PHILIPPINE HISTORY - 1

Philippine Copyright 2020

Published by Victory Elijah Christian College, Inc.
43 Rose Street, Lourdes Subdivision, Mambugan, Antipolo
Rizal, Philippines, 1870

All rights Reserved

No part of this book may be reproduced, stored in retrieval system, or transmitted in any form or by
any means without prior permission of Victory Elijah Christian College, Inc.
[email protected]

2020
 PHILIPPINE HISTORY - 1

COURSE TITLE: Readings in Philippine History

Credits: 3 Units
Number of Hours: 3 Hours Every Week for 18 Weeks or 54 Hours in a Semester

Course Introduction and Overview

Philippine History viewed from the lens of selected primary sources in different periods, analysis
and interpretations.

The course aims to expose the students to different facets of Philippine History through the lens of
eyewitnesses. Rather than rely on secondary materials such as textbooks, which is the usual
approach in teaching Philippine history, different types of primary sources will be used – written
(qualitative and quantitative), oral, visual, audio-visual, digital – covering various aspects of
Philippine life (political, economic, social, cultural). Students are expected to analyze the selected
readings contextually and in terms of content (stated and implied). The end goal is to enable
students to understand and appreciate our rich past by deriving insights from those who were
actually present at the time of the event.

Context analysis considers the following:

⚫ The historical context of the source (time and place it was written and the situation at the
time),
⚫ The author’s background, intent (to the extent discernable), and authority on the subject;
and
⚫ The source’s relevance and meaning today.

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Content analysis, on the other hand, applies appropriate techniques depending on the type of
source (written, oral, visual). In the process students will be asked, for example, to identify the
author’s main argument or thesis, compare points of view, identify biases, and evaluate the
author’s claim based on the evidences or other available evidence at the time. The course will
guide the students through their reading and analysis of the texts and require them to write reaction
essays of varied length and present their ideas in other ways (debate format, power point
presentation, letter to the editor of the source, etc.). The instructor may arrange the readings
chronologically or thematically, and start with the present (more familiar) and go back to the earlier
periods or vice versa. (CMO No. 20, series of 2013)

Course Description
The course analyzes Philippine History from multiple perspectives through the lens of selected
primary sources coming from the various disciplines and different genres. Students are given
opportunities to analyze the author’s background and main arguments, compare different points of
view, identify biases and examine evidences presented in the document. The discussions will
tackle traditional topics in history and other interdisciplinary themes that will deepen and broaden
their understanding of Philippine political, economic, cultural, social, scientific and religious history.
Priority is given to primary materials that could help students develop their analytical and
communication skills. The end goal is to develop the historical and critical consciousness of
students so that they will become versatile, articulate, broadminded, morally upright and
responsible citizens.

Learning Objectives:
At the end of this learning module, the students will be able to:
1. Evaluate primary sources for their credibility, authenticity and provenance.
2. Analyze the context, content and perspective of different kinds of primary sources.
3. Determine the contribution of different kinds of primary sources in understanding
Philippine history.
4. Develop critical and analytical skills with exposure to primary sources.
5. Demonstrate the ability to use primary sources to argue in favour or against a particular
issue.

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6. Effectively communicate, using various techniques and genres, their historical analysis of
a particular event or issue that could help others understand the chosen topics.
7. Propose recommendations/solutions to present-day problems based on their
understanding of root causes and their anticipation of future scenarios.
8. Display the ability to work in a team and contribute to a project.
9. Manifest interest in local history and concern in promoting and preserving our country’s
national patrimony and cultural heritage.

COURSE OUTLINE & TIME-FRAME FRAME

Schedule Topics Lists of Students’ Evaluation/
Activities
Week 1-2 INTRODUCTION TO HISTORY Interactive Discussion
a. Definition and etymology of history Recitation
b. Elements of history Activity: Comparative analysis on primary and
c. History as a Social Science and Its secondary sources
Relation to Other Fields of Discipline
d. Sources of Historical Data
e. Distinction of Primary and

Week 3-4 Secondary Sources

f. Historical Method (External and Internal
Criticism)
g. Importance of Studying History
h. Challenges in Studying History
Week 4 PRELIM EXAMINATIONS
Week 5-6 Interactive Discussion
CONTENT AND CONTEXTUAL Recitation
ANALYSIS OF SELECTED SOURCES IN Activity: Analysis of “KartilyangKatipunan”
PHILIPPINE HISTORY Activity: Analysis of “First Voyage Around the
a. Interpretation of historical events using World”
primary resources Drama: Proclamation of the Philippine
b. Identification of historical importance of Independence
text Quiz #1
c. Examination of author’s background, Activity: Political Cartoon Interpretation
main argument and point of view Activity: Political Cartoon Drawing
d. Reading and analysis of primary sources Drama: Corazon Aquino’s Speech Before the
(with discussions on the economic history of U.S. Congress
the country during the time period it
indulges on):
1. First Voyage Around the World by
Magellan by Antonio Pigafetta
2. KartilyangKatipunan
3. Proclamation of the Philippine
Independence
4. Alfred McCoy’s Philippine Cartoons:
Political Caricature of the American Era
5. Corazon Aquino’s Speech Before the

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US Congress

Week 7 MIDTERM EXAMINATION

Quiz # 2
Week 8-9 CONTROVERSIES AND CONFLICTING Interactive discussion
ISSUES IN PHILIPPINE HISTORY Recitation
a. Recognition of multiplicity of Research paper on a particular issue in
interpretation Philippine history
b. Advantages and problems in Quiz #3
interpretation and multi-perspectives
c. Case Studies:
1. Site of the First Mass
2. Cavite Mutiny
3. Retraction of Rizal
4. Cry of Rebellion

Week 11-13 SOCIAL, POLITICAL, ECONOMIC AND Interactive discussion

CULTURAL ISSUES IN PHILIPPINE Recitation
HISTORY Activity: Comparative analysis of the latest and
a. Difference between social, political, earlier versions of the Constitution.
economic and cultural issues Quiz #4
b. The Philippine Constitution Position Paper on Federalism
c. Agrarian Reform Policies Position Paper on Train Law
d. Taxation Quiz #5
Position Paper on “Sa NgalanngTubo”
Week 14 2nd PRELIM EXAMINATIONS
Week 15-17 MANIFESTING INTEREST IN LOCAL Interactive discussion
HISTORY AND HERITAGE Recitation
a. Doing Historical Research Online Project: Historical documentary/ video
b. Doing Historical Research in Libraries
and Archives
e. Life Histories and Biographical Research
f. Local and Oral History
g. Interacting with History through Historical
Shrines and Museums

Week 18 FINAL EXAMINATION

References Candelaria, J.L. et. al. (2018) Readings in Philippine History. Rex Book Store. Manila.
Agoncillo, T. (1974). Introduction to Filipino History. Garotech Publishing. Quezon City.
Jovellanos, J. (2011). Notes in Philippine History and Government. Chrizam Printing Press.
Dagupan City.
Ayson, F. et. al. (2000). Fundamentals of Political Science. National Book Store. Valenzuela
City.
Corpuz, O.D. (1997). An Economic History of the Philippines. U.P. Press Printery Division.
Philippines.

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RUBRIC FOR THE READING JOURNAL:

Criteria Outstanding (3) Good (2) Satisfactory`(1)

Reflection X3
Most reflections show
Some reflections show
All reflections show openness openness of oneself, a
openness of oneself, a product
of oneself, a product of product of thoughtful
of thoughtful analysis of
thoughtful analysis of different analysis of different ideas
different ideas or issues from
ideas or issues from oneself or issues from oneself
oneself relating to the
relating to the questions / relating to the questions /
questions/ discussion /
discussion / readings at hand. discussion / readings at
readings at hand.
hand.

Documentation All chosen entries are vital to Most entries are vital to Only some entries are vital to
X3 show student’s progress in show student’s progress in show student progress in
understanding him/herself. understanding him/herself. understanding him/herself.
Outstanding (2) Good (1) Satisfactory` (.5)
Completion Portfolio contains all of the Portfolio contains most of Portfolio contains some of the
X2 minimum required materials. the minimum required minimum required materials.
materials.
Outstanding (1) Good (.5) Satisfactory`(.25)
Portfolio is completely and Portfolio is well and neatly
Portfolio is fairly well
Organization neatly organized. The reader organized. The reader has
organized. The reader has
X1 can easily locate required little difficulty finding
difficulty finding things
entries. required entries
Outstanding (1) Good (.5) Satisfactory`(.25)
Composition X1 All spelling or grammar is Most spelling or grammar is One some of the spelling or
correct. correct. grammar is correct.
TOTAL POINTS
10 POINTS

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Lesson 1
Introduction of Philippine History
Objectives:
1. To define history.
2. To describe the uses or importance of history.
3. To identify the sources of history.
4. To explain the major views or philosophies in the study of history.
5. To differentiate the various approaches in the study of Philippine history.
6. To give reasons for interpreting Philippine history from the Filipino point of view
7. To examine and assess critically the value of historical evidences and sources.
8. To appreciate the importance of history in the social and national life of the Philippines.

I. MEANING AND RELEVANCE OF HISTORY

Part 1 - TRADITIONAL DEFINITIONS
⚫ History is the record of the past.
⚫ History is the record of the human past from the time written records began to appear.
a) The above definitions are weak because they view history as based merely written
records.
b) According to Gottschalk, history is actuality; hence it must study the past as it
happened: This demands that the historian abandon the present. The practical
value of studying and using the past to understand the present is lost. History is
studied, written, and taught for its own sake.
c) Interviews or oral history and oral traditions, cultural artifacts are not considered.
d) This notion of “no written record, no history” has confined history to the literate
and articulate and has resulted in the production of histographies from upper-
class male perspectives.

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Part 2 - Modern Definition

⚫ History is the reconstruction of the past based on written records, oral history, cultural
artifacts and folk traditions.
⚫ It is the imaginative reconstruction of the past, the study of events concerning people in the
past.
⚫ Aside from recording, a historian should do two other important tasks:
a) To interpret facts in an orderly and intelligible manner, and
b) To discover patterns and trends which govern the behaviour of people and of
nations, and to make generalizations of these?
⚫ Therefore history is the interpretative and imaginative study of surviving records of the past,
either written or unwritten, in order to determine the meaning and scope of human
existence.

Part 3 – Definition and Etymology of History

Definition
The origin of the word History is associated with the Greek word “historia” which means
“information” or “an enquiry designed to elicit truth”. History has been defined differently by different
scholars. Following are the definitions indicating the meaning and scope of history:
⚫ Burckhardt: “History is the record of what one age finds worthy of note in another.”
⚫ Henry Johnson: “History, in its broadest sense, is everything that ever happened.”
⚫ Smith, V.S.: “The value and interest of history depend largely on the degree in which the
present is illuminated by the past.”
⚫ Rapson: “History is a connected account of the course of events or progress of ideas.”
⚫ NCERT: “History is the scientific study of past happenings in all their aspects, in the life of a
social group, in the light of present happenings.”
⚫ Jawaharlal Nehru: “History is the story of Man’s struggle through the ages against Nature
and the elements; against wild beasts and the jungle and some of his own kind who have
tried to keep him down and to exploit him for their own benefit.”

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Today, modern history has gone beyond the traditional status of an antiquarian and leisure time
pursuit to a very useful and indispensable part of a man’s education. It is more scientific and more
comprehensive. It has expanded in all directions both vertically and horizontally. It has become
broad-based and attractive. According to modern concept, history does not contain only the history
of kings and queens, battles and generals, but the history of the common man-his house and
clothing, his fields and their cultivation, his continued efforts to protect his home and hearth, and to
obtain a just government, his aspirations, achievements, disappointments, defeats and failures. It is
not only the individual but the communities and the societies are the subject of study of history.
Study of history deepens our understanding of the potentialities and limitations of the present. It
has thus become a future-oriented study related to contemporary problems. For all these reasons,
history has assumed the role of a human science.

Elements of History
⚫ Politics, what government influenced society
⚫ Economics, where money dominates and effects people. Most social classes are based on
money and money is usually what causes conflict in history.
⚫ Religion, a total impact on Europe during the 15th century. Religion is important as it affects
one’s beliefs and thoughts.
⚫ Social, how the upper class, middle class and poor class communicate; and how they
interact with each other.
⚫ Intelligence and knowledge that has progress in history.
⚫ Art, paintings and pictures produced throughout the course of time.

History as a social science and its relation to other fields of disciplines

As a social science, history has been known as the study of the past. It is unique because it can be
almost effortlessly connected to other academic disciplines.

a) History and Political Science. A historian is not merely concerned with the tracing of the
history of the political process by a narration of the episodes. But he has to learn the nature
of fundamental political principles and basic forms of political institution.

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b) History is very helpful to politics because the political aspects is a part of the whole range of
activity recorded by historian and knowledge of history would enable the politicians to know
the politics better and play their role effectively.
c) History and Economics. History is closely related to economics as the activities of man in
society are very closely related with the economic matters. Thus, the historian of any period
must possess at least a rudimentary knowledge of the economics. In fact, the economic
history of any period is an important branch of history and its understanding is absolutely
essential for the proper understanding of history of any period.
d) History and Sociology. Both history and sociology are concerned with the study of man in
society and differed only with regard to their approach. Max Weber acknowledges the initial
dependence of sociology upon history. Although, history too benefits from the interaction.
e) History and Psychology. A historian must have to show some psychological insights while
making an analysis of the motive and actions of men and societies. Historian work would be
mere fiction unless her uses the discoveries of modern psychology. The personal life and
the environment of a historian has a direct bearing in his decision and often import a bias to
his account and renders the much-desired objectivity impossible.
f) History and Geography. It would be impossible to study certain branches of history
without rudimentary knowledge of geography. Geology is one of the eyes of history, the
other eye being chronology. Time and space factors give history its correct perspective.

Sources of Historical Data

⚫ Published documents - created for large audiences and were distributed widely. (i.e.
books, magazines, newspapers, government documents, pamphlets, posters, laws and
court decisions)
⚫ Unpublished documents - personal in nature and may be difficult to find because of few
copies existing. (i.e. diaries, journals, school report cards and business ledgers)
⚫ Oral traditions/oral histories - provide another way to learn about the past from people
with firsthand knowledge of historical events.
⚫ Visual documents and articles - include photographs, films, paintings and other types of
works. Visual documents usually capture moments in time.

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Distinction of primary and secondary sources

Primary sources are those sources produced at the same time as the event, period, or subject
being studied. It contains original information that is not derived from interpretation, summarizing or
analyzing someone else’s work. Furthermore, they are first-hand and not interpreted by anyone
else, they offer a personal point of view, and are created by a witnesses of, or participants in, an
event. Examples of these are diaries, letters and official records.

On the other hand, secondary sources are those sources, which were produced by an author who
used primary sources to produce the material. In other words, secondary sources are historical
sources, which studied a certain historical subject. Examples are biography of a famous person or
a documentary about a historic event, book that provides an introduction to a theorist’s work or
critiques; or an article that reviews research in a particular area and provides a summary of the key
findings.

Historiography/ historical method (Internal and External)

History and historiography are two different things. History is a discipline that focuses on studying
the past; while historiography or historical method is the history itself.

To make it clearer, historiography lets the students have a better understanding of history. They do
not only get to learn historical facts, but they are also provided with the understanding of the facts’
and historians’ contexts. The methods employed by the historian and the theory and perspective,
which guided him, will also, be analyzed.

Essentially, historiography comprises the techniques and guidelines by which historians use
primary sources and other evidence to research and then to write histories in the form of accounts
of the past. The question of the nature, and even the possibility, of a sound historical method is
raised.

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The following are some procedures for people who wanted to employ historiography, as proposed
by Bernheim (1889) and Langlois & Seignobos (1898):
a) If the sources all agree about an event, historians consider the event proved.
b) However, majority does no rule; even if most sources relate events in one way, that version
will not prevail unless it passes the test of critical textual analysis.
c) The source whose account can be confirmed by reference to outside authorities in some of
its parts can be trusted in its entirety if it is impossible similarly to confirm the entire text.
d) When two sources disagree on a particular point, the historian will prefer the source with
most “authority”-that is the source created by the eyewitness.
e) Eyewitnesses are, in general, to be preferred especially in circumstances where the ordinary
observer could have accurately reported what transpired and, more specifically, when they
deal facts known by most contemporaries.
f) If two independently created sources agree on a matter, the reliability of each is measurably
enhanced.
g) when two sources disagree and there is no other means of evaluation, then historians take
the source which seems to accord best with common sense.

Aside from these procedures, historiography also involves the employment of internal and external
criticisms.

External criticism is the practice of verifying the authenticity of evidence by examining its physical
characteristics; consistency with the historical characteristic of the time when it was produced; and
the materials used for the evidence. Examples of the things that will be examined when conducting
external criticism of a document include the quality of the paper, the type of ink and the language
and words used in the material, among others.

Internal criticism, on the other hand, is the examination of the truthfulness of the evidence. It looks
at the content of the source and examines the circumstance of its production.

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Other methods also used are as follows:

a) Positivism – emphasizes the mantra “no document, no history”, where historian were
required to show written primary documents in order to write a particular historical narrative.
b) Postcolonialism - emerged in the twentieth century when formerly colonized nations
grappled with the idea of creating their identities and understanding their societies against
the shadows of their colonial past.
c) Annales School of Thought – challenged the canons of history, stating that history should
not only be concerned of states and monarchs.
d) Pantayongpananaw (for us-from us perspective) – highlights the importance of
facilitating an internal conversation and discourse among Filipinos about our own history,
using the language that is understood by everyone.

Importance of Studying History

In 1998, an article entitled "Why Study History?", Peter Stearns made the following observations:
“People live in the present. They plan for and worry about the future. History, however, is the study
of the past. Given all the demands that press in from living in the present and anticipating what is
yet to come, why bother with what has been? Given all the desirable and available branches of
knowledge, why insist—as most American [and, in this case, British] educational programs do—on
a good bit of history? And why urge many students to study even more history than they are
required to?” He also added the following importance of history:
⚫ History helps us understand people and societies.
⚫ History helps us understand change and how the society we live in came to be.
⚫ History contributes to moral understanding.
⚫ History provides identity.
⚫ Studying history is essential for good citizenship

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Whilst, according to Pallavi Talekau, Dr. Jyotrimayee Nayak and Dr. S. Harichandan, the
following are the other importance/values of history:
a) Disciplinary value: History is quite fruitful for mental training. It trains the mental faculties
such as critical thinking, memory and imagination. It quickens and deepens understanding,
gives an insight into the working of social, political, economic, and religious problems.
b) Informative value: History is a wonderful treasure-house of information and can offer
guidance for the solution to all human problems pertaining to science and art, language and
literature, social and political life, philosophical speculation and economic development.
History shows us the roots without uprooting the tree. A mere emotional attachment to our
past can do us little good, unless it is accompanied with a sober, matured and rational
assessment of the values involved. History is a path finder of man’s future.
c) Cultural and social values: It is essential that one should understand the importance of
his/her own cultural and social values. We should also develop attachment towards our
cultural heritage. History makes us able to understand our present culture. It expounds the
culture of the present time by describing the past. It explains the origin of existing state of
things, our customs, our usages, our institutions. It enables us to understand that the
transformations in human history were brought about by change of habits and of innovation.
One of the main motives of history teaching has been to convey to the pupils the rich
heritage of the mankind. It develops an understanding of the different forces which have
shaped the destiny of man and paved the way for his development in society.
d) Political values: History is regarded to be the past politics. According to T.S. Seeley, “The
historian is a politician of the political group or organization, the state being his study. To
lecture on political science is to lecture on history.” History stands as a beacon of hope
when some nation is overcast with dark clouds. History is extremely necessary for
completing the political and social sciences which are still in the making. History
supplements them by a study of the development of these phenomena in time.
e) Nationalistic value: History teaching renders an effective service in imbibing the young
minds with a sense of patriotism. It is through history alone that an Indian child comes to
know of the various deeds performed by such patriots as great lives and deeds, the child
can easily be inspired to emulate them. A proper teaching of history can prepare the way for
sober nationalism.

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f) Internationalistic value: History shows the dependence and interdependence of nations

which is the root of internationalism. The domain of history is very extensive and wide.
Through a survey of world history, the young learners will come to realize that although
different peoples had and still have different customs, habits, laws, and institutions; they
have been striving towards the same end. The realization of essential unity of human race is
the first step towards fostering universal understanding based on the virtues of tolerance,
kindliness, love, sympathy, and goodwill.
g) Educational value: History has unique value and importance because it is the only school
subject which is directly and entirely concerned with the behaviour and action of human
beings. The imagination of the children is developed through the teaching of history. It is
logical to treat history as a temporal canvas against which the facts learned in other subjects
can be arranged. History is a veritable mine of stories-stories can illustrate even subject of
curriculum- the only condition is that the teacher should know enough stories and should
know how to narrate them.
h) Intellectual value: A large number of intellectual values accrue from the teaching of history.
It sharpens memory, develops the power of reasoning, judgment and imagination. It
cultivates the qualities of reading, analyzing, criticizing, and arriving at conclusions. In
historical writings our past is alive and treasured in the form of chronicles, biographies,
stories and other forms of literary tradition. Once the pupils’ curiosity is aroused and interest
awakened, he can easily browse the vast pastures of historical knowledge.
i) Ethical value: History is important in the curriculum because it helps in the teaching of
morality. Through it a child comes close to the valuable thoughts of saints, reformers,
leaders, important persons and sages. The children get inspired by the life stories of these
great leaders. There are other arguments that go against this notion that history gives
ethical teaching.
j) Vocational value: History has its vocational value. There are several openings for persons
well qualified in the subject. They can get jobs of teachers, librarians, archivists, curators of
museums, secretaries of institutions, social service workers, and political journalists.

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QUIZ.
Multiple Choice. Write the word of the correct answer
1. History is defined in numerous ways, which of the following have the modern definition?
a. History is the interpretative and imaginative study of people, nations, etc.
b. History is the record of the past
c. History is the record of human past from the time written records began to appear
d. none of the above
2. History has been defined by different scholars, who was the historian who implied that “History is
a connected account of the course of events or progress of ideas”
a. Rapson b. Smith c. Johnson d. Burckhardt
3. What element of history have totally impacted Europe as it affects one’s beliefs and thoughts.
a. Politics b. Art c. Religion d. Economics
4. What source of historical data does diaries and letters belong?
a. Oral histories b. Published documents
c. Visual documents d. Unpublished history
5. The historical method that highlights internal conversation and used language that is
understood by everyone.
a. Postcolonialism b. Annales school of thought\
c. Pantayongpananaw c. Positivism

Describe how important history in this modern day.

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USES OR IMPORTANCE OF HISTORY

1. Bridging the Gap between the Present and the Past. The present being the result of the
past, of the Philippines and the Filipino are what they are today because of what happened
in time past. The nature and the extent of contemporary problems in the country can best be
understood in the light of their historical roots. Thus, knowing the past improves the
understanding of the present.
2. Explaining Causes if the Things and Events. No other discipline can provide
explanations for causes of events and/or developments. For example, there is now way to
explain why the “state-side mentality” among Filipinos is very strong. The question is “What
was in the past brought about this mentality?”
3. Projecting the future. Events and developments in the future may be envisioned using
lessons of history as bases. Circumstances in the past have been observed to contribute to
the unfolding of a significant event. Taking stock of similarities or parallels between the past
and the present also leads to consideration of likely possibility or scenarios in the future.
History allows us to speculate intelligently about the future. Present and future intelligent
action springs from sound knowledge of the past.
4. Interpreting conditions of given space and time. History is the only branch of knowledge
that con provide information and corresponding interpretation of periods of history. The
coming of the United Stated to the Philippines may be explained by going back to the events
before 1898 and finding out what factors contributed to the rise of the United Stated as
imperial power.
5. Promoting nationalism and patriotism. History is the best area of human knowledge that
can help in promoting nationalism and patriotism. It inspires and develops a sense of
national pride and a sense of devotion to country by recording the exploits and struggles of
forefathers to win the freedom and independence. History affirms the fact that Filipinos
possess traits and a very rich culture.

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SOURCE OF HISTORY
A. Written or inscribed sources
Birth and death certificates Census reports Police records
Church records Title deeds Books
Marriage certificates Surveyor’s notes Souvenir programs
Directories School records Hospital records
Letters and diaries Government records Inscriptions
Local newspaper Business records

B. Graphic/Visual materials and artifacts

1. Photographs
2. Heirlooms and keepsakes
3. Arts and crafts
4. Tools, weapons, and utensils
5. Old structures and landmarks
6. Skeletal remains with funerary furniture and paraphernalia

MAJOR VIEWS OF PHILOSOPHIES IN THE STUDY OF HISTORY

Views or philosophies of history are ways of interpreting and explaining historical developments
and the interplay of personages, place, time, and events.

A. Cyclical View
1. History repeats itself
2. All human events occur in cycles
3. It famous exponents were Herdutos and Spengler.
4. This view was popular from the of Herodutos.

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B. Providential View
1. History is determined by God.
2. It consists of recording the death struggle between good and evil.
3. Man is relegated to the role of a pawn in a game of high stakes.
4. The providential view became widespread during the middle ages, and its foremost
exponent was St. Augustine.

C. Progressive View or Linear View

1. This view regards all mankind as responsible for the advancement of civilization. It
places complete faith in human abilities rather than in divine intervention.
2. Mankind is getting better and better.
3. Bousset, Vicot, Leibnitz, and Marx were the leading exponents.
4. This view hols that each new generation build upon the achievement of the preceding; it
must be better (Leibnitz’s Law of Continuity) because it has more with whish is to start.

D. Relativist View
1. History classifies and groups together facts about the past in terms of current needs or
contemporary concerns. “History creates its own subject”.
2. “Each new situation implies a reinterpretation of the past- this, relationship to the past in
a constant state of change” (Dumont). This implies the subjective nature of historica
knowledge.
3. History does not deal with casual analysis- “cause-and-effect relationship”- but on
discourse. This view states that one does not have a fixed theory or fixed position
against which historical data could be measured.
4. This view states that one does not have affixed theory or fixed position against which
historical data could be measured.

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VARIOUS APPROACHES TO THE STUDY OF PHILIPPINE HISTORY

A. Clerico- Imperialist School
1. History is of God’s grand design.
2. This approach emerged with the coming of the Spaniards.
3. Catholicism is the instrument of God to redeem the native inhabitants from the
clutches of satan.
4. No interpretation is needed because everything is willed by God.
B. Assimilations View
1. The rise of secularism and nationalism and the new ideologies of Enlightenment
brought about this view.
2. God was now used to secularized and used in defense of the Filipinos’ right as
human beings who should be treated with dignity and respect. If everything was
created by God, was not a Filipino the equal of the Spaniard? It, therefore, preached
equality between Filipinos and Spaniards.
3. This view was assimilations because it aimed at uniting the people to prepare them
for membership in the Spanish community of nations.
C. Nationalist School
1. This was the product of a crisis-situation created by the Philippine revolution and
the American invasion that eventually led to the Filipino-American war. The outbreak
of the Philippine revolution and the subsequent Filipino-American War strengthened
the natives’ nationalistic resolve to win their freedom from the colonial yoke. This
even the Assimilationists abandoned their goal of making the Philippines part of
Spain and became truly nationalist school when they clamoured for freedom.
2. The school aimed to influence the destiny of the Filipino nation by pushing for
independence either for the individual or for the nation.
D. Democratic-Imperialist School
1. Dominated by the superiority of American culture, this school reduced majority of
the Filipinos to a silent backdrop and passive recipient of the blessings of American
civilization.
2. The exponents were American writers themselves.

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E. Nationalist-Realist Transition School

1. History was viewed as a reconstruction of the past as reflected in records, written,
collected, analyzed, and synthesized by historians.
2. The school approximated the idea of “history as art”. History is art because it
involves creative and imaginative reconstruction of the past.
3. Biography, politics, society, culture, and institutions were studied with the singular
nationalistic orientation of instilling pride in being a Filipino by emphasizing native
greatness and accomplishments. 4. The school stressed the role of the ilustrado, in
nation-building.
5. The exponents were Medina, Benitiz, Zafra and Zaide.
F. Pure Nationalistic School
1. Started by Agoncillo and expounded by Salazar et. Al. This view is referred to as
“Pantayong Pananaw”.
2. The main idea is to stud Philippine History from the Filipino point of view.
3. The history of the inarticulate (peasants, workers, cultural, communities, women,
children) is included and the exponents are Scott, Ileto and Camagay).
4. The view is revolutionary as it is logical reaction to foreign-dominated and
ilustrado-centered theme of Philippine History.
5. It emphasizes the importance of history in nation-building.

THE FORMATION OF PHILIPPINE COLONIAL SOCIETY, 1570-1762

Objectives:
1. To find out and explain he various factors that led to the Spanish colonization of the
Philippines
2. To identify and explain the instruments of pacification and exploitation employed by the
Spaniards.
3. To analyze patterns of Filipino responses to Spanish colonial rule.
4. To point out the effects of the Spanish colonization of the country.

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I. FACTORS THAT LED TO SPANISH COLONIZATION OF THE PHILIPPINES.

A. Economic Interests
1. Accumulation of capital and the development of banking in Europe
a. Rise of lending houses (i.e. House of Fugger in Germany and House of
Medici in Italy)
b. Ensuing zeal for more trade beyond the confines of Western Europe.
2. The desire for spices
In the West, spices were in demand to improve insipid European food and to
preserve meat during winter time. Exposure to eastern food and spices grown in the
east changed the Westerners’ taste preferences. Desire for spices became a major
motivation for early Portuguese and Spanish expeditions to the East.
3. The search for new trade routes by Spain and Portugal
a. European trade with the East was carried through three principal trade
(silk) routes. These routes were dangerous to men and goods, and entailed
much time, money and effort. In 1453, Constantinople fell and the routes
were closed to Europe. However, the sultan of Egypt allowed the
Venetians, who had been allies and supporters of the Muslims against the
Greeks, to use the southern route that ended in Cairo, upon payment of
certain duties. The Venetians thus gained a monopoly in the distribution of
eastern goods to the rest of Europe.
b. Located in the westernmost seaboard of the continent, Spain and Portugal
found it easier to meet the challenges of maritime expansion than the rest
of Western Europe did.
c. Their search for a new trade route was accompanied by a strong missionary
purpose.

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B. Political and Religious Concerns

1. The Crusades (1096-1272) originally were a religious adventure to regain the Holy
Land from the Muslims Later they developed into a highly commercial enterprise.
a. The Crusades brought the Europeans into close touch with the superior
and sophisticated civilizations of the East.
b. This contact stimulated not only European interest in Oriental culture but
also the demand for its goods and products.
2. The Fall of Constantinople (1453)
a. On May 29, 1453, the City of Constantinople, which played a vital role in
the trade of Europe with the Orient, fell into the hands of Sultan
Mohammad II and his Ottoman warriors.
b. As a result of this conquest, the trade routes to the East were blocked;
hence discovery or new routes to Asia became an imperative necessity.
3. The Reconquista and the desire to spread Catholicism
a. The reconqiusta or the movement to destroy Muslim power in the Iberian
Peninsula, ended with the capture of Granada in 1492.
b. The spirit of the Reconquista was manifested in the attempts of Spain and
Portugal to colonize and convert Pagan lands to Catholicism.
c. The desire to convent natives to Catholicism was evident in the inclusion of
missionaries in the expeditions.
4. The treaty of Tordesillas in 1494
a. This treaty divided non-Christian lands into two spheres: one for Spain, and
the other for Portugal.
b. The demarcation line was drawn 370 leagues west of Cape Verde Islands.
All lands already discovered and still to be discovered east of the line
belonged to Portugal, and those west of the line, to Spain.
c. This influences Magellan to sail westward. In the end, it led him to
re0discover the Philippines.

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5. The leadership of Prince Henry the Navigator of Portugal

a. He inspired the maritime explorations of the 15th century.
b. He gathered about him the best geographers and sailors of Europe.
c. He established an observatory, a chapel, and nautical school:
d. He sent our expedition after expedition to uncharted waters of the African
coast.
C. Scientific and Secular pursuits
1. Renaissance- “revival of learning”
a. Aristotle’s theory of the sphericity of the earth.
b. compilation of a 17-volume geography of the world as it was known in the
days of Emperor Augustus, by Strabo, celebrated Roman geographer at
the beginning of the Christian era.
c. The renowned work on world geography by Ptolemy (c.150 A.D.), Greek
geographer in Alexandria.
d. The infusion of greater life into geographical science by such works.
II. THE PACIFICATION AND EXPLOITATION OF THE FILIPINOS BY THE SPANIARDS
A. Causes of the Subjugation of Filipinos
1. The military mighty of the Spaniards
The Spanish conquistadores were mostly experiencing soldiers.
a. They were well-armed vis-à-vis the natives
b. The Spanish soldiers wore helmets and body armor.
2. The policy of attraction
a. On of the most effective strategies employed by the Spaniards in obtaining the
support of local chiefs was by exempting them from tributes and polo.
b. The Spaniards bribed the Filipinos by giving them gifts or exempting them from
tributes and polo.
c. They concluded blood compacts with native rulers. The first blood compact
was between Magellan and Kulambo in Limasawa in 1521.
d. Another one with Humabon took place in Cebu in the succeeding days.
e. Legaspi also had a blood compact with Urrao of Samar, and Katuna and Gala
of Bohol in 1565.

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3. The method of divide and conquer

a. This was effective in facilitating the conquest of the natives eho, in the first place,
lived in fragmented autonomous units called barangays.
b. It made the Spaniards realize that the Filipinos were disunited.
c. The Spaniards befriended certain groups of Filipinos and used them in
subjugating other natives.
4. The crucial role of Christianity
a. The colonization of the Philippines is viewed as the conquest of the sword and the
cross.
b. Catholic missionaries proved to be effective colonizers when they converted first
the native chiefs and family members to the Catholic faith.
c. The converted natives became fanatics and began to follow blindly the dictates of
the Spaniards.
d. This blind obedience became associated with salvation.
e. The Filipinos began to practice a syncretic blend of religion that is presently
referred to as Folk Christianity. The friars allowed the natives to go on with some
folk beliefs and practices like sacrificial offering, use of incense, etc.
5. The lack of unity among Filipinos
a. Early settlements and communities lacked contacts and meaningful relationship
except for occasional trade exchanges. Moreover, barangays were actually
autonomous units.
b. Some barangays warred with each other.
c. Differences were noted between the Islamized inhabitants of Mindanao and Sulu, and
the animistic people of Luzon and the Visayas.
d. The archipelago was characterized by language diversity.
e. National sentiment was non-existent.

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6. Filipino hospitality. Because of their sense of hospitality, the Filipinos tried to be

friendly with the Spaniards.
a. The natives’ hospitable attitude was indicative of their familiarity with other
groups of people coming from outside the archipelago.
b. The Filipinos’ sense of hospitality may also explain their acceptance of the
Catholic religion.
7. The “reduccion” and plaza complex
a. Christianized natives were required to put up their dwellings in a particular area
where they could be within hearing distance of the church ells (bajo de la campana).
b. Central to this residential area were the church or the chapel and the plaza.
c. The church and the plaza became the center of all significant activities of the natives
from birth to death, and beyond death.
d. Those who refused to put up their houses in this Spanish-controlled area were the
referred to as remontados, cimarrones, ladrones, monteses, or tulisanes.
e. The church and the plaza became the stage or theater upon which the natives were
magnetized through the fiesta celebration, flores de mayo and santacruzan, the
sinakulo and moro-moro, the tolling of the church bells, and the explosion of
firecrackers.
f. the plaza also became witness to the injustices, oppression and exploitation suffered
by Filipinos in the hands of the colonial masters.
B. The Instruments of Exploitation and Control
1. The Encomienda System. The term encomienda is taken from the Spanish verb,
encomendar, which means to entrust or to assign responsibility to a person. In the
Philippines, a certain area of land with its inhabitants, was assigned to a particular
Spaniard and he was given the responsibility to collect tribute and to utilized the people
in government and church projects.
a. The system became a source of abuse and corruption because the encomendero
was free to raise the amount of tribute to be collected from the people.
b. The natives who were not able to pay the tribute were forces to flee to the
mountain. These people were called by the Spaniards as remontados or
tulisanes.

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c. In times when gold was plentiful and money (reales) was scarce, the
encomenderos collected money; but if there was plenty of money and gold was
inadequate, they collected gold. Thus, at times, the Filipinos were forced to buy
gold to pay for their tribute. Furthermore, if harvest of farm products was bountiful,
the encomendero collected the products. This forced those who did not have
farms to look for places where they can secure farm products.
2. The imposition of taxes
d. The taxes imposed on the natives were of three kinds: direct taxes that referred
to the tribute and the tax income; indirect taxes that included the bandala and the
custom tax; and the fees that covered the not so common products like wine,
tobacco, betel nut, firecrackers, and opiu.
e. From 1570 onward, the tax was set at 8 reales but one could also pay in gold,
blanket, textile materials, palay, etc. Later the 8 reales was raised to 15 reales.
The Filipinos paid the taxes until the 19th century.
3. The Polo y Servicios. The Spanish masters-initiated steps to create projects for self-
enrichment. One of these was the polo y servicios or forced labor that began in 1580.
Native Indios and mestizos from 16 years old to 60 years old were forced to work for 40
days every year. In 1884, labor was reduced to 15 days.
a. The laborer polistas were made to work in the construction of bridges, roads,
churches, and convents, boats and other projects.
b. The other was sent to the forest to cut trees or to work in mines.
c. The worst cases were of those assigned as rowers of Spanish ships because
this meant long periods of being away from their families.
d. The only way out of polo was the payment of a falla which was 1 ½ real
everyday for forty days.
e. the polo led to the decline of communities because of the departure of the
men. Agricultural production suffered because nobody was left to tend the
farm. The result was starvation and death, and the forced separation of amily
members.

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f. The polo was also a source of corruption. The officials conscripted polistas in
excess of the number needed by the colonial government. Then, they
pocketed the money paid by those who wanted to evade the forced labor.
g. The natives were also arbitrarily conscripted to serve the military.
4. The Manila-Acapulco Trade. The only sea vessel that served to link the Philippines
and the Americas before the 19th century was the Galleon de Manila or Nao de China.
In a year’s time, one ship would sail to Acapulco de Juarez and then bac to the
Philippines. Another ship would also sail from Acapulco to Manila and back.

III.EFFECTS OF THE SPANISH COLONIZATION OF THE PHILIPPINES

A. Social-Economic
1. Imposition of the tribute, bandala , and cedula personal
2. Requirements of polo y servacios.
3. Establishment of government monopolies.
4. Limited agricultural and commercial development.
a. During Gov. Gen. Jose de Basco’s administration in the late 18th century,
incentives were given through cash prizes and medals of recognition for
achievements in farming indigo spices, cotton, mulberry for silk production,
beekeeping, mining, and inventions.
b. Through the so-called Royal Economic Society of Friends of the Century
(1780-1895), a ban on slaughtering carabao was introduced in 1782 to
conserve this draft animal. A silversmith and gold beaters guild was formed in
1783, and the first paper mill was constructed in the Philippines in 1825.
c. As a whole, however, the economic reforms did not benefit the Filipinos.
Instead they led to more misery because Filipinos were forced to plant much-
prized cash export crops from which they did not have direct benefit.

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B. Political
1. Loss of freedom on the part of the Filipinos
2. The establishment of a highly centralized government and bureaucratic set-up
a. On the national level, the Spanish level, the Spanish king governed through
the Consejo de las Indias, and the governor-general, his sole
spokesperson and representative. The seat of power was in Manila.
b. On the provincial level, the alcade mayor headed the alcadia or provincial,
the pacified provinces and districts. The unpacified zones or
corregimientos, on the other hand, were headed by corregidores. Only a
Spaniard could be an alcalde mayor or a Corregidor.
c. On the municipal level, the “little governor” or gobernadorcillo (later
replaced by the captain municipal I 1894) headed the municipio or pueblo.
Any Spaniard -Filipino or Chinese mestizo could be a gobernadorcillo.
C. Educational
1. Boys’ college and secondary schools for both boys and girls were established, but
were initially exclusive for sons and daughters of Spaniards.
2. A free compulsory publicly-supported system of primary schools came with the
Educational Decree of 1863, simultaneous with the establishment of a men’s normal
school to prepare future school-masters.
3. A lot of problems, however, confronted the educational system implemented by the
Spaniards in the Philippines. Among those pointed out by Jose Rizal in his Noli Me
Tangere were:
a. absence of school buildings
b. lack of school buildings
c. emphasis on rote-learning
d. employment of corporal punishment

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QUIZ
I. Supply the answer.
_____________1. Spanish term which means forced labor.
_____________2. A religious adventure in the Holy Land which brought the Europeans into close
touch with the civilizations and products of the East.
____________3. Spanish term associated with the movement to destroy Islam.
____________4. The Portugese king who inspired the maritime explorations of the 15the century.
____________5. The treaty which influences Magellan to sail westward to the east and led him to
rediscover the Philippines.

II. Looking at the over-all picture of the Spanish colonization of the Philippines, would you
say whether or not it had adverse effects on the Filipinos? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________

III. Modified true or False. Write true if the statement is true. If its false, write false and
explain why.
______1. History is the written record of the past.
________________________________________________________________
______2. It is not right for a historian to interpret facts or else he becomes biased.
________________________________________________________________
______3. The Clerico-Imperialist school in the writing of Philippine History says that history is
part of God’s grand design.
_________________________________________________________________

______4. History is the only field of study that tries to promote nationalism.
__________________________________________________________________
______5. Letters and diaries are not valuable sources of history because they are too personal.
_____________________________________________________________________
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IV. True or False. Write true if the statement is true. If it is False, write false.
_______1. Oral history involves interviewing knowledgeable informants.
_______2. Letters and diaries are not valuable sources of history because they are too personal.
_______ 3. The Nationalist-Realist Transition School’s idea is to study Philippine history from the
Filipino point of view.
_______4. The Relativist view does not believe on the “cause and effect relationship”.
_______5. The cyclical view of history says that mankind is getting better and better.
_______6.The progressive view of history places complete faith in human abilities rather than in
divine intervention.
_______7. History and sociology, the historian of any decade must have a rudimentary knowledge
with economics matters.
_______8. Visual documents and articles- include photographs, films, paintings and other types of
works. Visual documents usually capture moments in time
_______9. The Crusades was the reason why the Europeans started their interest in Oriental
culture and also demands for its goods and products.
_______10. The Filipino natives were known to be hospitable when the Spaniards arrived in their
island.

II. Matching Type. Write the corresponding letter.

COLUMN A COLUMN B
_______1. All human events occur in cycles. A. Polo y servacios
_______2. The school that believes that history is an art. B. Pure Nationalistic School
_______3. This school emphasizes the importance of history in C. Dr. Voss
nation-building. D. Cyclical View
_______4. What government influence society E. Social
_______5. How the upper class and middle class and poor F. Nationalist-Realist Transition
class communicate School
_______6. Spanish term which means forced labor. G. Treaty of Tordesillas
_______7. Spanish term associated with the movement to H. Bajaos
destroy Islam I. Reconquista
_______8. The treaty which influenced Magellan to sail J. Prince Henry

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westward to the east and led him to rediscover the Philippines. K. Politics
_______9. The Portuguese royalty who inspired the maritime L. Henry Johnson
explorations of the 15th century
_______10. “History, in its broadest sense, is everything that
ever happened.”

Essay –
1. Explain why knowledge of history is important.
2. In the absence of documents, point out other sources of historical information that can be
tapped.
3. Explain why there is a need to interpret Philippine history from a Filipino point of view. How
would this approach help in understanding one’s national identity?
4. Present various approaches in the study of Philippine history and differentiate them from one
another.
5. Analyze and criticize this definition of history- “a study of the written records of the past.” How
would you improve this definition?

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Lesson 2
CONTENT AND CONTEXTUAL
ANALYSIS
OF SELECTED SOURCES IN
PHILIPPINE HISTORY
Early Philippines to 11570 A.D.
Objectives:
1. To present various theories concerning the people of the Philippines in early times.
2. To compare and contrast the historical and cultural implications of these theories.
3. To describe the early Philippine trade patterns and their significance in the diffusion of
cultures in the islands.
4. To discuss the significance and implications of the spread of Islam in the Philippines.
5. To describe Philippine cultures prior to the coming of the Spaniards.

I. THEORIES CONCERNING THE PEOPLING OF THE PHILIPPINES

A. Mythological and Legendary. The early Spanish friar-chronicles recorded the following
fantastic theories on the origin of Filipinos (Francisco, 1783, Vol.5)
1. The ancestors of Filipinos sprang from the soil like wild plants.
2. The early Filipinos were created by the sun who was said to be their father.
3. They were produced from certain base metals by the magic of alchemists.
4. Another story of the origin is about a god and a goddess who were so lonely they
decided to bake people out of clay. The first and second attempts were failures because
they were not rightly cooked. From these came the blac race and white race. The third
attempt was just perfect and out of rightly baked clay figures came the Filipinos.

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B. Archaeological and Scientific Theories

1. The “Land Bridge Theory”
a. It was theorized that during the Pleistocene or Ice age, the waters surrounding what
is now the Philippines fell about 156 feet below the present level, exposing a vast
area land connected to mainland Asia.
b. These land bridges were used by a group of people to reach the Philippines.
c. This theory was disputed by Dr. Fritj of Voss, a German scientist, who asserted the
Philippines were never part of the mainland Asia. According to Dr. Voss, the
Philippines scientific studies done in the 1960’s on the thickness of the earth’s crust
showed the 35-kilometer thick crust underneath China did not extend to the
Philippines.
2. The Negritos as the aboriginal inhabitants of the Philippines.
a. Negritos moved to the Philippines by means of land bridges 25,000 to 30,000 years
ago.
b. This theory was severely criticized by F. landa Jocano, a Filipino anthropologist,
who believed that fossil evidences of ancient men showed that they went not only in
the Philippines but also to New Guinea, Java Borneo and Australia. Moreover,
there was no way of telling whether or not they were Negritos.
c. The Tabon man, the earliest fossil remains of a human being in the Philippines,
was discovered. It could not be ascertained, however, if he was Negrito.
3. The “Waves of Migration theory”
a. Advanced by H. Otley Beyer, the theory states that the coming of people to the
Philippines occurred in waves of migration.
b. Majority of Filipinos today are descendants of Malays who came in the archipelago
in at least three waves from 200 B.C. to about 1500 A.D.
c. Aside from Negritos, Malays, Indonesians settlers in the Philippines had also come
in two waves about 3,500 to 5,000 years ago.
d. The “waves of migration” theory was questioned by Jacono and young
anthropologists because the discovery of the Tabo Man in Palawan in 1962 showed
conclusively that man came to the Philippines as early as 21,000 or 22,000 years

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ago, whereas migration to the Malay Peninsula was dated to be around 5,000 B.C.
only or about 7,000 years ago.
II. SIGNIFICANCE OF THE INTRODUCTION OF ISLAM
A. Unification of Mindanao
1. The spread of Islam in the south led to the establishment of a common religion.
Viewed as a way of life, Islam promoted commonality in cultural traits and practices
among its followers.
2. The introduction of Islam resulted in the founding of the sultanate system of
government which further facilitated the unification of the people.
3. Islam promoted a common language- Arabic, the official language of the religion.
4. In the 16th century, it brought about close correspondence between the royal houses
of Sulu and Brunei.
B. The spread of Islam to the Visayas and Luzon
1. The kingdoms of Rajaj Soliman and Rajah Lakandula in Tondo manila were claimed
to be under the sway of Islam. The influence of Islam was also in Mindoro and
Batangas.
2. If not for the arrival of the Spaniards, Islam could have established itself in the
northern part of the Philippines.
C. The successful resistance of the Muslims to Spanish Colonialism
1. The Spaniards repeatedly tried to put Mindanao and Sulu under their control, but they
failed miserably because of the widespread resistance of the Muslim Filipinos. They
employed Christianized native mercenaries, especially from the Visayas, in their
campaigns against the so-called “Moros” but this was not effective. Spanish manpower
was divided and seriously limited by resistance and disturbances in other parts of the
archipelago.
2. Alliances were formed among the different Muslim groups to fight against the
Spaniards.
3. Enmity and animosity further developed between Muslims and Christian Filipinos who
helped the Spaniards.

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III. Pre-Spanish Philippine Culture

A. Clothing
1. The male attire consisted of the upper and lower pieces.
a. The upper part was a collarless, short-sleeved jacket, the color of which
indicated the rank of the wearer. For instance, the datu wore a red jacket.
b. The lower part, called bahag, consisted of a strip of colored cloth wrapped
about the waist and between the legs to cover the private parts.
c. the male had a headgear consisting of a piece of cloth, called putong, which
was wrapped around his head.
2. The female dress also consisted of two parts.
a. The upper part called baro or camisa, was a jacket with sleeves, while the
lower part, called saya bythe Tagalogs and patadyong by the Visayans,
was a loose skirt.
b. A piece of red or white cloth, called tapis, was usually wrapped around the
waist.
B. Ornaments
1. Both men and women had a weakness for personal adornment.
2. They were jewels of gold, carnelian, pearl, beads, as well as colored glass. \
3. Their ornaments consisted of armlets, pendants, bracelets, gold, rings, earrings and
even leglets.
4. Since gold was a common commodity, both men and women inserted gold fillings on
their teeth as ornament.
5. Like other people of the Pacific, the early Filipinos, both males and females, were fond
of tattooing their bodies in various designs.
a. For men, tattoos were signs of valour and manly attributes. For women, tattoos
enhanced beauty.
b. According to old Spanish chronicles, the ancient Bisayans were the most
tattooed inhabitants of the Philippines. For this reason, they were called
Pintados (painted people).

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C. Houses
1. There is no basic difference between the present barrio house and the ancient one.
2. The ancient house, just like the present nipa house, was made of wood, bamboo, nipa
palm and/or cogon grass.
3. The houses were generally elevated from the ground with the lower portion used as
storage for farm of fishing implements and enclosure for pigs, chicken, and ducks.
4. Some Filipinos built their houses in tree-tops for better protection against the enemy.
They were the Ilongots and Kalingas of Northern Luzon and the Bagabos and
Mandayas of Mindanao.
5. The Bajaos or Sea Gypsies of Sulu, on the other hand, made their houses on boats for
they were sea-roving people whose life depended upon the water of the seas.
6. The general settlement pattern in the lowlands was linear in character. Houses lined up
along the riverbanks. Upland, the dwellings were scattered and quite distant from each
other, except for two or three houses clustered together. Even if houses were distant
from each other, the requirement was for shouts to be heard between two houses, to
ensure security among neighbours.
D. Social Classes
1. According to William Henry Scott (1994), the four types of social organizations in the
islands prior to the coming of the Spaniards and the Spanish contact were the:
1) Classless society (Hanunuo, Ilongot, Tiruray, Sulod, Batak)
2) Warrior societies (Manobo of Agusan and Cotabato; Mandaya, Bagobo,
Kalinga,etc)
3) Petty plutocrasies (Ifugao, Bontok Kankanay, Ibaloi)
4) Principalities (Sulu and flood plain of Pulangi River, Cotabato)
2. The rest of the Philippine society was divided into three classes: the nobles, the
freeman and the dependents. Stratification of these classes was not absolute, for there
existed no caste system. A noble could fall to the level of slavery, while a slave could
rise to freedom. In other words, there was a high level of social mobility in early
Philippine society.

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3. The nobles, consisting of chiefs and their families, enjoyed great political and social
rights in the barangays. In the Tagalog region, they usually carried the title of gat o
lakan.
4. Next to the nobles were the freemen, called Maharlika by the Tagalogs and timaya by
the Bisayans.
5. Occupying the lowest stratum were dependents called alipin by the Tagalogs, olipon
by the Bisayans and adipon by the Ilocanos.
6. Among the ancient Tagalogs, two kinds of dependents existed.
a. The aliping namamahay, who were essentially serfs rather than slaves
because they had their own property, lived in their houses, could mary without
their master’s consent, and could not be sold.
b. The aliping sagigilid, the real dependents or slaves who owned no property,
lived in their master’s houses could not marry without their master’s consent,
and could be sold anytime.
E. Women’s’ Position in the early society
1. Women occupied a high position in early Philippine society.
2. Early laws and customs recognized them as the equal of men.
a. They could own and inherit property.
b. They could engage in trade and industry.
c. c. They could inherit the chieftaincy and rule barangays if they were daughters
of datus with no sons.
d. The prestigious position of the babaylan was often occupied by women. There
is a preponderance of priestesses based on the existence of local terms in
various parts of the country.
e. As a sign of deep respect, the men, when accompanying women, walked
behind them.

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F. Marriage Customs
1. Generally, a man belonging to one class married a woman of the same class.
Nevertheless, this custom was not rigid, and it was possible for a noble to marry a
dependent, and a dependent to marry outside his rank.
2. Except for Muslims, the early Filipinos generally practiced monogamy. In certain
cases, however, men were allowed to have as many wives as they could support,
but the first wife was always considered the legitimate spouse.
3. Only children of the wife were regarded legitimate and legal heirs, whereas the
children of other women were not considered as such and therefore, were barred
from inheriting any property.
4. Marriage was usually arranged by parents even during the young age of the boy
and the girl.
5. There were two prerequisites to marriage: first, the lover’s servitude to the girl’s
family, and second, the dowry, which was a sum of money, gold, property or
anything of value given by the man to the girl’s parents.
G. Government
1. The government of the pre-Spanish Filipino was patriarchal in form. There are two
models here, namely, the
a. barangay which was a socio-quasi political/administrative unit, and the
b. sultanate which was more elaborate with a central authority.
2. The unit of administration was the barangay which was a settlement consisting of 30
to 100 families.
3. The early barangays were independent from each other. Each was ruled by a datu or
raha who obtained his position bu
a. inheritance, being the son of the datu
b. wisdom
c. physical prowess and courage
d. wealth

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4. The datu had wide powers, for he exercised all the functions of government. But he
was neither an absolute leader nor a ruler. He was assisted by elders who advised him
on important matters. According to Renato Constantino (1975), two types of political
leaders at the time were the:
a. leader with clear administrative function and the
b. leader with undefined function and position.
5. Inter-barangay relations consisted of agreements for commerce and friendship or
alliance. Agreements were necessary because wars between barangays existed.
H. Laws
1. Laws were either customary or written
a. The customary or oral laws were customs and traditions handed down
orally from generation to generation.
b. The written laws were promulgated by the datus, particularly in Islamic
communities.
2. Among the subjects covered in ancient Filipino laws were family relations, property
rights, inheritance, contracts, partnerships, loans, usury, crimes and their punishment,
adoption, and divorce.
3. Those considered as major crimes were rape, incest, murder, witchcraft, insult,
trespassing, sacrilegious acts, and larceny. A person guilty of any of these crimes was
punished by death or by a heavy fine.
4. Minor crimes, on the other hand, consisted of such misfeasors as adultery, cheating,
petty theft, perjury, disturbance of peace at night by singing, and destroying documents
owned by the chief.
I. Judicial Process
1. All trials in pre-Spanish Philippines were held in public.
2. The litigant-plaintiff and defendant pleaded their own case and had to present their
own witnesses.
3. before testifying, the witness took an oath to tell the truth and nothing but the truth.
4. The barangay court decided the case in favour of the litigant who had presented more
proofs than the other.

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5. Disputes between datus, or between residents of different barangays, were

sometimes settled by arbitration, with some datus of elders from the other barangays
serving as arbiters or mediators.
6. According to Loarca (on Jocano, 1975), three ordeals were utilized by the court to find
out the guilty person, namely:
a. the river ordeal where suspected persons were made to plunge into the river
with their spears, and he who rose to the surface first was adjudged guilty.
b. the boiling water ordeal where all suspected persons were ordered to pick a
stone placed in a pot of boiling water, and he whose arm or hand was burned
the most was believed to be guilty.
c. the candle ordeal where each of suspected persons was given a lighted candle
of the same size, and he whose candlelight out first was considered guilty.
J. Religious Beliefs and Practices
1. Pre-Spanish Filipinos, with the exception of Muslims, were animistic.
2. They worshipped a supreme god, called Bathala by Tagalogs.
3. The supreme god stood at the head of the pantheon of numerous minor gods and
goddesses.
4. the early Filipinos believed in spirits called anitos or diwatas who were wither good or
bad.
5. The religious leader was called babylan, baylana, or latalonan. In Muslim areas, they
were called imam or pandita. They served as herbalists, psychologists and psychiatrists,
fortune tellers, and advisers of the datu.
6. Erly Filipinos were worshippers of nature and ancestors. It is here that the concepts of
mariit come into play. Certain places, landmarks, and trees have to be respected or
have become restricted (taboo) because these are inhabited by spirits.
7. Ancient Filipinos believed in after life and subscribed to the idea of heaven and hel.
The Panayanons, for example, believed that souls travel in river, this, they used coffin
shaped like boats.

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K. Languages
1. More than a hundred languages and dialects exist in the Philippines. Some of
these (Tagalog, Iloko, Pangasinan, Pampangan, Sugbuhanon, Hiligaynon,
Samarnon or Waray, and Magindanao) may be considered major languages.
2. The pre-Spanish Filipinos had a syllabary made of seventeen symbols, three
vowels and fourteen consonants.
3. They wrote on bark tress, leaves, and bamboo nodes using knives, daggers,
pointes sticks or iron as pens. They utilized colored sap of trees and fruits as ink.
L. Literature
1. Pre-Spanish Filipinos had oral and written literature, Oral literature is still extant
among the Hanunuo and Tagbanua of Mindoro, and the Palawani of Palawan.
2. Their literature consisted of proverbs, sayings, riddles, epics, myths and legends.

QUIZ.
Matching Type. Write the word of the correct answer.
COLUMN A COLUMN B
1. The anthropologist who criticized the theory of waves of migration. A. Patriarchal form
2. The scientist who theorized that the present Filipinos descended from B. Ordeal
Malays. C. Dr. Voss
3. The German scientist who said the Philippines was never part of the D. Kartilyang
mainland Asia. Katipunan
4. They are called as the sea gypsies of Sulu. E. Reduccion
5. The kind of trial employed by early Filipinos whenever a case cannot F. Dr. Beyer
be readily decided upon by the barangay. G. Dr. Jocano
6. Type of government during Pre-Spanish Filipino. H. Bajaos
7. They are called as the most tattooed inhabitants of the Philippines. I. Pintados
8. Code of conduct of the Katipunan J. Babaylan
9. Prestigious position that was often occupied by women. K. Barangay
10. Fragmented autonomous units. L. King Felipe

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Sources
Interpretation of historical events using primary resources
Primary sources provide compelling, direct evidence of human activity. Users who encounter
primary sources gain a unique perspective on the subject they are studying, and an opportunity to
learn firsthand how primary sources are used for original research. As users learn to successfully
engage with primary sources, they also gain important skills that help them navigate the use of
other information sources, and further develop their critical thinking skills. Primary sources can also
be challenging to those who use them. The formats of primary sources may be unique and
unfamiliar. They require critical analysis due to their creators’ intents and biases; the variety of
contexts in which they have been created, preserved, and made accessible; and the gaps,
absences, and silences that may exist in the materials.

Primary sources are materials in a variety of formats that serve as original evidence documenting a
time period, an event, a work, people, or ideas. Primary source literacy is the combination of
knowledge, skills, and abilities necessary to effectively find, interpret, evaluate, and ethically use
primary sources within specific disciplinary contexts, in order to create new knowledge or to revise
existing understandings.

These definitions of primary source literacy, and the vision for this document, are deliberately
broad. Defining the terms primary source literacy, primary source, or even source, is inherently
problematic. The concept of what makes a source “primary” relies on the research question at
hand, varies based on the discipline, depends on the interplay with secondary sources, and is
subject to the different interpretive processes’ researchers bring to their projects.

Research questions can develop out of encounters with primary sources, or primary sources can
be used to refine or answer questions already developed. Primary source literacy is not a binary
state, but rather exists across a spectrum. Furthermore, instructors who are teaching these skills
may be simultaneously concerned with conveying the excitement of research with primary sources,
or giving students a memorable or transformative experience while using such sources. Although
important goals, these are abstract qualities that resist assessment and are not explicitly covered
as part of these guidelines.

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Primary source literacy intersects with other “literacies,” including information literacy, visual
literacy, and digital literacy, and concepts like collective memory, cultural heritage, and
individual/cultural perspectives. Thus, users of primary sources, and those who seek to guide them
in the process, are not working in isolation from other skills and disciplines.

Identification of historical importance of text

The following are concepts to be considered in the identification of historical importance of text:

Analytical Concepts. The nature of primary sources requires researchers to engage with them
analytically. Users activate primary sources through hypothesis, analysis, synthesis, interpretation,
critical thinking, and evaluation; they use sources to develop both questions and arguments.
Primary source analysis requires the interrogation of materiality, historical context, and narrative.
Users need to understand how sources were produced and delivered. Interpretation of sources
occurs on a continuum from the creation of the source to its utilization by the current user, and
includes mediation by librarians, archivists, and database creators or designers. Self-reflective
users consider primary sources in the context of their own projects as well as their agency in
creating new primary sources.

Ethical Concepts. Users need to understand the ethical concepts related to applicable laws and
regulations, privacy rights, cultural context, donor agreements, copyright, and intellectual property
when working with primary sources. They must understand how these concepts affect their ability
to use primary sources in their work, and they should responsibly consider how their scholarship
may potentially affect the creators, donors, owners, and readers of these primary sources.

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Theoretical Concepts. Theoretical concepts such as evidence, authority, power, authenticity,

context, materiality, historical empathy, agency, value, absences, and privilege underpin the
collection, arrangement, and presentation of primary sources. Collections in cultural heritage
institutions reflect and reinforce societal power structures. Users must seek to understand resulting
silences and absences by critically considering what sources were never created, what sources
may no longer exist, and what sources are collected, as well as communities' abilities to engage in
these activities.

The iterative nature of research and the interplay between primary and secondary sources must
also be considered throughout the research and production process as users seek to contextualize
and understand their sources. Collections and databases are always mediated in some way, and
exhibits, digital collections, and guides or other access tools reflect the selection, reproduction, and
presentation decisions of many individuals – decisions that may not be self-evident.

Practical Considerations. There are practical considerations particular to using primary sources
that users should be aware of. Practical skills necessary for primary source research include
finding, accessing, gathering, and handling primary sources in a variety of formats and locations.

In order to reach their goals, users should understand what is and is not accessible in specific
institutions or databases, and must be aware of procedures and terminology specific to primary
source research that may vary from institution to institution.

They will need to be aware of how these sources are described in familiar search tools, and may
need to engage with additional tools developed in a repository to provide access to primary
sources. They will need strategies for capturing and managing research data, including
transcription, photography, and downloads.

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Examination of author’s background, main argument and point of view

The following can be done in order to examine the author’s background, main argument and point
of view:

1. Conceptualize
A. Distinguish primary from secondary sources for a given research question. Demonstrate an
understanding of the interrelatedness of primary and secondary sources for research.
B. Articulate what might serve as primary sources for a specific research project within the
C. Draw on primary sources to generate and refine research questions.
D. Understand that research is an iterative process and that as primary sources are found
and analyzed the research question(s) may change.

2. Find and Access

A. Identify the possible locations of primary sources.
B. Use appropriate, efficient, and effective search strategies in order to locate primary
sources. Be familiar with the most common ways primary sources are described, such as
catalog records and archival finding aids.
C. Distinguish between catalogs, databases, and other online resources that contain
information about sources, versus those that contain digital versions, originals, or copies of
the sources themselves.
D. Understand that historical records may never have existed, may not have survived, or
may not be collected and/or publicly accessible. Existing records may have been shaped by
the selectivity and mediation of individuals such as collectors, archivists, librarians, donors,
and/or publishers, potentially limiting the sources available for research.
E. Recognize and understand the policies and procedures that affect access to primary
sources, and that these differ across repositories, databases, and collections.

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3. Read, Understand, and Summarize

A. Examine a primary source, which may require the ability to read a particular script, font,
or language, to understand or operate a particular technology, or to comprehend vocabulary,
syntax, and communication norms of the time period and location where the source was
created.
B. Identify and communicate information found in primary sources, including summarizing
the content of the source and identifying and reporting key components such as how it was
created, by whom, when, and what it is.
C. Understand that a primary source may exist in a variety of iterations, including excerpts,
transcriptions, and translations, due to publication, copying, and other transformations.

4. Interpret, Analyze, and Evaluate

A. Assess the appropriateness of a primary source for meeting the goals of a specific
research or creative project.
B. Critically evaluate the perspective of the creator(s) of a primary source, including tone,
subjectivity, and biases, and consider how these relate to the original purpose(s) and
audience(s) of the source.
C. Situate a primary source in context by applying knowledge about the time and culture in
which it was created; the author or creator; its format, genre, publication history; or related
materials in a collection.
D. As part of the analysis of available resources, identify, interrogate, and consider the
reasons for silences, gaps, contradictions, or evidence of power relationships in the
documentary record framework of an academic discipline or area of study and how they
impact the research process.
E. Factor physical and material elements into the interpretation of primary sources including
the relationship between container (binding, media, or overall physical attributes) and
informational content, and the relationship of original sources to physical or digital copies of
those sources.
F. Demonstrate historical empathy, curiosity about the past, and appreciation for historical
sources and historical actors.

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5. Use and Incorporate

A. Examine and synthesize a variety of sources in order to construct, support, or dispute a
research argument.
B. Use primary sources in a manner that respects privacy rights and cultural contexts.
C. Cite primary sources in accordance with appropriate citation style guidelines or according
to repository practice and preferences (when possible).
D. Adhere to copyright and privacy laws when incorporating primary source information in a
research or creative project.

6. Reading and analysis of primary sources (with discussions on the economic history of the
country during the time period it indulges on):

First Voyage Around the World by Magellan by Antonio Pigafetta

Overview:
The Portuguese navigator Ferdinand Magellan led the first voyage around the world, beginning in
1519. Sailing southward along the coast of South America, Magellan discovered the strait that
today bears his name and became the first European to enter the Pacific Ocean from the east.
Magellan died while exploring the Philippines, but his ships continued west to complete the
circumnavigation of the globe. The following account of the difficult passage through the Strait of
Magellan was written by a member of the crew, Antonio Pigafetta.

The captain came to a cape, which he named the Cape of the Eleven Thousand Virgins. Then he
came to the Cape de la Baya. Two ships sent to find the way out from the said Cape. Of an
opening which they found for leaving the cape, and into which they threw themselves perforce.
Then having discovered the strait they returned to the captain.

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Features of the travelogue:

⚫ Characterization of the pre-colonial Philippine terrain
⚫ Description of pre-colonial Filipinos and their exotic culture
⚫ Discriminatory perspective of the European writer on the natives’ amazement and illiteracy
to the European artillery, merchandise and other goods
⚫ Narration of the Battle in Mactantha led to the death of Ferdinand Magellan

Kartilyang Katipunan
Overview:
The Kartilyang Katipunan is Katipunan’s code of conduct. It contains 14 rules that instruct the way
a Katipunero should behave, and which specific values should be upheld. The first group contains
the rules that will make the member an upright individual and the second group contains the rules
that will guide the way he treats his fellowmen.

Features of the Kartilya:

⚫ Reaction and response to certain value systems that the Katipuneros found despicable in
the state of things they are struggling with.
⚫ Upheld rational and liberal ideas in the 18th and 19th century
⚫ Emphasis of equality, tolerance, freedom and liberty in the making of rules
⚫ Emphasis on teaching of how women and children should be treated
⚫ Instruction on Katipunan’s conduct toward other people but also for their members’
development as individuals on their own right

***Read the Mga Aral ng Katipunan/ Lessons of the Organization of the sons of Country.

Proclamation of the Philippine Independence

Overview:
With a government in operation, Emilio Aguinaldo thought that it was necessary to declare the
independence of the Philippines. He believed that such a move would inspire the people to fight
more eagerly against the Spaniards and at the same time, lead the foreign countries to recognize
the independence of the country. Apolinario Mabini, who had by now been made Aguinaldo’s

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unofficial adviser, objected. He based his objection on the fact that it was more important to
reorganize the government in such a manner as to convince the foreign powers of the competence
and stability of the new government than to proclaim Philippine independence at such an early
period. Aguinaldo, however, stood his ground and won.

Thus, June 12, 1898, between four and five in the afternoon, Emilio Aguinaldo, in the presence of a
hug crowd, proclaimed the independence of the Philippine National Flag, made in Hongkong by
Mrs. Marcela Agoncillo, assisted by Lorenza Agoncillo and Delfina Herboza, was officially hoisted
and the Philippine National March played in public. In addition to that, the Proclamation of the
Philippine Independence was prepared by Ambrosio Rianzares, who also read it. A passage in the
Declaration reminds one of another passage in the American Declaration of Independence. The
document was signed by 98 persons, among them an American army officer who was witnessed
the proclamation.

Features:
⚫ Characterization of the Philippines during the Spanish colonial period
⚫ Justification behind the revolution against Spain
⚫ Brief historical view of the Spanish occupation
⚫ Establishment of the republic under the dictatorship of Emilio Aguinaldo
⚫ Exclusion of Andres Bonifacio’s contribution as the founder of Katipunan
⚫ Explanation of the Philippine flag’s appearance
⚫ Mentioning of Emilio Aguinaldo as God’s selected instrument that will lead his country to its
redemption
⚫ Revelation of some overlooked historical truths

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Alfred McCoy’s Philippine Cartoons: Political Caricature of the American Era

Overview:
Philippine political cartoons gained full expression during the American era. Filipino artists recorded
national attitudes toward the coming of the Americans as well as the changing mores and times. In
the book of Alfred McCoy, 377 cartoons were compiled in the book, including the extensive
research of McCoy in the Philippine and American archives providing a comprehensive
background not only to the cartoons but to the turbulent period as well. Artist writer Alfredo Roces,
who designed the book cover, contributed an essay on the Philippine graphic satire on the period.

Features:
⚫ Demonstration of different strands of changes and shifts in the culture, society and politics of
the Philippines’ transition from the Spanish colonial period to the American occupation
⚫ Illustration of certain media outfits about the Philippine society from the Spanish Colonial
period to the American Occupation period
⚫ Description of the unchanging conditions of poor Filipinos

Corazon Aquino’s Speech Before the US Congress

Overview:
When Former President of the Philippines Corazon C. Aquino gave a speech to the United states
on September 1986, more than half a year after assuming the presidency, she called on America
to help the Philippines in preserving the freedom which the Filipinos have won for themselves.
Calling to, “restore the role by ways of democracy”, she praised the role of the America in the world
as the promoter of a righteous system of governance and further strengthened the reputation of
said country as a model for greatness.

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Features:
⚫ Countless references to Ninoy Aquino
⚫ Analysis of Martial Law
⚫ Mentioning of Philippine foreign debt
⚫ Praises of American role
⚫ Calamities during Martial Law
⚫ Emphasis of ideology or principle of a new democratic government

***Read the references or the primary sources for more discussion as well as the economic history
of the country during the periods they were made.

QUIZ
INSTRUCTIONS: Read the questions carefully before answering briefly. Do not add your own
facts; provide only what is being asked. A mere yes or no answer without explanation will not be
credited.

1. Is history a narrative? Support your answer.

2. The following passage below is taken from the ‘Proclamation of the Philippine Independence’:
“…taking into consideration that their inhabitants being already weary of bearing the ominous yoke
of Spanish domination on account of the arbitrary arrests and hash treatment practiced by the Civil
Guard to the extent of causing death with the connivance and even with the express orders of their
commanders, who sometimes went to the extreme of ordering the shooting of prisoners under the
pretext that they were attempting to escape, in violation of the provisions of the Regulations of their
Corps, which abuses were unpunished and on account of the unjust deportations, especially those
decreed by General Blanco, of eminent personages and of high social position, at the instigation of
the Archbishop and friars interested in keeping them out of the way for their own selfish and
avaricious purpose, deportations which are quickly brought about by a method of procedure more
execrable than that of a decision being rendered without a hearing of the persons accused.” What
content of the document does this passage demonstrate? Substantiate your answer.

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3. Identify and explain the elements of history.

4. History has already turned into a complex and dynamic discipline. Its relationship with other
discipline or branches of learning makes it more meaningful and significant as it draws strength
and energy from them. For a clearer understanding of the relationship of history with other
disciplines, experts allowed their thoughts to wander in the avenue of these disciplines to draw
knowledge that may be useful to them. Explain the relationship of history with the disciplines of
economics and political science.
5. Explain the principle of ‘No records, no documents; no history’.
6. Sylvester visited the United States for a few months to see his relatives who have lived there for
decades. His uncle brought him on tours around Illinois. Sylvester visited the Field Museum of
Natural History where a golden image of a woman caught his eye. He looked closer and read that
the image was called “The Golden Tara”. It originated from Agusandel Sur and was bought by the
museum in 1922. It was believed to be made prior to the arrival of the Spaniard in the Philippines.
What kind of historical source is the sculpture? Support your answer.
7. Compare and contrast the Kartilyang Katipunan with the Mga Katungkulang Gagawing Mga
Anak ng Bayan.
8. What are the challenges usually encountered in studying history?
9. The 1987 Philippine Constitution provides for the formation of regional autonomous regions in
the Philippines. This led to the establishment of the Autonomous Region in Muslim Mindanao
(ARMM). Sarah, a student wanted to seek historical evidences and facts on the matter and to
interpret these facts. What kind of method should she adopt in this situation? Substantiate your
answer.
10. Is there a chance for a historical source to be inconsistent and unreliable? Support your
answer.
11. Below are some of the rules that can be found in Kartilya:

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a) On the thorny path of life, man is the guide of woman and the children, and if the guide
leads to precipice, those whom he guides will also go there.
b) Thou must not look upon woman as a mere play thing, but as a faithful companion who will
share with thee the penalties of life; her (physical) weakness will increase thy interest in her
and she will remind thee of the mother who bore thee and reared thee.
c) What thou dost not desire done unto thy wife, children, brothers and sisters, that do not unto
the wife, children, brothers and sisters of thy neighbor.
d) What do these provisions or rules of Kartilya imply? Substantiate your answer.
12. Enumerate the kinds of primary sources. Which one of these is created for large students and
was distributed widely?
13. Mikee was a new teacher of Araling Panlipunan in a small elementary school in Mauban,
Quezon. Her colleagues gave her the new textbook that she ought to use in class. Before the class
started, Lorena studied the textbook carefully. She noted that the authors used works by other
known historians in writing the textbook. She saw that the bibliography included Dennis Villan’s
The Revolution of the Masses and The Painful Years: Japan’s Adventure in the Philippines, 1945-
1956. She also saw that the authors used Trisha Domalanta’s Working Men of Dagupan During the
17th Century and many others. What kind of source is the textbook? Support your answer.
14. Give a short background on the events that led to the expedition of Magellan.
15. Explain the concept of Post colonialism.
16. Give the various scientific theories concerning the peopling of the Philippines. Explain each one
briefly.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
17. Describe the early Philippine trade patterns and their significance in the diffusion of cultures in
the archipelago.
______________________________________________________________________________
______________________________________________________________

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Lesson 3
CONTROVERSIES AND
CONFLICTING ISSUES IN
PHILIPPINE HISTORY
Objectives:
⚫ To be able to interpret historical events using primary sources.
⚫ To be able to recognize the multiplicity of interpretation than can be read from a historical
text.
⚫ To be able to identify the advantages and disadvantages of employing critical tools in
interpreting historical events through primary sources,
⚫ To be able to demonstrate ability to argue for or against a particular issue using primary
sources.

1. Recognition of multiplicity of interpretation

The term “multi-perspectives” was rarely used within the context of school-based history education
before the 1990s, although Professor Bodo von Borries has observed that the concept was being
discussed and actively promoted by some German historians, including himself, as early as the
1970s.

The term began to rise more widely in Europe in the early 1990s, particularly at history
conferences, seminars and in-service teacher training workshops organised by the Council of
Europe and EUROCLIO, the European Standing Conference of History Teachers’ Associations.
Nevertheless, the ideas behind “multi-perspectives”. if not the term itself, have a longer pedigree
and are firmly rooted in three distinct but clearly related developments within school-based
education.

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The first of these developments was the so-called “new history” approach which had emerged
originally in western and northern Europe in the 1970s and early ’80sand has had a growing
influence on history education in the rest of Europe since that time, initially in southern Europe and
then in much of central and eastern Europe after the events of 1989-90. The “new history”
approach reflected dissatisfaction with the more traditional approach to history education in
schools, with its emphasis on:
⚫ knowledge transmission;
⚫ the weighting of course content heavily in favour of political and constitutional history;
⚫ a focus predominantly on events and personalities;
⚫ the construction of the syllabus around a content-rich, chronological survey of national
history;
⚫ and the underlying assumption that the national historical narrative mainly coincided with the
history of the largest national grouping and the dominant linguistic and cultural community.

By contrast, the “new history” approach, whilst not denying the importance of chronology and
historical knowledge, aimed to establish a better balance within history teaching between teaching
students about the past and providing them with the means to think historically about it.
Consequently, there was a greater emphasis in the history classroom on students learning how to
analyze, interpret and synthesize evidence obtained from a variety of primary and secondary
sources.

Learning to think historically has also meant learning that historians and others seeking to
reconstruct the past, including museum curators, film makers, television producers and journalists,
will be constrained by the range of sources they can access, will interpret and use the same
evidence in different ways and will select and put emphasis on different aspects of the evidence. In
other words, that most, if not all, historical phenomena can be interpreted and reconstructed from a
variety of perspectives, reflecting the limitations of the evidence, the subjective interests of those
who are interpreting and reconstructing it, and the shifting cultural influences which determine to
some degree what each new generation regards as significant in the past.

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The second broad educational development that has contributed to the recent interest in multi-
perspectives has been the growing recognition that, in the past, history education has all too often
been taught from a perspective that was mono-cultural, ethnocentric, exclusive rather than
inclusive and based on the assumption that the national narrative coincided with the history of the
largest national grouping and dominant linguistic and cultural community. The same tendency was
often apparent in approaches to academic history as well. Nevertheless, academic developments
over the last 25 years or so, particularly in social and anthropological history, cultural history and
gender studies, have led to a clearer focus on the history of social categories and groups who had
previously been largely ignored: women, the poor, ethnic minorities, children, families and
migrants. There are now signs that this interest is gradually filtering down into school-based history
education.

In furtherance, multi-perspectives is a term more often used than defined. Nevertheless, there have
been some attempts to describe its main characteristics. K. Peter Fritzsche has emphasised that it
is a process, “a strategy of understanding”, in which we take into account another’s perspective (or
others’ perspectives) in addition to our own.

That process entails understanding that we too have a perspective which has been filtered through
our own cultural context, reflects our own standpoint and interpretation of what has happened and
why, our own view of what is and is not relevant, and may also reflect other prejudices and biases.
In this respect, multi-perspectives is not just a process or strategy, it is also a predisposition,
“[it]means to be able and willing to regard a situation from different perspectives”.

The preconditions for this are, first, a willingness to accept that there are other possible ways of
viewing the world than one’s own and that these may be equally valid and equally partial; and,
second, a willingness to put oneself in someone else’s shoes and try and see the world as they see
it, that is, to exercise empathy.

Multi-perspectives in history and history education has been described by Ann Low-Beer as the
process of “viewing historical events from several perspectives”. Elsewhere, in her historical review

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of the work of the Council of Europe on school history, she has also asserted that “multi-
perspectives” is firmly rooted in historical method:

“Essentially it stems from the basic discipline of history and the need to assess historical events
from different perspectives. All historians do this.……In history, multiple perspectives are usual and
have to be tested against evidence, and accounted for in judgments and conclusions.

Broadly speaking, then, it would appear that the main defining characteristics of multi-perspectives
in history and history teaching are that it is a way of viewing, and a predisposition to view, historical
events, personalities, developments, cultures and societies from different perspectives through
drawing on procedures and processes which are fundamental to history as a discipline. A
straightforward, apparently un-problematic and self-evident definition. However, as definitions go it
probably raises more questions than it answers

A perspective is a view which is limited by the standpoint of the person expressing it. This, of
course, applies as much to the “producers” of source material (the participants in past events, the
eye-witnesses, the chroniclers, the officials and collators of information) as it does to the historian.

Just as the figurative artist’s perspective is constrained by practical considerations such as

technique and the position from which he or she chooses to draw a particular subject, so, there are
clearly a number of practical limitations facing historians. Their perspective on a particular historical
event or development will be restricted by the range of relevant languages in which they are fluent,
their familiarity with the kinds of script employed by those who wrote the documents which they
need to use, the volume of information and evidence available, the range of sources which they
can use (a particular problem when trying to determine and understand the views and experiences
of people who are illiterate or semi-literate), and the accessibility of those sources.

These are all practical constraints and to a large degree they ensure that most historical accounts
depend upon a selection of evidence from the potential mass of information that might conceivably
be relevant. Similar constraints of time and space affect the sources which the historian uses and
school students learning to work with a combination of primary and secondary sources are taught

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to take into account: “how close the source was to the events being studied: a participant, an eye-
witness, a journalist interviewing participants and witnesses soon afterwards, a newspaper
photographer, a television reporter, an official collating evidence from a variety of sources, an
historian writing about it subsequently, etc.

And how soon after the event the observations in the source were recorded.”. Hopefully, they also
learn that proximity to events, both in time and space, does not necessarily guarantee a more
reliable and valid account of what happened.

As witnesses to history then, they are not just describing what they see, they are interpreting it as
well; that is, they are assigning a particular meaning to what they have seen and that meaning
reflects their personal framework of assumptions, preconceived ideas, prejudices, stereotypes and
expectations.

Historians also have their preconceptions and preoccupations. Their perspectives are not just
shaped by the evidence in the sources to which they have access. Sometimes these
preconceptions and preoccupations are personal and professional. A historian who seeks to offer a
political perspective of events is likely to present what happened in a different way, emphasize
different factors, assign greater significance to certain consequences and developments than, say,
the economic or social historian.

Similarly, the personal and professional expectations and preconceptions of other interpreters of
history, such as television producers making documentaries about specific events will reflect a
concern not just to tell the audience what happened and why but to do so in ways which may
reflect current thinking about what makes a good history documentary with the emphasis
sometimes being more on what makes good television rather than good history.

At the same time, as historiographical surveys usually reveal, historians and other commentators
on the past, like the rest of us, are children of their times. Their perspective is influenced by the
generation to which they belong and they will tend to interpret the past through contemporary
lenses.

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2. Advantages and problems in interpretation and multi-perspectives

Three related dimensions have been identified which have potential relevance to multi-
perspectives:
⚫ We can view historical events and developments from a multiplicity of vantage points. To do
this, we need to know what was heard, seen or felt. We also need to know how reliable each
source is, partly by comparing and cross-referencing the evidence they provide but also by
evaluating contextual information on each source: who they were, what role they played,
where they were at the time, what they were doing at the time, how they obtained the
information, and so on. Above all, this process of evaluation needs to take into account the
conditions which may have imposed constraints on what each source saw, heard or felt,
whether these be physical, technical or self-imposed.

⚫ We can view historical events and developments from a multiplicity of points of view. To do
this, we need to understand the motives underpinning these various points of view, whether
they be the perspectives of the authors of the various sources or of the person or persons
referred to in those sources. Broadly speaking, there are three constituent elements to this
process. First, it involves trying to understand the logic behind the view being expressed.
Why would they think this? On what grounds have they based this view? Why might they
have believed some bits of information and not others? Why did they see some information
as relevant and discard the rest? What options were open to them? What led them to
choose this particular course of action out of all the possibilities open to them? etc.

3. Second, it involves de-constructing the language of the text (differentiating, for example,
between verifiable facts, expert opinion, unsubstantiated opinion and hearsay, noting what is
omitted from the account, noting the use of emotive language, the use of false analogies and
stereotypes). The same process of de-construction applies as much to other sources, such as oral
testimony, photographs, films, posters and cartoons as it does to documents. Third, it also involves
collating and analyzing contextual information about each source since this enables us to
understand more fully where the person stating a point of view “is coming from”, their background,
their associates, allegiances and affiliations.

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4. We can also view historical events and developments through a multiplicity of historical accounts
and interpretations (including accounts produced at different times, for different purposes and for
different audiences). This tends to involve noting the similarities and differences in focus, narrative
structure, interpretation and emphasis and the key points of consensus and disagreement, i.e.
historiographical analysis.

From the point of view of the history teacher, there are the twin problems of time and curriculum
flexibility. Making use of a genuine multiplicity of perspectives in one’s teaching and ensuring that
students have opportunities to analyze and contextualize each of them takes time. A genuinely
pluralist approach to national history is difficult in circumstances where the history curriculum is
content-rich and the teacher is required to cover a lot of topics in a relatively short time. Multi-
perspectives requires a curriculum structure for history which has some flexibility in it. In countries
characterized by ethnic, national and cultural diversity, it may be possible to ensure that there is
much more coverage of the social categories and minorities that have tended to be marginalized or
made invisible in the national narrative, particularly through a curriculum structure which permits a
core of national history and optional units on different minorities.

Whilst this more flexible kind of curriculum structure can help to incorporate the histories of
minorities, women’s history, “history from below” and the history of everyday life into the traditional
school history curriculum, it may not get to the heart of the problem which is so central to multi-
perspectives: the relationships between these diverse groups with their different perspectives and
experiences.

However, in all but the most crowded history syllabus, there should be scope for the inclusion of
one or two case studies every year which will serve to help the students to become more familiar
with working with a multiplicity of sources, interpretations and points of view to reconstruct as
complete an account of an event or development as possible. For the rest of the time, some
measure of multi-perspectives can be integrated into history learning but on a smaller and less
complete scale. After all, the objective here is to help them to learn how to analyze and interpret

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different and contrasting perspectives rather than necessarily always offer them as complete a
picture of every event as is possible.

From the point of view of textbook publishing, the scope for multi-perspectives is often limited by
space and cost. To approach a topic or theme from a multiplicity of perspectives takes far more
pages than would normally be the case in a conventional textbook account. This is a real problem
when the textbook is structured around a chronological survey. It is easier if it is a learning
resource or an auxiliary book on a particular topic or theme. Any textbook author who has
attempted a genuinely multi-perspective approach to a topic or theme will also know that it is a very
time consuming and labour intensive task.

The final practical constraint is that when covering topics and themes which have a regional,
European or global dimension, the scope for multi-perspectives is also likely to be limited by the
number of languages which the history teacher and the pupils can read. A great mass of resource
material, especially on the history of the 19th and 20th centuries, is now available on the Internet
covering a diversity of perspectives both official and unofficial, contemporaneous and produced
with the benefit of hindsight. In addition to primary source material in raw and edited formats, it is
also possible to find on the Internet a multiplicity of perspectives from different historians.

In addition to these practical problems, multi-perspectives can also pose a number of potential
problems for the learner. As we have seen it demands empathy on the part of the history student.
In the late 1990s, a major cross-national survey was undertaken of young people’s attitudes to their
history education in Europe. In one question, the respondents were asked to put themselves in the
shoes of a young man or woman in the 15th Century being forced into marriage with someone who
was not of their choice.

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3. Case Studies:
a. Site of the First Mass
⚫ Francisco Albo – A pilot of one of Magellan’s ship, Trinidad, kept a log; however, it does
mention of the first mass. But, he described the location of Mazava fits the location of the
island of Limasawa, at the southern tip of Leyte.
⚫ Antonio Pgafetta – Butuan is the location of the first mass.
⚫ Miguel A. Bernad – A Jesuit priest laid down an argument that the accounts did state the
existence of the river where the location of the first mass happened, an omission that
somehow have lessened the support of their accounts.

b. Cavite Mutiny
⚫ Jose Montero y Vidal – A Spanish historian stated that the abolition of privileges enjoyed by
the Cavite arsenal of exemption from the tribute was the cause of mutiny. The mutiny was
done through peaceful means—by spreading democratic and republican books and
pamphlet.
⚫ Rafael Izquierdo- A governor-general that stated the causes of the mutiny are the abolition
of the privileges in labour as well as the presence of the native clergy. The mutiny was
executed in a bloody and violent manner and the masterminds were the GOMBURZA
priests.
⚫ Dr. Trinidad Hermenegildo Pardo de Tavera–The incident was a bloody mutiny by Filipino
soldiers and labourers of Cavite arsenal to the dissatisfaction arising from the draconian
policies of Izquierdo.
⚫ Edmund Plauchut- A French writer contradicted the Spanish accounts, telling that the
GOMBURZA priests were innocent and in no way related to the incident.

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c. Retraction of Rizal
⚫ Jesuit friar Fr. Vicente Balaguer – Described the out of character behaviour of Rizal during
his last hours, but it was doubted as it is the only existing account supporting the authenticity
of Rizal’s retraction.
⚫ Cuerpo de Vigilancia- report on the last hours of Rizal but does not mention of the existence
of the document.

d. Cry of Rebellion
⚫ Guillermo Masangkay – Cry of Rebellion happened at about nine o’clock in the morning of
August 26 in Balintawak, at the house of Apolonio Samson, then cabeza of the barrio of
Caloocan.
⚫ Pio Valenzuela – He said to a Spanish investigator that the cry happened in Balintwawak on
August 26, 1896. While in his Memoirs of the Revolution , he told the at PugadLawin on
August 23, 1896.

CONTRIBUTORY FACTORS IN THE POLITICAL, ECONOMIC, AND INTELLECTUAL

AWAKENING OF THE FILIPINOS
A. Oppressive Colonial Policies and the Natives’ Responses
1. Common Grievances
a. The Spanish friars committed abuses and exploitation such as excessive
interference in the natives’ daily life, corporal punishment for th slightest offense,
sexual molestations of native women, onerous fees that passed as religious
obligations, land-grabbing, and the natives’ virtual reductions to slave and
servant of the friar.
b. The natives resisted excessive impositions of forced labor and taxes,
confiscation of properties, and the policy of reduccion (policy of movement)

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2. The early uprisings

a. Prior to the 1986 Revolution, the Filipinos had staged more than 100 revolts due
to untold grievances against the Spaniards.
b. Although these early uprisings did not bring about any significant results, yet the
experiences, according to Constantino, were not a total loss. Participation in
revolts made the Filipinos aware of their strength and gave them an education in
struggle.
B. 19th Century Political Developments
1. SECULARIZATION AND FILIPINIZATION
a. A long quarrel between regulars and seculars over parish assignment and supervisory
rights came about, first involving only the Spanish and a few native priests.
b. Economic development, however, brought about an increase in the number of native
priests. Priesthood, at that time, was the best road to status and economic affluence.
c. The expulsion of Jesuits from the Philippines in 1768 resulted in the sshortage of
priests in the country, and this requires fast tracking of training fro local priests.
d. The royal decree of 1774 ordering the secularization of parishes encouraged more
natives to enter priesthood.
e. More native secular priests were given parishes of their own.
f. When the policy of desecularization was adopted and implemented, many native
priests were affected. This situation was aggravated by the return of the Jesuits in
1859 and the consequent reallocation of missions among the various orders.
g. The Filipino priests reacted with resentment at the injustice and discrimination they
were subjected to. This sharpened their awareness of their separate national identity
which their parishioners also became conscious about.
h. The leader of this secularization movement were Fathers Burgos, Gomez, and
Zamora.

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2. The liberal administration of Gov. Gen. Carlos Maria de la Torre

a. Being liberal, de la Torre passed a number of decrees granting certain individual rights
to the natives.
b. The Filipino experienced how it was to live under a liberal regime.
3. The Cavite Mutiny and Martyrdom of GOMBURZA
a. Unrest broke out during the tenure of the conservative Spanish Governor General
Rafael de Izquierdo, who replaced de la Torre. Izquirdo promptly suspended or revised
his predecessor’s liberal decrees and classified as personas sospechosas the persons
who had supported de la Torre’s policies.
b. The workers at Fort San Felipe in Cavite had enjoyed exemption from tribute and
forced labor since 1740.When Izquierdo abolished these privileges abruptly, the men in
the fort mutinied.
c. The three priests, Burgos, Gomez, and Zamora, suspected as behind the mutiny, were
arrested, given a mock trial, and publicly garroted. All three protested their innocence
to the end.
II. THE REFORM MOVEMENT
A. Concept of Nationhood
1. The role of the middle class
a. The middle class, composed of Spanish and Chinese mestizos, and natives
rose to a position of power and eventually became leaders in finance and
education.
b. The Spanish authorities looked down upon them, for they did not belong to the
inner circle of peninsulares or Spaniards born in Spain, and insulares,
Spaniards born in the Philippines.
c. Prior to the 1870’s, those called Filipinos were the insulares or creoles.Thus, in
the beginning, the term Filipino had a racial and elitist connotation.
d. The term Filipinos was appropriated by the middle class who had Hispanized
themselves.
e. Thwarted in their attempts to win a ”place in the sun” and feeling oppressed by
the abuse and arrogance of colonial officials and friars, the middle class
started the movement for reforms.

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f. The masses, Indios, looked upon the middle class started the movement for
reforms.
g. Between the contempt of the Spaniards and the suspicion of the indios, the
middle class sided with the latter. It was thus that the Filipino middle class and
the “natives” came to work hand-in-hand with the former leading the latte by
the hand.
2. The Great Reformists
a. Three groups formed the nucleus of the movement for reforms. The first was
the group of suspected filibusteros including creoles and Spanish mestizos in
the wake of the Cavite Mutiny of 1872. The second group was composed of
young men sent in Spain for their studies, like Jose Rizal. The third consist of
refugees who left the Philippines to escape the persecution. Among this group
were Graciano Lopez Jaena and Marcelo H. del Pilar.
b. The reformists established in Barcelona in December 1888, a purely Filipino
organization, La Solidaridad. The group came up with a publication of the
same name in 1889 and this became the principal organ of the Propaganda
Movement for more than five years.
3. The Significance of the movement
a. Although the propagandists had limited influence for they wrote in Spanish and
although censorship seriously hampered the circulation of propaganda
materials, the movement’s effect on the Revolution cannot be discounted.
b. Restricted copies of La Solidaridad and of Rizal’s novels reached the local
ilustrados, who came to lead the revolutionary forces in their own provinces.
c. Attempts of colonial government to stop the entry and distribution of
Propaganda materials highlighted the very lack freedom that the
propagandists were condemning.
d. Because what the propagandists wrote were accurate reflections of reality, a
feeling of empathy developed among the people. The articulation of feelings
of oppression heightened the fervor of the people.
e. Since its failure led to the founding of the revolutionary Katipunan with
separatist aims, in a way, therefore, the Reform Movement was a success.

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III. Factors leading to the Philippine Revolution of 1896

A. Underlying Focus
1. The influence of the Propaganda Movement
2. The Role of Masonry
a. The Filipino propagadists in Spain affiliated with masonic lodges in Spain.
b. These lodges became the focus of propaganda activities in Spain and were
responsible for the masonic movement.
c. The masonic movement was anti-friar.
d. The Filipino masons in Spain were responsible for the organization of masonic
lodges in the Philippines which in turn helped to fund propaganda work in Spain.
e. At the outbreak of the 1896 Revolution, Masonry was already deeply entrenched
in the Philippines. Though not directly responsible for the revolution,
f. it served as a pattern for the methods of organization of the Katipunan. The
founder himself, Andres Bonifacio, was a mason.
3. La Liga Filipina
a. This was organized by Jose P Rizal upon his return to the Philippines in July,
1892.
b. It constituted a forward step in the reformist ideas of the times because it sought
to involve the people directly in the reform movement.
c. Among those attracted to the Liga was Bonifacio who became one of the
founders of the organization.
d. The primary aim of the Liga was “to unite the whole archipelago into one
compact, vigorous and homogenous body.” In this sense, Rizal was already
imagining a nation.
e. The Spanish authorities considered the Liga as dangerous and on July 6, 1892,
Rizal was arrested and subsequently deported to Dapitan.

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4. The split
a. The Liga was quite active only in the first few months then it lay low due to the
arrest and deportation of its leader, Rizal.
b. Some members became convinced that peaceful agitation for reform was futile.
The conservatives formed the Cuerpo de Compromisarios which pledged to
continue supporting La Solidaridad while the radicals led by Bonifacio devoted
themselves to a new secret society, the Katipunan, which he organized soon after
the arrest of Rizal.
5. The Katipunan
a. Under the leadership of Bonifacio, the Katipunan laid down three fundamental
objectives: (1) The political objectives was to work for the separation of the
Philippines from Spain; (2) The moral objective was to teach good manners,
hygiene, good morals, and to attack obscurantism, religious, fanaticism, and
weakness of character; (3) The civic aim wasa to develop self-help and concern
for the defense of the poor and the oppressed.
b. From the inception, the Katipunan set itself in the task of arousing national feeling
and working for the deliverance of the Fiipino people as a whole from Spanish
oppression and friar despotism. Believing that only a united people could achieve
its own redemption, the Katipunan sought to lay the basis for this unity by
fostering a stronger love of country and encouraging mutual aid.
c. The Katipunan ideology, according to Constantino, was the articulation of a
people just discovering themselves. It was a call for struggle, for separation.
While it was a cry for independence, it was also a demand for democracy among
Filipinos because they were not the equals of the Spaniards.

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IV. PREPARATION FOR THE REVOLUTIONARY STRUGGLE

A. Recruitment, Propaganda and Expansion
1. Preparations for armed struggle proceeded apace with recruitment and gathering
of arms.
2. The propaganda aspect of the movement was handled by Emilio Jacinto who
edited the Katipunan’s newspaper, Kalayaan.
3. The Katipunan tried to enlist the aid of wealthy Filipinos but failed. Angry and
disappointed, Bonifacio and Jacinto decided to manufacture fictitious documents
implicating a list of rich Filipinos as heavy contributors to the Katipunan.
4. The women’s chapter of the Katipunan was established.
5. Jacinto prepared the Kartilla ng Katipunan, a primer used to indoctrinate the
members of the Katipunan in its ideals.
6. Pio Valenzuela was sent to Dapitan by Bonifacio to consult Rizal on the
impending revolution on the ground that Filipinos were not prepared and they
lacked arms.
7. An attempt was made to seek the aid of the Japanese, but this failed because the
Japanese were not willing to commit their country to the revolutionary plan of the
of the Katipunan. They had just fought a major conflict-the Sino-Japanese War
(1894-1895)
8. The Katipuneros stole rifles and pistols from the Spanish maestranza (arsenal)

B. The Discovery of the Katipunan and the Start of the Revolution

1. The betrayal of Teodoro Patino on August 19, 1896.
2. The arrest and imprisonment of hundreds of KAtipuneros and of those being
connected with the movement.
3. “The Die is Cast”-Cry of Pugadlawin (August 23, 1896) or Cry of Balintawak
(August 26m 1896).

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QUIZ.
I. Modified true or false. Write true, if the statement is correct and false, if the statement is wrong.
Either way, support or explain your answer in just one sentence.(10pts)
________1. Land grabbing was a common abuse committed by the Spanish government officials.
_____________________________________________________________________
________2. The main issue behind the martyrdom of Fathers Burgos, Gomez, and Zamora was
the secularization issue.
_____________________________________________________________________
________3. Most if not all of the Propandists were masons.
_____________________________________________________________________
________4. The causes of the Philippine revolution were solely political in nature.
_____________________________________________________________________
________5. Jose Rizal was not against the revolution per se.
_____________________________________________________________________

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Lesson 4
THE PHILIPPINE REVOLUTION
A. The discovery of the KKK
1. Circumstances that led to the discovery of KKK
a. The publication and dissemination of the first and only issue of the Kalayaan, with
its revolutionary content, raised the consciousness the membership of the KKK.
Henceforth, it was difficult for the KKK to remain secret.
b. The new members met nightly and this aroused the suspicion of Spanish
authorities. The friars reported rumors pf nightly meetings to Governor-General
Ramon Blanco who did not act upon the reports for hew was not sympathetic to
friars. However, he banished the prominent men of Malolos, Bulacan, in 1895 and
those of Taal, Natangas, in 1896. (Agoncillo, 1990:169).
c. A misunderstanding between two Katipuneros working in the Spanish-owned Diario
de manila led to the discovery of the KKK. Teodero Patino, to exact revenge on
Apolonio de la Cruz, revealed the existence of the KKK to his sister, and later to Fr.
Mariano Gil on August 19, 1896. Inscriminating proofs were discovered and turned
over to the police who were now convinced that an underground society existed
whose aim was to overthrow the government.
2. Results/Implications of the discovery
a. Mass arrests if Filipino suspects followed the disclosure of the KKK. Prominent men
were jailed and some were executed. On September 12, 1896 thirteen men were
executed in Cavite (“The Thirteen Martyrs of Cavite”). Rizal was executed in
Bagumbayan on December 30. The reign of terror only swelled the forces of the
revolution.
b. Due to the untimely discovery of the KKK, Bonifacio had no other recourse but to
take to the field. In spite of lack of arms and ammunitions, Bonifacio and his men
decided to fight the Spaniards. On August 23, 1896, Bonifacio and his men tore
their cedulas to symbolize their determinations to overthrow the Spanish

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government. This event is known as the “Cry of Pugadlawin.” (there are other
versions of the “Cry”. For one, there is the Cry of Balintawak.)
c. Though they were poorly armed and lacked military training, Bonifacio and his men
engaged the Spaniards in several skirmishes. Bonifacio did not possess military
skills and his encounters with the Spaniards ended in defeat, affecting his
reputation.
d. The revolution spread to other places and provinces. Gen. Blanco declared martial
law in Manila, Cavite, Laguna, Batangas, Bulacan, Zambales and two Camarines
provinces also joined the revolution. Hundreds were arrested and jailed.
B. Factionalism
1. Magdalo-Magdwiwang Rivalry
a. Two factions existed in Cavite even before the outbreak of the revolution. The
Magdalo was headed by Baldomero Aguinaldo, Emilio’s cousin, ehile Magdiwang
was led by Mariano Alvarez, Bonifacio’s uncle-in-law.
b. When the revolution broke out, Cavite became the hotbed of the rebellion. The
rebels, led by Emilio Aguinaldo, defeated the Spanish forces in several encounters.
Inspired by victory, Aguinaldo issued manifestos informing Filipinos that a
“provisional government has been established in towns that have been pacified.”
He also asked the Filipinos to fight and recognize the “new Government of the
Revolution.” (Constantino, 1975:181). These manifestos indicated that Aguinaldo
and the Magdalo Council wanted the leadership of the revolution.
c. The two factions fought the Spaniards separately. Magdiwang defended towns
under its jurisdiction while Magdalo did the same for its own towns. The rivalry led
to a series of military reverses early in 1897.
d. Military defeat led the Magdiwang to invite Bonifacio to settle the rivalry between
two councils. The Magdalo faction wanted to replace the KKK with a new
government because its existence was exposed and was no longer in keeping with
the demands of the time. The Magdalo was also thinking of a new leadership. On
the other hand, the Magdiwang wanted to retain the KKK because it already had a
constitution and by-laws.

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2. Tejeros Convention
a. On March 22, 1897, the assembled leaders at Tejeros decided to replace the
KKK with a new government.
b. This was followed by the election of officials. Emilio Aguinaldo was elected
president in absentia, and Bonifacio, Secretary of Interior. However, Daniel
Tirona questioned Bonifacio’s election. This led to Bonifacio’s annulling all
that had been approved and resolved.
3. The Naic Military Agreement
a. At Naic, Bonifacio and his men drew up another document which provided
for the establishment of “a government independent of, and separate from
that at Tejeros.”
b. An army was also organized “by persuasion or force” and a military
commander of their own choice was to take command of it.
c. The document meant a split in the ranks of the revolutionists.
4. Trial and Execution of Bonifacio
a. Bonifacio and his brothers were ordered arrested by Aguinaldo. The
council of War found the Bonifacio brothers guilty of treason and sedition
in spite of insufficient evidence to prove their guilt.
b. the brothers were executed in Mt. Tala on May 10, 1897.
c. With Bonifacio’s death, Aguinaldo assumed the sole leadership of the
revolution.
C. Compromise With the Spaniards.
1. Pact of Biak-na-Bato
a. By the middle of May 1897, the Spaniards had retaken Cavite. Aguinaldo
left Cavite and established himself and his forces at Biak-na-bato. From his
hideout, Aguinaldo established the Biak-na-bato Republic in July.
b. He also issued a proclamation in which he listed revolutionary demands,
such as representation in the Spanish Cortes (which was an abandonment
from the Spain), the expulsion of friars, and the return to Filipinos of lands
of friars appropriated for themselves.

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c. In August, Pedro Paterno offered his services as mediator between the

Filipinos the Filipinos and Spaniards. The result was the Pact of Biak-na-
bato which provided among others the voluntary exile abroad of Aguinaldo
and his men in return for the sum of P800,000 to be paid in three
installments: a) P400,000 to Aguinaldo upon his departure from Biak-na-
bato. B) P200,000 when the arms surrendered by the revolutionists
reached 700, and c) the remaining P200,000 when the Te Deum was a
sung and general amnesty proclaimed by the governor. An additional sum
of P900,000 was to be paid by Gov. Primo de Rivera to families of non-
combatant who suffered during the conflict.
2. Results/Significance
a. Aguinaldo and his men left for Hongkong while his general left behind at
Biak-na-bato surrendered the arms given up by the rebels.
b. Clashes between Spaniards and Filipinos continued, however, because
both sides were suspicious of each other.
c. The departure of Aguinaldo did not end the struggle Genreal Farancsisco
Makabulos of Tarlac established a provisional government “until a general
government of the Republic in these islands shall again be established. “
d. Revolutionary forces continued the fight in Pampanga, Laguna,
Pangasinan, Nueva Ecija, Tarlac, Camarines Norte, La Union and Ilocus
Sur.
e. The Pact of Biak-na-bato ended the conflict between Aguinaldo’s group
and the Spaniards but the people continued the struggle.Thus ended the
First Phase of the Revolution led by Aguinaldo.
f. An implication of the Pact was that all who would continue to go against
Spain would be considered bandits and criminals.

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D. The Revolution in the Visayas

1. The KKK in Aklan
a. In 1895, Candido Iban and Francisco Del Castillo, KKK members, bought a printing
press for the KKK with the money that they won in a lottery. Upon the direction of
Bonifacio, the two men organized a KKK chapter in Aklan (once part of Capiz) in
early January 1897. The two recruited a thousand men. Many elisted because they
thought the two leaders had anting0anting or amulet.
b. In March 1897, del Castillo and his men marched to Kalibo to fight the Spaniards.
When he demanded their surrender, the Spaniards shot him to death.
c. After his death, Col. Ricardo Monet, head of the Spanish troops, proclaimed
amnesty. Around 180 Katipuneros surrendered. The Spaniards detained 21 of them
but later released two upon the intercession of their influential relatives and friends.
The “Nineteen Martyrs of Aklan” were executed on March 23, 1897.
d. The revolution did not end with del Castillo’s death. The revolucionarios continued
fighting but were defeated in many encounters.
e. Although it was short-lived, the KKK in Aklan contributed to the raising of people’s
consciousness to the fact that freedom is worth fighting for.
f. Aguinaldo sent an expeditionary force to Aklan under Gen. Ananias Diokno in
November 1898. At the time tension was brewing between the Filipinos and the
Americans.
2. Capiz
a. In Capiz, the revolucionarios were led by Esteban Contreras.
b. He engaged in a guerrilla type of warfare because of lack of arms and
ammunitions.
3. Iloilo
a. Revolutionary activities in Iloilo began with the establishment of the Comite
Conspirador in Molo in March 1898. After the American victory over the Spanish
fleet in Manila Bay, the Ilonggo elite who had earlier supported the Spaniards,
organized the Committee of the Visayas (the forerunner of this was the Comite
Conspirador). The committee sent out agents to secure funds to purchase arms. It

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also sent out emissaries to other provinces in Panay and the rest of the Visayas,
and tried to establish contact with the Malolos Republic.
b. As agreed upon by Ilonggo leaders, the general uprising took place on October 28,
1898. The revolucionarios, under Gen. Martin Delgado, defeated the Spaniards.
The Ilonggos established the Revolutionary Government of the Visayas which
inaugurated on November 17, 1898 at Sta. Barbara. In this occasion, the Philippine
flag was raised for the first time in Iloilo province.
4. Antique
a. Aguinaldo sent an expeditionary force to Antique under the command of Gen.
Leandro Fullon in September 1898. There were no signs of revolutionary activities
before Fullon’s arrival.
b. Fullon took control of almost all towns of northern Antique
c. In November, the Spaniards gave up San Jose, the capital of Antique.
5. Negros Occidental
a. In Negros Occidental, the babaylanes, led by Dionisio Magbueles, popularly known
as Papa Isio, began to harass Spanish forces in 1896.
b. When the elite of Negros Occidental decided to fight against the Spaniards, the
Babaylanes assisted them. Aniceto Lacson and Juan Araneta, both belonging to
the elite, led a successful revolution against the Spaniards. They established a
Provisional Government, and later the republic of Negros.
6. Cebu
a. In Cebu in 1898, a revolutionary committee was formed.
b. In April, revolutionaries under Leon Quilat marched to the capital and practically
took control of the whole province. However, Spanish reinforcements came and the
Spaniards were able to retake the major towns.

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E. American Involvement in the Philippine revolution

I. AMERICAN INVOLVEMENT IN THE PHILIPPINE REVOLUTION
1. American Interest in the Philippines
a. Theodore Roosevelt, one of the influential imperialists at that tie, wanted war
between U.S. and Spain to justify the expansion of the U.S. Navy. He made plans
to make the U.S. Navy second only to the British fleet. When he became Assistant
Secretary of the Navy, he worked for the appointment of Commodore George
Dewey Who shared his expansionist interests) as a commander of the Asiatic Fleet.
He ordered Dewey to station his fleet in Hongkong in case America goes to war
against Spain. He believed that war would put the U.S. in the ranks of world power.
b. In the last decades of the 19th century, economic boom transformed America into a
foremost manufacturer of consumer goods and an industrial giant. New outlets for
American capital had to be opened and sources of raw materials has to be tapped.
2. Spanish-American War
a. The Cuban revolution against Spain gave the U.S. an opportunity to take control
over Cuba and the Philippines. American imperialists were able to influence
American public opinion against Spain.
b. The explosion of the battleship Maine in Havana harbor further added to the
indignation of the Americans who demanded war against Spain. The U.S Congress
declared war against Spain on April 25, 11898.
c. Commodore George Dewey and his fleet sailed from Hongkong to Manila. On May
1, 1898, Dewey’s forces defeated the Spanish fleet under Admiral Patricio Montojo
in the Battle of manila Bay. After the battle, Dewey blockaded Manila Bat but did
not land his troops in Manila due to insufficient number.
3. Aguinaldo and the American Consuls.
a. In Singapore, the American consul, E. Spencer Pratt, contacted Aguinaldo and
persuaded him to side with the Americans against the Spaniards. He assured
Aguinaldo that since U.S. had no intention to possess Cuba which was their
neighbor, it was more likely that the U.S. would not take possession of the
Philippines which was 10,000 miles away.

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b. Pratt also arranged for Aguinaldo’s return to Hongkong. There, the American
Consul Rounseville Wildman facilitated his return to the Philippines. Before he left,
Aguinaldo gave Wildman P117,000.00 to purchase arms and ammunitions.
Wildman delivered only P50,000.00 worth of weapons. The second shipment was
never realized. Wildman had advised Aguinaldo to establish a dictatorial form of
government first, and after the war, to establish a government similar a government
similar to that of the United States.
4. Aguinaldo’s return to the Philippines
a. Aguinaldo returned to the Philippines aboard the McCulloch. He reached Cavite on
May 19, 1898. He was taken to the Olympia, Dewey’s flagship where the two men
had a conference. Aguinaldo alleged that Dewey assured him that the U.S. would
recognize Philippine independence. Dewey would later deny making such a
promise.
b. Aguinaldo issued proclamations which called on people to join the revolution again.
(it should be noted in the absence of Aguinaldo, the people continued the struggle
under different leaders). His proclamations indicated that he was reassuming the
leadership of the revolution.
5. Mock Battle of Manila
a. American troops began arriving in the Philippines in June. By the end of July, there
were over 10,000 troops. With their arrival, the Americans were ready to take
Manila.
b. Dewey, however, thought that diplomacy would work. He negotiated with the
Spaniards. The result was the secret agreement between the Spaniards and
Americans.
c. The Spanish governor, Fermin Jaudenes, agreed to surrender Manila on the
condition that there should be a mock battle. This was to satisfy the Spanish code
of honor. He also insisted that Filipino troops be excluded from participating in the
surrender of the city. The American officers, Dewey and Gen. Wesley Meritt,
accepted the terms even if it meant going against Aguinaldo, their ally.
d. Since then, Filipino leaders grew suspicious of America’s true intentions.

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II. Malolos Republic

A. Developments Leading To its Establishment
1. Establishment of the Dictatorial Government
a. Upon his return to the Philippines, Aguinaldo established the Dictatorial
Government on May 24, 2898.
b. This government was temporary in nature.
2. Declaration of Philippine Independence
a. Aguinaldo declared Philippine Independence on June 12, 1898 in Kawit,
Cavite. Part of the declaration states”… under the protection of the Mighty
and Humane North American Nation”… According to Constantino, this
statement implied that the United States was a protector of that
independence.
b. The occasion also marked the raising of the Philippine national flag for the
first time.
3. Reorganization of the Local Government
a. On June 18, 1898, Aguinaldo issued a decree, prepared by his adviser,
Apolinario Mabini to reorganize the local government in provinces already
freed from the Spanish control. Electors were prominent members of society.
They elected the town chief, the headman for each barrio, and three
delegates.
b. The decree also provided for the election of delegates from each province
which was to constitute the revolutionary Congress.
4. Establishment of the Revolutionary Government
a. On June 23, 1898, Aguinaldo issued a decree replacing the Dictatorial
Government with a Revolutionary Government “whose objective is to
struggle for independence of the Philippines until she is recognized by free
nations of the earth.”
b. The decree also provided for the creation of Congress.

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5. Malolos Congress
a. Aguinaldo summoned the revolutionary Congress to assemble at Barasoain
Church. The members of the Congress came from the elite.
b. The Congress convened after electing its officers.
c. The first significant act of the Congress was the ratification of the independence
proclaimed at Kawit.
d. The Congress also proposed to draft a constitution, a move that Mabini opposed
on the grounds that Congress was not convoked to frame a constitution The
majority under the leadership of Paterno overruled Mabini.
e. A committee was created to draft the constitution. On October 8, 1898, Felipe
Calderon presented the draft of his constitution. The constitution was sent to
Aguinaldo for approval.
f. On January 21, 1899, Aguinaldo promulgated the Malolos Constitution.
6. The Malolos Republic
a. On January 23, 1899, the Philippine Republic was inaugurated at Barasoain
church with Aguinaldo as President.
b. Aguinaldo issued a decree granting pardon to all Spanish prisoners who were not
members of the Spanish regular army.
B. Malolos Constitution
1. Provisions
a. Its government was “popular, representative and responsible” with three
distinct branches- executive, legislative and judicial.
b. Legislative powers were vested in the Assembly of representatives
composed of delegated, elected according to law.
c. It provided for the separation of Church and State
d. The administration of justice was vested in the Supreme Court.
2. Unique Features
a. The assembly or the legislative or the legislative brace was superior to
either the executive or judicial branch.
b. It provided for a Permanent Commission to sit as legislative body when the
assembly was not in session.

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c. It established a unicameral legislature

III. FILIPINO-AMERICAN HOSTILITIES
A. Developments Leading to Hostilities
1. Arrival of American troops
a. After the Battle of Manila Bay, the Americans waited for reinforcements.
Dewey had only some 2,000 men so he waited for more troops for the attack
against manila. The troops arrived in three waves: on June 30, under Gen.
Thomes Anderson, on July 17, under Gen. Arthur Macarthur. American
troops numbered 10,964 in all under Gen. Wesley Merritt. (Constanino,
1975:214)
b. Before the arrival of reinforcements, the Americans maintained friendly
relations with the Filipinos, giving Aguinaldo the respect due a head of state.
After the arrival of American troops, the officers avoided Aguinaldo. There
was no doubt that the Americans had used Filipino troops to fight against the
Spaniards.
2. American insistence on the evacuation of Filipino troops from strategic points along
the Manila Bay area.
a. In early summer of 1898, Gen. Antonio Luna’s troops had dug 14 miles of
trenches around Manila. (Karnow, 1989:117) The Spaniards were blocked
from escaping by sea because of Dewey’s ships. The Filipino rebels put
Manila under siege, cutting off the water and food supply of the inhabitants.
Elsewhere, Filipino troops were victorious and by the end of June, they had
control of Luzon except Manila.
b. Gen. Meritt delegated Gen. Greene to approach Noriel, the Filipino
commander nearest Manila with an “unofficial offer”. The Americans would
give Filipinos some pieces of artillery in exchange for giving up a sector
south of Manila. Aguinaldo agreed on the condition that Merritt sign the
request. Greene promised to deliver the receipt after the withdrawal of
Filipino troops. Both receipt and the artillery pieces were not delivered by
Greene.

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3. The secret-agreement between the American and the Spaniards

a. The agreement provided that the Spaniards and Americans would fight a
mock battle, after which the Spaniards would surrender to the Americans.
b. The phony battle on August 13, 1898 would not have been fought had
Dewey not cut off the cable between Manila and the outside world. The
protocol of Peace providing for the cessation of hostilities was signed by
U.S. President McKinley the day before the battle.
4. The refusal of the Americans to allow Filipino troops to enter Manila after the mock
battle. As part of conditions set by Gov. Jaudened in the secret agreement, the
Americans did not allow Filipino troops to enter the city after its surrender.
5. American limitation of areas to be occupied by Filipino troops after the mock battle.
The Americans designated areas outside of Manila which Filipino troops were to occupy.
6. Treat of Paris
a. The treaty ended the Spanish-American War.
b. Spain ceded the Philippines to the U.S and in return would receive
$20,000,000 as payment for improvements made in the colony.
7. McKinley’s Benevolent Assimilation Proclamation
a. On December 21, 1898, President McKinley issued his “Benevolent
Assimilation” Proclamation which formally indicated American intention to
annex the Philippines.
b. Gen. Elwell Otis, who had replaced Gen. Merritt, published the proclamation
only on January 4, 1899 after changing milder words, to defuse the tension
brought about by the American breach of agreement with Filipino leaders.
This was because he knew the Filipinos were in a bad mood due to the
strained situation between Americans and Filipinos. The full text of the
proclamation was, however, published in Iloilo by Gen. Marcus Miller.
c. Filipino leaders attacked the proclamation. Aguinaldo issued a proclamation
protesting the intrusion of the U.S. on the “sovereignty of the islands.” At the
same time, he tried to relax the tension by inviting the Americans to a
conference “for adjustment of the conflicting political interests.”

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d. The Americans pretended to be willing to consider Filipino wishes but in

reality were waiting for the arrival of more troops.
8. The San Juan Bridge Incident
a. On the night of February 4, 1899, Private Willie Grayson shot a Filipino
soldier.
b. The next day, without attempting to investigate the incident, Gen.
MacArthur ordered his troops to wage war against Filipinos.
B. American Military Campaigns
1. The American took control of towns in south Manila.
2. They also advanced north, forcing Aguinaldo to evacuate Malolos and move his
headquarters to Nueva Ecija. Later, Aguinaldo would move his capital to Tarlac and
Bayombong, Nueva Viscaya.
3. The Americans in many encounters defeated the Filipino troops. They had superior
military weapons (Gatling guns, Krag rifles, etc.) and strategies and a disciplined
army.
4. Before the outbreak of hostilities, the Ilonggo revolutionary army had occupied Iloilo
City after Spanish troops evacuated the city. When American warships, 0under the
command of Gen. Marcus Miller, appeared at Iloilo harbor, the Ilonggo troops under
Gen. Martin Delgado, refused the American request to lan. Because Miller was
ordered by Gen. Elwell Otis to avoid conflict at this time, American troops were forced
to stay aboard their ships for 44 days. American writers called this event the “Iloilo
fiasco”. With the outbreak of the hostilities, American troops finally landed in Iloilo.
The American took Iloilo but only after costly battles. For eight months since the
fighting in February, the Ilonggos, led by Ge. Delgado, prevented American advance
into the interior towns of Iloilo. In 1901, many revolutionary leaders surrendered to the
Americans.
5. Cebu surrendered to Americans on February 22, 1899; Negros welcomed American
occupation when the Filipino-American hostilities broke out; Antique was occupied in
January 1900 in spite of the resistance of the revolutionists and civilians.
6. The Americans pursued Aguinaldo, with the idea that his capture would end
hostilities. Aguinaldo was determined not to be captured. He marched through difficult

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terrain day and night, finally reaching Palanan, Isabela =, on September 6, 1900. In
Aguinaldo’s flight to the north, gen. Gregorio del Pilar defended Tirad Pass to delay
the American pursuit. Del Pilar and many of hid men died at the Pres. Aguinaldo was
eventually captured in March 1901 by Col. Frederick Funston with the help of some
Macabebe scouts and two former officers in the Filipino army.
7. The Filipinos were defeated by Americans in many encounters. The troops were
poorly armed, poorly trained, poorly fed, and had little discipline. Internal strife beset
their ranks. Gen. Antonio Luna, angry at the insubordination of Gen. Tomas
Mascardo left Calumpit, Bulacan, with his Artillery and troops, resulting in the fall of
the town. He wanted the Kawit Company disarmed for military insubordination since
the members insisted that they ordered only from Aguinaldo. Luna’s advice was
ignored by Aguinaldo. In June 1899, members of the Kawit Company assassinated
Luna in Cabanatuan, Nueva Ecija.
IV. Significance of the Philippine Revolution
A. Birth of the Filipino Nation and the Establishment of the Aguinaldo-led Philippine Republic
The Philippine Revolution gave birth to a Filipino nation. In the struggle against the
colonizers, Filipino nationalism which developed in the 19th century as a result of economic,
political, social and religious factors, matured rapidly into a movement for independence and
the Malolos Republic was established in 1899.
B. Power struggle and the triumph of the Ilustrado
The revolution which began as a struggle of the masses ended up with the ilustrado at the
helm. Aguinaldo appointed the elite as members of his cabinet and as delegates to the
Malolos Congress.
C. Founding of the Filipino National Church
1. The leadership of Gregorio Aglipay
a. In the second phase of the revolution which began with Aguinaldo’s return
from Hongkong, Manila Archbishop Bernardino Nozaleda commissioned
Father Gregorio Aglipay to convince Filipino rebels to lay down their arms.
Aglipay was unable to persuade the rebels to do so.
b. Aguinaldo asked Aglipay to join the revolutionary forces. When Aglipay could
not get through Nozaleda who was trapped in Intramuros that was besieged

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by revolutionary forces, he went to Cavite and joined Aguinaldo’s group. He

was given the title Military chaplain and in October 1898, Aguinaldo appointed
him military Vicar General.
c. Aglipay convened an Ecclesiastical Assembly in Paniqui, Tarlac, in October. A
temporary constitution for the Filipino Catholic Church was adopted by the
Assembly which also declared its intention to remain loyal to the Pope. The
Assembly, however stated that any foreign bishop would not be recognized by
the Filipino Church bishop would not be recognized by the Filipino Church
unless he had the approval of the majority of Filipino clergy. Naturally, the
Catholic Church could not accept this position.
2. The role of Apolinario Mabini
Mabini, a determined nationalist, issued a manifesto to the Filipino clergy exhorting them
to organize a Filipino clergy in all Church. This church, manned by the Filipino clergy in
all positions, was to cooperate with the Filipino government.
3. Racial prejudice and discrimination against the Filipino clergy
a. Centuries of racial prejudice and discrimination resulted in the restlessness of
the Filipino clergy. The Spanish friars believed that the Filipinos were racially
inferior and incompetent. Hence, they were not qualified to administer
parishes.
b. In the second half of the 19th century, the Filipino secular clergy were already
well trained and competent and they should be given parishes.
c. The Filipino clergy sided with the revolutionary government because they saw
an opportunity to attain power and authority which friars denied them. Thus,
the Filipino clergy joined the revolution to take the place of the friars.
4. The pro-friar bias of Mons. Placido Chapelle
a. The Apostolic Delegate to the Philippines, Mons. Chapelle, an American, made
known his intention to dominate the Filipino clergy and restore the friars to their
parishes.
b. He insulted the Filipino clergy by calling them incompetent. Because of this,
many Filipino priests decided to join a national church that would be
independent of Rome

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5. The proposal of Isabelo de los Reyes

The founder of the Union Obrera Democratica, Isabelo de los Reyes, proposed to his
members the establishment of the Iglesia Filipina Independeniente with Aglipay as
Supreme ]Bishop. Although reluctant at first, Aglipay accepted the position.
D. End of the Spanish rule in the Philippines
1. Aguinaldo who returned to the Philippines from Hongkong, resumed the struggle
against the Spaniards.
2. he declared independence on June 12, 1898.
3. By the end of June, Filipino forces controlled most of Luzon except Manila. When the
treaty of Paris, signed on December 10, 1898, ceded the Philippines to the U.S.,
Spain had only a few remaining isolated outposts in the country.
4. Constantino writes “The Filipino people had won their war of liberation. On their own,
without the help of any foreign power, they had put an end to the hated Spanish rule
over their land. It was really a people’s victory, not only because it was the people
who supplied the manpower and contributed the casualties in the actual battles, bat
also because the soldiers of the revolution found spontaneous and overwhelming
support among the masses everywhere.”

QUIZ
MATCHING TYPE: Write the word of the correct answer.
COLUMN A COLUMN B
1. Magdalo and Magdiwang A. Started the Filipino-American Hostilities
2. Treaty of Paris B. Benevolent Assimilation
3. Mckinley C. KKK factions in Cavite
4. Fact of Biak-na-bato D. Chief of Ilonggo Revolutionary Army
5. San Juan Brige Incident E. Ended the Spanish-American War
F. Voluntary exile of Aguinaldo

Activity: Watch the movie “El Presidente”. Make a 2-3 page reflection about the
movie.

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Lesson 5
AMERICAN COLONIALISM IN THE
PHILIPPINES: 1901-1946
Objectives:
1. To identify and explain the reasons for American expansionism.
2. To identify and explain the various instruments of pacification used by Americans in the
Philippines.
3. To explain the nature of the relationship between Filipino and American leadership.
4. To distinguish the different forms of Filipino resistance to American colonialism
5. . To identify and explain the problems faced by the commonwealth of the Philippines.
6 To assess the results of American colonialism.

I. Rationale of American Expansionism

A. Manifest Destiny
1. Americans believed that it is their duty to bring the benefits of civilization to be
ignorant people abroad either through conversion or conquest. Inspired by their
power, they believed that they had the white man’s burden to care for their little brown
brother.
2. Proponents of Manifest Destiny anchored their arguments on Charles Darwin’s theory
of “survival of the fittest” to support the racial superiority of Americans.
B. Religious
1. The American Catholic Church favored the annexation of the Philippines because it
was only way to protect its economic interest. During the revolution, the revolutionary
government had taken possession of Church properties. If the Americans had taken
possession of Church properties. Of the Americans took over, the Church could retain
its power and properties.

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2. American Protestant groups also approved annexation. They saw the Philippines as
fertile ground for spreading Protestantism. The Philippines could also be a
springboard for American evangelization in Asia, especially Chima.
C. Military
The Philippines would be a base for American operations in Asia to protect American
economic and political interests.

II. Pacification Techniques

The Americans adopted various pacification techniques to end Filipino resistance which continued
in spite of Aguinaldo’s capture in 1901.
A. The Sedition Law (1901) made any advocacy for Philippine independence a crime
punishable by long imprisonment or death. The law also punished by long imprisonment and
a fine any person who would “utter seditious words, or speeches, write, publish or circulate
scurrilous libels.”
B. The Brigandage Act (!902) classified guerrilla fighters as brigands or ladrones and made
membership in an armed group punishable by death or long imprisonment.
C. The reconcentration Act (1903) forced residents of towns infested with bandits and
brigands to live in designated military zones. The purpose of this act was to prevent people
from giving aid and support to rebels.
D. Uncompromising Filipino nationalists, the “Irreconcilables,” like Manini, Racarte, and other
were deported.
E. Political parties which advocated independence were banned.
F. The establishment of the public education system with English as the medium of instruction
was one of the best ways of pacification.
1) It was aimed at making the Filipinos “little brown Americans”.
2) Military leaders saw education as a means of ending resistance of the people.
3) Educating the Filipinos with American values and culture developed pro-American
sentiment.
4) With American education, the Filipinos forgot their roots and their nationalistic goals.

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III. RELATIONSHIP BETWEEN FILIPINO AND AMERICAN LEADERSHIP

A. Collaboration and Compromise. It should be noted that some of the elite or ilustrados
joined the revolution only when they saw the possibility of success. Their participation was
also characterized by their willingness to compromise with colonialism, especially to insure
their interests. Many ilustrados who were prominent in the Aguinaldo government not only
collaborated with the Americans but they also welcomed American rule.
B. Accommodation
1. American colonial policy was designed to win the support of the Filipinos, especially
the elite, and the American anti-imperialists who were against annexation of the
Philippines. The Americans co-opted the Filipinos, that is, they moderated their colonial
policies by accommodating the Filipino elite.
a. The elite were rewarded with important positions in the government. Arellano
was appointed Chief-Justice of the Supreme Court while Tavera and Legarda
were named to the Phiippine Commission.
b. William Howard taft, the first American Civil Governor of the Philippines,
adopted a “policy of attraction” designed to encourage the elite yo cooperate
with the Americans. His policy the “Philippines for the Filipinos” aimed at
preparing the Filipinos for self-government by allowing them to participate in a
popular, democratic form of government. Taft, however, believed that the
Philippines should be retained until the Filipinos proved themselves to be
capable in running their own government.
c. The Philippine Bill of 1902 (Cooper act) established the Philippine Assembly in
1907 which satisfied ilustrado desire for political participation.
d. The Americans allowed the establishment of the Federal party whose platfrom
was annexation. Taft granted the Federalists a monopoly of ifficial jobs
reserved for Filipinos.

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2. The Americans also implemented Fiipinization or the the gradual substitution of

American with Filipino personnel in the government.
a. The Supreme court, created in 1899, was composed ofninie justice, sox of
whom were Fiipinos. However, after the Reorganization Act of 1901 and until
the Commonwealth, the number of Filipinos in the Supreme Court was limited
only to three. In the lower courts, the number of Filipino justices increased.
b. Provincial and municipal governments were under Filipino control.
c. By 1913, the Philippine Commission was Filipinized.
d. During the term of Governor-General Francis B. Harrison (1913-21), there was
rapid Filipinization. By 1921, most bureaus were under the Filipinos. The
Filipinos also held civil service positions.
e. The Jones Law (1916) created an all-Filipino Legislature.

IV. FORMS OF FILIPINO RESISTANCE TO AMERICAN RULE

For the Americans and the Filipino elite, the Filipino-American Hostilities ended with the capture of
Aguinaldo. However, vigorous protests and resistence to American rule continued. Those who
resisted were branded by American as bandits or brigand.
A. Resistance of Former Officers of the Revolutionary Army
1. Geral Miguel Malvar and Vicente Lukban continued the war in Batangas and Samar,
repectively.
2. Gen. Luciano San Miguel revived the Latipunan and led the resistance in Rizal and
Bulacan. In Pangasinan, Zambales and Isabela, former members of the Katipunan
continued t fight the Americans.
3. Macrio Sakay, Julian Montalan and Cornelio Felizardo led the resistance forces in the
Rizal-Caviite -Laguna-BBatangas area. They organized the Tagalog republic with
Sakay as president.
4. Simeon Ola and Lazaro Toledo led the resistance in Bicol.
5. Artemio ricarte led a movement to revive the revolution under the leadership of some
of its old officers. He was deported by Americans three times.

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V. THE COMMONWEALTH
A. The establishment of the Commonwealth
1. As provided for in the Independence Law, the Filipinos elected delegates to then
Constitutional Convention to frame a constitution. The constitution was sent to
American President Franklin D. Roosevelt who approved it on March 23, 1934.
2. In May, a plebiscite ratified the constitution. This was followed by an election iin
September where a re-united Nacionalista Part (the Quezon and Osmena-Roxas
factions) won.
3. The Commonwealth of the Philippines was inaugurated on November 15, 1935 with
Quezo as President and Osmena as Vice-President.
B. Preparations for Independence
1. Economic Development
a. Although free trade brought economic development, it made the Philippines
dependent on the United Stated. Agriculture was developed but it was
predominantly export-oriented agriculture, producing crops for the American
market.
b. By 1934, 80% of the total Philippine exports went to the United States and
65% of Philippine exports went to the United States and 65% of Philippine
imports were from that country. The economic progress was depend dent on
the continuance of free trade.
2. The Philippines also developed various industries such as textile, cigar, and mining.
Sugar centrals, cordage, fishing and fish-canning factories, distilleries and coconut mills
were put up.

VI. THE JAPANESE OCCUPATION

A. Causes of Japanese Expansionism
1. Japan needed territories to accommodate its excess population
2. As there was no large consumer market at home, Japan had to look for markets
abroad.
3. Being poor in natural resources, Japan needed sources of raw materials to fuel her
industries.

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4. Japan wanted to become a leader of Asian nations. It established the Greater East
Asia Co-Prosperity Sphere where Asian countries would become cooperating of
the union.
5. There was also the resurgence of militarism and ultra nationalism.
B. The Declaration of War
1. It was the U.S. that thwarted in China and initiated an embargo that deprived her of
industrial and consumer goods. Also, the Americans had naval bases in the
Philippines which was an obstacle to the pursuance of Japan’s imperialist ambition.
Thus, the U.U. became Japan’s principal enemy.
2. The Japanese bombing of Pearl Harbor on December 7, 1941 led to the U.S.
became Japan’s principal enemy.
3. The Japanese occupied the Philippines in 1942. Japan’s expansionist path in
Southeast Asia included the Philippines. Before the war, it had already mining,
fishing and lumber investments in the Philippines.
C. Impact of the Japanese Occupation on Philippine Society
1. Japan, in its proclamation on January 3, 1942, said that its purpose in the Philippines
was to liberate the Filipinos from the United States. To won the support and empathy of
Filipinos, the Japanese promised to grant the Philippines “its independence so long as it
cooperates and recognizes Japan’s program of establishing a Greater East Asia Co-
Prosperity Sphere.” The Japanese thus allowed the establishment of the Philippine
republic on October 14, 1943.
2. The occupation led to economic hardships. Because of scarcity of food, those who
lived in the cities evacuated to the provinces. Production was limited and economic
activities were lessened. Rice production declined and its distribution was controlled by
a system of coupons and rationing.
3. Some Filipinos collaborated with the Japanese for different reasons
a. Although many of the ruling elite were loyal to the Americans and the
Commonwealth, they collaborated with the Japanese for this would mean a
continuation of their leadership.
b. Some collaborators were genuinely pro-Japanese. One was Artmeio Ricarte, a
former general in the revolution who refused to accept American rule and was

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deported. He chose to live in Japan. A former general of the revolution, Leon

Villafuerte, also supported the Japanese. Another was Benigno Ramos, the
leader of the Sakdal movement. He established the Ganap Party, a pro-
Japanese organization.
c. Others collaborated with the Japanese because it was their patriotic duty to
protect their fellow Filipinos from the harsh policies of the Japanese.
d. There was also who collaborated because it was a means of survival.
4. Although the Japanese educational policy provided for the teaching of Niponggo, the
Filipinos did not learn the language. Many students dropped out of school. The Japanese,
pretending to encourage the development of Filipino culture, removed references pertaining
to America from textbooks.
5. The brutality of the occupation made many Filipinos appreciate the Americans. When the
Americans returned to the Philippines, the Filipinos considered them as liberators and were
eternally grateful.
VII. THE LIBERATION
A. Guerrilla Activities During the War
1. After the fall of Corregidor of Bataan, some Filipino and American officers
organized guerrilla groups.
2. These groups harassed and killed Japanese troops and sabotaged Japanese war
efforts.
3. The guerrillas gathered information about Japanese movements, strengths.
Weaknesses and other activities and sent these to Gen. MacArthur’s
headquarters in Australia. The Americans would use the information in planning
for their return to the Philippines.
B. The Return of the Americans
1. The American forces under Gen. Macarthur landed in Leyte in October 1944.
2. Landings were also made in Mindoro, Batangas, Lingayen and Panay.
3. The Americans entered Manila in February of 1945. By then, Manila was in ruins,
destroyed by blanket bombing by American forces. Thousands were killed by
retreating Japanese forces and American bombing. Manila was the second most

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devastated city in the world. Other towns and cities in the country were also in
ruins, their destruction caused by Japanese, American and Filipino forces.
4. On October 23, 1944, the Commonwealth was reestablished in Tacloban, Leyte.
5. Gen. MacArthur declared the liberation of the Philippines on July 4, 1945.

QUIZ.
I. Completion questions. Fill in the blanks.
1. The belief that America has the duty to bring civilization to the ignorant people abroad is known
as ___________________.
2. The _______________ made any advocacy for Philippine independence a crime punishable by
long imprisonment or death.
3.The independence law approved by the Philippine Legislature was the _________________.
4. The ________________ created an all- Filipino Legislature.
5. Japan established the___________________ where Asian countries would become cooperating
members of the union.

II. Brief Discussion

1. Identify and discuss three motives of American expansionism in Asia.

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Lesson 6
The Making of a Neo-Colony from
Independence to 1972
Objectives:
1. To identify post-war economic problems.
2. To discuss the features of the Filipino-American neo-colonial relations from the administration of
Roxas to that of Marcos.
3. To identify the causes of economic crises.
4. To describe the programs/ policies of Philippine presidents from Roxas to Marcos.

I. POSTWAR ECONOMIC PROBLEMS

The destruction of the war was tremendous.
A. Due to loss of property and reduced means of livelihood, poverty was widespread.
B. Industries such as rice, sugar and livestock suffered heavy equipment and machinery.
C. There was lack of capital to finance and rehabilitate destroyed equipment and machinery.
II. NEOCOLONIAL RELATIONS FROM ROXAS TO MARCOS
A. Neo-colonialism Defined
1. Neo-colonialism is the alliance between the leading class or classes of two
independent nations which facilitates their ability to maintain a dominant position
over the rest of the population of the weaker of the two nations.
2. Neo-colonialism is colonization without an occupation force.
B. Historical Background
1. The beginnings of neo-colonialism could be traced to the four decades of American
rule.
a. American officials gradually granted political power to the collaborationist
Filipino elite.
b. They also provided the elite access to American markets for their export crops.

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2. The Philippine Commonwealth was a dependent entity of the U.S>

a. Philippine citizens owed allegiance to the U.S.
b. Government officials were requires to take an oath of office under American
auspices.
c. All laws enacted by the Philippine Legislature had to be reported to the U.S.
President and Congress.
d. The Commonwealth Chief Executive was required to report to the U.S.
president and Congress.
e. Foreign affairs of the Commonwealth were under direct supervision and
control of the U.S.
3. When the Commonwealth was re-established and the Philippines was liberated,
American officials adopted measures to restore the political and economic structures of
pre-war Philippines. They were assisted by the native elite.
a. The PCAU dismantled the HUKBALAHAP local governments and turned over
their administrations to Osmena who was supported by the elite, some of
whom were collaborators.
b. American officials also gave the elite the means by which they could control
the peasants of Central Luzon. For instance, USAFE guerrillas conducted a
reign of terror the Huks.
4. Legislations and agreements entered into by the newly independent Philippines with
the Americans cemented neo-colonial relations between the two countries.
a. The Tydingd Rehabilitation Act provided $620,000 million for the rehabilitation
of the Philippines. However, It is stipulated that no payments in excess of $500
would be made until the Philippines accepted the Bell Trade relations at.
b. The Bell Trade Relations Act provided for free trade relations between the
Philippines and the U.S goods would be taxed 5% tariff increase every year
until the full 100% was reached 1974.

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C. The Nature of Neo-colonial relations

1. American officials assisted and supported Filipino leaders who were “friendly” to
American interests in their bid for positions in the government. Shalom cites some
cases:
a. Roxas had the support and sponsorship of MacArthur and other American
officials when he ran for the presidency against Osmena.
b. Magsaysay, as early as 1951, was the choice of some American officials to
become the next president. The Americans thus groomed Magsaysasy and
insured his victoryv over quirino in the 1953 elections.
2. The Americans worked against Filipino nationalists whom they considered anti-
American or thos who politically unreliable (that is, they could not be depended upon to
protect U.S. interests). The CIA thought of the possibility of assassinating Claro M.
Recto, Magsaysay’s political rival.
3. Filipino leaders reciprocated American sponsorship by promoting and supporting
American interests in the Philippines, Asia and the world.
a. Roxas campaigned for the amendment of the Philippine Constitution to
enable the Americans to enjoy parity rights.
b. Magsaysay supported American endeavours in Asia. He endorsed the
Taiwan Straits Resolution, hosted the SEATO Conference and had the
Philippine government recognize the American-created South Vietnam.
c. Macapagal instituted total decontrol and devalued the peso after his
election. His decontrol program had the support of the International
Monetary Fund (IMF), the World Bank, and the U.S. State and Treasury
Departments.

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III. THE ECONOMIC CRISES

A. The 1949 Economic Crisis
1. In 1949, the Philippines faced a financial crisis: the dollar reserves were at
dangerous levels (only %260 million) and there was a balance of payment deficit.
2. The crisis was basically caused by the Bell Trade Relations Act which provided for
free trade. As a result, American goods swamped the swamped the country so that
by 1948, imports had increased substantially. The imports drained the Philippines’
dollar reserves.
3. To address the crisis, the U.S. allowed a modification of free trade and the
imposition of the Philippine government of import and exchange controls.
B. The Crisis of the Late 1960’s and Early 1970’s
1. By the late 1960’s, the Philippines was on the verge of another economic crisis.
a. Foreign debt had been rising, from $174 million in 1960 to $490 million in
1965. By 1971, it stood at over $ 2 billion. The government borrowed
heavily to finance development programs.
b. To ensure his re-election in 1969, Marcos engaged in massive spending.
After his re-election, he devalued the peso and lifted controls imposed in
1967. He also approved the Philippine Foreign Investment Act that
provided incentives and protection to foreign investors.
c. According to a Philippine research group, devaluation caused hardships to
81% of the population.
2. According to Bello, the crisis was brought about by the “intersection of three
developments”.
a. The failure of the import substitution strategy as means to sustain
industrialization;
b. The inability of the agricultural sector to meet the country’s basic food
needs; and
c. The growing pressure from foreign capital to liberalize the economy.

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IV. POLICIES AND PROGRAMS: FFROM ROXAS TO MARCOS (1972)

A. Manuel Roxas (1946-1948)
1. Roxas aimed at rebuilding the economy which was destroyed by the war, the
industrialization of the country, the “restoration of the rule of law and government as
the arbiter of right among the people,” and “saving the country from chaos, corruption
and communists.
2. He issued a proclamation declaring as illegal existence of the Huks.
3. He proclaimed general amnesty for guerillas who killed in line with the resistance
movement against the Japanese.
4. He opened Mindanao for agricultural expansion.
5. Congress passed the Agricultural Tenancy Act.
6. The Philippines entered several agreements with the U.S.: The Military Bases
Agreement, The Military Assistance Act, and the Treaty of General relations.
7. Roxas campaigned for the granting of parity rights to Americans, an important
provision of the Bell Trade Relations Act which complemented the Tydings
Rehabilitation Act.
8. He favoured close relations with the U.S.
B. Elpidio Quirino (1948-1953)
1. Quirino’s policies were directed at “restoring the faith and confidence of the people in
the government and the restoration of peace and order”.
2. As a policy of attraction, he granted amnesty to all leaders and members of the Huks
and the Pambansang Kaisahan ng mga Magbubukid (PKM). However, the
breakdown of the amnesty led Quirino to undertake an anti-Huk campaign.
3. He established a new land reform agency, the Social Amelioration Commission or the
President’s Action Committee on Social Amelioration.
4. He sent Filipino forces to South Korea in connection with the Korean War (1950-53),
also tie first UN war.
5. The Philippines and the U.S. signed the mutual Defense Treaty in 1951.
6. Due to the 1949 economic crisis, the implemented foreign exchange controls (with
U.S. permission).

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7. His foreign policy was aimed at continuing “friendly relation with the countries of the
world” although his administration favoured the U.S.
C. Ramon Magsaysay (1953-1957)
1. Magsaysay’s avowed intent was “to bring freedom and progress to the barrios.”He
wanted to improve the lot of the tao.
2. He initiated programs tp bring about rural upliftment and development such as “land for
the landless.” He worked for the acquisition of big estated and opened public
agricultural lands for distribution and sale to tenant-farmers. He also campaigned to
develop cooperatives and extend liberalized credit facilities to farmers.
3. He continued the drive against dissidents.
4. Magsaysay’s policy followed American global policies such as containing communist
expansion.
5. In 1954, the Philippines joined the U.S.-sponsored Southeast Asia Treaty organization
(SEATO).
6. In 1954, the Philippines and the U.S. entered into an agreement, the Laurel-Langley
Agreement.
7. The Philippines participated in the Bandung Conference of neo-aligned Afro-Asian
States in 1955.
D. Carlos Garcia
1. He adopted nationalist policies, especially in the economic field. His banner program
included the Filipino first policy.
2. He also aimed at achieving a balanced economy, that is, “equal impetus to agriculuture
and industry.”
3. Congress enacted the Anti-Subversion Law, which outlawed communism.
4. The Philippines exerted efforts to deal with foreign powers on terms of sovereign
equality.”

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E. Diosdado Macapagal (1961-1965)

1. Macapagal called for “honesty, uprightness and simple living.
2. He implemented decontrol, free enterprise and an open door policy to foreign
investors.
3. In 1963, the Agrarian Reform Code was enacted which abolished share-cropping
tenancy and replaced it with leasehold-system.
4. Macapagal changed the Philippine Independence Day from July 4 to June 12.
F. FERDINAND MARCOS
1. Marcos aimed at attaining self-sufficiency in rice production and diversification
programs of crops, and intensifying the community development program.
2. One of his objectives was the implementation of the land reform program.
3. He sent a military engineering battalion, with armed support, to Vietnam. This was a
reversal of his previous stand (when he was Senate President, he opposed the
Macapagal-sponsored bill of sending a battalion to Vietnam).
4. Marcos adopted a mailed-fist policy (the use or threat of force) and a socio-economic
program in response to the Huk resurgence. There were remnants of the Huks or
members of the old party, the Partido komunista ng Pilipinas (PKP).
5. In 1966, Marcos hosted the Manila Summit to help solve the Vietnam War.
6. The Philippines re-established diplomatic relations with Malaysia in 1966. It also
recognized Singapore which seceded from the Federation of Malaysia in 1966.
7. The Philippines renewed its claim over Sabah.
8. The Philippines joined the Association of Southeast Nations in 1967.
9. On September 21, 1972, a year before he was to step down, Marcos declared Martial
Law.

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QUIZ
Matching type. Write the word of the correct answer.
COLUMN A COLUMN B
1. Land reform program a) Carlos Garcia
2. “Honesty, uprightness, and simple living b) Diosdado Macapagal
3. Filipino first policy
c) Ferdinand Marcos
4. To bring freedom and progress to the barrios.
5. Amnesty for guerrillas d) Ramon Magsaysay

6. $620 million for Philippine Rehabilitation e) Manuel Roxas

7. Bell Trade Relations Act f) Bell Trade Relations Act
8. Changed the Phil. Independence day
g) Tydings Rehabilitation Act
from July 4 to June 12
9. Declared Martial Law
10. Joined the Association of South East Asia (ASA

Multiple Choice. Write the word of the correct answer.

1. The following are the results/implications of the discovery of the KKK, except one.
a. Katipuneros were arrested which followed the closure of the KKK.
b. Bonifacio’s reputation was affected because of his lack of military skills and strategy.
c. Bonifacio decided to go to Balintawak and accepted that KKK is already defeated. .
d. The revolution spread to other places in Luzon.
2. Who ordered the arrest of Bonifacio?
a. The New Government which was formed in Tejeros
b. Emilio Aguinaldo
c. Gov Gen. Ramon Blanco
d. Daniel Tirona

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3. Who was the mediator between Filipino and Spaniards?

a. Pedro Makabulos
b. Pedro Tejeros
c. Pedro Tirona
d. Pedro Paterno
4. The following are provinces in Visayas where revolution was active, except one?
a. Cebu b. Guimaras c. Iloilo d. Aklan
5. Who was the influential imperialist from the U.S. that wanted war between Spain and the U.S.”
a. Commodore George Dewey b. Theodore Roosevelt
c.Wesley Merritt d. Fermin Jaudenes
6. In what battle did the Spaniards surrendered to Americans as to satisfy their code of honor?
a. The Tirad Pass b. Spanish-American War
c. Mock Battle of Manila Bay d. Cry of Balintawak
7. In the treaty pf Paris, how much did the Spain received from the Americans as payment for
giving up the Philippines and for improvement of its colony?
a. $20,000,000 b. $200,000 c. $20,000 d.$20,000,000,000
8. What was the incident that led to Gen MacArthur to order his troops to wage war against the
Filipinos?
a. The San Juan Bridge Incident b. Mock battle in Manila Bay
c. The San Juanico Bridge Incident d. All of the above.
9. When did Aguinaldo declared independence of the Philippines from Spaniards?
a. June 12, 1898 b. July 12, 1898 c. June 12, 1896 d. July 12, 1896
10. How many years did the Spaniards colonized the Philippines?
a. 323 years b. 313 years c. 333 years d. 343 years

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II. Matching Type. Fill in the blanks with the correct letters from the second column.
COLUMN A COLUMN B
_____1. Treaty of Paris A. Aguinaldo’s adviser
_____2. Magdalo leader B. new government, independent from Tejeros
_____3.Magdiwang leader
C. Chief of Ilonggo
_____4. Naic Military Agreement
D. Mariano Alvarez
_____5. Malolos Constitution
E. Baldomero Aguinaldo
_____6. George Dewey
_____7. Gregorio del Pilar F. Provided the separation of the church and state

_____8. Martin Delgado G.KKK factions

_____9. Tejeros Convention Battle of Manila Bay
_____10.ApolinarioMabini
I. Ended the Spanish-American war

J. Replaced KKK with new government

K. Defended Tirad Pass

L. Benevolent Assimilation Proclamation

Matching type. Write the corresponding letters before the number.

COLUMN A COLUMN B
________1. Quirino A. Guerilla Amnesty
________ 2. Macapagal B. Extended free trade relations between the
________ 3. Magsaysay Philippines and the U.S

________4. Anti-Subversion Law C. Self-sufficiency in rice production

________ 5. Roxas D. Granted amnesty to the Huks
________ 6. CIA
E. Outlawed communism
________7. Bell Trade Relations Act
F. Collaboration issue
________ 8. Osmena
________ 9. Garcia G. Decontrol

________10.Marcos
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H. Covert operations

I. Land for the landless

J. Filipino First

Fill in the blank.

____________1. Resistance leader against the Americans.
____________2. Who led the American forces during their landing in Leyte in October 1944?
____________3. The date when Gen. MacArthur declared the liberation of the Philippines.
____________4. Japanese bombing of Pearl Harbor was on ________.
____________5. The independence law approved by the Philippine Legislature was the
____________.
____________6. What religious group did the Americans brought in the Philippines?
____________7. This law made any advocacy for Philippine independence a crime punishable by
long imprisonment or death.
____________8. When did Aguinaldo declared the establishment of Dictatorial Government?
____________9. An act that provides free trade between Philippines and America.
____________10. During his presidency, the Philippines joined the U.S. sponsored Southeast Asia
Treaty Organization.

True or False.
________1. The greatest achievement of the dictatorial form of government under the leadership
of Pres. Emilio Aguinaldo was the proclamation of the independence of the Philippines.
________2. Private Robert Grayson was the American who fired the first shot which started the
war for independence.
________3. Cayetano Arellano was the first Filipino Chief Justice of the Supreme Court of the
Philippines.
________4. Black suit is the most popular native costume for men.
________ 5. Laws made by the Philippine Legislature is independent to the U.S. government.
________ 6. During the Commonwealth government, Philippines is entirely liberated from
Americans
________7. During the Japanese occupancy, Jose P Laurel was elected as the President of the
Japanese-sponsored Philippine Republic.
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________8. Jose Osmena took the place of Pres. Quezon upon his death
________9. President Ramon Magsaysay was loved by the masses because of his promise to
improve the lot of the tao.
________10.President Diosdado Macapagal is known for his “honesty, uprightness and simple
living”.

Essay.
1. Explain the reason behind the split of the La Liga Filipina.
2. Trace the developments that led to the establishment of the Malolos Republic.
3. Explain two implications or significance of the Philippine Revolution.
4. Identify and explain the weaknesses of the Philippine Revolution
5. Identify and discuss the motives of American expansionism in Asia

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Lesson 8
SOCIAL, POLITICAL, ECONOMIC
AND CULTURAL ISSUES IN
PHILIPPINE HISTORY
Objectives:
⚫ To be able to analyze the social, political, economic and cultural issues in the Philippines
using the lens of history.
⚫ To understand several enduring issues in Philippine society through history.

Difference between social, political, economic and cultural issues

⚫ Social issue – problem that influences a considerable number of individuals within a society.
⚫ Political issue – controversies debated within the political system
⚫ Economic issue –assertion on the insufficiency of needs in economy
⚫ Cultural issue –prevailing or trending cultural belief

This can be discussed as a backgrounder before proceeding to the main topics:

LAW – any rule of action or any system of uniformity
A. Aspects:
1. In strict legal sense, it is promulgated and enforced by the state.
2. In the non-legal sense, it is not promulgated and enforced by the state.
B. Characteristics:
1. It is a rule of conduct.
2. It is obligatory.
3. It is promulgated by the legitimate authority.
4. It is of common observance of benefit.

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C. Purposes:
1. For internal order
2. To secure justice
3. To maintain social control
D. Sources:
1. Constitution
2. Legislative department
3. Administrative rules and regulations
4. Judicial decisions
5. Customs
6. Principles of justice and equity
7. Decisions of foreign tribunals
8. Opinions of experts

The Philippine Constitution

CONSTITUTION – set of fundamental principles or established precedents according to which a
state or other organization is governed, thus, the word itself means to be a part of the whole.

With the particular reference to the Constitution of the Philippines, it may be defined as that written
instrument by which the fundamental powers of the government are established, limited and
defined and by which these powers are distributed among the branches of the government.

A. Nature:
1. Serves as the supreme or fundamental law
2. Establishes basic framework and underlying principles of government
3. Designed to protect the basic rights of the people

B. Characteristics of a good written constitution:

1. Brief – not too detailed but substantial enough
2. Broad - covers the whole state and rights of the citizens as well as many future contingencies
3. Definite – definitions and interpretations are definite

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C. Evolution:
1. 1897: Constitution of Biak-na-Bato – provisionary Constitution of the Philippine Republic
during the Philippine Revolution. This constitution is borrowed from Cuba and written by
Isabelo Artacho. The organs of the government under this Constitution are:
a. Supreme Council headed by the president and 4 department secretaries of interior,
foreign affairs, treasury and war.
b. Consejo Supremo de Gracia Y Justicia (Supreme Council of Grace and
Justice)which was given the authority to make decisions and affirms or disprove
sentences rendered by courts.
c. Asamblea de Representantes (Assembly of Representatives) which was to be
convened after the revolution to create a new Constitution.
2. 1899: Malolos Constitution – titled as “The Political Constitution of 1899”, patterned after
the Spanish Constitution and was written in Spanish. This contains 39 articles divided into
14 titles, with eight articles of transitory provisions and a final additional article.

The form of government under this Constitution is to be popular, representative, alternative

and responsible, and shall exercise three distinct powers – legislative, executive and
judicial.

The legislative power was vested in a unicameral body called the Assembly of
Representatives. Executive power was vested in the president, and elected by a constituent
assembly of the Assembly of Representatives. There was no vice president.

3. 1935: The Commonwealth Constitution – crafted to meet the approval of the United
States to live up to its promise to grant independence to the Philippines.

This Constitution created the Commonwealth of the Philippines, an administrative body that
governed the country from 1935 to 1946. It is a transitional administration to prepare the
country toward its full achievement of independence. It originally provided for a unicameral
National Assembly with a president and vice president.

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4. 1973: Constitutional Authoritarianism – This was enforced during the Martial Law era.
This was supposed to introduce a parliamentary-style of government. The president was to
be elected as the symbolic and ceremonial head of the state. Executive power was
relegated to the Prime Minister.
5. 1986: Freedom Constitution – a transitional Constitution enforced to last for a while a
Constitutional Commission drafted a permanent one, this maintained many provisions of the
old one.
6. 1987: Current Constitution – This established the Philippines as a “democratic republican
state”. The executive branch is headed by the president and his cabinet, whom he appoints.
The legislative power resides in the Congress divided into two houses: the Senate and the
House of Representatives. The Philippine court system is vested with the power of the
judiciary and is composed of a Supreme Court and lower courts as created by law.

This Constitution also provided for three methods by which it can be amended, all requiring
ratification by a majority vote in a national referendum:

a. Constitutional Assembly – proposes amendments to the Constitution where the

Congress votes and decides what to amend as a single body.
b. Constitutional Convention – calls for a vote of two-thirds of all members of the
Congress.
c. People’s Initiative – amendments in Constitution may be proposed by the people
upon a petition of at least 12% of the total number of registered voters.

**Federalism in the Philippines was supported by President Rodrigo Duterte in the 2016
presidential elections. This form of government is composed of a central governing authority and
constituent political units sharing sovereignty. Under this, regions may custom fit solutions to
problems brought about by their distinct geographic, cultural, social and economic contexts.
However, it may create competition among regions as it can be a challenge in the achievement of
peace in the country.

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Our current governmental system is that of a unitary system where administrative powers and
resources are concentrated in the national government.

Agrarian reform– rectification of the whole system of agriculture. It refers to the redistribution of
lands, regardless of crops or fruits produced to farmers and regular farm workers who are landless,
irrespective of tenurial arrangement and economic status of the beneficiaries.

Distinguished from land reform – Land reform is the physical redistribution of lands such as the
programs under Presidential Decree No. 27. Agrarian reform means the distribution of lands
including the totality of factors and support services designed to lift the economic status of the
beneficiaries. Thus, agrarian reform is broader than land reform.

1. History/Evolution of Philippine Agrarian Laws

a) Landownership in the Philippines under Spain
b) Landownership in the Philippines under the Americans
c) Post-War Interventions toward Agrarian Reform
d) Agrarian Reform Efforts under Marcos
e) Post-1986 Agrarian Reform
2. The Comprehensive Agrarian Reform Law (R.A. 6657)
a. Scope: All public and private agricultural lands, including other lands of the public domain
suitable for agriculture.
b. Definition of terms:
(1). Agricultural land- land devoted to agricultural activity and not classified as
mineral, forest, residential, commercial or industrial land.
(2) Agricultural activity- cultivation of the soil, planting of crops, growing of fruit trees,
raising of fish, including the harvesting of such farm products, and other farm
activities and practices performed by a farmer in conjunction with such farming
operations done by persons whether natural or judicial.

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3. Exclusion:
a. Parks;
b. Wildlife;
c. Forest reserve;
d. Reforestation;
e. Fish sanctuaries and breeding grounds;
f. Watersheds and mangroves
g. Private lands;
h. Prawn farms;
i. Fishponds; and
j. Lands actually, directly and exclusively used and found to be necessary for national
defense; school sites and campuses, seeds and seedling research; church sites and
covenants; mosque sites and Islamic centers ; and communal burial grounds and
cemeteries; penal colonies and government and private research and quarantine centers;
and
k. Lands devoted to commercial livestock, poultry and swine raising; and
l. All lands with 18% slope and over which are not developed for agriculture.

4. Factors to consider in implementation:

a. Need to distribute lands to the tillers at the earliest time;
b. Need to enhance agricultural productivity; and
c. Availability of funds and resources to implement and support program.

Taxation - power by which the sovereign raises revenue to defray the necessary expenses of the
government. It is merely a way of apportioning the cost of government among those who in some
measure are privileged to enjoy its benefits and must bear its burdens. It includes, in its broadest
and most general sense, every charge or burden imposed by the sovereign power upon persons,
property, or property rights for the use and support of the government and to enable it to discharge
its appropriate functions, and in that broad definition there is included a proportionate levy upon
persons or property and all the various other methods and devices by which revenue is exacted
from persons and property for public purposes. (51 Am.Jur 34-35)

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History/Evolution of Philippine Taxation Laws

⚫ Taxation in Spanish Philippines
⚫ Taxation under the Americans
⚫ Taxation during the Commonwealth Period
⚫ Fiscal Policy from 1946 to Present

Nature of taxation
Taxation is inherent in nature, being an attribute of sovereignty. As an incident of sovereignty, the
power to tax has been described as unlimited in its range, acknowledging in its very nature no
limits, so that security against its abuse is to be found only in the responsibility of the legislature
which imposes the tax on the constituency who are to pay it.

The power of taxation is an essential and inherent attribute of sovereignty, belonging as a matter of
right to every independent government, without being expressly conferred by the people.

The power to tax is inherent in the State, such power being inherently legislative, based on the
principle that taxes are a grant of the people who are taxed, and the grant must be made by the
immediate representative of the people, and where the people have laid the power, there it must
remain and be exercised.

The power of taxation is essentially a legislative function. The power to tax includes the authority
to:
(1) determine the
(a) nature (kind);
(b) object (purpose);
(c) extent (amount of rate);
(d) coverage (subjects and objects);
(e) Apportionment of the tax (general or limited application);
(f) situs (place) of the imposition; and
(g) method of collection;

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(2) grant tax exemptions or condonations; and

(3) specify or provide for the administrative as well as judicial remedies that either the government
or the taxpayer may avail themselves in the proper implementation of the tax
measure.

In other words, the legislature wields the power to define what tax shall be imposed, why it should
be imposed, how much tax shall be imposed, against whom (or what) it shall be imposed and
where it shall be imposed.

Characteristics of taxation:
⚫ As a principal attribute of sovereignty, the exercise of taxing power derives its source from
the very existence of the state whose social contract with its citizens obliges it to promote
public interest and common good.
⚫ The power to tax is so unlimited in force and so searching in extent, that courts scarcely
venture to declare that it is subject to any restrictions whatever, except such as rest in the
discretion of the authority which exercises it.
⚫ It is a settled principle that the power of taxation by the state is plenary. Comprehensive and
supreme, the principal check upon its abuse resting in the responsibility of the members of
the legislature to their constituents.
⚫ Taxes being the lifeblood of the government that should be collected without unnecessary
hindrance, every precaution must be taken not to unduly suppress it.
⚫ The power to tax is sometimes called the power to destroy. Therefore, it should be
exercised with caution to minimize injury to the proprietary rights of the taxpayer. It must be
exercised fairly, equally and uniformly, lest the tax collector kills the ‘hen that lays the golden
egg.
⚫ In order to maintain the general public’s trust and confidence in the government, this power
must be used justly and not treacherously.
⚫ Tax laws are prospective in operation, unless the language of the statute clearly provides
otherwise.

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Purposes of taxation:
a. PRIMARY
⚫ Revenue – the purpose of taxation is to provide funds or property with which the state
promotes the general welfare and protection of its citizens.
⚫ Taxes are for revenue, whereas fees are exactions for purposes of regulation and
inspection, and are for that reason limited in amount to what is necessary to cover the
cost of the services rendered in that connection. It is the object of the charge, and not the
name, that determines whether a charge is a tax or a fee.
b. SECONDARY
⚫ Regulation - it has a regulatory purpose as in the case of taxes levied on excises or
privileges like those imposed on tobacco and alcoholic products, or amusement places,
etc.
⚫ Promotion of General Welfare
⚫ Reduction of Social Inequality – made possible through the progressive system of
taxation where the objective is to prevent undue concentration of wealth in the hands of
a few individuals.
⚫ Encourage Economic Growth – in the realm of tax exemptions and tax reliefs, the
purpose is to grant tax incentives or exemptions in order to promote the country’s
economic growth.
⚫ Protectionism – in some sectors of the economy, as in the case of foreign importations,
taxes sometimes provide protection to local industries like protective tariffs and customs
duties.

5. Theories and Basis of Taxation

a. Necessity Theory
⚫ Existence of a government is a necessity and cannot continue without any means to pay for
expenses
⚫ For those means, the government has the right to compel all citizens and property within its
limits to contribute.

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b. Benefits-Protection Theory (Symbiotic)

⚫ Reciprocal duties of protection and support between State and inhabitants. Inhabitants pay
taxes and in return receive benefits and protection from the State. • Every person who is
able to pay must contribute his share in the running of the government. The Government, for
his part, is expected to respond in the form of tangible and intangible benefits intended to
improve the lives of the people and enhance their moral and material values. This symbiotic
relationship is the rationale of taxation and should dispel the erroneous notion that is an
arbitrary method of exaction by those in the seat of power.

Lifeblood Doctrine
⚫ Taxes are the lifeblood of the nation.
⚫ Without revenue raised from taxation, the government will not survive, resulting in detriment
to society. Without taxes, the government would be paralyzed for lack of motive power to
activate and operate it.
⚫ Taxes are the lifeblood of the government and there prompt and certain availability is an
imperious need.
⚫ Taxes are the lifeblood of the nation through which the agencies of the government continue
to operate and with which the state effects its functions for the benefit of its constituents
⚫ Taxes are the lifeblood of government, and their prompt and certain availability an imperious
need. Time out of mind, therefore, the sovereign has resorted to more drastic means of
collection. The assessment is given the force of a judgment, and if the amount assessed is
not paid when due, administrative officials may seize the debtor's property to satisfy the
debt.

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MANIFESTING INTEREST IN LOCAL HISTORY AND HERITAGE

Objectives:
⚫ To be able to manifest interest in local history and cultural heritage.
⚫ To be able to apply historiographical methods in writing the history of one’s locality or
country.
⚫ To incorporate technology in the discipline of history.

a. Doing Historical Research Online

⚫ Cyberspace is a great resource for research if one knows how to use it. It can be done
through the usage of search engine websites. Search engine websites that can be used are
Yahoo! And Google.

⚫ Wikipedia can also be used but sometimes, some of the articles are not credible and reliable
as these are all subject to editing by anyone.

⚫ There are existing websites where individuals can legally download scanned copies of
books and other materials for free, especially those books with expired copyrights and are in
public domain. One example of these is Project Gutenberg(www.gutenberg.org)
⚫ Philippine government websites are also enriched with sources.

b. Doing Historical Research in Libraries and Archives

⚫ Online Public Access Catalog (OPAC) is the new version wherein catalog is handled
digitally. In this system, instead of going through each entry on physical index cards, a
simple search will yield the holdings of the library related to what you are searching for.
⚫ The National Library of the Philippines in Ermita, Manila provides a rich treasure cove of
materials for a student-researcher interested in Philippine history, especially in their
Filipiniana section.
⚫ The National Archives of the Philippines, also in Manila, is an agency of government
mandated to collect, store, preserve and make available records of the government and
other primary sources pertaining to the history and development of the Philippines.

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⚫ Libraries in the University of the Philippines in Diliman, Quezon City are rich in resources
especially in Filipiniana section, serials, theses and dissertations. On the other hand, the
Ateneo de Manila University in Quezon City holds a large American Historical Collection.

c. Doing Life Histories and Bibliographical Research

Doing Local and Oral History
⚫ Local history is the study of history of a particular community or a smaller unit of geography.
⚫ Interacting with History through Historical Shrines and Museums

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Lesson 9
COMPREHENSIVE AGRARIAN
REFORM LAW OF 1988
(REPUBLIC ACT NO. 6657)
¬AN ACT INSTITUTING A COMPREHENSIVE AGRARIAN REFORM PROGRAM TO PROMOTE
SOCIAL JUSTICE AND INDUSTRIALIZATION, PROVIDING THE MECHANISM FOR ITS
IMPLEMENTATION, AND FOR OTHER PURPOSES

⚫ The Comprehensive Agrarian Reform Program or more commonly known as CARP, is an

agrarian reform law of the Philippines whose legal basis is the Republic Act No. 6657.
⚫ CARP is the redistribution of private and public agricultural lands to help the beneficiaries
survive as small independent farmers, regardless of the tenurial arrangement.
⚫ The law was outlined by former President Corazon Aquino through Presidential
Proclamation 131 and Executive Order 229 on June 22, 1987.
⚫ It was enacted by the 8th Congress of the Philippines and signed by Aquino on June 10,
1988.
⚫ CARP relies heavily on the Department of Agrarian Reform (DAR).
⚫ The act consists of 78 sections, divided into 15 chapters.
⚫ Policy Framework. It is the stated policy of the state to see to the welfare of the landless
farmers and farm workers, and to establish the owner-cultivatorship of economic-size farms
as the basis of Philippine agriculture. To this end, and Agrarian Reform Program which is
based on the right of landless farmers and farm workers to own the land they till, or to
receive a fair share of the fruits of their labour. The Program seeks to achieve this
essentially through the redistribution of agricultural lands, subject to the payment of just
compensation of dispossessed landowners.
⚫ II. OVERVIEW OF THE REPUBLIC ACT 6657

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⚫ Activity: Using the cite below, read the complete copy of the Republic Act 6657.
https://www.officialgazette.gov.ph/1988/06/10/republic-act-no-6657/.

Below are some excerpt froms the Republic Act

CHAPTER I - Preliminary Chapter

SECTION 1. Title. – This Act shall be known as the Comprehensive Agrarian Reform Law of
1988.
SECTION 2. Declaration of Principles and Policies. — It is the policy of the State to
pursue a Comprehensive Agrarian Reform Program (CARP). The welfare of the landless
farmers and farm workers will receive the highest consideration to promote social justice and
to move the nation toward sound rural development and industrialization, and the
establishment of owner cultivator ship of economic-size farms as the basis of Philippine
agriculture.
SECTION 3. Definitions. – For the purpose of this Act, unless the context indicates
otherwise:
(a) Agrarian Reform means the redistribution of lands, regardless of crops or fruits produced
to farmers and regular farm workers who are landless, irrespective of tenurial arrangement,
to include the totality of factors and support services designed to lift the economic status of
the beneficiaries and all other arrangements alternative to the physical redistribution of
lands, such as production or profit-sharing, labor administration, and the distribution of
shares of stocks, which will allow beneficiaries to receive a just share of the fruits of the
lands they work.

CHAPTER II - Coverage
SECTION 4. Scope. – The Comprehensive Agrarian Reform Law of 1988 shall cover,
regardless of tenurial arrangement and commodity produced, all public and private
agricultural lands, as provided in Proclamation No. 131 and Executive Order No. 229,
including other lands of the public domain suitable for agriculture.

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SECTION 5. Schedule of Implementation. – The distribution of all lands covered by this

Act shall be implemented immediately and completed within ten (10) years from the
effectivity thereof.
SECTION 6. Retention Limits. – Except as otherwise provided in this Act, no person may
own or retain, directly or indirectly, any public or private agricultural land, the size of which
shall vary according to factors governing a viable family-size farm, such as commodity
produced, terrain, infrastructure, and soil fertility as determined by the Presidential Agrarian
Reform Council (PARC) created hereunder, but in no case shall retention by the landowner
exceed five (5) hectares. Three (3) hectares may be awarded to each child of the
landowner, subject to the following qualifications: (1) that he is at least fifteen (15) years of
age; and (2) that he is actually tilling the land or directly managing the farm: Provided, That
landowners whose lands have been covered by Presidential Decree No. 27 shall be allowed
to keep the areas originally retained by them there under: Provided, further, That original
homestead grantees or their direct compulsory heirs who still own the original homestead at
the time of the approval of this Act shall retain the same areas as long as they continue to
cultivate said homestead.
SECTION 7. Priorities. – The Department of Agrarian Reform (DAR) in coordination with
the Presidential Agrarian Reform Council (PARC) shall plan and program the acquisition
and distribution of all agricultural lands through a period of ten (10) years from the effectively
of this Act. Lands shall be acquired and distributed as follows:
Phase One: Rice and corn lands under Presidential Decree No. 27; all idle or abandoned
lands; all private lands voluntarily offered by the owners for agrarian reform; all lands
foreclosed by government financial institutions; all lands acquired by the Presidential
Commission on Good Government (PCGG); and all other lands owned by the government
devoted to or suitable for agriculture, which shall be acquired and distributed immediately
upon the effectively of this Act, with the implementation to be completed within a period of
not more than four (4) years;
SECTION 8. Multinational Corporations. – All lands of the public domain leased, held or
possessed by multinational corporations or associations, and other lands owned by the
government or by government-owned or controlled corporations, associations, institutions,
or entities, devoted to existing and operational agri-business or agro-industrial enterprises,

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operated by multinational corporations and associations, shall be programmed for

acquisition and distribution immediately upon the effectivity of this Act, with the
implementation to be completed within three (3) years.
SECTION 9. Ancestral Lands. – For purposes of this Act, ancestral lands of each
indigenous cultural community shall include, but not be limited to, lands in the actual,
continuous and open possession and occupation of the community and its members:
Provided, That the Torrens System shall be respected.
The right of these communities to their ancestral lands shall be protected to ensure their
economic, social and cultural well-being. In line with the principles of self-determination and
autonomy, the systems of land ownership, land use, and the modes of settling land disputes
of all these communities must be recognized and respected.
SECTION 10. Exemptions and Exclusions. – Lands actually, directly and exclusively used
and found to be necessary for parks, wildlife, forest reserves, reforestation, fish sanctuaries
and breeding grounds, watersheds, and mangroves, national defense, school sites and
campuses including experimental farm stations operated by public or private schools for
educational purposes, seeds and seedlings research and pilot production centers, church
sites and convents appurtenant thereto, mosque sites and Islamic centers appurtenant
thereto, communal burial grounds and cemeteries, penal colonies and penal farms actually
worked by the inmates, government and private research and quarantine centers and all
lands with eighteen percent (18%) slope and over, except those already developed shall be
exempt from the coverage of this Act.
SECTION 11. Commercial Farming. – Commercial farms, which are private agricultural
lands devoted to commercial livestock, poultry and swine raising, and aquaculture including
saltbeds, fishponds and prawn ponds, fruit farms, orchards, vegetable and cut-flower farms,
and cacao, coffee and rubber plantations, shall be subject to immediate compulsory
acquisition and distribution after (10) years from the affectivity of this Act. In the case of new
farms, the ten-year period shall begin from the first year of commercial production and
operation, as determined by the DAR. During the ten-year period, the government shall
initiate the steps necessary to acquire these lands, upon payment of just compensation for
the land and the improvements thereon, preferably in favour of organized cooperatives or
associations, which shall thereafter manage the said lands for the worker-beneficiaries.

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QUIZ
1. From your readings about the Republic Act 6657, site at least 3 sections that you can describe.
2. Do some readings about the CARP, express your insights about the effect of this act to the
Filipino farmers.

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The Philippine Constitution

I. MEANING OF CONSTITUTION
A. Constitution is the body of rules and principles in accordance with which the powers of
sovereignty are regularly exercised. As thus defined, it covers both written and unwritten
constitutions. With particular reference to the Constitution of the Philippines. With particular
reference to the Constitution of the Philippines, it may be defined as that written instrument by
which the fundamental powers of the government are established, limited, and defined and by
which these powers are distributed among the several departments or branches for their safe
and useful exercise for the benefit of the people.
1. Kinds of Constitution
a.) As to their origin and history
1) Conventional or enacted is one which is enacted by a constituent
assembly or granted by a monarch to his subjects.
2) Cumulative or Evolved is one which is the product of growth or a
long period of development originating in customs, traditions,
judicial decisions, etc. rather than from deliberate and formal
enactment.
b.) As to their form
⚫ Written is one which has given definite form at a particular time,
usually by a specially constituted authority called a constitutional
convention.
⚫ Unwritten is one which is entirely the product of political evolution,
consisting largely of a mass customs, usages and judicial decisions
together with a smaller body of statutory enactments of a
fundamental character, usually bearing different dates.

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II. Background of the 1987 Constitution

⚫ Pres. Corazon Aquino began her term after being elected against Marcos. She started
repealing many Marcos-era regulations that is believed to have repressed the people for so
long.
⚫ The new constitution was drafted in 133 days by an appointee Constitutional Commission of
48 members and ratified by the people in a plebiscite held on February 2, 1987.

II. THREE BRANCHES OF THE PHILIPPINE GOVERNMENT

The 1987 Constitution established a representative democracy with power divided among three
separate and independent branches of government.
1. Executive Branch
⚫ The executive power is vested in the President of the Philippines. Executive Power
is the power to administer the law, which means carrying them into practical
operation and enforcing their due observance.
⚫ The laws include the constitution, statutes enacted by the Congress, decrees, a nd
executive orders of the President and decisions of courts.
2. Legislative Branch
⚫ The Legislative power shall be vested in the Congress of the Philippines which shall
consist of a Senate and a House of the representatives.
⚫ Legislative Power is the authority under the Constitution to make laws and
subsequently when the need arises, to alter and repeal them.
3. Judicial Branch
⚫ Judicial power rests with the Supreme Court and the lower Court and the lower
courts, as established by law (Art. VIII, sec. 1 of the 1987 Constitution). Its duty is to
settle actual controversies involving rights which are legally demandable and
enforceable (Art.VIII ec.1 (2)).
⚫ Judicial Power is the power and duty of courts of justice to interpret and to apply the
laws to contests or disputes concerning legally recognized rights or duties between
the State and private persons. It is vested in the Supreme Court and in lower
courts.

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III. The 1987 Constitution-An Overview

THE 1987 CONSTITUTION
THE CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES

PREAMBLE
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and
humane society and establish a Government that shall embody our ideals and aspirations, promote
the common good, conserve and develop our patrimony, and secure to ourselves and our posterity
the blessings of independence and democracy under the rule of law and a regime of truth, justice,
freedom, love, equality, and peace, do ordain and promulgate this Constitution.

⚫ Article 1 - National Territory. The national territory comprises the Philippine archipelago,
with all the islands and waters embraced therein, and all other territories over which the
Philippines has sovereignty or jurisdiction, consisting of its terrestrial, fluvial, and aerial
domains, including its territorial sea, the seabed, the subsoil, the insular shelves, and other
submarine areas. The waters around, between, and connecting the islands of the
archipelago, regardless of their breadth and dimensions, form part of the internal waters of
the Philippines.
⚫ Article II - Declaration of Principles and State Policies. Lays out the basic social and
political creed of the Philippines, particularly the implementation of the constitution and sets
forth the objectives of the government.
⚫ Article III - Bill of Rights. Enumerates specific protections against the abuse of state
power, most of which are similar to the provisions of the U.S. Constitution. of public concern.
⚫ Article IV – Citizenship. Defines the citizenship of Filipinos. It enumerates two kinds of
citizens: natural-born citizens and naturalized citizens. Natural-born citizens are those who
are citizens from birth without having to perform any act to acquire or perfect Philippine
citizenship. The Philippines follows a jus sanguine system where citizenship is mainly
acquired through a blood relationship with Filipino citizens. Natural-born citizenship forms an
important part of the political system as only natural-born Filipinos are eligible to hold high
offices, including all elective offices beginning with a representative in the House of
Representatives up to the President.

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⚫ Article V – Suffrage. Mandates various age and residence qualifications to vote and a
system of secret ballots and absentee voting. It also mandates a procedure for overseas
and disabled and illiterate Filipinos to vote.
⚫ Article VI - The Legislative Department. Provides for a bicameral legislature called the
Congress composed of the Senate and the House of Representatives. It vests upon
Congress, among others, the power of investigation and inquiry in aid of legislation, the
power to declare the existence of a state of war, the power of the purse, the power of
taxation, and the power of eminent domain.
⚫ Article VII - The Executive Department. Provides for a presidential form of government
where the executive power is vested on the President. It provides for the qualification, terms
of office, election, and power and functions of the President. It also provides for a Vice
President and for the presidential line of succession.
⚫ Article VIII. The Judicial Department. Vests the judicial power upon the Supreme Court
and other lower courts as may be established by law (by Congress). While the power to
appoint justices and judges still reside with the President, the President may only appoint
nominees pre-selected by the Judicial and Bar Council, a body composed of the Chief
Justice of the Supreme Court, the Secretary of Justice, the Chairs of the Senate and House
Committees on Justice, and representatives from the legal profession.
⚫ Article IX - Constitutional Commissions. Article IX establishes three constitutional
commissions: the Civil Service Commission, the Commissions on Elections, and the
Commissions on Audit.
⚫ Article X. Local Government. Establishes three constitutional commissions: the Civil
Service Commission, the Commission on Elections, and the Commission on Audit. Article
IX. Constitutional Commissions Article X pursues for local autonomy and mandates
Congress to enact a law for the local government, now currently the Local Government
Code.
⚫ Article XI. Accountability of Public Officers. Public office is a public trust. Public officers
and employees must, at all times, be accountable to the people, serve them with utmost
responsibility, integrity, loyalty, and efficiency; act with patriotism and justice, and lead
modest lives.

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⚫ Article XII. National Economy and Patrimony. The goals of the national economy are a
more equitable distribution of opportunities, income, and wealth; a sustained increase in the
amount of goods and services produced by the nation for the benefit of the people; and an
expanding productivity as the key to raising the quality of life for all, especially the
underprivileged.
⚫ Article XIII. Social Justice and Human Rights. The Congress shall give highest priority to
the enactment of measures that protect and enhance the right of all the people to human
dignity, reduce social, economic, and political inequalities, and remove cultural inequities by
equitably diffusing wealth and political power for the common good. To this end, the State
shall regulate the acquisition, ownership, use, and disposition of property and its increments.
⚫ Article XIV. Education, Science & Technology, Arts, Culture & Sports. The State shall
protect and promote the right of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all.
⚫ Article XV. The Family Section. The State recognizes the Filipino family as the foundation
of the nation. Accordingly, it shall strengthen its solidarity and actively promote its total
development.
⚫ Article XVI. General Provisions. The flag of the Philippines shall be red, white, and blue,
with a sun and three stars, as consecrated and honored by the people and recognized by
law.
⚫ Article XVII. Amendments and Revisions. Any amendment to, or revision of, this
Constitution may be proposed by: (1)The Congress, upon a vote of three-fourths of all its
Members; or (2) A constitutional convention.
⚫ Article XVIII. Transitory Provisions. The first elections of Members of the Congress under
this Constitution shall be held on the second Monday of May, 1987. The first local elections
shall be held on a date to be determined by the President, which may simultaneous with the
election of the Members of the Congress. It shall include the election of all Members of the
city or municipal councils in the Metropolitan Manila area.

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QUIZ.
I. Multiple choice: Choose the best answer and write the letter of your answer.
1. Which of the following powers are exercised by the President?
a. Executive Power b. Presidential Powers
c. Emergency Powers d. Pardoning Powers
2. Its duty is to settle actual controversies involving rights which are legally demandable
a. Judicial branch b. Legislative branch
c. Ececutive branch d. Presidential branch
3. In what article does the Bill of rights belongs?
a. Article III b. Article II
c. Artivle IV d. Article 10
4. According to Article V or the right of suffrage, what is the age requirement for a person to vote?
a. 21 years old b. 18 years old c. 15 years old d. Above 18 years old
5. To join the rally to redress grievances is the expression of what Bill of rights?
a. Right of Assembly b. Right of expression
c. Right of Association d. Right to revolt

ESSAY. Discussion
1. Create a matrix on the first five Agrarian Reform Policies
1. Create a matrix comparing the difference between the three branches of the government. Base it
from the Philippine Constitution.
2. In the Article IV of the Philippine Constitution, explain how can a person become a citizen of the
Philippines.
3. Discuss the effects and significance of the Republic Act 6657 to the Filipino people.

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References:
R. Gray . A study Guide in Philippine History. Iloilo City.
Agoncillo, Teoodoro A. and Alfonso , Oscar M. History of the Filipino People. Quezon City; Malaya
Books 1967.
Constantino, Renato and Constantino, Letizia. The Philippines: The Continuing Past. Quezon City:
The Foundation for Nationlist Studies, 1978.
Barrios, Joh. “The KKK in Aklan.” The struggle Against the Spaniards and the Americans in
Western Visayas, ed. By Henry Funtecha and Melanie Padilla.Iloilo Citty; UP in the
Visayas Centennial Committee, 1998.
Philippine Constitution (February 2, 1987). The Constitution of the Republic of the Philippines.
Offficial gazette.gov.ph. Retrieved August 2020.
Republic Act No. 6657 (June 10, 1988). Official Gazette.gov.ph. Retrieved August 2020
Comprehensive Agrarian Reform Law of 1988 (Republic Act No. 6657). DAOLEX Database.
http://www.fao.org/faolex/results/details/en/c/LEX-FAOC003886/. Retrieved August
2020.
Maria Christine Halili (2004). Philippine History. Rex Bookstore, INC.
Politics and Governance with Constititution (Handouts). West Visayas State University.

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