Course Module

READINGS IN
PHILIPPINE HISTORY

made possible in partnership with

Flexible Learning All-in-One Solution for Higher Education Institutions

in Region III
(FLASHEIR3)

This is a property of
Commission on Higher
Education
NOT FOR SALE

i
Readings in Philippine History
Course Module
First Edition, 2021

Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of royalties.
“

Borrowed materials included in this module are owned by their respective copyright holders.
Every effort has been exerted to reach and seek permission to use these materials from their
respective copyright owners. The University and authors do not claim ownership over them.

Published by the Commission on Higher Education – Region III

in cooperation with the Flexible Learning All-in-One Solution for Higher Education
Institutions in Region III

Learning Module Development Team

Writers:

Ana Luna Grace S. Apolonio, Faculty, Tarlac Agricultural University

Jeandhel C. Auman, Faculty, Central Luzon College of Science and Technology
John Nathaniel Berbon, Faculty, Angeles University Foundation
Annalyn M. Caymo, Faculty, Dominican College of Tarlac
Carlos B. David, Faculty, Concepcion Holy Cross College Inc.
Virgilio G. David, Faculty, Concepcion Holy Cross College Inc.
John Albert R. Dela Rosa, Faculty, Bataan Peninsula State University
Job D. Paguio, Faculty, Bataan Peninsula State University
Wilma C. Magtalas, Faculty, Bataan Peninsula State University
Jenette C. Abad, Faculty, Bataan Peninsula State University
Mary Anne R. Naelgas, Faculty, Tarlac Agricultural University
Froilan Dave S. Rosete, Faculty President Ramon Magsaysay State University
Ianne Joy Y. Maniquiz, Faculty, Polytechnic College of Botolan
Irish E. Eblacas, Faculty, President Ramon Magsaysay State University
Farrah Mae S. Santos, Faculty, Bulacan Polytechnic College
Jairah G. Romualdo, Faculty, Midway Colleges, Inc.
Arnold Bucud, Faculty, Angeles University Foundation
Erwin Esparaguerra, Faculty, Don Honorio Ventura State University

Evaluators:

Arnold Bucud, Faculty, Angeles University Foundation

Farrah Mae S. Santos, Faculty, Bulacan Polytechnic College
Carlos B. David, Faculty, Concepcion Holy Cross College Inc.
Virgilio G. David, Faculty, Concepcion Holy Cross College Inc
John Nathaniel Berbon, Faculty, Angeles University Foundation
John Albert R. Dela Rosa, Faculty, Bataan Peninsula State University

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 Quality Management Team:

Job D. Paguio
John Albert R. Dela Rosa
Facilitators

Cristina G. Rivera
Richmon L. Carabeo
Technical Support

Emmanuel C. Macaraeg, PhD, CESE

Overall Coordinator, Course Module Development

Myrna Q. Mallari
Project Leader, FLASHEIR3

Maria Teresa S. Salta, PhD

Education Supervisor, CHEDRO3

Ma. Teresita Macanas Semana, PhD, CESO IV

OIC Regional Director, CHEDRO3

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Netiquette Guide for Online Courses
It is important to recognize that the online classroom is in fact a classroom, and certain
behaviors are expected when you communicate with both your peers and your
instructors. These guidelines for online behavior and interaction are known as
netiquette.

Security
Remember that your password is the only thing protecting you from pranks or more
serious harm.
• Don't share your password with anyone.
• Change your password if you think someone else might know it.
• Always log out when you are finished using the system.

Appearance
Bear in mind that you are attending a class, dress appropriately.

General Guidelines
When communicating online, you should always:
• Treat your instructor and classmates with respect in email or any other
communication.
• Always use your professors’ proper title: Dr. or Prof., or if in doubt use Mr. or Ms.
• Unless specifically invited, don’t refer to your instructor by first name.
• Use clear and concise language.
• Remember that all college level communication should have correct spelling and
grammar (this includes discussion boards).
• Avoid slang terms such as “wassup?” and texting abbreviations such as “u” instead
of “you.”
• Use the prescribed font Palatino Linotype and use a size 10-point font.
• Avoid using the caps lock feature AS IT CAN BE INTERPRETTED AS
YELLING.
• Limit and possibly avoid the use of emoticons like :) or J.
• Be cautious when using humor or sarcasm as tone is sometimes lost in an email or
discussion post and your message might be taken seriously or sound offensive.
• Be careful with personal information (both yours and other’s).
• Do not send confidential information via e-mail.

Email Netiquette
When you send an email to your instructor, teaching assistant, or classmates, you
should:
• Use a descriptive subject line.
• Be brief.
• Avoid attachments unless you are sure your recipients can open them.
• Avoid HTML in favor of plain text.
• Sign your message with your name and return e-mail address.
• Think before you send the e-mail to more than one person. Does everyone really
need to see your message?
• Be sure you REALLY want everyone to receive your response when you click,

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 “reply all.”
• Be sure that the message author intended for the information to be passed along
before you click the “forward” button.

Message Board Netiquette and Guidelines

When posting on the Discussion Board in your online class, you should:
• Make posts that are on topic and within the scope of the course material.
• Take your posts seriously and review and edit your posts before sending.
• Be as brief as possible while still making a thorough comment.
• Always give proper credit when referencing or quoting another source.
• Be sure to read all messages in a thread before replying.
• Don’t repeat someone else’s post without adding something of your own to it.
• Avoid short, generic replies such as, “I agree.” You should include why you agree
or add to the previous point.
• Always be respectful of others’ opinions even when they differ from your own.
• When you disagree with someone, you should express your differing opinion in a
respectful, non-critical way.
• Do not make personal or insulting remarks.
• Be open-minded.
(Source: http://teach.ufl.edu/wp-content/uploads/2012/08/NetiquetteGuideforOnlineCourses.pdf)

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About the Faculty or Authors

Facilitators

JOB D. PAGUIO, MHisto, MAED is an Assistant Professor IV from the College of

Education of Bataan Peninsula State University (BPSU). He
finished his Master in History degree at the University of
Santo Tomas (UST) in Manila and Master of Arts in
Education major in Social Studies at the BPSU. He teaches
History, Geography and Research in both undergraduate and
graduate programs of the university. He is, at present, the
Chairperson of the Research and Development Office of
BPSU-BC and the Program Head of the Bachelor of
Secondary Education program.

JOHN ALBERT R. DELA ROSA, MASSEd is an Instructor I from the College of

Education of Bataan Peninsula State University teaching
Social Science education and History courses. He finished
his Master of Arts in Social Science Education degree at the
Philippine Normal University (PNU). He also earned an
international certificate course in Global Citizenship
Education (GCED) under the Asia-Pacific Centre of
Education for International Understanding (APCEIU)
based in South Korea. At present, he is pursuing Doctor of
Philosophy in Indigenous Studies at the University of the
Philippines (UP) Baguio.

Writers/Evaluators

CARLOS B. DAVID, M.A. has been teaching at the collegiate level-sharing his
knowledge in the subject areas on Jose Rizal, Philippine
History, Philippine Politics and Governance, Economics,
Research Methodology, Entrepreneurship and Business
Planning since 2006. He had taught in Dominican College of
Tarlac and is currently connected with Concepcion Holy
Cross College as member of the Faculty. Mr. David obtained
his undergraduate degree in Bachelor of Arts major in
Economics from the University of the East-Recto, Manila
and his Master of Arts major in Economics from the Lyceum
of the Philippines-Intramuros, Manila (now Lyceum of the
Philippines University). He also earned units in Master of Science in Tourism
Management from the Philippine Women’s University-Manila

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VIRGILIO G. DAVID is presently teaching in the College of Criminology and
Education at Concepcion Holy Cross College and currently
serving as the President of the College Faculty. Retired Master
Teacher 1 at the Dept. of Education (Benigno S. National High
School Concepcion, Tarlac) and served as a Faculty President,
Adviser of the School Supreme Student Government, and
Chairman in Brigada Eskwela. Studies Master of Arts in
Education, major in Educational Management at Pampanga
State Agricultural University. Graduated Bachelor in
Secondary Education, major in history at the Holy Angel
University Angeles City, Pampanga. Taught in the
International Institute of Religion. Received scholarship from the Latter Day ~ Saints
Charity, USA. Served as a Volunteer Coordinator for LDS charity, USA.

ARNOLD G. BUCUD, MAED is an Assistant Professor at Angeles University

Foundation. He is teaching Social Sciences courses and
Social Studies major subjects in Education. He is a multiple
termer former chairperson of the Department of Social
Sciences Of the CAS of AUF. He is a Ched certified traibnor
for the New General Education Courses, specifically in
Readings In Philippine History. He is a certified AUF Internal
Auditor for ISO (TUV-SUD). He finished is Master of Arts
in Educational Management at the University of the
Assumption, City of San Fernando. He is currently on his
dissertation for his Ph. D. in Public Administration.

FARRAH MAE SORRONDA-SANTOS is a full time college instructor at Bulacan

Polytechnic College - Malolos Campus.She completed her
bachelor degree in Secondary Education with English as her
major in Jose Rizal Memorial State College (now State
University), Zamboanga del Norte, Region IX, Philippines.
She was able to develop her first ever learning module for
Readings in Philippine History for the year 2020 when the
schools shifted to a blended learning modality and is now
pursuing to revise the said module to meet the Commission
on Higher Education requirements.

JOHN NATHANIEL BERBON has a Bachelor's Degree in AB History from the

University of Santo Tomas (UST) and is currently taking his
Master's Degree in History at the same university. Before
entering the field of teaching, he worked for Vibal Publishing
as part of its editorial staff, under the Social Studies team. He
is a College Instructor under the College of Arts and Sciences,
Social Sciences department of Angeles University Foundation
(AUF) and has taught the following subjects: Readings in
Philippine History, Rizal's Life, Works, and Writings, World
History 1, and World History 2.

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JOB D. PAGUIO, MHisto, MAED is an Assistant Professor IV from the College of
Education of Bataan Peninsula State University (BPSU). He
finished his Master in History degree at the University of
Santo Tomas (UST) in Manila and Master of Arts in
Education major in Social Studies at the BPSU. He teaches
History, Geography and Research in both undergraduate and
graduate programs of the university. He is, at present, the
Chairperson of the Research and Development Office of
BPSU-BC and the Program Head of the Bachelor of
Secondary Education program.

JOHN ALBERT R. DELA ROSA, MASSEd is an Instructor I from the College of

Education of Bataan Peninsula State University teaching
Social Science education and History courses. He finished
his Master of Arts in Social Science Education degree at the
Philippine Normal University (PNU). He also earned an
international certificate course in Global Citizenship
Education (GCED) under the Asia-Pacific Centre of
Education for International Understanding (APCEIU)
based in South Korea. At present, he is pursuing Doctor of
Philosophy in Indigenous Studies at the University of the
Philippines (UP) Baguio.

IANNE JOY Y. MANIQUIZ, MAED is a faculty member of the Teacher Education

Program of Polytechnic College of Botolan (PCB), Botolan,
Zambales formerly Botolan Community College as Social
Science instructor. She earned her Bachelor of Secondary
Education major in Social Studies in 2004 and her Master’s
degree in Education Major in Social Studies in 2021 at
President Ramon Magsaysay State University (PRMSU).
She has been into teaching since 2015, five years of which
were spent in Polytechnic College of Botolan.

MARY ANNE R. NAELGAS, MPA is a cum laude graduate of Bachelor of Public

Administration from Tarlac State University, Tarlac City in
2012. She obtained her Master in Public Administration
from Laguna State Polytechnic University, Sta. Cruz,
Laguna in June 2019. She is a faculty member of the
College of Arts and Sciences at Tarlac Agricultural
University and is the Chair of the Social Science
Department. She also became the College coordinator on
external linkages and international affairs of the university.
She had been involved in extension activities of the College
of Arts and Sciences. She handles social science general
education subjects which includes Readings in Philippine History, Life and Works of
Rizal, Ethics, and Building Ecoliteracy in the 21st Century.

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FROILAN DAVE S. ROSETE, MAED from Baloganon, Masinloc, Zambales and a
graduate of Bachelor of Science in Business
Administration at President Ramon Magsaysay State
University – 2015. Passed the Licensure Examination for
Teachers (LET) – Secondary, Major in Social Science.
Graduated Master of Arts in Education at Dr. Gloria
Lacson Foundation Colleges, Inc – San Leonardo, Nueva
Ecija and currently studying Doctor of Education, Major
in Educational Management at President Ramon
Magsaysay State University- Iba, Zambales. Ten years in
the academe as registrar and college instructor, teaching
subjects like management, social sciences and other related subjects. A TESDA
Accredited Competency Assessor and National TVET Trainer in Food & Beverage
Services NC II.

JENETTE C. ABAD, MAED a resident of Dinalupihan, Bataan, and a faculty member

of the Bataan Peninsula State University who has been
teaching Social Sciences subjects for twenty seven years
(27). In 1991, she finished Bachelor of Science in
Secondary Education major in Social Studies at Virgen
Delos Remedios College in Olongapo City. Likewise, she
completed her Master’s degree in 2010, and earned units
in doctoral degree. Currently, she is the chair of the Social
Science Cluster in the university.

WILMA C MAGTALAS, MAED is a faculty member of Bataan Peninsula State

University. She finished Bachelor of Secondary Education
major in History and English at Far Eastern University and
Master of Arts in Education major in Administrative
Supervision at Harvardian College.

IRISH E. EBLACAS, MAED is currently enrolled in School of Advanced Studies at

Pangasinan State University - Urdaneta City taking up Doctor
of Philosophy major in Development Studies. She holds a
Master of Arts of Education major in Social Studies and a
Bachelor of Secondary Education major in Social Studies -
both are from President Ramon Magsaysay State University
- Iba Campus. Presently, she is a faculty of the College of
Teacher Education at PRMSU - Iba Campus for more than 6
years, handling general, major, and professional subjects
under Social Sciences. Also, she is the current head of the
Social Sciences Department, College Scholarship
Coordinator, and Adviser of the Future Social Studies Teacher’s Organization.

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ANNALYN M. CAYMO, MAED is a School owner at Headway School of Achievers
Capas Tarlac Inc. Part time instructor at Tarlac State
University. Instructor at Dominican College of Tarlac.

JEANDHEL C. AUMAN is a graduate of Bachelor of Secondary Education Major in

Social Studies from Kolehiyo Ng Subic. She is a faculty
member of Central Luzon College of Science and Technology
– Olongapo City teaching Social Sciences subjects to Senior
High School and College students. She acquired 36 units in
her Master of Arts in Education major in Social Studies and
successfully passed the comprehensive examination at
President Ramon Magsaysay State University - Iba,
Zambales.

ANA LUNA GRACE S. APOLONIO, LPT, was born in Bantog, Victoria, Tarlac, a
graduate of Bachelor of Secondary Education at Tarlac State
University, and currently taking Master of Arts in Education
major in Social Studies at Pangasinan State University. She is a
Social Science Instructor of College of Arts and Sciences and
Chair of Housing Services at Tarlac Agricultural University.

JAIRAH G. ROMUALDO is a faculty member of Midway Colleges, Inc.

ERWIN ESPARAGUERRA is a faculty member of Don Honorio Ventura State

University.

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Table of Contents

Page
Netiquette Guide for Online Courses…………………………………. iv
About the Author/Faculty…………………………………………….. vi
Course Overview………………………………………………………. xii

LEARNING MODULE 1: Philippine History from the lens of

primary sources

Module Overview 1

Learning Packet 1 – Meaning of History, Sources of Historical Data 3

and Historical Criticism

Learning Packet 2 – Antonio Pigafetta. First Voyage Around the World 17

Learning Packet 3 – Juan de Plasencia, Customs of the Tagalogs 68

Learning Packet 4 – Emilio Jacinto, “Kartilla ng Katipunan” 84

Learning Packet 5 – Document of the 1898 Declaration of Philippine 94

Independence
Learning Packet 6 – Filipino grievances against Governor Wood 106

Learning Packet 7 – Alfred McCoy, Political Caricatures of the 119

American Era
Learning Packet 8 – President Corazon Aquino’s Speech before the 129
U.S. Congress Sept. 18, 1986

List of Contributors 140

LEARNING MODULE 2: One Past But Many Histories:

Controversies and conflicting views in Philippine History

Module Overview 141

Learning Packet 1 – The Cavite Mutiny 142

Learning Packet 2 – The Cry of Rebellion 159

Learning Packet 3 – Benevolent Assimilation of President McKinley 176

and the reply of Aguinaldo

List of Contributors 197

LEARNING MODULE 3: Social, Political, Economic and Cultural

Issues in Philippine History

Module Overview 198

Learning Packet 1 – Historical Background of the Philippine 202

Constitution

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Learning Packet 2 – Success and Failures of the Philippine Agrarian 214
Reform Programs

Learning Packet 3 – Taxation: The TRAIN Law in Focus 233

Learning Packet 4 – Indigenous Peoples in the Philippines 255

Learning Packet 5 – Our Local History 283

List of Contributors 295

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Course Overview
Introduction
This course analyzes the Philippine history from multiple perspective through the lens
of selected primary sources coming from various discipline and of other genres,
examine evidences by comparing different historical documents and examine the
social, political, economic, and cultural issues in the Philippines to develop historical
and critical consciousness of the students as how these historical events affect Filipinos
at present.

Key Learning Competencies

KLC 01: Analyze Philippine history from selected primary sources

KLC 02: Compare and contrast different documents on selected historical events in the
Philippines
KLC 03: Examine the social, political, economic, and cultural issues in the Philippines
and its relevance to current situations using historical texts

Course Details:
• Course Code:
• Course Title: Readings in Philippine History
• No. of Units: 3 units
• Classification: Lecture-based
• Pre-requisite / Co-Requisite: None
• Semester and Academic Year: 1st Semester A.Y. 2021-2022
• Schedule
• Name of Faculty
• Contact Details
Email:
Mobile Number:
Viber:
Messenger:
• Consultation
Day:
Time:

Learning Management System

(Provide the link for the Class created in Google Classroom. Likewise, share links of
other learning materials stored using Google Drive. If a commercial LMS will be made
available by the University, links shall be refreshed/updated and also be shared.

Assessment with Rubrics

(Discuss the assessment tools to be used along with the corresponding rubrics to
learners. Specify the major examinations such as Midterm and Final Examinations,
their scope and coverage as well as schedule.)

Final Requirement with Rubrics

(Discuss the final requirement along with the corresponding rubrics.)

xiii
Grading System
(Present the grading system to the learners)

Course Policy
(Present the policies to be implemented and observed by both the faculty and learners.)

xiv
Module Overview
Introduction

The module is an introduction to historical criticism. In this module, you will learn
what historical criticism is and how to do it. The process of historical criticism will be
mastered by analyzing various historical primary sources of the Philippines.

Topic 01: Meaning of History, Sources of Historical Data and Historical Criticism
Topic 02: Antonio Pigafetta: First Voyage Around the World
Topic 03: Juan de Plasencia, Customs of the Tagalogs
Topic 04: Emilio Jacinto, “Kartilla ng Katipunan”
Topic 05: Document of the 1898 Declaration of Philippine Independence
Topic 06: Filipino grievances against Governor Wood
Topic 07: Alfred McCoy, Political Caricatures of the American Era
Topic 08: President Corazon Aquino’s Speech before the U.S. Congress Sept. 18, 1986

Learning Outcomes

At the end of the module, students are expected to:

1. evaluate primary sources for their credibility, authenticity, and provenance;
2. analyze the context, content, and perspective of different kinds of primary
sources;
3. determine the contribution of different kinds of primary sources in
understanding Philippine history;
4. develop critical and analytical skills with exposure to primary sources; and
5. demonstrate the ability to use primary sources in favor or against a particular
issue.

Minimum Technical Skills Requirement

(State the minimum technical skills requirement for the learner to smoothly proceed
with the learning module.)

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a commercial
LMS will be made available by the University, links shall be refreshed/updated and also
be shared.)

Duration

Topic 01: Meaning of History, Sources of Historical Data and Historical Criticism = 3
hours
Topic 02: Antonio Pigafetta: First Voyage Around the World = 3 hours
Topic 03: Juan de Plasencia, Customs of the Tagalogs = 3 hours
Topic 04: Emilio Jacinto, “Kartilla ng Katipunan” = 3 hours
Topic 05: Document of the 1898 Declaration of Philippine Independence = 3 hours
Topic 06: Filipino grievances against Governor Wood = 3 hours
 NGEC0113

Topic 07: Alfred McCoy, Political Caricatures of the American Era = 3 hours
Topic 08: President Corazon Aquino’s Speech before the U.S. Congress Sept. 18, 1986
= 3 hours

Delivery Mode

Blended Learning

Module Requirement with Rubrics

The requirement for this learning module is the primary source analysis.

Analyzing a Primary Source Rubric

Exemplary Adequate Minimal Attempted
(10 pts) (7 pts) (5 pts) (3 pts)
Analysis of Offers in-depth analysis Offers accurate Demonstrates only a Reiterates one or
Document and interpretation of the analysis minimal two
document; distinguishes of the document understanding facts from the
between fact and opinion; of the document document
explores reliability of but does not offer
author; compares and any
contrasts author's point analysis or
of view with views of interpretation
others of the document
Knowledge of Shows evidence of Uses previous Limited use of Barely indicates any
Historical Context thorough knowledge of general previous previous historical
period in which source historical historical knowledge
was written; relates knowledge to knowledge
primary source to specific examine issues without complete
historical context in included accuracy
which it was written in document
Identification of Identifies the key issues Identifies most but Describes in general Deals only briefly
Key Issues/Main and main points included not all terms one issue or and
Points in the primary source; of the key issues concept included in vaguely with the key
shows understanding of and the issues and main
author's goal(s) main points in the primary source points in
primary source the document
Resources Uses several outside Uses 1–2 outside Relies heavily on the Relies exclusively
resources in addition to resources in material/information on the
primary source addition to provided material/information
primary source provided; no
evidence of
outside resources
Identification of Analyzes author's use of Mentions author's Does not discuss Does not discuss
Literary Devices literary devices such as use of author's author's
repetition, irony, analogy, literary devices but use of literary use of literary
and sarcasm does devices devices
not develop fully
Understanding of Shows strong Shows some Shows little Shows no
Audience understanding of understanding of understanding of understanding
author's audience author's audience author's audience of author's audience

2
 NGEC0113

Learning Module 1
Readings in Philippine History
Learning Packet 01

Meaning of History, Sources

of Historical Data and
Historical Criticism

3
 NGEC0113

Learning Packet 1

Meaning of History, Sources of Historical Data

and Historical Criticism

Introduction

In this learning packet, Students are presented with the concept of History, Historical
Method and the Sources of History. Here students are introduced to the practice of
understanding the past from lenses of eyewitness.

Objectives:

At the end of the lesson, students are expected to:

1. Appreciate the importance of studying History by employing the Historical

Method.
2. Distinguish between primary and secondary sources in History.
3. Evaluate primary sources for their credibility, authenticity and provenance.

Learning Management System

Google Classroom
Google Drive
Google Meet

Duration

● Topic 01:
Understanding History: Historical Method and Sources of History
=3 hours
• 1hour teacher-directed learning for the introduction and guidelines for the
lesson; and
• 1 hour viewing the videos about History, Historical method and Sources of
history.
• 1hour self-directed activity doing a comparison of a selected primary source
vis-a-vis a selected secondary source.

Delivery Mode

Blended learning

Assessment with Rubrics

After watching the video about History, Historical method and sources of History,
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 NGEC0113

Student are directed to do a comparative analysis of a selected primary source vis-a-vis

a selected secondary source using a worksheet provided in this learning packet.

Requirement with Rubrics

Comparative analysis between a selected primary source vis-a-vis a selected secondary

source.

Note: The template for doing the comparative analysis for this learning packet is
attached at the end of this document with the corresponding rubric.

Readings/ Materials

• Understanding History by Gotschalk

5
 NGEC0113

Meaning and Relevance of History Key Points:

Introduction • De Facto
Government
Just a few months after being sworn in as the de facto president • Democracy
after the EDSA People’s Power Revolution, Cory went to a state • Writ of Habeas
visit in United States of America. During the said state visit, she Corpus
was invited to talk before the joint session of the US Congress on • Martial Law
September 18,1986.
Definition of Terms:
The delivered speech was recorded in video while it is happening
thus, considered as a primary document. De Facto – being
such in effect
although not formally
Pre-Assessment: recognize. Directly
translated as “in
This part is a teacher-directed activity through an open discussion reality”
of concepts with the students to determine their level of awareness
on the issues that they will be presented in the lesson: Democracy - a
government in which
the supreme power
Questions for Discussion: is vested in the
people and
• Do you know what is “fake news”? exercised by them
• Can you determine what is fake news and what is not? directly or indirectly
• Do you know how dangerous fake news is? through a system of
representation
usually involving
Lesson Proper
periodically held free
elections
For the teacher directed activity, the teacher introduces the lesson
to students and orient them about the task that they will be required Writ of Habeas
to do for this leaning packet. Corpus - literally
means to "produce
The teacher instructs the students to view two videos on YouTube: the body". It is a court
order demanding that
• History and Historical Method - a public official (such
as a warden) deliver
https://www.youtube.com/watch?v=0vYzFpE6gQg&t=140s
an imprisoned
individual to the court
The word “history” is derived from the Greek word istoria which and show a valid
means learning. As defined by Aristotle, it was a systematic reason for that
account of a set of natural phenomena whether non-chronological person's detention.
(not in order) or not. Eventually, the Latin equivalent scientia was
used more regularly to designate non-chronological systematic Martial Law - the law
accounts of natural phenomena. On the other hand, the word administered by
history itself was now used exclusively to refer to accounts of military forces that is
invoked by a
phenomena, especially of human affairs, in a chronological order.
government in an
emergency when the
History, which deals with the past, is primarily concerned with the civilian law
reconstruction of it. The complication here is that most events from enforcement
the past are beyond recall, thus, historical knowledge is limited due agencies are unable
to incomplete records since humans do not always record what is to maintain public

6
 NGEC0113

happening around them. For example, while you are reading this order and safety
are you recording the time it took for you to finish this? Are you
writing down what are the things currently happening around you?
Most probably not. In history, only a part of what you’ve observed Hazard Alerts:
will be remembered. Then, only a part of what you remember will
be recorded. And then only a part of what you’ve recorded will
survive after decades, and lastly, only a part of what survived will
the future historian talk about and some of it may not even be
credible.

Having said this, we can say that there is no such thing as a

complete history or history-as-actuality. There is only a history-as-
record since we all based the past from the surviving records of it.
History then, is only the expressed part (what was written or said)
of what was understood from the credible part of the sources. Your
task then is not to acquire the complete knowledge of the past
(since this is impossible). Rather, it is to recreate (not create) a very
similar “image” of the past from the sources available to you. But
of course, not all sources are always credible.

So here enters the Historical Method, the process of critically

examining and analyzing the records of the past. Historiography,
on the other hand, is the imaginative (but not too imaginative! You
can’t say that the waves were furious when Magellan arrived in the
Philippines. Remember: Re-creation, not creation.) reconstruction
of the past from the data derived from the historical method.

• Sources of History -
https://www.youtube.com/watch?v=c7NTW3n8luY

Sources are very important in history since without them, how can
you reconstruct the past? Sources are items that provide
information or proof. Historical Sources are generally divided into
two: the Primary sources and the Secondary sources.

Primary sources are simply sources that are created during the time
period in study. Creators of primary sources are basically those
who existed during the moment of writing or creating. For
example, 500 years from now, your output for an upcoming
activity for Module 2.3 (editorial cartoon) will be considered as
primary sources about 2020 since it was created during 2020, by
someone who existed in 2020. Primary sources can be texts,
eyewitness accounts, testimonies, documents, autobiographies,
artifacts (note that they are not the events themselves), and even
creative works (such as videos, artworks, films, etc.).

Secondary sources, on the other hand, are sources that are already
interpreted and analyzed data from primary sources. This means,
unlike primary sources, they are not created during the time period

7
 NGEC0113

in question. They are created after the time period under study. It
is created by someone not present during the event which means
they are often removed from the event itself. Examples of primary
sources are history textbooks, written analysis, criticisms,
commentaries, encyclopedias, etc.

As mentioned earlier, not all sources are credible hence, the need
for Historical criticism. Before a source can be used for history,
matters about its form (where it is written) and content (what is
written) must be settled first. There are two kinds of historical
criticism.

1. External criticism – these deals with the form and asks

“Is this authentic?”
Is the document forged? Fake? Fabricated?
In order to determine a documents authenticity, the
following are analyzed:
A. Date
B. Author’s handwriting, signature, and seal
C. Inconsistencies in writing style
D. Inconsistencies in reference to events
E. Origin of the document
F. Semantics
G. Clearness in meaning
Some examples of external criticism are the following:
1. Identifying whether the paper used in a
document made in the 19th century has aged
according to the time period.
2. Identifying the origins of a historical artifact.
3. Identifying the previous owners of a historical
painting.

2. Internal criticism - these deals with the content and asks

“Is this credible? “Is what’s written credible? Truthful?
In order to determine a documents credibility, the
following are analyzed:
A. Identifying the author (what are his attitudes?
Is he reliable? His mental process?)
B. The author’s willingness and ability to tell the
truth (How near is he to the event? Is he a
competent witness? How’s his/her degree of
attention? Is he/she telling falsehoods
consciously or not?
C. Corroboration of historical facts (Let’s read the
other accounts about the event. Are they the
same? What are the differences and
similarities?
Some examples of internal criticism are the following:

8
 NGEC0113

1. Understanding how an author’s background

may have affected his perspective towards an
event he/she is writing about.
2. Comparing the information found in a
historical document with other pieces of
evidence to see if the facts are substantiated.
3. Knowing an author’s reason or motivation for
writing an account about a particular event.

Generalization:

“History repeat itself”

“Those who does not learned from History are bound to repeat the
same mistake”

These two sayings sum up the importance of studying History.

Analyzing historical events should be viewed from the lenses of
eyewitnesses and sources of these event should be critically
evaluated to prevent people from being misled away from the
truth.

9
 NGEC0113

Activity Sheet

In applying the lesson learned from Historical Method and Sources of History, students
are task to do a comparative analysis of selected two sources regarding Tejeros
Convention.

Note: The length and width of the rows and columns can be adjusted to fit your
responses. Your output will be scored using the rubric annexed in this learning packet.

1. Document Santiago Alvarez’ Memoir of Teodoro Agoncillo’s Revolt of

a General the masses

2. Author(s) /
Creator(s)

3. Historical
Context of the
document

4. Content
Presentation and
Analysis of the
Important
Historical
Information
Found in the
Document.
5. Contribution and
Relevance of the
Document in
Understanding
the Grand
Narrative of
Philippine
History

Submit your output on the submission provided in the Learning Management System.

10
 NGEC0113

Comparative Analysis of two documents

Criteria Rating Score

5 pts 4 pts 3 pts 2 pts 1 pts
Full Marks Very Good Fair Needs
Good Improvement

Provided Provided Provided

substantial Provided some little Information
enough informatio information and insights
Item No. information informatio n and and provided did
1 and insights to
answer the n and insights to insights to not address
question or insights to answer the answer the the question
item. answer the question. question.
question.

5 pts 4 pts 3 pts 2 pts 1 pts

Full Marks Very Good Fair Needs
Good Improvement

Provided Provided
Provided Provided some little Information
Item No. substantial enough informatio information and insights
2 information informatio n and and provided did
and insights to n and insights to insights to not address
answer the insights to answer the answer the the question
question or answer the question. question.
item. question.
5 pts 4 pts 3 pts 2 pts 1 pts
Full Marks Very Good Fair Needs
Good Improvement

Provided Provided
Provided some little Information
Item No. Provided enough informatio information and insights
3 substantial informatio n and and provided did
information n and insights to insights to not address
and insights to insights to answer the answer the the question
answer the answer the question. question.
question.

11
 NGEC0113

question or
item.
5 pts 4 pts 3 pts 2 pts 1 pts
Full Marks Very Good Fair Needs
Good Improvement

Provided Provided
Provided some little Information
Provided enough informatio information and insights
Item No.
substantial informatio n and and provided did
4
information n and insights to insights to not address
and insights to insights to answer the answer the the question
answer the answer the question. question.
question or question.
item.
5 pts 4 pts 3 pts 2 pts 1 pts
Full Marks Very Good Fair Needs
Good Improvement
Provided Provided
Provided Provided some little Information
Item No. substantial enough informatio information and insights
5 information informatio n and and provided did
and insights to n and insights to insights to not address
answer the insights to answer the answer the the question
question or answer the question. question.
item. question.

25
Total score pts.

12
 NGEC0113

Assessment
Multiple Choice:

1. History-as-actuality simply means:

a) The whole human history

b) All recorded human history
c) The documented human history
d) The known human history

2. Which of the following does not fall under the Test of Credibility?

a) Competence of witness
b) Determination of the approximate date
c) Identification of the author if famous or not
d) If the author consciously or unconsciously tells falsehoods

3. Which of the following cannot be considered as a primary source?

a) A weapon of indigenous people

b) A diary of a WWII Comfort Woman
c) A video of a speech of Mayor Isko Moreno
d) A book on the history of a town written by experts

4. Which of the following is not true about Testimonies as a source of history?

a) Are not reliable sources of history
b) As facts of history are facts of meaning
c) Are one or more steps away from objective reality
d) Based upon personal considerations or interpretations

5. What is a primary source?

a) The only source used by authors.
b) A source created after an event has happened
c) A source created at the time of an event took place.
d) A source found in a famous book like an encyclopedia

Classify the Following whether they are Primary Source or a Secondary Source:

6. Oldest history text book found in the university library.

7. Your grandmother’s engagement ring.
8. Your friend's story about the article that he read regarding vaccine for COVID-19.
9. The latest model of your favorite pair of shoes displayed in the mall.
10. A photocopy of your country’s constitution.

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14
Assessment
1. a
2. c
3. d
4. a
5. c
6. Secondary source
7. Primary source
8. Secondary Source
9. Primary Source
10. Primary Source
Answer Key
NGEC0113
 NGEC0113

References
Agoncillo, Teodoro. History of the Filipino People, 8th ed. Quezon City: C&E
Publishing, Inc., 1990.

Gottschalk, Louis. Understanding History: A Primer on Historical Method. New York:

Alfred A. Knopf, 1950.

Torres, Jose Victor. BATIS: Sources in Philippine History. Quezon City: C&E
Publishing, Inc., 2018.

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Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
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If No, state your reason?

________________________________________________________________
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________________________________________________________________
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 NGEC0113

Learning Module 1
Readings in Philippine History
Learning Packet 02

Antonio Pigafetta: First

Voyage Around the World

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 NGEC0113

Learning Packet 02

Antonio Pigafetta: His Chronicles on the First

Voyage Around the World
Introduction

This learning packet introduces us to the voyage of Ferdinand Magellan

circumnavigating the world from the west arriving at the East of the Philippines using
the personal account of Antonio Pigafetta.

Objectives

At the end of the lesson, students are expected to:

1. Understand Philippines during the Pre-Spanish era using Antonio Pigafetta’s

account;
2. Critique the chronicles of Pigafetta as a primary source by examining its content
and context;
3. Appreciate the significance of the contribution of Pigafetta’s account on
Magellan’s voyage.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration

Topic 02: Antonio Pigafetta. First Voyage Around the World -3 hours (2 hours self-
directed learning with practical exercises and 1 hour assessment)

Delivery Mode
Blended learning

Assessment with Rubrics

Assessment tools to be used are essay and objective type of exams.

Requirement with Rubrics

For essay writing, the following criteria is to be used:
3 2 1
EXCELLENT AVERAGE POOR

Clear and focused. It Mostly focused, and has Topic is not well-defined and/or
Ideas holds the reader's some good details and there are too many topics.
attention. quotes.

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 NGEC0113

The organization Mostly organized, in order, Sentences within paragraphs make

Organization enhances and showcases and makes sense to the sense, but the order of paragraphs
the central idea or theme. reader. does not.

Easy flow, rhythm, and The writing mostly flows, The text seems choppy and is not
cadence. Sentences are and usually invites oral easy to read orally.
well built, with strong reading.
Sentence Fluency
and varied structure that
invites expressive oral
reading.

Readings
For additional information, you may watch a discussion video regarding to this topic
at the link below:

https://www.youtube.com/watch?v=iFn6JeZGLK4

Pre-Assessment Antonio Pigafetta:

1. Can you share your basic knowledge about
Antonio Pigafetta and Ferdinand Magellan? Vicenza family
2. What do you think are their contributions to Italian scholar and
Philippine history? explorer
Joined Ferdinand
Historical background: Magellan
Antonio Pigafetta
Juan Sebastián
Pigafetta was born into a wealthy Vicenza family, Elcano was a Castilian
and studied navigation among other things. He navigator of Basque
served on board the galleys of the Knights of origin best known for
Rhodes, and accompanied the papal nuncio, having completed the
Monsignor Chieregati, to Spain. first circumnavigation
Antonio Pigafetta was an Italian scholar and of the Earth in the nao
explorer. He joined the expedition to the Spice Victoria
Islands led by explorer Ferdinand Magellan under
the flag of King Charles I of Spain and after Ferdinand Magellan
Magellan's death in the Philippine Islands, the Portuguese navigator and
subsequent voyage around the world. During the explorer who sailed
expedition, he served as Magellan's assistant and under the flags of
kept an accurate journal, which later assisted him in both Portugal (1505–
translating the Cebuano language. It is the first 13) and Spain (1519–
recorded document concerning the language 21). From Spain he
.Pigafetta was one of the 18 men who made the sailed around South
complete trip, returning to Spain in 1522, under the America, discovering
command of Juan Sebastián Elcano, out of the the Strait of Magellan,
approximately 240 who set out three years earlier. and across the Pacific.
These men completed the first circumnavigation of Though he was killed in
the world. Others mutinied and returned in the first the Philippines, one of
year. Pigafetta's surviving journal is the source for his ships continued
much of what is known about Magellan and Elcano's westward to Spain,
voyage. accomplishing the first

19
 NGEC0113

At least one warship of the Italian Navy, a destroyer circumnavigation

of the Navigatori class, was named after him in of Earth
1931.

Definition of Terms

SOURCE: https://philippinediaryproject.com/ Key Points

Chief Lapu-Lapu,
defeated the
First Voyage Around the World with Magellan Portuguese explorer
Click this link for the complete actual excerpt of Ferdinand Magellan
Pigafetta
https://doi.org/10.1017/CBO9780511708046.005
Ladrones Island
…Saturday, the 16th of March, 1521, we arrived at There is some
daybreak in sight of a high island, three hundred historical question as
leagues to which island he
distant from the before-mentioned Thieves' island. actually visited, but
This isle is named Zamal. Magellan named the
islands the Ladrones
The next day the captain-general wished to land at (Spanish:
another uninhabited island near the first, to be in “Thieves”) because
greater security and to take water, also to repose there while he was there
a few days. He set up there two tents on shore for the some of the islanders
sick, and had a sow killed for them. took a small skiff that
he had trailing behind
Monday, the 18th of March, after dinner, we saw a one of his ships.
boat
come towards us with nine men in it: upon which the Homonhon Island is
captain-general ordered that no one should move or an island in the
speak without his permission. When these people had province of Eastern

20
 NGEC0113

come into this island towards us, immediately the Samar, Philippines, on
principal one amongst them went towards the the east side of Leyte
captain-general with demonstrations of being very Gulf.
joyous at our arrival. Five of the most showy of them
remained with us, the others who remained with the Balanghay is known
boat went to call some men who were fishing, and to be the oldest
afterwards all of them came together. The captain watercraft in the
seeing that these people were reasonable, ordered Philippines
food and drink to be given them, and he gave them
some red caps, looking glasses, combs, bells, ivory, In 1521, Rajah
and other things. When these people saw the Calambu of Limasawa
politeness of the captain, they presented some fish, Island in the
and a vessel of palm wine, which they call in their Philippines managed to
language Uraca; figs more than a foot long, and guide the ships of
others smaller and of a better savour, and two cochos. Magellan, a potential
At that time they had nothing to give him, and they threat, safely past his
made signs to us with their hands that in four days island
they would bring us Umai, which is rice, cocos, and
many other victuals. Rajah Siagu was the
ruler of Butuan when
To explain the kind of fruits above-named it must be the first mass in the
known that the one which they call cochi, is the fruit Philippines was held.
which the palm trees bear. And as we have bread, He was part of the
wine, oil, and vinegar, proceeding from different social elite of the
kinds, so these people have those things proceeding Butwan polity.
from these palm trees only. It must be said that wine
proceeds from the said palm trees in the following
manner. They make a hole at the summit of the tree
as far as its heart, which is named palmito, from
which a liquor comes out in drops down the tree, like
white must, which is sweet, but with somewhat of Christian
bitter. They have canes as thick as the leg, in which a person who has
they draw off this liquor, and they fasten them to the received Christian
tree from the evening till next morning, and from the baptism or is a believer
morning to the evening, because this liquor comes in Christianity.
little by little. This palm produces a fruit named
cocho, which is as large as the head, or thereabouts: Rajah Humabon,
its first husk is green, and two fingers in thickness, in later baptized as Don
it they find certain threads, with which they make the Carlos, was the Rajah
cords for fastening their boats. Under this husk there of Cebu at the time of
is another very hard, and thicker than that of a Portuguese-born,
walnut. They burn this second rind, and make with it Spanish explorer
a powder which is useful to them. Under this rind Ferdinand Magellan's
there is a white marrow of a finger's thickness, which arrival in the
they eat fresh with meat and fish, as we do bread, and Philippines in 1521.
it has the taste of an almond, and if anyone dried it There is no official
he might make bread of it. From the middle of this record of his existence
marrow there comes out a clear sweet water and very before the Spanish
cordial, which, when it has rested a little, and settled, contact in 1521
congeals and becomes like an apple. When they wish

21
 NGEC0113

to make oil they take this fruit, the coco, and let it get Datu Zula, Chief of
rotten, and they corrupt this marrow in the water, Mactan, sent to
then they boil it, and it becomes oil in the manner of Magellan one of his
butter. When they want to make vinegar, they let the sons with two goats as
water in the cocoanut get bad, and they put it in the present. Zula who had
sun, when it turns to vinegar like white wine. From promised his service to
this fruit milk also can be made, as we experienced, the King of Spain was
for we scraped this marrow and then put it with its opposed by another
water, and passed it through a cloth, and thus it was Chief, Lapu-lapu. Datu
milk like that of goats. This kind of palm tree is like Lapu-lapu declared
the date-palm,3 bat not so rugged. Two of these trees that Mactan would
can maintain a family of ten persons: but they do not never submit to the
draw wine as above-mentioned always from one tree, Spanish King
but draw from one for eight days, and from the other
as long. For if they did not, otherwise the trees would
dry up. In this manner they last a hundred years.

These people became very familiar and friendly with

us, and explained many things to us in their language,
and told us the names of some islands which we saw
with our eyes before us. *The island where they
dwelt is called Zuluam, and it is not large. * As they
were sufficiently agreeable and conversible we had
great pleasure with them. The captain seeing that
they were of this good condition, to do them greater
honor conducted them to the ship, and showed them
all his goods, that is to say, cloves, cinnamon, pepper,
ginger, nutmeg, mace,6 gold, and all that was in the
ship. He also had some shots fired with his artillery,
at which they were so much afraid that they wished
to jump from the ship into the sea. They made signs
that the things which the captain had shown them
grew there where we were going. When they wished
to leave us, they took leave of the captain and of us
with very good manners and gracefulness, promising
us to come back to see us. The island we were at was Duarte Barbosa was a
named Humunu; nevertheless, because we found Portuguese writer and
there two springs of very fresh water we named it the officer from
Watering Place of good signs, and because we found Portuguese India. He
here the first signs of gold. There is much white coral was a christian pastor
to be found here, and large trees which bear fruit and scrivener in a
smaller than an almond, and which are like pines. feitoria in Kochi, and
There were also many palm trees both good and bad. an interpreter of the
In this place there were many circumjacent islands, local language,
on which account we named them the archipelago of Malayalam
St. Lazarus, because we stayed there on the day and
feast of St. Lazarus. This region and archipelago are
in ten degrees north latitude, and a hundred- and Juan Rodríguez
sixty-one-degrees longitude from the line of Serrano, also known as
demarcation. João Rodrigues Serrão

22
 NGEC0113

in the Portuguese
Friday, the 22nd of March, the above-mentioned version, was a 16th-
people, who had promised us to return, came about century Spanish
midday, with two boats laden with the said fruit navigator, born in
cochi, sweet oranges, a vessel of palm wine, and a Fregenal de la Sierra,
cock, to give us to understand that they had poultry Badajoz, who sailed
in their country, so that we bought all that they with Fernão de
brought. The lord of these people was old, and had Magalhães during the
his face painted, and had gold rings suspended to his first circumnavigation
ears, which they name Schione, and the others had of the world.
many bracelets and rings of gold on their arms, with
a wrapper of linen round their head. We remained at
this place eight days: the captain went there every
day to see his sick men, whom he had placed on this
island to refresh them: and he gave them himself
every day the water of this said fruit the cocho, which
comforted them much. Near this isle is another where
there are a kind of people who wear holes in their
ears so large that they can pass their arms through
them; these people are Oaphre, that is to say.
Gentiles, and they go naked, except that round their
middles they wear cloth made of the bark of trees.
But there are some of the more remarkable of them
who wear cotton stuff, and at the end of it there is
some work of silk done with a needle. These people
are tawny, fat, and painted, and they anoint
themselves with the oil of coco nuts and sesame, to
preserve them from the sun and the wind. Their hair
is very black and long, reaching to the waist, and they
carry small daggers and knives, ornamented with
gold, and many other things, such as darts, *
harpoons, and nets to fish, like, and their boats are
like ours.

The Monday of Passion week, the 25th of March, and

feast of our Lady, in the afternoon, and being ready
to depart from this place, I went to the side of our
ship to fish, and putting my feet on a spar to go down
to the store room, my feet slipped, because it had
rained, and I fell into the sea without any one seeing
me, and being near drowning by luck I found at my
left hand the sheet of the large sail which was in the
sea, I caught hold of it and began to cry out till they
came to help and pick me up with the boat. I was
assisted not by my merits, but by the mercy and grace
of the fountain of pity. That same day we took the
course between west and southwest, and passed
amidst four small islands, that is to say, Cenalo,
Huinanghar, Ibusson, and Abarien.

23
 NGEC0113

Thursday, the 28th of March, having seen the night

before fire upon an island, at the morning we came
to anchor at this island; where we saw a small boat
which they call Boloto, with eight men inside, which
approached the ship of the captain-general. Then a
slave of the captain's, who was from Sumatra,
otherwise named Traprobana, spoke from afar to
these people, who understood his talk,1 and came
near to the side of the ship, but they withdrew
immediately, and would not enter the ship from fear
of us. So the captain seeing that they would not trust
to us showed them a red cap, and other things, which
he had tied and placed on a little plank, and the
people in the boat took them immediately and
joyously, and then returned to advise their king. Two
hours afterwards, or thereabouts, we saw come two
long boats, which they call Ballanghai, full of men.
In the largest of them was their king sitting under an
awning of mats; when they were near the ship of the
captain-general, the said slave spoke to the king, who
understood him well, because in these countries the
kings know more languages than the common
people. Then the king ordered some of his people to
go to the captain's ship, whilst he would not move
from his boat, which was near enough to us. This was
done, and when his people returned to the boat, he
went away at once. The captain gave good
entertainment to the men who came to his ship, and
gave them all sorts of things, on which account the
king wished to give the captain a rather large bar of
solid gold, and a chest full of ginger. However, the
captain thanked him very much but would not accept
the present. After that, when it was late, we went with
the ships near to the houses and abode of the king.

The next day which was Good Friday, the captain

sent on shore the before-mentioned slave, who was
our interpreter, to the king to beg him to give him for
money some provisions for his ships, sending him
word that he had not come to his country as an
enemy, but as a friend. The king on hearing this came
with seven or eight men in a boat, and entered the
ship, and embraced the captain, and gave him three
China dishes covered with leaves full of rice, and two
dorades, which are rather large fish, and of the sort
above-mentioned, and he gave him several other
things. The captain gave this king a robe of red and
yellow cloth, made in the Turkish fashion, and a very
fine red cap, and to his people he gave to some of
them knives, and to others mirrors. After those

24
 NGEC0113

refreshments were served up to them. The captain

told the king, through the said interpreter, that he
wished to be with him, cassi cassi, that is to say,
brothers. To which the king answered that he desired
to be the same towards him. After that the captain
showed him cloths of different colors, linen, coral,
and much other merchandise, and all the artillery, of
which he had some pieces fired before him, at which
the king was much astonished; after that the captain
had one of his soldiers armed with white armor, and
placed him in the midst of three comrades, who
struck him with swords and daggers. The king
thought this very strange, and the captain told him,
through the interpreter, that a man thus in white
armor was worth a hundred of his men; he answered
that it was true; he was further informed that there
were in each ship two hundred like that man. After
that the captain showed him a great number of
swords, cuirasses, and helmets, and made two of the
men play with their swords before the king; he then
showed him the sea chart and the ship compass, and
informed him how he had found the strait to come
there, and of the time which he had spent in coming;
also, of the time he had been without seeing any land,
at which the king was astonished. At the end the
captain asked if he would be pleased that two of his
people should go with him to the places where they
lived, to see some of the things of his country. This
the king granted, and I went with another.

When I had landed, the king raised his hands to the

sky, and turned to us two, and we did the same as he
did; after that he took me by the hand, and one of his
principal people took my companion, and led us
under a place covered with canes, where there was a
ballanghai, that is to say, a boat, eighty feet long or
thereabouts, resembling a fusta. We sat with the king
upon its poop, always conversing with him by signs,
and his people stood up around us, with their swords,
spears, and bucklers. Then the king ordered to be
brought a dish of pig's flesh and wine. Their fashion
of drinking is in this wise, they first raise their hands
to heaven, then take the drinking vessel in their right
hand, and extend the left hand closed towards the
people. This the king did, and presented to me his
fist, so that I thought that he wanted to strike me; I
did the same thing towards him; so, with this
ceremony, and other signs of friendship, we
banqueted, and afterwards supped with him I ate
flesh on Good Friday, not being able to do otherwise,

25
 NGEC0113

and before the hour of supper, I gave several things

to the king, which I had brought. There I wrote down
several things as they name them in their language,
and when the king and the others saw me write, and
I told them their manner of speech, they were all
astonished. When the hour for supper had come, they
brought two large China dishes, of which one was
full of rice, and the other of pig's flesh, with its broth
and sauce. We supped with the same signs and
ceremonies, and then went to the king's palace, which
was made and built like a hay grange, covered with
fig and palm leaves. It was built on great timbers high
above the ground, and it was necessary to go up steps
and ladders to it. Then the king made us sit on a cane
mat, with our legs doubled as was the custom; after
half an hour there was brought a dish of fish roast in
pieces, and ginger fresh gathered that moment, and
some wine. The eldest son of the king, who was the
prince, came where we were, and the king told him
to sit down near us, which he did; then two dishes
were brought, one of fish, with its sauce, and the
other of rice, and this was done for us to eat with the
prince. My companion enjoyed the food and drink so
much that he got drunk. They use for candles or
torches the gum of a tree which is named Animd,
wrapped up in leaves of palms or fig trees. The king
made a sign that he wished to go to rest, and left with
us the prince, with whom we slept on a cane mat,
with some cushions and pillows of leaves. Next
morning the king came and took me by the hand, and
so we went to the place where we had supped, to
breakfast, but the boat came to fetch us. The king,
before we went away, was very gay, and kissed our
hands, and we kissed his. There came with us a
brother of his, the king of another island,
accompanied by three men. The captain-general
detained him to dine with us, and we gave him
several things.

In the island belonging to the king who came to the

ship there are mines of gold, which they find in
pieces as big as a walnut or an egg, by seeking in the
ground. All the vessels which he makes use of are
made of it, and also some parts of his house, which
was well fitted up according to the custom of the
country, and he was the handsomest man that we saw
among these nations. He had very black hair coming
down to his shoulders, with a silk cloth on his head,
and two large gold rings hanging from his ears, he
had a cloth of cotton worked with silk, which covered

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him from the waist to the knees, at his side he wore a

dagger, with a long handle which was all of gold, its
sheath was of carved wood.1 Besides he carried upon
him scents of storax and benzoin. He was tawny and
painted all over. The island of this king is named
Zuluan and Calagan, and when these two kings wish
to visit one another, they come to hunt in this island
where we were. Of these kings the painted king is
called Raia Calambu, and the other Raia Siani.

On Sunday, the last day of March, and feast of Easter,

the captain sent the chaplain ashore early to say mass,
and the interpreter went with him to tell the king that
they were not coming on shore to dine with him, but
only to hear the mass. The king hearing that sent two
dead pigs. When it was time for saying mass, the
captain went ashore with fifty men, not with their
arms, but only with their swords, and dressed as well
as each one was able to dress, and before the boats
reached the shore our ships fired six cannon shots as
a sign of peace. At our landing the two kings were
there, and received our captain in a friendly manner,
and placed him between them, and then we went to
the place prepared for saying mass, which was not far
from the shore. Before the mass began the captain
threw a quantity of musk rose water on those two
kings, and when the offertory of the mass came, the
two kings went to kiss the cross like us, but they
offered nothing, and at the elevation of the body of
our Lord they were kneeling like us, and adored our
Lord with joined hands. The ships fired all their
artillery at the elevation of the body of our Lord.
After mass had been said each one did the duty of a
Christian, receiving our Lord. After that the captain
had some sword-play by his people, which gave great
pleasure to the kings. Then he had a cross brought,
with the nails and crown, to which the kings made
reverence, and the captain had them told that these
things which he showed them were the sign of the
emperor his lord and master, from whom he had
charge and commandment to place it in all places
where he might go or pass by. He told them that he
wished to place it in their country for their profit,
because if there came afterwards any ships from
Spain to those islands, on seeing this cross, they
would know that we had been there, and therefore
they would not cause them any displeasure to their
persons nor their goods; and if they took any of their
people, on showing them these signs, they would at
once let them go. Besides this, the captain told them

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that it was necessary that this cross should be placed

on the summit of the highest mountain in their
country, so that seeing it every day they might adore
it, and that if they did thus, neither thunder, lightning,
nor the tempest could do them hurt. The kings
thanked the captain, and said they would do it
willingly. Then he asked whether they were Moors
or Gentiles, and in what they believed. They
answered that they did not perform any other
adoration, but only joined their hands, looking up to
heaven, and that they called their God, Aba. Hearing
this, the captain was very joyful, on seeing that, the
first king raised his hands to the sky and said that he
wished it were possible for him to be able to show
the affection which he felt towards him. The
interpreter asked him for what reason there was so
little to eat in that place, to which the king replied
that he did not reside in that place except when he
came to hunt and to see his brother, but that he lived
in another island where he had all his family. Then
the captain asked him if he had any enemies who
made war upon him, and that if he had any he would
go and defeat them with his men and ships, to put
them under his obedience. The king thanked him, and
answered that there were two islands the inhabitants
of which were his enemies; however, that for the
present it was not the time to attack them. The captain
therefore said to him that if God permitted him to
return another time to this country, he would bring so
many men that he would put them by force under his
obedience. Then he bade the interpreter tell them that
he was going away to dine, and after that he would
return to place the cross on the summit of the
mountain. The two kings said they were content, and
on that they embraced the captain, and he separated
from them.

After dinner we all returned in our dress coats, and

we went together with the two kings to the middle of
the highest mountain we could find, and there the
cross was planted. After that the two kings and the
captain rested themselves; and, while conversing, I
asked where was the best port for obtaining victuals.
They replied that there were three, that is to say,
Ceylon, Zzubu, and Calaghan, but that Zzubu was
the largest and of the most traffic. Then the kings
offered to give him pilots to go to those ports, for
which he thanked them, and deliberated to go there,
for his ill-fortune would have it so. After the cross
had been planted on that mountain, each one said the

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 NGEC0113

Paternoster and Ave Maria, and adored it, and the

kings did the like. Then we went down below to
where their boats were. There the kings had brought
some of the fruit called cocos and other things to
make a collation and to refresh us. The captain, being
desirous to depart the next day in the morning, asked
the king for the pilots to conduct us to the above-
mentioned ports, promising him to treat them like
themselves, and that he would leave one of his own
men as a hostage. The first king said that he would
go himself and conduct him to this port, and be his
pilot, but that he should wait two days, until he had
had his rice gathered in and done other things which
he had to do, begging him to lend him some of his
men so as to get done sooner. This the captain agreed
to.

This kind of people are gentle, and go naked, and are

painted. They wear a piece of cloth made from a tree,
like a linen cloth, round their body to cover their
natural parts: they are great drinkers. The women are
dressed in tree cloth from their waists downwards;
their hair is black, and reaches down to the ground:
they wear certain gold rings in their ears. These
people chew most of their time a fruit which they call
areca, which is something of the shape of a pear; they
cut it in four quarters, and after they have chewed it
for a long time, they spit it out, from which
afterwards they have their mouths very red. They
find themselves the better from the use of this fruit
because it refreshes them much, for this country is
very hot, so that they could not live without it. In this
island there is a great quantity of dogs, cats, pigs,
fowls, and goats, rice, ginger, cocos, figs, oranges,
lemons, millet, wax, and gold mines. This island is in
nine degrees and two-thirds north latitude, and one
hundred and sixty-two longitude1 from the line of
demarcation: it is twenty-five leagues distant from
the other island where we found the two fountains of
fresh water. This island is named Mazzava.

We remained seven days in this place; then we took

the tack of Maestral, passing through the midst of
five isles, that is to say, Ceylon, Bohol, Canighan,
Baibai, and Satighan. In this island of Satighan is a
kind of bird called Barbastigly, which are as large as
eagles. Of these we killed only one, because it was
late. We ate it, and it had the taste of a fowl. There
are also in this island doves, tortoises, parrots, and
certain black birds as large as a fowl, with a long tail.

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 NGEC0113

They lay eggs as large as those of a goose. These they

put a good arm's length under the sand in the sun,
where they are hatched by the great heat which the
heated sand gives out; and when these birds are
hatched, they push up the sand and come out. These
eggs are good to eat. From this island of Mazzabua
to that of Satighan there are twenty leagues, and on
leaving Satighan we went by the west; but the King
of Mazzabua could not follow us; therefore, we
waited for him near three islands, that is to say, Polo,
Ticobon, and Pozzon. When the king arrived, he was
much astonished at our navigation, the
captaingeneral bade him come on board his ship with
some of his principal people, at which they were
much pleased. Thus, we went to Zzubu, which is
fifteen leagues off from Satighan.

Sunday, the 7th of April, about midday, we entered

the port of Zzubu, having passed by many villages.
There we saw many houses which were built on
trees. On approaching the principal town, the
captain-general commanded all his ships to hang out
their flags. Then we lowered the sails in the fashion
in which they are struck when going to fight, and he
had all the artillery fired, at which the people of this
place were greatly frightened. The captain sent a
young man whom he had brought up, with the
interpreter to the king of this island Zzubu. These
having come to the town, found a great number of
people and their king with them, all alarmed by the
artillery which had been fired. But the interpreter
reassured them, saying that it was the fashion and
custom to fire artillery when they arrived at ports, to
show signs of peace and friendship; and also, to do
more honour to the king of the country, they had fired
all the artillery. The king and all his people were
reassured. He then bade one of his principal men ask
what we were seeking. The interpreter answered him
that his master was captain of the greatest king in the
world, and that he was going by the command of the
said sovereign to discover the Molucca islands.
However, on account of what he had heard where he
had passed, and especially from the King of
Mazzava, of his courtesy and good fame, he had
wished to pass by his country to visit him, and also
to obtain some refreshment of victuals for his
merchandise. The king answered him that he was
welcome, but that the custom was that all ships which
arrived at his country or port paid tribute, and it was
only four days since that a ship called the Junk of

30
 NGEC0113

Ciama, laden with gold and slaves, had paid him his
tribute, and, to verify what he said, he showed them
a merchant of the said Ciama, who had remained
there to trade with the gold and slaves. The
interpreter said to him that this captain, on account of
being captain of so great a king as his was, would not
pay tribute to any sovereign in the world; and that if
he wished for peace he would have peace, and if he
wished for war, he would have war. Then the
merchant above-mentioned replied to the king in his
own language, " Look well, oh king, what you will
do, for these people are of those who have conquered
Calicut, Malacca, and all greater India; if you
entertain them well and treat them well you will find
yourself the better for it, and if ill, it will be so much
the worse for you, as they have done at Calicut and
Malacca." The interpreter, who understood all this
discourse, said to them that the king, his master, was
a good deal more powerful in ships and by land than
the King of Portugal, and declared to him that he was
the King of Spain and Emperor of all Christendom,
wherefore, if he would not be his friend and treat his
subjects well, he would another time send against
him so many men as to destroy him. Then the king
answered that he would speak to his council, and give
an answer the next day. Afterwards the king ordered
a collation to be brought of several viands, all of
meat, in porcelain dishes, with a great many vessels
of wine. When the repast was over, our people
returned, and related all to the captain; and the King
of Mazzabua, who was on board the captain's ship,
and who was the first king after him of Zzubu, and
the lord of several isles, wished to go on shore to
relate to the king the politeness and courtesy of our
captain.

Monday morning our clerk went with the interpreter

to the town of Zzubu, and the king, accompanied by
the principal men of his kingdom, came to the open
space, where we made our people sit down near him,
and he asked whether there was more than one
captain in all those ships, and whether he wished that
the king should pay tribute to the emperor, his
master, to which, our people answered, no, but that
the captain only wished to trade with the things
which he had brought with the people of his country,
and not with others. Then the king said that he was
content, and as a greater sign of affection he sent him
a little of his blood from his right arm, and wished he
should do the like. Our people answered that he

31
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would do it. Besides that, he said that all the captains

who came to his country had been accustomed to
make a present to him, and he to them, and therefore
they should ask their captain if he would observe the
custom. Our people answered that he would; but as
the king wished to keep up the custom, let him begin
and make a present, and then the captain would do
his duty.

Tuesday morning following the King of Mazzava,

with the Moor, came to the ship, and saluted the
captain on behalf of the King of Zzubu, and said that
the king was preparing a quantity of provisions, as
much as he could, to make a present of to him, and
that after dinner he would send two of his nephews,
with others of his principal people, to make peace
with him. Then the captain had one of his men armed
with his own armour, and told him that all of us
would light arm in that manner, at which the Moorish
merchant was rather astonished; but the captain told
him not to be afraid, and that our arms were soft to
our friends and rough to our enemies; and that as a
cloth wipes away the sweat from a man, so our arms
destroy the enemies of our faith. The captain said this
to the Moor, because he was more intelligent than the
others, and for him to relate it all to the King of
Zzubu.

After dinner, the nephew of this king, who was a

prince, with the King of Mazzava, the Moor, the
governor, and the chief of police, and eight of the
principal men, came to the ship to make peace with
us. The captain-general was sitting in a chair of red
velvet, and near him were the principal men of the
ships sitting in leather chairs, and the others on the
ground on mats. Then the captain bade the interpreter
ask the above-mentioned persons if it was their
custom to speak in secret or in public, and whether
the prince who was come with them had power to
conclude peace. They answered yes, that they would
speak in public, and that they had the power to
conclude peace. The captain spoke at length on the
subject of peace, and prayed God to confirm it in
heaven. These people replied that they had never
heard such words as these which the captain had
spoken to them, and they took great pleasure in
hearing them. The captain, seeing then that those
people listened willingly to what was said to them,
and that they gave good answers, began to say a great
many more good things to induce them to become

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Christians. After many other subjects, the captain

asked them who would succeed the king in their
country after his death. They answered that the king
had no son, but several daughters, and that this prince
was his nephew, and had for a wife the king's eldest
daughter, and for the sake of that they called him
prince. They also said that when the father and
mother were old, they took no further account of
them, but their children commanded them. Upon
which the captain told them how God had made
heaven and earth and all other things in the world,
and that He had commanded that everyone should
render honour and obedience to his father and
mother, and that whoever did otherwise was
condemned to eternal fire. He then pointed out to
them many other things concerning our faith. The
people heard these things willingly, and be sought
the captain to leave them two men to teach and show
them the Christian faith, and they would entertain
them well with great honour. To this the captain
answered that for the moment he could not leave
them any of his people, but that if they wished to be
Christians that his priest would baptise them, and that
another time he would bring priests and preachers to
teach them the faith. They then answered that they
wished first to speak to their king, and then would
become Christians. Each of us wept for the joy which
we felt at the goodwill of these people, and the
captain told them not to become Christians from fear
of us, or to please us, but that if they wished to
become Christian, they must do it willingly, and for
the love of God, for even though they should not
become Christian, no displeasure would be done
them, but those who became Christian would be
more loved and better treated than the others. Then
they all cried out with one voice, that they did not
wish to become Christians from fear, nor from
complaisance, but of their free will. The captain then
said that if they became Christians, he would leave
them the arms which the Christians use, and that his
king had commanded him so to do. At last, they said
they did not know what more to answer to so many
good and beautiful words which he spoke to them,
but that they placed themselves in his hands, and that
he should do with them as with his own servants.
Then the captain, with tears in his eyes, embraced
them, and, taking the hand of the prince and that of
the king, said to him that by the faith he had in God,
and to his master the emperor, and by the habit of St.
James which he wore, he promised them to cause

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them to have perpetual peace with the King of Spain,

at which the prince and the others promised him the
same. After peace had been concluded, the captain
had refreshments served to them. The prince and the
King of Mazzava, who was with him, presented to
the captain on behalf of his king large baskets full of
rice, pigs, goats, and fowls, and desired the captain
to be told he should pardon them that their present
was not as fine as was fitting for him. The captain
gave to the prince some very fine cloth and a red cap,
and a quantity of glass and a cup of gilt glass. Glasses
are much prized in this country. To the other people
belonging to the Prince, he gave various things. Then
he sent by me and another person to the King of
Zzubu a robe of yellow and violet silk in the fashion
of a Turkish jubbeh, a red cap, very fine, and certain
pieces of glass, and had all of them put in a silver
dish, and two gilt glasses.

When we came to the town, we found the King of

Zzubu at his palace, sitting on the ground on a mat
made of palm, with many people about him. He was
quite naked, except that he had a cloth round his
middle, and a loose wrapper round his head, worked
with silk by the needle. He had a very heavy chain
round his neck, and two gold rings hung in his ears
with precious stones. He was a small and fat man,
and his face was painted with fire in different ways.
He was eating on the ground on another palm mat,
and was then eating tortoise eggs in two China
dishes, and he had four vessels full of palm wine,
which he drank with a cane pipe. We made our
obeisance, and presented to him what the captain had
sent him, and told him through the interpreter that it
was not as a return for his present which he had sent
to the captain, but for the affection which he bore
him. That done, his people told him all the good
words and explanations of peace and religion which
he had spoken to them. The king wished to detain us
to sapper, but we made our excuses and took leave of
him. The prince, nephew of the king, conducted us to
his house, and showed us four girls who played on
four instruments, which were strange and very soft,
and their manner of playing is rather musical.
Afterwards he made us dance with them. These girls
were naked except from the waist to the knees, where
they wore a wrap made of the palm tree cloth, which
covered their middles, and some were quite naked.
There we made a repast, and then returned to the
ships.

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Wednesday morning, because the night before one of

our men had died, the interpreter and I, by order of
the captain, went to ask the king for a place where we
might bury the deceased. We found the king
accompanied by a good many people, and, after
paying him due honor, we told him of the death of
our man, and that the captain prayed him that he
might be put into the ground. He replied that if he and
his people were ready to obey our master, still more
reason was there for his land and country being
subject to him. After that we said we wished to
consecrate the grave in our fashion and place a cross
on it. The sovereign said that he was content, and that
he would worship that cross as we did. The deceased
was buried in the middle of the open space of the
town, as decently as possible, and performing the
above-mentioned ceremonies to set them a good
example, and in the evening, we buried another. This
done, we brought a good quantity of merchandise
into the town of this king, and placed it in a house,
and he took it under his charge and promised that no
one would do harm or injury to the king. Pour of our
men were chosen to despatch and sell this
merchandise. These people live with justice, and
good weight and measure, loving peace, and are
people who love ease and pleasure. They have
wooden scales, after the fashion of those of north of
the Loire, for weighing their merchandise. Their
houses are made of wood and beams and canes,
founded on piles, and are very high, and must be
entered by means of ladders; their rooms are like
ours, and underneath they keep their cattle, such as
pigs, goats, and fowls. The young people sound bag-
pipes, made like ours, and call them Subin.

In this island of the king's there is a kind of animal

carrying a shell called carniolle, fine to look at, which
cause the whale to die. For the whale swallows them
alive; then, when they are inside its body, they come
out of their shell and go and eat the whale's heart: and
the people of this country find this animal alive inside
the whale. These animals, the carniolles, have the
teeth and skin black, and their shell is white. Their
flesh is good to eat, and they call them Laghan.

The following Friday we showed them a shop full of

our merchandise, which was of various strange sorts,
at which they were surprised. For metal, iron, and
other big- goods they gave us gold, and for the other

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small and sundry goods they gave us rice, pigs, goats,

and other provisions. They gave us ten weights of
gold for fourteen pounds of iron: each weight is a
ducat and a half. The captain-general would not
allow a large quantity of gold to be taken, so that the
sailors should not sell what belonged to them too
cheap from thirst for gold, and lest by that means he
might be constrained to do likewise with his
merchandise, for he wished to sell it better.

Saturday following a scaffolding was made in the

open space, fitted with tapestry and palm branches,
because the king had promised our captain to become
Christian on Sunday. He told him not to be afraid
when our artillery fired on that day, for it was the
custom to load it on those feasts without firing stones
or other balls.

Sunday morning, the fourteenth day of April, we

went on shore, forty men, of whom two were armed,
who marched before us, following the standard of
our king emperor. When we landed the ships
discharged all their artillery, and from fear of it the
people ran away in all directions. The captain and the
king embraced one another, and then joyously we
went near the scaffolding, where the captain and the
king sat on two chairs, one covered with red, the
other with violet velvet. The principal men sat on
cushions, and the others on mats, after the fashion of
the country. Then the captain began to speak to the
king through the interpreter to incite him to the faith
of Jesus Christ, and told him that if he wished to be a
good Christian, as he had said the day before, that he
must burn all the idols of his country, and, instead of
them, place a cross, and that everyone should
worship it every day on their knees, and their hands
joined to heaven: and he showed him how he ought
every day to make the sign of the cross. To that the
king and all his people answered that they would
obey the commands of the captain and do all that he
told them. The captain took the king by the hand, and
they walked about on the scaffolding, and when he
was baptized, he said that he would name him Don
Charles, as the emperor his sovereign was named;
and he named the prince Don Fernand, after the
brother of the emperor, and the King of Mazzava
Jehan: to the Moor he gave the name of Christopher,
and to the others each a name of his fancy. Thus,
before mass, there were fifty men baptized. After
mass had been heard the captain invited the king and

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 NGEC0113

his other principal men to dine with him, but he

would not. He accompanied the captain, however, to
the beach, and on his arrival there the ships fired all
their artillery. Then, embracing one another, they
took leave.

After dinner our chaplain and some of us went on

shore to baptize the queen. She came with forty
ladies, and we conducted them on to the scaffolding;
then made her sit down on a cushion, and her women
around her, until the priest was ready. During that
time, they showed her an image of our Lady, of
wood, holding her little child, which was very well
made, and a cross. When she saw it, she had a greater
desire to be a Christian, and, asking for baptism, she
was baptized and named Jehanne, like the mother of
the emperor. The wife of the prince, daughter of this
queen, had the name of Catherine, the Queen of
Mazzava Isabella, and the others each their name.
That day we baptized eight hundred persons of men,
women, and children. The Queen was young and
handsome, covered with a black and white sheet; she
had the mouth and nails very red, and wore on her
head a large hat made of leaves of palm, with a crown
over it made of the same leaves, like that of the Pope.
After that she begged us to give her the little wooden
boy to put in the place of the idols.1 This we did, and
she went away. In the evening the king and queen,
with several of their people, came to the sea beach,
where the captain had some of the large artillery
fired, in which they took great pleasure. The captain
and the king called one another brother.

At last, in eight days, all the inhabitants of this island

were baptized, and some belonging to the
neighboring islands. In one of these we burned a
village because the inhabitants would not obey either
the king or us. There we planted a cross because the
people were Gentiles: if they had been Moors, we
should have erected a column, as a sign of their
hardness of heart, because the Moors are more
difficult to convert than the Gentiles. The captain-
general went ashore every day to hear mass, to which
there came many of the new Christians, to whom he
explained various points of our religion. One day the
queen came with all her state. She was preceded by
three damsels, who carried in their hands three of her
hats: she was dressed in black and white, with a large
silk veil with gold stripes, which covered her head
and shoulders. Very many women followed her, with

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their biads covered with a small veil, and a hat above

that: the rest of their bodies and feet were naked,
except a small wrapper of palm cloth which covered
their natural parts. Their hair fell flowing over their
shoulders. The queen, after making a bow to the altar,
sat upon a cushion of embroidered silk, and the
captain sprinkled over her and over some of her
ladies rose water and musk, a perfume which pleases
the ladies of this country very much. The captain on
that occasion approved of the gift which I had made
to the queen of the image of the Infant Jesus, and
recommended her to put it in the place of her idols,
because it was a remembrancer of the Son of God.
She promised to do all this, and to keep it with much
care.

In order that the king might be more respected and

obeyed, the captain-general got him to come one day
at the hour of mass with his silk robe, and summoned
his two brothers, one named Bondara, who was the
father of the prince, and the other named Cadaro, and
some of his chief men, whose names were Simiut,
Sibuaia, Sisacai, Magalibe, and others whom it is
unnecessary to name separately; and he made them
all swear to be obedient to their king, whose hand
they all of them kissed. He then asked the king to
swear that he would always be obedient and faithful
to the King of Spain, and he took the oath. Then the
captain drew a sword before the image of the Virgin
Mary, and said to the king that when such an oath had
been taken by anyone, he should rather die than be
wanting to his oath. After that he himself promised
to be always faithful to him, swearing by the image
of our Lady, by the life of the emperor his sovereign,
and by the habit which he wore. He then made a
present to the king of a velvet chair, and told him that
wherever he went he should always have it carried
before him by some of his attendants, and showed
him the way in which it should be carried. The king
told the captain that he would do all this on account
of the affection which he bore him, of which he
wished to give him a token, preparing for that
purpose some jewels to present to him; these were
two rather large gold rings for the ears, two others for
the arms, and two for the ancles, all of them adorned
with precious stones. The finest ornaments of the
kings of these countries consist in these rings, for
otherwise they go naked and barefooted, with only a
piece of cloth from the waist to the knees.

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The captain-general, who had informed the king and

all those who had been baptized of the obligation
they were under of burning their idols, which they
had promised to do, seeing that they retained them
and made them offerings of meat, reproved them
severely for it. They thought to excuse themselves
sufficiently by saying that they did not do that now
on their own account, but for a sick person, for the
idols to restore him his health. This sick man was a
brother of the prince, and was reputed to be the most
valiant and wise man in the island, and his illness was
so severe that for four days he had not spoken.
Having heard this, the captain, seized with zeal for
religion, said that if they had a true faith in Jesus
Christ, they should burn all the idols, and the sick
man should be baptized, and he would be
immediately cured, of which he was so certain that
he consented to lose his head if the miracle did not
take place. The king promised that all this should be
done, because he truly believed in Jesus Christ. Then
we arranged, with all the pomp that was possible, a
procession from the place to the house of the sick
man. We went there, and indeed found him unable to
speak or to move. "We baptised him, with two of his
wives and ten girls. The captain then asked him how
he felt, and he at once spoke, and said that by the
grace of Our Lord he was well enough. This great
miracle was done under our eyes. The captain, on
hearing him speak, gave great thanks to God. He
gave him a refreshing drink to take, and afterwards
sent to his house a mattress, the sheets, a covering of
yellow wool, and a cushion, and he continued to send
him, until he was quite well, refreshing drinks of
almonds, rosewater, rosoglio, and some sweet
preserves.

On the fifth day the convalescent rose from his bed,

and as soon as he could walk, he had burned, in the
presence of the king and of all the people, an idol
which some old women had concealed in his house.
He also caused to be destroyed several temples
constructed on the sea shore, in which people were
accustomed to eat the meat offered to the idols. The
inhabitants applauded this, and, shouting " Castile,
Castile," helped to throw them down, and declared
that if God gave them life they would burn all the
idols they could find, even if they were in the king's
own house.

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These idols are made of wood, they are concave or

hollowed out behind, they have the arms and legs
spread out, and the feet turned upwards; they have a
large face, with four very large teeth like those of a
wild boar, and they are all painted.

Since I have spoken of the idols, it may please your

illustrious Highness to have an account of the
ceremony with which, in this island, they bless the
pig. They begin by sounding some great drums
(tamburi), they then bring three large dishes, two are
filled with cakes of rice and cooked millet rolled up
in leaves, and roast fish, in the third are Cambay
clothes, and two strips of palm cloth. A cloth of
Cambay is spread out on the ground: then two old
women come, each of whom has in her hand a reed
trumpet. They step upon the cloth and make an
obeisance to the Sun: they then clothe themselves
with the above-mentioned cloths. The first of these
puts on her head a handkerchief which she ties on her
forehead so as to make two horns, and taking another
handkerchief in her hand, dances and sounds her
trumpet, and invokes the Sun. The second old woman
takes one of the strips of palm cloth, and dances, and
also sounds her trumpet; thus, they dance and und
their trumpets for a short space of time, saying
several things to the sun. The first old woman then
drops the handkerchief she has in her hand, and takes
the other strip of cloth, and both together sounding
their trumpets, dance for a long time round the pig
which is bound on the ground. The first one always
speaks in a low tone to the sun, and the second
answers her. The second old woman then presents a
cup of wine to the first, who, whilst they both
continue their address to the sun, brings the cup four
or five times near her mouth as though going to drink,
and meanwhile sprinkles the wine on the heart of the
pig. She then gives up the cup, and receives a lance
which she brandishes, whilst still dancing and
reciting, and four or five times directs the lance at the
pig's heart, at last with a sudden and well-aimed blow
she pierces it through and through. She withdraws
the lance from the wound, which is then closed and
dressed with herbs. During the ceremony a torch is
always burning, and the old woman who pierced the
pig takes and puts it out with her mouth, the other old
woman dips the end of her trumpet in the pig's blood,
and with it marks with blood the forehead of her
husband, and of her companion, and then of the rest
of the people. But they did not come and do this to

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us. That done the old women took off their robes, and
ate what was in the two dishes, inviting only women
to join them. After that they get the hair off the pig
with fire. Only old women are able to consecrate the
boar in this manner, and this animal is never eaten
unless it is killed in this manner.

When our people went on shore by day or by night,

they always met with someone who invited them to
eat and drink. They only half cook their victuals, and
salt them very much, which makes them drink a great
deal j and they drink much with reeds, sucking the
wine from the vessels. Their repasts always last from
five to six hours.

When one of their chiefs dies, they always use the

following funeral ceremonies, of which I was
witness. The most respected women of the country
came to the house of the deceased, in the midst of
which lay the corpse in a chest; round which were
stretched cords after the manner of an enclosure, and
many branches of trees were tied to these cords: a
strip of cotton was fastened to each of these branches
like a pennant. Under these the women I have
mentioned sat down covered with white cotton cloth.
Bach of them had a damsel who fanned her with a
palm fan. The other women sat sadly round the room.
Meanwhile a woman cut off by degrees the hair of
the dead man with a knife: another who had been his
principal wife, lay extended on him, with her mouth
hands and feet on the mouth hands and feet of the
dead man. When the first woman cut off the hair, she
wept, and when she stopped cutting, she sung. Round
the room there were many vases of porcelain, with
embers in them, on which, from time to time, they
threw myrrh, storax, and benzoin, which gave out a
good and strong smell in the room. These ceremonies
last for five or six days, during which the corpse is
kept in the house, and I believe that they anoint it
with oil of camphor to preserve it. They afterwards
put it in a chest, closed with wooden bolts, and place
it in an enclosed place covered with logs of wood.

The islanders told us that every evening towards

midnight, there used to come to the city, a black bird
of the size of a crow, which perching on the houses
whistled, and caused all the dogs to howl, and these
double cries lasted four or five hours. They would
never tell us the cause of that phenomenon, of which
we also were witnesses.

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Friday, the 26th of April, Zula, who was one of the

principal men or chiefs of the island of Matan, sent
to the captain a son of his with two goats to make a
present of them, and to say that if he did not do all
that he had promised, the cause of that was another
chief named Silapulapu, who would not in any way
obey the King of Spain, and had prevented him from
doing so : but that if the captain would send him the
following night one boat full of men to give him
assistance, he would fight and subdue his rival. On
the receipt of this message, the captain decided to go
himself with three boats. We entreated him much not
to go to this enterprise in person, but he as a good
shepherd would not abandon his flock. We set out
from Zubu at midnight, we were sixty men armed
with corslets and helmets; there were with us the
Christian king, the prince, and some of the chief men,
and many others divided among twenty or thirty
balangai. We arrived at Matan three hours before
daylight. The captain before attacking wished to
attempt gentle means, and sent on shore the Moorish
merchant to tell those islanders who were of the party
of Cilapulapu, that if they would recognize the
Christian king as their sovereign, and obey the King
of Spain, and pay us the tribute which had been
asked, the captain would become their friend,
otherwise we should prove how our lances wounded.
The islanders were not terrified, they replied that if
we had lances, so also had they, although only of
reeds, and wood hardened with fire. They asked
however that we should not attack them by night, but
wait for daylight, because they were expecting
reinforcements, and would be in greater number.
This they said with cunning, to excite us to attack
them by night, supposing that we were ready; but
they wished this because they had dug ditches
between their houses and the beach, and they hoped
that we should fall into them. We however waited for
daylight; we then leaped into the water up to our
thighs, for on account of the shallow water and the
rocks the boats could not come close to the beach,
and we had to cross two good crossbow shots through
the water before reaching it. We were forty-nine in
number, the other eleven remained in charge of the
boats. When we reached land, we found the islanders
fifteen hundred in number, drawn up in three
squadrons; they came down upon us with terrible
shouts, two squadrons attacking us on the flanks, and
the third in front. The captain then divided his men

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in two bands. Our musketeers and crossbow-men

fired for half an hour from a distance, but did
nothing, since the bullets and arrows, though they
passed through their shields made of thin wood, and
perhaps wounded their arms, yet did not stop them.
The captain shouted not to fire, but he was not
listened to. The islanders seeing that the shots of our
guns did them little or no harm would not retire, but
shouted more loudly, and springing from one side to
the other to avoid our shots, they at the same time
drew nearer to us, throwing arrows, javelins, spears
hardened in fire, stones, and even mud, so that we
could hardly defend ourselves. Some of them cast
lances pointed with iron at the captain-general. He
then, in order to disperse this multitude and to terrify
them, sent some of our men to set fire to their houses,
but this rendered them more ferocious. Some of them
ran to the fire, which consumed twenty or thirty
houses, and there killed two of our men. The rest
came down upon us with greater fury; they perceived
that our bodies were defended, but that the legs were
exposed, and they aimed at them principally. The
captain had his right leg pierced by a poisoned arrow,
on which account he gave orders to retreat by
degrees; but almost all our men took to precipitate
flight, so that there remained hardly six or eight of us
with him. We were oppressed by the lances and
stones which the enemy hurled at us, and we could
make no more resistance. The bombards which we
had in the boats were of no assistance to us, for the
shoal water kept them too far from the beach. We
went thither, retreating little by little, and still
fighting, and we had already got to the distance of a
crossbow shot from the shore, having the water up to
our knees, the islanders following and picking up
again the spears which they had already cast, and
they threw the same spear five or six times; as they
knew the captain they aimed specially at him, and
twice they knocked the helmet off his head. He, with
a few of us, like a good knight, remained at his post
without choosing to retreat further. Thus, we fought
for more than an hour, until an Indian succeeded in
thrusting a cane lance into the captain's face. He then,
being irritated, pierced the Indian's breast with his
lance, and left it in his body, and trying to draw his
sword he was unable to draw it more than half way,
on account of a javelin wound which he had received
in the right arm. The enemies seeing this all rushed
against him, and one of them with a great sword, like
a great scimitar gave him a great blow on the left leg,

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which brought the captain down on his face, then the

Indians threw themselves upon him, and ran him
through with lances and scimitars, and all the other
arms which they had, so that they deprived of life our
mirror, light, comfort, and true guide. Whilst the
Indians were thus overpowering him, several times
he turned round towards us to see if we were all in
safety, as though his obstinate fight had no other
object than to give an opportunity for the retreat of
his men. We who fought to extremity, and who were
covered with wounds, seeing that he was dead,
proceeded to the boats which were on the point of
going
away.

This fatal battle was fought on the 27th of April of

1521, on a Saturday; a day which the captain had
chosen himself, because he had a special devotion to
it. There perished with him eight of our men, and four
of the Indians, who had become Christians; we had
also many wounded, amongst whom I must reckon
myself. The enemy lost only fifteen men. He died;
but I hope that your illustrious highness will not
allow his memory to be lost, so much the more since
I see revived in you the virtue of so great a captain,
since one of his principal virtues was Constance in
the most adverse fortune. In the midst of the sea, he
was able to endure hunger better than we. Most
versed in nautical charts, he knew better than any
other the true art of navigation, of which it is a certain
proof that he knew by his genius, and his intrepidity,
without any one having given him the example, how
to attempt the circuit of the globe, which he had
almost completed. The Christian king could indeed
have given us aid, and would have done so; but our
captain far from foreseeing that which happened,
when he landed with his men, had charged him not
to come out of his balangai, wishing that he should
stay there to see how we fought. When he knew how
the captain had died, he wept bitterly for him.

In the afternoon the king himself, with our consent,

sent
to tell the inhabitants of Matan, that if they would
give up
to us the body of our captain, and of our other
companions who were killed in this battle, we would
give them as much merchandise as they might wish
for; but they answered that on no account would they
ever give up that man, but they wished to preserve

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him as a monument of their triumph. When, the death

of the captain was known, those who were in the city
to trade, had all the merchandise at once transported
to the ships. We then elected in the place of the
captain, Duarte Barbosa, a Portuguese, and a relation
of the captains, and Juan Serrano a Spaniard. Our
interpreter, who was a slave of the captain-general,
and was named Henry, having been slightly wounded
in the battle, would not go ashore any more for the
things which we required, but remained all day idle,
and wrapped up in his mat (Schiavina). Duarte
Barbosa, the commander of the flag ship, found fault
with him, and told him that though his master was
dead, he had not become free on that account, but that
when we returned to Spain he would return him to
Dona Beatrice, the widow of the captain-general; at
the same time, he threatened to have him flogged, if
he did not go on shore quickly, and do what was
wanted for the service of the ships. The slave rose up,
and did as though he did not care much for these
affronts and threats; and having gone on shore, he
informed the Christian king that we were thinking of
going away soon, but that if he would follow his
advice, he might become master of all our goods and
of the ships themselves. The King of Zubu listened
favorably to him, and they arranged to betray us.
After that the slave returned on board, and showed
more intelligence and attention than he had done
before.

Wednesday morning, the 1st of May, the Christian

king sent to tell the two commanders that the jewels
prepared as presents for the King of Spain were
ready, and he invited them to come that same day to
dine with him, with some of his most honored
companions, and he would give them over to them.
The commanders went with twenty-four others, and
amongst them was our astrologer named San Martin
of Seville. I could not go because I was swelled with
a wound from a poisoned arrow in the forehead. Juan
Carvalho, with the chief of police, who also were
invited, turned back, and said that they had suspected
some bad business, because they had seen the man
who had recovered from illness by a miracle, leading
away the priest to his own house.

They had hardly spoken these words when we heard

great lamentations and cries. We quickly got up the
anchors and, coming closer to the beach, we fired
several shots with the cannon at the houses. There

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then appeared on the beach Juan Serrano, in his shirt,

wounded and bound, who entreated us, as loudly as
he could, not to fire any more, or else he would be
massacred. We asked him what had become of his
companions and the interpreter, and he said that all
had been slain except the interpreter. He then
entreated us to ransom him with some merchandise;
but Juan Carvalho, although he was his gossip, joined
with some others, refused to do it, and they would not
allow any boat to go ashore, so that they might
remain masters of the ships. Serrano continued his
entreaties and lamentations,
saying, that if we departed and abandoned him there,
he
would soon be killed; and after that he saw his
lamentations were useless, he added that be prayed
God to ask for an account of his life at the day of
Judgment from Juan Carvalho, his gossip.
Notwithstanding, we sailed immediately; and I never
heard any more news of him.

In this island of Zubu there are dogs and cats, and

other
animals, whose flesh is eaten; there is also rice,
millet, panicum, and maize; there are also figs,
oranges, lemons, sugar-canes, cocos, gourds, ginger,
honey, and other such
things; they also make palm-wine of many qualities.
Gold
is abundant. The island is large, and has a good port
with two entrances: one to the west, and the other to
the eastnorth-east. It is in ten degrees north latitude
and 154 east longitude from the line of demarcation.
In this island there are several towns, each of which
has its principal men or chiefs. Here are the names of
the towns and their chiefs: — Oingapola: its chiefs
are Cilaton, Oiguibucan, Cimaninga, Cimaticat,
Cicanbul. Mandani: its chief is Aponoaan. Lalan : its
chief is Teten. Lalutan : its chief is Japau. Lubucin :
its chief is Oilumai. All these countries were in
obedience to us, and paid a kind of tribute. Near to
Zubu there is, as we said, the island of Matan, the
most considerable town of which is called Matan,
and its chiefs are Zula and Cilapulapu. The village,
which we burned on the occasion of the fatal battle,
is named Bulaia. In this island, before we lost our
captain-general, we had news of Maluco.

DEPARTURE FROM ZUBU. When we were at a

distance of eighteen leagues from the island of Zubu,

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near the head of another island called Bohol,2 in the

midst of that archipelago, seeing that our crews were
too much reduced in number, so that they were not
sufficient for managing all the three ships, we burned
the Conception after transporting into the other two
all that it contained that was serviceable. We then
took the S.S.W. course, coasting along an island
called Panilongon, where the people were black as in
Ethiopia. We then arrived at a large island, the king
of which having come on board our ship, in order to
show that he made alliance with us and would be
friendly, drew blood from his left hand, and stained
with it his breast, his face, and the tip of his tongue.
We then did likewise, and when the king went away,
I alone accompanied him on shore to see the island.
We entered a river where we met many fishermen,
who presented some of their fish to the king. He then
took off the cloth which covered his middle, and
some of his chief men who were with him did the
same, they then all began to row and to sing. Passing
near many houses, which were on the brink of the
river, we arrived at two hours of the night at the
house of the king, which was two leagues from the
mouth of the river where the ships were. When we
reached the house, people came to meet us with many
torches, made of canes and palm leaves, full of the
before-mentioned gum, called anime. Whilst supper
was being got ready, the king, with two of his chiefs,
and two rather handsome ladies, drank a large vase
full of palm wine, without eating anything. I,
excusing myself saying that I had already supped,
only drank once. In drinking they use the ceremony
which I have already described in speaking of the
King of Massava. Then the supper was brought,
which consisted of rice and fish, very much salted, in
porcelain dishes. Rice with them takes the place of
bread. They cook it in the following manner, which
is common to all these countries. They place inside
an earthen pot like ours, a large leaf which lines it all
round internally, then they put in the water and the
rice, and cover up the pot. They let it boil until the
rice has taken the consistency of bread, and then they
take it out in pieces. When the supper was over the
king had brought a cane mat, and a mat of palm leaf,
with a cushion of leaves, and this was to be my bed.
I slept there with one of his chiefs. The king with the
two ladies went to sleep in another place. When it
was day, whilst breakfast was being prepared, I went
to take a turn in the island, and entered several
houses, constructed like those of the neighboring

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islands; I saw there a good many utensils of gold, but

very little victuals. I returned to the king's house, and
we breakfasted with rice and fish. I succeeded in
making the king understand by signs, that I should
like to see the queen; and he made a sign to me that
he was content, and we set out together to the top of
a hill, under which her house was placed. I entered
the house and made her an obeisance, she did
likewise to me. I sat down by the side of her; she was
weaving a palm mat to sleep upon. Throughout her
house were seen porcelain vases suspended to the
walls, and four metal timbals, of which one was very
large, another of middle size, and two small ones, and
she amused herself by playing on them. There were
many male and female slaves for her service. We
asked leave and returned to the king's house, who
immediately ordered a refreshment of sugar canes.
After midday, as I wished to return to the ships, the
king, with the other chief men of the island, desired
to accompany me in the same balangai, going by the
same river; on its right bank I saw on an eminence
three men hanging to a tree, the branches of which
had been cut off. I asked of the king what those
unhappy people were, he answered me that they were
malefactors and thieves. These people go naked like
their neighbours. In this island are found pigs, goats,
fowls, rice, ginger, and other things which were
common to the islands named before. That which is
most abundant is gold. They showed me certain
valleys, making signs that there was more gold there
than hairs on the head, but that as they had not iron
to dig it out, it required great labour to acquire it, and
which they did not choose to undergo. The king is
named Raja Calanao. This part of the island called
Chipit is the same land as Butuan and Calagan, it
passes above Bohol, and borders on Massava. Its port
is good enough; it is in 8° N. latitude, and 167° of
longitude from the line of demarcation; it is fifty
leagues distance from Zubu. Towards the North-west
is the island of Lozon, which is at two days' distance;
a large island, to which come to trade every year six
or eight junks of the people called Lequii. On leaving
this place, and taking our course between west and
south-west, we touched at an almost uninhabited
island, which afterwards we learned was named
Cagayan. The few people there are Moors, who have
been banished from an island called Burne. They go
naked like the others, and carry blow-pipes with
small quivers at their sides full of arrows, and a herb
with which they poison them. They have daggers,

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with hilts adorned with gold and precious stones,

lances, bucklers, and small cuirasses of buffaloes'
hide. These people took us for something Divine or
holy. There are some very large trees in this island,
but little victuals. It is in 7° 30' North latitude, and
forty-three leagues from Chipit.

Continuing our voyage, we changed our course to

between West and North-west, and after running
twenty-five leagues, we arrived at a large island,
which we found well provided with victuals, and it
was great good fortune for us since we were so
reduced by hunger and so badly supplied, that we
were several times on the point of abandoning the
ships, and establishing ourselves on some land, in
order to live. In this island, which we learned was
named Palaoan, we found pigs, goats, fowls, yams,
bananas of various kinds, some of which are half a
cubit long, and as thick as the arm, others are only a
span long, and others are still smaller, and these are
the best; they have cocoa nuts, sugar canes, and
certain roots like turnips. They cook rice under the
fire in bamboo canes, or wooden vessels, and it keeps
longer than that cooked in earthen pots. They draw
from the rice with a kind of alembic a wine that is
better and stronger than the palm wine. In short, we
found this island to be a promised land. We presented
ourselves to the king, who contracted alliance and
friendship with us, and to assure us of it, he asked for
one of our knives, with which he drew blood from his
breast, with which he touched his forehead and
tongue. We repeated the same ceremony. The people
of Palaoan go naked like the other islanders, they
almost all till their own fields. They have blow-pipes,
with thick arrows more than a span in length, with a
point like that of a harpoon; some have a point made
with a fish, bone, and others are of reed, poisoned
with a certain herb; the arrows are not trimmed with
feathers, but with a soft light wood. At the foot of the
blow-pipe they bind a piece of iron, by means of
which, when they have no more arrows, they wield
the blow-pipe like a lance. They like to adorn
themselves with rings and chains of gimp and with
little bells, but above all they are fond of brass wire,
with which they bind their fish hooks. They have
some rather large domestic cocks, which, from some
superstition, they do not eat, but they keep them for
fighting; on such occasions they make bets and offer
prizes, which are acquired by the owner of the
conquering cock.

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Going from Palaoan towards the South-west, after a

run of ten leagues, we reached another island.
"Whilst coasting it, it seemed in a certain manner to
go forward; we coasted it for a distance of fully fifty
leagues, until we found a port. We had hardly
reached the port when the heavens were darkened,
and the lights of St. Elmo appeared on our masts. The
next day the king of that island sent a prahu to the
ships; it was very handsome, with its prow and stern
ornamented with gold; on the bow fluttered a white
and blue flag, with a tuft of peacock's feathers at the
top of the staff; there were in the prahu some people
playing on pipes and drums, and many other persons.
Two almadias followed the prahu; these are
fishermen's boats, and a prahu is a kind of fusta.
Eight old men of the chiefs of the island came into
the ships, and sat down upon a carpet on the poop,
and presented a painted wooden vase full of betel and
areca (fruits which they constantly chew), with
orange and jessamine flowers, and covered over with
a cloth of yellow silk. They also gave two cages full
of fowls, two goats, three vessels full of wine,
distilled from rice, and some bundles of sugar cane.
They did the same to the other ship; and embracing
us they departed. Their rice wine is clear like water,
but so strong that many of our men were intoxicated.
They call it arak. Six days later the king again sent
three very ornamented prahus, which came playing
pipes and drums and cymbals, and going round the
ships, their crews saluted us with their cloth caps,
which hardly cover the tops of their heads. We
saluted them, firing the bombards without stones.
Then they made us a present of various victuals, but
all made with rice, either wrapped in leaves in the
form of a long cylinder, or in the shape of a sugar
loaf, or in the shape of a cake, with eggs and honey.
They then said that their king was well pleased that
we should make provisions here of wood and water,
and that we might traffic at our pleasure with the
islanders. Having heard this, seven of us entered one
of the prahus, taking with us presents for the king,
and for some of his court. The present intended for
the king consisted in a Turkish coat of green velvet,
a chair of violet colored velvet, five ells of red cloth,
a cap, a gilt goblet, and a vase of glass, with its cover,
three packets of paper, and a gilt pen and ink case.
We took for the queen three ells of yellow cloth, a
pair of slippers, ornamented with silver, and a silver
case full of pins. For the king's governor or minister

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three ells of red cloth, a cap, and a gilt goblet; and for
the herald who had come in the prahu, a coat of the
Turkish fashion, of red and green colors, a cap and a
packet of paper. For the other seven chief men who
had come with him, we prepared presents; for one
cloth, for another a cap, and for each a packet of
paper. Having made these preparations, we entered
the prahu, and departed.

When we arrived at the city, we were obliged to wait

about two hours in the prahu, until there came thither
two elephants covered with silk, and twelve men,
each of whom carried a porcelain vase covered with
silk, for conveying and wrapping up our presents. We
mounted the elephants, and those twelve men
preceded us, carrying the vases with our presents. We
went as far as the house of the governor, who gave
us supper with many sorts of viands. There we slept
through the night, on mattresses filled with cotton,
and covered with silk, with sheets of Cambay stuff.

On the following day we remained doing nothing in

the house till midday, and after that we set out for the
king's palace. We were again mounted upon the
elephants, and the men with the presents preceded us
as before. From the governor's house to that of the
king, all the streets were full of men armed with
swords, spears, and bucklers, the king having so
commanded. We entered the palace still mounted
upon the elephants; we then dismounted, and
ascended a staircase, accompanied by the governor
and some of the chief men, and entered a large room
full of courtiers, whom we should call the barons of
the kingdom; there we sat upon a carpet, and the
vases with the presents were placed near us. At the
end of this hall there was another a little higher, but
not so large, all hung with silk stuffs, among which
were two curtains of brocade hung up, and leaving
open two windows which gave light to the room.

There were placed three hundred men of the king's

guard with naked daggers in their hands, which they
held on their thighs. At the end of this second hall
was a great opening, covered with a curtain of
brocade, and on this being raised we saw the king
sitting at a table, with a little child of his, chewing
betel. Behind him there were only women.

Then one of the chief men informed us that we could

not speak to the king, but that if we wished to convey

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anything to him, we were to say it to him, and he

would say it to a chief or courtier of higher rank, who
would lay it before a brother of the governor, who
was in the smaller room, and they by means of a blow
pipe placed in a fissure in the wall would
communicate our thoughts to a man who was near
the king, and from him the king would understand
them. He taught us meanwhile to make three
obeisances to the king, with the hands joined above
the head, raising first one then the other foot, and
then to kiss the hands to him. This is the royal
obeisance.

Then by the mode which had been indicated to us, we

gave him to understand that we belonged to the King
of Spain, who wished to be in peace with him, and
wished for nothing else than to be able to trade with
his island. The king caused an answer to be given that
he was most pleased that the king of Spain was his
friend, and that we could take wood and water in his
states, and traffic according to our pleasure. That
done we offered the presents, and at each thing which
they gave to him, he made a slight inclination with
his head. To each of us was then given some brocade,
with cloth of gold, and some silk, which they placed
upon one of our shoulders, and then took away to
take care of them. A collation of cloves and
cinnamon was then served to us, and after that the
curtains were drawn and the windows closed. All the
men who were in the palace had their middles
covered with cloth of gold and silk, they carried in
their hands daggers with gold hilts, adorned with
pearls and precious stones, and they had many rings
on their fingers.

We again mounted the elephants, and returned to the

house of the governor. Seven men preceded us there,
carrying the presents made to us, and when we
reached the house, they gave to each one of us what
was for him, putting it on our left shoulder, as had
been done in the king's palace. To each of these seven
men we gave a pair of knives in recompense for their
trouble. Afterwards there came nine men to the
governor's house, sent by the king, with as many
large wooden trays, in each of which were ten or
twelve China dishes, with the flesh of various
animals, such as veal, capons, fowls, peacocks, and
others, with various sorts of fish, so that only of flesh
there were thirty or thirty-two different viands. We
supped on the ground on a palm mat; at each

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mouthful we drank a little China cup of the size of an

egg full of the distilled liquor of rice: we then ate
some rice and some things made of sugar, using gold
spoons made like ours. In the place in which we
passed the two nights there were two candles of white
wax always burning, placed on high chandeliers of
silver, and two oil lamps with four wicks each. Two
men kept watch there to take care of them. The next
morning, we came upon the same elephants to the sea
shore, where there were two prahus ready, in which
we were taken back to the ships.

This city is entirely built on foundations in the salt

water, except the houses of the king and some of the
princes: it contains twenty-live thousand fires or
families. The houses are all of wood, placed on great
piles to raise them high up. When the tide rises the
women go in boats through the city selling provisions
and necessaries. In front of the king's house there is
a wall made of great bricks, with barbicans like forts,
upon which were fifty-six bombards of metal, and six
of iron. They fired many shots from them during the
two days that we passed in the city.

The king to whom we presented ourselves is a Moor,

and is named Raja Siripada: he is about forty years
of age, and is rather corpulent. No one serves him
except ladies who are the daughters of the chiefs. No
one speaks to him except by means of the blow-pipe
as has been described above. He has ten scribes, who
write down his affairs on thin bark of trees, and are
called chiritoles. He never goes out of his house
except to go hunting.

On Monday, the 29th of July, we saw coming

towards us more than a hundred prahus, divided into
three squadrons, and as many tungulis, which are
their smaller kind of boats. At this sight, and fearing
treachery, we hurriedly set sail nd left behind an
anchor in the sea. Our suspicions increased when we
observed that behind us were certain junks which had
come the day before. Our first operation was to free
ourselves from the junks, against which we fired,
capturing four and killing many people: three or four
other junks went aground in escaping. In one of those
which we captured was a son of the king of the isle
of Luzon, who was captain-general of the King of
Burne", and who was coming with the junks from the
conquest of a great city named Laoe, situated on a
headland of this island opposite Java Major. He had

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made this expedition and sacked that city because its

inhabitants wished rather to obey the King of Java
than the Moorish King of Burne. The Moorish king
having heard of the ill-treatment by us of his junks,
hastened to send to say, by means of one of our men
who was on shore to traffic, that those vessels had
not come to do any harm to us, but were going to
make war against the Gentiles, in proof of which they
showed us some of the heads of those they had slain.

Hearing this, we sent to tell the king that if it was so,

that he should allow two of our men who were still
on shore, with a son of our pilot, Juan Carvalho, to
come to the ships: this son of Carvalho's had been
born during his first residence in the country of
Brazil: but the king would not consent. Juan
Carvalho was thus specially punished, for without
communicating the matter to us, in order to obtain a
large sum of gold, as we learned later, he had given
his liberty to the captain of the junks. If he had
detained him, the King Siripada would have given
anything to get him back, that captain being
exceedingly dreaded by the Gentiles who are most
hostile to the Moorish king.

And, with respect to that, it is well to know and

understand that in that same port where we were,
beyond the city of the Moors of which I have spoken,
there is another inhabited by Gentiles, larger than this
one, and also built in the salt water. So great is the
enmity between the two nations that every day there
occurs strife. The king of the Gentiles is as powerful
as the king of the Moors, but he is not so proud; and
it seems that it would not be so difficult to introduce
the Christian religion into his country.

As we could not get back our men, we retained on

board sixteen of the chiefs, and three ladies whom we
had taken on board the junks, to take them to Spain.
We had destined the ladies for the Queen; but Juan
Oarvalho kept them for himself.

The Moors of Burne go naked like the other

islanders. They esteem quicksilver very much, and
swallow it. They pretend that it preserves the health
of those who are well, and that it cures the sick. They
venerate Mahomed and follow his law. They do not
eat pig's flesh. With their right hand they wash their
face, but do not wash their teeth with their fingers.
They are circumcised like the Jews. They never kill

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goats or fowls without first speaking to the sun. They

cut off the ends of the wings of fowls and the skin
under their feet, and then split them in two. They do
not eat any animal which has not been killed by
themselves.

In this island is produced camphor, a kind of balsam

which exudes from between the bark and the wood
of the tree. These drops are small as grains of bran.
If it is left exposed by degrees it is consumed: here it
is called capor. Here is found also cinnamon, ginger,
mirabolans, oranges, lemons, sugarcanes, melons,
gourds, cucumbers, cabbage, onions. There are also
many animals, such as elephants, horses, buffaloes,
pigs, goats, fowls, geese, crows, and others.

They say that the King of Burne has two pearls as

large as a hen's eggs, and so perfectly round that if
placed on a smooth table they cannot be made to
stand still. When we took him the presents, I made
signs to him that I desired to see them, and he said
that he would show them to me, but he did not do so.
On the following day some of the chief men told me
that they had indeed seen them.

The money which the Moors use in this country is of

metal, and pierced for stringing together. On one side
only it has four signs, which are four letters of the
great King of China: they call it Picis. For one cathil
(a weight equal to two of our pounds) of quicksilver
they gave us six porcelain dishes, for a cathil of metal
they gave one small porcelain vase, and a large vase
for three knives. For a hand of paper, they gave one
hundred picis. A bahar of wax (which is two hundred
and three cathils) for one hundred and sixty cathils of
bronze: for eighty cathils a bahar of salt: for forty
cathils a bahar of anime, a gum which they use to
caulk ships, for in these countries they have no pitch.
Twenty tabil make a cathil. The merchandise which
is most esteemed here is bronze, quicksilver,
cinnabar, glass, woolen stuffs, linens; but above all
they esteem iron and spectacles.

Since I saw such use made of porcelain, I got some

information respecting it, and I learned that it is made
with a kind of very white earth, which is left
underground for fully fifty years to refine it, so that
they are in the habit of saying that the father buries it
for his son. It is said that if poison is put into a vessel
of fine porcelain, it breaks immediately.

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 NGEC0113

The junks mentioned several times above are their

largest vessels, and they are constructed in this
manner. The lower part of the ships and the sides to
a height of two spans above water-line are built of
planks joined together with wooden bolts, and they
are well enough put together. The upper works are
made of very large canes for a counterpoise. One of
these junks carries as much cargo as our ships. The
masts are of bamboo, and the sails of bark of trees.
This island is so large that to sail round it with a
prahu would require three months. It is in 5° 15' north
latitude and 176° 40' of longitude from the line of
demarcation.

On leaving this island we returned backwards to look

for a convenient place for caulking our ships, which
were leaking, and one of them, through the
negligence of the pilot, struck on a shoal near an
island named Bibalon; but, by the help of God, we
got her off. We also ran another great danger, for a
sailor, in snuffing a candle, threw the lighted wick
into a chest of gunpowder; but he was so quick in
picking it out that the powder did not catch fire.

On our way we saw four prahus. We took one laden

with cocoanuts on its way to Burne'; but the crew
escaped to a small island, and the other three prahus
escaped behind some other small islands.

Between the northern cape of Burne and the island

named Cimbonbon, situated in 8° 7'N. latitude there
is a very convenient port for refitting ships, and we
entered it; but as we were wanting many things
necessary for our work, we had to spend there forty-
two days. Each one worked at one thing or another
according to the best of his knowledge or ability; but
our greatest labor was going to get wood in the
thickets, as the ground was covered with briars and
thorny shrubs, and we had no shoes.

In this island there are some very large wild boars.

Whilst we were in a boat, we killed one which was
crossing from one island to another. Its head was two
and a half spans long, and its tusks were exceedingly
long. Here also are crocodiles; those of the land are
larger than those of the sea-coast. There are oysters
and very large turtles; of these we caught two. The
flesh alone of one of them weighed twenty pounds,
and of the other forty-four pounds. We caught a kind

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of fish with a head like that of a pig, and which had

two horns; its body was all covered with bone, and
on its back, it had a kind of saddle: this was a small
one. In this island are also found certain trees, the
leaves of which, when they fall, are animated, and
walk. They are like the leaves of the mulberry tree,
but not so long; they have the leaf stalk short and
pointed, and near the leaf stalk they have on each side
two feet. If they are touched, they escape, but if
crushed they do not give out blood. I kept one for
nine days in a box. When I opened it the leaf went
round the box. I believe they live upon air. The island
in which we were is called Pulaoan.

On leaving this island—that is to say, the port which

is at the extremity of it—we met a junk which was
coming from Borneo. We made signals to it to strike
its sails; but as it would not obey, we overtook it,
captured and pillaged it. It had on board the Governor
of Pulaoan, with a son and a brother of his. We made
them all prisoners, and put them to ransom to give
within seven days four hundred measures of rice,
twenty pigs, as many goats, and four hundred and
fifty fowls. They caused all this to be given us, and
besides added spontaneously cocoanuts, figs,
sugarcanes, and vessels full of palm wine. We, in
consequence of his generosity, restored to him some
of his daggers and arquebuses; we also gave him a
flag, a garment of yellow damask, and fifteen ells of
linen. We gave to his son a cloak of blue cloth, and
to his brother a garment of green cloth, and to the
others other things, and we parted good friends.

We turned backwards, passing between the island of

Cagayan and the port of Cipit, taking a course east
and a quarter south-east, to seek the islands of
Maluco. We passed between certain little mountains,
around which we found many weeds, although there
was there a great depth. Passing between these islets
it seemed that we were in another sea.

Having left Cipit to the east, we saw to the west two

islands called Zolo and Taghima, near which islands
pearls are found. The two pearls of the King of
Burne, of which I have spoken, were found there, and
this is the manner in which he obtained them,
according to the account which was given me of it.
The King of Burne married a daughter of the King of
Zolo, who told him that her father had these two big
pearls. He desired to have them, and decided on

57
 NGEC0113

getting them by any means, and one night he set out

with five hundred prahus full of armed men, and
went to Zolo, and took the king with his two sons,
and brought them to Burne", and did not restore them
to liberty until they gave him the two pearls.

Continuing our course east and a quarter north-east

we passed near two inhabited places called Cavit and
Subanin, and passed near an island called Monoripa,
ten leagues distant from the before-mentioned islets.
The inhabitants of this island always live in their
vessels, and have no houses on shore. In these two
districts of Cavit and Subanin, which are situated in
the same island1 as that in which are Butuan and
Calagan, the best cinnamon of any grows. If we could
have remained here only two days, we could have
laden the ships with it; but we did not wish to lose
time, but to profit by the favorable wind, for we had
to double a cape and some islets which were around
it. Wherefore, remaining under sail, we made a little
barter, and obtained seventeen pounds of cinnamon
for two big knives, which we had taken from the
Governor of Pulaoan.
Having seen the cinnamon tree, I can give some
description of it. It is a small tree, not more than three
or four cubits high, and of the thickness of a man's
finger, and it has not got more than three or four little
branches. Its leaf is like that of the laurel. The
cinnamon for use which comes to us, is its bark,
which is gathered twice in the year. Its wood and
leaves when they are green have the taste and force
of the bark itself. Here it is called Cainmana, since
cain means wood and mana sweet.

Having set the head of the ship to north-east, we

made for a large city called Maingdanao, situated in
the same island in which are Butuan and Calagan, in
order to get precise information of the position of
Maluco. Following this course, we took possession
of a bignaday, a vessel similar to a prahu, and being
obliged to have recourse to force and violence, we
killed seven out of eighteen men who formed the
crew. These men were better made and more robust
than all those we had seen hitherto, and they were all
chief men of Mindanao. There was among them a
brother of the king who said that he well knew where
Maluco was. Afterwards, following his indications,
we left the north-east course which we held, and took
a south-east course. We were then in 6° 7' N. latitude
and thirty leagues distant from Cavit.

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We were told that at a cape of this island near to a

river there are men who are rather hairy, great
warriors, and good archers, armed with swords a
span broad. When they make an enemy prisoner they
eat his heart only, and they eat it raw with the juice
of oranges or lemons.1 This cape is called Benaian.

Making for the south-east we found four islands,

named Ciboco, Birabam Batolac, Sarangani, and
Candigar. Saturday, the 26th of October, about
nightfall, whilst coasting the island of Birabam
Batolac, we met with a very great storm, before
which we lowered all our sails, and betook ourselves
to prayer. Then our three saints appeared upon the
masts and dispersed the darkness. St. Elmo stood for
more than two hours at the mainmast head like a
flame. St. Nicholas at the head of the foremast, and
St. Clara on the mizenmast. In gratitude for their
assistance, we promised a slave to each of the saints,
and we gave to each an offering.

Continuing our voyage, we entered a port between

the two islands Sarangani and Candigar, and cast
anchor to the east, near a village of Sarangani, where
pearls and gold are found. This port is in 5° 9' N.
latitude, and fifty leagues from Cavit. The
inhabitants are Gentiles and go naked like the others.

Having remained here a day we compelled by force

two pilots to come with us to show us the way to
Maluco. We were directed to take a south-south-west
course, and passed between eight islands partly
inhabited, partly uninhabited, which formed a kind of
street. These were named Cheava, Caviao, Cabiao
Camanuca, Cabaluzao, Cheai, Lipan, and Nuza. At
the end of these we reached an island which was very
beautiful, named Sanghir. But having a contrary
wind, which did not allow us to double the cape, we
tacked about backwards and forwards near it.

On this occasion, profiting by the darkness of the

night, one of the pilots whom we had caught at
Sarangani, and with him the brother of the king of
Mindanao with his little son, escaped by swimming
and reached that island; but we learned later that the
son not being able to hold on well to his father's
shoulders, was drowned.

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 NGEC0113

Seeing that it was impossible to double the head of

this island we passed below it, where we saw many
small islands. This large island has four kings whose
names are Raja Matandatu, Raja Laga, Raja Bapti,
and Raja Parabu. These are Gentiles. It is in 3° 30' N.
latitude and twenty-seven leagues from Sarangani.

Generalization.

Antonio Pigafetta was seen as a credible source for

a period which was prior unchronicled and
undocumented.

His selection of details, his characterization of

people, and his interpretation of events was believed
to be the “purest” account of the precolonial society.

Learning Packet Discussion Forum

(Note: This is a teacher-directed synchronous
activity of the lesson)

• Is studying the voyage around the world by

Antonio Pigafetta help you as a Filipino? How?

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Activity Sheet
Instruction: Read the text by Antonio Pigafetta: His Chronicles on the Voyage Around
the World and write a reaction paper by answering the following questions: (20 pts)

1. What kind of document is it (letter, ad, newspaper, etc.)?

2. To whom was the written document addressed? How did you know?

3. What is the purpose of the document? What made you think so?

4. What do you think is the most important information that the author of the
document was conveying? Why?

5. What do you think are the possible biases committed by Pigafetta in writing this
account?

Your output will be graded through the following criteria:

CRITERIA EXCELLENT GOOD FAIR POOR

(5 POINTS) (3 (2 POINTS) (1 POINT)
POINTS)
Content & -Content is - Content is - Content is not - Content is
Development comprehensive, accurate and comprehensive incomplete.
accurate, and persuasive. and /or persuasive.
persuasive. - Major points
- Major points - Major points are are not clear
- Major points are are stated. addressed, but not and /or
stated clearly and well supported. persuasive.
are well supported. - Content and Questions
purpose of the - Content is were not
- Content and writing are inconsistent with adequately
purpose of the clear. regard to purpose answered.
writing are clear. and clarity of
thought.

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Organization -Structure of the Structure is - Structure of the - Organization

& Structure paper is clear and mostly clear paper is not easy and structure
easy to follow. and easy to to follow. detract from
follow. the message of
- Paragraph - Paragraph the writer.
transitions are - Paragraph transitions need
logical and transitions are improvement. - Paragraphs
maintain the flow present. are disjointed
of thought - Conclusion is and lack
throughout the - Conclusion is missing, or if transition of
paper. logical. provided, does not thoughts.
flow from the
- Conclusion is body of the paper.
logical and flows
from the body of
the paper.

Grammar, - Rules of grammar, - Rules of - Paper contains - Paper

Punctuation usage, and grammar, few grammatical, contains
punctuation are usage, and punctuation and numerous
& Spelling followed; spelling punctuation spelling errors. grammatical,
is correct. are followed punctuation,
with minor - Language lacks and spelling
- Language is clear errors. clarity or includes errors.
and precise; Spelling is the use of some
sentences display correct. jargon or - Language
consistently strong, conversational uses jargon or
varied structure. tone. conversational
tone.

Reference: https://www.rcampus.com/rubricshowc.cfm?code=L3CA8B&sp=yes

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Assessment

IDENTIFICATION
Give the correct answer on each statement. Put your answer on the spaces provided
before the statement.

______________1. A person who has received Christian baptism or is a believer

in Christianity.

______________2. Rajah from Limasawa Island in the Philippines managed to

guide the ships of Magellan, a potential threat, safely past his island

______________3. Is known to be the oldest watercraft in the Philippines

______________4. Was a 16th-century Spanish navigator, born in Fregenal de la

Sierra, Badajoz.

______________5. An island in the province of Eastern Samar, Philippines, on

the east side of Leyte Gulf.

______________6. Defeated the Portuguese explorer, Ferdinand Magellan.

______________7. Later baptized as Don Carlos, was the Rajah of Cebu at the
time of Portuguese-born

______________8. Chief of Mactan, sent to Magellan one of his sons with two
goats as present

______________9. An ancient pagan symbol that only later began its association
with Christianity some 300 years after Jesus' time

______________10. Was a Portuguese writer and officer from Portuguese India.

He was a christian pastor and scrivener in a feitoria in Kochi, and an interpreter of
the local language, Malayalam.

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Assignment

Submit the reaction paper required in this learning packet. (The output of the task in
the activity part)

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References

Candelaria, J.L., Alporha, V. C., Readings in Philippine History, First Edition, 2018
https://artsandculture.google.com/entity/antonio-pigafetta/m048qc5?hl=en
https://essay250.rssing.com/chan-11726518/all_p5.html
https://www.coursehero.com/file/62644974/Antonio-Pigafettadocx/

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ASSESSMENT
1 Christian
2 Rajah Calambu
3 Balanghay
4 Juan Rodriguez
5 Homonhon Island
6 Lapu-Lapu
7 Rajah Humabon
8 Datu Zula
9 Cross
10 Duarte Barbosa
Note: Essay type activities will be checked by instructor using rubrics
Answer Key
NGEC0113
 NGEC0113

Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
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Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
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If No, state your reason?

________________________________________________________________
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To further improve this learning packet, what part do you think should be enhanced?
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Learning Module 1
Readings in Philippine History

Learning Packet 3

Juan de Plasencia’s
Customs of the Tagalogs

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Learning Packet 3

Juan de Plasencia’s Customs of the Tagalogs

Introduction
This learning packet tackles Juan de Plasencia’s Customs of the Tagalogs as one of the
essential primary sources, that portrays the lifestyle of the Filipinos before the coming
of the Spaniards and Christians influences. This packet covers the political
organization, economic condition, and strict practices customs of the Filipino
individuals during the pre-colonial period. This packet helps to determine the
implication of the document to Philippine history. At the end of the learning packet,
activity and assessment are given.

Objectives

At the end of the lesson, students are expected to:

1. Critically analyze the primary source by doing content and contextual

analysis of the document;
2. Appreciate ancient Tagalogs’ way of life.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration

• Topic 03: Juan de Plasencia’s Customs of the Tagalogs = 3 hours (2 hours

self-directed learning with practical exercises and 1 hour assessment)

Delivery Mode

Blended learning

Assessment with Rubrics

Content analysis will serve as your assessment at the end of this learning packet. You
can access the rubrics for the assessment in the link below.

Requirement with Rubrics

Content and contextual analysis of Juan de Plasencia’s Customs of the Tagalogs

Readings

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Plasencia, Juan de. “Customs of the Tagalogs” in Emma Helen Blair and James
Alexander Robertson. The Philippine Islands: 1493-1898. Cleveland. OH: The Arthur
H. Clark Company, 1906

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Pre-Assessment Key Points:

The
Watch the first episode of Amaya by clicking this link Customs of
https://www.youtube.com/watch?v=oHqCvBi9oX0 and write a short the
description about the history and culture of Filipinos during pre-Spanish Tagalogs is
Philippines. a narrative
on the
After watching the video, reflect on the following questions: established
culture of the
1. Are you familiar with the history of the ancient Tagalogs? Tagalogs
2. Do you think the video factually portray the ancient Tagalogs way in Luzon
of life? written by
Juan de
Lesson Proper Plasencia,
1589 Fray
The required reading for this packet will give you a clear idea on lives of the Juan de
Pre-Hispanic Filipino, you may find it useful because it contains information Plasencia or
about the social classes, political stratification, religious beliefs, and the Joan de
legal system of the Tagalog region. This document will deepen your Portocarrero
understanding and consequently analyze critically the events written in the (real
history of the Filipino people. name) was a
member
Customs of the Tagalog is a document written by Juan de Plasencia, a of the
Spanish priest from the Franciscan order. During the first century of the Franciscan
Spanish rule in the Philippines, the colonial government had difficulty Order who
managing areas outside of Manila due to the small number of Spaniards in came in the
the country, so they were forced to allow Filipinos to hold the position of Philippines in
gobernadorcillos. To ensure the loyalty of the Filipino gobernadorcillos to 1578
the Spanish authority, they ordered the friar assigned to the parishes to The original
observe, supervise, and monitor the activities of the governadorcillos. document of
Consequently, the Friars ended up performing administrative duties, and Customs of
because of the priest had to report their observations periodically, they the Tagalogs
produced a document describing the way of life of the Filipino, specifically is currently
on the numbers of natives converted, their socio-economic situation,and kept in the
problems they encountered. On top of the friars who religiously complying Archivo
General de
in his task is Juan de Plasencia’s Relacion de las Costumbres de Los
Indias in
Tagalogs, which contains countless information that historian could utilize
Seville,
in constructing the political and socio-cultural history of the Tagalog region.
Spain
Plasencia wrote:

“The chief offered them beforehand a feast, and afterward they divided the
Definition of
spoils. Moreover, when the dato went upon the water those whom he
Terms:
summoned rowed for him. If he built a house, they helped him, and had to
Dato. Is the
be fed up for it. The same was true when the whole barangay went to clear chief, captain
up his land for tillage. The lands which they inhabited were divided among of wars,
the whole barangay, especially the irrigated portion, and thus each one knew whom
his own. No one belonging to another barangay would cultivate them unless governed,
purchase or inheritance. The lands on the tingues, or mountain ridges, are obeyed,
not divided, but owned in common by the barangay. Consequently, at the reverenced
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time of the rice harvest, any individual of any particular barangay, although Barangay. Is
he may have come from some other village, if he commences to clear any the unit of
land may sow it, and no one can compel him to abandon. There are some government
villages (as, for example, Pila de Laguna) in which these nobles, or ruled by a
maharlicas, paid annually to the dato, a hundred gantas of rice. The reason chieftain,
of this was that, at the time of their settlement there, another chief, upon his and consist
arrival, bought with his own gold; and therefore, the members of his of 30-100
barangay paid him for arable land, and he divided it, among those whom he families
saw fit to reward. But now, since the advent of the Spaniards it is not so together with
divide The commoners are called aliping namamahay, they are married, and their
serve their masters, whether he be a dato or not, with half of their cultivated relatives and
lands, as was agreed upon in the beginning. They accompanied him slaves.
wherever he went beyond the island, and rowed for him. They live in their Maharlica.
own houses, and are lords of their property and lands. The children, then, Free born,
enjoy the rank of their fathers, and they cannot be slaves (sa guiguilid) nor they do not
can either parents or children be sold. If they should fall by inheritance into pay tax
the hands of a son of their master who was going to dwell in another village, Aliping
they could not be taken from their own village, carried with him; but they Namamahay
would remain in their native, doing service there and cultivating the sowed lived in their
lands. own
houses and
The slaves are called aliping saguiguilid. They serve their master in his lords of
house and on his cultivated lands, and may be sold. The master grants them, their property
should they see fit, and providing that he has profited through their industry, and gold
a portion of their harvests, so that they may work faithfully. For these Aliping sa
reasons, servants who are born in the house of their master are rarely, if ever, Guiguilir –
sold. That is the lot of captives in war, and of those brought up in the harvest served their
fields. In these three classes, those who are maharlicas on both father’s and master in
mother’s side continue to be so forever; and if it happens that they should his house
become slaves, it is through marriage, as I shall soon explain. If these and his
maharlicas had children among their slaves, the children and their mothers cultivated
islands and
became free; if one of them had children by s slavewoman of another, she
can be sold
was compelled, when pregnant, to give her master half of the gold tael,
because of her risk of death, and for her inability to labor during the
pregnancy. In such case half of the child was free namely, the half belonging
to his father, who supplied the child with food. If he did not do this, he
showed that he did not recognize him as his child, in which case the latter
was wholly a slave. If a free woman had children by a slave, they were all
free, provided
he was not her husband.

If two persons, of whom one was a maharlica and the other a slave, whether
namamahay or sa guiguilir, the children were divided; first, whether male or
female, belonged to the father, as did the third and fifth; the second, the
fourth and the sixth fell to the mother, and so on. In this manner, if the father
were free, all those who belonged to him were free; if he were a slave, all
those who belonged to him were slaves; and the same applied to the mother.
If there should not be more than one child, he was half free and half slave.
The question here concerned the division, whether the child was male and
female. Those who became slaves fell under the category of servitude which

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was their parent’s either namamahay or sa guiguilir. If there were an odd

number of children, the odd one was half free and half slave. I have not been
able to ascertain with certainty when or what age the division of children
was made, for each one suited himself in this respect. Of these two kinds of
slaves the sa guiguilir could be sold, but not the namamahay and their
children, nor could they be transferred. However, they could be transferred
from the barangay by inheritance, provided they remained in the same
village. They condemned no one to slavery, unless he merited the death
penalty. As for the witches, they killed them, and their children and
accomplices became slaves of the chief, after he had made some recompense
to the injured person. All other offenses were punished by fines in gold,
which, if not paid with promptness, exposed the culprit to serve, until the
payment should be made, the person was aggrieved, to whom the money
was paid. This was done in the following way: Half the cultivated lands and
all their produce belonged to their master. The master provided the culprit
with food and clothing, thus enslaving the culprit and his children until such
time as he might amass enough money to pay the fine. If the father should
by chance pay his debt, the master then claimed that he has fed and clothed
his children, and should be paid therefor. Dowries are given by the men to
the women’s parents. If the latter are living, they enjoy use of it. At their
death, provided the dowry has not been consumed, it is divided like the rest
of the estate, equally among the children, except the case the father should
care to bestow something additional upon their daughter. If the wife, at the
time of her marriage, has neither father, mother nor grandparents, she enjoys
her dowry – which in such a case, belongs to no other relative or child. It
should be noticed that unmarried women can own no property, in land or
dowry, for the result of all their labors accrues to their parents.

The above is what I have been able to ascertain clearly concerning customs
observed among these natives in all this Laguna and the tingues, and among
other Tagalog race. The old men say that a dato who did nothing contrary
to this would not be esteemed; and, in relating tyrannies which they had
committed, some condemned them and adjudged them wicked. In all the
villages, or in other parts of the Filipinas Islands, there are no temples
consecrated to the performing of sacrifices, the adoration of their idols, or
the general practice of idolatry. It is true that they have the name simbahan,
which means temple or place of adoration; but this is because, formerly,
when they wished to celebrate a festival, which they called pandot, or
“worship,” they celebrated it in the large house of a chief. There they
constructed, for the purpose of sheltering the assembled people, a temporary
shed on each side of the house, with the roof, called sibi, to protect the
people from the wet when it rained. They so constructed the house that it
might contain many people-dividing it, after the fashion of ships, into three
compartments. On the posts of the house they set small lamps, called
sorihile: in the center of the house they placed one large lamp adorned with
leaves of the white palm, wrought into many designs. They also brought
together many drums, large and small, which they beat successively while
the feast lasted, which was usually four days. During this time the whole
barangay, or family, united and joined in the worship which they call
nagaanitos. Above The house, for the above-mention period of time, was

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called a temple. Among their many idols there was one called. Bathala,
whom they especially worshipped. The title seems to signify “all powerful.”
Or maker of all things.” They also worshipped the sun, which, on account
of its beauty, is almost universally respected and honored by heathens. They
worshipped, too, the moon, especially when it was new at which time they
had great rejoicings, adoring it and bidding it welcome. Some of them also
adored stars, although they did not know them by their names, as the
Spaniards and other nations know the planets- with the exception of the
morning star they called Tala. They knew, too, the “seven little goats” (The
Pleiades) – as we call them- and, consequently, the change of seasons, which
they call Mapolon; and Balatic, which is our Greater Bear. They possessed
many idols called lic-ha, which were images with different shapes; and at
times they worshipped any little trifle, in which they adored, as did the
Romans, some particular dead man who was brave in war and endowed with
special faculties, to whom they commended themselves for protection in
their tribulations. They had another idol called Dian Masalanta, who was the
patron of lovers and generation. The idol called Lacapati and Idianale were
patrons of the cultivated lands and of husbandry, they paid reverence to
water –lizards called by them buaya or crocodiles, for fear of being harmed
by them. They were even in the bait of offerings these animals a portion of
what they carried in their boats, by throwing it into the water. Or placing it
upon the bank. These natives had no established division of years, months,
and days; these are determined by the cultivation of the soil, counted by
moons, and the different effect produced upon the trees when yielding
flowers, fruits and leaves: all this helps them in making up the year.

The winter and summer are distinguished as sun-time and water-time – the
latter term designating winter in those regions, where there is no cold, snow,
or ice. Their manner of offering sacrifice was to proclaim a feast, and offer
to the devil what they had to eat. This was done in front of the idol. Which
they anoint with fragrant perfumes, such as musk and civet, or gum of the
storax-tree and other odoriferious woods, and praise it in poetic songs sung
by the officiating priest, male or female, who is called catolonan. The
participants made responses to the song, beseeching the idol to favor them
with those things of which they were in need, and generally, by offering
repeated healths, they all become intoxicated. In some of their idolatries they
were accustomed to place a good piece of cloth, doubled, over the idol, and
over the cloth a chain or large, gold ring, thus worshipping the devil without
having sight of him. The devil was sometimes liable to enter into the body
of the catolonan, and assuming her shape and appearance, filled her with so
great arrogance – he being the cause of it that she seemed to shoot flames
from her eyes; hair stood on end, a fearful sight to those beholding, and she
uttered words of arrogance and superiority. In some districts, specifically in
the mountains, when in those idolatries the devil incarnated himself and took
on the form of his minister, the latter had to be tied to a tree by his
companions, to prevent the devil in his infernal fury from destroying him.
This, however, happened but rarely. The objects of sacrifice were goats,
fowls, and swine, which were flayed, decapitated, and laid before the idol.

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In case the young girls who first had their monthly courses, their eyes were
blindfolded four days and nights; and, in the meantime, the friends and
relatives were all invited to partake of food and drink. At the end of this
period, the catolonan took the young girl to the water, bathed her and
washed her head, and removed the bandage from her eyes. The old men said
that they did this in order that the girls might bear children, and have fortune
in finding husbands to their taste, who would not leave them widows in their
youth. Their manner of burying the dead was as follows: The deceased was
buried beside his house; and, if he were a chief, he was placed beneath a
little house or porch which they constructed for this purpose. Before
interring him, they mourned him for four days; and afterwards laid him on
a boat which served as a coffin or bier, placing him beneath the porch, where
guard was kept over him by a slave.

These infidels said that they knew that there was another life of rest which
they called maca, just as if we should say “paradise,” or, in other words.
“village of rest.” They say that those who go to this place are the just, and
the valiant, and those who lived without doing harm, or who possessed other
moral virtues. They said also that in the other life and mortality, there was a
place of punishment, grief, and affliction, called casanaan, which was “a
place of anguish;” they also maintain that no one would go to heaven, where
there dwelt only Bathala, “The maker of all things,” who governed from
above. There were also other pagans who confessed more clearly to a hell,
which they called, as I have said, casanaan; they said that all the wicked
went to that place, and there dwelt the demons, whom they called sitan.

There were also ghost, which they called vibit; and phantoms, which they
called Tigbalaang. They had another deception – namely, that if any woman
died in childbirth, she and the child suffered punishment; and that, at night,
she could be heard lamenting. This was called patianac. May the honor and
glory be God our lord’s, that among all the Tagalogs not a trace of this left;
and that those who are now marrying do not even know what it is, thanks to
the preaching of the holy gospel, which has banished it”.

Generalization
Plasencia’s account is very instrumental in re-visiting the ancient ways of
the Tagalogs. The account contained numerous information that scholars
used in reconstructing our history.

Learning Packet Discussion Forum

For synchronous discussion:

• Do you think that the ancient practices and beliefs of the Tagalogs
mentioned in Plasencia’s account are still observed in our time?

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Activity Sheet

Write a reflection paper on the significance of Plasencia’s account in Philippine history

by:

1. Comparing and contrasting the idea of Plasencia’s account with our present practices
and beliefs.
2. Citing the possible biases committed by Plasencia in describing ancient Filipinos and
the circumstances that can affect the credibility of Plasencia’s account.

Rubrics for Reflection Paper

SCORE 10 8 6 4
Completely Somewhat Poor in Vague in
illustrate the illustrate the illustrating the illustrating the
DESCRIPTION point of point of point of point of
reflection. The reflection. The reflection. Few reflection.
(Content, grammar is grammar is grammatical Multiple
Wordings and accurate that mostly errors hinder grammatical
Presentation) absolutely accurate that the delivery of errors hinder
deliver the somehow thoughts and the delivery of
thoughts and deliver the presentation is thoughts and
the thoughts and poorly legible presentation is
presentation is the and fairly not legible and
legible and presentation is acceptable lack format
with fairly legible format
commendable and with
format acceptable
format

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Assessment

Write True if the statement is correct. Write False if the statement is incorrect.

1. Juan de Plasencia’s Customs of the Tagalog is a primary source.

2. The dato is a chief who ruled a tribal gathering called barangay.
3. Pandot means worship.
4. The nobles were freeborn whom they called maharlica.
5. Filipinos were uncivilized and lacking in culture before the coming of the
Spaniards.
6. Plasencia’s Customs of the Tagalogs describes the way of life of the Filipino before
the Spanish and Christian influence.
7. Dowries are given by women to men.
8. Fray Juan de Plasencia is a Dominican Priest who served as a missionary in the
Philippines, in 1578.
9. Customs of the Tagalogs is the first book printed in the Philippines.
10. The natives believed that they had a supreme being whom they called catalonan.

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1. TRUE
2. TRUE
3. TRUE
4. TRUE
5. FALSE
6. TRUE
7. FALSE
8. FALSE
9. FALSE
10. FALSE
Answer Key
NGEC0113
 NGEC0113

References
Plasencia, Juan de. “Customs of the Tagalogs” in Emma Helen Blair and James
Alexander Robertson. The Philippine Islands: 1493-1898.
Cleveland. OH: The Arthur H. Clark Company, 1906
Torres, Jose Victor. (2018). Batis: Sources in Philippine History. C &E Publishing
House, South Triangle. Quezon City

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Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
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If No, state your reason?

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________________________________________________________________
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Learning Module 1
Readings in Philippine History

Learning Packet Number 04

EMILIO JACINTO,
“KARTILYA NG
KATIPUNAN”

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Learning Packet Number 4

EMILIO JACINTO, “KARTILYA NG KATIPUNAN”

Introduction

This learning packet presents one of the most important documents in Philippine history
which is the “Kartilya ng Katipunan” that served as the guiding principle of the KKK.

Objectives

At the end of the lesson, students are expected to:

1. Identify the background of the author and the historical background of the
Kartilya ng Katipunan;
2. Assess the importance of the Kartilya ng Katipunan as a primary source in
understanding the narrative of Philippine history;
3. Apply the principles of the Kartilya ng Katipunan in maintaining a peaceful and
orderly community.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration

● Topic 04: EMILIO JACINTO, KARTILYA NG KATIPUNAN = 3 hours (1 ½ hour

asynchronous learning with practical exercises and 1 ½ hour synchronous
assessment)

Delivery Mode
Blended learning

Assessment with Rubrics

RUBRICS FOR GRADING ESSAY

FEATURES EXPERT ACCOMPLISHED CAPABLE BEGINNER
(5) (3) (2) (1)
Essay is Essay is written Essay had Essay had
written in an in an interesting little style. no style.
extraordinary style. Gives some Gives no
QUALITY OF style. Somewhat new new
WRITING Very informative and information information
informative organized. but poorly and very
and well organized. poorly
organized. organized.

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Virtually no Few spelling A number of So many

spelling, and spelling, spelling,
punctuation punctuations punctuation punctuation
GRAMMAR or error, minor or and
AND grammatical grammatical grammatical grammatical
MECHANICS errors. errors. errors. errors that it
interferes
with the
meaning.
Source: https://www.thoughtco.com/essay-rubric-2081367

RUBRIC FOR GRADING ORAL SPEECH PRESENTATION

5 POINTS 3 POINTS 1 POINT

EXEMPLARY ACCOMPLISHED DEVELOPING

Purpose/ Audience/ You clearly made your You could make your Your purpose or
Word Choice purpose relevant and purpose clearer or relevance of topic
interesting to your your topic or word were unclear or
specified audience, choices more relevant inappropriate for you
using appropriate word to your specified specified audience.
choices and level of audience.
complexity.
Eye Contact You used your notes You need to rely less You appeared to be
as cues, not crutches, on your notes and/or reading to us a
which added to your make better use of eye significant part of the
credibility and our contact to enhance time and/or had little
involvement. Your eye your message and stay eye contact.
contact was excellent connected with your
in all areas of the audience.
room.
Introduction You had a good You had a start on an You need stronger
attention-getter and a introduction but still attention-getter and a
clear preview or needed a clearer clearer preview or
purpose statement that preview or purpose purpose statement.
led us smoothly into statement.
the speech.
Vocal Rate, Your voice was loud Your vocal variety You need to work on
Pitch, Pauses, enough to hear easily; was effective overall, your vocal variety to
and Volume you used your rate but you could use your enhance your message.
volume, pitch, and voice to enhance your
pauses effectively to message.
enhance your message.
Body and Your organizational You need to make Your organizational
Transitions pattern and transitions your main points pattern and/or
made your speech easy clearer; reorganize or transitions were
to follow. chunk some of your unclear, making it
information so it is difficult for us to
easier to follow and follow and understand.
remember and/or give
us stronger cues.
Supporting Ideas Important details add The speaker provides The majority of ideas
to the interest and the basic details are unsupported by
depth of the necessary for the additional information
presentation; details listener to understand or explanation.

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 NGEC0113

work to connect the the premise of the

listener to the speech. presentation.
Vocal Quality/ Your voice was You need to put more You need to put a
Articulation & conversational, life in your voice great deal more life in
Pronunciation pleasant, and powerful and/or use a more your voice in order to
which helped engage conversational tone; maintain the
us in your message; continue to work on audience’s attention.
articulation and articulation and
pronunciation were pronunciation.
clear.
Conclusion Your conclusion You had a start on a You need to bring
emphasized your main conclusion, but still your speech to a close
point(s) and drew your need to emphasize by summarizing or
speech to a close with your main points. reminding us of your
an effective main points.
memorable statement.
Non-verbal/ You looked Your body language You had very few
posture/Gesture comfortable, using worked well overall, gestures, body
your hands, body, and though you could motions, or facial
facial expressions work more on using expressions; your
naturally and your hands, body and posture and gestures
effectively, without facial expressions. were distracting and/or
distractions. unnatural.
Preparedness, You appeared well You seemed fairly Your presentation
Composure, prepared, confident comfortable and seemed pretty rough.
and Polish and comfortable, confident, which You needed more
which enhanced your started to build practice to increase
credibility. Your credibility although your credibility and
presentation seemed you seemed to need a build your confidence.
polished. bit more practice to
have a polished
presentation.
REFERENCES:
http://www.lausd.k12.ca.us/District_8/options/cd/speech-rubric.pdf
http://www.tusculum.edu/research/documents/PublicSpeakingCompetencyRubric.pdf

Requirement with Rubrics

In this course packet, you will answer essay questions in the Pre-Assessment, Learning
Packet Discussion Forum, Activity/Application and Assessment. Be guided by the
rubrics for grading essay.
Moreover, in the Post Assessment, you will be tasked to write and to recite a speech.
The said activity will be graded according to the following criteria: (1) Purpose/
Audience/ Word Choice; (2) Eye Contact; (3) Introduction; (4) Vocal Rate, Pitch,
Pauses, and Volume (5) Body and Transitions; (6) Supporting Ideas; (7) Vocal Quality/
Articulation & Pronunciation; (8) Conclusion; (9) Non-verbal/ posture/Gesture; and
(10) Preparedness, Composure, and Polish. Be guided by the rubrics for grading oral
speech presentation.

Readings
The following link is important to give you an introductory knowledge of the lesson.
This will help you answer the preceding essay questions in the Pre-Assessment,
Activity, Enhancement Activity, and Application/Discussion Forum. Read and
understand the readings below. Take down or highlight important details for your future
reference.
http://malacanang.gov.ph/7013-andres-bonifacios-decalogue-and-the-kartilya-ng-
katipunan/
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Pre-Assessment

Observe the picture below. What does it project about the Key Points:
author? Why do you say so?
The key points of the
_______________________ topic being
_______________________ presented in this
_______________________ particular Learning
_______________________ Packet are:
_______________________
_______________________ ∙ The KKK or
Katipunan is
_______________________
deemed the most
_______________________ important
_______________________ organization
_______________________ formed in
_______________________ Philippine history.

Source: https://m.facebook.com/ ∙ One of the most

ChoosePhilippinesOfficial/photos/ important
Katipunan
documents was
the Kartilya ng
Lesson Proper
Katipunan.
One of the most important Katipunan documents was the ∙ The Kartilya ng
Kartilya ng Katipunan. The original title of the document Katipunan
was “Manga Aral Nang Katipunan ng mga Anak ng Bayan” determines the
or Lessons of the Organization of the Sons of the Country. rules of conduct in
the Katipunan.
HISTORICAL BACKGROUND OF THE
KARTILYA
Definition of Terms:
Andres Bonifacio long wanted to have a codified document
Kartilya. A short
which will enumerate the guidelines that the members of note or letter of
the Katipunan were required to follow. However, as instructions.
Bonifacio was drafting the Decalogue of the Duties of the
Sons of the People, he recognized the value and intellect of Katipunan. Literally
Jacinto. Upon seeing that Jacinto’s Kartilya was much means association or
better than the Decalogue he wrote, he willingly favored assembly.
that the Kartilya be distributed to their fellow Katipuneros
as the guidebook for the rules and regulations of the
Katipunan. The document was written by Emilio Jacinto in
1896.

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 NGEC0113

The Kartilya can be treated as the Katipunan’s code of

conduct. It contains fourteen rules that instruct the way
a Katipunero should behave, and which specific values
should he uphold. Generally, the rules in the Kartilya
contains the rules that will make the member an upright
individual and the rules that will guide the way he treats
his fellow men.

Source: https://alchetron.com

BACKGROUND OF THE AUTHOR

Emilio Jacinto was born in Trozo, Manila on December
15, 1875. His father
was Mariano Jacinto
and his mother was
Josefa Dizon.

He joined the
Katipunan in 1894 and
was the youngest
member at 19 years old.
He was the fiscal,
secretary, editor of the
newspaper Kalayaan,
Source: the director of the
MuseoNgKatipunanPMS/photos/ printing shop and
library of the Katipunan and later, general of the
Katipunan. This made him being regarded as the
“Brains of the Katipunan.” He was also considered by
Andres Bonifacio as the “Soul of the Revolution” and
the “Eyes of the Katipunan.” Unfortunately, he died of
malaria on April 16, 1899 at 23 years old in the town of
Magdalena, Laguna.

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Mga Aral nang Katipunan ng mga A.N.B.

1. Ang kabuhayang hindi ginugugol sa isang malaki at
banal na kadahilanan ay kahoy na walang lilim, kundi
damong makamandag

2. Ang gawang magaling na nagbubuhat sa pagpipita

sa sarili, at hindi sa talagang nasang gumawa ng
kagalingan, ay di kabaitan.

3. Ang tunay na kabanalan ay ang pagkakawang gawa,

ang pagibig sa kapua at ang isukat ang bawat kilos,
gawa’t pangungusap sa talagang Katuiran.

4. Maitim man at maputi ang kulay ng balat, lahat ng

tao’y magkakapantay; mangyayaring ang isa’y higtan
sa dunong, sa yaman, sa ganda…; ngunit di mahihigtan
sa pagkatao.

5. Ang may mataas na kalooban inuuna ang puri sa

pagpipita sa sarili; ang may hamak na kalooban inuuna
ang pagpipita sa sarili sa puri.

6. Sa taong may hiya, salita’y panunumpa.

7. Huag mong sasayangin ang panahun; ang yamang

nawala’y magyayaring magbalik; nguni’t panahong
nagdaan na’y di na muli pang magdadaan. Value of
time

8. Ipagtanggol mo ang inaapi, at kabakahin ang

umaapi.

9. Ang taong matalino’y ang may pagiingat sa bawat

sasabihin, at matutong ipaglihim ang dapat ipaglihim.

10. Sa daang matinik ng kabuhayan, lalaki ay siyang

patnugot ng asawa’t mga anak; kung ang umaakay ay
tungo sa sama, ang patutunguhan ng iaakay ay
kasamaan din.

11. Ang babai ay huag mong tignang isang bagay na

libangan lamang, kundi isang katuang at karamay sa
mga kahirapan nitong kabuhayan; gamitan mo ng
buong pagpipitagan ang kaniyang kahinaan, at
alalahanin ang inang pinagbuhata’t nagiwi sa iyong
kasangulan.

12. Ang di mo ibig na gawin sa asawa mo, anak at

kapatid, ay huag mong gagawin sa asawa, anak, at

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 NGEC0113

kapatid ng iba.

13. Ang kamahalan ng tao’y wala sa pagkahari, wala

sa tangus ng ilong at puti ng mukha, wala sa
pagkaparing kahalili ng Dios wala sa mataas na
kalagayan sa balat ng lupa; wagas at tunay na mahal
na tao, kahit laking gubat at walang nababatid kundi
ang sariling wika, yaong may magandang asal, may
isang pangungusap, may dangal at puri; yaong di
napaaapi’t di nakikiapi; yaong marunong magdamdam
at marunong lumingap sa bayang tinubuan.

14. Paglaganap ng mga aral na ito at maningning na

sumikat ang araw ng mahal na Kalayaan dito sa
kaabaabang Sangkalupuan, at sabugan ng matamis
niyang liwanag ang nangagkaisang magkalahi’t
magkakapatid ng ligaya ng walang katapusan, ang mga
ginugol na buhay, pagud, at mga tiniis na kahirapa’y
labis nang natumbasan. Kung lahat ng ito’y mataruk na
ng nagiibig pumasuk at inaakala niyang matutupad ang
mga tutungkulin, maitatala ang kaniyang ninanasa sa
kasunod nito.

Source: http://www.philippinemasonry.org/kartilya-ng-
katipunan.html

Generalization.
• One of the most important documents of the
Katipunan was the Kartilya written in 1896 by
Emilio Jacinto.

• Understanding the Kartilya properly will help in

understanding the values, ideals, aspirations, and
the ideology of the organization.

• Reading the Kartilya will reveal a thorough

understanding of the Katipunan and the significant
role it played in the revolution and in the unfolding
of the Philippine history.

• Generally speaking, the rules in the Kartilya can be

classified as either directed to how one should treat
his neighbour or how one should develop and
conduct one’s self.

Learning Packet Discussion Forum

1. What are the values and virtues being emphasized

in the Kartilya which can be applied in the present
situation that could lead to national unity and love

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of country?

Activity Sheet

1. Write a speech about the topic, “KARTILYA NG KATIPUNAN: Importance to

the Narrative of Philippine History.” Expound your insights and cite examples.
Attached are the guidelines on writing a speech.
2. Recite the speech by recording yourself and submit in an mp4 (Video) format.

Guidelines on Writing a Speech

A speech should have the following sections:
1. INTRODUCTION. The introduction should inform the reader why the speech
is being made. You need to make sure the introduction is not more than one
paragraph.

2. MAIN BODY. This is the main section of the speech. No need to share
everything, instead pick some points and stick to them throughout your speech.
Organize your points in a logical manner so they support and build on each
other. Add as many points as needed to support the overall message of your
speech. State each point clearly and provide all the required information, facts,
statistics, and evidence, to clarify each of your points. It is a good idea to
include your personal experiences to make your speech more interesting and
memorable. Another important thing to be kept in mind is the use of transition.
The purpose of adding transition words is to improve the overall flow of the
information and help the reader to understand the speech structure. Words like
next, then, after, before, at that moment, etc. are the most commonly used
transition words to make the whole writing less choppy and more interesting.

3. CONCLUSIONS. The conclusion should restate and summarize all the main
points of the speech. Because the audience will most likely to remember what
they have heard last. Beautifully wrap up the whole speech and give something
for the audience to think about. For an extra element close your speech by
restating the introduction statement so it feels like a complete package. A good
approach to conclude your speech is to introduce a call to action. Encourage
your audience to participate in the solution to the problem that you are
discussing.

REFERENCES ON THE GUDELINES OF WRITING A SPEECH

• 5StarEssays.com. (n.d.). How to write a speech - guide, outline and example.
Retrieved from https://www.5staressays.com/blog/speech-and-debate/speech-
writing
• COLUMBIA.EDU. (n.d.). Written report guidelines. Retrieved from
http://www.columbia.edu/itc/seas/E3810-lab/wreport.html
• VELARDE, O. (2020, December 03). Report writing Format: 8 essential elements
& sample report. Retrieved from https://visme.co/blog/report-writing-
format/
• YOUR DICTIONARY.COM. (n.d.). Report writing format. Retrieved from
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 NGEC0113

https://grammar.yourdictionary.com/style-and-usage/report-writing-format.html

Assessment

MODIFIED TRUE OR FALSE. Write TRUE if the statement is correct. If false,

replace the underlined word/s with the correct answer. Write your answer on the space
provided.

_________________ 1. It was Apolinario Mabini who authored the “Kartilya ng

Katipunan.”

_________________ 2. The Kartilya ng Katipunan contains fourteen rules that the

Katipuneros were required to follow.

_________________ 3. Emilio Jacinto was the eldest member of the Katipunan.

_________________ 4. Emilio Jacinto believed that the Kartilya was much better
than the Decalogue of the Duties of the Sons of the People.

_________________ 5. The Decalogue of the Sons of the People serves as the

guidebook for the rules and regulations of the Katipunan.

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Answer Key

1. PRE-ASSESSMENT
Answers of the students may vary

2. LEARNING PACKET DISCUSSION FORUM

Answers of the students may vary

3. ACTIVITY/APPLICATION
Answers of the students may vary

4. ASSESSMENT
KARTILYA NG KATIPUNAN 5.
ANDRES BONIFACIO 4.
YOUNGEST 3.
TRUE 2.
EMILIO JACINTO 1.

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References

Asuncion, N. et.al. (2019). Readings in PHILIPPINE HISTORY OUTCOME-BASED

MODULE. Quezon City: C & E Publishing, Inc.

Candelaria, J. et.al. (2018). READINGS IN PHILIPPINE HISTORY. Sampaloc, Manila: Rex

Book Store, Inc. (RBSI)

GOVPH. (n.d.). Andres Bonifacio's Decalogue, and the Kartilya ng Katipunan. Presidential
Museum and Library. http://malacanang.gov.ph/7013-andres-bonifacios-decalogue-
and-the-kartilya-ng-katipunan/.

LeGiT Entertainment & Media Co., Inc. (2017, June 13). NHCP's Emilio Jacinto: Utak ng
Katipunan Documentary Film. Retrieved from https://youtu.be/ZE8d7uAluL8

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Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number: _________ Title: ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Learning Module 1
Readings in Philippine History

Learning Packet 5

The 1898 Philippine

Declaration of Independence

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 NGEC0113

Learning Packet 5

The 1898 Philippine Declaration of

Independence
Introduction

In this learning packet, students are going to further hone their skill in historical analysis
by doing content and contextual analysis of the primary source “1898 Philippine
Declaration of Independence.” Understanding a particular event does not just happen
by scanning or superficially observing what has happened, or else one can get misled.
For this reason, students need to read the historical source and accomplish the
worksheet on primary sources provided in this packet.

Objectives

At the end of the lesson, students are expected to:

1. Analyze the context and content of selected primary sources;

2. Assess the primary sources’ importance in reconstructing and analyzing the
grand narrative of Philippine History.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration
● Topic 05: The 1898 Philippine Declaration of Independence
Duration: 4 hours (2 hours self-directed learning and 2 hours assessment)

Delivery Mode

Blended learning

Assessment
Reflection question on Philippine Independence

Requirement

Activity: Worksheet on Primary Sources

Readings
National Historical Institute. (1997). Documents of the 1898 Declaration of Philippine
Independence. Manila: National Historical Institute. (pp. 19-23) [Proclamation]
(Google Drive link:
https://drive.google.com/file/d/1HrRF4zzMEdHUPMbLvUjy4K6VUK-IxXZY/view)

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 NGEC0113

Introduction
Key Points:
The 1898 Philippine Declaration of Independence was a
significantly momentous event in Philippine history. This ∙ Philippine
Declaration of
was the moment when the indio transformed into the Independence
Filipino. A glorious moment wherein our forefathers
asserted and declared their independence. This is much ∙ Spanish-American
different to July 4 1946 wherein we were just granted War
(given) independence. Asserting independence will always
be more powerful in sending a message compared with just ∙ World events
being given one. consequently affected
the Philippine
Pre-Assessment declaration of
independence,
Examine the images below and answer the following
specifically the
questions. Spanish-American
War. By 1898, the
USA was not yet a
world power but it
intervened in the
Cuban War of
Independence (Cuba
was a Spanish colony
during this time) which
eventually led to the
1. With your knowledge of Philippine history, what outbreak of the
do you think is happening in the image? Do you Spanish-American
think this is historically accurate? Why? War. One immediate
cause of this was the
explosion of the USS
Maine which was
docked in Cuba. The
US then attacked
Spain’s colonies in the
Pacific region which
led to their
involvement in the
Philippine revolution.
Commodore George
Dewey, who was in
2. This is the Philippine flag. What are the Hong Kong, sailed to
symbolisms of each element? What is/are your Manila bay in order
to bring the war to
source/s on this? the Spaniards in the
Philippines..
Lesson Proper
∙ The USA believed in
The Declaration was created by Ambrosio Rianzares Manifest Destiny. This
Bautista, he was the first adviser of Emilio Aguinaldo and, is the belief that the
contrary to popular belief, Bautista was the one who waved USA was always
destined for greatness
the Philippine flag during the declaration of independence.
and expansion to the
He was a member of La Liga Filipina and studied law in the west. From their
University of Santo Tomas and he earned his degree at the geographical location,
age of 35. In addition, Bautista solicited funds to finance
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 NGEC0113

the campaign for reforms in the Philippines during his days the west of the USA
in La Liga Filipina. was the Pacific region.

Before George Dewey went to the Philippines, Emilio

Aguinaldo was in exile in Hong Kong due to the Pact of
Biak-na-Bato, the agreement signed by Aguinaldo and Definition of Terms:
the Spanish Governor-General Primo de Rivera which
temporarily ceased hostilities. Certain reforms and Independence. “The
financial payment were promised in exchange for the exile fact or state of being
of Aguinaldo. independent;” “a
condition of a person,
Aguinaldo then decided to return to the Philippines and nation, country, or
helped the Americans defeat the Spaniards. The Spaniards state in which its
residents and
were defeated in the Battle of Manila Bay (a naval
population, or some
engagement between a technologically superior American portion thereof,
fleet and an inferior Spanish flotilla) and Aguinaldo was exercise self-
able to land in Cavite while battles between Filipinos and government, and
Spaniards still raged in various places in the Philippines. usually sovereignty,
over its territory.”
The declaration of independence was written in order to
encourage and motivate more Filipinos to fight against the Manifest Destiny.
Spaniards. “The idea that the
United States is
destined—by God, its
Below is the 1898 Declaration of Philippine Independence: advocates believed—
to expand its
ACT OF PROCLAMATION OF INDEPENDENCE dominion and spread
OF THE FILIPINO PEOPLE democracy and
(Acta de la proclamación de la independencia del capitalism;” “the
pueblo Filipino) continued territorial
expansion of the
In the town of Cavite-Viejo, Province of Cavite, this 12th boundaries of the
United States
day of June 1898:
westward to the
Pacific and beyond.”
BEFORE ME, Ambrosio Rianzares Bautista, War
Counsellor and Special Delegate designated to proclaim
and solemnize this Declaration of Independence by the
Dictatorial Government of the Philippines, pursuant to,
and by virtue of, a Decree issued by the Egregious
Dictator Don Emilio Aguinaldo y Famy,

The undersigned assemblage of military chiefs and others

of the army who could not attend, as well as the
representatives of the various towns,

Taking into account the fact that the people of this

country are already tired of bearing the ominous yoke of
Spanish domination,

Because of arbitrary arrests and abuses of the Civil

Guards who cause deaths in connivance with and even

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 NGEC0113

under the express orders of their superior officers who at

times would order the shooting of those placed under
arrest under the pretext that they attempted to escape in
violation of known Rules and Regulations, which abuses
were left unpunished, and because of unjust deportations
of illustrious Filipinos, especially those decreed by
General Blanco at the instigation of the Archbishop and
the friars interested in keeping them in ignorance for
egoistic and selfish ends, which deportations were
carried out through processes more execrable than those
of the Inquisition which every civilized nation repudiates
as a trial without hearing,

Had resolved to start a revolution in August 1896 in order

to regain the independence and sovereignty of which the
people had been deprived by Spain through Governor
Miguel López de Legazpi who, continuing the course
followed by his predecessor Ferdinand Magellan who
landed on the shores of Cebu and occupied said Island by
means of a Pact of Friendship with Chief Tupas, although
he was killed in battle that took place in said shores to
which battle he was provoked by Chief Kalipulako of
Mactan who suspected his evil designs, landed on the
Island of Bohol by entering also into a Blood Compact
with its Chief Sikatuna, with the purpose of later taking
by force the Island of Cebu, and because his successor
Tupas did not allow him to occupy it, he went to Manila,
the capital, winning likewise the friendship of its Chiefs
Soliman and Lakandula, later taking possession of the
city and the whole Archipelago in the name of Spain by
virtue of an order of King Philip II, and with these
historical precedents and because in international law the
prescription established by law to legalize the vicious
acquisition of private property is not recognized, the
legitimacy of such revolution can not be put in doubt
which was calmed but not completely stifled by the
pacification proposed by Don Pedro A. Paterno with Don
Emilio Aguinaldo as President of the Republic
established in Biak-na-Bato and accepted by Governor-
General Don Fernando Primo de Rivera under terms,
both written and oral, among them being a general
amnesty for all deported and convicted persons; that by
reason of the non fulfillment of some of the terms, after
the destruction of the Spanish Squadron by the North
American Navy, and bombardment of the plaza of
Cavite, Don Emilio Aguinaldo returned in order to
initiate a new revolution and no sooner had he given the
order to rise on the 31st of last month when several towns
anticipating the revolution, rose in revolt on the 28th,
such that a Spanish contingent of 178 men, between Imus

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and Cavite-Viejo, under the command of a major of the

Marine Infantry capitulated, the revolutionary movement
spreading like wild fire
to other towns of Cavite and the other provinces of
Bataan, Pampanga, Batangas, Bulacan, Laguna, and
Morong, some of them with seaports and such was the
success of the victory of our arms, truly marvelous and
without equal in the history of colonial revolutions that
in the first mentioned province only the Detachments in
Naic and Indang remained to surrender; in the second, all
Detachments had been wiped out; in the third, the
resistance of the Spanish forces was localized in the town
of San Fernando where the greater part of them are
concentrated, the remainder in Macabebe, Sexmoan, and
Guagua; in the fourth, in the town of Lipa; in the fifth, in
the capital and in Calumpit; and in the last two remaining
provinces, only in their respective capitals, and the city
of Manila will soon be besieged by our forces as well as
the provinces of Nueva Ecija, Tarlac, Pangasinan, La
Union, Zambales, and some others in the Visayas where
the revolution at the time of the pacification and others
even before, so that the independence of our country and
the revindication of our sovereignty is assured.

And having as witness to the rectitude of our intentions

the Supreme Judge of the Universe, and under the
protection of the Powerful and Humanitarian Nation, the
United States of America, we do hereby proclaim and
declare solemnly in the name and by authority of the
people of these Philippine Islands,

That they are and have the right to be free and

independent; that they have ceased to have any allegiance
to the Crown of Spain; that all political ties between them
are and should be completely severed and annulled; and
that, like other free and independent States, they enjoy
the full power to make War and Peace, conclude
commercial treaties, enter into alliances, regulate
commerce, and do all other acts and things which an
Independent State
has a right to do,

And imbued with firm confidence in Divine Providence,

we hereby mutually bind ourselves to support this
Declaration with our lives, our fortunes, and with our
most sacred possession, our Honor.

We recognize, approve, and ratify, with all the orders

emanating from the same, the Dictatorship established by
Don Emilio Aguinaldo whom we revere as the Supreme

99
 NGEC0113

Head of this Nation, which today begins to have a life of

its own, in the conviction that he has been the instrument
chosen by God, in spite of his humble origin, to effectuate
the redemption of this unfortunate country as foretold by
Dr. Don José Rizal in his magnificent verses which he
composed in his prison cell prior to his execution,
liberating it from the Yoke of Spanish domination,

And in punishment for the impunity with which the

Government sanctioned the commission of abuses by its
officials, and for the unjust execution of Rizal and others
who were sacrificed in order to please the insatiable friars
in their hydropical thirst for vengeance against and
extermination of all those who oppose their
Machiavellian ends, trampling upon the Penal Code of
these Islands, and of those suspected persons arrested by
the Chiefs of
Detachments at the instigation of the friars, without any
form nor semblance of trial and without any spiritual aid
of our sacred Religion; and likewise, and for the same
ends, eminent Filipino priests, Doctor Don Jose Burgos,
Don Mariano Gomez, and Don Jacinto Zamora were
hanged whose innocent blood was shed due to the
intrigues of these so-called Religious corporations which
made the authorities to believe that the military uprising
at thefort of San Felipe in Cavite on the night of January
21, 1872 was instigated by those Filipino martyrs,
thereby impeding the execution of the decree-sentence
issued by the Council of State in the appeal in the
administrative case interposed by the secular clergy
against the Royal Orders that directed that the parishes
under them within the jurisdiction of this Bishopric be
turned over to the Recollects in exchange for those
controlled by them in Mindanao which were to be
transferred to the Jesuits, thus revoking them completely
and ordering the return of those parishes, all of which
proceedings are on file with the Ministry of Foreign
Affairs to which they are sent last month of last year for
the issuance of the proper Royal Degree which, in turn,
caused the growth of the tree of liberty in this our dear
land that grew more and more through the iniquitous
measures of oppression, until the last drop from our
chalice of suffering having been drained, the first spark
of revolution broke out in Caloocan, spread out to
Santamesa and continued its course to the adjoining
regions of the province where the unequalled heroism of
its inhabitants fought a onesided battle against superior
forces of General Blanco and General Polavieja for a
period of three months, without proper arms nor

100
 NGEC0113

ammunitions, except bolos, pointed bamboos, and

arrows.

Moreover, we confer upon our famous Dictator Don

Emilio Aguinaldo all the powers necessary to enable him
to discharge the duties of Government, including the
prerogatives of granting pardon and amnesty,

And, lastly, it was resolved unanimously that this Nation,

already free and independent as of this day, must use the
same flag which up to now is being used, whose design
and colors are found described in the attached drawing,
the white triangle signifying the distinctive emblem of
the famous Society of the "Katipunan" which by means
of its blood compact inspired the masses to rise in
revolution; the three stars, signifying the three principal
Islands of this Archipelago-Luzon, Mindanao, and Panay
where this revolutionary movement started; the sun
representing the gigantic steps made by the sons of the
country along the path of Progress and Civilization; the
eight rays, signifying the eight provinces- Manila,
Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan,
Laguna, and Batangas – which declared themselves in a
state of war as soon as the first revolt was initiated; and
the colors
of Blue, Red, and White, commemorating the flag of the
United States of North America, as a manifestation of our
profound gratitude towards this Great Nation for its
disinterested protection which it lent us and continues
lending us.

And holding up this flag of ours, I present it to the

gentlemen here assembled:
Don Segundo Arellano
Don Tiburcio del Rosario
Don Sergio Matias
Don Agapito Zialcita
Don Flaviano Alonzo
Don Mariano Legazpi
Don José Turiano Santiago y Acosta
Don Aurelio Tolentino
Don Felix Ferrer
Don Felipe Buencamino
Don Fernando Canon Faustino
Don Anastacio Pinzun
Don Timoteo Bernabe
Don Flaviano Rodríguez
Don Gavino Masancay
Don Narciso Mayuga
Don Gregorio Villa

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Don Luis Pérez Tagle

Don Canuto Celestino
Don Marcos Jocson
Don Martin de los Reyes
Don Ciriaco Bausa
Don Manuel Santos
Don Mariano Toribio
Don Gabriel Reyes
Don Hugo Lim
Don Emiliano Lim
Don Fausto Tinorio
Don Rosendo Simón
Don Leon Tanjanque
Don Gregorio Bonifacio
Don Manuel Salafranca
Don Simon Villareal
Don Calixto Lara
Don Buenaventura Toribio
Don Zacarias Fajardo
Don Florencio Manalo
Don Ramon Gana
Don Marcelino Gómez
Don Valentin Polintan
Don Felix Polintan
Don Evaristo Dimalanta
Don Gregorio Álvarez
Don Sabas de Guzmán
Don Esteban Francisco
Don Guido Yaptinchay
Don Mariano Rianzares Bautista
Don Francisco Arambulo
Don Antonio Gonzales
Don Juan Arevalo
Don Ramon Delfino
Don Honorio Tiongco
Don Francisco del Rosario
Don Epifanio Saguil
Don Ladislao Afable José
Don Sixto Roldan
Don Luis de Lara
Don Marcelo Basa
Don José Medina
Don Epifanio Crisia
Don Pastor López de León
Don Mariano de los Santos
Don Santiago García
Don Claudio Tria Tirona
Don Estanislao Tria Tirona
Don Daniel Tria Tirona
Don Andrés Tria Tirona

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Don Carlos Tria Tirona

Don Sulpicio P. Antony
Don Epitacio Asunción
Don Catalino Ramon
Don Juan Bordador
Don José del Rosario
Don Proceso Pulido
Don José María del Rosario
Don Ramón Magcamco
Don Antonio Calingo
Don Pedro Mendiola
Don Estanislao Calingo
Don Numeriano Castillo
Don Federico Tomacruz
Don Teodoro Yatco
Don Ladislao Diwa,

Who solemnly swear to recognize and defend it unto the

last drop of their blood:

In witness thereof, I certify that this Act of Declaration

of Independence was signed by me and by all those here
assembled including the only stranger who attended
those proceedings, a citizen of the U.S.A., Mr. L. M.
Johnson, a Colonel of Artillery.

Ambrosio Rianzares Bautista

War Counselor and Special Delegate-Designate

Generalization
In the document itself, it was stated that Filipinos lost their
independence and sovereignty when the Spaniards arrived
and that inequality was very evident during the Spanish
colonial period.

The 1898 Philippine Declaration of Independence is one of

our nation’s greatest documents. It showed us that, against
all odds, the indio, the “native inhabitant,” transformed into
a Filipino. Filipinos asserted their independence, fought
for the creation of a nation they can call their own wherein
they determine their path, not the Spanish colonizers.
Unfortunately, this was cut short when the USA became the
new colonial master of the Filipino and the struggle for
reclaiming our nationhood continued.

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Assessment
Do a content and contextual analysis of the document by providing the following
information needed in the table below.

WORKSHEET ON PRIMARY SOURCES

The 1898 Philippine Declaration of Independence

Background of the Author GUIDE QUESTIONS:

Who is the author? What information

about the author/creator makes him
credible in coming up with the source?

Historical Background of the Document

What significant events and who are the
significant people that distinguishes the
era during the time the document was
created?

Content Presentation and Analysis of the

Important Historical Information Found What does the document say? What are
in the Document the significant terms or phrases, events,
people, and places mentioned in the
document? What significant opinions or
viewpoints it conveys?

Contribution and Relevance of the

Document in Understanding the Grand What ideas do the document provide in
Narrative of Philippine History helping us understand about our past as a
people? How can the document help in
understanding our past and help people
better appreciate our heritage, especially
young people like you?

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Rubric:
CRITERI RATING
A 5 4 3 2 1
EXCELLENT VERY GOOD GOOD FAIR NEEDS
IMPROVEMENT
Author’s Provided Provided Provided Provided Information and
background substantial enough some little insights
information information information information provided did not
and insights and insights and insights and insights address the
to answer the to answer the to answer the to answer question
question. question. question. the
question.
Sequence of Provided Provided Provided Provided Information and
events substantial enough some little insights
information information information information provided did not
and insights and insights and insights and insights address the
to answer the to answer the to answer the to answer question
question. question. question. the question

Strengths and Provided Provided Provided Provided Information and

weaknesses of substantial enough some little insights
the account information information information information provided did not
and insights and insights and insights and insights address the
to answer the to answer the to answer the to answer question
question. question. question. the question

Contribution Provided Provided Provided Provided Information and

of the substantial enough some little insights
document to information information information information provided did not
the grand and insights and insights and insights and insights address the
narrative of to answer the to answer the to answer the to answer question
Philippine question. question. question. the question
History

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References

Agoncillo, Teodoro. (1990) History of the Filipino People, 8th ed. C&E Publishing,
Inc.

Torres, Jose Victor. BATIS: Sources in Philippine History. (2018). C&E Publishing,
Inc.

National Historical Institute. (1997). Documents of the 1898 Declaration of

Philippine Independence.

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Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Learning Module 1
Readings in Philippine History

Learning Packet 6

Filipino Grievances Against

Governor Wood

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Learning Packet 6

Filipino Grievances Against Governor Wood

Introduction

This learning module focuses on the grievances of the Filipinos against Governor Wood
which depicted the discontent of the Filipinos against Governor Wood which led to the
Cabinet Crisis of 1923. This also highlights how these grievances reflected the nature
of the American colonial government.

Objectives

At the end of the lesson, students are expected to:

1. Analyze the content and contextual analysis of the “Filipino Grievances Against
Governor Wood”;
2. Expose the biases of the Filipino politicians and that of Governor Wood’s with
regards to grievances being raised;
3. Explain the importance and relevance of the said document to the present time.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration

3 hours

Delivery Mode

Blended learning

Assessment with Rubrics

Critical Essay.

Requirement with Rubrics

Grading Rubric for Essay Writing (Assignment)

Qualities & Criteria Poor (0-80) Good (80-90) Excellent (90-100)

Format/Layout (15%) Follows poorly the Follows, for the Closely follows all
requirements most part, all the the requirements
• Presentation of the text
related to format requirements related to format
• Structuring of text and layout. related to format and layout.
• Follows requirements of and layout. Some
requirements are
length, font and style not followed.

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Content/Information(50%) The essay is not The essay is The essay is

objective and objective and for objective and
• All elements of the addresses poorly the most part addresses with an
topics are addressed the issues referred addresses with an in in depth analysis all
in the proposed depth analysis most the issues referred
• The information is topic. The provided of the issues in the proposed
technically sound information is not referred in the topic. The provided
necessary or not proposed topic. The information is
• Information based on sufficient to discuss provided necessary and
careful research these issues. information is, for sufficient to discuss
the most part, these issues.
necessary and
sufficient to discuss
these issues.
Quality of Writing(20%) The essay is not The essay is well The essay is well
well written, and written for the most written from start
• Clarity of sentences and
contains many part, without to finish, without
paragraphs spelling errors, spelling, grammar spelling, grammar
• No errors and spelling, and/or grammar or use of English or use of English
errors and/or use of errors. The essay is errors. The essay is
grammar and use of English errors. The for the most part well organized,
English essay is badly well organized, clear and presents
organized, lacks clear and presents ideas in a coherent
• Organization and clarity and/or does ideas in a coherent way.
coherence of ideas not present ideas in way.
a coherent way.
References and use of Most of the Most of the All the references
references(15%) references used are references used are used are important,
not important, important, and are and are of
• Scholarly level of
and/or are not of of good/scholarly good/scholarly
references good/scholarly quality. There is a quality. There is a
• How effective the quality. There is not minimum of 4 minimum of 4
a minimum of 4 scholarly resources scholarly resources
references are used in scholarly resources, that are for the most that are used
the essay and/or they are not part used effectively effectively in the
used effectively in in the essay. Most essay. All the
• Soundness of references the essay. of the references are references are
• APA style in reference References are not effectively used, effectively used,
effectively used, correctly cited and correctly cited and
list and for citations and/or correctly correctly listed in correctly listed in
cited and/or the reference list the reference list
correctly listed in according to APA according to APA
the reference list style. style.
according to APA
style.

Readings
• Filipino Grievances Against Governor Wood is a document written in a form
of protest particularly against the Executive Order 37. The document was
approved by the Commission on Independence on November 17, 1926
(Appointed: October 14, 1921 until August 7, 1927).
• https://docs.google.com/document/d/1JFnBQCxLpSsHRhNYQNkUQ3MPuwt
sB97B/edit?usp=sharing&ouid=105848235987056983187&rtpof=true&sd=tr
ue
• Documentary Sources of Philippine History by Gregorio Zaide, pp. 207, 210,
230

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Key Points:
Pre-Assessment
3. Gov. Gen.
1. What do you think are the contributions of the Leonard
Americans in our country? Wood
2. Do you have any complaints towards them?
4. Jose Abad
Lesson Proper Santos

In Learning Packet 5, we studied about the Document of 5. Jorge Bacobo

the 1898 Declaration of Philippine Independence. In
here, we were able to analyze the primary source 6. Conley Case
available and was able to interpret and understand the
context behind the document. 7. Gregorio F.
Zaide
Our ancestors were able to achieve freedom from the
Spaniards, thus the Declaration of Philippine 8. Board of
Independence in 1898. As our country is transitioning Control
from this, Americans came and we were under their
tutelage. 9. Cabinet
Crisis of
When Wood returned to Manila on October 5, 1921, he 1923
replaced Harrison as the new governor-general. He was
coldly received by the Filipino leaders because of his 10. Political
unfriendly attitude toward Philippine Independence. Emancipation
Wood was an able administrator, efficient and honest, but
he lacked the genial personality of Taft and the 11. Benevolent
understanding style of leadership of Harrison. He Assimilation
checked graft and corruption in government, stabilized
the finances, and improved transportation and
12. National
communication and public works. But he was frank,
Supreme
strict and tactless and consequently antagonized the
Council
leaders of the Philippine Legislature. The growing
tension between Wood and the Filipino leaders flared up
13. July 23, 1923
dramatically on July 23, 1923, Filipino members of the
Cabinet resigned from the Council of Senate and
14. November
governed the Philippines without the cooperation of the
17, 1926
Philippine Legislature.
15. List of Gov.
The conflict between Wood and the Filipino leaders
Wood’s
stirred the nationalistic spirit of the people. The opposing
arbitrary acts
political parties, the Nationalista and the Democrata,
joined forces in to common cause against Governor
16. List of
Wood and a coalition, called National Supreme Council Grievances
was formed. The Nationalista Party created a political
of Filipinos
deadlock when Senate President Quezon, Speaker
Against
Osmena and several ranking Filipino officials resigned
Governor
on July 23, 1923 leaving their positions vacant until
Wood
Wood’s term ended with his death on August 7, 1927 at
United States.
17. Executive

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Order 37
This learning module is focus on the grievances of the
Filipinos against Governor Wood. It also shows the Definition of Terms:
discontent of the Filipinos against Governor Wood which Grievances- protest,
led to the Cabinet Crisis of 1923. This also highlights complaint or criticism
how these grievances reflected the nature of the
American colonial government. Nationalistic spirit-
devotion or loyalty to
Unlike the other primary sources that we have discussed, one’s country
Filipino Grievances Against Governor Wood is not a
work of an individual author but a collective output of a Circumstances-
group of Filipinos politicians who were forced by certain situation or
circumstances to unite against a common political condition
enemy. The draft of the document was attributed to two
leading lawyers at that time, Jose Abad Santos and Jorge Document- a paper or
Bocobo. On November 17, 1926, the upper and lower a form written by
house of the Philippine legislature adopted the draft as a some Filipinos against
joint resolution. Gov. Wood

Jose Abad Santos was born in San Fernando, Pampanga. Joint resolution- a
He was the son of Vicente Abad Santos and Toribia resolution passed by
Basco. He was a Pencionado and studied law in both the Senate and
Northwestern University in Evanston, Illinois. After he House of
passed the Bar in 1911, he served as Assistant Attorney Representatives
at the Bureau of Justice and later rose to the rank of
Attorney General. He was appointed Undersecretary of Usurpation—to seize or
Justice in 1921 but gave up the position at the height of exercise authority or
the cabinet crisis in 1923. He served as chief legal possession wrongfully.
counsel of the Senate President and the Speaker of the Political Emancipation-
House of Representative and it was during this time
The act or process of a
when he joined the Anti-Wood campaign. He was
government by which a
appointed Associate Justice of the Supreme Court in
1932 and became Chief Justice nine years later. On person is liberated from
December 30, 1941, he administered the oath of office the authority and control
of President Quezon and Vice-President Osmena for of another person.
their second term. Before Quezon left the country in
1942, he appointed Abad Santos as acting president of
the Commonwealth government. On April 11, 1942, the
Japanese army arrested him in Barili, Cebu and he was
subsequently brought to Mindanao. On May 7, 1942, he Hazard Alerts:
was executed in Malabang, Lanao in the presence of his
son Pepito. This may be in a form
of notice, caution, or
Jorge Bocobo was born in Gerona, Tarlac on October 19, warning.
1886. His parents were Tranquilino Bocobo and Rita
Teodora Tabago. In 1907, he earned his Bachelor of Law Include appropriate
degree from Indiana University under the Pensionado hazard alert where
program of the colonial government. He started his and when needed.
career as law clerk in the Executive Bureau and in 1911,
he began teaching in the U.P. College of Law. In 1917, This should appear

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he was appointed Full Professor of Law and acting Dean before the conduct of
of the College. He was a close associate of Manuel L. an activity.
Quezon and served as one of his speech writers. He
became president of the University of the Philippines
from 1934 to 1939 and Associate Justice of the Supreme
Court from 1942-1944. He died on July 23, 1965.

The document Filipino Grievances Against Governor

Wood is an example of a joint resolution expressing the
legislators’ disgust with the way Gov. Wood was
running the affairs of the government. It may also be
classified as a protest or a petition letter. Since the
persons behind it and the circumstances surrounding it
were highly political, one could expect that it is loaded
with political bias and partisan interest.

Readers should be extra careful and should exercise due

diligence in distinguishing what elements are truthful
and what are mere black propaganda. Some of the issues
raised here are partly true but were blown out of
proportion in order to discredit the Wood administration.
Wood admitted in his diary that the “Conley Case” was
only a pretext and the root cause of his falling out with
the Filipino politicians was his refusal to let Quezon run
the government.

Lewis Gleeck on his part wrote that the cabinet crisis was
provoked by Quezon who at that time was desperately in
need of an election issue that he could use in his political
campaign. The third paragraph of the document states
that what prompted them to write the resolution was
Wood’s issuance of Executive Order No. 37. It abolished
the Board of Control that Gov. Gen. Francis Burton
Harrison created during his term. This development
stripped the power of Filipino legislators to oversee the
sale and management of government-owned and
controlled corporations.

The Board of Control was important to Filipinos because

they were given voting powers and they could even
outvote the governor if they will vote as a block. For
them, the Executive Order was illegal because it violates
the principle of separation of powers. Moreover, they
claimed that the governor general has no power to
abolish it. Aside from E.O. 37, they also raised more than
twenty other abuses and unjust acts of the governor
general. They characterized Wood as “arbitrary,
oppressive and undemocratic.” The last paragraph of the
document states that they are issuing it to appeal to the
judgment and conscience of the American people to

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support their stand and uphold their political rights.

The document on the grievances against Gov. Wood was

sourced from Gregorio F. Zaide and Sonia Zaide’s
Documentary Sources of Philippine History. The
document was originally published as Appendix of
Maximo M. Kalaw’s Philippine Government under the
Jones Law.

Generalization.
During the time of Gov. Gen. Leonard Wood, he was
oppressive and wasn't able to keep up the "Sacred
Pledge" of America during his time. He took outrageous
actions that made Filipinos suffer such as: Choosing his
own appointed officers whose appointments had been
rejected by the senate, insistently sought amendments of
such would open up the sources of our country to
exploitation by predatory interests.

On the other hand, Filipinos were resilient and wasted no

time investing their time and effort to protest against the
arbitrary and oppressive acts of Governor Wood. They
used to be people repressed from liberty for more than
300 years but under the education of the Americans, they
have learned their constitutional rights and expect justice
against the difficulties existing in the government of the
Philippine Islands.

Learning Packet Discussion Forum

Among the points included in the “Filipino Grievances

Against Governor Wood”, which do you think was the
most pressing and critical? Explain its impact to the
relationship of the United States and the Philippines.

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 NGEC0113

Activity Sheet
After reading the document, “Filipino Grievances against Governor Wood”, write an
essay addressing the points raised in the statement below.

Identify any issue that you think needs to be properly addressed by the government.
Justify your answer, then give recommendations on how the government should
properly address the identified issue.

Rubrics for Essay

Category 5 4-3 2-1

Organization and The arguments and The arguments and The arguments and
Structure thoughts of the thoughts of the thoughts of the
student are very student are students are not
well organized and somewhat organized and the
the question was organized and the question was not
completely question was answered.
answered. mostly answered.
Sentence Fluency The student moves The student moves The student lacks
smoothly form one from one idea to clear connections
idea to the next. the next but there is between ideas.
little variety.
Grammar and The student makes The student makes The student makes
Spelling no errors in 1-2 errors in more than 3 errors
grammar or grammar or in grammar and
spelling. spelling. spelling.

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 NGEC0113

Assessment
Write the correct answer on the space provided.
__________1. It is an executive body that usually deals with financial and
administrative matters of the government.
__________2. He replaced Gov. Harrison as the new governor-general on October 5,
1921.
__________3. This was formed between two opposing political parties into common
cause against Goverrnor Wood.
__________4-5. The draft of the document of the grievances against Gov. Wood was
attributed to two leading lawyers at that time, ___________ and ___________.
__________6. The document _______ is an example of a joint resolution expressing
the legislators’ disgust with the way Gov. Wood was running the affairs of the
government.
__________7. The particular event when Filipino members of the cabinet, Abad
Santos among them, relinquished their posts to protest Governor-General Wood's
handling of the Conley Case.
__________8. This is when the upper and lower house of the Philippine legislature
adopted the draft as a joint resolution.

__________9. The document was originally published as Appendix of Maximo M.

Kalaw’s Philippine Government under the Jones Law.
__________10. It abolished the Board of Control that Gov. Gen. Francis Burton
Harrison created during his term.

116
117
1. Board of Council
2. Governor Gen. Leonard Wood
3.
4.
5. Jorge Bacobo
6. Grievances of the Filipinos Against
Gov. Wood
7. Cabinet Crisis of 1923
8. November 17, 1926
9. Grievances of the Filipinos Against
Gov. Wood
10. Executive Order No. 37
Answer Key
NGEC0113
 NGEC0113

Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
___________________________

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 NGEC0113

Learning Module 1
Readings in Philippine History

Learning Packet 07

Alfred McCoy, Political

Caricatures of the American
Era

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 NGEC0113

Learning Packet 07

Alfred McCoy, Political Caricatures of the

American Era
Introduction
In this learning packet, students examine the political caricatures compiled by Alfred
McCoy and Alfredo Roces as primary sources of the socio-economic and political
conditions of the Philippines during the American era.

Objectives
In this learning packet, students are expected to:

• develop their critical and analytical skills by examining the content and context
of the Philippine political caricatures of the American era;
• relate the socio-economic and political condition of the Philippines depicted by
the compiled political caricatures during the American era with the present
situations experienced by Filipinos.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration
3 hours

Delivery Mode
Blended learning

Readings
McCoy, A., & Roces, A. (1985). Philippine Cartoons: Political Caricature of the
American Era, 1990-1941. Quezon City: Vera-Reyes Inc.

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 NGEC0113

Pre-Assessment
1. Look for an editorial cartoon published in a credible
newspaper and distinguish the realities it conveys.
2. What do you think is the purpose of political
cartoons in our modern times?

Lesson Proper
Political cartoons and caricatures have been considered as Key Points:
vehicles of history and these cartoons’ content, form, and
functions provide viewers with a rich perspective of the
experiences of the Filipinos under American rule. ∙ Political cartoons
and caricatures
The caricatures became part of the print media as a form of ∙ Alfred McCoy
∙ Alfredo Roces?
social and political commentary during the American
colonial period which usually targeted persons of power
and authority. The scandals, struggles, and social changes
depicted in these caricatures gained immediate attention.
These caricatures also served as a mirror of the society’s Definition of Terms:
colonial condition, an act of protest, and a weapon in the
struggle of colonial reform. Political cartoons
and caricatures.
In his book Philippine Cartoons: Political Caricature of the They are made to
American Era (1900-1941), Alfred McCoy, together with convey editorial
commentary on
Alfredo Roces, compiled political cartoons during the
politics, politicians,
American colonial period published in newspaper dailies and current events
and periodicals. that utilize both
metaphorical and
Who is Alfred McCoy? satirical language.

🠶 Alfred McCoy studied

Southeast Asian history at Yale Hazard Alerts:
University.
Do not plagiarize. In
🠶 He is a professor of history at doing your activity,
the University of Wisconsin- you can express your
Madison. opinions and insights
🠶 He has spent the past thirty by using your own
years writing about Southeast words. You can read
Asian history and politics. current issues to
🠶 While researching his doctoral dissertation in have a better
understanding of the
Philippine social history at Yale University, he was
editorial cartoons that
struck by the graphic quality and explanatory power you will present in the
of the political cartoons from the American period. pre-assessment
During the past ten years, he has collected copies of activity.
these cartoons from originals stored in the U.S.
Library of Congress, the Australian National
Library, the Philippine National Library, and other
institutions.
🠶 After earning a Ph.D. in Southeast Asian history at
Yale, his writing has focused on two topics —
Philippine political history and global opium

121
 NGEC0113

trafficking.
🠶 The Philippines remains the major focus of his
research.

Who is Alfredo Roces?

🠶 Man of Arts and Letters

🠶 He is an artist-writer who
designed the book, contributed an
essay on the Philippine graphic
satire of the book.

Interestingly, the book highlighted the mutual dependence

of cartoons to the commentaries of the news dailies where
these were published. In effect, McCoy and Roces
highlighted the intertwined role of the cartoonist and the
writer in storytelling history of those times (Labor, n.d.)

Political cartoons can be an apparatus to the understanding

of the courses of history.

In this part, we are going to look at selected cartoons or

caricatures and discuss their content and the commentaries
they convey. The

The Doctor is Busy

A Mass is Better
s

122
 NGEC0113

In a Rather Sympathetic Portrayal

Political Begging

Corrupt officials

Generalization

Examining the political caricatures of the American Era

shows that different strands of change and shifts in culture,
society, politics were introduced during the transition from
the Spanish Colonial period to the American Occupation.
There are manifestations of modernization depicted in the
cartoons which demonstrate an imperial American-
assimilated Filipino society. The selected cartoons are
pictures of the society and politics under the United States.
The cartoons also illustrated the conditions of poor Filipinos
in the Philippines now governed by the United States and
nothing much has changed.

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 NGEC0113

Activity Sheets
Instructions:
Create your own political caricature or cartoon and provide a brief description of it.
Subjects can include the following: Present government administration, COVID-19,
and other social issues in the Philippines.

For your brief description, explain the issue/s conveyed in your political caricature.

RUBRIC FOR ASSESSING THE POLITICAL CARICATURE

SCORE
CRITERIA WEIGHT
Excellent (5) Fair (3) Poor (1)
Visual 40% Caricature is neat Caricature is The political
Presentation & and clean; the somewhat neat; the caricature’s style,
Creativity style, color, and style, color, and color, and impact
impact align impact align well seem disjointed
perfectly with the with the students’ and rushed; does
student’s ideas; ideas; attempts to not use symbolism.
excellent use of use symbolism.
appropriate
symbolism.
Content/ Concept 40% Caricature clearly Caricature conveys Caricature conveys
of the Topic conveys an a limited little or no
understanding of understanding of understanding of
the issue; title is the issue; title is the issue; title is
clear, clever, and unclear or missing.
relevant to topic. irrelevant to topic.

Originality 20% The political The political The political

caricature caricature caricature
demonstrates pure demonstrates demonstrates no
originality in ideas somewhat originality in ideas
and techniques. originality in ideas and techniques.
and techniques.

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 NGEC0113

Assessment
True or False. Read the following statement carefully. For each of the statement or
question, choose if the statement is TRUE or FALSE. In order for an answer to be
TRUE, all parts of the statement must be true. Write T if the statement is true.
Otherwise, write F in the space provided.

_____ 1. The cartoons illustrated the conditions of poor Filipinos in the Philippines
governed by the United States. From the looks of it, nothing much has changed.
_____ 2. Alfred McCoy’s Political Cartoon “The Doctor is Busy” is a commentary on
the Filipino dislike for gambling.
_____ 3. Political cartoons and caricatures have been considered as vehicles of history.
_____ 4. The political caricatures of the American era are manifestations of
modernization which demonstrate an imperial American-assimilated Filipino society.
_____ 5. Based from the caricatures, there is no relationship on the role of the
cartoonist and the writer in storytelling history of those times.

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 NGEC0113

Answer Key
F 5.
T 4.
T 3.
F 2.
T 1.

126
 NGEC0113

References

Candelaria. JL. P., & Alporha, V. C. (2018). Readings in Philippine History. Rex
Bookstore Inc.

Jose, R.T. (2006). Fragments from the past: Towards a History of the Philippine Press.
Plaridel, Vol.3, No.2, pp.1-22

Knieper, Thomas (2007). Political Cartoon. Encyclopedia of Governance. SAGE

Publications. https://www.britannica.com/topic/political-cartoon

Labor, J. SJ., (n.d). Historians’ perceptions on the role of Political Cartoons in shaping
Philippine History. Media 302- Media Historiography, University of the
Philippine Diliman

Ladrido, R.C. (1973). The newspaper as an institution and the editorial cartoons in two
Manila daily newspapers. Unpublished undergraduate thesis, University of the
Philippines Diliman

McCoy, A., & Roces, A. (1985). Philippine Cartoons: Political Caricature of the
American Era, 1990-1941. Quezon City: Vera-Reyes Inc.

McCoy, A. (n.d). Alfred McCoy Biography, Department of History. University of

Wisconsin- Madison. https://history.wisc.edu/people/mccoy-alfred-w/

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Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Learning Module 01
Readings in Philippine History

Learning Packet 08

President Corazon Aquino’s

Speech before the U.S.
Congress September 18,
1986

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Learning Packet No. 8

President Corazon Aquino’s Speech before the U.S. Congress Sept. 18,
1986

Introduction

In this learning packet, you will be presented with a primary source in

Philippine history in the form of a video recording.
Just a few months after being sworn in as the de facto president after the EDSA
People’s Power Revolution, Cory went to a state visit in United States of America.
During the said state visit, she was invited to talk before the joint session of the US
Congress on September 18,1986.
In this learning packet, you are expected to view the short video of the late
president and after which, you are expected to write a reaction paper as an output.

Objectives

At the end of the lesson, students are expected to:

1. Evaluate primary sources for their credibility, authenticity, and provenance;

2. Analyze the context, content, and perspective of non-textual primary sources;
3. Determine the contribution of non-textual primary sources in understanding
Philippine history;
4. Develop critical and analytical skills with exposure to primary sources.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration

Topic 01:
President Corazon Aquinos’ Speech before the Joint Session of the US Congress,
September 18, 1986
= 3 hours (1hour self-directed learning with 2 hours writing a critique
paper via guide questions)

President Corazon Aquino Before the US Congress

https://www.youtube.com/watch?v=4ZnnvbKyNCQ

You may also watch the video documentary on the 1986 People Power Revolution
for a more in-depth understanding of the historical event by following or clicking the
link below:

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Edsa 20 “Isang Larawan” – An Inquirer Documentary

https://www.youtube.com/watch?v=UdcuiX0ytPo

Delivery Mode

Blended learning

Assessment with Rubrics

Context and Content Analysis of the video on the speech of the late president Cory
before the joint session of the US Congress.

For your reference, your context and content analysis paper will be scored using a rubric
attached in this learning packet.

Requirement with Rubrics

You are required to submit online a context and content analysis about the video of
Cory’s speech following the guidelines provided below:

• About the author/s –

What is about the author/s that makes them credible in producing such
primary source?
• Historical background of the documents –
What significant events and who are the significant people that
distinguishes the era during the time the document was created?
• Content Presentation and Analysis of the Important Historical Information
Found in the Document. –
What does the document say? What are the significant terms or phrases,
events, people, and places mentioned in the document? What significant
opinions or viewpoints it conveys?
• Contribution and Relevance of the Document in Understanding the Grand
Narrative of Philippine History –
What ideas do the document provide in helping us understand about our
past as a people?
How can the document help in understanding our past and help people
better appreciate our heritage, especially young people like you?

Note: the template for writing the output for this packet is attached at the end of this
document.

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Pre-assessment

1. Do you know what democracy mean?

2. Are you familiar with the concept of democracy?
3. How important do you think democracy is for the individual and for the
community?
4. What do you think is the relationship of the assigned video to the concept and
importance of democracy?

Lesson Proper

Barely seven (7) months after being sworn in as the president of the republic, Cory
during her state visit in the USA, was invited to deliver a speech before the joint session
of the US Congress on September 18, 1986. But before delving in to the speech, let us
first learn a little background about the persons behind the speech.

The speech was prepared by then Executive Secretary Teodoro Locsin Jr., better known
as “Teddy Boy Locsin” and serving currently as our Foreign Affairs Secretary.
However, Sec. Locsin later revealed that he was not able to finish writing the speech
before president Cory would deliver it. Thus, according to him, president Cory was the
one who completed it before being delivered in the halls of US Congress.

Before becoming the president, “Tita Cory” as she is fondly called by most Filipinos,
was just in the background of Ninoy as a loving and supportive wife and a other to their
children. She was thrown into the political spotlight when her husband Ninoy was
assassinated. After Ninoy’s assassination she eventually rose up to become the unifying
figure of the opposition in the struggle against a dictatorial regime.

During then, Ferdinand Marcos was the president of the republic, from 1965 to 1986.
Under the Marcos regime there is a growing threat of the insurgency of the New
People’s Army and the separatist movement of Muslims in Mindanao. Consequently, a
rally of the political opposition in the Plaza Miranda was rocked by a bomb blast that
killed and injured many people present in the event. Because of this incident, president
Marcos suspended the Writ of Habeas Corpus. With the suspension of the writ, people
can now be arrested without due process. Eventually, Marcos declared the whole
country under the state of Martial Law. According to him, Martial Law is necessary to
save the state from the forces that threatens it.

However, instead of being use to protect the state from lawlessness, Martial Law
became a political tool of the dictator to silence the opposition. The declaration of
Martial law led to the arrests of the political opposition. Physical and emotional torture
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were inflicted on political prisoners. Among those who suffered under Marcos’
tyrannical rule was Ninoy Aquino, one of the prominent leaders of the opposition.

While on solitary confinement, Ninoy stage a hunger strike to protest the dictatorship
of Marcos. Eventually his heath conditions deteriorated and was later released in order
to seek medical treatment in the USA where he lived in exile. Upon recovering his
health, Ninoy decided to go back home even though knowing that upon setting foot in
the country, he would be arrested back. There were also reports that there is an attempt
on his life when he comes back. Showing of no ear for his freedom and life, Ninoy
pushed through for his decision to return to the country.

Upon arriving at the airport, Ninoy was arrested and escorted by military officers.
While going down the airplane and under military custody, Ninoy was assassinated. He
was shot in the head.

The assassination further led to unrest amongst the populace. Massive indignation
rallies were stage. Political instability soon clouds the country. Under pressure from the
foregoing circumstances, Marcos called for a snap presidential election to prove that he
still has the mandate of the people. His opponent was supposed to be Salvador “Doy”
Laurel but due to Cory’s rise in popularity after her husband’s death, she was selected
as the opposition candidate.

The snap election was marred by violence and massive fraud. Ballots were snatched by
armed goons. Allegations of massive cheating on both sides were rampant. On February
25, 1986, the Philippines had “2 presidents'' since both of them were inaugurated. Juan
Ponce Enrile (the head of the Armed Forces of the Philippines) and Fidel Ramos (head
of the Philippine Constabulary, present-day Police) later defected to Cory Aquino’s
side. Before 1986, Enrile was already planning a coup d'état (kudeta) against Marcos
but some of his people from RAM (Reform the Armed Forces Movement) were
exposed by Marcos. Enrile and Ramos then holed-up in EDSA (in their respective
military and police camps) after their defection. Marcos then planned to arrest the two
but through the intervention of Cardinal Sin, he called on the people to protect the two
defectors who are now allies of democracy. Due to this, the planned attack against
Enrile and Ramos never occurred. Realizing that he no longer had allies, especially in
the military and police, Marcos and his family fled to Hawaii.

After the events mentioned, Cory became the president of the Philippines. Her
administration became known for restoring democracy in the Philippines. A 1986
Provisional Constitution was created during the writing of the 1987 constitution which
is our current constitution.

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However, Cory as the new president is facing a humongous task of rebuilding the
country form the ruins of dictatorial rule. Thus, she turned to the Unites States of
America for help.

The following are the highlights Pres. Cory’s Speech at a joint session of US Congress
in September 18, 1986:
• Cory inherited from Marcos an economy that is characterized by massive
unemployment and poverty;
• the military’s loyalty to the new administration (Cory) is still questionable;
• the country is saddled with huge amount of debt from foreign creditor due to
the corruption of Marcos’ administration;
• the EDSA People Power;
• the February 7, Snap Election; and
• the abuses on human rights during the time of Marcos.

The speech delivers a clear narrative of the kind of economic, social and political
tyranny experienced by the Filipino people under the dictatorship of the Marcos under
Martial Rule. The speech also provides a glimpse of what the Cory administration
envisioned to rebuild from the ruins of dictatorial form of government a government
anchored on the principles of democracy.

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Activity Sheet

After Watching the short documentary video of the late former president Cory Aquino,
write a context and content analysis of the primary source by filling out he necessary
information in the worksheet provided.

Note: The length and width of the rows and columns can be adjusted to fit your
responses.

President Corazon Aquino’s Speech Before the Joint

1. Document Session of the US Congress
Who is/are the author/s?

2. Author(s) / What information about the author(s)/creator(s) makes

Creator(s) her/him credible in coming up with the primary source?
What were the situations and who are the key personalities
3. Historical Context that distinguishes the era during the time the document
of the document was created?
4. Content What does the document say?
Presentation and
Analysis of the What are the significant terms or phrases, events, people,
Important Historical and places mentioned in the document?
Information Found
in the Document. What significant opinions or viewpoints it conveys?

5. Contribution and How can the document help in understanding our past and
Relevance of the help people better appreciate our heritage, especially
Document in young people like you?
Understanding the
Grand Narrative of What important lesson in this historical event did you realize
Philippine History and appreciate? Expound your answer.

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Assessment
Essay.
1. Compare and contrast the Philippine situation during Marcos’s regime and present
administration in terms of: (Use T-chart per each)
1.1 peace and order;
1.2 justice and human rights;
1.3 rule of law;
1.4 transparency;
1.5 international relation.

2. What is the greatest contribution of EDSA Revolution in the Philippines and the
world? Why?

Rubrics for Essay

Category 5 4-3 2-1

Organization and The arguments and The arguments and The arguments and
Structure thoughts of the thoughts of the thoughts of the
student are very student are students are not
well organized and somewhat organized and the
the question was organized and the question was not
completely question was answered.
answered. mostly answered.
Sentence Fluency The student moves The student moves The student lacks
smoothly form one from one idea to clear connections
idea to the next. the next but there is between ideas.
little variety.
Grammar and The student makes The student makes The student makes
Spelling no errors in 1-2 errors in more than 3 errors
grammar or grammar or in grammar and
spelling. spelling. spelling.

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References
• President Corazon Aquino Before the US Congress
https://www.youtube.com/watch?v=4ZnnvbKyNCQ
• Edsa 20 “Isang Larawan” – An Inquirer Documentary
https://www.youtube.com/watch?v=UdcuiX0ytPo

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Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________________

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Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

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List of Contributors

Jeandhel C. Auman, Faculty, Central Luzon College of Science and

Technology
John Nathaniel Berbon, Faculty, Angeles University Foundation
Annalyn M. Caymo, Faculty, Dominican College of Tarlac
Carlos B. David, Faculty, Concepcion Holy Cross College Inc.
Virgilio G. David, Faculty, Concepcion Holy Cross College Inc.
John Albert R. Dela Rosa, Faculty, Bataan Peninsula State University
Job D. Paguio, Faculty, Bataan Peninsula State University
Wilma C. Magtalas, Faculty, Bataan Peninsula State University
Jenette C. Abad, Faculty, Bataan Peninsula State University
Mary Anne R. Naelgas, Faculty, Tarlac Agricultural University
Froilan Dave S. Rosete, Faculty President Ramon Magsaysay State
University
Arnold Bucud, Faculty, Angeles University Foundation

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Module Overview
Introduction

This module is specifically designed to suit all types of learners given different types
of modalities as a response to the new normal way of learning. Here, students will be
exposed to various primary sources of a particular historical event from diverse
perspectives and are encouraged to analyze them according to their content and context.
Students will have to interpret the issue by using both their prior knowledge and the
new information they have acquired so that they will be able to discuss this to an
audience. They are freely given the opportunity to express how they feel about what
they have learned and cite possible ways to correct any mistakes they have seen from
the past for a better future ahead.

● Topic 01: The Cavite Mutiny 01

● Topic 02: The Cry of Pugadlawin/Balintawak 02
● Topic 03: Benevolent Assimilation of President
McKinley and the Reply of Aguinaldo 03

Learning Outcomes

• Analyze the content, context, and perspective of different kinds of primary sources;
• Determine the contribution of different kinds of primary sources in understanding
Philippine history;
• Develop critical and analytical skills with exposure to primary sources;
• Demonstrate the ability to formulate arguments in favor or against a particular issue
using primary sources that could help others understand the chosen topic;
• Effectively communicate, using various techniques and genres, historical analysis
of a particular event or issue

Minimum Technical Skills Requirement

• Communication skill
• Critical thinking skill

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration

● Topic 01: The Cavite Mutiny 01 = 3 hours

● Topic 02: The Cry of Pugadlawin/Balintawak 02 = 3 hours
● Topic 03: Benevolent Assimilation of President
Mckinley and the Reply of Aguinaldo 03 = 3 hours

Delivery Mode
Blended learning

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Learning Module 02
Readings in Philippine History

Learning Packet 01

The Cavite Mutiny

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Learning Packet 01

The Cavite Mutiny

Introduction

This learning packet shows the significant event known as the Cavite Mutiny which led
the Filipino patriots to finally commence the Philippine Revolution for freedom under
the Spanish colonization for 333 years. In this study, we will scrutinize every motive
of all the people involved that brought this tragedy using the available primary sources
from the accounts of Montero, Izquierdo, Pardo de Tavera, and Plauchut that may give
some light and teach us important lessons in life.

Objectives

At the end of the lesson, students are expected to:

1. Compare and contrast the different documents of eye witnesses of the Cavite
Mutiny;
2. Apply different tools in analyzing the content and context of the Cavite Mutiny;
3. Make a stand about a particular issue in the past.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration

● Topic 01: The Cavite Mutiny 01 = 3 hours (1. 5 hours intended for online
discussion and 1.5 hours for the assessment)

Delivery Mode
Blended learning

Assessment with Rubrics

Contextual analysis with rubrics

Requirement with Rubrics

Refer to Learning Module 02 requirement

Readings

• Readings in Philippine History by John Lee P. Candelaria and Veronica C.

Alphora
• https://nhcp.gov.ph/remembering-the-gomburza-in-anticipation-of-the-150th-
anniversary-of-their-martyrdom-in-2022/
• https://nhcp.gov.ph/the-two-faces-of-the-1872-cavite-mutiny/

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Introduction

In this topic, contradictory facts will be presented from a number

of primary sources about the Cavite Mutiny which will be subject
for scrutiny in the hope of debunking falsehood and extracting
truth in the various accounts written about a very important part
of our history and to give more weight to the sacrifices of those
who stood for our freedom.

Pre-Assessment

Agree or Disagree: Read the following statements and state

whether you agree or disagree on each suggestive reason for
having mutiny.

1. To change a certain ruler.

2. To disobey superior officers.
3. To replace the incumbent.
4. To start a chaos.
5. To gain following.
6. To acquire power.
7. To seek justice.
8. To raise awareness.
9. To set as an example.
10. To fight against abuse of power.

Lesson Proper

As we go on with the lesson, here are some guide questions to

have a complete understanding of the significance of various
primary sources as we treat this particular historical event.

1. What do the different accounts imply about the reason

behind the Cavite Mutiny?
2. What do the documents provide regarding the
involvement of the three priests in the Cavite Mutiny?
3. How do the accounts differ from one another?
4. What are the intentions and motives behind each stated
account?
5. Do all the given reasons justify the death of
GOMBURZA?

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https://app.emaze.com/@AOIQQIOLR#1

The 1872 public execution of the three secular priests —Jose

Burgos, Mariano Gomes de los Angeles, and Jacinto Zamora,
collectively known as “GOMBURZA”— was a pivotal moment in
Philippine history. It was a major catalyst that pushed the events
forward leading to the failed reformist agenda among Filipino
liberals in Spain, pivoting to the Philippine Revolution against
Spain which broke out in 1896. (Pasion, 2021)

To give us a gist of the preceding events that led us to the Cavite

Mutiny, here is a summary from the article written by Francis
Kristoffer L. Pasion “Remembering the GOMBURZA: In
Anticipation of the 150th Anniversary of their Martyrdom in
2022.

• The opening of the Suez Canal in 1869 made it easier and

faster to travel from Spain to the Philippines from
approximately twenty months to thirty days.
• The appointment of Lt. Gen. Rafael de Izquierdo who
replaced the liberal-leaning Carlos de la Torre as Spanish
governor general of the Philippines in 1871, pushed back
the liberal reforms that were already being implemented in
the Philippines. For example, he suspended the opening of
a new school of arts and trade and laid off high-ranking
officials in the civil force who were found to be half-
Spanish or full-Filipinos.
• In 1872, Izquierdo also abolished the exemption of tribute
and forced labor long enjoyed by the workers of the Cavite
Navy Yard, among whom were artillery support and corps
of engineers, all of them entitled of the benefits, rose up in
arms and mutinied against the colonial government.

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Key Points:
Primary Source: Excerpts from Jose Montero y Vidal’s
Account of the Cavite Mutiny ∙ Key point 01

Jose Montero y
“The abolition of privileges enjoyed by the laborers of the Cavite Vidal was a writer
arsenal of exemption from the tribute was, according to some, the who interpreted
cause of the insurrection. There were, however, other causes. the mutiny as an
attempt to remove
The Spanish revolution which overthrew a secular throne; the and overthrow the
propaganda carried on by an unbridled press against monarchical Spanish
principles, attentatory [sic] of the most sacred respects towards the colonizers in the
dethroned majesty; the democratic and republican books and Philippines.
pamphlets; the speeches and preachings of the apostles of these
new ideas in Spain; the outburst of the American publicists and the ∙ Key point 02
criminal policy of the senseless Governor whom the revolutionary
GOMBURZA, all
government sent to govern the Philippines, and who put into
graduate of Sto.
practices these ideas were the determining circumstances which Tomas University,
gave rise, among certain Filipinos, to the idea of attaining their were brilliant men
independence, It was towards this goal that they started to work, who used their
with the powerful assistance of a certain section of the native education to fight
clergy, who out of spite toward friars, made common cause with for reforms and
the enemies of the mother country. freedom the
Spanish
At various times but especially in the beginning of year 1872, the colonization.
authorities received anonymous communications with the
information that a great uprising would break out against the Definition of
Spaniards, the minute the fleet at Cavite left for the South, and that Terms:
all would be assassinated, including the friars. But nobody gave
importance to these notices. The conspiracy had been going on Abolition. An act of
since the days of La Torre with utmost secrecy. At times, the putting into an end a
practice, a system or
principal leaders met either in the house of Filipino Spaniard, D.
an institution.
Joaquin Pardo de Tavera, or in that of the native priest, Jacinto Assassinate. A
Zamora, and these meetings were usually attended by the curate of murder (of an
Bacoor, the soul of the movement, whose energetic character and important person) in
immense wealth enabled him to exercise a strong influence.” a surprise attack for
political or religious
Primary Source: Excerpts from the Official Report of reasons.
Governor Izquierdo on the Cavite Mutiny of 1872 Clergy. The body of
all people ordained
... it seems definite that the insurrection was motivated and for religious duties,
prepared by the native clergy, by the mestizos and native lawyers, especially in the
and by those known here as abogadillos… Christian Church.
Curate. A member of
The instigators, to carry out their criminal project, protested against
a clergy engaged as
the injustice of the government in not paying the provinces for their assistant to a vicar,
tobacco crop, and against the usury that some practice in rector, or a parish
documents that the Finance department gives crop owners who priest.
have to sell them at a loss. They encouraged the rebellion by Uprising. An act of
protesting what they called the injustice of having obliged the resistance or
workers in the Cavite arsenal to pay tribute starting January 1 and rebellion; a revolt.

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to render personal services, from which they were formerly

exempted… Key Points:

Up to now it has not been clearly determined if they planned to ∙ Key point
establish a monarchy or a republic, because the Indios have no
word in their language to describe this different form of Sergeant
government, whose head in Filipino would be called hari; but it Fernando La
turns out that they would place at the head of the government a Madrid was a
priest…that the head selected would be D. Jose Burgos, or D. mestizo who
Jacinto Zamora… seized Fort San
Felipe and killed
eleven Spanish
officers.

Definition of
Terms:

Garrote. Kill
(someone) by
strangulation,
typically with an iron
collar or a length of
wire or cord.
Peninsulares.
Spaniards born in
Spain. In contrast, a
Spaniard born in the
Philippines was
referred to as insular
if in the Philippines,
https://www.slideshare.net/joeyvaldriz/philippine-heroes-117435542
or Filipino if in Spain.

Differing Accounts of the Events of 1872

Primary Source: Excerpts from Pardo de Tavera’s Account of
the Cavite Mutiny

This uprising among the soldiers in Cavite was used as a powerful

level by the Spanish residents and by the friars…the Central
Government in Madrid had announced its intention to deprive the
friars in these islands of powers of intervention in matters of civil
government and of the direction and management of the
university…it was due to these facts and promises that the
Filipinos had great hopes of an improvement in the affairs of their
country, while the friars, on the other hand, feared that their power
in the colony would soon be complete a thing of the past.

...Up to that time there had been no intention of secession from

Spain, and the only aspiration of the people was to secure the
material and education advancement of the country…

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Key Points:
Primary Source: Excerpts from Plauchut’s Account of the
Cavite Mutiny ∙ Key point 01

Trinidad H.
General La Torre…created a junta composed of high Pardo de Tavera
officials…including some friars and six Spanish officials… At the believed that the
same time there was created by the government in Madrid a Cavite Mutiny
committee to investigate submitted to the Manila committee. When was simply
the two finished work, it was found that they came to the same about the
conclusions. Here is the summary of the reforms they considered dissatisfaction of
the Filipino
necessary to introduced: labourers and
1. Changes in tariff rates at customs, and the methods of collection. workers of the
arsenal of the
2. Removal of surcharges on foreign importations. new policies of
3. Reduction of export fees. Izquierdo
which was
4. Permission for foreigners to reside in the Philippines, buy real magnified to
estate, enjoy freedom of worship, and operate commercial appear like a
transports flying the Spanish flag. move to
overthrow
5. Establishment of an advisory council to inform the Minister of Spanish officers.
Overseas Affairs in Madrid on the necessary reforms to be
implemented. ∙ Key point 02
6. Changes in primary and secondary education.
The friars
7. Establishment of an Institute of Civil Administration in the feared that their
Philippines, rendering unnecessary the sending home of short-term power would
civil official s every time there is a change of ministry. end when Spain
found out of
8. Study of direct-tax system. their anomalies.
9. Abolition of the tobacco monopoly.

...The arrival in Manila of General Izquierdo…put a sudden end to

all dreams of reforms…the prosecutions instituted by the new
Governor General were probably expected as a result of the bitter
disputes between the Filipino clerics and the friars. Such a policy
must really end in a strong desire on the part of the other to repress
cruelly.

In regard to schools, it was previously decreed that there should be

in Manila a Society of Arts and Trades to be opened in March of
1871… to repress the growth of liberal teachings, General
Izquierdo suspended the opening of the school…the day previous
to the scheduled inauguration…
The Filipino had a duty to render service on public roads
construction and pay taxes every year. But those who were
employed at the maestranza of the artillery, in the engineering
shops and arsenal of Cavite, were exempted from this obligation
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from time immemorial…Without preliminaries of any kind, a

Key Points:
decree by the Governor withdrew from such old employees their
retirement privileges and declassified them into the ranks of those
who worked on public roads. (Candelaria and Alphora, 2018) Edmund
Plauchut, a
french writer who
Generalization resided in Manila
during the time of
revolt.
The 1872 Cavite Mutiny is viewed through the lens of differing
accounts which makes it a very good subject for contextual
analysis in order to separate the truths from mere opinion in every Definition of
account. Terms:

Junta. A military or
Learning Packet Discussion Forum political group that
rules a country after
I. Open Camera Activity: Show a thumbs up taking power by
if your answer is YES, thumb down if NO. force.
Then defend your answer. Prosecution. The
institution and
Questions: conducting of legal
proceedings against
1. Do you believe that the priests were behind any idea of
someone in respect
mutiny? of a criminal charge.
2. Are there inconsistencies in the given primary sources? Surcharges. A
Support your answer. charge or payment.
3. Would you have it any other way to avoid the death of the Tariffs. A tax or duty
martyrs? Why or why not? to be paid on a
particular class of
imports and exports.
Maestranza. Group
of armories; group of
arm makers.

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Activity

Form four (4) groups and conduct a contextual analysis of one of the accounts on the
Cavite Mutiny following these key questions.

1. What does the text reveal about itself as a text?

– Describe (or characterize) the language (the words, or vocabulary) and the rhetoric
(how the words are arranged in order to achieve some purpose). These are the primary
components of style.

2. What does the text tell us about its apparent intended audience(s)?

– What sort of reader does the author of the account seem to have envisioned, as
demonstrated by the text’s language and rhetoric?
– What sort of qualifications does the text appear to require of its intended reader(s)?
How can we tell?
– What sort of readers appear to be excluded from the text’s intended audiences? How
can we tell?
– Is there, perhaps, more than one intended audience?

3. What seems to have been the intention of the author’s account? Why did the
author write this text? And why did the author write this text in this particular way, as
opposed to other ways in which the text might have been written?

– Remember that any text is the result of deliberate decisions by the author. The author
has chosen to write (or paint, or whatever) with these particular words and has therefore
chosen not to use other words that she or he might have used. So, we need to consider:
– what the author said (the words that have been selected);
– what the author did not say (the words that were not selected); and
– how the author said it (as opposed to other ways it might or could have been said).

4. What is the occasion for this text? That is, is it written in response to:

– some particular, specific contemporary incident or event?

– some more “general” observation by the author about human affairs and/or
experiences?
– some definable set of cultural circumstances?

5. Is the text intended as some sort of call to – or for – action?

– If so, by whom? And why?

– And also, if so, what action(s) does the author want the reader(s) to take?

6. Is the text intended rather as some sort of call to – or for – reflection or

consideration rather than direct action?

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– If so, what does the author seem to wish the reader to think about and to conclude or
decide?
– Why does the author wish the readers to do this? What is to be gained, and by whom?

7. Can we identify any non-textual circumstances that affected the creation and
reception of the text?

– Such circumstances include historical or political events, economic factors, cultural

practices, and intellectual or aesthetic issues, as well as the particular circumstances of
the author's own life.

A primary source is something from the time and place you are studying. To analyze a
primary source historically, you need to understand all of the following:

• CONTEXT: the historical situation in which the primary source was produced.
• CONTENT: the major point or meaning of a primary source in its historical
context. This can differ significantly from what the primary source may appear to
mean to the modern observer.
• CONSEQUENCES: the effects or significance of a primary source in history.

A Primary Source Analysis should be a substantial paragraph in length (5-7 sentences). A

bulleted list (such as above) is acceptable, provided that the information in each bullet is
complete.

Levels correspond roughly to letter grades (4 = A, 1 = F), although criteria will vary somewhat
depending upon the nature and level of the class.

Level Criteria
4 • CONTEXT: thorough knowledge of what the source is, who
produced it, where, when, and why it was produced.
• CONTENT: sensitive and sophisticated understanding of the
meaning of the source in its historical context; appreciation of the
complexity or subtlety of the source.
• CONSEQUENCES: clear grasp of the effect or importance of the
source in history.

3 • CONTEXT: good knowledge of what the source is, who produced

it, where, when, and why it was produced; no more than one of the
above elements incomplete.
• CONTENT: good understanding of the meaning of the source in
its historical context.
• CONSEQUENCES: clear grasp of the effect or importance of the
source in history.

2 • CONTEXT: good knowledge of what the source is, who produced

it, where, when, and why it was produced; no more than two of the
above elements incomplete or missing.
• CONTENT: adequate understanding of the meaning of the source
in its historical context; some important points missing.

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• CONSEQUENCES: some grasp of the effect or importance of the

source in history.

1 • CONTEXT: little or erroneous knowledge of what the source is,

who produced it, where, when, and why it was produced; more
than two of the above elements incomplete or missing.
• CONTENT: no understanding of the meaning of the source in its
historical context; major points missing or incorrect.
• CONSEQUENCES: no or erroneous understanding of the effect
or importance of the source in history.

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Assessment

Multiple Choice: Choose the letter of the correct answer.

1. Event that took place in the historical year of 1872.

A. Cavite Mutiny
B. Martyrdom of the three priests
C. All of the above
D. None of the above

2. All gave their account on the Cavite Mutiny except one. Who is it?
A. Jose Montero y Vidal
B. Rafael Izquierdo
C. Gregorio Zaide
D. Trinidad Pardo de Tavera

3. His account on the Cavite mutiny was criticized as woefully biased and rabid for a
scholar. Whose account, was it?

A. Jose Montero y Vidal

B. Rafael Izquierdo
C. Gregorio Zaide
D. Trinidad Pardo de Tavera

4. His account implicated the native clergy, who were then, active in the movement
toward secularization of parishes. Whose account, was it?

A. Jose Montero y Vidal

B. Rafael Izquierdo
C. Gregorio Zaide
D. Trinidad Pardo de Tavera

5. His account seems to counter the other accounts and wrote about the version of the
bloody incident in Cavite.

A. Trinidad Pardo de Tavera

B. Edmund Plauchut
C. Gregorio Zaide
D. Rafael Izquierdo

6. He was a French writer and complemented Tavera’s account by analyzing the

motivation of the mutiny.

A. Jose Montero y Vidal

B. Edmund Plauchut
C. Gregorio Zaide
D. Rafael Izquierdo

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7. The date that the Cavite mutiny took place.

A. January 20, 1872

B. January 21, 1872
C. January 25, 1872
D. January 30, 1872

8. All statements speak truth about the mutiny except one. Which one is it?

A. The plan to establish a republic whose head will be a priest to be called hari
B. The abolition of privileges enjoyed by the laborers of the Cavite arsenal
C. The prohibition of the founding of the school of arts and trades for Filipinos
D. All of the above

9. These were the reasons why the mutiny failed except one. Which one is it?

A. The Cavitenos mistook the fireworks display as the signal to commence attack.
B. The Manilenos who were expected to aid the Cavitenos did not arrive.
C. The 200-men contigent led by Sergeant Lamadrid did not attack the Spanish officers
at the sight and seized the arsenal.
D. None of the above

10. The priest who was not included in the alleged selection as the head of a new form
of government.

A. Jose Burgos
B. Jacinto Zamora
C. Mariano Gomez
D. None of the above

11. These are true statements about the GOMBURZA except one. Which one is it?

A. They were the martyred priests.

B. They were the masterminds of the Cavite Mutiny.
C. They were charged with treason and sedition.
D. All of the above

12. Rizal’s novel dedicated to the GOMBURZA.

A. Noli Me Tangere
B. El Filibusterismo
C. All of the above
D. None of the above

13. The following statements below tell of the death of the GOMBURZA except one.
Which one is it?

A. It paved the way to the revolution culminating in 1898.

B. It is a major factor of the awakening of nationalism among Filipinos of that time.
C. It was a scene witnessed by a young Rizal

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D. It was an execution through garrote in public.

14. The governor who put a sudden end to all the reforms for Filipinos.

A. Lamdrid
B. La Torre
C. Izquierdo
D. Montero

15. The governor who created a committee to investigate the problems complained by
Filipinos.

A. Lamdrid
B. La Torre
C. Izquierdo
D. Montero

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156
Assessment
1. A
2. C
3. A
4. B
5. A
6. B
7. A
8. D
9. C
10. C
11. B
12. B
13. A
14. C
15. B
Answer Key
NGEC0113
 NGEC0113

References
Readings in Philippine History by John Lee P. Candelaria and Veronica C. Alporha,
pp. 56-62

https://nhcp.gov.ph/remembering-the-gomburza-in-anticipation-of-the-150th-
anniversary-of-their-martyrdom-in-2022/

https://nhcp.gov.ph/the-two-faces-of-the-1872-cavite-mutiny/

http://horaciodelacosta.blogspot.com/2016/10/gomez-burgos-and-zamora-priests-
and.html

https://commons.wikimedia.org/wiki/File:Ang_Pag-
aaklas_sa_Kabite_ng_1872_NHCP_Historical_Marker.jpg

https://app.emaze.com/@AOIQQIOLR#1

https://www.slideshare.net/joeyvaldriz/philippine-heroes-117435542

http://faculty.uncfsu.edu/jibrooks/frms/rubricpsa.htm

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Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Learning Module 02
Readings in Philippine History

Learning Packet 02

Cry of Rebellion

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Learning Packet 02

Cry of Rebellion
Introduction
This learning packet provides different views concerning one of the most memorable
events in Philippine history called the Cry of Rebellion which allows students to
compare and contrast the primary sources from different accounts.

Objectives
At the end of the lesson, students are expected to:
1. Compare and contrast primary sources from different accounts in understanding
the Cry of Rebellion;
2. Express their stand on a particular issue raised in this topic through content and
context analysis.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration
● Topic 02: Cry of Rebellion 02 = 3 hours (1. 5 hours intended for online
discussion and 1.5 hours for the assessment)

Delivery Mode
Blended learning

Assessment
Position Paper with a rubric

Requirement with Rubrics

Refer to Learning Module 02 requirement

Readings

• Readings in Philippine History by John Lee P. Candelaria and Veronica C.

Alphora

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Source: https://www.yumpu.com/en/document/view/42171714/persuasive-essay-rubric-
category-4-a-excellent-3-good-2-

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Pre-Assessment Key Points:

True or False: Read the following statements then raise • There are numerous
your right hand if the statement is true and left if false. primary sources on
the Cry of Rebellion:
1. Primary sources are never biased. Pio Valenzuela’s,
2. Various primary sources present different Santiago Alvarez’s,
perspectives. Gregoria de Jesus’,
3. Primary sources from Filipino accounts are more Guillerrmo
reliable than Spanish accounts. Magsangkay’s
4. Historical events must be based on primary sources. accounts are among
5. Different primary sources give confusion to the few.
historians.
6. We cannot rely on primary sources alone. • Dr. Pio Valenzuela
7. Primary sources reflect the whole truth about our happened to be the
past. eyewitness himself of
8. Primary sources do not contradict with each other. the event.
9. It is important to have more than one primary
source.
10. Primary sources must undergo content and Definition of Key Terms:
contextual analysis.
• Refuge. Something
providing shelter.
Lesson Proper • Memoir. A historical
account or biography
The event that ushered in the Philippine Revolution against written from personal
knowledge or special
more than 300 years of Spanish occupation is as significant sources.
as it is controversial. Sick of the oppression under foreign
rule and craving for freedom and independence, Filipino
revolutionaries under the leadership of Andres Bonifacio
tore their “cedulas” (residence certificate) as a sign of their
resistance.
When and where it happened has been the subject of much
controversy. It has been called the “Cry of Balintawak” and
celebrated every 26th of August for the longest time. But the
National Historical Commission changed the date to August
23 and the location to Pugad Lawin based mainly on the
accounts of Dr. Pio Valenzuela.
There have been many claims, backed up by multiple and
contradictory sources, as to the dates and venue of the
“Cry.” The date of the “Cry” has been placed any time
between August 23 and August 25 and the venue in

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Kangkong, Caloocan, or in Pasong Tamo in Banlat, Key Points:

Caloocan, or in Bahay Toro, Caloocan.
• Santiago Alvarez, a
well-known
Katipunero from
Cavite and a son of
Mariano Alvarez.
Santiago is a relative
of Gregoria de Jesus,
who happened to be
the wide of Andres
Bonifacio.

Definition of Key Terms:

https://1.bp.blogspot.com/
• Supremo. One who is
highest in rank or
Pio Valenzuela’s Controversial “Cry of Pugad Lawin” authority.
• Tumultuous. Marked
This controversial version of the “Cry of the Pugad Lawin” by violent or
has been authorized by no other than Dr. Pio Valenzuela. In overwhelming
turbulence or
his first version, he said that the prime staging point of the upheaval.
Cry was in Balintawak on Wednesday of August 26, 1896.
He held this account when the happenings or events are still
vivid in his memory. On the other hand, later in his life and
with a fading memory, he wrote his Memoirs of the
Revolution without consulting the written documents of the
Philippine revolution and claimed that the “Cry” took place
at Pugad Lawin on August 23, 1896. Below is his account
on this topic:

Source: Zaide, Gregoria and Zaide, Sonia. (1990).

Documentary Sources of Philippine History. Vol. 5. Manila:
National Book Store.

“The first place of refuge of Andres Bonifacio, Emilio

Jacinto, Procopio Bonifacio, Teodoro Plata, Aguedo del
Rosario, and myself was Balintawak, the first five arriving
there on August 19 and I, on August 20, 1896. The first place

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where some 500 members of the Katipunan met on August Key Points:
22, 1896, was the house and yard of Apolonio Samson at
• Gregoria de Jesus,
Kangkong. Aside from the persons mentioned above, among the “Lakambini of
those who were there were Briccio Pantas, Alejandro the Katipunan” and
wife of Andres
Santiago, Ramon Bernardo, Apolonio Samson, and others. Bonifacio had her
Here, views were only exchanged, and no resolution was version of the Cry.
• In her account, the
debated or adopted. It was at Pugad Lawin, in the house,
First “Cry”
store-house, and yard of Juan Ramos, son of Melchora happened near
Caloocan on August
Aquino, where over 1,000 members of the Katipunan met
25, 1896.
and carried out considerable debate and discussion on
August 23, 1986. The discussion was on whether or not the
Definition of Key Term:
revolution against the Spanish government should be
• Apparition. An
started on August 29, 1986. Only one man protested and
unusual or
fought against a war, and that was Teodora Plata unexpected sight.
[Bonifacio’s brother-in-law-Z]. Besides the persons named
above, among those present at this meeting were Enrique
Cipriano, Alfonso Pacheco, Tomas Remigio, Sinforoso San
Pedro, and others. After the tumultuous meeting, many of
those present tore their cedula certificates and shouted
“Long live the Philippines! Long live the Philippines!”

Santiago Alvarez’s The “Cry of Bahay Toro”

Below is Santiago Alvarez’s account:

Source: Zaide, Gregoria and Zaide, Sonia. (1990).

Documentary Sources of Philippine History. Vol. 5. Manila:
National Book Store.

Sunday, August 23, 1896

As early as 10 o’clock in the morning, at the barn of
Kabesang Melchora [Melchora Aquino-Z.], at a place
called Sampalukan, barrio of Bahay Toro, Katipuneros met

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together. About 500 of these arrived, ready and eager to join

Key Points:
the “Supremo” Andres Bonifacio and his men …
• General Guillermo
Masangkay is an
Monday, August 24, 1896 eyewitness of the
historic event and a
There were about 1,000 Katipuneros … The “Supremo”
childhood friend of
decided to hold a meeting inside the big barn. Under his Bonifacio.

leadership, the meeting began at 10 o’clock in the morning Definition of Key Term:
…
• Fiery. (Of a person)
It was 12 o’clock noon when the meeting adjourned amidst
having a passionate,
loud cries of “Long live the Sons of the Country” (Mabuhay quick-tempered
nature.
ang mga anak ng Bayan)!

Gregoria de Jesus’ Version of the First “Cry”

Gregoria de Jesus has been a participant of this event and
became the keeper of the secret documents of the Katipunan.
After the Revolution in August 1896, she lived with her
parents in Caloocan then fled to Manila when she was told
that Spanish authorities wanted to arrest her. Eventually, she
joined her husband in the mountains and shared adversities
with him.

Source: Zaide, Gregoria and Zaide, Sonia. (1990).

Documentary Sources of Philippine History. Vol. 5. Manila:
National Book Store.

“The activities of the Katipunan had reached nearly all

corners of the Philippine Archipelago, so that when its
existence was discovered and some of the members arrested,
we immediately returned to Caloocan. However, as we were
closely watched by the agents of the Spanish authorities,
Andres Bonifacio and other Katipuneros left the town after
some days. It was then that the uprising began, with the first
cry for freedom on August 25, 1896. Meanwhile, I was with

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my parents. Through my friends, I learned that Spanish was

coming to arrest me. Immediately, I fled town at eleven o’
clock at night, secretly going through the rice fields to La
Lorna, with the intention of returning to Manila. I was
treated like an apparition, for, sad to say, in every house
where I tried to get a little rest, I was driven away as if
people therein were frightened for their own lives. Later, I
found out that the occupants of the houses which I had
visited were seized and severely punished-- and some even
exiled. One of them was an uncle of mine whom I had visited
on that night to kiss his hand, and he died in exile.”

Guillermo Masangkay’s The “Cry of Balintawak”

According to the Katipunan General Guillermo Masangkay,
the first rally of the Philippine Revolution happened on
August 26, 1896 at Balintawak. Correspondingly, the date
and site presented were accepted by the preliminary years of
American government. Below is General Guillermo
Masangkay’s version of the “Cry of Balintawak”.

(Source: Zaide, Gregoria and Zaide, Sonia. (1990).

Documentary Sources of Philippine History. Vol. 5. Manila:
National Book Store.)

“On August 26th [1896-Z.], a big meeting was held in

Balintawak, at the house of Apolonio Samson, then the
cabeza of that barrio of Caloocan. Among those who
attended, I remember, were Bonifacio, Emilio Jacinto,
Aguedo del Rosario, Tomas Remigio, 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.

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Delegates from Bulacan, Cabanatuan, Cavite and Morong

(now Rizal,) were also present.
At about nine o’clock in the morning of August 26, the
meeting was opened with Andres Bonifacio presiding and
Emilio Jacinto acting as secretary. The purpose was to
discuss when the uprising was to take place. Teodoro Plata
[Bonifacio’s brother-in-law – Z.], Briccio Pantas, and Pio
Valenzuela were all opposed to starting the revolution too
early. They reasoned that the people would be in distress if
the revolution were started without adequate preparation.
Plata was very forceful in his argument, stating that the
uprising could not very well be started without the arms and
food for the soldiers. Valenzuela used Rizal’s argument
about the rich not siding with the Katipunan organization.
Andres Bonifacio, sensing that he would lose in the
discussion then, left the session hall and talked to the
people, who were waiting outside for the result of the
meeting of the leaders. He told the people that the leaders
were arguing against starting the revolution early, and
appealed to them in a fiery speech in which he said: “You
remember the fate of our countrymen who were shot in
Bagumbayan. Should we return now to the towns, the
Spaniards will only shoot us. Our organization has been
discovered and we are all marked men. If we don’t start
the uprising, the Spaniards will get us anyway. What then,
do you say?”
“Revolt!” the people shouted as one.
Bonifacio then asked the people to give a pledge that they
were to revolt. He told 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,” Bonifacio saved, “I
want to see you destroy your cedulas. It will be the sign that
all of us have declared our severance from the Spaniards.”

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With tears in their eyes, the people as one man, pulled out
their cedulas and tore them to pieces. It was the beginning
of the formal declaration of the separation from Spanish
rule. With their cedulas destroyed, they could no longer go
back to their homes because the Spaniards would persecute
them, if not for being katipuneros, for having no cedulas.
And people who had no cedulas during those days were
severely punished.
When the people’s pledge was obtained by Bonifacio, he
returned to the session hall and informed the leaders of what
took place outside. “The people want to revolt, and they
have destroyed their cedulas,” Bonifacio said. “So now we
have to start the uprising; otherwise, the people by hundreds
will be shot.” There was no alternative. The board of
directors, in the spite of the protests of Plata, Pantas, and
Valenzuela, voted for the revolution. And when this was
decided, the people outside shouted: “Long Live the
Philippine Republic!”
I still remember Bonifacio as he appeared that day.
Although a mere bodeguero (warehouseman) and earning
₱25 (Mex.) a month, he was a cultured man. He always wore
an open coat, with black necktie, and black hat. He always
carried an umbrella. At the meeting that morning of August
26, Bonifacio took off his coat and was wearing only his
shirt, with collar and tie. Bonifacio’s hobby was weaving
bamboo hats. During his spare time, he wove dozens of them
and sold them in Manila. Thus, he made extra money.
At about 5 o’clock in the afternoon, while the gathering at
Balintawak was celebrating the decision of the Katipunan
leaders to start the uprising, the guards who were up in trees
to watch for any possible intruders or the approach of the
enemy, gave the warning that the Spaniards were coming.

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Led by Bonifacio, Emilio Jacinto and other leaders of the

Katipunan, the men were distributed in strategic positions
and were prepared for attack of the civil guards. I was with
a group stationed on the bank of a small creek, guarding the
places where the Spaniards were to pass in order to reach
the meeting place of the katipuneros. Shots were then fired
by the civil guards, and that was the beginning of the fire
which later became such a huge conflagration.

Generalization
There may have been different kinds of primary sources
containing various dates and places about the occurrence of
the first Cry of Rebellion. One thing is sure, it took place
somewhere in those places mentioned and the Philippine
revolution happened that same year.

Learning Packet Discussion Forum

• What are advantages and disadvantages of having

different kinds of primary sources on the Cry?

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Activity
Write a Position paper regarding the date and place where the Cry of Rebellion took
place. Refer to the rubric provided in this learning packet as your guide.

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Assessment
Multiple Choice: Choose the letter of the correct answer.

1. El Grito means…
A. Revolution
B. Rebellion
C. Freedom
D. Cry
2. The piece of paper being torn to prove that members were ready to revolt.
A. Cedula
B. Birth certificate
C. Marriage contract
D. License
A. Pio Valenzuela
3. His account stated that the Cry happened in Pugad Lawin on August 23, 1896.
A. Santiago Alvarez
B. Olegario Diaz
C. Teodoro Kalaw
D. Pio Valenzuela
4. His account put the Cry in Bahay Toro in Quezon City on August 24, 1896.
A. Santiago Alvarez
B. Olegario Diaz
C. Teodoro Kalaw
D. Pio Valenzuela
5. His account identified the Cry to have happened in Balintawak on August 26, 1896.
A. Teodoro Agoncillo
B. Gregorio Zaide
C. Teodoro Kalaw
D. Milagros Guerrero, Emmanuel Encarnacion, and Ramon Villegas
6. It was a sign of slavery of the Filipinos.
A. Cedula
B. Polo y servicio
C. Encomienda system
D. None of the above
7. In Pio Valenzuela’s Memoir of the Revolution, he wrote that the Cry happpened
when and where?
A. August 26, 1896 in Balintawak
B. August 23, 1896 at Pugad Lawin
C. August 25, 1896 in Balintawak
D. August 24, 1896 in Kangkong
8. He was a leader of the Magdiwang faction in Cavite.
A. Santiago Alvarez
B. Olegario Diaz
C. Teodoro Kalaw
D. Pio Valenzuela
9. He was a guardia civil.
A. Santiago Alvarez
B. Olegario Diaz

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C. Teodoro Kalaw
D. Pio Valenzuela
10. He presided a meeting on August 26, 1896 in Balintawak.
A. Teodoro Plata
B. Emilio Jacinto
C. Andres Bonifacio
D. None of the above

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Assessment
1. D
2. A
3. D
4. A
5. B
6. C
7. B
8. A
9. B
10. C
16. B
Answer Key
NGEC0113
 NGEC0113

References
https://mb.com.ph/2019/08/21/cry-for-freedom/
https://www.studocu.com/ph/document/ateneo-de-davao-university/philippine-
history/cry-of-balintawak-or-pugad-lawin/8599383

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Learning Module 02
Readings in Philippine History

Learning Packet 03

Benevolent Assimilation of
President McKinley and the
Reply of Aguinaldo

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Learning Packet 03
Benevolent Assimilation of President McKinley
and the Reply of Aguinaldo
Introduction

This learning packets presents students the proclamation of then United States of
America President William McKinley regarding his colonizing policies in the
Philippines which was responded through the declaration of the Philippine Republic
with Emilio Aguinaldo as its president that was not recognized by the former as
legitimate. This disagreement between two parties paved the way for what we now
called the Philippine- American War of 1899.

Objectives

At the end of the lesson, students are expected to:

1. Compare and contrast the two given primary sources;

2. Identify the reasons behind the conflict of the two parties that led to the
Philippine-American War of 1899 through content and contextual
analysis.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration
● Topic 03: Benevolent Assimilation of President McKinley and the Reply of
Aguinaldo 03= 3 hours (1. 5 hours intended for online discussion and 1.5 hours
for the assessment)

Delivery Mode
Blended learning

Assessment with Rubrics

Comparative Analysis

Readings and Film Adaptation

Actualities of Events in the Philippines

• 25th Infantry
• Aguinaldo's Navy
• An Historic Feat
•
Reenactments of Events in the Philippines
• U.S. Troops and Red Cross in the Trenches Before Caloocan
• Advance of Kansas Volunteers at Caloocan

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• Colonel Funstan Swimming the Baglag River

• Filipinos Retreat from Trenches
• Capture of Trenches at Candaba

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Pre-Assessment Key Points:

Read the following statements and answer I HAVE if you have
heard each statement and NEVER if not. • Treaty of
Paris, (1898),
treaty
1. That the Americans came to help the Philippines. concluding the
2. That Philippines asked for Americans’ help. Spanish-
3. That Philippines is dependent to the US. American War.
4. That Filipinos had wished they were under the US It was signed
government. by
representatives
5. That Americans had hidden agenda against the Philippines. of Spain and
6. That Americans gave Filipinos their independence. the United
7. That Filipinos owe everything to the Americans. States in Paris
8. That Americans are the country’s ally. on Dec. 10,
9. That Philippines is ungrateful for everything that the US 1898.
• The treaty was
had done. vigorously
10. That Philippines never needed any help from any country. opposed in the
U.S. Senate as
inaugurating a
Lesson Proper policy of
“imperialism”
in the
Philippines and
was approved
on Feb. 6, 1899,
by only a single
vote. Two days
earlier,
hostilities had
begun at Manila
between U.S.
troops and
insurgents led
by Emilio
Aguinaldo. For
more than three
years the
Filipinos
carried on
guerrilla
warfare against
U.S. rule.
McKinley’s Proclamation of Benevolent Assimilation, 4 January
Definition of Terms:
1899

Source: Albert G. Robinson. 1901. The Philippines: The War and • Beneficent.
the People. New York: McClure, Phillips & Co. Resulting in
good.
Sir: The destruction of the Spanish fleet in the harbor of Manila by • Repression. The
the United States naval squadron, commanded by Rear-Admiral action of
subduing
Dewey, followed by the reduction of the city and the surrender of someone or
the Spanish forces, practically effected the conquest of the something by
Philippine Islands and the suspension of Spanish sovereignty force.
therein. With the signature of the treaty of peace between the United • Tribunal. A
States and Spain by their respective plenipotentiaries at Paris on the court of justice.

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10th instant, and as the result of the victories of American arms, the Key Points:
future control, disposition and government of the Philippine Islands
are ceded to the United States. In fulfilment of the right of • Aguinaldo
sovereignty thus acquired and the responsible obligations of returned to the
Philippines,
government thus assumed, the actual occupation and administration hopeful that the
of the entire group of the Philippine Islands becomes immediately Americans who
necessary, and the military government heretofore maintained by had encouraged
the United States in the city, harbor and bay of Manila is to be the
extended with all possible dispatch to the whole of the ceded revolutionary
struggle against
territory. the Spanish
would continue
In performing this duty, the military commander of the United to support the
States is enjoined to make known to the inhabitants of the drive for
Philippine Islands that in succeeding to the sovereignty of Spain, in Philippine
independence;
severing the former political relations of the inhabitants, and in he would soon
establishing a new political power, the authority of the United be
States is to be exerted for the security of the persons and property disappointed.
of the people of the islands and for the confirmation of all their • The American
private rights and relations. It will be the duty of the commander of consul publicly
denied having
the forces of occupation to announce and proclaim in the most ever met with
public manner that we come not as invaders or conquerors, but as Aguinaldo, and
friends, to protect the natives in their homes, in their employments, American
and in their personal and religious rights. All persons who, either President
by active aid or by honest submission, cooperate with the McKinley
issued a
government of the United States to give effect to these beneficent proclamation of
purposes will receive the reward of its support and protection. All “benevolent
others will be brought within the lawful rule we have assumed, with assimilation” in
firmness, if need be, but without severity so far as may be possible. January 1899
avowing the
intent of the
Within the domain of military authority, which necessarily is and U.S. to
must remain supreme in the ceded territory until the legislation of maintain
the United States shall otherwise provide, the municipal laws of the colonial control
territory, in respect to private rights and property and the repression of the
of crime, are to be considered as continuing in force and to be Philippines.
administered by the ordinary tribunals so far as practicable. The Definition of Terms:
operations of civil and municipal government are to be performed
by such officers as may accept the supremacy of the United States • Benevolent.
by taking the oath of allegiance, or by officers chosen as far as may Serving a
be practicable from the inhabitants of the islands. charitable rather
than a profit-
making purpose.
While the control of all the public property and the revenues of the
• Assimilation. The
state passes with the cession, and while the use and management of absorption and
all public means of transportation are necessarily reserved to the integration of
authority of the United States, private property, whether belonging people, ideas, or
to individuals or corporations, is to be respected except for cause culture into a
duly established. The taxes and duties heretofore payable by the wider society or
culture.
inhabitants to the late government become payable to the authorities • Sedulous.
of the United States, unless it be seen fit to substitute for them other Showing
reasonable rates or modes of contribution to the expenses of dedication and
government, whether general or local. If private property be taken diligence.
• Aggressor. A
person or country
180
that attacks
another first.
• Hostility.
Unfriendliness or
opposition.
 NGEC0113

for military use, it shall be paid for, when possible, in cash at a fair Key Points:
valuation, and when payment in cash is not practicable, receipts are
to be given. • A guerrilla
war raged for
All ports and places in the Philippine Islands in the actual the next three
years, with
possession of the land and naval forces of the United States will be both sides
opened to the commerce of all friendly nations. All goods and wares claiming
not prohibited for military reasons by due announcement of the atrocities were
military authority will be admitted upon payment of such duties and committed by
other charges as shall be in the force at the time of their importation. the other.
• At least
several
Finally, it should be the earnest and paramount aim of the military hundred
administration to win the confidence, respect and affection of the thousand, and
inhabitants of the Philippines by assuring to them in every possible perhaps more
way that full measure of individual rights and liberties which is the than a million,
Filipino
full heritage of free peoples, and by proving to them that the mission civilians were
of the United States is one of benevolent assimilation, substitution killed in the
the mild sway of justice and right for arbitrary rule. In the conflict, many
fulfillment of this high mission, supporting the temperate dying of
administration of affairs for the greatest good of the governed, there disease and
starvation in
must be sedulously maintained the strong arm of authority to concentration
repress disturbance and to overcome all obstacles to the bestowal camps.
of blessings of good and stable government upon the people of the
Philippine Islands under the free flag of the United States. Definition of Terms:

(Signed) William McKinley • Grievance. A

real or
imagined
wrong or other
Aguinaldo’s Declaration of War, 4 February 1899 cause for
complaint or
Source: Daily Telegraph, 26 April 1899, Issue 9455, p. 3 protest,
especially
unfair
At 9 o’clock pm this date I received from Caloocan station a
treatment.
message communicated to me that the American forces attacked, • Exaction. A
without prior notification or nay just motive our camp in San Juan sum of money
del Monte, and our forces garrisoning the block-houses around the demanded for a
outskirts of Manila, causing losses among our soldiers, who, in payment or
view of this unexpected aggression and of the decided attack of the service.
• Concord.
aggressors, were obliged to defend themselves until the firing agreement or
became general all along the line. harmony
between people
No one can deplore more than I this opening of hostilities; I have a or groups.
clear conscience that I have tried to avoid it at all costs, using all
my efforts to preserve friendship with the army of occupation, even
at the cost of not a few humiliations and not a few rights sacrificed.

But it is my unavoidable duty to maintain the national honor, and

that of the army so unjustly attacked by those who, posing as friends
and liberators, attempt to dominate us in place of the Spaniards, as
is shown by the grievances enumerated in my manifesto of January

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8; the continued outrages and violent exactions committed against Key Point:
the people of Manila; the useless conferences, and all my efforts in
favor of peace and concord. • The U.S. had
captured
Before this unexpected provocation, urged by the duties imposed Aguinaldo in
upon me, my honor and patriotism, and the defense of the nation 1901 and
ultimately forced
commended to me, calling on God as a witness of my good faith him to surrender
and the uprighteousness of my intentions, I order and command: – his forces and
swear an oath of
1. Peace and friendly relations between the Filipino forces and the allegiance to the
U.S.
American forces are broken, and the latter will be treated as enemies
within the limits prescribed by the laws of war.
Definition of Terms:
2. American soldiers who may be captured by the Filipino forces
will be treated as prisoners of war.
• Reinforcement.
3. This proclamation shall be communicated to the accredited Extra personnel
consuls of Manila and to Congress, in order that it may accord the sent to increase
suspension of the constitutional guarantees and the resulting the strength of an
declaration of war. army or similar
force.
• Amicable.
Having a spirit of
Aguinaldo’s account of the causes of the outbreak of hostilities friendliness.
against the Americans, 23 September 1899 • Atrocities. An
extremely wicked
or cruel act,
Source: Don Emilio Aguinaldo. 1899. True Version of the typically one
Philippine Revolution. Farlak (Philippine Islands): President of the involving physical
Philippine Republic. violence or injury.

…I, Emilio Aguinaldo–though the humble servant of all, am, as

President of the Philippine Republic, charged with the safeguarding
of the rights and independence of the people who appointed me to
such an exalted position of trust and responsibility–mistrusted for
the first time the honour of the Americans, perceiving of course that
this proclamation of General Otis completely exceeded the limits of
prudence and that therefore no other course was open to me but to
repel with arms such unjust and unexpected procedure on the part
of the commander of friendly forces.

I protested, therefore, against such a proclamation–also threatening

an immediate rupture of friendly relations,–for the whole populace
was claiming that an act of treason had been committed, plausibly
asserting that the announcement of the Commission applied for by
Admiral Dewey was a ruse, and that what General Otis was
scheming for was to keep us quiet while he brought reinforcement
after reinforcement from the United States for the purpose of
crashing our untrained and badly equipped Army with one blow.

But now General Otis acted for the first time like a diplomatist, and
wrote me, through his Secretary, Mr. Carman, a letter inviting the
Filipino Government to send a Commission to meet an American
Commission for the purpose of arriving at an amicable arrangement

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between both parties; and although I placed no trust in the Key Point:
professions of friendly intentions of the said General–whose
determination to prevent the Commission arriving at a peaceful • Some
solution of the difficulties was already evident–I acceded to the remaining
request, partly because I saw the order, dated 9th January, given by guerrilla
the above mentioned General confirmed, and on the other hand to commanders
continued
show before the whole world my manifest wishes for the fighting until
conservation of peace and friendship with the United States, the majority
solemnly compacted with Admiral Dewey. Conferences of the were forced to
Mixed Commission, Americans and Filipinos, were held in Manila surrender in
from the 11th to the 31st of the said month of January, the Filipino the spring of
1902.
Commissioners clearly expressing the wish of our people for
recognition as an independent nation.
Definition of Terms:
They also frankly stated the complaints of the Filipino people about • Ratification.
the abuses and atrocities of the American soldiery, being attentively The action of
and benevolently listened to by the American Commissioners. The signing or
latter replied that they had no authority to recognize the Filipino giving formal
Government, their mission being limited to hearing what the consent to a
treaty, contract,
Filipinos said, to collect data to formulate the will of our people and or agreement,
transmit it fully and faithfully to the Government of Washington, making it
who alone could arrive at a definite decision on the subject. These officially valid.
conferences ended in perfect harmony, auguring well for happier • Sabbath. A
times and definite peace when Mr. McKinley should reply to day of religious
General Otis’s telegrams transmitting our wishes with his observance and
abstinence from
favourable recommendations, as the American Commissioners work, kept by
said. Jewish people
from Friday
While I, the Government, the Congress and the entire populace evening to
Saturday
were awaiting the arrival of such a greatly desired reply, many fairly
evening, and by
overflowing with pleasant thoughts, there came the fatal day of the most Christians
4th February, during the night of which day the American forces on Sunday.
suddenly attacked all our lines, which were in fact at the time almost
deserted, because being Saturday, the day before a regular feast day,
our Generals and some of the most prominent officers had obtained
leave to pass the Sabbath with their respective families.

General Pantaleon Garcia was the only one who at such a critical
moment was at his post in Maypajo, north of Manila, Generals
Noriel, Rizal and Ricarte and Colonels San Miguel, Cailles and
others being away enjoying their leave.

General Otis, according to trustworthy information, telegraphed to

Washington stating that the Filipinos had attacked the American
Army. President McKinley read aloud the telegram in the Senate,
where the Treaty of Paris of the 10th December, 1898, was being
discussed with a view to its ratification, the question of annexation
of the Philippines being the chief subject of debate, and through this
criminal procedure secured the acceptation of the said Treaty in toto
by a majority of only three votes, [7] which were cast

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simultaneously with a declaration that the voters sided with the Key Point:
“Ayes” on account of war having broken out in these Islands.
• Aguinaldo
This singular comedy could not continue for a great length of time remained an
because the Filipinos could never be the aggressors as against the advocate for
American forces, with whom we had sworn eternal friendship and, independence
which the
in whose power, we expected to find the necessary protection to
Philippines
enable us to obtain recognition of our independence from the other would
Powers. ultimately win,
first as an
The confusion and obfuscation of the first moments was indeed American
commonwealth
great, but before long it gave place to the light of Truth which shone
in 1935 and
forth serene, bringing forth serious reflections. then as a fully
independent
nation in 1946.
When sensible people studied the acts of Mr. McKinley, sending
reinforcement after reinforcement to Manila at a time after an Definition of Terms:
armistice was agreed upon and even when peace with Spain
prevailed; when they took into account that the dispatch of the Civil • Rivet. Hold
Commission to settle terms of a treaty of amity with the Filipinos (someone or
something) fast
was being delayed; when, too, they knew of the antecedents of my so as to make
alliance with Admiral Dewey, prepared and arranged by the them incapable
American Consuls of Singapore and Hongkong, Mr. Pratt and Mr. of movement.
Wildman; when they became acquainted with the actual state of • Ruffian. A
affairs on the 4th February knowing that the Filipinos were awaiting violent person,
especially one
the reply of Mr. McKinley to the telegram of General Otis in which involved in
he transmitted the peaceful wish of the Filipino people of live as an crime.
independent nation; when, lastly, they riveted their attention to the • Emissary. A
terms of the Treaty of Paris, the approval of which, in as far as it person sent on a
concerned the annexation of the Philippines, was greeted with special mission,
usually as a
manifestations of joy and satisfaction by the Imperialist party led diplomatic
by Mr. McKinley, then their eyes were opened to the revelations of representative.
truth, clearly perceiving the base, selfish and inhuman policy which • Envoy. A
Mr. McKinley had followed in his dealings with us the Filipinos, messenger or
sacrificing remorselessly to their unbridled ambition the honour of representative,
especially one
Admiral Dewey, exposing this worthy gentleman and illustrious
on a diplomatic
conqueror of the Spanish fleet to universal ridicule; for no other mission.
deduction can follow from the fact that about the middle of May of
1898, the U.S.S. McCulloch brought me with my revolutionary
companions from Hongkong, by order of the above mentioned
Admiral, while now actually the United States squadron is engaged
in bombarding the towns and ports held by these revolutionists,
whose objective is and always has been Liberty and Independence.

The facts as stated are of recent date and must still be fresh in the
memory of all.
Those who in May, 1898, admired the courage of Admiral Dewey’s
sailors and the humanitarianism of this illustrious Commander in
granting visible aid to an oppressed people to obtain freedom and
independence, surely cannot place an honest construction upon the

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present inhuman war when contrasting it with those lofty and Definition of Terms:
worthy sentiments.
• Blockhouse. A
I need not dwell on the cruelty which, from the time of the reinforced
commencement of hostilities, has characterized General Otis’s concrete shelter
treatment of the Filipinos, shooting in secret many who declined to used as an
observation
sign a petition asking for autonomy. I need not recapitulate the point.
ruffianly abuses which the American soldiers committed on • Stupendous.
innocent and defenseless people in Manila, shooting women and Extremely
children simply because they were leaning out of windows; entering impressive.
houses at midnight without the occupants’ permission–forcing open • Imperialist. A
trunks and wardrobes and stealing money, jewellery and all person who
supports or
valuables they came across; breaking chairs, tables and mirrors practices
which they could not carry away with them, because, anyhow, they imperialism.
are consequences of the war, though improper in the case of • Expansionist.
civilized forces. But what I would not leave unmentioned is the A follower or
inhuman conduct of that General in his dealings with the Filipino advocate of a
policy of
Army, when, to arrange a treaty of peace with the Civil territorial or
Commission, of which Mr. Schurman was President, I thrice sent economic
emissaries asking for a cessation of hostilities. expansion.
• Vanquish.
General Otis refused the envoys’ fair and reasonable request, Defeat
thoroughly.
replying that he would not stop hostilities so long as the Philippine
Army declined to lay down their arms.
But why does not this Army deserve some consideration at the
hands of General Otis and the American forces? Had they already
forgotten the important service the Filipino Army rendered to the
Americans in the late war with Spain?

Had General Otis forgotten the favours conferred on him by the

Filipino Army, giving up to him and his Army the suburbs and
blockhouses which at such great sacrifice to themselves the
Filipinos had occupied?

Why should General Otis make such a humiliating condition a

prime factor or basis of terms of peace with an Army which stood
shoulder to shoulder with the American forces, freely shedding its
blood, and whose heroism and courage were extolled by Admiral
Dewey and other Americans?

This unexplained conduct of General Otis, so manifestly contrary

to the canons of international law and military honour, is eloquent
testimony of his deliberate intention to neutralize the effects of Mr.
Schurman’s pacific mission.

What peace can be concerted by the roaring of cannon and the

whizzing of bullets?

What is and has been the course of procedure of General Brooke in

Cuba? Are not the Cubans still armed, notwithstanding negotiations

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for the pacification and future government of that Island are still Definition of Terms:
going on?
• Humiliation.
Are we, perchance, less deserving of liberty and independence than The action of
those revolutionists? humiliating
someone or
Oh, dear Philippines! Blame your wealth, your beauty for the the state of
stupendous disgrace that rests upon your faithful sons. being
humiliated.
You have aroused the ambition of the Imperialists and • Subservient.
Expansionists of North America and both have placed their sharp Prepared to
claws upon your entrails! obey others
unquestionin
Loved mother, sweet mother, we are here to defend your liberty and gly.
independence to the death! We do not want war; on the contrary, • Abhor.
we wish for peace; but honourable peace, which does not make you Regard with
blush nor stain your forehead with shame and confusion. And we disgust and
swear to you and promise that while America with all her power hatred.
and wealth could possibly vanquish us; killing all of us; but enslave • Subjugate.
us, never!!! Bring under
domination
No; this humiliation is not the compact I celebrated in Singapore or control,
with the American Consul Pratt. This was not the agreement especially by
stipulated for with Mr. Wildman, American Consul in Hongkong. conquest.
Finally, it was not the subjection of my beloved country to a new • Ravage. The
alien yoke that Admiral Dewey promised me. severely
damaging or
It is certain that these three have abandoned me, forgetting that I destructive
was sought for and taken from my exile and deportation; forgetting, effects of
also, that neither of these three solicited my services in behalf of something.
American Sovereignty, they paying the expense of the Philippine
Revolution for which, manifestly, they sought me and brought me
back to your beloved bosom!

If there is, as I believe, one God, the root and fountain of all justice
and only eternal judge of international disputes, it will not take long,
dear mother, to save you from the hands, of your unjust enemies.
So I trust in the honour of Admiral Dewey: So I trust in the rectitude
of the great people of the United States of America, where, if there
are ambitious Imperialists, there are defenders of the humane
doctrines of the immortal Monroe, Franklin, and Washington;
unless the race of noble citizens, glorious founders of the present
greatness of the North American Republic, have so degenerated that
their benevolent influence has become subservient to the grasping
ambition of the Expansionists, in which latter unfortunate
circumstance would not death be preferable to bondage?

Oh, sensible American people! Deep is the admiration of all the

Philippine people and of their untrained Army of the courage
displayed by your Commanders and soldiers. We are weak in

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comparison with such Titanic instruments of your Government’s Definition of Terms:

ambitious Caesarian policy and find it difficult to effectively resist
their courageous onslaught. Limited are our warlike resources, but • Contravention.
we will continue this unjust, bloody, and unequal struggle, not for An action that
the love of war–which we abhor–but to defend our incontrovertible violates a law,
treaty, or other
rights of Liberty and Independence (so dearly won in war with ruling.
Spain) and our territory which is threatened by the ambitions of a • Plight. A
party that is trying to subjugate us. dangerous,
difficult, or
Distressing, indeed, is war! Its ravages cause us horror. Luckless otherwise
unfortunate
Filipinos succumb in the confusion of combat, leaving behind them
situation.
mothers, widows and children. America could put up with all the • Providential.
misfortunes she brings on us without discomfort; but what the occurring at a
North American people are not agreeable to is that she should favorable time;
continue sacrificing her sons, causing distress and anguish to opportune.
mothers, widows and daughters to satisfy the whim of maintaining
a war in contravention of their honourable traditions as enunciated
by Washington and Jefferson.
Go back, therefore, North American people, to your old-time
liberty. Put your hand on your heart and tell me: Would it be
pleasant for you if, in the course of time, North America should find
herself in the pitiful plight, of a weak and oppressed people and the
Philippines, a free and powerful nation, then at war with your
oppressors, asked for your aid promising to deliver you from such
a weighty yoke, and after defeating her enemy with your aid she set
about subjugating you, refusing the promised liberation?

Civilized nations! Honourable inhabitants of the United States, to

whose high and estimable consideration I submit this unpretentious
work, herein you have the providential facts which led to the unjust
attack upon the existence of the Philippine Republic and the
existence of those for whom, though unworthy, God made me the
principal guardian.

The veracity of these facts rests upon my word as President of this

Republic and on the honour of the whole population of eight million
souls, who, for more than three hundred years have been sacrificing
the lives and wealth of their brave sons to obtain due recognition of
the natural rights of mankind–liberty and independence.

If you will do me the honour to receive and read this work and then
pass judgment impartially solemnly declaring on which side right
and justice rests, your respectful servant will be eternally grateful.

(Signed) Emilio Aguinaldo.

Tarlak, 23rd September, 1899.

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Generalization:

The primary sources given to us have shown intentions of both

parties for the welfare of one country- the Philippines, thus, the term
“benevolent assimilation” was coined by McKinley. It is, therefore,
interesting to study further to find out how such benevolence was
not seen in our end as something that will truly benefit us.

Learning Packet Discussion Forum

• What does McKinley and Aguinaldo have in common when

it comes to their respective statements and how do they
differ?

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Activity
Form 4 groups and make a Comparative Analysis on the issue presented to us through
the primary sources available in this learning packet following the rubric below.

Rubric for Comparative analysis

Source: https://sites.google.com/a/leanderisd.org/spitler_ela_15-16/rubrics/comparative-analysis

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Assessment
Multiple Choice: Choose the letter of the correct answer.

1.What did William McKinley label his plan for the colonization of the Philippines in
December 1898?

A. Forceful suppression
B. Benevolent assimilation
C. Sensitive supervision
D. Careful control

2.Who had an agreement through the Treaty of Paris?

E. Spain and Philippines

F. Philippines and United States of America
G. Spain and United States of America
H. United Stated of America and Japan
3. How did the Philippine revolutionaries respond to President McKinley’s
proclamation?
A. They appreciated it.
B. They convinced their countrymen to abide in McKinley’s policies.
C. They did not like McKinley’s policies.
D. They had no choice.
4. For how long did the Philippine-American War lasted?
A. 1
B. 2
C. 3
D. 4
5. When did we become finally independent?
A. 1902
B. 1935
C. 1943
D. 1946
6. Where did Aguinaldo spent his exile?
A. Paris
B. Cuba
C. Spain
D. Hongkong
7. Which is not true about Aguinaldo?
A. He was the first president of the Philippine Republic.
B. He received payment from the Spanish government.
C. He remained an advocate of independence.
D. He conspired with President McKinley.
8. Which is not true about President McKinley?
A. He accepted Aguinaldo’s position about his benevolent assimilation
proclamation.
B. He questioned the Philippines as a legitimate government.
C. He accepted Aguinaldo’s declaration of war against the US.
D. He was the 25th President of the United States of America

191
 NGEC0113

9. What was the name of the group who continues to fight against the American
forces?
A. HUKBALAHAP
B. Guerrilla
C. MILF
D. Abu Sayyaf
10. When did the Philippine-American war commenced?
A. 1899
B. 1989
C. 1889
D. 1898

192
193
Assessment
.
1. B
2. C
3. C
4. 3
5. D
6. D
7. D
8. B
9. B
10. A
21. B
Answer Key
NGEC0113
 NGEC0113

References

https://teachwar.wordpress.com/resources/war-justifications-archive/philippine-
american-war-1899/#mckinley

https://www.britannica.com/event/Treaty-of-Paris-1898

https://com125socialmedia.wordpress.com/major-assignments/grading-rubric-for-
case-studies/

194
 NGEC0113

Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
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________________________________________________________________
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195
 NGEC0113

Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

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 0323
NGEC0113

List of Contributors
Farrah Mae S. Santos, Faculty, Bulacan Polytechnic College
Erwin Esparaguerra, Faculty, Don Honorio Ventura State University

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 0323
NGEC0113

Module Overview
Introduction

This module is an introduction to analyze the social, political, economic, cultural,

and current issues in the Philippine history. It serves as a guide to preserve our rich
historical and cultural heritage.

● Topic 01: Historical Background of the Philippine Constitution (From 1935 to

1987)
● Topic 02: Success and Failures of the Philippine Agrarian Reform Programs
● Topic 03: Taxation: The TRAIN Law in Focus
● Topic 04: Indigenous People in the Philippines
● Topic 05: Our Local History

Learning Outcomes

At the end of this learning module, students are expected to:

1. Analyze the certain events or issues in the Philippine history;

2. Propose recommendations or solutions to present day problems based on their
understanding of root causes, and their anticipation of future scenarios;
3. Manifest interest in local history and show concern in promoting and preserving
the country’s historical and cultural heritage.

Minimum Technical Skills Requirement

Students of this course must have the minimum technical requirements as listed below:
1) Use of the Learning Management System
2) Proficiency with Microsoft Processor
3) E-mail Management
4) Written and Verbal Communication Skills

Learning Management System

This learning module can be accessed through the links provided below:

Google Classroom:
Google Drive:
Google Meet:

198
 NGEC0113

Duration

● Topic 01: Historical Background of the Philippine Constitution (From 1935 to

1987) = 3 hours
● Topic 02: Success and Failures of the Philippine Agrarian Reform Programs = 3
hours
● Topic 03: Taxation: The TRAIN Law in Focus = 3 hours
● Topic 04: Indigenous People in the Philippines = 3 hours
● Topic 05: Our Local History = 3 hours

Delivery Mode

Blended learning

Module Requirement with Rubrics

Here are the guidelines for the final requirement of this module. Read and understand each
guideline:

1. Write a 500-word analysis paper about the historical events that took place on
your community/locality. Search for the several possible primary and secondary
sources. Afterwards, assess the credibility of the historical account.
2. Make your own title for your composition.
3. Your paper must be written in English medium.
4. Plagiarized output will automatically get 0 score for this final requirement.
5. A rubric will be provided for this activity.

I. Scoring Rubric

PERFORMANCE INDICATORS

CRITERIA Needs POINTS

Outstanding Proficient Fair
Improvement
(100 pts.) (80 pts.) (60 pts.)
(30pts.)
There is a Introduction Introduction Background details
well- creates interest. adequately are a random,
developed Essay states the explains the unclear collection
introduction position. background but of information.
with Conclusion may lack Essay is vague and
Introduction
an attention effectively detail. Essay unclear. Conclusion
and
grabber summarizes the states the topic, is not effective and
Conclusion
that grabs the topic. but does not summarize
30%
reader’s key elements are main points.
interest and missing.
continues to
engage the
reader up until

199
 NGEC0113

the thesis
statement.
The thesis
statement
should clearly
state
the experience
or event
that will be
described as
well as the
effect on the
writer.
Conclusion
should
effectively
wrap up
and restresses
the importance
of the thesis.
Well- Three or more Three or more Three or more
developed main points main points are main points are
main points/ relate to present but lack present but lack
topic the thesis, but details in details in
sentences that some may lack describing the describing the event.
relate directly details. event. Little descriptive
to the The analysis sho Little descriptive language is used.
Main thesis. ws events from language is used.
Point Supporting the author’s
30% examples are point of view
concrete but could use
and detailed. more descriptive
The analysis language.
is developed
with
an effective
point of view.
Logical Logical Organization is Writing is
Progression of progression clear. Transitions not organized.
ideas with a of ideas. are present at The transitions
clear Transitions times, but there between ideas are
structure that are present is very unclear or non-
enhances the throughout little variety. existent.
Organization thesis. the essay but
20% Transitions are lacks variety.
effective and
vary throughout
the paragraph,
not just in
the topic
sentences.

200
 NGEC0113

Writing is Writing is clear Writing is clear Writing is

smooth, and sentences but could use a confusing and
skillful, and have little hard to follow.
coherent. varied structure, more sentence Contains
Sentences are Diction variety to make fragments and/or
strong and is consistent. the writing run-on sentences.
Style
expressive with more interesting.
15%
varied
structure.
Diction is
consistent
and words are
well chosen.
Punctuation, Punctuation, There Have lots of
spelling, and spelling, and are several (6- distracting errors
Mechanics capitalizations capitalization 10) errors in in punctuation,
10% are all correct. are generally punctuation, spel spelling, and
No errors. correct with ling, and capitalization.
few errors (1-5) capitalization.
Comments: Total Grade /100

PASSED
Remark
FAILED

Failure State The student will fail the assessment if the accumulated points is below 60 points.

201
 Learning Module 03
Readings in Philippine History

Learning Packet 01

The Historical Background

of the Philippine
Constitution
Learning Packet 01

The Historical Background of the Philippine

Constitution
Introduction

In this learning packet, students explore the historical background of the Philippine
Constitution, from Biak-na-Bato Constitution up to the current 1987 Constitution. This
lesson gives the students a thorough explanation of the timeframe on how all of the
country’s past and current constitution came to their existence, including but not limited
to the major proponents, date in which each constitution was enacted and promulgated;
discussing its relevance in framing the state, its people, and the government; and
highlighting it as the supreme law of the land.

Objectives

At the end of the lesson, students are expected to:

1. Trace the historical background of the evolution of the Philippine Constitution;

2. Analyze the importance of Constitution in framing a state.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration

Topic 02: The Historical Background of the Philippine Constitution (From 1935 to
1987) = 3 hours (1 hour for synchronous session, 1 hour for self-directed
learning with practical exercises and 1 hour assessment)

Delivery Mode
Blended learning

Assessment with Rubrics

Rubrics are provided to guide you in accomplishing the activities and assessment.

Readings

To give us an abstract of what’s-to-come in this Learning Packet, students are

encouraged to read this article entitled, “COMMENTARY: How Important is The
Constitution to Us?” written by Michael Henry LL. Yusingco. To access the full text of
the article, you may use this link:
https://www.mindanews.com/mindaviews/2015/01/commentary-how-important-is-
the-constitution-to-us/

203
Pre-Assessment Key Points:
Read and comprehend this online article entitled “Why is
• The Philippines
the Constitution Important? – 7 Reasons!” published by
has had a total of
Artract.com. You may access its full text through this link: six (6)
https://tinyurl.com/WhatIsAConstitution. constitutions.
• The Malolos
Based on the article presented, answer the guide question Constitution was
the first
provided below. Philippine
Constitution.
What do you think is the main reason why it is necessary • During the
for a state to be supremely ruled by a constitution? Share American rule,
the Philippines
your answer to the class. was governed by
the laws of the
Lesson Proper United States of
America.
• A Constitutional
A constitution plays a significant role in every sovereign Convention was
state because it ensures that those people in the position called to draft a
which makes rulings on behalf of the public, would fairly constitution for
represent public opinion and for the common good. While the Philippines to
prepare its
it sets the bound within which the government must work, independence.
it also sets out the ways in which those who exercise power This gave birth to
may be held accountable to the people they serve. the 1935
Constitution.
• The 1935
The country has had a total of five constitutions which are Constitution was
as follows: also called as the
Commonwealth
1. The Biak-na-Bato Constitution Constitution.
• During the World
2. The Malolos Constitution
War II, under
3. The 1935 Constitution Japanese
4. The 1973 Constitution occupation, the
5. The 1987 Constitution 1935
Constitution was
nullified. From
A constitution provides the foundation for governance then 1943
in any country, which is important and essential in securing Constitution was
that the public needs are being addressed and delivered. As utilized under the
rule of President
what we have mentioned, the Philippines has had a total of Jose P. Laurel.
six (6) constitution prior the current constitution that the • During the
country is using. These are the following: American Rule,
the Philippines
was governed by
the laws of the

204
 1. Biak-na-Bato Constitution United States of
America.
• Upon the
The Biak-na-Bato Constitution provided for the
independence
establishment of a Supreme council that would serve as the from the
highest governing body of the Republic. It also outlined Japanese in
certain basic human rights, such as freedom of religion, 1945, the 1935
Constitution was
freedom of the press, and the right to education. Emilio
restored.
Aguinaldo and Mariano Trias were elected Supreme • The 1935
Council president and vice president, respectively. This Constitution was
constitution is based on the Cuban Constitution and was used until the
Proclamation of
drafted by Felix Ferrer and Isabelo Artacho.
Martial under
Marcos rule in
2. The Malolos Constitution 1973.
• President Marcos
In 1899, the Malolos Constitution – the first Philippine planned to ratify
the 1935
Constitution, and the first republican constitution in Asia – Constitution, but
was drafted and adopted by the First Philippine Republic in due to his vision
which the supremacy lasted from 1899 to 1901. of failure to be
ratified, he
declared Martial
3. The 1935 Constitution Law instead,
claiming that the
Also known as the Commonwealth Constitution, the 1935 drafted
ratification was
Philippine Constitution was ratified by the Filipino people already approved
through a national plebiscite, on May 14, 1935, which came through Citizen’s
into full force and effect on November 15, 1935, with the Assembly.
inauguration of the Commonwealth of the Philippines. • As preparation
for the drafting
Among its provisions was that it would remain as the
the 1987
constitution of the Republic of the Philippines once Constitution,
independence be granted on July 4, 1946. President Aquino
through a
Presidential
In 1940, the 1935 Constitution was amended by the Decree,
National Assembly of the Philippines. From then, the suspended the
legislature was changed its house from unicameral 1973
assembly to a bicameral congress. The amendment also Constitution.
• In 1987, the
changed the term limit of the President of the Philippines Current
from six (6) years with no reelection to four (4) years with Philippine
a possibility of being reelected for a second term. Constitution was
created.

Definition of
Terms:

205
 4. The 1973 Constitution
Constitution. It is
a written
Prior the declaration of Martial Law by former President
instrument enacted
Ferdinand Marcos, a Constitutional Convention was by the direct action
already in the process of deliberating on amending or of the people, by
revising the 1935 Constitution. They have finished their which the
fundamental
work and submitted it to the late President Marcos on governmental
December 1, 1972. President Marcos then submitted it for powers and
ratification in early January of 1973. Foreseeing that the functions are
direct ratification was bound to fail, Marcos issued established,
limited, and
Presidential Decree No. 86, s. 1972, creating citizens defined. And by
assemblies to ratify the newly drafted constitution by means which those
of a Viva Voce vote in place of secret ballots. Marcos powers are
distributed among
announced that it had been ratified and in full force and
several
effect on January 17, 1973. Although the 1973 Constitution departments for
had been “ratified” in this manner, opposition against it their safe and
continued. Chief Justice Roberto V. Concepcion, in his useful exercise for
the benefit of the
dissenting opinion in the case of Javellana v. Executive people.
Secretary, exposed the fraud that happened during the Constitutional
citizen’s assembly ratification of the 1973 Constitution on Convention. It is a
January 10 to 15, 1973. However, the final decision of this gathering for the
purpose of writing
case was that the ratification was valid and was in force. a new constitution
or revising an
5. The 1987 Philippine Constitution existing
constitution.
Commonwealth. It
A month later, President Aquino issued Proclamation No, 9, is a traditional
s. 1986, which created a Constitutional Commission tasked English term for a
with writing a new charter to replace the 1973 Constitution. political community
founded for the
The commission finished its work at 12:28 a.m. of October
common good.
16, 1986. National Plebiscite was held on February 2, 1987, Ratification. It is a
ratifying the new constitution. On February 11, 1987, by the process and act of
virtue of Proclamation No. 58, President Aquino announced signing or giving a
formal consent for
the official canvassing of results and the ratification of the the official validity
draft constitution. of a treaty, pact, or
agreement.
The 1987 Constitution finally came into full force and Plebiscite. It is the
direct vote of all the
effect that same day with the President, other civilian members of an
officials, and members of the Armed Forces swearing their electorate on an
allegiance to the new charter. important public
question.
Referendum. This

206
Generalization is a direct vote by
With the long history of our constitutions, the Filipino the voting public on
a particular
people always strive for democracy and what is fair. The proposal or issue.
Preamble of our current constitution states our rights and It can have
aspirations for a better country. We must never forget it. We nationwide or local
must always remember that the constitution is the supreme forms which may
result in the
law in the nation and that no one, not even the government, adoption of a new
is above the constitution. No one can violate what is written policy or specific
in the constitution. To bear in mind our values, rights, and law.
aspirations, here is the 1897 Philippine Constitution Viva Voce Vote. A
vote in which it was
Preamble: done orally than
written.
“We, the sovereign Filipino people, imploring the aid of
Almighty God, in order to build a just and humane society,
and establish a Government that shall embody our ideals
and aspirations, promote the common good, conserve and
develop our patrimony, and secure to ourselves and our
posterity, the blessings of independence and democracy
under the rule of law and a regime of truth, justice,
freedom, love, equality, and peace, do ordain and
promulgate this Constitution.”

Learning Packet Discussion Forum

• Without the existence of these constitutions in our

history, what do you think will be the basis of the
framework of our state as a whole?
• Should we change or revised the 1987 Constitution
already? Why do you think so?

207
Activity Sheet

Create a chronological timeframe of the evolution of the Philippine Constitution

that we have discussed. Maximize the template below for this activity.

The Philippine Constitutions

208
209
Assessment

I. Write True in the space provided before each item if the statement is true
and False if the statement is false.

1. The 1973 Constitution was created under the presidency of Cory

Aquino.
2. In 1935, the Malolos Constitution was drafted and adopted by the
Second Philippine Republic.
3. When democracy was restored, in 1986, the 1973 Constitution was
replaced by the 1986 Freedom Constitution, also known as
Proclamation No. 3, s. 1986, 1973 Constitution and promulgating in
suspending certain provisions of its stead a transitory constitution.
4. A National Plebiscite was held on February 2, 1987, ratifying the 1935
constitution.
5. The first Organic Act produced by the US Congress was the Philippine
Organic Act of 1902, which provided for a Philippine Assembly
composed of American Citizens.

II. Essay. Answer the following questions.

1. What are the current issues about the 1987 Philippines Constitution? List at least
three.

2. Is there a need to change or revise the current 1987 Constitution? Why or why not?

Rubrics:
Category 5 4-3 2-1
Organization and The arguments and The arguments and The arguments and
Structure thoughts of the thoughts of the thoughts of the
student are very well student are students are not
organized and the somewhat organized organized and the
question was and the question was question was not
completely mostly answered. answered.
answered.
Sentence Fluency The student moves The student moves The student lacks
smoothly form one from one idea to the clear connections
idea to the next. next but there is little between ideas.
variety.
Grammar and The student makes The student makes 1- The student makes
Spelling no errors in grammar 2 errors in grammar more than 3 errors in
or spelling. or spelling. grammar and
spelling.

210
211
____________
1. Plebiscite
2. Plebiscite
3. Referendum
4. Plebiscite
5. Plebiscite
Answer Key
References

• Ligan, V. O. et al. (2018). Readings in Philippine History. Mutya Publishing House,

Inc. Malabon City.
• Candelaria, J. L. & Alphora, V. C. (2018). Reading in Philippine History: REX
Bookstore. Quezon City.
• Official Gazette of the Republic of the Philippines. Constitution Day. Retrieved
from: https://tinyurl.com/ns2kd98

212
Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

213
 2Learning Module 03
Readings in Philippine History

Learning Packet 02

Success and Failures of the

Philippine Agrarian Reform
Programs

214
Learning Packet 02

Success and Failures of the Philippine Agrarian

Reform Programs
Introduction

Agrarian reform is one of the hottest issues hounding the Philippines since the Spanish
period. The basic principles of a genuine, meaningful and sustainable agrarian reform
program are enshrined in the long history of agrarian unrest and rural social movements
that have punctuated the country’s experience since colonial times. These core
principles are not translated in the real agricultural landscape of the Philippines between
the tenants and the landlords. There are many laws enacted relative to this but ironically
until now, the major issues concerning agrarian reform has not been fully addressed.
The role of agrarian reform to the development of our country is very critical and this
can be achieving with the genuine implementation of the agrarian reform laws.

Objectives

At the end of the lesson, students are expected to:

1. Discuss the historical and legislation development of agrarian reform programs;

2. Identify core issues related to agrarian reform policies and initiatives of every
administration;
3. Cite the important role of agrarian reform programs in the Philippine economic
development.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration
Topic 03: Success and Failures of the Philippine Agrarian Reform Programs
3 hours (2 hours self-directed learning with practical exercises and 1 hour assessment)

Delivery Mode
Blended Learning

Assessment with Rubrics

The students will be able to answer the various assessments and activities along with
the learning packet. Please be guided by the rubrics before completing and submitting
the assessment.

215
Requirement with Rubrics

At the end of the learning packet, student will comply with the requirements and
guided by the rubrics.

Readings

This topic attempts to provide a historical presentation on how land reform in the
Philippines has progressed beginning from the colonial rule up to the present time. It
emphasizes on agricultural lands where agrarian relations between farm
owners/landlords/corporations and tenants/ farm workers exist. This unique agrarian
relation after all has been the root of unrest and political debacles for centuries. Given
this view, this topic raises the question: Is land reform program a failure as a policy?
Or it is just deficient in its content to achieve the goals. And this topic emphasizes on
the still significance of land reform within the agrarian development framework and in
tackling poverty issue and equity consideration.

216
Introduction

Land issues have a centuries-long history in the Philippines,

beginning from the colonial time of Spanish regime in 1500s
up to the EDSA2 revolution period in 1986. In each period
of colonialism and independence, access to and power over
land has played a decisive part in political reality. The
agrarian issues were decided presumably upon the well-
being of farm households and acceptance of political
leadership especially in the midst of rural unrest, despite the
fact that every colonial power and government followed
land policies differing in terms of emphasis and
prioritization. In regard to the many regime changes that the
country has undergone in the last century, the legislation
effort led to the accumulation of a diverse set of land
policies, laws, and programs either complementary or
opposing to each other. The succeeding sections impart this
fact as it conveys the origin of agrarian structures, early
agrarian reform measures in various political regimes, and
the present CARP agenda of the government.

Pre-Assessment: FOUR CORNERS INQUIRY

Direction: Students are given an opportunity to formulate

their own views and opinion. Students are asked to consider
the topic and determine whether they strongly agree (SA),
agree (A), disagree (D), or strongly disagree (SD) with a
statement “Agrarian reform programs help the economic
development of the Philippines”. They are then asked to
move to the appropriate corner of the classroom identified
with one of the options. Students should discuss their
positions with the others in their group and present their
opinions to the rest of the class. Please be guided by the
rubric.

Building Argument Rubric Link:

https://drive.google.com/file/d/1fW1R1l_LK1IxakgovLxc7
AemLNK KJ6aq/view?usp=sharing

217
 THE PHILIPPINE CONSTITUTION
THE 1987 PROPOSAL REASON/S FOR
CONSTITU PROPOSAL
TION

Proposal Rubric Link:

https://drive.google.com/file/d/1llRB9Mz9f53u5JtlzbQOIF
zuMBwFb XaQ/view?usp=sharing
Activity: EDITORIAL CARTOON ANALYSIS

Direction: The students will be able to analyze the editorial

cartoon by answering the guided questions below related to
the topic. Please be guided by the rubric.

Guided Questions:
1. Who do you think was the audience for this cartoon?
2. What issue do you think this cartoon is about?
3. What do you think the cartoonist's opinion on this
issue is?
4. What methods does the cartoonist use to persuade the
audience?

Source: agrarian reform in the philippines

editorial - Google Search by Ave B. Guevara

EDITORIAL CARTOON ANALYSIS RUBRIC LINK:

218
 https://drive.google.com/file/d/1gPWUvkUI
Td2k94ZSmjU7k6lGJbE
QVhsT/view?usp=sharing

THE PHILIPPINE AGRARIAN PROGRAMS

LEGISLATION DEVELOPMENT

Spanish Period: Agrarian Program Accomplishments

• The creation of Encomienderos he must defend his
encomienda from external attack, maintain peace
and order within and support the missionaries.
• It has the right to acquire the right to collect tribute
from the Indios (native).

Spanish Period: Agrarian Program Challenges

• The degenerated into the abuse of power by the
Encomienderos.
• The tribute soon became land rents to a few powerful
landlords.
• The natives who once cultivated the lands in freedom
were transformed into mere share tenants

American Period: Agrarian Program Accomplishments

• Philippine Bill of 1902 also known as Cooper Act, it
provided a Bill of Rights for the Filipinos that
protected their rights: to live, to acquire property, to
practice their religion, to be subjected to due process,
to exercise their obligations, to enjoy compensations
due to them, and freedom of expression.
• Rice Tenancy Act of 1933 (Act No. 4054 and 4113)
– regulated relationships between landowners and
tenants of rice (50-50 sharing) and sugar cane lands.

American Period: Agrarian Program Challenges

• After the eight years of the Philippines Bill of 1902,
despite the prohibition of landholdings larger than
1,024 hectares, shows that it was not completely
implemented. As a consequence, big plantations
emerged in Visayas and Mindanao islands. They

219
 concentrated on export crop production and were
operated by corporations accompanied by a
breakdown of the paternalistic structure in tenant-
landlord relationship.
• The share tenancy with sharing arrangements of 50
by 50 percent, or sometimes lower for the tenant,
persisted as the major form of land tenure in rural
farming.
• In Land Reform Act the majority of tenants within
one estate had to petition for redistribution and given
the power relations within haciendas, the landowners
could easily avoid major petitioning.

Japanese Occupation: Agrarian Program

Accomplishments
• HUKBALAHAP (Hukbo ng Bayan Laban sa
Hapon) a peasants and worker organizations grew
strength.
• Those who supported the Huks earned fixed rentals
in favor of the tenants.

Japanese Occupation: Agrarian Program Challenges

• The landlords who supported the Japanese lost their
lands to peasants.
• The end of the war also signaled the end of gains
acquired by peasants.

Manuel A. Roxas: Agrarian Program Accomplishments

• 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.

Manuel A. Roxas: Agrarian Program Challenges

• President Roxas also negotiated for the purchase of
8,000 hectares of lands in Batangas owned by Ayala-
Zobel Family. These were sold to landless farmers.

220
 • Due to lack of support facilities, these farmers were
forced to resell their lands to the landowning class.
This failure gave basis to doubt the real meaning of
land reform program.

Elpidio R. Quirino: Agrarian Program

Accomplishments
• 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.

Elpidio R. Quirino: Agrarian Program Challenges

• Due to the limited post-war resources, the program
was not successful.

Ramon F. Magsaysay: Agrarian Program

Accomplishments
• 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.

Ramon F. Magsaysay: Agrarian Program Challenges

• Out of the targeted 300 haciendas for distribution,
only 41 were distributed after its 7 years of
implementation. This was due to the lack of funds
and inadequate support services provided by these
programs.

221
 • Landlords continued to be uncooperative and critical
to the program, the landownership and tenancy
continues.

Diosdado P. Macapagal: Agrarian Program

Accomplishments
• 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.

Diosdado P. Macapagal: Agrarian Program Challenges

• The landed Congress did not provide effort to come
up with a separate bill to provide funding for its
implementation.
• This law was never implemented as Magcapagal‘s
term ended after it was enacted and replaced by
Presidential Decree (PD) 27 in 1972, the agrarian
reform program of the Marcos Administration.

Ferdinand E. Marcos: Agrarian Program

Accomplishments
• A land reform commission was formed, and the
CARL, otherwise known as RA 6657, with its
implementing program the Comprehensive Agrarian
Reform Program (CARP) was enacted in 1988.
• The total original area to be covered by CARP was
10.3 million hectares, one-third of the country ‘s land
area of 30 million hectares. As a result of CARP
Scope Validation, the covered area was reduced to
8.169 million hectares to be distributed among the
4.5 million beneficiaries.

Ferdinand E. Marcos: Agrarian Program Challenges

222
 • The reform laws contained legal loopholes that gave
landlords the opportunity to have their lands be
exempted, if not delaying the inclusion, through
legal means. This fact gave rise to rural unrest that
peaked up at the time of Marcos.
• The martial law gave them the opportunity to register
the lands under their name and establish vast
haciendas

Corazon C. Aquino: Agrarian Program

Accomplishments
• 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.
• Executive Order No. 229, July 22, 1987 – Provided
mechanism for the implementation of the
Comprehensive Agrarian Reform Program
(CARP).
• 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.

Corazon C. Aquino: Agrarian Program Challenges

• Issues in the absence of a clear-cut guidelines that
would answer problems on land use conversion.
Minimal efforts were exerted to discouraged and/or
prevent the conversion of lands into other use.
• It experienced budgetary shortfall due to low
remittances from the Asset Privatization Trust and
the Presidential Commission on Good
Government.

223
 • This administration also experienced constant
changes in DAR leadership. This led to lack of
continuity of priority, programs, and projects.
• Allegation on the lack of political wills leadership
and genuine commitment to implement the
program. Critics say that the President could have
implemented a genuine agrarian reform program
because of her revolutionary powers after People
Power I.

Fidel V. Ramos: Agrarian Program Accomplishments

• Act Strengthening The Comprehensive Agrarian
Reform Program (Carp), Extending The
Acquisition And Distribution Of All Agricultural
Lands, Instituting Necessary Reforms, Amending
For The Purpose Certain Provisions Of Republic
Act No. 6657.
• The passage of RA 8532 which extended the land
reform program for another ten years (1998-2008)
and the provision of more public funds to support
its implementation amounting to Php 50 billion
(US$ 909.09 million).

Fidel V. Ramos: Agrarian Program Challenges

• Failure in enforcing the installation of some farmer
beneficiaries on awarded lands an issue for this
administration.
• Some sectors also complained on the slowness of
this administration in the acquisition and
distribution of privately owned lands. Although this
administration was credited for having the biggest
accomplishment in terms of LAD, critics say this is
because the land acquired and distributed were
more on public lands and rice and corn lands.

Joseph E. Estrada: Agrarian Program Accomplishments

• Initiated the passage of Executive Order 151 that
allowed farmers to access long-term capital from
the formal lending institutions.

224
 • Executive Order N0. 151, September 1999
(Farmer’s Trust Fund) – Allowed the voluntary
consolidation of small farm operation into medium
and large-scale integrated enterprise that can access
long-term capital.
• Launched the Magkabalikat Para sa Kaunlarang
Agraryo or MAGKASAKA. The DAR forged into
joint ventures with private investors into the
agrarian sector to make FBs competitive.

Joseph E. Estrada: Agrarian Program Challenges

• Fiscal constrains encountered by this
administration resulted to the unpaid or delayed
payment of landowners covered under the
compulsory acquisition and VOS schemes.
• There were also issues on inter and intra ARBs
conflicts due to arguments for control over
negotiations with prospective joint venture
partners, some of which became violent.

Gloria M. Arroyo: Agrarian Program Accomplishments

• KALAHI ARZone. These zones consisted of Is Land
Reform a Failure in the Philippines. An Assessment
on CARP 349 one or more municipalities with
concentration of ARC population to achieve greater
agro-productivity.
• During Arroyo ‘s administration is that CARP was
supposed to end in 2008, where all targeted lands for
distribution would have been accomplished, and the
work of agencies concerned this time would be
limited to support services by assisting farmers in
their farm operations.
• Republic Act 9700, otherwise known as the
Comprehensive Agrarian Reform Program
Extension with Reforms (CARPer) Bill. The
CARPer Bill provides for additional funding of PhP
150 billion (US$ 300 million) over the next five
years.

Gloria M. Arroyo: Agrarian Program Challenges

225
 • Due to bureaucratic slowness, the total percentage of
accomplishment was recorded at around 80 percent
against the total land for redistribution. Without
other alternative, Arroyo and her allies in congress
extended the program.
• The RA 9700 is considered as the funding figures the
costly land reform in the Philippine history.

Benigno S. Aquino: Agrarian Program

Accomplishments
• Agrarian Reform Community Connectivity and
Economic Support Services (ARCCESS) project
were 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.
• 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.

Benigno S. Aquino: Agrarian Program Challenges

• With only two years left before the agrarian reform
program expires, his government will likely fail to
distribute the remaining bulk of 1 million hectares of
agricultural lands. These include big contentious
landholdings controlled by the elite in the

226
 Philippines, including his family’s Hacienda
Luisita”.
• The government clearly fails to protect, respect and
fulfil their right to adequate food as it shows no sign
of taking land distribution seriously.
• The farmer leaders have stated that there is still an
opportunity for the current administration to turn the
wheel around and erase its reputation as “the worst”
performer in land reform.

Generalization.
It is true that Philippines is very rich in natural resources,
however agricultural sector needs more attention. Generally,
farmers in this country are below poverty line, thus, it is high
time that the practice of share tenancy must advance to
owner-cultivator.
This change will eventually improve the living conditions of
the farmers, as they themselves will become taking an active
role in social and economic progress.

Learning Packet Discussion Forum

How significant is the agrarian reform program to the

Filipino farmers?

227
Activity Sheet
POSITION PAPER

Direction: The student will make position paper about the agrarian reform question:
“Is Agrarian Reform Program a Success or a Failure?”. Write your answer in an A4
bond paper. Follow the format of position paper and be guided with the rubric (link
below)

Position Paper Format:

1. Introduce your topic with some basic background information.
2. Introduce possible objections to your position.
3. Support and acknowledge the opposing points.
4. Explain that your position is still the best one, despite the strength of counter-
arguments.

Position Paper Rubric Link:

https://drive.google.com/file/d/1Nn45uJOX1d6AbGINomxh4GcPhRa
0AVZK/view?usp=sharing

228
Assessment
I. Direction: The student will write TRUE if the statement is correct and write
FALSE if the statement is wrong on the spaces provided before the number.

1. Comprehensive Agrarian Reform Program since its implementation in 1988 has

regarded the country to have the longest led land reform program.
2. Agrarian Justice is not important thrust of the government.
3. Republic Act 3844 was strengthened by Agrarian Code of 1972.
4. The Agrarian Codes has limited effect to the target beneficiaries because of
insufficient funds.
5. Presidential Decree No. 27 and Republic Act 3844 are described the same in terms
of share tenancy abolition.
6. Presidential Decree No. 27 is the Agrarian Code of 1972 by Marcos.
7. Republic Act No. 3844 is the Agricultural Land Reform Code of 1963 by Diosdado
Macapagal Arroyo.
8. It refers to grant of public land to persons seeking to establish and maintain
agricultural homes on condition of actual. continuous and personal occupancy of the
area as a home including cultivation and improvement of the land.
9. Re-classification is an act of specifying how agricultural land shall be utilized for
non-agricultural uses such as residential, industrial, or commercial as embodied in the
land use plan, subject of requirements and procedure of land use conversion.
10. Regional Agrarian Reform Office suitability of land for agriculture possibility of
acquisition.

II. Direction: Two minutes blogging about the current agrarian reform programs
status of the Philippines during the pandemic, Show or discuss how your
community affect and what are the results and actions of the local government.
Follow the criteria below.

INDICATORS CRITERIA SCORE

THEME Adherence to the theme. 30%
FORMAT Video Quality and Duration (2 minutes 30%
maximum)
IDEAS Coherence and Cohesion Originality 30%
Creativity

VOCABULARY Appropriate vocabulary and grammar 10%

100 %

229
230
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
6. TRUE
7. FALSE
8. FALSE
9. TRUE
10. FALSE
Assessment Part I: TRUE or FALSE
Answer Key
References
Department of Agrarian Reform. 2006. Philippine Agrarian Reform: Partnerships for
Social Justice, Rural Growth, and Sustainable Development. Philippines.

Elvinia, Jose. 2007. The Cooperative Movement under the Agrarian Reform Regime:
The Experience of Rubber Plantation Cooperatives in the Philippines. Forum on
International Development Studies, 35 (1): 103-128.

Olano, Jose Noel. 2004. Philippines: Agrarian Reform Infrastructure Support Project-
Making Agrarian Reform Work.
http://www.hawaii.edu/hivandaids/Philippines Agrarian_Reform_Infrastructure_Su
pport_Proj ect Making_Agrari an_Reform_Work.pdf

Republic Act 6657. An Act Instituting a Comprehensive Agrarian Reform Program to

Promote Social Justice and Industrialization Providing the Mechanism for its
Implementation, and for other Purposes. House of Representatives. Philippines.

Republic Act 8532. An Act Strengthening Further the Comprehensive Agrarian Reform
Program (CARP), by Providing Augmentation Fund therefore, amending for the
purpose Section 63 of Republic Act No. 6657, otherwise known as ―The CARP Law
of 1988.‖ House of Representatives. Philippines.

Republic Act 9700. An Act Strengthening the Comprehensive Agrarian Reform

Program (CARP), Extending the Acquisition and Distribution

The Philippine Bill of 1902. An Act Temporarily to Provide the Administration of the
Affairs of Civil Government in the Philippine Islands, and for other Purposes. House
of Representatives. Philippines.

WEB-REFERENCES

Impact of access to land on food security and poverty: the case of Philippine agrarian
reform[11] - E.A. Guardian (fao.org)

RPH Agrarian Reform Policies ~ Module ko, Module mo, Module niya, Module nating
Lahat (sirdenzmodules.blogspot.com)

Module-6-PS-1.docx - Readings in Philippine History Module Section Introduction

Agrarian reform is one of the hottest issues hounding the Philippines | Course Hero

231
Learner’s Feedback Form

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232
 Learning Module 03
Readings in Philippine History

Learning Packet 03
Taxation: The TRAIN Law in
Focus

233
Learning Packet 03

Taxation: The TRAIN Law in Focus

Introduction

This learning packet discusses the importance and purpose of Train Law in the
Philippines. Students will be able to understand and analyze the effects of Train Law in
the economy.

Objectives

At the end of the lesson, the students are expected to:

1. Understand the importance and purpose of Train Law;

2. Analyze the changes in the tax system brought by the Train Law. Specifically,
the students will use a brainwriting activity to come up with their own ideas and
thoughts on how Train Law affects the Philippine economy.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration

Topic 04: Taxation: The TRAIN Law in Focus = 3 hours

(2 hours self-directed learning with practical exercises and 1 hour assessment)

Delivery Mode
Blended learning

Assessment with Rubrics

Reaction paper or Position paper with corresponding rubrics.

Readings/ Documentary Video

• https://www.studocu.com/ph/document/university-of-batangas/political-
science/train-law-lecture-notes-1/11541107
• https://taxreform.dof.gov.ph/news_and_updates/the-tax-reform-for-acceleration-
and-inclusion-train-act/
• https://www.youtube.com/watch?v=3C455VwtqxA

234
• https://www.youtube.com/watch?v=Ay1bONUB5w8
• https://twitter.com/cebudailynews/status/950577872883855361

The required readings and videos for this learning packet will give you clear ideas to
understand the concept of Train Law. It will help you to know the effects and benefits
of this in our economy.

235
Introduction Key Points:

Taxes are the lifeblood of government. Without taxes, • The Philippine tax
the government will not be able to provide its services reform bill, known
as TRAIN or Tax
to the people like public works and highways, health, Reform for
education, defense and police protection, social Acceleration and
Inclusion, was
services, among others. Thus, taxation is necessary for
signed into law
government to be able to finance its expenditures. by President
Rodrigo Duterte
on December 19,
The TRAIN will provide hefty income tax cuts for the 2017 as Republic
majority of Filipino taxpayers while raising additional Act No. 10963.
funds to help support the government’s accelerated
• The tax
spending on its “Build, Build, Build” and social services implementation of
programs. TRAIN began on
January 1, 2018.

This tax reform package corrects a longstanding • This tax reform

inequity of the tax system by reducing personal income package corrects
a longstanding
taxes for 99 percent of taxpayers, thereby giving them
inequity of the tax
the much-needed relief after 20 years of non-adjustment system by
of the tax rates and brackets. This is the biggest reducing personal
income taxes for
Christmas and New Year gift the government is giving 99 percent of
to the people. taxpayers,
thereby giving
them the much-
The TRAIN Act aimed to generate revenue to achieve needed relief after
the 2022 and 2040 vision of the Duterte Administration 20 years of non-
adjustment of the
namely, to eradicate extreme poverty, to create tax rates and
inclusive institutions that will offer equal opportunities brackets.
to all, and to achieve higher income country status. It is
• The TRAIN law
also aimed at making the tax system simpler, fairer and program aims to
more efficient. create a more
just, simple and
effective system
This lesson will discuss the changes in the tax system of tax collection.
under the Train Law and the advantages and
• The most popular
disadvantages of Train Law to our economy.
part of the Train
law is the
reduction of
personal income
tax of a majority of
individual
taxpayers.

• The estate tax is

now reduced to

236
Pre-Assessment 6% based on the
net value of the
property.
Analyze the picture below and answer the guide
questions. • The donor’s tax
rate was also
amended to a
single rate of 6%
regardless of the
relationship
between the
donor and the
donee.
• TRAIN aims to
clean up the VAT
system to make it
fairer and simpler
and lower the cost
https://twitter.com/cebudailynews/status/950577872883855361/photo/1 of compliance for
both the
1. What are your insights regarding the cartoon taxpayers and tax
administrators.
picture?
2. How the tax reform law affects Filipino • Train imposes
higher taxes on
consumers? some passive
incomes,
Lesson Proper including interest
income from
dollar and other
In our previous lessons, we discussed about the success foreign currency
and failures of the Philippine agrarian reform deposits.

programs. The Philippine government has • Excise tax aims to

increase efforts
implemented agrarian reform policies in order to solve towards
the problem of unequal distribution of land. To decreasing the
eradicate extreme poverty, the government strengthen consumption of
harmful fuel, and
the economic sector by prioritizing local rice veering towards a
production and exempted from Value Added Tax healthier, more
(VAT). sustainable
future.

The TRAIN or Tax Reform for Acceleration and • Train increases

Inclusion the Documentary
Stamp Tax on
almost all taxable
The Philippine tax reform bill, known as TRAIN or Tax
documents.
Reform for Acceleration and Inclusion, was signed
into law by President Rodrigo Duterte on December • The SSB (Sugar-
Sweetened
19, 2017 as Republic Act No. 10963. The tax Beverages) tax
implementation of TRAIN began on January 1, 2018. will promote a
healthier
Philippines.

237
The administration of President Rodrigo Duterte
• While the program
promised tax reform, particularly in income taxes as it
has been lauded
vowed to lower income tax rates shouldered by working by some sectors,
Filipinos. The present income tax scheme of the country there are those
who oppose it and
is the second highest in Southeast Asia and the current say that it may, in
laws on income taxes were outdated as they were fact have a
drafted two decades ago. The proposed tax reform also negative impact
among the lowest-
seeks to limit VAT exemptions and increase excise earning citizens.
taxes on petroleum products and automobiles. It is
hoped that reforms in the country’s tax policy will result
in the much-desired economic development that will be
felt even by the lowest classes in society.

The TRAIN law program aims to create a more just,

simple, and effective system of tax collection, as per the
constitution, where the rich will have a bigger
contribution and the poor will benefit more from the
government’s programs and services.

TRAIN law seeks to raise P130 billion in revenue in

order to facilitate the funding of the government’s
Build, Build, Build infrastructure program and socio-
economic programs.

The vision of TRAIN law is to achieve the following:

1. Poverty rate reduced from 26% to 17% (or some

10 million Filipinos uplifted from poverty).
2. Law-abiding country.
3. Peace within the country and with our neighbors.
4. Achieve high middle-income status, where per
capital gross national income (GNI) increased
from USD 3,000 to USD 4,200 by 2022 in today’s
money.
5. Eradicate extreme poverty.
6. Inclusive economic and political institutions
where everyone has equal opportunities.
7. Achieve high income status where per capital GNI
increases from USD 3,000 to USD 12,000 by 2040
in today’s money.
Definition of Terms:

238
TRAIN addresses several weaknesses of the current tax Consumption. This
term refers to direct
system such as lowering and simplifying personal
utilization or usage of
income taxes, simplifying estate and donor’s taxes, the available goods
expanding the value-added tax (VAT) base, adjusting and services by the
buyer or the
oil and automobile excise tax, and introducing excise consumer sector.
tax on sugar-sweetened beverages.
Donor’s Tax. This
term refers to a tax on
TRAIN has lowered the income tax rates in the personal a donation or gift and
income tax schedule of individual taxpayers and is imposed on the
gratuitous transfer of
introduced a new tax rate equivalent to 8% allowing property between two
individual taxpayers to have significant tax savings and or more persons who
higher take-home pays. It also made the taxation for are living at the time
of the transfer.
estate and donor’s taxes simpler and lower through the
implementation of a 6% flat tax rate on net estate and Estate Tax. This
term refers to a tax
net donations. Certain allowable deductions from gross that you pay on the
estate has also been increased. A considerable increase money and other
in VAT threshold is also one of the substantial property that comes
to you because
amendments in TRAIN. From the P1,919,500 to someone has died.
P3,000,00 VAT threshold, a substantial number of
Excise Tax. This
taxpayers has now availed VAT exemption. term refers to a tax
Amendments increasing excise taxes particularly on imposed on various
petroleum, mineral products and automobiles were goods, services and
activities.
made and a tax on sugar-sweetened beverages has been
implemented. Income. This term
refers to money or
the equivalent value
Changes in the Tax System Under the Train Law that an individual or
business receives,
usually in exchange
1. Reduced Taxes for providing a good
or service or through
Personal Income Tax investing capital.

Inflation. This term

The most popular part of the Train law is the refers to rise in the
general price level.
reduction of personal income tax of a majority of
individual taxpayers. Prior to the enactment of the new Passive Income.
law, an individual employee or self-employed taxpayer This term refers to
earnings derived
would normally have to pay income tax at the rate of from a rental
5% to 32%, depending on one's bracket. property, limited
partnership, or other
enterprise in which a
person is not actively
involved.

239
Under Train, an individual with a taxable income of Personal Income
Tax. This term refers
P250,000 or less will now be exempt from income tax.
to a tax levied on a
Those with a taxable income of above P250,000 will be wages, salaries,
subject to the rate of 20% to 35% effective 2018, and dividends, interest,
and other income a
15% to 35% effective 2023. Moreover, the deductible person earns
13th month pay and other benefits are now higher at throughout the year.

Reform. This term

refers to changes and
improvements to a
law, social system, or
institution.

Revenue. This term

refers to money that
is collected for public
use by a government
through taxes.

Taxation. This term

P90,000 compared to P82,000 under the old law. refers to an inherent
power of the state to
Additionally, minimum-wage earners are still exempted demand enforced
contributions from the
from PIT. The Law also ensures a minimum wage people for public
earner who incurs a small raise will not have his overall purposes.
salary (with the PIT deducted) less than minimum wage. Taxes. This terms
Also, married couples where both parties are working refers to government
may be exempted up to ₱500,000. This does not include levy to provide social
services such as
the exemption from the first ₱90,000 of their thirteenth health and education
month pay and additional bonuses. Finally, Self- to the less fortunate
members of society,
employed and professionals with gross sales below
provision of public
VAT can only pay 8% flat tax instead of their income works and highways
and personal tax as well as national
defense and police
protection.
Estate Tax
Tax Reform. This
The estate tax is now reduced to 6% based on the net term refers to a
value of the property. It also has a standard deduction of process of changing
the way taxes are
₱5 million as well as a ₱10 million exemption on the collected or managed
family home. by the government
and is usually
undertaken to
improve tax
administration or to
provide economic or
social benefits.

240
 Value-added-Tax.
This term refers to an
indirect tax on the
consumption of
goods and services.

Hazard Alerts:

None.

Donor’s Tax

The donor’s tax rate was also amended to a single rate

of 6% regardless of the relationship between the donor
and the donee. In the old law, the rates of donor’s tax
were 2% to 15% if the donor and donee are related, and
30% if otherwise. However, the donation of real
property is now subject to Documentary Stamp Tax of
P15 for every P1,000.

Value Added Tax

Under Train, there will be an increase in the value added

tax (VAT) threshold from P1.9 million to P3 million.
This would mean small business with annual sales of P3
million and below would be exempt from paying VAT,
which is envisioned to encourage growth and job
generation.

241
TRAIN aims to clean up the VAT system to make it
fairer and simpler and lower the cost of compliance for
both the taxpayers and tax administrators. As such,
VAT exemptions are now only limited to health,
education and raw agriculture food. In 2019, medicines
for hypertension, high cholesterol and diabetes will be
exempted from VAT. Similarly, purchases from senior
citizens and persons with disabilities. Housing that costs
less than ₱2 million shall also be exempted starting in
2021.
The following sectors and individuals are also VAT-
exempt under Train:

2. Increased taxes

Passive Income
Train imposes higher taxes on some passive
incomes, including interest income from dollar
and other foreign currency deposits.

There is also a significant increase in the tax on sale of

shares of stocks.

Excise Tax
Train imposes higher excise taxes on cigarettes,
manufactured oils (petroleum products),
mineral products and automobiles.

242
Documentary Stamp Tax
Unlike the House of Representatives’ version of Train
wherein no change was introduced on the rates of
Documentary Stamp Taxes (DST), Train increases the
DST on almost all taxable documents.

243
3. New taxes
Aside from increase and decrease of certain taxes,
Train also introduces new taxes in the form of excise
tax on sweetened beverages and non-essential services.

Sweetened Beverages
The SSB (Sugar-Sweetened Beverages) tax will
promote a healthier Philippines. It achieves this by
reducing the increasing number of diabetes and obesity
cases, through raising awareness, promoting the
consumption of healthier products and encourage
companies to innovate healthier alternatives.

TRAIN imposes new taxes of ₱6 per liter on drinks

containing sweeteners and ₱12 per liter on drinks
containing high-fructose corn syrup. Milk, 100%
natural juice and 3-in-1 instant coffee drinks are exempt
from the excise tax.

Non-essential services
Invasive cosmetic procedures directed solely towards
improving, altering, or enhancing the patient’s
appearance is now subject to excise tax of 5%.

PCSO winnings
Previously, PCSO winnings, regardless of amount,
were exempt from tax. Train subjects PCSO winnings
to a 20% final withholding tax if the amount is more
than P10,000.

Pros and cons of TRAIN

Advocates and opponents of TRAIN point out the
following potential benefits and negative impacts of the
program:

244
Potential benefits:

1. Higher take-home pay and therefore improved

spending power, particularly for those earning
P40,000 a month or less
2. Better income rate after taxes for corporations
3. More efficient tax collection
4. Offsetting measures said to affect the most
affluent businesses and individuals will generate
income that will be used in the government’s
aggressive infrastructure projects and in
improving basic services, such as housing,
education, and “social protection”

Potential negative impact:

1. Inflationary effects of higher petroleum prices that

are seen to mostly affect the bottom 60% of
households. The government aims to offset these
effects with a “transfer scheme” that will allocate
around P30 billion from petroleum excise taxes to
support the bottom sectors. This scheme has been
criticized, however, for being unsustainable –
projected to last only one to four years – and a
“logistical nightmare.”
2. Excise taxes on sugar-sweetened drinks will
burden the bottom sectors, particularly those who
are already tax exempt under the current taxation
system, and therefore will not benefit from the
lowered tax rates
3. Higher property taxes due to higher property
valuation
4. Investors who are looking to benefit from PEZA
(Philippine Economic Zone Authority) incentives
may be discouraged by the removal or restructuring
of some of these incentives
5. VAT on low-rental housing may lead to higher
rental costs
6. For small businesses like sari-sari stores, being
taxed on gross income rather than net income

245
 (computed after expenses) can mean higher tax
payments

Generalization

1. What is Train Law and its purpose?

2. What are the changes in the tax system under
the Train Law?
3. What are the advantages and disadvantages of
Train Law to economy?
4. How will the Train Law affect individuals in
different income classification?

Learning Packet Discussion Forum

Is TRAIN Law beneficial to everyone? Justify your

answer.

246
Activity Sheet
Name: ______________________________________ Score: _______
Yr. & Sec.: ______________ Date: _________

Reaction Paper/Position Paper

• Write a Reaction Paper/ Position Paper about your opinion/insights on Train
Law.
• Submit your output in the Google Classroom.

Assessment Rubrics:

Criterion Poor Fair Good Excellent

Content & No clear Position not Clear position Takes a strong,
Development position taken; clearly stated; taken and welldefined
50% reasons development is defined; some position; uses
undeveloped; brief; reasons and at least three
no supporting unrelated, some details appropriate
facts used unsupported present, but reasons with at
general not fully least two
statements, developed. supporting
reasons, and Counter details for each
details; arguments reason.
minimal facts addressed. Counter
used. Counter arguments
arguments not effectively
acknowledged. addressed, w/o
undercutting
position.
_____
0 10 20 25 30 35 40 45 48 50
Organization Organization Structure of Structure is Structure of
& Structure 20 and structure the paper is not mostly clear paper is clear
% detract from easy to follow. and easy to and easy to
the message of Paragraph follow. follow.
the writer. transitions Paragraph Paragraph
Paragraphs are need transitions are transitions are
disjointed and improvement. present. logical and
Conclusion is maintain the

247
 lack transition missing, or if Conclusion is flow of
of thoughts. provided, does logical. thought
not flow from throughout the
the body of the paper.
paper. Conclusion is
logical and
flows from the
body of the
paper.
______
5 10 20
0 12 15
Format 10 % Paper lacks Paper follows Paper follows Paper follows
many elements most designated all designated
of correct guidelines. guidelines. guidelines.
formatting. Paper is over/ Paper is the Paper is the
Paper is under word appropriate appropriate
inadequate/ length. length as length as
excessive in described for described for
length. Paper the the
is not double assignment. assignment.
spaced. Format is Format
good. enhances
readability of
paper.
________
0 2 5 7 10
Grammar, Paper contains Paper contains Rules of Rules of
Punctuation & grammatical, few grammar, grammar,
Spelling 20 % punctuation, grammatical, usage, and usage, and
and spelling punctuation punctuation punctuation
errors. and spelling are followed are followed;
Language uses errors. with minor spelling is
jargon or Language errors. Few or correct.
conversational lacks clarity or no spelling Language is
tone. includes the errors. clear and
use of some precise;
jargon or sentences
conversational display
tone. consistently

248
 strong, varied
structure.

_________
0 5 10 12 15 20

249
Assessment
Name: ______________________________________ Score: _______
Yr. & Sec.: ______________ Date: _________

I. Fill in the blanks. Fill each blank with correct answer. Write your answer on the
space provided.
1. Train imposes higher ___________ on cigarettes, manufactured oils (petroleum
products), mineral products and automobiles.
2. The most popular part of the Train law is the reduction ___________ of a
majority of individual taxpayers.
3. The ___________is now reduced to 6% based on the net value of the property.
4. The tax implementation of TRAIN began ___________.
5. The Philippine tax reform bill, known as TRAIN or ___________, was signed
into law by ___________ on December 19, 2017 as Republic Act No.
___________.
6. The tax implementation of TRAIN began on ___________.
7. The donor’s tax rate was also amended to a single rate of ___________
regardless of the relationship between the donor and the donee.
8. Under Train Law, the ___________ are still exempted from Personal income
tax.

II. Modified True or False. Write the word if the statement is correct and if it is false,
change the underlined word/phrase to make the statement true and write the correct
answer on the space provided.
1. VAT exemptions are now only limited to health, education and raw agriculture
food. _____
2. Under Train, an individual with a taxable income of P250,000 or less will now
be exempt from income tax. _____
3. Raw agricultural products are not exempted in Value Added Tax (VAT). _____
4. Train imposes higher donor’s taxes on cigarettes, manufactured oils (petroleum
products), mineral products and automobiles. _____
5. Train imposes higher taxes on some passive incomes, including interest income
from dollar and other foreign currency deposits. _____

250
251
Assessment:
I. Fill in the Blanks
1. Excise tax
2. Personal income tax
3. estate tax
4. January 1, 2018
5. Tax Reform for Acceleration and Inclusion,
President Rodrigo Duterte, 10963
6. January 1, 2018
7. 6%
8. Minimum-wage earners
II. Modified True or False
1. True 4. Excise tax
2. True 5. Lower
3. Exempted
Answer Key
Assignment
• Conduct an interview with your family members regarding the implementation
of TRAIN Law in the Philippines.
• Submit your output in the Google Classroom.

252
References
Candelaria, John Lee P. (2018). Readings in Philippine History (First Edition). Rex Book Store
Inc. (RSBI), #856 Nicanor Reyes Sr. St., Sampaloc, Manila, Philippines

https://www.duranschulze.com/the-pros-and-cons-of-the-proposed-tax-reform-in-the-
philippines/

https://www.rappler.com/voices/thought-leaders/train-tax-reform-law-what-does-it-
change-explainer

https://www.rappler.com/nation/rodrigo-duterte-signs-tax-reform-law

253
Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

254
 Learning Module 3
Readings in Philippine History

Learning Packet 4

Indigenous Peoples in the

Philippines

255
Learning Packet 5

Indigenous Peoples in the Philippines

Introduction

The Philippines is a culturally diverse country with an estimated 14-17 indigenous

people (IPs) belonging to 110 ethno-linguistic groups. They are mainly concentrated in
Northern Luzon (Cordillera Administrative Region, 33%) and Mindanao (61%) with
some groups in the Visayas area. The Philippine Constitution, in recognition of this
diversity and under the framework of national unity and development, mandates state
recognition, protection, promotion, and fulfilment of the rights of indigenous peoples.
Further, Republic Act 8371, also known as the “Indigenous Peoples Rights Act” (1997,
PRA), recognized the right of Indigenous People to manage their ancestral domains, it
has become the cornerstone of current national policy on IPs.

Objectives

At the end of the lesson, the students are expected to:

1. Know about the status of indigenous people in the Philippines;

2. Identify the various groups in the Philippines and be able to develop a sense of
the importance of these groups;
3. Identify the different laws in the Philippines that protect these groups;
4. Develop an appreciation for indigenous people in the Philippines.

Learning Management System

Google Classroom:
Google Drive:
Google Meet:

Duration
3 hours

Delivery Mode
Blended learning

Assessment with Rubrics

Assessment to be used is in the form of ‘VLOG’ production.

256
Requirement with Rubrics

Video Beginning Developing Accomplished Distinguished Score/

Presentation 1 2 3 4 Comments
Rubric

Content

Does the Little to no Minimal Program Program

presentation use of evidence of demonstrates demonstrates
cover the scholarly use of moderate use sound use of
required informatio scholarly of scholarly scholarly
elements n in the information information information in
thoroughly? developme in the in the the
nt of the development development development of
program. of the of the the program.
program program. All required
elements are
covered
thoroughly.

Program Program Program

does not addresses all addresses all
address all required required
the elements but elements.
required lacks Some
elements thoroughness elements are
and clarity covered with
excellent
clarity and
thoroughness
while others
could be
improved.

Content &
Organization

Is the project Not Portions may Fairly well- Program shows

organized and organized. be poorly organized. a continuous
well thought Difficult to organized. Format is progression of
off? follow. Po Hard to easy to ideas and tells
or quality follow the follow. a complete,
shows poor progressions Good easily followed
effort. of the story. explanation story.
Shows some shows good Well
effort. effort. organized.
Excellent, well
thought off.
Explanation
shows superior
effort.

Usefulness –

Does your Project’s Project Project is Project is

video stay usefulness provides focused and focused and
focus on an is in some informative. very
informative question. information Promotes the informative.
topic? Does not and uses use of Promotes the
Does it inform; technology. computer use of
promote the does not Has technology to computer
use of stay problems create the technology to
technology to focused on staying video to create the

257
inform the the topic. focused on deliver video and
audience about topic. information. makes others
the topic? want to use the
same type of
format in
delivering
information to
an audience.

Creativity & Use of Minimal use Good use of Excellent sense

Elements of design of design graphics of design.
Design – Is elements elements. and/or other
your video detracts design
interesting? from video elements.
and from
content.
Does your Minimal Excellent
video creativity Good demonstration
demonstrate Little to no demonstrated creativity of creativity.
creativity in creativity . No demonstrated Effective
presenting your demonstrat transitions. . Some camera
information? Is ed. Sound Sound is transitions techniques
the video of quality is lacking or are used for the
good poor. inappropriate inappropriate video and
presentation Video may or scratchy. ly pictures.
quality? be out of Some placed. Soun Video and
focus or pictures or d quality is focus are of
“shaky”. video clips OK. Video good quality.
may be out is clear and Smooth
of focus or in focus. transitions are
“shaky”. appropriate and
aid in delivery
of the
presentation.

Overall Poor Fair project. Good Excellent

presentation – project; Project does project. Falls project. Falls
Presentation Project not meet within 7-10- within assigned
meets falls short required 7- minute time 7-10 minute-
acceptable time of required 10-minute frame but time frame.
frame. 7-10- time frame. could have
minute used more or
time frame. less time to
Evidence of communicate
participation Weak effectively. Evidence of
by all group evidence of strong
members? No participation Evidence of participation
evidence of by all group participation by all group
Able to participatio members. by all group- members.
respond to the n by all members. Responded
questions by group Respond to easily to
the students members. Some questions questions
and instructor difficulty
with ease? effectively
Confusion- responding to
unable to questions.
respond
effectively
to
questions.

Total Points 20

258
Readings

Aeta, Kalinga and Ifugao: A Glimpse into Three Indigenous Cultures of the
Philippines (In Tagalog):
http://suprememastertv.com/bbs/board.php?bo_table=featured&wr_id=767
Maximilian Larena et al. Philippine Ayta possess the highest level of Denisovan
ancestry in the world. Current Biology, published online August 12, 2021; doi:
10.1016/j.cub.2021.07.022
“Mumbaki”. https://www.youtube.com/watch?v=4a_EOVKeNU0
World Directory of Minorities and Indigenous Peoples (n.d.). Philippine Indigenous
Peoples. Retrieved from Minority Rights Group International:
https://minorityrights.org/minorities/indigenous-peoples-6/

Watch the following videos in YouTube to familiarize yourself about the Indigenous
People in our country.

• Investigative Documentaries: Indigenous Communities

https://www.youtube.com/watch?v=M1B1bFWHWbE
• Ifugao: Chanters of Ages https://www.youtube.com/watch?v=gZVEhYI3lU8
• Talaandig: Dancing as Moved by the Spirits
https://www.youtube.com/watch?v=NtcN-9hPUY0
• T’Boli: Tribal Sounds of the Philippines
https://www.youtube.com/watch?v=c0DU3zvo_JA
• Tribal Journeys: The Agtas
https://www.youtube.com/watch?v=XNrzuELmZTY

259
260
Pre-assessment Key Points:
18. New Stone
1. What is the first thing that comes into your mind Age
19. Pleistocene
when you hear the word katutubo? Period
2. Can you enumerate the name/s of the groups of 20. Carbon
people in the Philippines that you consider to belong Dating
21. Austronesian
to the classification as katutubo?
Region
3. What are their characteristics? 22. Melanesian
4. What do these groups have in common? Homeland
Hypothesis
Introduction 23. Unique
South China
This topic lesson focuses on three parts. Sea
Homeland
Hypothesis
The first, discusses cartographically on the different 24. Unique
theories proposed to explain the peopling of the Philippines. Mainland
The first map locates the existing Pleistocene and Southeastern
China
Paleolithic archaeological sites while the next seven figures Hypothesis
compile the different theories dealing with the evolution or 25. Linguistic
dispersal of the Austronesian speakers. A final figure tends evidence
26. Indochina
to summarize and formalize the different approaches of the
27. Nusantao
Austronesian dispersal.

The second part emphasizes on the identification of the

Definition of
different geographical locations of the Philippine’s
Terms:
indigenous people.
1.Impetus— the
And the third part deals with the common beliefs and force that makes
something happen
practices of our own Filipino IPs regarding the spiritual or happen more
legacy handed down from the early generations to the quickly.
present.
2.Archipelago— an
Lesson Proper area that contains a
chain or group of
islands scattered in
In the previous learning packets, we have learned about the
lakes, rivers, or the
social, political, and economic issues in Philippine history ocean
and in the present time.
3. Archeology— the
study of human
We were able to trace the development of constitution in
history and
our nation and explain the importance of it. Alongside of prehistory through
course is that we were able to evaluate the comprehensive the excavation of
sites and the

261
agrarian reform in our country and the importance of analysis of artifacts
taxation for the people and its government. and other physical
remains.

It is, of course, necessary to study about the cultural issues 4.Peopling— fill up
in our country. As Filipinos, it is important to study about of an area or place
the indigenous people in our country as they contributed to with a particular
group of inhabitants.
the history of our nation.
5.Peninsula— a
Activity piece of land almost
surrounded by water
Students will be divided into six groups (breakout rooms) on three sides or
and each group will be given a task. projecting out into a
body of water.
They need to identify at least five customs and traditions
6. Morphology— is
of that IP group assigned to them. Also, discuss about their the study of words
impression towards the IP group being discussed. and their parts.

7.Fossils— the
Here are the IP groups presented: remains or
1. Aeta impression of a
2. Mangyan prehistoric organism
3. Manobo preserved in
petrified form or as a
4. Ifugao mold or cast in rock.
5. Bugkalot
6. Ivatan 8.Thriving— growing
or developing well or
vigorously.
Processing of the Activity
9.Domesticate—
After the activity, students are asked the following:
make someone or
1. Is there an IP community in your area of residence? something to be
2. How do you mingle with them? fond of and good at
3. What do you think about their contributions in your home life and the
tasks that it involves.
area? It also means to
train to live or work
Brief Lesson for humans.

In the Philippines, Indigenous People are commonly 10.Inhabitants— a

referred to as katutubo. In Mindanao they are collectively person or animal
called Lumad to separate them from the Islamized ethnic that lives in or
occupies a particular
groups in the region (Arquiza, 2016). The legal definition is place.
provided by Republic Act No. 8371 otherwise known as
“An Act to Recognize, Protect and Promote the Rights of 11.Lexicon— is a
dictionary or the
Indigenous Cultural Communities/Indigenous Peoples,
vocabulary of a

262
Creating a National Commission on Indigenous Peoples, language.
Establishing Implementing Mechanisms, Appropriating
12.Glacier— is a
Funds Therefor, and for other Purpose.” Chapter 2 Section huge mass of ice
3 (h) of R.A. 8371 refers to IPs as synonymous with and snow that forms
Indigenous Cultural Communities or ICC, and defines them where snow gathers
as having the following qualifications: faster than it melts
and flows along with
water over an area
a. A group of people or homogenous societies identified of land
by self-ascription and ascription by others, who have
continuously lived as an organized community on
communally-bounded and defined territory;
b. Those who have, under claims of ownership since time
immemorial, occupied, possessed and utilized such
territories, sharing common bonds of language,
customs, traditions and other distinctive cultural traits;
c. Those who have, through resistance to political, social
and cultural inroads of colonization, non-indigenous
religions and cultures, become historically
differentiated from the majority of Filipinos;
d. Peoples who are regarded as indigenous on account of
their descent from the populations that inhabited the
country at the time of conquest or colonization, or of
inroads of non-indigenous religions and cultures, or
the establishment of present state boundaries;
e. People who retain some or all of their own social,
economic, cultural and political institutions; and
f. People who may have been displaced from their
traditional domains or who may have resettled outside
their ancestral domains.

Profile of Indigenous Peoples in the Philippines

According to some estimates, there are close to 100
indigenous peoples, exclusive of the Muslim groups,
though the exact size of the indigenous population remains
unclear: while the National Commission on Indigenous
Peoples estimates that there are approximately 11.3 million
indigenous peoples in the Philippines, for example – a
figure amounting to around 11- 12 per cent of the
population – some civil society estimates suggest they may
comprise between 10 and 20 per cent of the population.

263
There is a great variety of social organization and cultural
expression among these communities. Some specialize in
wood-carving, basket-making and weaving. Others are
known for their embroidery, appliqué and bead-making.
They range from the Bontoc and Ifugaos, who built the
renowned rice terraces in the mountainous interior of
Luzon, to indigenous peoples practising shifting
cultivation or hunter-gathering.

A significant number of indigenous peoples in central

Luzon are Protestant Christians, having been converted by
American missionaries in the early twentieth century and
educated in missionary schools. For others there is a
considerable difference in terms of integration with
lowland Christian Filipinos. Some have intermarried.
Others have remained isolated. There is little general
agreement on the names and numbers of these indigenous
communities.

While some of these indigenous peoples emerged from

early waves of Malay or Proto-Malay migrants, about 27
of them, such as Aeta and Ati, are Negritos that were
already long-established in the Philippines: they are
thought to be the descendants of the earliest settlers to the
archipelago, who may have migrated there through land
bridges from the Asian mainland some 30,000 years ago.

A common geographical distinction is often made between

Igorot (Tagalog for ‘mountaineer’) on Luzon, and Lumad
(‘indigenous’) for those in Mindanao, with others in Luzon
and the Visayas using their collective name, such as the
Manobo, Mangyan, etc. Ten upland tribal groups on Luzon
have been identified: Ifugao, Bontoc, Kankanay, Ibaloi,
Kalinga, Tinguian, Isneg, Gaddang, Ilongot and Negrito.
Ifugaos of Ifugao province, Bontocs of Mountain and
Kaling-Apayao provinces and Kankanay and Ibaloi of
Benguet province were all wet-rice farmers who have for
centuries worked their elaborate rice terraces. Groups such
as the Ibaloi were the most influenced by Spanish and

264
American colonialism and lowland Filipino culture
because of the extensive gold mines in Benguet, the
proximity of the city of Baguio, good roads and schools,
and a consumer industry in search of folk art. Other
mountain peoples of Luzon include Kalinga of Kalinga-
Apayao province and Tinguian of Abra province, who
employ both wet-rice and dry-rice growing techniques.
Isneg of northern Kalinga-Apayao, Gaddang of the border
between Kalinga-Apayao and Isabela provinces, and
Ilongot of Nueva Vizcaya province all practise shifting
cultivation. Although Negritos formerly dominated the
highlands, by the early 1980s they were reduced to small
groups living in widely scattered locations, primarily along
the eastern ranges.

The other concentration of indigenous communities is in

central and southern Philippines. The Lumad tribal
groupings of Mindanao include Ata, Bagobo, Guiangga,
Mamanwa, Magguangan, Mandaya, Banwa-on, Bukidnon,
Dulangan, Kalagan, Kulaman, Manobo, Subanon,
Tagabili, Takakaolo, Talandig, and Tiruray or Teduray.
The Lumad groups of Mindanao have faced, and continue
to face, long-term displacement and legalized land
dispossession, which is also a threat to other indigenous
communities in the Philippines. The southern Philippine
island peoples of Mindanao are resource-rich and were
formerly under-populated compared to the northern island
peoples of Luzon. Thus, throughout the twentieth century,
there was a steady migration of Christian lowland Filipinos
into areas previously occupied and dominated by Lumad
and Moros. These migrations were initially encouraged by
the American authorities, when the Philippines was under
their rule, and were given further impetus by central
government authorities after independence by the
development of plantation agriculture, logging concessions
and hydro-electric and geothermal energy schemes. Lumad
are now outnumbered in their ancestral lands.

Historical context
The Spanish crown, by virtue of colonization, claimed

265
rights over the islands and the authority to dispose of the
land. Later, the US authorities institutionalized their legal
powers to dispose of all land and voided all the previous
land grants by Moro or Lumad chiefs, as well as others
throughout the Philippines, that had been made without
government consent. Only individuals or corporations
could register private claims to land ownership. This left
no room for the concept of ancestral or communal land,
which the indigenous Lumad had held to be sacred and not
subject to individual title or ownership.

Through the efforts of the Lumad of Mindanao, and their

supporters among the lowland Christian Filipino
community, two important provisions were written into the
1987 Constitution. Article XII (5) obliges the state to
‘protect the rights of indigenous cultural communities to
their ancestral lands to ensure their economic, social and
cultural wellbeing’, while Article XIV (17) commits the
state to ‘recognize, respect and protect the rights of
indigenous cultural communities to preserve and develop
their cultures, traditions and institutions’.

However, the state also continued to maintain rights to

land, and national development policies continued to be
shaped by powerful economic interests and political forces.
Lumad continued to seek the return of lands taken from
them through harassment and illegal manipulation and seek
the revocation of all plantation permits and logging
concessions. They sought self-government within their
ancestral lands with their customary laws, and the
preservation of their indigenous cultures. In all these
matters, Lumad faced an up-hill battle.

Greater democracy after the end of the regime of President

Ferdinand Marcos led to a number of favourable changes.
In the same year, the Indigenous Peoples’ Rights Act
(1997) was adopted, with a National Commission on
Indigenous Peoples (NCIP) established under this
legislation. The former recognized indigenous peoples’
native title to land and their (limited) rights of self-

266
determination and free exercise of culture. It also offered
an option of applying for a ‘Certificate of Ancestral
Domain Title’.

However, these positive steps in relation to indigenous

peoples’ rights have not proved as effective in their
activities as might have been hoped. This was partly due to
legal challenges as to the constitutionality of both, which
was not resolved favorably by the Supreme Court of the
Philippines until 2002. In addition, the full recognition and
implementation of the rights of indigenous peoples that are
contained in the 1997 Indigenous Peoples’ Rights Act still
faced many hurdles: there have been criticisms that the
2004 removal of the NCIP from the President’s Office to
the Department of Agriculture, for example, weakened its
position and influence, while the disbandment of Task
Force 63 (a body and mechanism which promotes inter-
agency cooperation on indigenous peoples’ issues)
indicated the low priority that state authorities were
actually giving to the rights of indigenous peoples.

Following recommendations by the UN Special

Rapporteur on the rights of indigenous peoples that the
NCIP call for a ‘National Consultative Assembly’ (with the
objective of including indigenous peoples and
organizations in the planning and implementation of the
Commission’s activities), the NCIP convened a National
Forum in November 2006. This led to the establishment of
the Indigenous Peoples’ Consultative Body (IPCB),
operating at a national, regional and provincial level. The
composition of IPCB is tripartite, including representatives
of NCIP, indigenous peoples’ organizations and NGOs.
Despite criticism concerning their membership, the
establishment of these bodies was seen as a positive
development towards enhanced participation by
indigenous peoples in the making and implementation of
NCIP policies.

While indigenous peoples have in theory a right to mother

tongue education under the Indigenous Peoples’ Rights Act

267
of 1997, this right is still unimplemented. An Institute for
Indigenous Peoples’ Education set up a handful of ‘pilot
schools’ to respond in a more receptive way to the culture
and traditions of indigenous peoples, but teaching in
indigenous languages is not part of the official state
curriculum. Privately established indigenous schools,
which occasionally teach in local community languages,
continue to meet obstacles from Department of Education
authorities in the registration process and in recent years
have been attacked by armed groups, many of whom are
suspected to be linked with security forces, due to
suspicions that the schools are promoting support for the
communist insurgency.

Current Issues
Although most indigenous communities live in isolated
rural areas, a growing number are migrating to cities in
search of better livelihoods and social services. Many are
driven from their traditional lands by militarization, tribal
conflicts and the expansion of large-scale development
projects, which frequently bring little or no benefits to local
communities, particularly women: many indigenous
women, unable to secure employment with the mining
companies and leave to find work in urban areas, suffering
extreme poverty in cities like the northern city of Baguio
or the capital city, Manila. They often face poverty and
exclusion as a result of their limited formal education and
the fact that their skills may not be suited to an urban
context. In Baguio – where indigenous people make up
over 60 per cent of the population – it is estimated that
some 65 per cent of indigenous migrants suffer from
extreme poverty. Many of them are migrant women
working as vendors in the city streets, where they are
regularly pestered by police as part of the government’s
anti-peddling drive.

The long running conflict between the military and the

New People’s Army (NPA) in the mountains of Mindanao
– lasting some 50 years and with a total death toll of more
than 40,000 lives since it began – has had particularly

268
devastating impacts on the Lumad people, a cluster of 18
indigenous communities in Mindanao. Many Lumad
civilians have been caught in the conflict, subjected to
militarization within their communities or targeted with
extrajudicial killings and torture. Thousands have been
displaced while fleeing violence by security forces.
According to a joint stakeholders’ report to the UN
Universal Periodic Review on the Philippines in September
2016 submitted by KATRIBU National Alliance of
Indigenous Peoples, 102 extrajudicial killings of
indigenous peoples were committed by the previous
Aquino administration. Since President Rodrigo Duterte
took power, these murders – despite making calls for an
end to the killings of Lumad – have continued, with
military, vigilantes and private security forces suspected of
carrying out the attacks. Many of the victims have been
notable opponents of mining, oil palm plantations,
corruption and government abuses.

A peace roadmap that was approved in 2016 included plans

for negotiations with the National Democratic Front of the
Philippines (NDFP). After over 40 rounds of talks under
five different Philippine governments, the two parties met
again in August 2016 in Oslo, Norway, for the first formal
peace talks in five years. The NDFP is an umbrella group
of communist organizations, representing the Communist
Party of the Philippines (CPP) and its armed wing, the
NPA, in the negotiations. The 2016 formal talks in Oslo
included a timeline for negotiations, initiating a ceasefire,
negotiating immunity for NDFP members, and an amnesty
for detained political prisoners, the latter of which brought
negotiations to a standstill with the previous government.
The two parties agreed to an open-ended ceasefire, which
managed to maintain a fragile peace throughout the year,
despite not yet being able to agree to the terms of an official
bilateral ceasefire agreement. The negotations
subsequently collapsed, with Duterte claiming in July 2017
that he planned to resume fighting against the NPA due to
their failure to respect the terms of the ceasefire. While he
offered to resume talks in early 2018, uncertainty has

269
persisted. There have, however, been localized peace talks
leading to some 8,000 people surrendering by the end of
2018.

Alongside the communist rebellion, an Islamist insurgency

has also contributed to widespread insecurity in Mindanao:
while agreement was reached in 2018 with the largest
group, the Moro Islamic Liberation Front (MILF), to hold
a plebiscite in January 2019 on the creation of a larger
autonomous Muslim region known as Bangsamoro, a large
number of ISIS-affiliated extremist groups continue to
operate outside the framework of any peace agreement.

Lumad communities have often been caught in the

crossfire of the protracted civil conflict in the southern
Philippines, and regularly accused of harbouring
communist sympathies. Alternative education has become
the target of particular scrutiny and distrust, with the
military accusing indigenous schools of promoting
communist propaganda. State officials have drawn outrage
for recommending the introduction of new schools run by
the military. The Save Our Schools Network has accused
the army and pro-government militias of staging
premeditated attacks on alternative education institutes in
order to marginalize indigenous land and cultural rights:
local estimates suggest that there were 95 attacks on
Lumad schools in the southern Philippines between
September 2014 and 2015, an average of eight cases per
month.

One of the most notorious incidents took place in

September 2015, when a troop of armed men stormed an
alternative Lumad school in the southern Philippines.
Teachers and students were dragged from their dormitories
and rounded up, together with hundreds of other civilians,
in the small village of Diatagon in Lianga, Surigao del Sur.
Two indigenous leaders – known for their work protecting
the community’s ancestral lands against encroachments
from mining companies – were hauled in front of the crowd
and executed at point-blank range. One of the victims in

270
particular, Dionel Campos, was the chairperson for
Mapasu, an indigenous organisation striving for ancestral
land rights. The head of the alternative school, Emerito
Samarca, was later found in one of his classrooms, with his
throat cut and two gunshot wounds in his abdomen.
Samarca, who was slain at Lianga, was also a vocal
campaigner against large-scale development projects that
fuel violence and displacement in the southern Philippines.
The government denied any involvement in Samarca’s
murder, claiming the attackers merely dressed up in army
fatigues that matched the insignia of the nearest battalion.
Approximately 3,000 Lumad indigenous people were
forced to flee in the wake of this incident, resulting in an
extended period of displacement.

This treatment, driven by the belief that Lumads are

supporting the NPA insurgency, has resulted in
indiscriminate killings and widespread displacement of
indigenous communities. There has been limited change
since Duterte took power: in 2017, for instance, he accused
indigenous schools of supporting the rebellion and
threatened to bomb them. This situation creates further
barriers for Lumads, who have some of the lowest
educational levels in the Philippines, in accessing
schooling. Part of the problem is the entrenched
discrimination towards indigenous youths within the
centrally managed school system, which often treats them
as outsiders and second-class citizens. The time and cost of
travelling long distances to reach public schools also place
insurmountable burdens on many Lumad families.
Indigenous activists in the southern Philippines insist that
the right to a free and culturally tailored education is
fundamental to defending indigenous heritage and rights,
which are often intimately tied to the protection of
ancestral lands and resources. The government’s failure to
investigate crimes against Lumad schools has left the
communities more vulnerable to further attacks and
encroachments.

Land rights remain an ongoing issue for indigenous

271
communities, many of whom still lack official recognition
of their ancestral land. Under the 1997 Indigenous Peoples’
Rights Act, 221 ‘Certificates of Ancestral Domain Title’
(CADT’s) had been issued by March 2018, covering over
5.4 million hectares. While this may sound impressive, the
process has involved the land rights of indigenous
communities totalling only 1.2 million people. Besides
this, the process to obtain a title remains difficult and
lengthy: in 2012, an additional procedure was added in the
attempt to address jurisdictional issues between agencies,
but it has slowed the process even further. After the titles
are issued, they must be registered with the Land
Registration Authority, to make the titles more robust
against land incursion. Less than 50 of the 182 CADT’s
issued by September 2016 had been registered.

Even land recognized as indigenous under these

certificates can still be lost to development projects, since
mining and other projects can be pursued if a certificate of
‘Free, Prior and Informed Consent’ (FPIC) is obtained
from affected indigenous communities. A number of
indigenous peoples have repeatedly reported that they have
been deceived, threatened and even seen some of their
people assassinated, in order for companies to receive these
FPICs. Many claim that a string of murders of indigenous
leaders have been linked mainly to their defence of their
ancestral lands. Development projects being undertaken,
such as mining, the Subic-Clark-Tarlac Expressway and
various eco-tourism projects have caused the indigenous
Aetas to leave the area around Mount Pinatubo. Indigenous
land also continues to be redistributed directly to non-
indigenous settlers by the Department of Agrarian Reform,
through the Comprehensive Agrarian Reform Program.

Because of the efforts of the Lumad and their supporters,

two important laws were included in the 1987 Constitution.
Article XII, Section 5 states that we should ‘protect the
rights of indigenous cultural communities to their ancestral
lands to ensure their economic, social and cultural
wellbeing’. Article XIV, Section 17 says that the state

272
should ‘recognize, respect and protect the rights of
indigenous cultural communities to preserve and develop
their cultures, traditions and institutions’. However, the
state kept the rights to those lands. The Lumad continued
to seek the return of those lands that were taken away from
them through harassment and manipulation.

After the Martial Law period, there were good changes that
happened. First, the Indigenous Peoples’ Rights Act (1997)
was adopted. The National Commission on Indigenous
Peoples was established under this law. This enabled the
recognition of that native title to the land of IPs, their rights
of self-determination, and free exercise of culture. They
were also given an option to apply for a ‘Certificate of
Ancestral Domain Title’.

However, even with such developments, IPs’ rights are still

threatened. So how are they protected further? Let’s go
back to the supreme law of the state, our constitution. Our
constitution states under Article II, Section 22 that ‘the
State recognizes and promotes the rights of indigenous
cultural communities within the framework of national
unity and development’.

Let’s also analyze the state policies of R.A. No. 8371 or

The Indigenous Peoples’ Rights Act of 1997. It states the
following:

SECTION 2. Declaration of State Policies. — The State

shall recognize and promote all the rights of Indigenous
Cultural Communities/Indigenous Peoples (ICCs/IPs)
hereunder enumerated within the framework of the
Constitution:
a) The State shall recognize and promote the rights of
ICCs/IPs within the framework of national unity and
development;
b) The State shall protect the rights of ICCs/IPs to their
ancestral domains to ensure their economic, social and
cultural well-being and shall recognize the applicability of
customary laws governing property rights or relations in

273
determining the ownership and extent of ancestral domain;
c) The State shall recognize, respect and protect the rights
of ICCs/IPs to preserve and develop their cultures,
traditions and institutions. It shall consider these rights in
the formulation of national laws and policies;
d) The State shall guarantee that members of the ICCs/IPs
regardless of sex, shall equally enjoy the full measure of
human rights and freedoms without distinction or
discrimination;
e) The State shall take measures, with the participation of
the ICCs/IPs concerned, to protect their rights and
guarantee respect for their cultural integrity, and to ensure
that members of the ICCs/IPs benefit on an equal footing
from the rights and opportunities which national laws and
regulations grant to other members of the population; and
f) The State recognizes its obligations to respond to the
strong expression of the ICCs/IPs for cultural integrity by
assuring maximum ICC/IP participation in the direction of
education, health, as well as other services of ICCs/IPs, in
order to render such services more responsive to the needs
and desires of these communities.

Towards these ends, the State shall institute and establish

the necessary mechanisms to enforce and guarantee the
realization of these rights, taking into consideration their
customs, traditions, values, beliefs, interests and
institutions, and to adopt and implement measures to
protect their rights to their ancestral domains.

There is also R. A. No. 10908 that mandates the integration

of Filipino-Muslim and Indigenous Peoples’ history,
culture, and identity in the study of Philippine history in
both basic and higher education. This is the reason why we
have CHED Memorandum No. 2, series of 2019 (CMO 2,
s. 2019). Under that CMO, higher education institutions are
enjoined to offer IP studies or education in their respective
curricula and that it will be monitored by CHED Regional
Offices.

274
Philippine Ayta Magbukon People Have Highest
Amount of Denisovan DNA in the World by Larena,
et.al (2021)

New research led by Uppsala University scientists suggests

that there were multiple archaic human species that
inhabited the Philippines prior to the arrival of
anatomically modern Homo sapiens and that these archaic
groups may have been genetically related.

Since their exit out of Africa, anatomically modern humans

have overlapped and interbred with archaic hominins
across time and space.

Interactions with Neanderthals, Denisovans, and possibly

other archaic hominins, have left an indelible genetic trace
in the genomes of present-day populations.

All Eurasians possess uniform levels of Neanderthal

ancestry, whereas Australasians uniquely have elevated
levels of Denisovan ancestry relative to any other
population.

Some present-day populations of the Philippines, who self-

identify as ‘Negritos’ and who are genetically related to
Australopapuans, display significant levels of Denisovan
ancestry.

In the new study, Dr. Maximilian Larena, a researcher in

the Department of Organismal Biology at Uppsala
University, and his colleagues aimed to establish the
demographic history of the Philippines.

They comprehensively investigated the archaic ancestry of

1,107 individuals from 118 distinct ethnic groups of the
Philippines, including 25 diverse self-identified Negrito
populations, along with high-coverage genomes of
Australopapuans and Ayta Magbukon Negritos.

The results show that Ayta Magbukon possess the highest

275
level of Denisovan ancestry in the world, consistent with
an independent admixture event into Negritos from
Denisovans.

“We made this observation despite the fact that Philippine

Negritos were recently admixed with East Asian-related
groups — who carry little Denisovan ancestry, and which
consequently diluted their levels of Denisovan ancestry,”
Dr. Larena said.

“If we account for and masked away the East Asian-related

ancestry in Philippine Negritos, their Denisovan ancestry
can be up to 46% greater than that of Australians and
Papuans.”

Together with the recent discovery of Homo luzonensis,

the data suggest that there were multiple archaic species
that inhabited the Philippines prior to the arrival of modern
humans.

“The admixture led to variable levels of Denisovan

ancestry in the genomes of Philippine Negritos and
Papuans,” said Dr. Mattias Jakobsson, a researcher in the
Department of Organismal Biology at Uppsala University
and the Palaeo-Research Institute at the University of
Johannesburg.

“In Island Southeast Asia, Philippine Negritos later

admixed with East Asian migrants who possess little
Denisovan ancestry, which subsequently diluted their
archaic ancestry.”

“Some groups, though, such as the Ayta Magbukon,

minimally admixed with the more recent incoming
migrants.”

“For this reason, the Ayta Magbukon retained most of their

inherited archaic tracts and were left with the highest level
of Denisovan ancestry in the world.”

276
Generalization

Indigenous people can be found in different parts of our

country. Even before the Spaniards came to our country,
indigenous people in our country already contributed in our
history. They are part of our culture as a Filipino.

As they may be considered as minor groups, IP community

in the Philippines are facing challenges. Numerous issues
and concerns of indigenous people have witnessed
significant breakthroughs both locally and internally in
recent decades. Various means of struggles both within and
without the formal legal system have been employed.
Defending ancestral land and their resources remains the
major issue. Implicit in this battle to protect land and
resources is the struggle to preserve indigenous culture and
tradition that are not capable linked to the land itself.

Learning Packet Discussion Forum

Document indigenous legends, poems, epics, songs,

riddles (bugtong), and proverbs (salawikain) and describe
rituals and dances and discuss their themes in class. How
do they reflect the Filipino philosophy of life?

277
Activity Sheet

Essay
1. As a Filipino student, what do you think is the significance of knowing and
understanding Indigenous Peoples’ life, culture and tradition?
2. What are the current challenges that IPs in the Philippines are facing?
3. Propose a plan of action to overcome the issues and concerns faced by the IP
communities.

Rubrics for Essay

Category 5 4-3 2-1

Organization and The arguments and The arguments and The arguments and
Structure thoughts of the thoughts of the thoughts of the
student are very student are students are not
well organized and somewhat organized and the
the question was organized and the question was not
completely question was answered.
answered. mostly answered.
Sentence Fluency The student moves The student moves The student lacks
smoothly form one from one idea to clear connections
idea to the next. the next but there is between ideas.
little variety.
Grammar and The student makes The student makes The student makes
Spelling no errors in 1-2 errors in more than 3 errors
grammar or grammar or in grammar and
spelling. spelling. spelling.

278
Assessment

Research Presentation. You will need to research the indigenous people in your
province and make a short presentation about them. Here are some guide questions and
outline to construct your presentation.

A. Brief History (origins)

B. Demographics and Geography

a) Population

b) Places

c) Literacy

d) Health and Well-being

C. Culture

a) Political System and Governance

b) Economic System

c) Educational System

d) Environment

e) Life Ways, Arts, Architecture

f) Knowledge Systems, Beliefs, and Practices

D. Challenges

a) Problems Faced

b) Changes Adapted

E. Reflection/Conclusion

279
Rubrics:
Content 50% 50-46 Excellent 45-41 Satisfactory 45-41 Satisfactory
The group was The group was The group was
able to answer all able to answer able to answer
the questions most of the most of the
excellently. questions questions
excellently excellently

Organization 25% 25-21 Excellent 20-16 Satisfactory 15-11 Fair

The slides are well Most of the slides Some slides are
organized. The are well organized. well organized.
paragraphs and Most of the Some paragraphs
sentences per slide paragraphs and and sentences per
are also written sentences per slide slide are also
coherently. are also written written coherently.
coherently.
Creativity 25% 25-21 Excellent 20-16 Satisfactory 15-11 Fair
The presentation is The presentation is The presentation is
very creative and creative and somewhat creative
uses appropriate mostly uses and sometimes
fonts, colors, and appropriate fonts, uses appropriate
designs. colors, and fonts, colors, and
designs. designs.
Total: 100%

280
References

Aeta, Kalinga and Ifugao: A Glimpse into Three Indigenous Cultures of the
Philippines (In Tagalog):
http://suprememastertv.com/bbs/board.php?bo_table=featured&wr_id=767
Maximilian Larena et al. Philippine Ayta possess the highest level of Denisovan
ancestry in the world. Current Biology, published online August 12, 2021; doi:
10.1016/j.cub.2021.07.022
“Mumbaki”. https://www.youtube.com/watch?v=4a_EOVKeNU0
World Directory of Minorities and Indigenous Peoples (n.d.). Philippine Indigenous
Peoples. Retrieved from Minority Rights Group International:
https://minorityrights.org/minorities/indigenous-peoples-6/

281
Learner’s Feedback Form

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Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

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□ I’ve almost got it. □ I’m lost.

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lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
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If Yes, what did he/she do to help you?

________________________________________________________________
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282
 Learning Module 3
Readings in Philippine History

Learning Packet 5

Our Local History

283
Learning Packet 6

Our Local History

Introduction

This learning packet discusses what local history is and how

important it is. In this learning packet, students learn the various
importance of local history to our identity and community. This
learning packet will also help develop an appreciation of our local
history, especially the local history of our province. Key Points:
Local history
is a written
Objectives history
At the end of the lesson, students are expected to: focusing on
1. Recognize the importance of local history; a particular
town,
2. Develop nationalism through learning about local history; district, or
3. Manifest knowledge on how to promote our local history. other limited
areas. It is
the branch
Learning Management System
of history
Google Classroom: that deals
Google Drive: with the
Google Meet: social,
economic,
Duration and cultural
Topic 05: Our Local History = 3 hours development
(2 hours self-directed learning with practical exercises and 1 hour of particular
localities.
assessment)

Delivery Mode
The course packet will be delivered online, both asynchronous and
synchronous.

Assessment with Rubrics

A research presentation will serve as your assessment at the end of
this course packet. You can access the rubrics for the assessment
below.

Readings
Two essays from the book History and Culture, Language and

284
Literature: Selected Essays of Teodoro A. Agoncillo edited by Dr.
Bernardita Reyes Churchill. Accessed at
https://www.officialgazette.gov.ph/teodoro-a-agoncillo/

These short essays are stories and reflections from one of the most
renowned Filipino historian, Teodoro A. Agoncillo. Even though
the two essays are still about national history rather than local
history, it is still important to read them. They give us an idea of
how Filipino historians or Filipino students of history think. They
show us how different they think compared to the first reading
materials we read about history. These essays can give us a glimpse
of how Philippine History, in the eyes of Filipino historians, is
rewritten.

Our Local History

Introduction

Our interest in local history has grown throughout the years. Many
local communities showed their interest in writing their local
histories, recognizing important sites and figures, building local
museums, and including local history and heritage part of their
tourism. The Department of Education has required the teaching of
local history in its K-12 curriculum and the National Historical
Commission of the Philippine is doing local history training.
Indeed, the desire for the recognition of local histories is greater
now more than ever.

Pre-Assessment
• What is local history?
• Why is local history important?

Lesson Proper

Under R.A. No. 10086 or the Strengthening Peoples’ Nationalism

Through Philippine History Act, the State should conserve,
promote, and popularize the nation’s historical and cultural
heritage and resources. It says that the State shall provide the
means to strengthen people’s nationalism by reinforcing the
importance of Philippine national and local history. Is local history
important for us to develop our sense of nationalism?

285
Activity
Without using the internet, write down any local history of your
community you know. What event is that? Where did it happen?
When did it happen? Who are the people involved in that event?

Processing of the Activity

What events did you list down? Did you remember the exact day
and time it happened? Did you write down any place and people?
It is okay if you were not able to remember everything about that
event. However, we still must realize how important our local
history is. In this course packet, let us learn more about its
importance and ways how to promote it.

Brief Lesson
According to the Oxford dictionary, local history is a written
history focusing on a particular town, district, or other limited
areas. It is the branch of history that deals with the social,
economic, and cultural development of particular localities. It
usually uses local records and resources in the reconstruction of the
past.

We are used to history that is only concerned with events pertaining

to that which is national. Local historical works are often deemed
with lesser value and not worth the time and attention of historians.
However, with the beginning of the twentieth century comes the
beginning of the curiosity for local history. And as time passes by,
there is an increase in more knowledge about a community’s local
history.

The bigger picture is often made up of small events that made it as

it is. Philippine history is made up of small local histories.
According to the University of Toronto, there are three reasons why
local history matters. First, local history as a microcosm. We can
learn from the local history of how societal changes impacted the
lives of ordinary people. Local history can be seen as a
representation of large patterns on a small scale or a microcosm.
Second, local history teaches us about our community. The
simplest things in your community can reflect or tell the story of
the long heritage of past generations. Only a handful of us knows

286
the histories of our communities but knowing the stories of our
community’s past can change the way we think about the present.
Third, history is all around you. When we study local history, we
will be more aware of the history around us. We will be aware that
there is a rich history near us and that we do not have to travel far
away. We will eventually realize that historical change is made up
of countless individuals like you and me who in their own ways
contributed to the continuing story of our community.

What about the importance of local history in Philippine history?

There is a need to come up with local history because of the
unrepresentative and limited nature of Philippine history. Most of
our history is only the history of Central Luzon, especially the
Tagalogs. Important events in the Visayas and Mindanao are just
mentioned in passing or altogether left out. Misrepresentation of
Philippine history happens when we do not take into full account
the unique differential character of the historical and cultural
experiences of the different ethnic groups in the Philippines.

The Philippines is made up of regions, provinces, cities, and

municipalities. As the country is made up of those parts, our
nation’s history is then the total of the histories of these parts. The
interest in the study and understanding of Philippine history rests
upon one’s appreciation of his or her own community’s local
history.

Local history reflects our own identity, experiences, and

aspirations. To fully appreciate Philippine history, we must first
know of the history of our own locality and its contribution to
nation-building. We must study our local history to develop a fuller
understanding of the Filipino and the Philippines.

So how can we resolve the problems of misrepresentation and

inadequacy of national history? It lies in its revision and
enrichment. It is the responsibility of the local people. Every
locality should provide a proper and adequate account of the local
historical experience of its own people. This will help to enrich the
national history and will correct the impression that Philippine
history is mainly the history of Manila and its nearby places. Local
history can help people to understand better and appreciate more

287
their national experience and heritage as Filipinos.

Generalization
Local history is very important in the development of our nation’s
history. The more local history that we understand, the lesser
misrepresentation happens to our nation’s history. We should,
indeed, learn more about our local history.

Why not start with your own province? There is more to explore in
your province. It is our responsibility and our pride to learn and
promote our local history.

Learning Packet Discussion Forum

Local history is very important to the nation and the community.
What is the most known historical event in your locality or
province? Can you think of at least three places that are important
to our local history?

288
Activity Sheet
Presentation of local history. Pick one historical site in your province and promote it
to other people. Give a brief historical background of the place that you picked. Be
creative in your presentation.
Rubrics:
Content 50% 50-46 Excellent 45-41 Satisfactory 45-41 Satisfactory
The group was The group was The group was
able to answer all able to answer able to answer
the questions most of the most of the
excellently. questions questions
excellently excellently

Organization 25% 25-21 Excellent 20-16 Satisfactory 15-11 Fair

The slides are well Most of the slides Some slides are
organized. The are well organized. well organized.
paragraphs and Most of the Some paragraphs
sentences per slide paragraphs and and sentences per
are also written sentences per slide slide are also
coherently. are also written written coherently.
coherently.
Creativity 25% 25-21 Excellent 20-16 Satisfactory 15-11 Fair
The presentation is The presentation is The presentation is
very creative and creative and somewhat creative
uses appropriate mostly uses and sometimes
fonts, colors, and appropriate fonts, uses appropriate
designs. colors, and fonts, colors, and
designs. designs.
Total: 100%

289
Assessment

Activity 01. True or False.

Write T if the statement is True and write F if the statement is False.

1. Interest in local history has increased throughout the years.

2. R.A. No. 10086 orders the State to conserve, promote, and popularize the nation’s
historical and cultural heritage and resources.

3. R.A. No. 10086 says that the State shall provide the means to strengthen people’s
nationalism by undermining the importance of Philippine national and local history.

4. Local history is an unwritten history focusing on a particular town, district, or other

limited areas.

5. Local history is the branch of history that deals with the social, economic, and
cultural development of particular localities.

6. Local history usually uses foreign records and resources in the reconstruction of the
past.

7. Local history can be seen as a representation of small patterns on a large scale or a

microcosm.

8. Local history teaches us about our community.

9. Most of our history is only the history of South Luzon, especially the Tagalogs.

10. To fully appreciate Philippine history, we must first know of the history of our own
locality and its contribution to nation-building.

290
References
Doing local history training. (2017, September 29). National Historical Commission
of the Philippines. https://nhcp.gov.ph/local-history-training/

The importance of local history in Philippine history. (2008, August 1). The News
Today Online - Iloilo News and Panay
News. https://www.thenewstoday.info/2008/08/01/the.importance.of.local.history.in.p
hilippine.history.html

Local history committees network (LHCN). (2015, March 28). National Historical
Commission of the Philippines. https://nhcp.gov.ph/local-history-committees-
network/

Local history | Definition of local history by Oxford dictionary on Lexico.com also

meaning of local history. (n.d.). Lexico Dictionaries |
English. https://www.lexico.com/definition/local_history

Why local history matters. (n.d.). Error |

Drupal. https://sites.utm.utoronto.ca/historyinternships/blog/12102015-1243/why-
local-history-matters

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292
Activity 01. Matching Type.
1. T
2. T
3. F
4. F
5. T
6. T
7. F
8. T
9. F
10. T
Answer Key
Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

293
Learner’s Performance Report
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

294
List of Contributors

Carlos B. David, Faculty, Concepcion Holy Cross College Inc.

Virgilio G. David, Faculty, Concepcion Holy Cross College Inc.
John Albert R. Dela Rosa, Faculty, Bataan Peninsula State University
Job D. Paguio, Faculty, Bataan Peninsula State University
Ianne Joy Y. Maniquiz, Faculty, Polytechnic College of Botolan
Irish E. Eblacas, Faculty, President Ramon Magsaysay State University
Jairah G. Romualdo, Faculty, Midway Colleges, Inc.

295