Course Pack in

READINGS IN
PHILIPPINE HISTORY
(HIST 101)

Rhys Lloyd D. Lacia

This is a property of Holy Cross of Davao College. No part of this course pack may be reproduced or photocopied
without a written consent from authorized school administrators.
 Table of Contents
Page
Course Information 1

Module 1: Studying Philippines History: Introduction and Analysis 4

Lesson 1 Introduction to History: Definition, Issues, Sources, 5
and Methodology
Lesson 2 Content and Contextual Analysis of Selected 13
Primary Sources in Philippine History

Module 2: Philippine History: Spaces for Conflict and 26

Controversies
Lesson 1 Making Sense of the Past: Historical Interpretation 27
and Multiperspectivity
Lesson 2 Case studies on Philippine Historical Controversies 31

Module 3: Social, Political, Economic and Cultural Issues in 44

Philippine History
Lesson 1 Evolution of the Constitution of the Philippines 45
Lesson 2 Policies on Agrarian Reform 53
Lesson 3 Evolution of the Taxation in the Philippines 61

Module 4: Doing History: Guide for Students 69

Lesson 1 Doing Historical and Biological Research 70
Lesson 2 Doing Local and Oral History 75

References 80
 COURSE INFORMATION

Course Code: HIST 101 Units: 3 units

Course Prerequisites: N/A Number of Hours: 54 hours

Course Description:

This course analyzes the Philippines' history from different perspectives through
primary sources selected and coming from various disciplines and genres. The students
enrolled in this course are given opportunities to analyze historians’ background and main
arguments of their sources, to compare and contrast different views from authors’,
witnesses’ and historians’ accounts, to identify the biases found in these sources, and to
examine and break down the pieces of evidence presented on each document in history.
This course will discuss the history and other interdisciplinary themes that will help them
widen their understanding and comprehension of Philippine history from different political,
economic, cultural, social, scientific, and even religions. The primary end goal of this
course is to enable the students to develop their consciousness in history and critical
thinking to acquire skills and qualities such as versatility, articulation of sources, open-
mindedness, and being a responsible citizen. Lastly, this course also includes topics
about the Constitution of the Philippines, policies on agrarian reform, and taxation.

To gain the competencies, this course pack in History 101 is created in a modular design:

Module 1: Studying Philippine History: Introduction and Analysis

Module 2: Philippine History: Spaces for Conflict and Controversies
Module 3: Social, Political, Economic and Cultural Issues in Philippine History
Module 4: Doing History: Guide for Students

Course Outline:

Module Lessons Timeframe

1 Prelim
 Introduction to History: Definition, Issues, Sources, and
Methodology
 Content and Contextual Analysis of Selected Primary
Sources in Philippine History
2 Midterm
 Making Sense of the Past: Historical Interpretation and
Multiperspectivity
 Case studies on Philippine Historical Controversies

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 3 Semi-Final
 Evolution of the Constitution of the Philippines
 Policies on Agrarian Reform
 Evolution of the Taxation in the Philippines
4 Final
 Doing Historical and Biological Research
 Doing Local and Oral History

Learning Outcomes:

At the end of the course in History 101, the students will be able to:
a. Cognitive
 evaluate the credibility and authenticity of primary sources;
 analyze the content and perspective of different kinds of primary sources;
 identify the contribution of different types of primary sources in
understanding the history of the Philippines;
 develop critical thinking and analytical skills with exposure to primary
sources;
b. Psychomotor
 communicate effectively using the different techniques in historical
analysis of a historical event;
 establish a relationship between environment and human affairs;
 demonstrate the ability to use primary sources in historical arguments or a
particular historical issue
 provide recommendations to current problems based on their knowledge
and understanding of the root causes of the historical matters presented;

c. Affective
 showcase interest in local history and concern in the promotion and
preservation of our country’s cultural heritage;
 manifest cooperation and ability to work in a team in group projects.

Course Output:

1. Oral/Written Reports
2. Quizzes
3. Exams

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Grading System:
Prelim Grade

Quizzes, Recitation, Journal, Assignment etc. 50%

Prelim Exam 25%
Midterm Exam 25%
100%

Tentative Final Grade

Quizzes, Recitation, Assignment etc. 50%

Semi Final Exam 25%
Final Exam 25%
100%

FINAL GRADE = Midterm Grade + Tentative Final Grade

2

Guidelines:
1. Students can have the option to take up this course online or offline.
2. Online and offline students are given the Google classroom code upon
enrollment.
3. Online classes are synchronous and asynchronous.
4. Synchronous classes are held one hour per week through Google Meet.
The rest of the week is allotted for asynchronous instruction.
5. Those who opted for offline instruction must enroll in the Google classroom
to meet their instructor and more specific instructions.
6. Offline students are required to take the major examinations online
together with the online students as scheduled.
7. Offline students are required to submit their activities/outputs one week
before the major examinations.

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 Module 1
Studying Philippine History: Introduction and
Analysis

Module Overview:
Good day, students! Welcome to History 101! In this first module, you are about to explore
the very essence of why you are taking this subject in college. You are about to learn
about the importance of studying history and its process of gathering historical sources.
So, let’s start!

Module Objectives:
At the end of the first module, the students will be able to:

1. Analyze and evaluate primary sources for their credibility, authenticity, and
provenance;
2. Analyze the context, content, perspective of different kinds of primary,
secondary, and tertiary sources;
3. Determine the contribution of different kinds of primary sources in understanding
Philippine History; and
4. Develop critical and analytical skills with exposure to primary sources.

Lessons:
Lesson 1 Introduction to History: Definition, Issues, Sources, and Methodology
Lesson 2 Content and Contextual Analysis of Selected Primary Sources in
Philippine History

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 Lesson 1
Introduction to History: Definition, Issues, Sources, and Methodology

Objectives:
At the end of the lesson, the students should be able to:
1. Analyze and evaluate primary sources for their credibility, authenticity, and
provenance;
2. Analyze the context and perspective of various kinds of historical sources;
3. Identify the contribution of the types of primary sources in understanding
Philippine history; and
4. Develop critical thinking in assessing the types of historical criticisms used.

Introduction

For our very first lesson, we are going to explore the essence of studying Philippine
History. We will look through analyzing historical sources and how it was used on several
events in our history. So, let us start!

Activity

HISTORY, MY STORY. Think of some material objects found at home that you think can
be used to describe your own life story since you were born. Try to reminisce your
memories with the thing you’ve chosen and think of its importance in describing your
history. Share with the class your experience.

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 Analysis

As we are about to start our lesson about the introduction to History 101, here are some
questions that will be relevant to our discussion later on:
1. Why is it important to study history?
2. Where do we get our sources in studying history?
3. How do we make sure that these sources are accurate?

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 Abstraction
This lesson introduces the students to history as a theoretical field and discusses the
historiographical method of evaluating primary sources.

Aside from what is in this lesson, you may also check the PDF file attached in your Google
Classroom Material under Module 1 – Lesson 1 – Introduction to History: Definition,
Issues, Sources, and Methodology
Definition of the Subject Matter

History came from the word historia, a Greek word that

translates to “knowledge acquired through inquiry or
investigation. The word was adopted in Latin, where it had
derived into a new definition. The Latin word historia was
then known as past persons or groups of persons through
written documents and historical evidence. (Candelaria &
Alphora, 2018)

Questions and Issues in History

What is history? Why study history? And history for whom? These questions can be
answered by historiography. HISTORIOGRAPHY is the history of history. At the same
time, history focuses on studying the past and the events that happened. The study of
historiography is the history itself, how it was written, who wrote it, and the context of its
publication.

It allows the students to understand history better, that history is not just about memorizing
past information. Still, history is more about understanding how the past has affected the
present and the future.

Schools of Thought related to History

1. Post Colonialism

Postcolonialism is a school of thought that

arose in the early twentieth century as formerly
colonized countries struggled to define their
identities and understand their society in light
of their colonial past. In writing history,
postcolonial historians look at two things: the
first is to recount the history of their country in
a way that highlights their identity independent
Concept of Post Colonialism
of colonial discourse and knowledge, and the (source: Google images)
second is to critique colonialism's methods,
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 consequences, and notion. As a result, postcolonial history is a reaction and an
alternative to the colonial history established by colonial rulers and taught to their
people.

Key points:
 Emerged in the early 20th century
 Formerly colonized nations grappled with the idea of creating identities
against the colonial past
 It tells the history of their nation that will highlight their identity as free from
colonial discourse

2. Positivism

Between the eighteenth and nineteenth centuries, a school of thought known as

positivism arose. Before one may declare that a piece of information is correct,
empirical and visible proof is required. Positivism also implies a method for arriving
at a judgment that is objective. The phrase "no document, no history" comes from
this similar reality in history, when historians were obliged to provide written primary
materials in order to create a certain historical narrative. Not only in their arguments
but also in their historical research, positivist historians are supposed to be objective
and unbiased.

Key points:
 Emerged between the 18th and 19th century
 Requires empirical and observable evidence
 “no document, no history.”
 Expected to be objective and impartial

3. Annales School of Thought

The Annales School of History was founded in France to challenge historical

canons. The usual historical themes, which were nearly invariably connected to the
behavior of states and kings, were abandoned by this school of thinking. Lucien
Febvre, Marc Bloch, Fernand Braudel, and Jacques Le Goff were Annales scholars
who researched various disciplines in a historical context. They were interested in
social history and researched longers periods of history.

Scholars at Annales, for example, studied peasant history, medical history, and
even environmental history. The scholars who pioneered the history from below are
the same ones who pioneered the history from above. They argued that persons
and classes that were not well-represented in society's past should be placed in
history's records. Annales philosophers did this by combining history with fields like
geography, anthropology, archaeology, and linguistics.

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 Key points:
 Started in France
 Concerned with social history and studies longer periods
 They made “history from below,” the history of the common people

Historical Sources

The historian’s most important research tools are historical sources which can be
classified into two categories:

Primary Sources are those produced during the event or

period being studied, or in other words, it was written at the
same time that certain historical events happened. One
example of which is if one historian would study the 1935
Commonwealth Constitutional Convention, the primary
sources that he can gather or analyze can be the minutes of
the convention, clippings from newspapers, and even records
of the convention and even photograph of the event. Primary raw letters of Rizal for his Mother, an
sources are archival documents, artifacts, memorabilia, letters, example of a primary source
(source: Google images)
journals, census, and government records.

Secondary Sources refer to sources produced by authors who have used primary
sources to create the material. They are historical sources, which study a specific
historical subject.
You should not be confused about what counts as a primary or a secondary source.
Primary and secondary sources depend not on the time or event the source was produced
but on the subject of the historical research.

Historical Criticism

Primary and Secondary sources are very useful in learning and writing history. Still, they
must not forget that scrutinization should be applied to the sources they use, whether
primary or secondary, to avoid false information and deception and find accurate historical
data. With this, the historian should conduct an external and internal criticism of the
source, especially in primary sources, which can last for a long time.

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External Criticism verifies the authenticity of the
historical evidence by examining its physical
characteristics, consistency, and appropriateness with
the historical character of the period when it was
produced and the necessary materials used to create
the source. Examples of features examined in external
criticism are quality of paper, type of ink, language and
words used, designs, and symbols used. An archeologist conducting external criticism on a historical source
(source: Google images)

On the other hand, Internal Criticism refers to examining the truthfulness of the historical
evidence. This type of criticism focuses on the content of the source and examines the
circumstance of its production. Aside from that, it is also concerned with checking the
source's author, the source’s context and the author’s agenda behind the source's
creation, the knowledge that informed it and its intended purpose, and others.

The historian's task is to look at the available historical sources, whether primary or
secondary and select the most meaningful and relevant for history and the subject matter
they’re studying. In addition, the historian's task is to organize the events and information
from the past that is being created to offer lessons for societies and civilizations.

Philippine Historiography

In line with the definition of Historiography, this underwent several changes from the
precolonial period until the present. Ancient Filipinos narrated their history through
communal songs and epics passed orally from one generation to another. When the
Spaniards came, their chroniclers started recording their observations through written
accounts but their perspectives. They saw the pre-colonial Philippines as a dark period in
the history of our country and were only brought to the light through the spread of
Christianity.
With this kind of perspective used for a very long time, early nationalists refuted this
perspective. They argued that the pre-colonial society of the country was a luminous age
that ended with darkness when the colonizers captured their freedom. This whole concept
of Philippine Historiography highlights the importance of facilitating an internal
conversation and discourse among Filipinos about our history, using the language that
everyone understands.

Check it out!

For additional details on this lesson, check out the video link on the materials in our Google Classroom
entitled: Module 1 – Lesson 1 – Introduction to History: Definition, Issues, Sources, and
Methodology. You can also click this link here:
Primary and Secondary Sources -https://www.youtube.com/watch?v=CPQ95B95bWE
What is Historiography? - https://www.youtube.com/watch?v=an638BPO4oE

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 Application

In your Google Classwork, click on the classwork entitled Module 1 – Lesson 1 –

Application - Introduction to History: Definition, Issues, Sources, and Methodology
and answer the following activity the same as the one presented here. Identify and explain
the type of historical criticism used in the following situation. Explain your answer briefly.

1. Dr. Santos has some speculations on the authenticity of the original Noli Me
Tangere book written by Dr. Jose Rizal. She noticed some alterations done on
the signature of Rizal, so she highly doubts if this is authentic. What type of
criticism did she use to prove the source's authenticity?
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Mr. Villanueva has recently examined the letter of Emilio Aguinaldo about his
explanation of the death of Gen. Antonio Luna. He noticed that the document's
contents are talking about the journey of Luna to Cavite and not about his death.
What type of criticism did he use to prove the source's authenticity?
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Dr. Dela Cruz has examined the Muslim artifacts discovered in Maguindanao. He
assessed its authenticity and noticed that they are accurate since the designs on
these artifacts come from the Tausug culture. What type of criticism did Dr. Dela
Cruz use to prove the source's authenticity?

________________________________________________________________
________________________________________________________________
________________________________________________________________

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 4. Mr. Buenaventura acquired the documents about the war medals received by
Pres. Ferdinand Marcos was believed to be proof of the speculations thrown
against the president. To determine its authenticity, he read the content and
cross-checked it to the files of the US Army. What kind of criticism did Mr.
Buenaventura engage in?

________________________________________________________________
________________________________________________________________
________________________________________________________________

Closure

Glad that you have just finished the first lesson in the module! We shall now proceed to
the analysis of some of the selected primary sources of our history. Let us proceed!

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 Lesson 2
Content and Contextual Analysis of Selected Primary Sources in Philippine
History

Objectives:
At the end of this lesson, the students should be able to:

1. Acquaint with the primary documents coming from different historical periods of
the Philippines;
2. Discuss these primary documents with the application of historical criticisms; and
3. Develop critical and analytical skills through a written activity about primary
sources.

Introduction

In this second lesson, you are going to look forward to the process of analyzing
some selected primary sources in our history. This shall test your understanding of the
importance of references in analyzing history. So, let us start!

Activity

HISTORY FOR WINNERS?

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  Observe the picture above. What is the mural all about?

 What does it speak about our rich Philippine history?

Analysis

In this lesson, we will look deeper into some selected primary sources in our Philippine
History. Here are some questions that are relevant to our discussion later on:

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 1. Do you believe that history is always biased? If so, then why do we need
to consider it as accurate and factual?

2. Why should history go beyond memorization and retention of information?

Abstraction

Aside from this lesson, you may also check the PDF file attached in your Google Classroom
Material under Module 1 – Lesson 2 – Content and Contextual Analysis of Selected
Primary Sources in Philippine History.

1st Source: A Brief Summary of the First Voyage Around the World by Magellan by
Antonio Pigafetta

This primary source was taken from the chronicles of contemporary voyagers and
navigators of the 16th century. One of them was an Italian nobleman, Antonio Pigafetta,
who accompanied Ferdinand Magellan's circumnavigation of the world. Pigafetta’s source
was considered a reference to what the New World looks like, and it was the most
important primary source in the study of the pre-colonial Philippines.

The summary of Antonio Pigafetta’s chronicles in the Philippines:

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  the fleet of Magellan reached a place that he
called the Ladrones Islands or otherwise
known as the “Islands of the Thieves,” in
which he remembered and wrote:

“These people have no arms, but instead

use sticks, which have a fishbone at the end.
They are poor but ingenious and great
thieves, and for the sake of that, we call Magellan’s fleet in the Philippines
these three islands the Ladrones Islands.” (source: Google images)

 After ten days, from the Ladrones Islands, Pigafetta informed that they are
approaching an island he called the Isle of Zamal (Samar at present). Still,
Magellan contradicted him, and they proceeded to land on another uninhabited
island for security since they plan to rest for a few days.

 Then, the fleet went to an island called Humunu (Homonhon), in which they have
found what Pigafetta referred to as the “Watering Place of Good Signs” since it
is located in the place their first sightings of gold on the island. Alongside that is
they named another nearby island the archipelago of St. Lazarus.

 On March 25th they saw two balanghai (balangay), Mazzava/Mazaus. The

leader, or king, as they would have known, became close with Magellan and his
men as they both exchanged some gifts to one each other

 Magellan was introduced to the king’s brother after a few days. The king’s
brother, Raja Calamba, was also a king of another island where Pigafetta
reported that they saw sightings of gold. There was an abundance of gold
wherein parts of the ship and the king's house was littered with gold materials.

 On March 31, Easter Sunday at that period, Magellan ordered the expedition
chaplain to preside a Mass by the shore. The king heard about this plan and sent
two pigs as an offering to them and attended the Mass with the other king. And
then Pigafetta wrote:

“…during the offertory of the mass, 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.”

 By April 7th, Magellan and his men reached the port of Zubu (Cebu) with the help
of Raia Calambu. On the following day, Magellan’s men met with the king of
Cebu named Raia Humabon

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  On April 14, Magellan spoke to the kind and encouraged him to become a good
Christian by burning all of the animistic idols and worship the cross instead as a
sign of conversion to Christianity. The king of Cebu was baptized as a Christian.
After eight days, all of the island’s inhabitants were already baptized.

 On April 26, Zula, a principal man from

the island of Matan (Mactan), went to
see Magellan and requested for a boat
full of men so that he would can fight the
chief name Silapulapu (Lapulapu).
Magellan offered three ships instead
and went to Mactan to oppose the said
chief, but it ended tragically. The Battle of Mactan (source: Google images)
 After Magellan died in the Battle of Mactan, his men then elected Duarte Barbosa
as the new captain and assisted Juan Serrano. – Pigafetta (source: Google
alsoimages)
accounted for
how Magellan’s slave and interpreter named Henry had betrayed them and
informed the king of Cebu that they intended to leave as soon as possible. Juan
Sebastian Elcano took the command of Victoria

Analysis of Pigafetta’s Chronicle:

 One of the most cited documents about the pre-colonial Philippines

 His source was seen as a credible source for a period
 As one of the earliest detailed documentation, it was believed that talks about the
“purest” precolonial society
 He writes from the 16th-century European perspective
 He sees the belief systems of the Filipinos as inferior to Christianity
 He always emphasizes the nakedness of the natives and the abundance of gold
on the island
 He mentions their illiteracy to the European artillery, merchandise, and goods

2nd Source: The KKK and the “Kartilya ng Katipunan”

What is the KKK?

The Kataastaasan, also known as the

Kagalanggalangang Katipunan ng mga Anak ng
Bayan (KKK) or Katipunan, is the Philippines' most
prominent organization. While anti-colonial activities,
initiatives, and organizations had existed for centuries
before the Katipunan founding, only this organization
envisioned (1) a unified Filipino nation revolting
One of the KKK Flag Designs
(source: Google images)

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against the Spaniards in exchange for (2) the country's ultimate independence from
Spain.

Before the Katipunan, there had been previous armed revolts, but none of them
envisioned a united Filipino nation rebelling against the Europeans. Diego Silang, for
example, was an Ilocano who took up weapons and led one of the country's longest-
running revolts. On the other hand, Silang was primarily preoccupied with his immediate
surroundings and referred to himself as El Rey de Ilocos (The King of Ilocos).

Moreover, the imagination of a unified nation was generally missing from the aspirations
of local revolts. The propaganda campaigns led by ilustrados such as Marcelo H. del
Pilar, Graciano López Jaena, and Jose Rizal, on the other hand, are open for the idea of
complete independence of the Philippines from Spain. Still, they favor being under the
Spanish colony, with Filipinos having equal rights, representation, and protection against
friar abuses.

The Kartilya ng Katipunan

- “Lessons of the Organization of the Sons of Country”

- Written by Emilio Jacinto in 1896
- It is treated as a Katipunan’ code of conduct
- It contains 14 rules that instruct the way a
Katipunero should behave
- 1st set is about forming an upright individual
- 2nd set contains rules that will guide the way he
treats his fellow men
Emilio Jacinto, author of the Kartilya
Ng Katipunan
(source: Google images)
Analysis of the Kartilya ng Katipunan

(for better reading, please click this link of the full copy of the Kartilya:
http://malacanang.gov.ph/7013-andres-bonifacios-decalogue-and-the-kartilya-ng-
katipunan/)

In the same way, we studied Pigafetta's narratives; this primary source must be analyzed
in terms of content and context. We may interpret the substance and contents of the
Kartilya as a reaction and response to certain value systems that they considered
repulsive in the current state of things that they battled against the Spaniards. The
Kartilya's fourth and thirteenth principles, for example, invoke the fundamental equality
between and among men, regardless of ethnicity or status.

In the perspective of the Spanish colonial rule, when the indios were considered as
inferior citizens to white Europeans, the Katipunan ensured that the alternative society
they sought to establish via their revolution had to remove this unjust hierarchy

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Furthermore, the document's ideas might be compared to the seventeenth and nineteenth
centuries' rising rational and liberal ideals. Equality, tolerance, freedom, and liberty were
principles that arose during the French Revolution in the eighteenth century and extended
throughout Europe, eventually reaching the educated classes of the colonies. These
principles were clearly understood by Jacinto, who was an ilustrado himself. Aside from
the liberal principles seen in the paper, we can also find certain Victorian and chivalrous
values in it.

Various rules of the Kartilya, for example, constantly highlighted the value of honor in
words and deeds. While the Katipunan's teachings on how women should be treated with
dignity and respect are generally good, they can nevertheless reveal the Katipunan's
secondary regard for women compared to males. The text clearly said in the eleventh
rule that males should be the guides of women and children and that he should provide
a good example, lest the women and children be led down the path of evil.

Apart from that, the Kartilya was educational in terms of the Katipunan's behavior toward
others and the members' personal growth. In general, the Kartilya's rules are divided into
two categories: how one should respect one's neighbor and how one should develop and
behave oneself. Both are necessary for the Katipunan's development and fulfillment of its
objectives.

3rd Source: The Proclamation of Independence

Every year, the Philippines marks the anniversary of the declaration of Philippine
independence on June 12, 1898, in the province of Cavite. Indeed, this event marked a
watershed moment in the country's history since it heralded the end of 333 years of
Spanish colonization. Many studies have been conducted on the events leading up to the
country's independence, but only a few students have had the opportunity to read the
proclamation itself.

Despite the document's historical significance and the information, it exposes the reasons
and circumstances of that momentous day in Cavite. Reading the details of the text in
retrospect reveals the type of government established under Aguinaldo and the hand that
the United States of America would take over the newly formed republic in the future
years. The statement was a brief 2,000-word text that outlined the reasons for the
revolution against Spain, the independence struggle, and the new republic's destiny
under Emilio Aguinaldo.

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Contents of the Declaration:

1. Talks about the justifications behind the

revolution against Spain such as the:
- Abuses of the civil guards
- Shooting of prisoners
- Unequal protection of the law on
the Filipino people
- The greed and avarice of the
clergy Emilio Aguinaldo during the declaration of Philippine
- Unjust deportation and decision Indepedence in 1898
without proper hearing of the (source: Google images)

Spanish courts

2. Talks about the historical overview of the Spanish occupation up to the Philippine
Revolution
- Magellan’s arrival
- The collapse of the Pact of Biak-na-Bato
- Death of GomBurZa
- Cavite Mutiny of 1872
- Execution of Rizal
- Uprisings in the provinces

3. It invokes that the established republic would be led under the DICTATORSHIP of
Emilio Aguinaldo and that he was the sole instrument selected by God to be the
Supreme Chief of the Nation

4. It also talks about the explanation of

the Philippine Flag with the following
details:
- The white triangle represents
the emblem of the Katipunan
Society
- 3 stars represent Luzon,
Mindanao and Panay
- Eight Rays symbolize the eight Creation of the First Philippine Flag in
provinces that mainly fought in the Hongkong (source: Google images)
revolution
- The colors of Blue, Red, and White commemorate those in the flag of the
UNITED STATES OF AMERICA as gratitude towards the protection they
had given to the country.

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Analysis of the Declaration of Independence
- The declaration of independence had revealed some often overlooked historical
truths on some critical events in the Philippines.

- The document has stated about the abuses and inequalities experienced by the
Filipinos, but there was no mention of the struggles of the Filipino peasants
towards the land/agrarian problems

- Aguinaldo historicized the struggle for Independence. He mentioned past events

such as the execution of GOMBURZA, Cavite Mutiny, and the execution of Rizal.

- HOWEVER, he didn’t mention the Katipunan’s foundation. Andres Bonifacio and

his co-founders were left out.

- It reflects the way of historical narration found in the document also reflects the
politics of the victors.
.
- Even if the official records and documents like Aguinaldo’s proclamation of
independence, while truthful most of the time, still showcase the politics and
biases of whoever is in power.

There were speculations that it was Emilio Aguinaldo who initiated the
execution of Andres Bonifacio in Maragondon, Cavite

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Alfred McCoy’s Philippine Cartoons: Political Caricature of the American Era
(1900 – 1941)

“Public Post is not a Hereditary Crown”

This cartoon displays a portrayal of a Tondo politician named

Mr. Santos, who passes his crown to his brother-in-law
named Mr. Barcelona. Also found in the picture was a
Filipino trying to stop Santos telling him to stop passing on
the crown to Barcelona under his authority because he has
no right to dictate what the people want.

(source: Google images)

“War Against Speculator”

Drawn by Fernando Amorsolo, it shows a Filipino child who

was being pursued by a police officer because he stole a
skinny chicken out of hunger. The Filipino represented by a
man wearing a salakot was stopping the police officer
informing him not to waste his time in arresting small-time
pickpockets and focus on big-time thieves and corrupt
officials.

(source: Google images)

“Colorum”

Published by the Philippine Free Press, this commentary

describes the rising number of fatal accidents involving
colorum vehicles and taxis in the cities. This is a wakeup call
for lawmakers to create laws regarding road safety and
security.

22 | P a g e
 (source: Google images)

“Cinema”

The cartoon shows an enlarged motion picture of a police

officer informing couples not to make love inside the theatre.
Upon seeing the officer, a young couple was caught doing
public display of affection while an old couple on the other
hand was amused to see their act.

(source: Google images)

“Uncle Sam Riding A Chariot”

In this cartoon, it can be seen that an American Named

Uncle Sam (which represents the United States of America
itself) is riding a chariot driven by young Filipinos in school
uniforms. It can also be observed that these young boys are
carrying American-made objects such as baseball bats,
liquor, and boxing gloves.

(source: Google images)

“El Turno Los Partidos”

The cartoon was published by a Filipino magazine named

Lipang Kalabaw, on August 24, 1907. It can be observed that
Uncle Sam (representing the United States of America) is
giving rations of porridge (lugaw) to the Filipino politicians
and members under the Progresist Party. On the far right
side of the cartoon, it can be seen that the members under
the Nacionalista Party are waiting for their turn.

23 | P a g e
 (source: Google images)

Analysis of the Political Caricatures of Alfred McCoy during the American Period

- The early Filipino Politicians didn’t fully understand the concept and importance
of democracy and its underlying democratic processes
- Patronage became influential and powerful
- The transition from a Catholic-centered, Spanish-Filipino society to an imperial
American- assimilated one
- It shows the inequality between the rich and the poor in Filipino Society.

Check it out!

Here are some additional internet sources that can help you widen your readings on the
selected primary sources discussed earlier!
 The arrival of Magellan and the Battle of Mactan -
https://www.youtube.com/watch?v=KfSqZ9V9p7w
 Kartilya ng Katipunan (copy) - http://malacanang.gov.ph/7013-andres-bonifacios-
decalogue-and-the-kartilya-ng-katipunan/
 Declaration of Independence (copy) - http://malacanang.gov.ph/7827-documents-
of-independence/
 Alfred McCoy’s Caricature - https://www.youtube.com/watch?v=JzIGWxlvWcQ

Application

After accessing the links provided above, in your Google Classwork, click on the
classwork entitled Module 1 – Lesson 2 – Application (Content and Contextual
Analysis of Selected Primary Sources in Philippine History) and answer the following
question the same as the one presented here. Answer each question in 3-5 sentences
and explain it briefly—5 points for each question.

24 | P a g e
 1. Why do you think Aguinaldo overlooked some of the critical events in the Philippine
revolution in his speech? Explain.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. How were the Spaniards be biased in describing the pre-colonial Philippines?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Closure

Well done! You have a complete grasp of Module 1 - Studying Philippine History:
Introduction and Analysis. Get ready to learn Module 2, Philippine History: Spaces for
Conflict and Controversies.

MODULE SUMMARY
Commonly, people think of history only as studying the names of
people, years, places, events, etc., that are significant to a specific community or country.
However, studying history should be beyond that kind of information because, for us to
understand well the events in the past, we should think outside the retention way of
learning it. With the application of historiography and deeper analysis of historical events,
we can clearly understand why these events happened and how they have affected the
present and future situations. It should be known that history depends on the people who
have witnessed and written it. Therefore, we should look into the perspectives and other
factors that made that historical source possible.

25 | P a g e
 Module 2
Philippine History: Spaces for Conflict and
Controversies

Module Overview:
A pleasant day to all of you! In this module, you are now about to explore the selected
different controversies in Philippine History that have been debatable for historians and
scholars up to this date. These controversies have created confusion about the
authenticity of these historical events, which we Filipinos should be particular about.

Module Objectives:
At the end of the first module, students will be able to:

1. Interpret Philippine historical events using primary sources.

2. Recognize that variety of interpretations coming from a single historical source.
3. Demonstrate the ability to form arguments in favor or against in favor or against a
particular issue using primary sources.

Lessons:
Lesson 1 Making Sense of the Past: Historical Interpretation and Multiperspectivity
Lesson 2 Case studies on Philippine Historical Controversies

26 | P a g e
 Lesson 1
Making Sense of the Past: Historical Interpretation and Multiperspectivity

Objectives:
At the end of this lesson, the students should be able to:

1. Interpret historical events using primary sources;

2. Identify the various interpretations that can be read from historical texts; and
3. Show open-mindedness in looking into historical sources through an activity.

Introduction

In this first lesson of this module, you will learn about the importance of broad
perspectives in looking into the different events in history. It is essential for the upcoming
lectures in this module. So, let us continue!

Activity

ARE YOU OPEN-MINDED? Frequently, you hear the phrase “open-minded ka ba?”,
especially in business-related events and situations, but if you are to be asked, in studying
history, is it essential for a historian or even just a simple history reader, to be open-
minded?

27 | P a g e
 Analysis

As we are about to start our lesson about historical interpretation and multiperspective,
here are some questions that will be relevant to our discussion later on:
1. In studying Philippine history, why is it essential to develop
multiperspective?

2. Are discrepancies, ambiguities, and inconsistencies exist in historical

sources?

28 | P a g e
 Abstraction

This lesson will analyze four historiographical problems in our history to apply the
concepts and ideas that we have learned in historical inquiry.

Aside from what is in this lesson, you may also check the PDF file attached in your Google
Classroom Material under Module 2 – Lesson 3 – Making Sense of the Past: Historical
Interpretation and Multiperspectivity

Historical Interpretation and Multiperspectivity

In the analysis of primary sources, interpretation and multiperspective must be practiced.

• Historical interpretations can always vary depending on who reads the primary
sources when and how it was read.
• We must know how to recognize different types of interpretations
• Most of the sources that we accept as “accurate and true” about the past are not
always a case anymore.
• There might be conflicting and competing accounts of the past that need one’s
attention
• A way of looking at historical events, personalities, developments, cultures, and
societies from different perspectives
• We must understand that historical interpretations contain discrepancies,
contradictions, ambiguities and are often the focus of dissent

Check it out!

To learn more about the details and importance of multiperspective in studying history, click
on this video link:
https://www.youtube.com/watch?v=_KzPbUrvGe0

29 | P a g e
 Application

After accessing the links provided above, in your Google Classwork, click on the
classwork entitled Module 2 – Lesson 3 – Application (Making Sense of the Past:
Historical Interpretation and Multiperspectivity) and answer the following question the
same as the one presented here. Answer each question in 3-5 sentences and explain it
briefly—five points for each question.

1. What will happen to the historical sources if multiperspectivity is not practiced?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. If there are inconsistencies in a historical source, what should be done for it to be

checked?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Closure

With the idea of proper historical interpretation and multiperspectivity, you can now look
at historical sources from a broader perspective, which you will be using in the next
lesson. Let us continue!

30 | P a g e
 Lesson 2
Case Studies on Philippine Historical Controversies

Objectives:
At the end of this lesson, the students should be able to:

1. Identify the advantages and disadvantages of using critical tools in interpreting

historical events through primary sources;
2. Demonstrate the ability to make arguments in favor or against historical issues
using primary sources; and
3. Develop critical judgement in making arguments on the historical issues
presented.

Introduction

Good day again, student! You will be reading some of the intriguing controversies in our
history that have been debatable by scholars and historians. Let us see if you can
distinguish and provide arguments on these conflicts. So, let us start!

Activity
WHICH IS WHICH?

Have you tried to be a mediator in a family or friend

argument? How do you weigh in the details being thrown
to you by opposite parties? How will you decide who is
right and who is wrong?

31 | P a g e
 Analysis

You are about to read and explore some conflicts and controversies in our Philippine
history. With that, here are some analysis questions that are relevant to our discussion
later on:
1. In relation to history, how do historians meet halfway in looking into
conflicting sources?

2. How will historians and scholars prove that one historical source is
accurate and that source must reference a particular historical event?

Abstraction

Aside from what is in this lesson, you may also check the PDF file attached in your Google
Classroom Material under Module 2 – Lesson 4 – Case Studies on Philippine Historical
Controversies

32 | P a g e
Case Study 1: Where was the Site of the First Catholic Mass in the Philippines
Located?

For a long time, Butuan has been believed as the place where the first Catholic Mass was
conducted in the Philippines. Because of its wide acceptance, the Spanish authorities
erected a monument near the Agusan River in 1872, commemorating the arrival of
Magellan’s expedition and celebration of the Catholic Mass on the 8th of April, 1521.

As time has passed and reached near the end of the 19th century or late 1800s towards
the start of the 19th century or the early 1900s, accompanied by the rise of studies on the
history of the Philippines, there was a thorough study between Spanish and Filipino
scholars and historians on the accuracy of the site of the First Catholic Mass in the
country.

Shrine of the First Catholic Mass located in Antonio Pigafetta, the chronicler of Ferdinand
Masao, Butuan City Magellan
(source: Google images) (source: Google images)

Based on the evidence and sources gathered from historians and authors, there are only
two primary sources to identify the location of the First Catholic Mass in the Philippines.
The first one was the log kept by the pilot of Trinidad, one of Magellan’s ships, Francisco
Albo. He survived the tragic Battle of Mactan and was with Sebastian Elcano, pilot of the
ship, Victoria when they have entirely circumnavigated the world. The second one was
the account by Antonio Pigafetta. They were members of the Magellan expedition and
eyewitnesses of the events, particularly of the first Mass

Albo’s Log Pigafetta’s Testimony

● On the 16th of March 1521, they sailed ● Saturday, 16th of March 1521, they
in a Westerly course from Ladrones sighted the Las Islas de ladrones
island. ● Sunday, on the 17th of March 1521, they
● They sailed westward and reached anchored in Humunu (Homonhon)
“Gada,” but according to Pigafetta’s ● On the same day (Sunday, March 17),
testimony, this seems to be the Magellan named the entire archipelago
“Acquada” or Homonhon. the “Islands of Saint Lazarus.”

33 | P a g e
 ● From the island, they sailed westward ● March 18, the second day on that island,
and reached Seilani, or as Pigafetta they saw a boat coming, and an exchange
calls it, “Ceylon”- now the island of of gifts happened.
Leyte. ● Magellan’s expedition stayed at
● They sailed southwards and turned Homonhon from March 17 to March 25
southwest to a small island called ● March 25th, they left Homonhon, the route
“Mazava.” was taken by was toward the west
● The people of that island, Mazava southwest, between four islands: namely,
(Mazaua), were very hospitable. There, Cenalo, Hiunanghan, Ibusson, and
the Spaniards had planted a cross upon Albarien, these are adjacent islands of
a mountain top. Ceilon (Leyte).
● From Mazava, they sailed northwards ● Thus, it is easy to see what Pigafetta
again toward Leilani, and they saw three meant by sailing “toward the west
small islands. southwest” past those islands. Passing
● The fleet entered a channel between the island of Hibuson on their port side
two islands, one is called and Hiunangan Bay on their starboard,
“Matan”(Mactan), and the other was and then continued southward, then
“Subu”(Cebu). turning westward to “Mazaua.”
● They turned westward and anchored at ● March 28, they reached and anchored in
Subu(Cebu), where they stayed many “Mazaua,” which is twenty-five leagues
days and obtained a peace pact with the from the Acquada (Homonhon).
local King. ● They remained in Mazaua Island for
● The town of Subu was in the east-west seven days
direction with the islands of Suluan and ● April 4, they left Mazaua bound for Subu
Mazara. Unfortunately, the place together with the king of Mazaua; their
between Mazava and Subu had difficulty route took them past five islands, namely:
passing through since there were so “Ceylon, Bohol, Canighan, Baibai, and
many shallow portions of the sea that Gatighan.
the ships could not go westward directly ● Sunday, April 7 at noon, they entered the
but have to go in a roundabout way. harbor of “Zubu.” It had taken them three
days from Mazaua to the Camotes Islands
(Poro, Pasihan, and Ponson) and then
southward to Cebu.

Conclusion and Findings

● The Mazaua island, stated by Pigafetta, was the site of the First Catholic Mass in
the Philippines. It is an island located on the southwestern tip of Leyte. In contrast,
the other Masao, located in Butuan, is not considered an island since it was a
barangay in Butuan City near the Agusan River in Northern Mindanao. The
coordinates of Mazaua matched that of Limasawa as recorded by Pigafetta
himself.

34 | P a g e
 ● One thing that was not mentioned is that place of Butuan was a river-based
settlement near the Agusan River. Therefore, it shows an inconsistency since
Magellan’s fleet was very particular about land and water formations such as seas
and islands. It is very peculiar for the fleet and even Pigafetta himself to miss the
description of a river if they went to Masao in Butuan.

● Magellan's fleet took the route from Homonhon to Mazaua and then another from
Mazaua to Cebu and did not reach Butuan or any other part of Northern Mindanao.
The docking facilities at Limasawa were not a problem for the fleet, which anchored
at a safe distance near the island of the eastern shore.

● A law was created and enacted on June 19, 1960, declaring Limasawa
island, where the first mass was held

Case no 2. What Happened in the Cavite Mutiny?

1872 was a historic year in the Spanish Colonization because it marks the year of the
two very important events in our Philippine History, the Cavite Mutiny of 1872 and the
great martyrdom of the three priests: Mariano Gomez, Jose Burgos, and Jacinto Zamora.
The significance of the events is inevitably unquestioned. Still, the issue here is not about
the essence of the historical event but rather the different sides of the story as supported
by various primary sources, the Spanish Accounts, and the other accounts made by
Filipino and foreign scholars. Spanish accounts came from Jose Montero Y Vidal and
Gov. Gen. Rafael Izquierdo, while the other accounts were from Dr. Trinidad
Hermenegildo Pardo de Tavera and Edmund Plauchut.

Summary of the 1872 Cavite Mutiny

On June 20, 1872, 200 Filipino military personnel working at Fort

San Felipe Arsenal in Cavite staged a MUTINY because of the
removal of the personal benefits of the workers (tax tribute and
exemption on forced labor) under the orders of Gov. General Rafael
de Izquierdo.

After the failed mutiny, Gov. General Rafael de Izquierdo blamed

the incident on the three martyr priests:
• Mariano GOMEZ
• Jose BURGOS
• Jacinto ZAMORA

GomBurZa, the martyr priests

of the Cavite Mutiny in 1872
(source: Google images)

35 | P a g e
 Spanish Accounts of the 1872 Other Accounts against the Spanish
Mutiny accounts

Excerpts from Montero’s Excerpts from Pardo de Tavera

Account
• Aside from the abolition of
privileges, there were • There were no intentions of fighting
other causes of the Mutiny. against Spain during that time, but the
• It was said that the Filipino only aspiration of the Filipinos for an
clergy assisted the improved life under the Spaniards
laborers who staged the • The incident was isolated and was
mutiny only a mutiny by Filipino laborers
• The Filipinos were at the because of the abolition of their
brink of a great uprising benefits
against the Spaniards in • Gov. Gen. Izquierdo and the Spanish
which secret meetings friars used the Cavite Mutiny to
were held in the house of a address other issues since the
man named Joaquin Pardo
Central Government of Spain planned
de Tavera or at the home
to deprive the Spanish friars of all the
of Fr. Jacinto Zamora.
powers of intervention in matters of
civil government
Excerpts from Gov. Gen.
Izquierdo
Excerpts from Plauchut’s Account

• Some Filipino instigators

encouraged the rebellion • The Gov. Gen. before Izquierdo had
of the Filipino personnel planned for improved living conditions
from the Cavite arsenal for the Filipinos
• He stated that the rebellion • However, upon the arrival of Gov.
would lead to a plan to Gen. Izquierdo, all planned reforms
establish a new for the Filipinos were abolished
government led by a hari; • The educational reforms were
which refers to the head of suspended, and the Spanish friars
government retained their dominance in the
• The Filipino clergy, led by Filipino society
Fr. Burgos and Zamora are • Izquierdo and the Spanish friars
against the Spanish friars exaggerated the Cavity Mutiny and
and supported the rebels showcased it as an attempt to
• A lot of educated leaders, overthrow the Spanish Government
mestizos, lawyers, and • The Cavity Mutiny led to the
residents of Manila and execution of the GOMBURZA
because the Spanish friars insisted

36 | P a g e
 Cavite supported the that they assisted the laborers to
planned rebellion stage the Mutiny
• On Feb. 17, 1872, the • This incident in Cavite paved the way
GOMBURZA was to the revolution culminating in 1898
executed to threaten led by Gen. Aguinaldo.
Filipinos and never attempt
to fight against the
Spaniards.

Conclusion of the 1872 Cavite Mutiny

• The two perspective shows that the Spaniards will do everything to retain
the authority and power in the Philippines
• Great suppression and abuse was coming from the Spanish officials and
the friars
• The 1872 Cavite Mutiny should be considered a vital incident since it
motivated the Philippine Revolution in 1898.

Case no. 3 – Did Rizal Retract?

What is Retraction?
• Retraction is defined as taking back something formally which was said or
done.
• It is the act of withdrawing or taking back something, which can be a
statement, an accusation, a condition of a contract, the withdrawing or
taking back of a renunciation.

Rizal is identified as a hero of the revolution. He used his writings to try to end
colonialism and liberating Filipino minds towards creating the Filipino nation. He
had written influential novels such as the Noli Me Tangere and El Filibusterismo.
He had written essays that despise the Spanish friars and the injustices in the
Philippine Society. However, there were speculations that he signed a document
that declares his retraction on everything he had written against the Church

There were four iterations of the texts of the retraction document:

• First was published in La Vos Española and Diaro de Manila on the Day
of Execution of Rizal
• Second appeared in the La Juventud magazine in Barcelona, Spain.
• The third was from Fr. Vicente Balaguer, on Feb. 14, 1897
• The fourth was found in the archdiocesan archives on May 18, 1935. (Said
to be the Original)

37 | P a g e
 A visual representation of Jose Rizal’s
Noli Me Tangere and El Fili Busterismo, the two novels in
retraction before his death
which Jose Rizal was known for
(source: Google images)
(source: Google images)

Testimonies on the Retraction of Rizal

Fr. Vicente Balaguer Cuerpo de Vigilancia (Intelligence Unit

of the Spanish Government)

• Rizal woke up several • Surfaced in 2016 through the

times, confessed four research of Prof. Rene Escalante,
times, attended a Mass, who studied the documents of
received communion, and Cuerpo de Vigilancia (intelligence
prayed the rosary. unit of the Spanish Government in
• After that, he had his the Philippines)
retraction document • Rizal entered the death row
presented to the accompanied by his counsel, Sr.
authorities Taviel de Andrade, and a Jesuit
• This testimony is the priest named Vilaclara.
allegedly “primary” • Andrade left the death row at 10 am,
account that Rizal wrote and Rizal spoke with the Jesuit
the retraction document, Fathers, Father March, and
lacking authenticity. Vilaclara, who presented him with a
• prepared retraction on his life and
deeds that HE REFUSED TO SIGN.
• They had this argument until 12:30
pm and asked the priests to leave
because they wanted to write
something for themselves.
• At 3:00 pm, Fr. March entered the
chapel and received the letter
written by Rizal.

38 | P a g e
 • Then the chief of the firing squad,
Sr. Del Fresno were informed. They
entered the death row together, with
Rizal signed the document that he
had recently written.
• 5:00 am on the 30th of December;
his lover arrived at the prison (not
mentioned). They had a
conversation, and the woman left
after embracing him, flooded with
tears.

Conclusion on the retraction of Rizal

• Both testimonies had mentioned the retraction document, which can be true.
• One of the inconsistencies identified was that Fr. Balaguer was not mentioned in
the testimony of the Cuerpo de Vigilancia.
• Although the retraction issue remains a controversy until today, many scholars and
historians agree that the document, whether true or not, does not tarnish the
heroism of Rizal.

Case no. 4 – Where did the Cry of Rebellion Happened?

What is the Cry of the Rebellion?

• El Grito de Rebelion or the Cry of Rebellion was said to be the start of the
revolutionary events of the Katipunan, which happened in August 1896, northeast
of Manila.

The Controversy of the Cry of the Rebellion

• This event was the start of the revolution, but there was no exact and accurate
date and place where it happened.
• Even though there was a monument erected in EDSA, and the event Nis
celebrated every 26th of August, the controversy on its exact date and place still
exists today.
Accounts of the Cry of Rebellion
▪ Lt. Olegario Diaz, A Guardia civil, identified the Cry in Balintawak on August 25,
1896.
▪ A Filipino historian named Teodoro Kalaw marked the place to be located in
Kangkong, Balintawak, on the last week of August in the year 1896.

39 | P a g e
 ▪ Santiago Alvarez, in Cavite, put the Cry in Bahay Toro in Quezon City on August
24, 1896.
▪ Pio Valenzuela, a known Katipunero and he stated the Cry happened in Pugad
Lawin on August 23, 1896
▪ Gregorio Zaide, a historian and identified the Cry to have happened in Balintawak
on August 26, 1896
▪ According to Pio Valenzuela, Teodoro Agoncillo put it at Pugad Lawin on August
23, 1896.
▪ Milagros Guerrero, Emmanuel Encarnation, and Ramon Villegas claimed that the
Cry of Rebellion took place in the barn of Tandang Sora in Gulod, Barangay Banlat,
Quezon City, on August 24, 1896.

An artist’s depiction of Andres Bonifacio and the Cry of Rebellion

(source: Google images)

40 | P a g e
Primary Sources of the Cry of the Rebellion
Guillermo Masangkay, “Cry of Pio Valenzuela, “Cry of Pugad Lawin”
Balintawak” in Gregorio Zaide and in Gregorio Zaide and Sonia Zaide
Sonia Zaide

● There was a big meeting held in ● First place of refugee of Andres

Balintawak, particularly at the Bonifacio, Emilio Jacinto, Procopio
house of Apolonio Samson, then Bonifacio, Teodoro Plata, Aguedo
Cabeza de barangay of that barrio del Rosario and Pio Valenzuela
of Caloocan, on August 26th, was Balintawak. The first place
● The known founders of the KKK, where approximately 500 members
Andres Bonifacio, Emilio Jacinto, of the KKK met on August 22, 1896,
Aguedo del Rosario, Tomas was the house of Apolonio Samson
Remigio, Pio Valenzuela, Briccio at Kangkong.
Pantas, Teodoro Plata, Enrique ● There was only an exchange of
Pacheco, and Francisco Carreon, views in this meeting, and there
were among those who attended was no resolution adopted, even
the said meeting in Balintawak. debated.
Most of them were the leaders of ● On August 23, 1896, at Pugad
Katipunan and composed the board Lawin, the house, store-house, and
of directors of the organization. The yard of Juan Ramos, son of
meeting was also attended by the Melchora Aquino, where at least
delegates from Bulacan, more than 1,000 members of the
Cabanatuan, Cavite, and Morong. Katipunan met and had a
● At 9 o’clock in the morning of the considerable debate and
26th of August, the meeting in discussion about whether the
Balintawak was opened with revolution against Spanish will be
Andres Bonifacio presiding it and started on August 29, 1896.
Emilio Jacinto acting as the
secretary. The agenda of the
meeting was to talk about and plan ● After the meeting, many of those
when the uprising was to take present tore their cedulas
place. But Teodoro Plata, Briccio certificates and shouted, “Long live
Pantas, and Pio Valenzuela were the Philippines!”
all opposed to starting the
revolution too early.
● Andres Bonifacios’ fiery speech to
the people who waited outside for
the result:
“You remember the destiny of our
fellow countrymen who were shot in
Bagumbayan. Should we go back
now to the towns, the Spaniards will
only fire at us. Our organization has
been discovered, and we are now

41 | P a g e
 all marked men. If we don’t start the
uprising, the Spaniards will get us
anyway. What then, do you say?

Conclusion of the Cry of the Rebellion

● There is inconsistency among the statements of the historical witnesses about the
place and time of Cry of the Rebellion coming from the eyewitness accounts
presented.
● Four places have been identified using the Primary and Secondary Sources.
Balintawak, Kangkong, Pugad Lawin, and Bahay Toro and the dates vary starting
from 23, 24, 25, and 26th of August 1896.
● According to Guerrero, Encarnacion, and Villegas, the places mentioned are all in
Balintawak, a part of Caloocan, a region in Quezon City. Regarding the dates,
Bonifacio and his troops may have been transferring from one place to another to
avoid being tracked by the Spanish government.

Check it out!

Here are some internet links that provide you additional and broader knowledge about the historical
controversies discussed earlier.

 First Catholic Mass in the Philippines - https://www.youtube.com/watch?v=r1sI-5CEwpI

 Cavite Mutiny of 1872 - https://www.youtube.com/watch?v=3PDYOFOnTQU
 Retraction of Rizal - https://www.youtube.com/watch?v=IYzG6tbcYxk
 Cry of the Rebellion - https://www.youtube.com/watch?v=Uh7oowrwvJQ
- https://www.youtube.com/watch?v=Dtc9q_V8_hs

Application

After accessing the links provided above, in your Google Classwork, click on the
classwork entitled Module 2 – Lesson 4 – Application (Case Studies on Philippine
Historical Controversies) and answer the following question the same as the one
presented here. Answer each question in 3-5 sentences and explain it briefly—five points
for each question.

1. What made Masao inaccurate in claiming the position of the first Catholic Mass in
the Philippines?
________________________________________________________________
________________________________________________________________
________________________________________________________________

42 | P a g e
 2. What made the Cavite Mutiny important to the Philippine Revolution?
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Will it matter if Rizal retracted before his death? Defend your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. What was the cause of the inconsistency of dates and places in the Cry of
Rebellion?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Closure

Good job! You have successfully finished Module 2 - Philippine History: Spaces for
Conflict and Controversies. More exciting topics will be discussed in the next Module.
Keep your focus!

MODULE SUMMARY

In reading different historical sources, it is essential to know that every reader should
apply the concept of Multiperspectivity for them to be able to have a broader perspective
on the historical source they are reading. Multiperspectivity also allows historians and
individuals to read history to check for inconsistencies and ambiguities from the sources
they have read. These concepts were applied to some selected conflicts and
controversies in our history. Every reader should not forget that they should not stick only
to one source but cross-check historical data for accurate information.

43 | P a g e
 Module 3
Social, Political, Economic and Cultural Issues in
Philippine History

Module Overview:
This chapter is dedicated to perennial issues in our Philippine society, which history could
lend a hand in understanding and proposing solutions. The topics under this module
include the mandated discussion of our Philippine Constitution, the policies on agrarian
reform, and the history of our taxation.

Module Objectives:
At the end of the third module, the students will be able to:

1. Interpret the basic elements and features of the constitutions based on the global
context
2. Propose recommendations to present-day problems based on their
understanding of the different political, social, economic, and cultural issues in
the Philippines

Lessons:
Lesson 1 Evolution of the Constitution of the Philippines
Lesson 2 Policies on Agrarian Reform
Lesson 3 Evolution of the Taxation in the Philippines

44 | P a g e
 Lesson 1
Evolution of the Philippine Constitution

Objectives:
At the end of this lesson, the students should be able to:

1. Interpret the basic elements/ features of the constitutions based on the

global context;
2. Compare and contrast the features of every constitution implemented in
the country; and
3. Develop fair judgement in assessing the appropriateness of constitutional
amendments

Introduction

In this first lesson of this module, you will explore how our recent history was shaped
through the evolution of our constitution that started in the late 1890s. So, let us begin!

Activity

THE PREAMBLE. Read the preamble of our 1987 constitution below. Try to comprehend
its message.

45 | P a g e
 Analysis
As we are about to start our lesson in the evolution of the Philippine Constitution, here
are some questions that will be relevant to our discussion later on:
1. What does our preamble trying to imply to us, Filipino citizens?
2. What is the purpose of a constitution in a state or country?
3. Can a country progress or even survive without a constitution?

Abstraction

Aside from what is in this lesson, you may also check the PDF file attached in your Google
Classroom Material under Module 3 – Lesson 5 – Evolution of the Philippine
Constitution.

Evolution of the Philippine Constitution

A constitution is a set of fundamental principles in which a state or other organization is

governed. The Philippine Constitution, which is the supreme law of the Republic of the
Philippines, has been in effect since 1987.

In our history, there were only three other constitutions that have been effectively
governed the country; the following are the 1935 Commonwealth Constitution, the 1973
Constitution, and the 1987 Constitution. Aside from the aforementioned, Filipinos
attempted earlier constitutions in the struggle to break free from the colonial yoke.

46 | P a g e
Timeline of the Philippine Constitutions

History of 1897: Constitution of the Biak-na-Bato

●It was a provisionary Constitution of the Philippine Republic during the Philippine
Revolution
●It was borrowed from Cuba and was written by Isabelo Artacho and Felix Ferrer in
Spanish and later on translated into Tagalog
This constitution was never fully implemented since a truce, the Pact of Biak-na-Bato,
was signed between the Spanish and the Philippine Revolutionary Army

History of 1899: The Malolos Constitution

● After the Philippine Declaration of Independence was issued on 12 June 1898, the
Malolos Congress was elected
● This congress selected a commission to draw up a draft constitution which was
composed of wealthy and educated Filipino men
● Approved on Nov. 29, 1898, the constitution was called “The Political Constitution of
1899” and was written in Spanish
● The draft of the constitution was patterned after the Spanish Constitution of 1812, with
additional influences from the charters of different countries such as Belgium, Mexico,
Brazil, Nicaragua, Costa Rica, and Guatemala and also, the French Constitution of
1793
● The mentioned countries were studies by Felipe Calderon, the author of the
constitution, since they share similar social, political, ethnological, and governance
conditions with the Philippines
● Aside from those references, this constitution was also influenced by the Kartilya, and
the Sanggunian-Hukuman by Emilio Jacinto, Biak-Na-Bato Constitution, Mabini’s
Constitutional program of the Philippine Republic of 1898, and the provisional
constitution drafted by Mariano Ponce in 1898 that followed Spanish constitutions
● The 1899 Malolos Constitution was not implemented because of the ongoing war
between the Americans.
● The Philippines became a territory of the USA effectively upon signing the Treaty of
Paris
History of the 1935 Commonwealth Constitution
● After the Treaty of Paris between the United States and Spain, the Philippines was
immediately subjected to the power of the United States
● During the American colonization, two acts of the United States Congress were passed
that can be considered to have qualities of constitutionality:
- Philippine Organic Act of 1902, which provided the creation of a popularly elected
Phil. Assembly

47 | P a g e
 - this act specified that legislative power would be vested in a bicameral legislature
with Phil. Commission as the upper house and the Phil. Assembly as the lower
house
- Philippine Autonomy Act of 1916 (Jones Law) removed the Phil. Commission and
replaced it with a Senate that served as the upper house and is elected by the
Filipino voters
- this act also declared the purpose of the US to end their sovereignty over the
Philippines and recognize the country’s independence as soon as there is an
established stable government
● In 1932, the United States Congress passed the Hare-Hawes-Cutting Act with the
promise of granting Filipinos’ independence
● In 1934, the Tydings-Mcduffie Act, also known as the Philippine Independence Act,
was passed by the US Congress that provided authority and defined mechanisms for
the establishment of a formal constitution by a constitutional convention
● This 1935 constitution created the Commonwealth of the Philippines, an administrative
body that governed the Philippines from 1935 – 1946
● This constitution also bears traces of the Malolos Constitution, the German, Spanish,
and Mexican constitutions, even though it has a great American influence
● The draft of the 1935 Constitution was then approved by the constitutional convention
dated on Feb. 8, 1935, and then later on ratified by US Pres. Franklin Roosevelt on
March 25, 1935.
● The first elections were held in September 1935, and Manuel Quezon was declared to
be the First President of the Commonwealth
● The Commonwealth was immediately interrupted by the outbreak of World War II with
the Japanese occupying the Philippines.
After World War II, the Philippines was declared an independent republic dated July 4,
1946.
History of the 1973 Constitution
● In 1965, Ferdinand Marcos was elected president, and in 1967, the Phil. Congress
passed a resolution creating a constitutional convention to change the 1935
Constitution.
● After Marcos was re-elected in 1969, the convention began formally on June 1, 1971.
● Before the convention finished its work, Martial Law was declared because of the
growing communist insurgency as its reason
● Some delegates of the ongoing constitutional convention were placed behind bars, and
others went into hiding or were voluntarily exiled.
● With Marcos as the dictator, the flow of the convention turned, with accounts that the
president himself dictated some provisions of the constitution, manipulating the
document to be able to hold on to power for as long as he could
● On November 29, 1972. The convention approved its proposed constitution.
● The 1973 constitution was a way for Marcos to keep his executive powers, can abolish
the Senate, and by any means, never really acted as a Parliamentary System. As a

48 | P a g e
 substitute, it functioned as an authoritarian presidential system, with all real power
concentrated in the hands of the presidents, with the back of the constitution.

History of the 1987 Constitution

● Under Corazon Aquino’s government, they had three options for developing a new
constitution. Retain the 1973 version, revert to the 1935 version, or use the power to
make reforms, start fresh and break from the dictatorship.
● In March 1986, Pres. Aquino proclaimed a transitional constitution that will be used only
for a year since a Constitutional Commission was established to draft a permanent
constitution.
● The transitional constitution maintained many provisions of the old one, including in
rewritten form the presidential right to rule by decree.
● A constitutional convention was created in 1986, composed of 48 members appointed
by Corazon Aquino coming from varied backgrounds and representations around the
Philippines.
● The convention drafted a permanent constitution, largely restoring the setup abolished
by Late President Marcos in 1972, and has included new methods to keep the president
in check.
● The new constitution under Pres. Corazon Aquino was officially adopted on February
2, 1987.

Details on each constitution

1897: Constitution of the Biak-na-Bato

The organs or branches of the government under this Constitution were:
- The Supreme Council, headed by a president and four department secretaries:
interior, foreign affairs, treasury, and war
- the Consejo Supremo de graccia Y Justicia, that has the authority and power in
decision-making, in affirming or disproving the sentences provided by other courts
and dictating the rules for the administration of justice

the Asemblea de Representantes, which was to be created after the revolution to draft a
new constitution for the republic and elect members of a new Council of Government
and Representatives of the People

1899: Malolos Constitution

Recognizes the freedom and equality of beliefs

Separation of Church and State must be practiced
It shall exercise three distinct powers:
Legislative

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 - It has a unicameral body called the Assembly of Representatives, with members
elected for terms of 4 years
Executive
- Has a president and is elected by a constituent assembly of the Representatives
- They will serve a term of four years w/o re-election
- there is no vice president
Judicial
has a chief justice of the Supreme Court

1935 Commonwealth Constitution

It provides a unicameral National Assembly with a president and vice president elected
to a 6-year term w/o re-election
In 1940, it was amended to have a bicameral Congress, which is composed of a Senate
and House of representatives alongside an independent electoral commission and limited
the term of the president and vice president to 4 years with one re-election
Rights to suffrage were afforded to male Filipinos who are 21 years or over and was
later on extended to women within two years after the adoption of the constitution

1972 Constitution

It introduces a parliamentary-style government, where legislative power was vested in a

unicameral National Assembly, with members being elected to a 6-year term. The
president is to be elected as the symbolic and ceremonial head of state chosen from the
members of the NA
Executive power was given to the Prime Minister, who was also the head of government
and Commander-in-Chief of the Armed Forces

1987 Constitution
- The president and his appointed cabinet members are under the Executive branch
- The president is considered as the head of state and the chief executive, but the
president’s power is limited by significant checks and balances from the two other co-
equal branches of the government: Legislative and Judicial branches
- the Senate and the House of Representatives comprises the Legislative branch
- 24 Senators will be elected at large by popular vote and can serve no more than two
consecutive 6-year terms
- The House of Representatives is composed of district representatives representing a
particular geographic area and makes up approximately 80% of the total number of
representatives

50 | P a g e
- There is also a party-list system to provide spaces for the participation of under-
represented community sectors or groups.
- Party-List representatives will fill up twenty percent of the seats of the House of
Representatives
- The Philippine Courts are under the power of the Judiciary branch
- It is composed of a Supreme Court and lower courts as created by law.
- The Supreme Court is a court composed of 15 members appointed by the Philippine
president without the need to be confirmed by Congress/
- The president’s appointment is limited to a list provided by a constitutionally specified
Judicial or Bar council
- It also has three independent Constitutional Commissions, namely, Civil Service
Commission, Commission on Elections, and Commission on Audit
- For the proper monitoring and maintaining of government officials' ethical and lawful
conduct, the Office of the Ombudsman was established to take care of and investigate
the complaints filed by the people related to the corruption and unlawful behavior of
public officials.
These unlawful officials will be trialed before Sandiganbayan, and a special court was
created for this purpose.

Check it out!

 Do you know how Constitutions are made? Check out the following video link to learn
more how constitutions are created:
https://www.youtube.com/watch?v=J36s0MTTxc8
 Also, check this video that shows the summarized history of the evolution of our
constitution: https://www.youtube.com/watch?v=Ec1m6AMfWgs
 Lastly, here is a summary of the branches of our government under the 1987
Philippine Constitution: https://www.youtube.com/watch?v=JUA5CmB5SHI

Application

After accessing the links provided above, in your Google Classwork, click on the
classwork entitled Module 3 – Lesson 5 – Application (Evolution of the Philippine
Constitution) and answer the following question the same as the one presented here.
Answer each question in 3-5 sentences and explain it briefly—five points for each
question.

51 | P a g e
1. With your knowledge about the different constitutions in our country, do you agree
that the 1987 constitution should be amended or even change entirely? Explain and
defend your answer.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Closure

Our Constitution serves as our guide and fundamental principles of our country. That is
why as Filipino citizens, we should be able to exercise our rights and duties as Filipinos.
Next up, we are going to look into the agrarian reform situation of our country. Let us
proceed!

52 | P a g e
 Lesson 2
Policies on Agrarian Reform

Objectives:
At the end of this lesson, the students should be able to:

1. Identify the struggles in the agrarian reform in the Philippines;

2. Describe the style of taxation of the country at present; and
3. Showcase appreciation of the hard work of Filipino farming through poem
making.

Introduction

In this lesson, we will understand more about our country's agrarian history and how it
affects the current situation of our agricultural sector. So, let us start!

Activity

MAGTANIM AY DI BIRO. Observe and look at the pictures below and after that, answer
the following questions briefly.

53 | P a g e
What is the connection between the two pictures?

What do these pictures reflect the current situation of our agrarian reform in the
Philippines?

Analysis

As we are about to start our lesson about the Rizal Law, here are some questions that
will be relevant to our discussion later on:
1. What is the importance of the agrarian sector in our economy?
2. Why is it that there are still Filipino farmers who are experiencing poverty?
3. Do you think there is an equal distribution of land in our agrarian sector?

54 | P a g e
 Abstraction

Aside from what is in this lesson, you may also check the PDF file attached in your Google
Classroom Material under Module 3 – Lesson 6 – Policies of Agrarian Reform

Policies on Agrarian Reform

In simpler terms, agrarian reform is focused on remodeling the entire agriculture system,
which is a crucial aspect of the Philippine economy since most of our population is
employed under the agricultural sectors; the Filipinos live in rural areas.

Agrarian reform centers on the relationship between the production and distribution of
agricultural land among the peasants and farmers. It is also in line with the political and
economic aspects of the production and distribution of farming-related enterprises. It also
focuses on how these are connected to a broader issue on class structure.

Land ownership in the Philippines under Spain

The Spaniards brought with them a pueblo system of agriculture when they colonized the
country. This system is organizing scattered and dispersed rural communities into pueblos
and given land to cultivate.

Since the Spaniards have colonized our country, the families cannot own their land since
the King of Spain owned everything. Therefore, the Filipinos were only assigned to
cultivate the grounds that they do not own, and along with this, they pay their colonial
tributes to the Spanish authorities in the form of agricultural products

After the Spaniards had fully established their colony in the Philippines, the Law of the
Indies was implemented wherein the Spanish Crown awarded lands to the following:
Religious Orders, Repartamientos for Spanish Military for their rendered service, and the
Spanish encomenderos, those who were mandated to take care of the encomienda of the
lands given to them, where the Filipinos worked and paid their tributes to the
encomendero.

This encomienda system was unfair and abusive since Filipino farmers working the land
were made to sell their products at a meager price or surrender their products to the
encomenderos, who resold them at a profit.

55 | P a g e
From the encomienda system, the hacienda
system was developed at the beginning of the
19th century as the Spanish government
implemented policies that would fast track the
colony's entry into the capitalist world. Since
the Philippines became one of the exporters of
raw materials globally, the hacienda system
was established. In addition, Spain enacted a
law ordering landholders to register their
landholdings. Many families of the farmers
who were “assigned” to the land in the earlier A Hacienda in Calamba, Laguna
days of colonization were driven out or forced to (source: google images)
work under the authority of the land landowners.

This is the primary reason why the revolts in the country are agrarian. Filipinos had
communal ownership of land before the Spaniards came. The systems introduced by them
became a bitter source of hatred and discontent for Filipinos.

Filipinos fought the Phil. Revolution in a confluence of motivations, but their greatest desire
was to acquire back their lost lands from the Spaniards.

Landownership in the Philippines under the Americans

Even though the Americans were aware of the leading cause of social unrest in the
Philippines, the land ownership did not improve during their period and, in fact, even made
it worse. The implementation of the Philippine Bill of 1902 provided regulations on the
disposal of public lands and standards for land ownership: 16 hectares for private
individuals and 1024 hectares for corporate landholders. It was supplemented by the Land
Registration Act, which introduced the Torrens system to address the absence of earlier
records of issued titles and conduct accurate land surveys.

Although there were laws passed to address the landlessness of the Filipinos, the
Americans and Filipino businessmen were the only ones who benefited from it. Even if the
peasants received lands, they do not have the funds to cultivate them. Thus they would
resort to selling the lands to those who can afford it and return to being a tenant on the
lands of the wealthy hacienderos.

With the rise of uprisings during the Commonwealth period, Manuel Quezon proposed a
social justice program focused on purchasing haciendas from the landlords and then is
divided and sold to tenants.

His administration created the National Rice and Corn Corporation (NARIC) to assign
public defenders to assist peasants in court battles for land rights.

56 | P a g e
There were good plans that the Quezon administration had started. Still, they failed
because of rising problems such as enough budget allocation for the settlement programs,
peasant uprisings, and World War II.

Post-War Intervention Toward Agrarian Program

During the tie of President Elpidio Quirino, the LASEDECO or the Land Settlement
Development Corporation was established for the acceleration and expansion of the
resettlement programs for the Filipino farmers

This agency was later called the National

Resettlement and Rehabilitation Administration
(NARRA) under the administration of President
Ramon Magsaysay.

Magsaysay saw the essence of the actual land

reform program and convinced Congress to pass
legislation to improve the land reform situation.
R.A. 1199, or the Agricultural Tenancy Act, was
passed to govern the relationship between
landholders and tenant farmers alongside the Court Pres. Magsaysay during the Agricultural
of Agricultural Relations, aiming to improve tenancy Tenancy Act (source: google images)
security, fix land rentals, and resolve land disputes.

The agency has fasts-tracked the government’s resettlement program and distribution of
agricultural lands to the tenant farmers. Still, unfortunately, despite the vigorous effort of
the government towards agrarian reform, the situation of the farmers remained the same
since it lacked funds and provided inadequate support for the programs. Moreover, the
landed elite did not fully cooperate, and they most often criticized the programs.

Under the term of Diosdado Macapagal, R.A. 3844 or the Agricultural Land Reform Code
was passed. This act abolished share tenancy in the Philippines and suggested a program
to convert tenant-farmers to lessees and later owner-cultivators. It is also aimed to free
tenants from tenancy and emphasize owner-cultivatorship and farmer independence.

Even though this was considered one of the most comprehensive land reform legislation
ever passed in the country, Congress did not make any effort to develop a separate bill to
fund its implementation.

Agrarian Reform under Marcos

Pres. Marcos had wiped out the landlord-dominated Congress because of the Martial Law
in 1972. He expanded his executive power and implemented Presidential Decree 27 of
the Code of Agrarian Reform of the Philippines.

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The code is applied to tenant farmers of private agricultural lands primarily devoted to rice
and corn under a sharecropping system or lease-tenancy, whether classified as landed
estate or not.

This “Operation Land Transfer” on lands occupied by tenants of more than 7 hectares on
rice and corn commenced has seen agrarian reform to be finally achievable. Farmers were
able to borrow from banks to purchase plots of lands and agricultural inputs.

However, the landlord class found a way to get away with the law. Since only rice and corn
lands were the focus of the reform, some of them changed crops to be exempted from the
program. Moreover, lands worked by wage labor were also exempted, so other elites
evicted their tenants and hired workers instead.

Because of this, landlessness increased, which made it all the more difficult for the
program to succeed because landless peasants were excluded from the program.

Post-1986 Agrarian Reform

Pres. Corazon Aquino envisioned agrarian reform to be the centerpiece of her

administration’s social legislation. However, it was difficult for her because she came from
a family clan that owned Hacienda Luisita in Tarlac.

Workers from the Hacienda Luisita owned by the

Cojuangcos (source: google images)

1n 1988, Congress passed the Comprehensive Agrarian Reform Law (CARL) or the R.A.
6657, which introduced the program with the same name: Comprehensive Agrarian
Reform Program (CARP). The CARP allowed the redistribution of agricultural lands to the
tenant farmers from their landowners, paid in exchange by the government through just
compensation, and let the landowners retain not more than 5 hectares.

The CARP was limited because it has only distributed 22.5% of the land during Corazon
Aquino’s administration. Another factor of the low percentage is the landed elite in the
Congress who were unwilling to fund the high compensation costs of the program. Aquino
has also linked with controversies that her relatives pressured her by allowing the stock

58 | P a g e
redistribution option. The Hacienda Luisita reorganized itself into a corporation and
distributed stocks to farmers.

Under Pres. Fidel Ramos, CARP was implemented faster to meet the 10-year frame
despite the limited funding. In 1996, the Department of Agrarian Reform distributed
58.25% of the total area target to be covered by the program. Because of this, Ramos
signed the R.A. 8532 to amend the CARL and extend the program's time frame into ten
more years.

When the new deadline of the CARP expired in 2008, Pres Gloria Arroyo signed R.A. 9700
or the Comprehensive Agrarian Reform Program Extension with Reforms (CARPER)
which amended that deadline to five more years.

The CARPER's 2009-2014-time frame

distributed 1 million hectares of land to
900,000 farmer-beneficiaries. However,
with all the combined efforts of the
government agencies mandated to finish
the CARP, they are still incapable of fully
achieving agrarian reform in the country.

Pres. Duterte distributing the remaining lands under

Check it out! CARP from the Hacienda Luisita to the farmers

Agrarian reform has been a perennial problem in our country since the Spanish colonization.
Watch these video links below, which are related to the issues of agrarian reform in our
country. It is an eye-opener for us viewers to be aware of land reform in the Philippines.
 “The Promise Land after 40 years” -
https://www.youtube.com/watch?v=E07tYtlzCGE
 “Does the Philippines Need Land Distribution?” -
https://www.youtube.com/watch?v=kN50wRmVdo4
 “The State of Philippine Farming and Agriculture” -
https://www.youtube.com/watch?v=uPBcJg3ozAs

Application

After accessing the links provided above, in your Google Classwork, click on the
classwork entitled Module 3 – Lesson 6 – Application (Policies on Agrarian Reform)
and answer the following question the same as the one presented here.

59 | P a g e
Create a 4-line four stanza poem about the struggles and hardships faced by Filipinos
towards the problems in agrarian reform in the country. Rubrics are as follows:

● Content: 35%
● Choice of words: 30%
● Creativity: 25%
● Punctuality: 10%

Closure

Filipino farmers deserve the right to have lands be distributed to them. This lesson hopes
that you, a Filipino, are now awakening to the history of our agrarian reform policies that
have been going for many years. Let us now continue with another issue that concerns
our country’s economy today.

60 | P a g e
 Lesson 3
Evolution of Philippine Taxation

Objectives:
At the end of this lesson, the students should be able to:

1. Identify the taxation issues experienced by the Filipinos since Spanish

Era;
2. Explain the fiscal policies after the American occupation;
3. Discuss the recent TRAIN law; and
4. Verify the transparency of a recent government project under TRAIN Law.

Introduction

The history of Philippine taxation will be discussed in this lesson. You will explore how it
has evolved and affected our economy in the past decades. Let us continue!

Activity

LIFEBLOOD OF THE GOVERNMENT. Try to observe the pictures below. Where do you
think does our government get their funds to build or acquire these?

61 | P a g e
 Analysis

As we are about to start our lesson on Philippine taxation, here are some questions
that will be relevant to our discussion later on:
1. Where does the government get its budget to fund its projects and assets?
__________________________________________________________
2. How does the government implement taxation?
__________________________________________________________
3. How vital is taxation in the economy of a country?
__________________________________________________________

62 | P a g e
 Abstraction

Aside from what is in this lesson, you may also check the PDF file attached in your Google
Classroom Material under Module 3 – Lesson 7 – Evolution of Philippine Taxation

Evolution of Philippine Taxation

Taxation is the lifeblood of the country’s economy. Therefore, we must thoroughly

understand how our nation can progress and develop a sustainable future as Filipino
citizens. It is the government’s mechanism to gather funds to provide the necessary social
services to the Filipino people. Moreover, we must also realize that the history of our
taxation traces back to our colonial experiences.

Taxation in the Spanish Era

● In the pre-colonial times, the payment of tribute (buhis/buwis/handug) or
obligation to provide labor services to the Datus may resemble taxation
● The Spaniards introduced the cost of tributos (tributes) from the Filipinos
to finance the maintenance of the Philippine Islands
● The implementation of reduccion and pueblos system solved the
problematic collection of taxes from dispersed settlements
● The principals, alcaldes, gobernadores, cabezas de barangay, soldiers,
civil guard, government officials, and vagrants are exempted from paying
the tributos
● the payment of tribute was
stopped, and it was replaced by a
poll tax collect through a certificate
of identification called the cedula
personal in 1884
● This tax is required from every
resident and must be carried while
traveling
● This system was a heavy burden
for ordinary Filipinos and peasants
but not for the elites, but it increased Spain’s revenue collection
● Two direct taxes were added in 1878 A sample of cedula personal during the and
imposed on urban incomes. Urbana: late Spanish Colonial Period

annual rental of a real estate, Industria: tax on salaries, dividends, and

profits
● Forced labor was also a character of Spanish colonial taxation in the
country and was required for the Filipinos.

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During this period, taxation in the Philippines was characterized by the heavy burden on
the Filipinos and the corruption of Spanish officials and Filipino elites.
Taxation under the Americans
● From 1898 to 1903, the Americans continued to follow the Spanish
system of taxation with some modifications
● The Urbana tax was replaced by a tax on real estate, which became
known as Land Tax
● The Internal Revenue of 1904 was passed as a reaction to the problems
of collecting land tax
● The cedula underwent changes in the new law as the rate was fixed per
adult male
● The industria tax was imposed on the business communities
● In 1913, the Underwood-Simmons Tariff Act was passed by the
Americans
● This resulted in a reduction in the revenue of the government
● To address this, Gov. Gen. Harrison urged that tax receipts be increased
to make up for the loss
● In 1914, an income tax was introduced
● In 1919, an inheritance tax was created
In 1932, a national lottery was established by the government to provide more income
for projects
Taxation during the Commonwealth Period

● Income tax rates were increased in 1936

● In 1937, the cedula was abolished, which appeared to be a progressive
move
● A residence tax was implemented on every citizen with the age of 18 and
up in the year 1940
● In 1939, the Commonwealth government drafted the National Internal
Revenue Code
● Even though the tax structure was an improvement of the earlier system
by the Americans, the Filipino lower class still carried the burden of
taxation in the country
● As World War II reached the country, the economic activity was put to a
stop, and the Japanese continued the tax collection of the
Commonwealth Government
The primary sources of taxation during the war were amusements, manufacturers,
professions, and business licenses

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Fiscal Policy from 1946 to Present

● The impact of the war was effectively disparate

● In 1949, there was a severe lack of funds in many aspects of the
government
● The country started to bounce back during the time of Pres. Elpidio
Quirino through the implementation of import and exchange controls that
led to import substitution development
● New tax measures were also passed, and the tax revenue in 1953
increased twofold compared to 1948, Quirino’s first year of presidency.
● The administrations of Magsaysay, Garcia, and Macapagal promised to
look into the study of the structure and policies of our national taxation
through the creation of a Tax Commission in 1959
● The period of the post-war also saw the rise in corruption
● From 1959 to 1968, Congress did not pass any tax legislation despite
important changes in the economy
● Collection of taxes remained poor, the tax structure was still problematic,
and much of public funds were lost to corruption, which left the
government incapable of funding projects
geared toward development
● Under the Marcos regime, the tax system
remained regressive
● In 1981-1985, the tax system was still heavily
dependently on indirect taxes, and the tax
system also remained unresponsive
● As Corazon Aquino became president, she
reformed the tax system through the 1986 Tax
Reform Program
● The program aimed to improve the responsiveness of the tax system,
promote equity by ensuring that similarly
situated individuals and firms bear the same Some basic food products priced with
Value-Added Tax or VAT
tax burden
● A major reform in the tax system introduced under the term of Aquino was
the introduction of the Value-Added Tax (VAT)
● Along with the tax reform are the restructuring of the Department of
Finance and its attached agency Bureau of Internal Revenue, wherein tax
collection and tax audits were intensified

● Greater political stability during the Ramos administration in 1992 allowed

the continued economic growth. They ventured into its tax reform
program in 1997 through the Comprehensive Tax Reform Program
● The VAT base also broadened in 1997 to include services

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 ● Greater political stability during the Ramos administration in 1992 allowed
the continued economic growth. They ventured into its tax reform
program in 1997 through the Comprehensive Tax Reform Program
● The VAT base also broadened in 1997 to include services
● The succeeding term of President Joseph Estrada was too short of
constituting any change in the tax system
● Pres. Gloria Macapagal-Arroyo increased government spending without
adjusting tax collections which resulted in large deficits in 2002 – 2004
● In 2005, the Expanded Value Added Tax (E-VAT) was signed into law
● This expanded VAT implemented VAT on energy products such as coal
and petroleum products
● In 2006, the VAT tax rate was increased from 10% to 12%
● Pres. Benigno Aquino promised there were no new taxes that would be
imposed, and additional revenue
would have to come from adjusting
existing taxes
● The administration ventured into the
Sin Tax Reform, which put an excise
tax on liquor and cigarettes

The administration of President Duterte promised tax reform through the

implementation of the TRAIN Law.
Tagum City flyover under the Build Build
Build Program funded by the TRAIN LAW

Check it out!

To learn more details and information about the history of our taxation, click on this video link:
https://www.youtube.com/watch?v=3gocV9xeE9Q.
In addition, you can also check this link to learn more about the TRAIN Law:
https://www.youtube.com/watch?v=Ay1bONUB5w8

Enjoy watching!

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 Application

After accessing the links provided above, in your Google Classwork, click on the
classwork entitled Module 3 – Lesson 7 – Application (Evolution of Philippine
Taxation) and answer the following question the same as the one presented here.

1. Try to research a big government project highlighted in this administration under

the TRAIN law. Explain what the government project is all about and how it will
serve the people. Get a picture of the government project on the internet and
explain its details on the space provided in 5-8 sentences only.

Rubrics:

Content: 7 pts
Relevance: 5 pts.
Organization of ideas: 5 pts.
Structure and grammar: 3 pts.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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 Closure

Congratulations! You have successfully finished Module 3 - Social, Political, Economic

and Cultural Issues in Philippine History. More exciting topics in the last Module. Keep
your focus!

MODULE SUMMARY

The Philippines’ rich history has also been included with different struggles and hardships
experienced by common Filipinos ever since the Spanish Colonization. Issues in
establishing governments alongside its constitutions had shaped the life of every Filipino
throughout the century, from Aguinaldo’s 1899 Constitution to Aquino’s 1987 constitution.
In addition, Filipinos had suffered from a dark beginning in agrarian issues, emerging from
the Spanish landlords to the current situation of land reform in the current administration.
The landlord-tenant relationship problems still exist up to the present day. Moreover,
taxation in the country also had a rough start since it started with the colonizers. Still,
because of the efforts of the previous administrations since the post-war era, the taxation
situation of our country has improved gradually. These issues happening in our country
are only a part of a bigger picture that affects every Filipino regardless of age, gender,
ethnicity, and standard of living in their day-to-day lives

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 Module 4
Doing History: Guide for Students

Module Overview:

This module will focus more on the improvement of the skills of students in conducting
historical researches. Alongside the use of traditional resources such as libraries and
museums, students will also be guided with the help of new technological resources such
as online search engines and websites. In addition, the students will also be oriented with
the importance of the study of local and oral history and how it plays a role in formulating
national historical sources.

Module Objectives:
At the end of this fourth module, the students will be able to:
1. Showcase interest in local history and concern in promoting and preserving the
country’s historical and cultural heritage
2. Conduct historical research using modern technology such as search engines
and credible websites
3. Conduct a local historical study of a place near their community

Lessons:

Lesson 1 Doing Historical and Biographical Research

Lesson 2 Doing Local and Oral History

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 Lesson 1
Doing Historical and Biographical Research

Objectives:
At the end of this lesson, the students should be able to:

1. Incorporate technology in the discipline of history;

2. Scrutinize historical sources from different internet sources; and
3. Appreciate the value of making history through modern historical research

Introduction

In this lesson of our last module, you will identify the guidelines for historical research as
students. This kind of research involves the use of modern technology, which is more
convenient and accessible. Let us find out more!

Activity

FAKE NEWS VICTIM? Cite an experience wherein you have read and believed a fake
historical or news article because you haven’t cross-checked it in other internet sources.
Share it with the class.

___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

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 Analysis

As we are about to start our lesson about the doing historical researches, here are
some question that is related to our discussion later on:
1. Why is fake news a threat to the academe, mainly historical research?

_____________________________________________________________
_____________________________________________________________
2. What do you think an individual should do to avoid believing fake news?

_____________________________________________________________
_____________________________________________________________

Abstraction

Aside from what is in this lesson, you may also check the PDF file attached in your Google
Classroom Material under Module 4 – Lesson 8 – Doing Historical and Biographical
Research

CHAPTER 5 – DOING HISTORY: A GUIDE FOR STUDENTS

Knowing history is not enough; we must also understand that as members of the society
and as agents of social change, we can contribute something to the stories or narratives
of our nation through the participation of writing about our nation’s past and present.

Doing Online Historical Research

Nowadays, cyberspace is now a new environment in which it serves as an excellent

source for research only if individuals can use it properly. The information you get from
the internet doesn’t mean that you can easily use it immediately for your research. After

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all, it requires proper citation and acknowledgment of credibility from the right history
authors.

The internet is very vast, and it provides every information that you need. However, what
matters the most is you know where and how to look. You can try typical search engine
applications such as Google Chrome, Mozilla Firefox, and Microsoft Edge. These
applications are commonly used as primary search engines.

Google Scholar, a more credible platform introduced by Google for scholarly research,
allows users to find electronic journals and educational materials from different institutions
and universities worldwide. It also includes book chapters from other e-books of widely
known authors.

In conducting national historical research, Philippine government websites (those ending

with.gov.ph) contain legitimate sources that researchers can use, especially government
documents from current to past administrations. This is very useful in conducting historical
research of a more contemporary period. You can also use local and national newspaper
websites, broadcasting stations, and other media outlets since they always keep an
archive of their past new articles with their specific date.

Philippine government websites (www.gov.ph) are starting to be enriched with sources

that may be used for historical research, especially on laws and other government
issuances that may be useful when doing topics of a more contemporary period. Websites
of newspapers, magazines, broadcasting stations, and other media outlets usually keep
an archive of their articles from a particular date.

Doing Historical Research in Libraries and Archives

Teachers, scholars, and students commonly use the library and archives to study and
research history. This is where primary and secondary sources are stored and collected,
allowing us to create past narratives.

Libraries at present have abandoned the traditional cataloging system and shifted to the
use of the Online Public Access Catalog or OPAC. It lessens the time of the library users
to use physical index cards that contain the details of the book they are looking for. They
search for any information about the book (author, date, title, publisher), and the system
would immediately provide related searches based on the information given by the library
user.

In the Philippines, we have government agencies concerned with preserving our country’s
primary and secondary sources in our history. The National Library of the Philippines is
located in Ermita, Manila, which provides many materials for the student-researchers,
scholars, and even casual readers interested in Philippine History, especially in their
Filipiniana section.
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The National Archives of the Philippines, also located in Manila, is mandated by the
Philippine government to collect, store, preserve, and make available records of the
government and other primary sources connected to the history and development of the
country.

The libraries of the University of the Philippines in Diliman, Quezon City, have holdings
that could also be useful in research. Other state and private university libraries are also
accessible for people interested in history and other topics.

Doing Life Histories and Biographical Research

Studying history is always focused on the history of nations and different collectives.
However, studying individual lives only depends on their influence or contribution to a
specific historical event in any period. A life story is an oft-neglected sub-discipline of
history because it is trivial to larger narratives of nations, societies, and civilizations.
However, history students should realize that the individual is a significant contributor to
various historical breakthroughs across periods of time.

Check it out!

Do you want to develop and improve your skills in doing historical research? Click on this
video link to learn more: https://www.youtube.com/watch?v=GZYNL0-KHC4 Enjoy
watching!

Application

After accessing the links provided above, in your Google Classwork, click on the
classwork entitled Module 4 – Lesson 8 – Application (Doing Historical and
Biographical Research) and answer the following question the same as the one
presented here.

1. Choose a Filipino Historical Icon whom you adore the most. Write a summary of
his biography in 200 words and cite your resources from online journals or books
(at least 3) in APA format. Plagiarism is NOT allowed. Your paper will be checked
for plagiarism.

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 For the proper citation of references, please check out this link on how to cite
websites and textbooks: https://apastyle.apa.org/instructional-aids/reference-
guide.pdf

Rubrics:
- Content – 10 pts.
- Relevance of chosen icon – 5 pts.
- Organization of Ideas – 5 pts
- Grammar and sentence construction – 5 pts.
- Originality of written biography – 10 pts.

Closure

You did an excellent job in writing a biography of a Filipino historical icon. You have
applied the knowledge in doing good historical research. Let us now proceed to the last
lesson of this module that talks about local history. Let us continue!

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 Lesson 2
Making Local and Oral History

Objectives:
At the end of this lesson, the students should be able to:

1. Discuss the significance of local and oral history;

2. Utilize methods of historiography in writing or explaining local history; and
3. Showcase interest in local history through historical research.

Introduction

In this last lesson, you will explore the importance of learning local history in
understanding national history. This is essential in promoting local culture and traditions.
Let’s go!

Activity

MY FAMILY HISTORY. Do you know the origins of your family? Do you know the
birthplaces of your parents and grandparents? Try to reflect and remember the places
and stories from your parents and grandparents relevant to your family’s history.

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 Analysis

In our last lesson, we will focus on the study of local history. With that, here are some
questions that are included in our discussion:
1. What is the importance of learning the history of our local ancestors?
2. How is local history connected to national history?
3. How did oral history play its role in preserving the stories from the past?

Abstraction

Aside from what is in this lesson, you may also check the PDF file attached in your Google
Classroom Material under Module 4– Lesson 9 – Making Local and Oral History

Doing Local and Oral History

The history subjects and courses usually taught to students in schools are Philippine
history, world history, and history of Asia. The coverage is always expansive and led in
broad strokes of historical periods, large spaces, and prominent personalities. Little is
known about the sub-discipline of local history. Local History is defined as the study of
the history of a specific community or a smaller unit of geography. Debates, however,
continuously persist on the definition of this sub-discipline, particularly in the subject of its
study.

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Making local history is not an easy task. Despite the seemingly more minor scope of the
study, historians are often challenged in locating sources for local and specific objects of
study. For example, it is much easier to study the life of national heroes than that of a
local hero. Sources abound on subjects of national importance but tend to be scarce on
local matters. This limitation should encourage historians to innovate and recreate local
historical methodology.

One crucial historical methodology to local history is oral history. Oral history is essential
in scarcity in written sources, historical documents, and other materials evidence. This
method uses oral accounts of historical subjects, witnesses, members of the
communities, and the like.

The study of local and oral history is considered an essential endeavor in developing the
discipline of history. Through these studies, it fills the gaps of history by prioritizing the
alternative areas of research and methodology towards a more progressive and inclusive
study of our country’s past

Check it out!

Watch the following video links that talk about the essential role of local and oral history in understanding
history better. Enjoy watching!

 Learning your Local History - https://www.youtube.com/watch?v=XxNZffBuQVY

 What is Oral History? - https://www.youtube.com/watch?v=Xk3gb9xCTFo
 History of Davao City - https://www.youtube.com/watch?v=Ceqw7BAHn9o

Application

After accessing the links provided above, in your Google Classwork, click on the
classwork entitled Module 4 – Lesson 9 – Application (Doing Local and Oral History)
and answer the following question the same as the one presented here.

Look for a famous landmark in your hometown and search for a picture of it or take a
picture. Write a brief history about that local landmark and why it became famous in 200
words.

Plagiarism is NOT allowed. Your paper will be checked for plagiarism.

For the proper citation of references, please check out this link on how to cite websites
and textbooks: https://apastyle.apa.org/instructional-aids/reference-guide.pdf

77 | P a g e
 Rubrics:
- Content – 10 pts.
- Relevance of chosen icon – 5 pts.
- Organization of Ideas – 5 pts
- Grammar and sentence construction – 5 pts.
- Originality of ideas – 10 pts.

_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

Closure

Boom! Clap! Congratulations on finishing Module 4. It is expected that after completing

this module, you are more ready to explore the history of the Philippines.

MODULE SUMMARY

Doing historical research has been difficult for some individuals, especially those
unfamiliar with the proper guidelines for conducting such research. However, because of
technological innovation in the 21st century, historical research is limited to libraries,
museums, and other primary sources. The unlimited access to the internet has allowed
scholars, historians, and even ordinary individuals to quickly gain information with the
different relevant historical data found in search engines, such as Google, and credible
websites like government agencies (gov.ph). These new modes of looking for information
have widened the capabilities of historical researchers to widen and cross-check their
gathered historical data. In addition to that, it paved the way for a better understanding of
local and oral history, which plays a significant role in strengthening the histories of
different countries. Local histories, which are gathered in every community or city,
comprise national history as a whole, making the sources more diverse yet share a
common culture and tradition.

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_____________________________________________________________________

Congratulations!!!

You have just completed your journey towards understanding and building skills
in History 101. You are now an individual capable of understanding history deeply
from broader perspectives. Sail on!

______________________________________________________________________

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 References

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

Lemon, M. (1995). The Discipline of History and the History of Thought. New
York, United States of America: Routledge.

Candelaria J, & Alphora, V. (2018). Readings in Philippine

Bautista, A. (1898) “Declaration of the Philippine Independence.” trans. Sulpicio

Guevarra in The Laws of the First Philippine Republic 1972. Manila. National
Historical Commission.

McCoy, A., & Roces, A. (1985). Philippine Cartoons: Political Caricature of the
American Era, 1900 - 1941. Quezon City: Vera-Reyes.

Zaide, G. (1990). Documentary Sources of Philippine History. 12 Vols. Manila:

National Bookstore.

Alvarez, S. (1998). Katipunan and the Revolution: Memoirs of a General. Quezon City:
Ateneo de Manila University Press

Zaide, G. (1990). Documentary Sources of Philippine History. 12 Vols. Manila:

National Bookstore.

Alvarez, S. (1998). Katipunan and the Revolution: Memoirs of a General. Quezon City:
Ateneo de Manila University Press

Candelaria, J.L and Alphora, Veronica C. (2018). Readings in Philippines

History. Rex Book Store.

Querol, M. (1974). Land Reform in Asia.Manila: Solidaridad Publishing House.

Nolledo, J. (1999). Principles of Agrarian Reform, Cooperatives and Taxation.

Mandaluyong City: National Bookstore

Black, J., & MacRaild, D. (2000). Studying History. Basingstole, New Hampshire:
Macmillan

Marius, R. (1999). A Short Guide to Writing About History. New York: Longman

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