnish the heroism of our national hero.
18. Fr. Vincent Balaguer was a Jesuit friar who gave his testimony about
Rizal’s retraction during the last hours before the latter’s execution.
19. Governor General Rafael Izquierdo implicated the native clergy, who wrote
an account of the Cavite Mutiny corroborating Edmund Plauchut’s
account.
20. The Cry of the Rebellion happened within the vicinity of present-day
Quezon City.
Page | 50
LESSON 4
Social, Political, Economic, and Cultural Issues in Philippine
History
TOPICS
1. Evolution of the Philippine Constitution
2. Policies on Agrarian Reform
3. Evolution of Philippine Taxation
LEARNING OUTCOMES
1. effectively communicate, using various techniques and genres, their historical analysis of
a particular event or issue that could help other understand the chosen topic; and
2. propose recommendations/solutions to present-day problems based on their
understanding of root causes and their anticipation of future scenarios.
TOPIC 1: EVOLUTION OF THE PHILIPPINE CONSTITUTION
CONSTITUTION
• It is the fundamental law according to which the government of a state is organized and
to which the relations of individuals or moral persons to the community are determined.
• It is a covenant that embodies the rights and duties of people, prescribing ways by which
such rights are freely enjoyed, subject to certain limitations under the law and protected
from abuse or infringement by anyone.
Page | 51
THE TRANSITION OF PHILIPPINE CONSTITUTION
THE 1897 CONSTITUTION OF

BIAK-NA-BATO
1899 MALOLOS CONSTITUTION
1935 COMMONWEALTH
CONSTITUTION
1873 CONSTITUTIONAL
AUTHORITARIANISM
1987 CONSTITUTION AFTER

MARTIAL LAW
THE 1897 CONSTITUTION OF BIAK-NA-BATO
It was a provisionary Constitution of the Philippine Republic during the Philippine Revolution,
and was promulgated by the Philippine Revolutionary Government on November 1, 1897. This
Constitution was borrowed from Cuba and written by Isabelo Artacho and Felix Ferrer in Spanish.
Emilio Aguinaldo established the Biak-na-Bato Republic on his headquarters in Biak-na-Bato in
Bulacan province. It also outlined certain basic human rights, such as freedom of religion, freedom of
the press, and the right to education. Emilio Aguinaldo and Mariano Triad were elected Supreme
Council president and vice president, respectively. The news immediately spread throughout the
country, and the revolutionaries were once more in high spirits.
The organs of the government under the Constitution

1. The Supreme Council (vested with the power of the Republic)
President: Emilio Aguinaldo
Vice President: Mariano Triad
Sec. of the Interior: Isabelo Artacho
Sec. of Foreign Affairs: Antonio Montenegro
Sec. of the Treasury: Baldomero Aguinaldo
Sec. of War: Emiliano Riego de Dios
Page | 52
2. Consejo Supremo de Gracia Y Justicia (Supreme Council of Grace and Justice)
They were given the authority to make decisions and affirm or disprove the sentences rendered
by other courts and dictate rules for the administration of justice.
3. Asembleas de Representantes (Assembly of Representatives)
They were to be convened after the revolution to create a new institution and to elect a new
Council of Government and Representatives of the people.
THE 1899 MALOLOS CONSTITUTION
A revolution was launched against Spain and the revolutionaries declared Philippine
independence in Kawit, Cavite on June 12, 1898. What became known as the Malolos Congress
was convened on September 15, 1898 and the first Philippine Constitution, called the Malolos
Constitution, was approved on January 20, 1899, ushering what is called the First Philippine
Republic. In the Spanish-American War of 1898, the revolutionaries sided with the Americans, hoping
that, with the defeat of Spain, independence would be granted by the US to the Philippines. This,
however, did not happen. After Spain sold the islands to the United States in the Treaty of Paris, the
US immediately proceeded to brutally suppress the Philippine independence movement.
This is also known as the “Political Constitution of 1899” and the historical highlights are as
follows:
 It was promulgated by Aguinaldo on January 21, 1899 and was written in Spanish by Felipe
Calderon.
 It is consists of 39 articles, divided into 14 titles, with 8 articles of transitory provisions, and
a final additional article and was patterned after the Spanish Constitution.
 The recognition of freedom and equality of all beliefs, as well as the separation of Church
and State was declared.
 It also declares that the form of government shall exercise three distinct powers:
Government
Executive Power - vested

in the president, and
elected by a constituent
assembly of the Assembly
of Representatives and Legislative Power –
vested to a unicameral
body called the Assembly
of Representatives
Judicial Power
Page | 53
THE 1935 COMMONWEALTH CONSTITUTION
The 1935 Constitution, which featured a political system virtually identical to the American
one, became operative. The system called for a President to be elected at large for a 4-year term
(subject to one re-election), a bicameral Congress, and an independent Judiciary.
During the American colonial period two acts of the US Congress were passed that may
be considered to have potentials of constitutionality:
Organic Act of 1902 Philippine Autonomy Act of 1916
 provided for the creation of a
 referred to as “Jones Law” which
popularly elected Philippine
modified the structure of the Philippine
Assembly. government by removing the
 specified that legislative power Philippine Commission, replacing it
would be vested in a bicameral with a Senate (upper house) and its
legislature composed of the members elected by the Filipino
Philippine Commission as the voters, the first truly elected national
upper house and the Philippine legislature.
Assembly as lower house.  It also declared the purpose of the
 included a bill of rights for Filipinos U.S. to end their sovereignty over the
and the appointment of two non- Philippines and grant Philippine
voting Filipino Resident independence soon as a stable
Commissioners of the Philippines government can be established.
as representative to the U.S.
House of Representatives.
In 1932, the US Congress passed the Hare-Hawes-Cutting Act with the promise of
granting Filipinos’ independence through the efforts of Sergio Osmena and Manuel Roxas.
Unfortunately, the bill was opposed by then Senate President Manuel L. Quezon and thus, rejected
by the Philippine Senate.
Other important facts about 1935 Constitution:
 Tydings-McDuffie Act (Philippine Independence Act) was passed by the US Congress
that provided authority and defined mechanisms for the establishment of a formal
constitution by a constitutional convention
 Right to suffrage were afforded to male citizens of the country given that they must be
21 years of age and above and are able to read and write; this was later on extended to
women within two years after the approval of the constitution.
 On February 8, 1935, the draft was approved by the constitutional convention and
ratified by then US President Franklin B. Roosevelt on March 25, 1935. Elections
followed in September 1935 and Manuel L. Quezon was elected President of the
Commonwealth.
Page | 54
THE 1973 PHILIPPINE CONSTITUTION
UNDER THE MARCOS REGIME
Ferdinand E. Marcos was elected

president, and in 1967, Philippine
Congress passed a resolution calling for
a constitutional convention to change the
1935 Constitution. Marcos won the re-election in 1969 and
the election of delegates to the
constitutional convention were held on
November 20a, 1970, and it was formally
began on June 1, 1971.
Martial Law was declared. Marcos cited a
growing communist insurgency as reason
for the Martial Law, which was provided
for in the 1935 Constitution.
With Marcos as dictator, the direction of the

convention turned, manipulating the
document to be able to hold on to power for
as long as he could.
In 1965 Marcos, who was a prominent member of the Liberal Party founded by Roxas, broke
with it after failing to get his party’s nomination for president. He then ran as the Nationalist Party
candidate for president against the Liberal president, Diosdado Macapagal. The campaign was
expensive and bitter. Marcos won and was inaugurated as president on December 30, 1965. In 1969
he was reelected, becoming the first Philippine president to serve a second term. During his first term
he had made progress in agriculture, industry, and education. Yet his administration was troubled by
increasing student demonstrations and violent urban guerrilla activities.
On September 21, 1972, Marcos imposed martial law on the Philippines. Holding that
communist and subversive forces had precipitated the crisis, he acted swiftly; opposition politicians
were jailed, and the armed forces became an arm of the regime. Opposed by political leaders—
notably Benigno Aquino, Jr., who was jailed and held in detention for almost eight years—Marcos
was also criticized by church leaders and others. In the provinces Maoist communists (New People’s
Army) and Muslim separatists (notably of the Moro National Liberation Front) undertook guerrilla
activities intended to bring down the central government. Under martial law the president assumed
extraordinary powers, including the ability to suspend the writ of habeas corpus. Marcos announced
the end of martial law in January 1981, but he continued to rule in an authoritarian fashion under
Page | 55
various constitutional formats. He won election to the newly created post of president against token
opposition in June 1981.
On November 29, 1972, the convention approved its proposed constitution. Here are some
of the proposed amendments of the Constitution:
 The constitution was supposed to introduce a parliamentary-style government, where
legislative power was vested in a unicameral National Assembly, with members being
elected to six-year term.
 The president was to be elected as the symbolic and ceremonial head of state chosen from
the members of the National Assembly. He would serve a six-year term and could be re-
elected to an unlimited number of terms.
 Executive power was relegated to the Prime Minister, who was also the head of government
and Commander-in-Chief of the Armed Forces who was also to be elected from the National
Assembly.
President Marcos issued then a Presidential Decree No. 73 setting the date of the plebiscite to
ratify or reject the proposed constitution on November 30, 1973. But, it was postponed and instead
of a plebiscite, Citizen Assemblies were held from January 10-15, 1973. On January 17, 1973,
Marcos issued a proclamation announcing that the proposed constitution had been ratified by an
overwhelming vote of the members of the highly irregular Citizen Assemblies. Thus, the constitution
was still amended several times:
 They allow the continuation of Martial Law.
 The president become the Prime Minister and continue to exercise legislative powers until
Martial Law was lifted and authorized the President to legislate on his own on an emergency
basis.
 The retirement age of members of the judiciary was extended to 70 years.
Obviously, given all the amendments, the 1973 Constitution was simply a way of the Marcos to
keep powers, abolish the Senate, and functioned as an authoritarian government with all the powers
concentrated to him.
Marcos’s later years in power were marred by rampant government corruption, economic
stagnation, the steady widening of economic inequalities between the rich and the poor, and the
Page | 56
steady growth of a communist guerrilla insurgency active in the rural areas of the Philippines’
innumerable islands.
THE 1987 PHILIPPINE CONSTITUTION
The 1980’s turbulent state caused the assassination of Benigno Aquino Jr., at Manila
International Airport in August 1983. Thus, it triggered the EDSA People Power Revolution of 1986.
The Marcos family then fled into exile and his opponent in the snap elections, Corazon Aquino was
installed as the new Philippine president on February 25, 1986.
Revert to the
1935
Constitution
President
Corazon
Aquino had
three
options
Retain the 1973 Start anew and
Constitution and break from the
be granted the “vestiges of a
power to make disgraced
reforms dictatorship"
The President decided to draft a new constitution which will “truly reflective of the aspirations
and ideals of the Filipino people.” Thus, in 1986, a constitutional convention was formed, with 48
members appointed by President Aquino coming from varied backgrounds and representations. The
1986 ConCom was composed of 48 individuals who represented all sectors in the country, including,
among others, Bishop Teodoro Bacani, former Supreme Court chief justice Roberto Concepcion,
former labor minister (and eventually senator and foreign affairs secretary) Blas Ople, Ateneo De
Manila University president Father Joaquin Bernas SJ, and University of the Philippines Student
Council Chairperson (now Commission on Human Rights chair) Chito Gascon.
The convention then drew up a permanent constitution, they restore the setup abolished by
Marcos in 1972, but added new ways keeping the president in check.
The 1987 Constitution starts with a preamble and eighteen self-contained articles. It recognized
the country as a “democratic republican State” which means “sovereignty resides in the people and
all government authority emanates from them.” It shares governmental powers among the executive,
legislative, and judicial branches of the government. The Constitution also established three
independent Constitutional Commissions: Civil Service Commission, Commission on Elections, and
Commission on Audit.
Page | 57
Legislative Department
The Legislative Branch enacts legislation, confirms or rejects Presidential appointments, and has
the authority to declare war. This branch includes Congress (the Senate and House of
Representatives) and several agencies that provide support services to Congress.
 Senate (upper house) – composed of twenty-four Senators who shall be elected at large by
the qualified voters of the Philippines, as may be provided by law.
 House of Representatives (lower house) – shall be composed of not more than two hundred
and fifty members, unless otherwise fixed by law, who shall be elected from legislative
districts apportioned among the provinces, cities, and the Metropolitan Manila area in
accordance with the number of their respective inhabitants, and on the basis of a uniform
and progressive ratio, and those who, as provided by law, shall be elected through a party-
list system of registered national, regional, and sectoral parties or organizations.
The party-list representatives shall constitute twenty per cent of the total number of
representatives including those under the party list. For three consecutive terms after the ratification
of this Constitution, one-half of the seats allocated to party-list representatives shall be filled, as
provided by law, by selection or election from the labor, peasant, urban poor, indigenous cultural
communities, women, youth, and such other sectors as may be provided by law, except the religious
sector.
Executive Department
The executive branch carries out and enforces laws. It includes the President, Vice
President, the Cabinet, executive departments, independent agencies, and other boards,
commissions, and committees.
Key roles of the executive branch include:
Page | 58
 President – The President leads the country. He/she is the head of state, leader of the
national government, and Commander in Chief of all armed forces of the Philippines. The
President serves a six-year term and cannot be re-elected.
 Vice President – The Vice President supports the President. If the President is unable to
serve, the Vice President becomes President. He/she serves a six-year term.
 The Cabinet – Cabinet members serve as advisors to the President. They include the Vice
President and the heads of executive departments. Cabinet members are nominated by the
President and must be confirmed by the Commission of Appointments.
Judicial Department
The judicial branch interprets the meaning of laws, applies laws to individual cases, and
decides if laws violate the Constitution. The judicial power shall be vested in one Supreme Court and
in such lower courts as may be established by law. Judicial power includes the duty of the courts of
justice to settle actual controversies involving rights which are legally demandable and enforceable,
and to determine whether or not there has been a grave abuse of discretion amounting to lack or
excess of jurisdiction on the part of any branch or instrumentality of the Government. The judicial
branch interprets the meaning of laws, applies laws to individual cases, and decides if laws violate
the Constitution.
Each branch of government can change acts of the other branches as follows:
 The President can veto laws passed by Congress.

 Congress confirms or rejects the President's appointments and can remove the President
from office in exceptional circumstances.
 The Justices of the Supreme Court, who can overturn unconstitutional laws, are appointed
by the President and confirmed by the Senate.
TOPIC 2: POLICIES ON AGRARIAN REFORM

Agrarian Reform
Essentially known as the rectification of the whole system of agriculture

and an important aspect of the Philippine economy because nearly half
of the population is employed in the agricultural sector, and most
citizens live in rural areas.
It is centered on the relationship between production and the

distribution of land among farmers.
It is focused on the political and economic class character of the

relations of production and distribution in farming and related
enterprises
Page | 59
• PRE-COLONIAL PERIOD
“This land is Ours God gave this land to us”
Before the Spaniards came to the Philippines,
Filipinos lived in villages or barangays ruled by
chiefs or datus. The datus comprised the nobility.
Then came the maharlikas (freemen), followed by
the aliping mamamahay (serfs) and aliping
saguiguilid (slaves).
However, despite the existence of different
classes in the social structure, practically
everyone had access to the fruits of the soil.
Money was unknown, and rice served as the
medium of exchange.
• SPANISH PERIOD
“United we stand, divided we fall”
When the Spaniards came to the Philippines, the
concept of encomienda (Royal Land Grants) was
introduced. This system grants that
Encomienderos must defend his encomienda
from external attack, maintain peace and order
within, and support the missionaries. In turn, the
encomiendero acquired the right to collect
tribute from the indios (native).
The system, however, degenerated into abuse of
power by the encomienderos The tribute soon
became land rents to a few powerful landlords.
And the natives who once cultivated the lands in
freedom were transformed into mere share
tenants.
• First Philippine Republic

“The yoke has finally broken”
When the First Philippine Republic was
established in 1899, Gen. Emilio Aguinaldo
declared in the Malolos Constitution his
intention to confiscate large estates, especially
the so-called Friar lands.
However, as the Republic was short-lived,
Aguinaldo’s plan was never implemented.
Page | 60
• American Period
“Long live America”
Significant legislation enacted during the
American Period:
Philippine Bill of 1902 – Set the ceilings on the
hectarage of private individuals and
corporations may acquire: 16 has. for private
individuals and 1,024 has. for corporations.
Land Registration Act of 1902 (Act No. 496) –
Provided for a comprehensive registration of
land titles under the Torrens system.
Public Land Act of 1903 – introduced the
homestead system in the Philippines.
Tenancy Act of 1933 (Act No. 4054 and 4113)
– regulated relationships between
landowners and tenants of rice (50-50 sharing)
and sugar cane lands.
The Torrens system, which the Americans
instituted for the registration of lands, did not
solve the problem completely. Either they
were not aware of the law or if they did, they
could not pay the survey cost and other fees
required in applying for a Torrens title.
• Commonwealth Period
“Government for the Filipinos”
President Manuel L. Quezon espoused the
"Social Justice" program to arrest the
increasing social unrest in Central Luzon.
Significant legislation enacted during
Commonwealth Period:
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"
Commonwealth Act No. 178 (An
Amendment to Rice Tenancy Act No.
4045), Nov. 13, 1936 – Provided for
certain controls in the landlord-tenant
relationships
Page | 61
• National Rice and Corn Corporation
(NARIC), 1936 – Established the price of
rice and corn thereby help the poor
tenants as well as consumers.
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.
Rural Program Administration, created
March 2, 1939 – Provided the purchase
and lease of haciendas and their sale and
lease to the tenants.
Commonwealth Act No. 441 enacted on
June 3, 1939 – Created the National
Settlement Administration with a capital
stock of P20,000,000.
• Japanese Occupation
“The Era of Hukbalahap”
The Second World War II started in
Europe in 1939 and in the Pacific in 1941.
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.
Unfortunately, the end of war also
signaled the end of gains acquired by the
peasants.
Upon the arrival of the Japanese in the
Philippines in 1942, peasants and workers
organizations grew strength. Many
peasants took up arms and identified
themselves with the anti-Japanese group,
the HUKBALAHAP (Hukbo ng Bayan Laban
sa Hapon).
Page | 62
Philippine Republic
“The New Republic”

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)

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

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) :

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 particularly aimed at rebel
returnees providing home lots and farmlands in Palawan and
Mindanao.
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.
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.
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.
Page | 63
• President Carlos P. Garcia (1957-1961)
Continued the program of President Ramon
Magsaysay. No new legislation passed.
• President Diosdado P. Macapagal (1961-1965)

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 an administrative machinery for
implementation, institutionalized a judicial system
of agrarian cases, incorporated extension,
marketing and supervised credit system of
services of farmer beneficiaries.
The RA was hailed as one that would emancipate
Filipino farmers from the bondage of tenancy.
• President Ferdinand E. Marcos (1965-1986)

Proclamation No. 1081 on September 21, 1972
ushered the Period of the New Society. Five days
after the proclamation of Martial Law, the entire
country was proclaimed a land reform area and
simultaneously the Agrarian Reform Program was
decreed.
President Marcos enacted the following laws:
Republic Act No. 6389, (Code of Agrarian Reform)
and RA No. 6390 of 1971 -- Created the Department
of Agrarian Reform and the Agrarian Reform Special
Account Fund. It strengthen the position of farmers
and expanded the scope of agrarian reform.
Presidential Decree No. 2, September 26, 1972 --
Declared the country under land reform program. It
enjoined all agencies and offices of the government to
extend full cooperation and assistance to the DAR. It
also activated the Agrarian Reform Coordinating
Council.
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.
Page | 64
• President Corazon C. Aquino (1986-1992)
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.”
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.
Subsequently, four Presidential issuances were
released in July 1987 after 48 nationwide
consultations before the actual law was enacted.
President Corazon C. Aquino enacted the following
laws:
Executive Order No. 228, July 16, 1987 – Declared
full ownership to qualified farmer-beneficiaries
covered by PD 27. It also determined the value
remaining unvalued rice and corn lands subject of PD
27 and provided for the manner of payment by the
FBs and mode of compensation to landowners.
Executive Order No. 229, July 22, 1987 – Provided
mechanism for the implementation of the
Comprehensive Agrarian Reform Program (CARP).
Proclamation No. 131, July 22, 1987 – Instituted the
CARP as a major program of the government. It
provided for a special fund known as the Agrarian
Reform Fund (ARF), with an initial amount of Php50
billion to cover the estimated cost of the program from
1987-1992.
• Executive Order No. 129-A, July 26, 1987 –
streamlined and expanded the power and operations
of the DAR.
• Republic Act No. 6657, June 10, 1988
(Comprehensive Agrarian Reform Law) – An act
which became effective June 15, 1988 and instituted
a comprehensive agrarian reform program to promote
social justice and industrialization providing the
mechanism for its implementation and for other
purposes. This law is still the one being implemented
at present.
• Executive Order No. 405, June 14, 1990 – Vested in
the Land Bank of the Philippines the responsibility to
determine land valuation and compensation for all
lands covered by CARP.
• Executive Order No. 407, June 14, 1990 –
Accelerated the acquisition and distribution of
agricultural lands, pasture lands, fishponds, agro-
forestry lands and other lands of the public domain
suitable for agriculture.
Page | 65
• President Fidel V. Ramos (1992-1998)
When President Fidel V. Ramos formally took over in
1992, his administration came face to face with
publics 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.
President Fidel V. Ramos enacted the following laws:
Republic Act No. 7881, 1995 – Amended certain
provisions of RA 6657 and exempted fishponds and
prawns from the coverage of CARP.
Republic Act No. 7905, 1995 – Strengthened the
implementation of the CARP.
Executive Order No. 363, 1997 – Limits the type of
lands that may be converted by setting conditions
under which limits the type of lands that may be
converted by setting conditions under which specific
categories of agricultural land are either absolutely
non-negotiable for conversion or highly restricted for
conversion.
Republic Act No. 8435, 1997 (Agriculture and
Fisheries Modernization Act AFMA) – Plugged the
legal loopholes in land use conversion.
Republic Act 8532, 1998 (Agrarian Reform Fund Bill)
– Provided an additional Php50 billion for CARP and
extended its implementation for another 10 years.
Page | 66
• President Gloria Macapacal-Arroyo (2000-
2010)
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.”
Land Tenure Improvement - DAR will remain
vigorous in implementing land acquisition and
distribution component of CARP. The DAR will
improve land tenure system through land
distribution and leasehold.
Provision of Support Services - CARP not only
involves the distribution of lands but also
included package of support services which
includes: credit assistance, extension services,
irrigation facilities, roads and bridges,
marketing facilities and training and technical
support programs.
Infrastrucre Projects - DAR will transform the
agrarian reform communities (ARCs), an area
focused and integrated delivery of support
services, into rural economic zones that will
help in the creation of job opportunities in the
countryside.
KALAHI ARZone - The KALAHI Agrarian Reform
(KAR) Zones were also launched. These zones
consists of one or more municipalities with
concentration of ARC population to achieve
greater agro-productivity.
Agrarian Justice - To help clear the backlog of
agrarian cases, DAR will hire more paralegal
officers to support undermanned adjudicatory
boards and introduce quota system to compel
adjudicators to work faster on agrarian reform
cases. DAR will respect the rights of both
farmers and landowners.
Page | 67
• President Benigno Aquino III (2010-
2016)
• President Benigno Aquino III vowed
during his 2012 State of the Nation
Address that he would compplete
before the end of his term the
Comprhensive Agrarian Reform
Program (CARP), the ceterpiece
program of the administration of his
mother, President Corazon Aquino.
• The younger Aquino distributed their
family-owned Haciencda Luisita in
Tarlac Apart from the said farm lots, he
also promised to complete the
distribution of privately-owned lands of
productive agricultural estates in the
country that have escaped the
coverage of the program.
• Under his administration, the Agrarian
Reform Community Connectivity and
Economic Support
Services(ARCCESS) project was
created to contribute to the overall goal
of rural poverty reduction especially in
agrarian reform areas.
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.
The legal case monitoring system
(LCMS), a web-based legal system for
recording and monitoring various kinds
of agrarian cases at the provincial,
regional and central offices of the DAR
to ensure faster resolution and close
monitoring of agrarian- related cases,
was also launched.
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.
Page | 68
• President Rodrigo Roa Duterte (2016 – present)
The President directed the DAR to launch the
2nd phase of agrarian reform where landless farmers
would be awarded with undistributed lands under the
Comprehensive Agrarian Reform Program (CARP).
Duterte plans to place almost all public lands,
including military reserves, under agrarian reform.
The President also placed 400 hectares of agricultural
lands in Boracay under CARP.
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.
The Department also pursues an “Oplan Zero Backlog”
in the resolution of cases in relation to agrarian justice
delivery of the agrarian reform program to fast-track the
implementation of CARP.
TOPIC 3: EVOLUTION OF PHILIPPINE TAXATION
Taxation is a reality that all the citizens must contend with for the primary
reason that the government raise revenue from the people they govern to be
able to function fully. In exchange for the taxes that people, the government
promises to improve the citizens’ lives through good governance. Taxation
as a government mechanism to raise funds, developed and evolved through
time, annd in the context of the Philippines, we must understand that it came
with our colonial experience.
TAXATION is defined in many ways. Commonly heard definitions include:
 It is the process by which the sovereign, through its law making body, races revenues use
to defray expenses of givernment.
 It is a means of government in increasing its revenue under the authority of the law,
purposely used to promote welfare and protection of its citizenry.
 It is the collection of the share of individual and organizational income by a government
under the authority of the law.
Purpose and Significance of Tax
Primary Sources: generates funds or revenues use to defray expenses incureed by the government
in promoting the general welfare of its citizenry. Public expenditure.
Other purposes: to equitably contribute to the wealth of the nation.
Page | 69
TAXATION IN SPANISH PHILIPPINES
 When spaniards came, they started to collect “tributos” (tributes).

 The purpose of it is to develop and improve the islands and to
maintain it as well
 also, the collect tributes is for the government officials salary and
for the expenses of the clergy
 The Filipinos have gotten satisfied with the production of agriculture
 Later on, half of the tribute was paid in cash and the rest with
produce.
 Sixteenth century. Manila-Acapulco trade (The Galleon Trade)
The Spanish government continued trade relations with these
countries and Manila became the Center of Commerce
China, Japan, Maluccas, Siam, India, Cambodia, Borneo
 During the Galleon trade, force labor was a character of spanish colonial taxation and was
required from the Filipinos.
Male Filipino were obligated to serve which results to deaths in seventeenth century. Males
are required to provide 40 days per annum.
 1884, The payment of tribute was put to a stop because of the “cedulla”
 Taxation in the Philippine during spanish colonial period was characterized by a heavy
burden place
TAXATION UNDER THE AMERICANS
 Americans aimed to make the economy self-sufficient by running the

government with the possible sum revenue and create surplus in the
budget.
 From 1898 to 1903, the Americans followed the Spanish system of
taxation with some modifications.
 Later on, the Urbana would be replaced by tax on real state, which
became known as land tax.
 The problem with the tax was that land titling in the rural area was
very disorderly.
TAXATION DURING THE COMMONWEALTH PERIOD

In 1937, the cedula tax was abolished, which prepared to be a
progressive move;
but in 1940, a residence tax was imposed on every citizens aged 18
years old and on every corporation.
In 1939, the Commonwealth drafted the National Internal Revenue
Code, introducing major changes in the new tax system as follows:
1. The normal tax of three percent and the surtax on income was
replaced by a single tax and progressive rate.
2. Personal exemptions were reduced
3. Corporation income tax slightly increased by introducing taxes on
inherited estates or gifts donated in the name of the dead persons.
Page | 70
4. The culminative sales tax was replaced by a single turnover tax of 10%
on luxuries.
5. Taxes on liquors, cigarettes, forestry products and mining were
increased.
6. Dividends were made taxable.
The introduced tax structure was an improvement of the earlier system introduced by the
Americans, but still remained unequitable. As World War II reached the Philippine shores,
economic activity put to stop and the Philippines bowed to a new administrators, the
Japanese. The expenditure of the Japanese military government grew greatly, and they
issued military notes in order to cover the costs of war.
FISCAL POLICY FROM 1946 TO PRESENT
 Roxas Regime (1946-1948)

-He rejected the advised of the United States in tax collection.
 Quirino Regime (1948-1953)
-The impetus for economic growth came through the implementation of import and exchange
controls that led to import substitution development.
-tax revenue in 1953 increased twofold compared to 1948.
 Magsaysay, Garcia & Macapagal Regime (1953-1965)
-Promised to study the tax structure and policy of the country (through the creation of a Tax
Commission in 1959 means of Republic Act No. 2211)
-The period of post-war republic also saw a rise in corruption
-Indirect taxation still contributed to three quarters of tax revenues and the Omnibus Tax
Law of 1969 did not increase the ratio of income tax to general tax.
 Marcos Regime (1965-1986)
-During the Latter part of Marcos’ years (1981-1985), the tax system was still heavily
dependent on indirect taxes, which made up 70% of total tax collection.
-Taxes grew at an average annual rate of 15% and generated a low tax yield.
 Aquino Regime (1986-1992)
-A major reform in the tax system introduced under the term Aquino was the introduction of
the Value Added Tax (VAT).
-She reformed the tax system through the 1986 Tax Reform Program.
-The VAT law was signed in 1986 and put to effect in 1988
-The tax reform of Aquino administration, both tax and revenue effort rose, increasing from
10.7% to 15.4% in 1992.
 Ramos Regime (1992-1998)
- The Ramos administration ventured into its own tax reform program in 1997 through the
Comprehensive Tax Reform Program, which was implemented to (1) make the tax system
broad-based, simple, and with reasonable tax rates; (2) minimize tax avoidance allowed by
existing flaws and loopholes in the system: (3) encourage payments by increasing tax
exemptions levels, lowering the highest tax rates, simplifying procedure; and (4) rationalize
the grant of tax incentives, which was estimated to be worth 531.7 billion pesos in 1994
- The VAT base was also broadened in 1997 to include services, through Republic Act 7716.
 Estrada Regime (1998-2000)
Page | 71
- The succeeding term of President Joseph Estrada in 1998 was too short to constitute in
any change in the tax system.
 Arroyo Regime (2000-2010)
-She undertook increased government spending without adjusting tax collections.
-In 2005, the Expanded Value-Added Tax (E-VAT) was signed into law as Republic Act
9337.
-In February 2006, the VAT tax rate was also increased from 10% to 12%.
 Aquino Regime (2010-2016)
-The Administration ventured into the adjustment of excise tax on liquor and cigarette or the
Sin Tax Reform made law by Republic Act 1035
-It allows the increase the budget of the DOH and PhilHealth (from 55.2 million in 2012 to
515.4 million in 2015).
 Duterte Regime (2016-Present)
-Supported the implementation of the Tax Reform for Acceleration and Inclusion (TRAIN)
law.
-Vowed to lower income tax rates shouldered by working Filipinos.
-The proposed tax reform also seeks to limit VAT exceptions and increase excise tax on
petroleum products and automobiles.
Page | 72
Assessment
Name: _ Date:
INSTRUCTIONS: Choose among the three topics discussed on this lesson (Evolution of Philippine
Constitution, Policies on Agrarian Reform, Evolution of Philippine Taxation. Make a storyboard of
your chosen topic that traces the evolution through at least three periods. You can make use of short
bond papers for your output.
Page | 73
LESSON 5
Doing History: A Guide to Students
TOPICS
1. Doing Historical Research Online
2. Doing Historical Research in Libraries and Archives
3. Doing Life Histories and Biographical Research
4. Doing Local and Oral History
5. Interacting with History through Historical Shrines Museums
LEARNING OUTCOMES

1. manifest interest in local history and concern in promoting and preserving our
country’s national patrimony and cultural heritage; and
2. critically evaluate and promote local history.
TOPIC 1: DOING HISTORICAL RESEARCH ONLINE
Doing Historical Doing Historical Research Doing Life Histories and

Research Online in Libraries and Archives Biographical Research
Studying the life of

Research in libraries and individual is often
A simple skill that will get
archives is necessary in incidental to a greater
you far in doing historical
the study of history as event that has been
research online is
these are repositories of significant to the life of a
knowing where to look
primary and secondary larger unit that he or she
and how to look.
sources. happened to contribute
to.
Page | 74
Doing Local and Oral Interacting with History
History through Historical Shrines
and Museums
Firsthand experiences make

Local and oral history are historical events more real
important endeavors in the for us, and research show
development and enrichment that learning by experiencing
in the discipline of history. aids with retention of the
learning later life.
The first tool that any student nowadays would use to do research is the Internet. It becomes
the primary means by which anyone would find any information that they need. Below are some of
the platforms, websites and other electronic sources that can be used to get information for historical
research purposes.
Page | 75
Google
• It provides its own customized platform for scholarly called Google Scholar
(www.scholar.google.com) .This is used to find electronic journal articles, materials
from institutional repositories, and book chapters.
• Google Books (www.books.google.com) provides sources for scanned books to reads
some chaapters for free. It is useful also for research purposes.
Wikipedia
• Is the biggest open source encyclopedia in the whole of cyberspace. Being an open source
encyclopedia, anyone could contribute or edit articles in the site, which make some of
information in the site unreliable. Hence it could also be useful to linked citations in the
articles since it also serves as general overview that guide you to look a much more credible
and reliable sources for research.
Internet Archives
• Another online archive is Internet archives (www.archive.org), an online library that
originally sought to archive web history, but grew later on to provide digital versions of other
works. The archives contains 279 billion web pages, 11 million books and texts, four million
audio recordings, three million videos, one million images, and 100,000 software programs.
Philippine government websites

• Philippine government websites (www.gov.ph) are starting to be enriched with sources that
may be used for historical research, especially on laws and other government issuances that
may useful when doing topics of a more contemporary period.
TOPIC 2: DOING HISTORICAL RESEARCH IN LIBRARIES AND

ARCHIVES
Libraries and archives still provide more variety of sources in different formats such as books,
journal articles, newspapers, magazines, photographs, and even audio and video recordings.
Online Public Access Catalog (OPAC)
• Online Public Access Catalog (OPAC) also known as Library Catalog is an online database
of materials held by a library or group of libraries. Users search in library catalog principally
to locate books and other material available at a library. In simple language it is an electronic
version of the card catalog.
• The catalog list down all kinds of materials available based on the subject used in the search.
These could be books, journal, maps, and other materials
Page | 76
National Library of thePhilippines provides special collection in line
with the history of the Philippines like Filipiniana section, Rizaliana
collection, several sets of Blair and Robertson’s The Philippine
Islands, 1493-1898, rare Filipiniana books, Philippine Presedential
papers and many others that are accessible to public especially to the
student-researcher.
National Archives of the Philippines in Manila is an agency of the

government mandated to collect, store, preserve, and make available
records of the government and other primary sources pertaining to
the history and development of the Philippines.
The libraries in the University of the Philippines in Diliman, Quezon

City have holdings that could also be useful in research. The collections
particularly in the Main Library in Gonzales Hall are rich in resources
especially the Filipiniana section, serials, theses, and dissertations.
Ateneo de Manila University in Quezon City holds the American

Historical Collection, a rich source for the American period in the
Philippines.
University of Santo Tomas in Espana, Manila has collections from

the sixteenth century. It is the oldest Catholic univeristy in the
country and is a historic site itself
The Family History Center a private library at the Church of Jesus

Christ of Latter-Day Saints is a generous resource for reseacrh on
genealogies.
The Chineben See Memorial Library in Kaisa-Angelo King

Heritage Center offers resources on Chineses and Filipino
in the Philippines and in Southeast Asia
The Archdiocesan Archives of Manila has immense Church

data sources.
Page | 77
TOPIC 3: DOING LIFE HISTORIES AND BIOGRAPHICAL RESEARCH
Life history is an oft-neglected subdiscipline of history because it is seen as trivial to larger

narratives of nation, societies and civilizations. However, students of history should realize that the
individual as significant contributor to various historical breakthroughs across period of time.
Individuals make up societies and individual actions can cause large-scale social change.
Individuals can also influence large spaces and many places. For example, Jesus Christ as
an indivduall, influenced the whole world. Jose Rizal, on the other hand, influenced many generations
of Filipinos
• The faith and the religion theat He • His novels inspired radical Filipinos
started also launched wars, created to fight the colonizers and his death
civilizations, lasted for many was seen as the tipping point of the
centuries, and persist up to the revolution.
present
Jesus Christ Jose Rizal
These examples are case of exceptional individuals. History has proven that their lives, their
exploits, and their legacies had a huge impact in the society where they belonged. Nevertheless, the
writing of life history should not be limited to great individuals like heroes, prophet, or world leaders.
Ordinary individuals should also be able to locate themselves in the pages of history.
Doing life histories should be accompanied by locating the life of the individual in the larger
social life. Doing a life history is not an easy task. The researcher should be able to identify different
factors that affected the life of the person he is trying to study. Some social scientists would lament
that studying individuals tend to be more complicated than studying societies. Individuals are distinct,
unique, and dynamic.
Studying the life of Jose Rizal in this chapter presents of how we understand Rizal’s life
necessitate looking at different aspects of his life that affected his persona. Below is a representation
of how we should look the different factors that affect the life of Jose Rizal.
Page | 78
Peers Travels
Education Affections
Family Genealogy
Rizal’s Life
Looking all these factors could also help researcher to formulate different questions to better
understand the different stages of his life rather than stating what is already known or facts about
him. Here are some the questions that give more information to his life.
In relation to this, one should also look In the same example, getting to know
at the context where Rizal existed. It is Rizal’s family and genealogy would
worth wile to ask for example, about tell us about Rizal’s socioeconomic
Rizal’s hometown. status. Such will answer other
questions about Rizal, like
• What were the characteristics of • How did he afford to study in good
Calamba, Laguna in the schools in Manila even
nineteenth century? though he was an indio?
• What was the most common • What were his interests in the
livelihood in the town? Calamba hacienda
• Was it rich progressive incident?
municipality? • Who instilled upon him the value
• What was terrain like? of Education?
• Was it an agricultural locality? • Who was his greatest influence?
Page | 79
TOPIC 4: DOING LOCAL AND ORAL HISTORY
Local History
Local history is the study of the history of a particular community or a smaller unit of
geography. Debates, however continuously persist on the definition of this discipline, particularly in
the subject of the study.
Local historians study the history of local institutions like churches. They also study the local
economies, local heroes, and local events. Local history, thus, is also a broad and dynamic field of
inquiry that aims to have an in-depth understanding of a certain locale.
• Local history can serve as a balancer of these tendencies by showing the pecularities in
certain locales in a particular nation, region, or continent.
• Studying local history can provide new and alternative interpretations on the different
aspects of a nation’s history.
• Local history also facitlitates a historical narrative emanating from the people. Historians call
this the history from below.
• Studying local history shall provide new provisions and perspectives on the already
established national history
• Local history is not just aimed at opposing the discourse in the national histories but is also
a tool of enriching these national narratives.
Oral History
Oral history is important in the midst of scarcity in written sources, historical documents and
other material evidences. This method uses oral accounts of historical subjects, witnesses, members
of the communities and the like.
• Oral history primarily relies on memory. The suject or the informant will recount his
experiences to the researchers to remembers it.
• The informant will relay what he learned from his ancestors or older members of th
community to the historian. This nature and definition of oral history caused positivist
historians or those who subscribe to the belief that history should be primarily based on
written documents to criticize the methods of oral history.
• Memory is seen as something that is faulty and inacurate. At best, positivist historians see
oral accounts as mere supplemment to the history written from written documents.
• However, one cannot discount the importance of oral history in writing the history of
underpriviledged sectors and communities like the urban poor or indigenous peoples. In
these instances, it is the task of the historian to search for alternative methods that will
capture the experience and collective pasts of these communities. Oral history plays this
role.
Page | 80
• Local Hand oral histroy are important endeavors in the development and enrichment in the
discipline of history. These efforts fill the gaps in the discipline by highlighting alternative
areas of the study and methodology toward a more holistic, inclusive, and progressive study
of our past
TOPIC 5: INTERACTING WITH HISTORY THROUGH HISTORICAL

SHRINES MUSEUMS
We have been discussing ways to study the past through variety of sources available to us.
While research is a valuable tool to learn more about the experiences of the nation and our history,
there exists venues where we can experience history, and these are through historical shrines and
museums. These venues for living history provide us a certain level of authority and trustworthiness
that could impact the way we view past.
Historical shrines and museum serve as portals to the past. But one must also take note that
visiting a museum entails preparation. Below is a graph that will guide the student when visiting
museum.
Instructos will
Upon arriving i nthe
Do a backgorund provide handout or a
historical shrines or
reading on he place worksheet to
musem, look for the
you will visit. accomplish while in
historical marker.
the site.
Spend time reading

Retain information the captions/texts
being presented by accompanying the
these sites. artifacts dorr exhibits
on display.
Shrines and museums are a lot more interactive now, aided by the available technology.
Take the chance and participate in these interactive opportunities to experience history firsthand.
Watch the videos, listen to the sounds, and enjoy the experience. This also a great chance to analyze
the artifacts since artifacts are also texts that are open for reading, interpretation, criticism, and
evaluation.
Page | 81
Task 5
Name: _ Date:
Instructions: You will be required to write your autobiography using primary sources of your life.
Attach a copy of that primary source you used upon submitting your output.
Page | 82
Assessment
Name: _ Date:
Instructions: You will be required to write a brief history of your locality. You may interview your
parents and/or family members who has knowledge on you locality’s history.
Page | 83
REFERENCES
BOOKS:
Alporha, Veronica C., Candelaria, John Lee P., 2018. Readings in Philippine History First Edition,
Recto Avenue, Manila, Philippines: Rex Book Store, Inc.
Zaide, Gregorio F., Zaide, Sonia M. 2006. World History Fifth Edition, Quezon City, Manila,
Philippines: All-Nations Publishing Co., Inc.
INTERNET SOURCES:
Biography of Antonio Pigafetta. (2018). Retrieved May 2020, from

https://thebiography.us/en/pigafetta-antonio
Three Branches of Government. Retrieved May 2020, from https://pia.gov.ph/branches-of-govt
Agrarian Reform History. Retrieved May 2020, from http://www.dar.gov.ph/about-us/agrarian-

reform-history/
Villan T. Top 10 hoaxes in Philippine history (November, 2015). Retrieved May 2020 from,
https://www.gmanetwork.com/news/newstv/angpinaka/544140/top-10-hoaxes-in-
philippine-history/story/
Pletcher K., Ferdinand Marcos Ruler of Philippines. Retrieved June 2020, from
https://www.britannica.com/biography/Ferdinand-E-Marcos
Constitutional History of the Philippines. 2016. Retrieved June 2020, from

http://constitutionnet.org/country/constitutional-history-philippines
Gavilan J., FAST FACTS: 1987 Philippine Constitution. (February, 2016). Retrieved June 2020 from
https://rappler.com/newsbreak/iq/fast-facts-1987-philippine-constitution
Page | 84

IM Readings in Philippine History

Uploaded by

Copyright:

Available Formats

IM Readings in Philippine History

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IM Readings in Philippine History

Uploaded by

Copyright:

Available Formats

OCCIDEN

Labangan, San Jose, Occident

STIFFANY LHYKA D. FINEZ KENNETH D. PANGILINAN

REGINA V. BAUTISTA, PhD

Overall Instructional Materials Development Committee

VENESSA S. CASANOVA, PhD MA. IMELDA C. RAYTON, MAEd

JESSIE S. BAROLO, JR., MAEd

ELBERT C. EDANIOL, EdD

TOPIC 1: DEFINITION AND ETYMOLOGY OF HISTORY

Linguistics - Biology and

TOPIC 2: COMMON QUESTIONS AND ISSUES IN HISTORY

Why study History is for

Additionally, historiography according to Merriam Webster is that, it is the writing of history

History and the Historian

torical methodology – comprises ain

The children of the Iraya Mangyan

TOPIC 3: HISTORICAL SOURCES

23 March 1935: Seated, left to

TOPIC 4: INTERNAL AND EXTERNAL CRITICISM

This is an image of the Laguna

_ 1. This has always been known as the study of the past.

IV – Compare and contrast internal and external criticism. Provide examples.

TOPIC 1: ANTONIO PIGAFETTA’S FIRST VOYAGE AROUND THE

About the Author

Antonio Pigafetta was born in Vicenza around 1490

He is an Italian nobleman who convoyed the

Importance of the Document

Content and Contextual Analysis

Thus, his loyalty and purpose was to the

Thus, he was able to give details on

He came from a 16th century Thus, he repeatedly mentioned the

He came from a rich family in Thus, Pigafetta directly or indirectly

TOPIC 2: THE KKK and the Kartilya ng Katipunan

About the Author

The Kartilya ng Katipunan was written by

Even Bonifacio had written a Decalogue, he

Jacinto then became the secretary of the

When he was 22, he was appointed as a

Importance of the Document

The Kartilya ng Katipunan guided the The document provided a wider

The KKK is arguably the most

It united the Filipino It envisioned a total

First group: The Second group:

4th and 13th Rules Inherent equality between and

12th, 13th, and 14th Rules Equality, Freedom, and Liberty

5th, 6th, and 7th Rules Rules for self-development

TOPIC 3: Reading the Proclamation of the Philippine Independence

The country commemorates the anniversary of the Philippine Independence proclaimed on

About the Author

He was a lawyer and also known as Don

Importance of the Document

The document tells us the kind of It shows sentiments of the government

The document highlighted about the following:

TOPIC 4: Alfred McCoy’s Philippine Cartoons

• The third cartoon was a commentary on the unprecedented cases of colorum

1. He was an Italian nobleman who accompanied Ferdinand Magellan on his

1. Andres Bonifacio penned the Kartilya ng Katipunan.

The Code of Kalantiaw is a mythical code in the

▸ Francisco Albo’s Log