0% found this document useful (0 votes)

42 views218 pages

GE 112 Module

This document outlines lessons focused on analyzing primary sources related to Philippine history, including Magellan's first voyage, the customs of the Tagalogs, the Kartilya of the Katipunan, and Corazon Aquino's speech. Each lesson aims to develop critical thinking and analytical skills while examining the historical context, content, and significance of these sources. Activities and reflections are included to enhance understanding of the contributions these documents make to Philippine history.

Uploaded by

maicajeancaliwa54

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

42 views218 pages

GE 112 Module

Uploaded by

maicajeancaliwa54

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

You are on page 1/ 218

MODULE 2: CONTENT AND CONTEXUAL ANALYSIS OF SELECTED

PRIMARY SOURCES
LESSON 1
TITLE: FIRST VOYAGE AROUND THE WORLD

INTENDED LEARNING OUTCOMES

After studying this lesson, you are expected to:

 Analyze the context, content, and perspective of different kinds

of primary sources
 Determine the contribution of different kinds of primary
sources in understanding Philippine history
 Develop critical and analytical skills with exposure to primary
sources

INTRODUCTION
The period of discovery and expansionism began in the 15 th century,
henceforth from Europe came to the East huge vessels loaded with merchandize
and men under a command to discover and covet lands in the east. This was an
eventually which adjoined people and nations and such encounter had far-
reaching consequences until 19th century.
The Philippine island in 1521has been “rediscovered” by the Spanish
commissioned authority, Ferdinand Magellan, a Portuguese navigation who
gained confidence and support from the monarchy of Spain. This information on
rediscovery which the world is cognizant of is attributable to an Italian chronicler,
Antonio Pigafeta. The details of the world’s first circumnavigation recorded in his
journal.

1|Page
ACTIVITY
Fill in the table with corresponding answer base on your understanding about
Magellan’s First Voyage around the World.

What I know What I want to Know What I learned

The voyage contributed
I already know that I want to know if
to Europeans’
Magellan came in Magellan’s objective is
knowledge of the
Philippines to find some only to find spices in our
universe and has
spices, also the fight of country, and what is the
marked the worlds of
Magellan and Lapu- Lapu main reason why
space exploration and
in Mactan, Cebu City and Magellan and Lapu-
astronomy to this day.
Ferdinand Magellan set Lapu end with a fight in
While crossing the
sail from Spain with five Mactan, Cebu city, and
Magellan Strait, the
ships to find a western how voyage contributed
explorer and his crew
route to the Moluccas. to Europeans
observed two galaxies
Battling storms, mutinies, knowledge.
visible to the naked eye
and the unknown,
from the southern
Magellan died before
hemisphere, now
reaching his destination.
known as the
It was taken with a good/
Magellanic Clouds
great fight according to

our ancestors.

ANALYSIS: Give a concise explanation on the following items:

1. Cite some reasons why we need to read and understand Magellan’s first
voyage around the world.
As a student we need to understand Magellan’s first voyage It established
long-lasting commercial ties between the East and the West. It also encouraged
2|Page
the exchange of various types of experiences (scientific, cultural, religious).
Magellan’s voyage is significant because it was the first to circumnavigate the
globe, resulting in the establishment of the International Date Line. Magellan set
out from Spain in 1519 to find the “Spice Islands” by circumnavigating South
America westward.
2. How credible is Pigafetta’s account?
Pigafetta was the diarist for the Portuguese Ferdinand Magellan expedition (who at
that time served the Spanish crown). That expedition was the first to circumnavigate the
globe, and it ended with Magellan’s death in a battle against the Mactan natives led by
chieftain Lapulapu. Pigafetta was thus an eyewitness to the incident. He also described
some historical events in the country, including the first Easter Day Mass and the Battle of
Mactan. Pigafetta’s account was described by Escalante as the “most detailed and only
surviving account” of this critical event in Philippine history, making the manuscripts a
credible primary source.
3. How did Pigafetta’s account help you understand Magellan’s First Voyage around
the World?
To me, it helps me understand how people on the actual ships saw their own ship
(because it is a first-hand account of the Magellans/Elcano trip by a fleet member), which
means it has the most accurate details, setting aside (of course) the self-interest of people
involved in projecting a better image of themselves), as well as how Europeans who had
never visited the Philippines saw the place and tried to figure out the languages spoken
there (the account is the first record of languages like Cebuano).

3|Page
ABSTRACTIONS: Read and Ponder

24 | P a g e
\

25 | P a g e
Reflection

“I used to think _____-

__________________________________________________________, and now I think
_______________________________________________________________.”
“One thing I learned is
_________________________________________________________, and one question I
still have is ___________________________________________________.

26 | P a g e
LESSON 2
TITLE: CUSTOMS OF THE TAGALOGS

INTENDED LEARNING OUTCOMES

After studying this lesson, you are expected to:
 Examine the content and perspective of the document
 Explain the relationship among the members of the barangay
 Discuss the religious and spiritual practices and beliefs of early
Filipinos
 Determine the significance of the document to Philippine
history

INTRODUCTIONS

The customs of the tagalogs is a narrative on the established culture of the

Tagalogs in Luzon written by Juan de Plasencia, a Franciscan missionary in the
Tagalog region since 1578 until 1590.

This document was written as an answer to the request of the monarchy in

Spain which was to provide pieces of the information about the government,
administration of justice, inheritance, slaves, dowries, worship, burials, and
superstition of the “Indians” in the colony. In addition, the document is to rectify
previous reports about people’s ways of life in the region.

27 | P a g e
ACTIVITY 1- Read the topics below and show Evidences of your
understanding following the guide questions found every after the topic.

Read and Ponder

28 | P a g e
29 | P a g e
30 | P a g e
31 | P a g e
32 | P a g e
33 | P a g e
34 | P a g e
35 | P a g e
36 | P a g e
37 | P a g e
38 | P a g e
39 | P a g e
40 | P a g e
Questions
1. Who is Fr. Juan de Plasencia? When did he serve in the Philippine Island?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_______________________________________________________
2. How did he describe the hierarchy of people in the barangay?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_______________________________________________________
3. Which particular pre-colonial policy or rule stood out to you?Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_______________________________________________________
4. What does Fr. Plasencia’s account reveal about the religious and spiritual
beliefs of the early Filipinos?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_______________________________________________________
5. What are the reasons of the natives for offering sacrifices?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_______________________________________________________

41 | P a g e
ANALYSIS
How did you find answering the questions? Which questions did you find easiest to
answer? Which ones are difficult? Why?

Questions Easy or difficult to answer? Why?

ABSTRATIONS:

APPLICATION

ACTIVITY 1- Give a concise explanation/discussion on the following items.

1. What is the physical nature of the document (letter, report, ect.) What are
the major premises presented about the Tagalogs?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________
2. What was the author’s main argument? What was he trying to say about the
customs of the Tagalog?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______
3. What do you know about the author like his nationality, occupation, and/or
position? Does any of these, matter? Why?

42 | P a g e
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______
4. What was the author’s purpose of writing the document?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______
5. What is the important connection of the document to your recognition and
appreciation of the Tagalog customs?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______

Reflection

“I used to think _____-

43 | P a g e
LESSON -3
TITLE: KARTILYA OF THE KATIPUNAN

INTENDED LEARNING OUTCOMES

After studying this lesson, you are expected to:

 Examine the context and perspective of the document

 Determine the main teachings and guiding principles of the
Kartilya
 Recognize the importance of the Kartilya to the past today’s
society

INTRODUCTION
The first move towards independence began on July 7, 1892 when the
Katipunan was established by Andres Bonifacio. This was a result of the failure
of the Reforms Movement in Spain in which Filipinos attempted to demand
reforms for the Philippines from the Spanish government. Bonifacio saw the
futility of the efforts of the Filipino propagandists and organized and
underground movement against Spain.

ACTIVITY 1- Read the topics below and show Evidences of your understanding
following the guide questions found every after the topic.

Read and Ponder

1. What was the socio-political context when the Kartilya was written? How
crucial was this document in the 19th century Philippines?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_________
2. How would you describe the Kartilya in terms of its form/writing style and
content? What are its main teachings and how are they presented?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
______

ANALYSIS
How did you find answering the questions? Which questions did you find easiest to
answer? Which ones are difficult? Why?

Questions Easy or difficult to answer? Why?

ABSTRACTION

51 | P a g e
APPLICATION
1. Rewrite a portion or a condensed version of the Kartilya ng Katipunan in a way
that it can encourage millennial like you to read and practice its teaching. Post it
your Facebook account and see how your friends will respond to it.

52 | P a g e
LESSON -4
TITLE: THE SPEECH OF CORAZON C. AQUINO

INTENDED LEARNING OUTCOMES

After studying this lesson, you are expected to:

 Analyze the historical context and perspective of the document

 Examine the content of the document
 Relate the speech to the country’s current Socio-economic
and/or socio-political conditions

INTRODUCTION
The speech presented in this lesson was obtained from an official gazette which
is an official journal of the Republic of the Philippines. This speech was delivered
by the late Corazon C. Aquino in the US Congress, Washington DC, on
September 18,1986 six (6) months after her assumption into office as president of
the Republic of the Philippines

ACTIVITY-1 The students will watch a short video clip entitled President
Corazon Aquino before the US Congress and need to show Evidences of their
understanding following the guide questions found every after watching it.
Click the link below for the video.

https: youtu.be/4ZnnvbKyNCQ

Questions

1. After watching the video describe the scene. How was the speech? How
did the audience react to her half-hour-long address?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____
2. What was in her speech that convinced the House of Representatives to
grant two-hundred-million-dollar emergency aid to the Philippines? What
were the issues raised or views pointed out in her address?
________________________________________________________________
________________________________________________________________

53 | P a g e
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____

ANALYSIS

1. How did the speech affect you as a viewer?

ABSTRACTION

APPLICATION

Rhetorical Analysis
Format: 4-5 paragraphs with 5-7 sentence each, typewritten, 1.5 spacing, and
Times New Roman size 12. Paper heading should include the students name, course
and year, and class time
Grading Rubrics

54 | P a g e
First paragraph: Begin with an introductory line to gain the reader’s attention
(something of interest regarding the speech, context, audience, or theme). Provide a
thesis statement introducing the primary purpose of your paper, significance of the
speech or personal interest you had in the speaker or subject matter. Concisely
preview the points that will be covered in your paper.
Second paragraph: Discuss the CONTENT of the speech. What was it all
about? Also include the CONTEXT element of the speech like time frame, audience,
purpose, subject matter, etc.
Third Paragraph: Discuss the VERVAL DELIVERY. Was the speech
informative? Was it persuasive and meaningful to the Filipino people?
Fourth Paragraph: CONCLUSION. Signal your closing with signpost such as “In
Summary’, Finally”,”In review”, “In conclusion” etc. review your main points and endit
with a closing thought. Provide your overall impression of the speech.

GLOSSARY

REFERENCES
Torres, V. (2018) BATIS Sources in the Philippine History, 839 EDSA, South Triangle,
Quezon City, C & E Publishing, Inc.

55 | P a g e
MODULE 3: ONE PAST BUT MANY HISTORIES: CONTROVERSIES AND CONFLICTING
VIEWS IN PHILIPPINES

INTENDED LEARNING OUTCOMES

At the end of the module 3, the students should be able to:

 Demonstrate the ability to formulate arguments in favor or against a

particular issue using primary sources
 Develop critical and analytical skills as they are exposed to primary sources

56 | P a g e
Lesson 1
TITLE: Site of the First Mass

INTENDED LEARNING OUTCOMES

At the end of the lesson, the students should be able to:
 Demonstrate the ability to formulate arguments in favor or
against a particular issue using primary sources
 Develop critical and analytical skills as they are exposed to
primary sources
 Understand and discuss underlying issue behind the
occurrence of the first Catholic Mass in the Philippines
 Understand the both sides of the First Catholic Mass in the
Philippines

ACTIVITY
READ AND PONDER:

https://sirdenzmodules.blogspot.com/2019/09/rph-site-of-first-mass.html

As you already studied in module 1, a translated version of an account is considered a

primary source as far as historical method is concern. In addition, below is the portion of
Pigafetta’s account from a translated edition by Henry Edward John Stanley (1874), which is
also a primary source.
Pigafetta was the one who chronicled the Magellan’s expedition and one of the few
survivors of the said expedition. The information that were included in the account are the

57 | P a g e
arrival of Magellan’s crew and up to the dinner with the two kings after the said first Catholic
Mass.

58 | P a g e
59 | P a g e
60 | P a g e
61 | P a g e
62 | P a g e
63 | P a g e
64 | P a g e
65 | P a g e
66 | P a g e
67 | P a g e
68 | P a g e
69 | P a g e
ANALYSIS:
Give a concise explanation on the following items:
1. How credible is Pigafetta’s account?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________________________________________________________
2. How did Pigafetta’s account helped you understand the controversy of the site of the
first catholic mass in the Philippines?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________________________________________________________
ABSTRACTION
The first mass was held on March 31, 1521, but there is an ongoing issue as to where
it was celebrated. As far as our history books, the first mass is in Limasawa. However, there
are places that are also claiming that the first mass was held in their locality. The introduction
of Christianity on Philippine shores is generally linked to the celebration of the First Holy
Mass, and Butuan City and Limasawa, Southern Leyte, both claim to be the venue of this
historical religious rites.
Regardless of the on-going issue, the National Historical Institute (NHI) has already
reached a conclusion after two-years study. In 1996, it reaffirmed the popular belief propelled
by republic act 2733 that the first site first holy mass was celebrated in Limasawa Island on
March 31, 1521. The NHI cited the memoirs of Antonio Pigafetta, who chronicled the
expedition of Ferdinand Magellan, as “the only credible primary source that yields the best
evidence of the celebration of the first Christian mass on the Philippine soil. But this issue,
however, remains debatable despite the pronouncement from the NHI.

70 | P a g e
APPLICATION:
Below is a pamphlet written by Miguel A. Benard (2002) which examines and reassess the
evidence for the two claims on the controversy on the site of the first Catholic mass in the
Philippines. After reading, answer the following questions that are being raised.

87 | P a g e
NOTE: You must cite the information in the pamphlet as you answer the questions.

1. How did the pamphlet help you understand the controversy on the first Catholic Mass
in the Philippines? Answer briefly. 10 points

2. Which side did you mostly agree on, and why did you agree? Give a brief answer. 10
points
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________
ASSESSMENT PART 4
Write a position paper about your viewpoint as to where the first catholic mass occurred. Cite
some related information and evidences in your paper that will strengthen your paper. At
least 300words.
Click the link below to see further information about writing a good position paper.
https://www.youtube.com/watch?v=o4WwtiR7fQg
Also, see attachment below for the rubric.

CATEGORY (10) Excellent (8) Good (6) Fair (4 or below) Poor

88 | P a g e
under review. contribute paragraph
Writer’s position is persuasively to introduces
not in doubt with policy discussion
persuasive initial argument. that follows
presentation of Policy under adequately.
argument. review is
Paragraph leads stated.
to Natural
discussion of
supporting
arguments.
Supporting Minimum or two Minimum of Minimum of All of the arguments
Argument clear supporting two supporting two supporting are weak and
arguments, with arguments with arguments, attribution of
attribution to clear attribution but missing perspective missing
specific political to specific attribution to
perspective and political specific
strong examples perspectives perspectives.
described in for at least one
sufficient detail to of the
be compelling. arguments.
One argument
weak.
Discussion of Minimum of two Minimum of Minimum of Counter argument is
Opposing clear opposing two clear two but weak for on opposing
Arguments arguments, with opposing missing argument and
attribution to arguments, but attribution to attribution of
specific missing specific arguments to specific
perspectives. attribution to perspective perspective is missing
Strong examples specific
used to refute perspectives
those arguments for one of the
in balanced, arguments.
compelling Description of
fashion examples used
to refute one of
the arguments
not especially
compelling
Concluding Paragraph Thesis Either policy Major weaknesses in
Paragraph summarizes statement is or position are restated thesis,
clearly the paper’s presented as in not well description of policy
main assertions introductory defined, but question, or arguments
and clarifies the paragraph. paragraph – or missing one or
main policy issues Main policy concludes the both.
under discussion. points and essay
Thesis is restated arguments are adequately.
in a more repeated, but
compelling not
fashion, with a persuasively.

89 | P a g e
suggested course
of action
suggested based
on the evidence.
Proofreading College-level Only minor Little effort
and Grammar writing with clear proofreading evidenced in
proofreading and errors and proofreading;
correct grammar occasional below college-
and punctuation grammar and level grammar
punctuation and
errors punctuation

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Reference
Pigafetta, A. And Stanley, H. E. J. (1874). The First Voyage Round the World, by
Magellan. Retrieved from https://archive.org/details/firstvoyageround00piga

90 | P a g e
Bernard, Miguel A. (2002). Butuan or Limasawa: The Site of the First Mass in the
Philippines: A Reexamination of the Evidence. Retrieved from
https://journals.ateneo.edu/ojs/index.php/budhi/article/view/582/579

91 | P a g e
Lesson 2

INTENDED LEARNING OUTCOMES

At the end TITLE: The Cavite
of the lesson, Mutiny
the students of 1872
should be able to:

 Demonstrate the ability to formulate arguments in favor or against a

particular issue using primary sources
 Develop critical and analytical skills as they are exposed to primary
sources
 Understand and discuss underlying issue behind the occurrence of
the 1872 Cavite Mutiny
 To explain the causes of the Cavite Mutiny of the Cavite Mutiny

ACTIVITY
READ AND PONDER:

http://www.executedtoday.com/tag/cavite-mutiny/

Chris Antonette Piedad-Pugay (2012) in an article written in the website of the

National Historical Commission of the Philippines that the night of the 1872 event is as
historic as the Philippine Independence day of 1898 and the 1896 when the Philippine
revolution broke out owing the Filipinos' desired to be free from the abuses of the Spanish
colonial rule.
Two major events happened in 1872, first was the 1872 Cavite mutiny and the
martyrdom (see picture above) of the three martyr priest namely father Mariano Gomez, Jose
Burgos and Jacinto Zamora (GUMBURZA). Many believed that one of the factors that ignited
the Filipino sense of nationhood and that led to the eventful 1896 Philippine revolution was
the Cavite mutiny. This event has been remarkable among Filipinos because it prompted to
the martyrdom of the GOMBURZA, who were executed on February 17, 1872. However,
three versions appeared.
The following pictures below are the different account of each versions of the Cavite
Mutiny of 1872.

92 | P a g e
93 | P a g e
94 | P a g e
95 | P a g e
96 | P a g e
97 | P a g e
98 | P a g e
99 | P a g e
100 | P a g e
101 | P a g e
Pictures are from the book of Ligan, Victoria O., Apsay, Leah C., Espino, Lindsey C., Porras,
Cecilie Sharon T., Salinas, Emyline D., Lemana, Jose J., Readings in Philippine History,
Mutya Publishing House, Inc. Malabon City, 2018
ANALYSIS:
After reading the three different versions of Cavite mutiny, write your
reaction/comment/opinion for each version or account on the box. Write it in bullet form. At
least 5 reaction/comment/opinion per account will do.

Jose Montero y Vidal Dr. Trinidad H. Pardo de Tavera official report of Governor
Izquierdo

Abstraction:
The Cavite Mutiny (January 20, 1872) was an uprising of 200 Filipino troops and
workers at the Cavite arsenal, which became the excuse for Spanish repression of the of the
embryonic Philippine nationalist movement. The mutiny was quickly crushed, but the Spanish
regime under the reactionary governor Rafael de Izquierdo magnified the incident and used it
as an excuse to clamp down on those Filipinos who had been calling for governmental
reform. A number of Filipino intellectuals were seized and accused of complicity with the
mutineers. After a brief trial, three priests – Jose Burgos, Jacinto Zamora, and Mariano
Gomez – were publicly executed. The three subsequently became martyrs to the cause of
Philippine independence (Encyclopedia Britanica, 1998).
Father Burgos was of Spanish descent, born in the Philippines. He was a parish priest
of the Manila Cathedral and had been known to be close to the liberal Governor General de
la Torre. He was 35 years old at the time and was active and outspoken in advocating the
Filipinization of the clergy. He was quoted as saying, “Why shall a young man strive to rise in
the profession of law or theology when he can vision no future for himself but obscurity?”
Father Zamora, 37, was also Spanish, born in the Philippines. He was the parish priest
of Marikina and was known to be unfriendly to and would not countenance any arrogance or

102 | P a g e
authoritative behavior from Spaniards coming from Spain. He once snubbed a Spanish
governor who came to visit Marikina.

Father Gomez was an old man in his mid-’70, Chinese-Filipino, born in Cavite. He held
the most senior position of the three as Archbishop’s Vicar in Cavite. He was truly
nationalistic and accepted the death penalty calmly as though it were his penance for being
pro-Filipinos.
The three priests were stripped of their albs, and with chained hands and feet were
brought to their cells after their sentence. They received numerous visits from folks coming
from Cavite, Bulacan, and elsewhere. Forty thousand Filipinos came to Luneta to witness
and quietly condemn the execution, and Gomburza became a rallying catchword for the
down-trodden Filipinos seeking justice and freedom from Spain.

In the dedication page of his second book, El Filibusterismo, published in 1891, Dr.
Jose Rizal wrote, “I dedicate my work to you as victims of the evil which I undertake to
combat…”

It is well to remember that the seeds of nationalism that was sown in Cavite
blossomed to the Philippine Revolution and later to the Declaration of Independence by
Emilio Aguinaldo which took place also in Cavite (Koh, Undated).

Application:
Pick an account which you think is the most reliable among the three versions of the Cavite
Mutiny and write an argumentative essay on why you picked the account. Below is the
rubrics that will serve as your guide in writing the essay (at least 300 words).
Also, see attachment below for the rubric.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________________

103 | P a g e
__________________________________________________________________________
__________________________________________________________________________
________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________________

CATEGORY (10) Excellent (8) Good (6) Fair (4 or below) Poor

Introductory 10- Clear thesis Thesis Either policy Major weakness in
Paragraph statement and statement or position are thesis or description of
clear description states position, not well policy question or
of policy issue but does not defined, but missing one or both
under review. contribute paragraph
Writer’s position is persuasively to introduces
not in doubt with policy discussion
persuasive initial argument. that follows
presentation of Policy under adequately.
argument. review is
Paragraph leads stated.
to Natural
discussion of
supporting
arguments.
Supporting Minimum or two Minimum of Minimum of All of the arguments
Argument clear supporting two supporting two supporting are weak and
arguments, with arguments with arguments, attribution of
attribution to clear attribution but missing perspective missing
specific political to specific attribution to
perspective and political specific
strong examples perspectives perspectives.
described in for at least one
sufficient detail to of the
be compelling. arguments.
One argument
weak.
Discussion of Minimum of two Minimum of Minimum of Counter argument is
Opposing clear opposing two clear two but weak for on opposing

104 | P a g e
Arguments arguments, with opposing missing argument and
attribution to arguments, but attribution to attribution of
specific missing specific arguments to specific
perspectives. attribution to perspective perspective is missing
Strong examples specific
used to refute perspectives
those arguments for one of the
in balanced, arguments.
compelling Description of
fashion examples used
to refute one of
the arguments
not especially
compelling
Concluding Paragraph Thesis Either policy Major weaknesses in
Paragraph summarizes statement is or position are restated thesis,
clearly the paper’s presented as in not well description of policy
main assertions introductory defined, but question, or arguments
and clarifies the paragraph. paragraph – or missing one or
main policy issues Main policy concludes the both.
under discussion. points and essay
Thesis is restated arguments are adequately.
in a more repeated, but
compelling not
fashion, with a persuasively.
suggested course
of action
suggested based
on the evidence.
Proofreading College-level Only minor Little effort
and Grammar writing with clear proofreading evidenced in
proofreading and errors and proofreading;
correct grammar occasional below college-
and punctuation grammar and level grammar
punctuation and
errors punctuation

Reference:
Encyclopedia Britanica (2020). Mutiny. Retrieved from
https://www.britannica.com/event/Cavite-Mutiny)
Koh, Eusebio. The 1872 Cavite Mutiny. Retrieved from https://filipinojournal.com/the-1872-
cavite-mutiny/

105 | P a g e
Lesson 3
TITLE: The Cry of Balintawak or Pugadlawin

INTENDED LEARNING OUTCOMES

At the end of the lesson, the students should be able to:
 Demonstrate the ability to formulate arguments in favor or
against an issue using primary sources
 Develop critical and analytical skills as they are exposed to
primary sources
 Decide where was the venue of the first cry of the Philippine
revolution

ACTIVITY
READ AND PONDER

https://history-ph.blogspot.com/2017/08/pugad-lawin.html

The Cry for freedom or the First Cry of the Philippine revolution that led the Filipinos to
revolt against Spain, which occupied the Philippines for 300 years during colonial period, was
indeed a turning point that shall not be forgotten throughout the pages of the Philippine
history. This was the event in which the Katipuneros, led by Andres Bonifacio, to tear their
community tax or cedulas personales.
Shockingly, there are different versions on the date and the venue for the first cry of
the Philippine revolution. Up until now, it is still unsolved. Two opposing sides argued as to
where did the first cry occurred. Did it happen in Pugad Lawin or in Balintawak? There are

106 | P a g e
different versions to consider in knowing the real date and place of the cry. This includes Pio
Valenzuela's controversial "cry of Pugad Lawin", Santiago Alvarez's "The Cry of Bahay Toro",
Gregorio de Jesus' version of the "First Cry", and Guillermo Masangkay's "Cry of balintawak".
Below are the different accounts of each versions of the first Cry of the Philippine Revolution.

107 | P a g e
108 | P a g e
109 | P a g e
110 | P a g e
Pictures are from the book of Ligan, Victoria O., Apsay, Leah C., Espino, Lindsey C., Porras,
Cecilie Sharon T., Salinas, Emyline D., Lemana, Jose J., Readings in Philippine History,
Mutya Publishing House, Inc. Malabon City, 2018

ANALYSIS:
In the table below write a concise reaction/viewpoint for each account.
Account viewpoint/reaction
Pio Valenzuela

Santiago Alvarez

Gregorio de Jesus

Guillermo Masangkay

ABSTRACTION
Notes on the “Cry” of August 1896
Jim Richardson (2019)
http://www.kasaysayan-kkk.info/studies/notes-on-the-cry-of-august-1896

The start of the revolution against Spain has been officially commemorated in recent years as
“The Cry of Pugad Lawin.” The supposed site of “Pugad Lawin” is situated in Brgy. Bahay
Toro, Quezon City, and is memorialized with a tableau of life-sized, oddly rigid Katipuneros
tearing their cedulas.

111 | P a g e
The inscription on the marker at the site says that “In the
vicinity of this place, Andres Bonifacio and about one
thousand Katipuneros met on the morning of August 23,
1896 and decided to launch the revolution against the
Spanish government in the Philippines. They affirmed their
decision by tearing their cedulas, symbols of the
enslavement of the Filipinos. This was the first cry of the
oppressed people against the Spanish nation, and was given
force by means of arms.” In 1896, according to the National
Historical Commission (NHCP), the house and yard of Juan
Ramos had stood on this site.

Historians agree the precise date and location are not vitally important. They concur, a few
mavericks excepted, that the “Cry” took place between August 23 and 26, 1896 in what was
then the municipality of Caloocan. The doubt about the exact site could be put aside, as
Ambeth Ocampo has suggested, simply by calling the occasion the “Cry of Caloocan”. But
this fudge would not end the controversy. Official history demands precise dates to
commemorate and exact places to mark, and historians feel uneasy that decades of debate
have not produced any clear answers. Pinpointing the “Cry” is a challenge they have failed to
meet. Nicolas Zafra voiced such a view back in 1960. The detail of the “Cry” might seem
insignificant in relation to the broader sweep of events, he acknowledged, and indeed it might
seem “pointless and unprofitable” to pursue the matter, but the historical profession had a
duty to ensure the facts of public history were as accurate as humanly possible. Settling the
problem, he said, would redound to the “credit, honor and glory of historical scholarship in our
country.”

These notes aim firstly to clarify the issues of geography and terminology that have
complicated the “Cry” debate over the years; secondly to summarize the current state of
knowledge about the “Cry”; and thirdly, at some length, to discuss the long evolution and the
credibility of the official version of events, namely (i) that the “Cry” took place on August 23,
1896; (ii) at a site known as Pugad Lawin, situated in what today is Bahay Toro, Quezon City;
(iii) which in 1896 had been the house and yard of Juan Ramos.

112 | P a g e
Geography

The barrios, hamlets and farmsteads where the revolution began were all within the
municipality of Caloocan in the province of Manila. The municipality was large, but sparsely
inhabited. Its total population in 1896 was tallied at just 7,829. Of this number, 2,694 lived in
the town (población), 977 lived in the largest barrio, Balintawak, and the remaining 4,158
were scattered in ten other barrios – Baesa, Bagobantay, Bahay Toro, Banlat, Culiat,
Kangkong, Loma, Marulas, Talipapa, and Tangke.

No detailed maps of the municipality are known to have survived from the Spanish era, and
perhaps none ever existed. The barrio boundaries of the time are said to have been sketchy,
and are now forgotten. The terrain, moreover, was unremarkable, a mix of farmland and
rough grassland, talahib and cogon, with few natural landmarks. Many of the sources on the
“Cry” are consequently vague and inconsistent in how they identify and locate the
settlements, roads and other features of the area.

Most confusingly of all, the name “Pugad Lawin” came to be used in the twentieth century to
refer not just to one of the contending “Cry” sites, but to two. First one site, and then
another. Today, the Pugad Lawin marker is in Bahay Toro, where Juan Ramos had
supposedly lived. But in previous decades, as will be discussed later, Pugad Lawin was said
to have been three kilometers or so to the northeast, where Ramos’s mother Melchora
Aquino (“Tandang Sora”) had lived near Pasong Tamo in barrio Banlat.

Pasya, Pagpupunit and Unang Labanan

113 | P a g e
The debate has long been clouded by a lack of consensus on exactly what is meant by the
“Cry”. The term has been applied to three related but distinct events –

 the “pasya” – the decision to revolt;

 the “pagpupunit” – the tearing of cedulas; and
 the “unang labanan” – the first encounter with Spanish forces.

These three events, to state the obvious, did not all happen at the same time and place.
When and where the “Cry” should be commemorated thus depends on how it is defined.

Many of the older sources on the “Cry” do not say precisely which event they mean, and
often we can only guess. This problem is so embedded in the literature that it is impossible
to eradicate totally, but wherever practicable these notes will avoid the fluid, contested “Cry”
word, and will seek instead to specify which distinct event is being discussed – the pasya, the
pagpupunit or the unang labanan.

Among the historians who have studied the “Cry” in greatest detail, there is a sharp
divergence of opinion as to how the term should be defined.
 Teodoro A. Agoncillo equates the term with the pagpupunit, which he says happened
immediately after the pasya.

 Isagani R. Medina also takes the “Cry” to mean the pagpupunit, but says it happened
before the decision to revolt had been taken.

 Soledad Borromeo-Buehler takes the view – the traditional view that KKK veterans
took, she says - that the “Cry” should mean the unang labanan.

It was the unang labanan, as Borromeo-Buehler points

out, that was commemorated by the first monument to the
events of August 1896. The main inscription on the plinth
read “Homenaje del Pueblo Filipino a los Heroes de ’96 /
Ala-ala ng Bayang Pilipino sa mga Bayani ng ‘96”, and a
smaller plaque bore the date “26 Agosto 1896” .

Unveiled before a huge cheering crowd in September

1911, the statue was erected in Balintawak, the largest
and best-known barrio in the general area where the
Katipuneros had congregated in August 1896. The name
Balintawak was often used as shorthand to denote that
general area, and the “Cry” had become popularly known
as the “Cry of Balintawak” even before the monument was
erected.

Nobody professed in 1911, though, that the statue marked

the “exact spot” where the first battle had been fought. It
was simply in Balintawak, on a plot donated by a local
landowner, Tomas Arguelles.
The documentary evidence on the unang labanan is reasonably clear. The first battle, an
encounter with a detachment of the Guardia Civil, was fought on the date inscribed on the
Balintawak monument - August 26 – at a place about five kilometers north-east of

114 | P a g e
Balintawak, between the settlements of Banlat and Pasong Tamo. A few sources give the
date as August 25 but, as both Borromeo-Buehler and Encarnacion have shown, the most
solid, contemporary sources confirm August 26 to be correct.

The Balintawak monument continued to be the focus of the yearly “Cry” celebrations, held on
August 26, for decades. In the 1960s, however, the official definition of the “Cry” changed.
Officially, the “Cry” ceased to mean the unang labanan and was defined instead as “that part
of the Revolution when the Katipunan decided to launch a revolution against Spain. This
event culminated with the tearing of the cedula”. This definition, which is more or less in line
with Agoncillo’s, thus embraces both the pasya and pagpupunit, but excludes the unang
labanan.

At first sight, the official definition looks clear and straightforward. A number of sources,
however, indicate that cedulas were torn on more than one occasion, in different places,
presumably because Katipuneros were arriving to join their embryonic army over the course
of a number of days, and many wanted to proclaim their rebellion, their commitment to fight
Spanish rule, in the same way. It is even possible (as Medina believes) that the main
pagpupunit preceded the pasya. But then it would have been premature, because the revolt
might have been deferred. It seems more likely, as the official definition of the “Cry”
assumes, that the largest, best remembered act of defiant cedula-tearing happened soon
after the pasya had been taken, and in the same vicinity.

When and where, then, should the “Cry,” as defined as the pasya and pagpupunit, be marked
and commemorated? Was there really a “Sigaw ng Pugad Lawin” on August 23, 1896, or
not?
The decision to revolt: when was it taken?

It is almost certain that the decision to revolt was taken on Monday, August 24, 1896, after a
lengthy meeting (or series of meetings) that had begun on Sunday, August 23. Many
veterans later recalled August 23 as the historic day (see the Appendix to these notes), but
others specifically remembered the decision had not been taken until the early hours of
August 24, and this latter date is given by at least four important sources, namely:

 The Biak-na-Bato constitution of November 1897, which mentions “the current

war, initiated on August 24, 1896.” The constitution’s signatories included at least
one participant in the “Cry” (Cipriano Pacheco) and several others who would
have read circulars and messages from the revolutionists in Caloocan in August
1896.

 Carlos Ronquillo, in the first chronicle of the revolt against Spain by a Filipino,
written in 1898. His work begins with the words “Sa isang arao ng pagpupulong
sa Balintawak (24 Agosto 1896) kaarawan nang pasimulan ang Revolucion….”

 The Liga Filipina memorial erected in Tondo in 1903 by the Samahan ng May
pag-asa, a patriotic society named in Bonifacio’s honor whose members included
several KKK veterans. The inscription on the memorial lists many of those who
attended the famous meeting addressed by Rizal on July 3, 1892, and alongside
Bonifacio’s name it records that he was “Supremo del ‘Katipunan’ que dió el 1er
grito de Guerra contra la tiranía el 24 de Agosto de 1896.”

115 | P a g e
 Santiago Alvarez, in his memoirs Ang Katipunan at Paghihimagsik, written in
1927 but based, he said, on records entrusted to him by the Katipunan’s first
leaders and fighters. Internal evidence suggests that Alvarez’s account of the
meeting on August 24 is based on information he obtained from Ramon
Bernardo, a Katipunan leader from Pandacan who was a participant in the “Cry.”

August 24 has now been confirmed as the date of the formal decision by the discovery of a
contemporary document - a page from what Medina calls the “borador ng pulong ng
Kataastaasang Sangunian,” or rough copy book of the Katipunan Supreme Council. Since a
proper borador was not to hand in Caloocan at this tumultuous moment, the Supreme
Council’s communications were drafted in some kind of farm ledger, used under normal
circumstances to record crop yields or sales. The text is therefore written across printed
columns that are headed “Maiz,” “Mani,” “Camote” and so on.

The document is dated “Kalookan, Maynila ika 26 ng Agosto ng taong 1896,” and it begins as
follows:-

“Ayon sa pinagkaisahan sa ginanap […?] pulong ng Kataastaasang Kapisanan […?]

ikadalawang puo’t apat nitong umiiral na buan tungkol sa paghihimagsik (revolucion) at sa
pagkakailangang […?] maghalal ng magsisipamahala ng bayan at mag aakay ng
Hukbo…….” [In accordance with the decision taken by the meeting of the Supreme Assembly
held on the twenty-fourth of the present month regarding the revolution, and given the
necessity to elect leaders of the people and directors of the Army…..”]

116 | P a g e
The decision to revolt (ii) who took it?

The decision to revolt, says the “borador” document, was taken by the KKK’s Supreme
Assembly. First constituted in December 1895, the Assembly was described by Emilio
Jacinto as the primary and paramount body within the Katipunan (“ang una at lubos na
kapangyarihang ay hahawakan ng Kataastaasang Kapisanan”). Anyone who failed to
follow its decisions, he said, would be committing treason against the whole
organization. The Assembly comprised the members of the Supreme Council, the
presidents of the Sangunian Bayan (popular councils) and the presidents of Balangay
(branches) not affiliated to popular councils, but in practice the presidents were often
accompanied by one or two other leading activists from their sections.

Milagros Guerrero has suggested that the Supreme Assembly’s decision needed to be
confirmed or ratified by the KKK Supreme Council. Such a “two-stage pasya,” however, is
not corroborated by the “borador” document, which indicates the Supreme Assembly’s
decision was final. Even had it wished to do so (which it did not), the Supreme Council did
not have the authority to rescind the decision. In any case, it would have been impractical to
call upon the Supreme Assembly to reconvene and reconsider. As soon as the decision had
been taken, some of the Assembly members had hurried back to their branches in Manila
and other provinces to tell their brethren what had happened, and to ready for the fight.

The decision to revolt: (iii) where was it taken?

117 | P a g e
Now that we know the decision to revolt was taken on August 24, after deliberations that had
begun the previous day, we might hope to be clearer about where it was taken. We no
longer need to worry, in this immediate context, where Bonifacio and the members of the
Katipunan Supreme Assembly were on August 25 or 26. We only need to establish where
the Assembly met on August 23 and 24. Unfortunately, this is not a great help. The sources
are still conflicting. They broadly agree that the leading revolutionists went first to Caloocan
(población) after leaving Manila, and then headed eastwards via Kangkong towards Pasong
Tamo and eventually Balara. The sources still offer no accord, however, as to the
whereabouts of the leading revolutionists on the critical dates of August 23 and 24. Some
sources say they left Kangkong as early as August 23, whereas others say they were still in
Kangkong as late as August 26.

The task of determining the exact place at which the decision to revolt was taken, therefore,
remains difficult and convoluted. The sources offer three specific possibilities:-

Apolonio Samson’s place in bo. Kangkong, Caloocan

Melchora Aquino’s place near Pasong Tamo in bo. Banlat, Caloocan
Juan Ramos’s place in bo. Bahay Toro, Caloocan

Kangkong

In 1917 a Katipunan veterans’ association, the Labi ng Katipunan, erected a memorial on the
site where they remembered the decision to revolt had been taken, at Apolonio Samson’s
house on the Kaingin Road in barrio Kangkong. “Sa pook na ito,” the inscription stated,
plainly and simply, “...ipinasya ng KKKNMANB ang paghihimagsik noong ika-23 ng Agosto
1896”.

Ceremony at the Kangkong marker. The Labi ng Katipunan was headed by the veterans Pio
H. Santos (who had participated in the “Cry”) and Claudio P. Carreon.

The writer Nick Joaquin described the spot in the early 1960s, a time when it was still:

“lonely, obscure, isolated, and very hard to find. It’s in an ‘interior’ reached by no street; you
have to use a footpath. And the place itself is pure provincial countryside: giant thick-

118 | P a g e
boughed mango and tamarind and santol trees keep guard over the marker, which is always
in shadow, and one guesses that this was deep woods in those days.”

Today, of course, the “provincial countryside” has been obliterated by Metro Manila’s
relentless sprawl, not just in Kangkong but in every other locality mentioned in these notes.
What did individual Katipunan veterans recall about the pasya? Some did not specify any of
the three possible sites. They referred in vaguer terms to “Caloocan,” meaning “somewhere
in the municipality of Caloocan,” or to “Balintawak,” meaning “some distance to the east of
Caloocan población, in the general area where Balintawak is the best-known place.” For the
present purpose, these vaguer sources must be put to one side in favor of those that are
more specific.

Appendix 1 to these notes tabulates the testimony of veterans who referred specifically to
one or more of the three possible sites – Kangkong, Pasong Tamo (in bo. Banlat), and Bahay
Toro. This tabulation shows that a very clear majority – 8 out of the 10 individuals who
mentioned either Kangkong, Pasong Tamo, or Bahay Toro - recalled the decisive meeting
and/or the “grito” as having taken place in Kangkong. This was the location specified by
Tomas Remigio, Julio Nakpil, Sinforoso San Pedro, Guillermo Masangkay, Cipriano
Pacheco, Briccio Pantas, Francisco Carreon and Vicente Samson.

Only one veteran – Pio Valenzuela – ever maintained that the decisive meeting took place at
Melchora Aquino’s place near Pasong Tamo. But his memory was erratic. He also once
recalled (in 1911) that the pasya had been taken in Kangkong. If his testimony on that
occasion is counted, the tally for Kangkong would be 9 out of 10.

One other veteran – probably Ramon Bernardo – remembered the decision as having been
taken in Bahay Toro, but he did not say “Juan Ramos’s place in Bahay Toro.” He said it had
been taken at Melchora Aquino’s place, “sa pook ng Sampalukan, Bahay Toro.” It therefore
seems his recollection was simply mistaken, because Melchora Aquino’s place was near
Pasong Tamo, in bo. Banlat.

Unless and until any solid evidence is found to the contrary, therefore, the only possible
conclusion to be drawn from the veterans’ testimony is that “pasya” was taken by the
Supreme Assembly at the house of Apolonio Samson in Kangkong.

It seems likely that the main pagpupunit also took place in Kangkong, as the veteran Cipriano
Pacheco later recalled. Whilst the Supreme Assembly was meeting at Samson’s house, he
relates, a crowd about 2,000 strong had congregated outside, eager and impatient to hear
the news. As soon as the Assembly had voted by a big majority to launch the revolution,
Bonifacio wanted to announce the momentous decision somewhere everyone could gather
around and hear him. He led the crowd from Samson’s house to a place nearby (“malapit pa
doon”) where there was an open field (“malaking kaparangan”).

He told them the momentous news: “Brothers,” he shouted, “The decision is to go ahead with
the revolution.” (“Mga kapatid, ang pinagkaisahan ay ipagpatuloy ang paghihimagsik.”)

It was the decision the crowd wanted, and they cheered. “Do you swear,” Bonifacio asked
them, “to reject the government that oppresses us?” “Yes!” the crowd roared. “In that case,”
Bonifacio urged them, “bring out your cedulas and rip them up, as a symbol of defiance!”

119 | P a g e
(“Kung gayon, ilabas ninyo ang inyong mga sedula personal at punitin, tanda ng pagtalikod
sa kapangyarihan!”)

The Katipuneros fervently heeded his call, weeping with emotion as they ripped their cedulas
to shreds. Bonifacio raised the cry “Mabuhay ang Katagalugan!, and the crowd responded
as one, “Mabuhay!”

The saga of Pugad Lawin

Two decades after the revolution, the celebration of the “Cry” was not a contentious issue.
Ceremonies were held both in Kangkong, where KKK veterans agreed the pasya had been
taken, and in Balintawak, where the famous statue of a bolo-waving, flag-holding Katipunero
stood to commemorate the unang labanan, fought a few kilometers to the north-east.

How then, has it come to pass that the “Cry” is commemorated today as the “Sigaw ng Pugad
Lawin” at a site in Bahay Toro where not a single KKK veteran ever located either the pasya
or the unang labanan?

The saga of Pugad Lawin, regrettably, is long, tangled and hard to unravel. It is also a case
study in the hazards of oral history. Memories fade. Veterans disagree. Their stories
change from one telling to the next. And then reporters and historians misrepresent what
they said.

“Pugad Lawin near Pasong Tamo”

The story begins in the late 1920s, when a small group of senior Katipunan veterans began
to press the case that the term “Cry of Balintawak” was a misnomer, and should be
discarded. Balintawak, they insisted, in the strict, narrow sense – a particular barrio to the
east of Caloocan, with delineated boundaries – was not where the “Cry” had occurred. The
“Cry” had occurred, they said, at a place known as Pugad Lawin.

The foremost proponent of this argument was Dr Pio Valenzuela, who had been the Vice-
President of the Katipunan at the outbreak of the revolution and who had latterly, in the early
1920s, been the provincial governor of Bulacan. He was a prestigious figure, but not a good
witness to history. He changed his story, more than once. In 1911, as we noted, he had said
the decision to revolt had been taken at Apolonio Samson’s house in Kangkong. In 1917, he
had testified in court that it had been taken at Melchora Aquino’s house on the road known as
Daan Malalim, in Pasong Tamo, “also known as Pacpac-lawin.” But in his “Memoirs,” which
Agoncillo says date from the early 1920s, he said it had been taken at the place of Melchora
Aquino’s son, Juan Ramos, in “Pugad Lawin”.

In contemporary records, alas, and on contemporary maps, the name Pugad Lawin cannot
be found anywhere. “Isa[ng] ... pagkakamali... ang sabihing mayroong Pugad Lawin sa
Kalookan,” the scholar Sofronio G. Calderon decided after a fruitless search way back in the
1920s.

120 | P a g e
Valenzuela recalled that Pugad Lawin was in Pasong Tamo – “sa loob ng nayong Pasong
Tamo”. In 1928, Valenzuela went to Pasong Tamo to commemorate the “Cry” together with
four other well-known KKK veterans – Gregoria de Jesus (Bonifacio’s widow), Briccio Pantas
and the brothers Alfonso and Cipriano Pacheco. The newspaper La Opinion carried this
photograph of the group, who according to the caption were standing around the exact spot
(marked with an “X”) where 1,000 bolos had been stored just before they were used in “el
famoso grito”. On this occasion, it therefore seems, “the Cry” was taken to mean the unang
labanan, which had indeed taken place near Pasong Tamo. Even though Pio Valenzuela
said the pasya as well as the unang labanan should be commemorated at or near this site in
Pasong Tamo, in other words, there is no evidence that the other veterans in the photograph
took the same view.

At around the same time as this commemoration, in either 1928 or 1929, Pio Valenzuela,
Briccio Pantas and Cipriano Pacheco issued a joint statement to the effect that the “Cry” had
taken place not in Balintawak, where the monument had been erected, but in “the place
known by the name of Pugad Lawin”. This is the statement, as published in the Philippines
Free Press in November 1930:-

ISANG PAGUNITA

Upang Matuwid ang Paniwala sa Unang Sigaw sa

Panhihimasik Kaming Naguing Kasanguni ng
Pangulo ng
Kataas taasan, Kagalanggalang Katipunan ng mga
Anak ng Bayan na si Andres Bonifacio.
Kaming nalalabi pang Kasama sa unang labanan
iyon.
Alang-Alang sa Ikapapanuto ng mga Mananalaysay
at ng hinaharap ay Nagpapahayag :-
“NA HINDI SA BALINTAWAK NGYARI ANG
UNANG SIGAW NG PANHIHIMAGSIK SA
KINALALAGUIAN NGAYON NG BANTAYOG,
KUNG DI SA POOK NA KILALA SA TAWAG NA
PUGAD-LAWIN.”
Briccio Pantas C. Pacheco
Pio Valenzuela.
121 | P a g e
Like the coverage of the 1928 commemoration, this statement refers to the “unang labanan,”
which had indeed been fought near Pasong Tamo. It does not imply that Pantas and
Pacheco agreed with Valenzuela that the pasya should be marked in that same vicinity.
Pacheco, as we noted, located the pasya and pagpupunit in Kangkong, and Pantas had not
been a direct eyewitness, having left Kangkong for Manila before the pasya was taken.

As may be seen, the veterans do not explicitly state the place they remembered as Pugad
Lawin was where, or near where, Melchora Aquino had lived in 1896.

But it was. Any doubt that Pio Valenzuela identified Pugad Lawin with Pasong Tamo, and
specifically with Melchora Aquino’s place, was dispelled in August 1940, when together with
two other Katipunan veterans (Genaro de los Reyes and Sinforoso San Pedro) he returned
there with Eulogio B. Rodriguez and Luis Serrano of the Philippine Historical Committee (a
forerunner of the NHCP) to verify the location. Before posing for photographs, the party
marked the site of Melchora Aquino’s house with a thin wooden stake on which somebody
placed their hat.

The photograph’s caption is not contemporaneous, because Caloocan did not attain the
status of a city until 1963. It is possible the description of the site – “Sitio Gulod, Banlat,
Caloocan City” – reflects how the location was known in the 1960s rather than in 1940.
Fortunately, though, Luis Serrano wrote a detailed account of the 1940 expedition which
makes it absolutely clear not only that Valenzuela and his companions believed the “Cry”
took place at or near Melchora Aquino’s place, a spot they remembered as Pugad Lawin, but
also that their geographical point of reference, their starting point for locating the exact spot,
was Pasong Tamo.

The trip to Pugad Lawin in 1940, Serrano recalls, was organized by Eulogio B. Rodriguez in
his capacity as chairman of the Philippine Historical Committee “for the purpose of first,
verifying the date of the ‘Cry,’ second, ascertaining the truth of a report that Bonifacio and

122 | P a g e
some members of the Katipunan had buried certain important documents of the Katipunan
there, and third, locating the exact spot where the house of Tandang Sora stood.” After
picking up the three veterans, Serrano relates, the party “negotiated the distance by car up to
Pasong-tamo and hiked about an hour to Pugad-lawin.”

“We found that Pugad-lawin was a knoll of about 30 or 40 feet higher than the surrounding
territory. As the remaining vegetation indicated, it must have been well covered with trees
during the revolution. It was a good observation point from a military point of view because it
commanded an excellent view of the whole country to the south and west, the only directions
from where the Spanish forces could be expected to come. Some of the big trees which
formed landmarks of the place were still recognized by Dr. Valenzuela.”

Two local men, Serrano continues, aided the party in digging around an ancient tree stump in
an attempt to find the buried Katipunan records, but their efforts were in vain. Otherwise,
though, the expedition had been highly successful, because it confirmed:

“first, the so-called First Cry took place at Pugad-lawin on August 23, and second, it was from
the house of Tandang Sora that Katipunan members sallied forth to challenge the might of
Spain... [Bonifacio and his followers arrived] at the house of Tandang Sora in Pugad-lawin in
the afternoon of August 22. Tandang Sora’s son, Juan A. Ramos, was a member of the
secret organization; hence it was natural for the Katipuneros to seek refuge there.” [Note:
The dates given here are wrong – as Valenzuela had correctly remembered in 1911, the
Katipuneros arrived at Tandang Sora’s house on August 24, not August 22.]

Serrano’s account does not mention Bahay Toro, where the site of Pugad Lawin is now
officially marked. If Valenzuela had directed the expedition in 1940 to Bahay Toro, they
would not have started their hike at Pasong Tamo. They would have parked somewhere
much closer.

Pio Valenzuela’s “Memoirs”

Serrano’s account shows that Valenzuela still associated Pugad Lawin with Melchora
Aquino’s house in 1940, as he had in the 1910s and 1920s. Except, that is, in the words of
his “Memoirs”.

In his “Memoirs,” as already mentioned, in a single line that has muddied the whole issue,
Valenzuela relates that the decision to revolt was taken at the “house, storehouse and yard of
Juan Ramos, son of Melchora Aquino, in Pugad Lawin”.

In recent decades, as we shall see shortly, Teodoro Agoncillo and Isagani Medina have
argued that this means the pasya site was not at Melchora Aquino’s place, but at a
completely different location, in Bahay Toro, three kilometers to the south west of Pasong
Tamo. And yet Luis Serrano, who personally went with Valenzuela to Pasong Tamo in 1940,
and who later translated the veteran’s “Memoirs,” did not draw such an inference. The crux of
the matter, Serrano doubtless believed, was that Valenzuela specified in his “Memoirs,” as
elsewhere, that the pasya site was at Pugad Lawin, meaning the wooded knoll (a likely place
for a hawk’s nest) to which they had hiked together from Pasong Tamo.

Valenzuela did not expressly repeat in his “Memoirs” that Pugad Lawin was near Pasong
Tamo, but neither did he specify any other location, so there was no reason for Serrano to

123 | P a g e
suppose Valenzuela’s mental map of the area had ever changed. Who actually owned the
house and yard near Pasong Tamo where he remembered cedulas being shredded,
Melchora Aquino or her son Juan Ramos, was just an incidental point of detail, not of basic
geography.

The advocates of the “Pugad Lawin in Bahay Toro” position have presented Pio Valenzuela
as their star witness, and his “Memoirs” as their prime document. But he does not mention
Bahay Toro as the pasya site in his “Memoirs,” and there is no evidence he ever did. Not in
any variation of his story. It is ironic, to put it mildly, that Valenzuela is now presented as the
star witness for a version of events – the official “Pugad Lawin in Bahay Toro” version - to
which he did not himself subscribe.

Teodoro Agoncillo – initiator of Pugad Lawin’s relocation

Valenzuela’s telling of the “Cry” story, we need to remind ourselves, was just one version
amongst several. It gained a particular weight for a number of reasons – his seniority in the
Katipunan, his status as a physician, his political career, his prominence at commemorations
of the revolution, his contacts with historians, and so on. Pugad Lawin, his name for the “Cry”
site, acquired even greater currency with the publication in 1956 of Agoncillo’s Revolt of the
Masses, which remains to this day the standard work on the Katipunan. Agoncillo
acknowledged that he had “relied mostly” on Valenzuela’s testimony when writing about the
“Cry.” He justified his decision by saying that Valenzuela had been an eyewitness to the
historic event, that his “Memoirs,” though written many years afterwards, had been “based on
notes scribbled in 1897,” and that “events, complete with details” were still vivid in
Valenzuela’s memory even in his old age.

When narrating the story of the “Cry” in Revolt, Agoncillo therefore decided to follow
Valenzuela’s “Memoirs” in saying the pasya was taken at Juan Ramos’s place in Pugad
Lawin. Agoncillo does not, however, adhere fully to Valenzuela’s version of events. In the
present context, one of his departures is especially pertinent. Valenzuela believed Ramos
and his mother both lived in “Pugad Lawin near Pasong Tamo”. Agoncillo, on the other hand,
says that Ramos lived in “Pugad Lawin” (without specifying where it was) but that his mother
lived in Pasong Tamo, and that the two places were a significant distance apart. Immediately
after the tearing of cedulas in Ramos’s yard in Pugad Lawin on August 23, Agoncillo writes in
Revolt, the Katipuneros got word the Guardia Civil were approaching, and so they hastily
marched off in the dark to Pasong Tamo, arriving at Melchora Aquino’s house the next day.
Agoncillo repeats this story in an article he wrote in 1960, saying that from Pugad Lawin the
“rebels walked pell-mell through the night to Pasong Tamo.”

Agoncillo does not explain why his narrative differs from Valenzuela’s recollections. Nor does
he offer any clue in his endnotes. The only sources he cites alongside Valenzuela’s
“Memoirs” at this juncture in Revolt are two other KKK veterans, Guillermo Masangkay and
Francisco Carreon, neither of whom ever acknowledged the existence of a place called
Pugad Lawin at all.

Agoncillo candidly admits that his reconstruction of events is “speculative.” He does not
indicate in Revolt, or in his 1960 article, exactly where he thought Pugad Lawin was situated,
merely that it was a considerable distance to the west of Pasong Tamo. But subsequently, in
1962, he claimed he had identified the exact spot where Juan Ramos’s house once stood,
and he placed a marker there together with members of the UP Student Council. When he

124 | P a g e
revisited the locality in the early 1980s, however, he found it had disappeared. Nobody now
remembers where it was, and nobody knows what documentary or oral evidence had
persuaded Agoncillo he had found the right spot.

It is unlikely Agoncillo placed his marker in the same place as the present-day “Sigaw ng
Pugad Lawin” marker in Bahay Toro. The present marker and memorial are about two
kilometers from Balintawak – perhaps half an hour’s walk along a road or track, perhaps an
hour across fields or grassland. Agoncillo, though, says Pugad Lawin was a “big distance”
from Balintawak. It took the rebels the best part of a day, he indicates, “to negotiate the
distance between the two points.”

Official recognition of “Pugad Lawin, wherever it was”

Agoncillo was the pre-eminent historian of the day, and the 1896 revolution was among his
special fields. It was mainly upon his advice, it is commonly said, that the Philippine
government ruled that the term “Cry of Balintawak” should be discarded in favor of “Cry of
Pugad Lawin.” This change was signaled formally in 1963 by President Macapagal, whose
Proclamation 149 declared that the 67th anniversary of the “Cry of Pugad Lawin” on August
23 would be a special public holiday in Quezon City, “where the event took place.”

By “the event” of August 23, Proclamation 149 meant the pasya, not the unang labanan.
Agoncillo’s definition of the “Cry” had become the official definition.

For some reason, though, Agoncillo’s initiative in marking the supposed “Cry” site did not
attract much attention. His marker was not recognized, so far as is known, by the Philippine
Historical Committee, or replaced with an official marker, or even maintained. Why did the
government give its stamp of approval to the “Cry of Pugad Lawin” story, but not to
Agoncillo’s marker? Perhaps the government realized that the evidence for marking the site
was too thin. Other historians had probably been telling the government’s historical agency
(which in 1963 became the National Heroes Commission) they thought that Agoncillo had got
the location wrong, or that nobody was really sure.

The “Cry,” therefore, was officially redefined, and the “Cry” site was officially removed from
Balintawak, but it was reassigned to “Pugad Lawin, wherever it was,” not to a particular
designated spot. The problem this presented to the organizers of the annual “Cry”
commemorations was solved by the simple expedient of sticking to what was familiar. The
crowds gathered, rites were observed, and politicos delivered their speeches at Balintawak,
as before, as if nothing had happened.

“Pugad Lawin in Bahay Toro”

What had now become officially known as the “Cry of Pugad Lawin” continued to be
commemorated at Balintawak until the 1980s. In 1983, however, the mayor of Quezon City
constituted a “Pugad Lawin Historical Committee” to examine whether the “Cry” site could be
definitively identified at last. Whether this committee included Professor Agoncillo among its
members is not known, but it at least sought his advice, and it started its investigations from
where he had left off in the 1960s. The Committee, that is to say, accepted his position that
Pugad Lawin was a considerable distance from Pasong Tamo, and that the yard where
cedulas were shredded had belonged to Juan Ramos, not to his mother, Melchora Aquino.
The search for Pugad Lawin thus boiled down to a search for where Juan Ramos had lived.

125 | P a g e
The Pugad Lawin Historical Committee did not discover any fresh documentary evidence in
its 1983 investigation, but claimed to have identified the former site of Ramos’s place (then
amidst a squatter settlement) on the basis, it seems, of oral testimony from one of Juan
Ramos’s grandsons, Escolastico Ramos.

The Committee relayed its findings to the government’s historical agency (then called the
National Historical Institute), which despatched someone to visit the site, deliberated on the
matter, and declared the Committee to be right. On the occasion of the next commemoration
of the “Cry,” on August 23, 1984, the NHI placed its marker at the site in Seminary Road,
Bahay Toro where it has since remained.

Isagani Medina’s case for “Pugad Lawin in Bahay Toro”

Some people, needless to say, begged to differ from the NHI. They found the evidence
submitted by the Quezon City mayor’s Committee to be too tenuous, the case too dubious.
For a while, though, the debate subsided. It did not resume until the mid-1990s, before and
during the centennial of the revolution, when various forums were organized at which
historians and veterans’ descendants voiced their contending views. After its long stagnation,
the debate at last moved forward. New documentary evidence was presented, and the
discussion as a whole was more detailed and nuanced than hitherto. Most importantly, some
of the leading protagonists put their arguments in writing, and their evidence into the public
domain.

The foremost proponent of “Pugad Lawin in Bahay Toro” in this renewed debate was Isagani
R. Medina. He presented the case for Bahay Toro more fully, and with more documentation,
than anybody else has before or since, first in a paper he delivered at a conference in 1993
and then in his annotations to Ronquillo’s memoirs. He patently wished to make his case as
forceful and persuasive as he could, and it seems unlikely he omitted any evidence he felt to
be significant. We now need to examine the case he makes.

Medina found official documents from 1896, the vecindarios or lists of residents for the
municipality of Caloocan, which show that Melchora Aquino and Juan Ramos, mother and
son, were listed under different cabecerías. This strongly suggests they resided (officially at
least, in terms of registration) in different places. Melchora Aquino lived with her youngest
daughter, Juana Ramos. Another of her daughters, Estefania Ramos, was living with her
family nearby. Her son Juan Ramos, however, was registered in another cabecería, of which
he was himself the cabeza de barangay, and was living with his wife, Alejandra Alcantara,
and two young children, Filomena and Canuta.

Medina includes photographs of the relevant pages from the vecindarios in his annotated
edition of Ronquillo’s memoirs. Unfortunately, though, he does not explain how he jumps
from the evidence that Ramos and his mother lived in different places to the conclusion that
Ramos’s cabecería was located in “sitio Pugad Lawin.” On his photograph of Ramos’s
vecindario, Medina (or someone) has written “Pugad Lawin, sitio of Bahay Toro,” and his
caption says likewise. But elsewhere in his annotations he frankly acknowledges that such a
place cannot be found in nineteenth-century records.

It is possible Medina identified the location on the basis of what Ramos’s grandson,
Escolastico Ramos, had told the Quezon City mayor’s committee in 1983. Medina himself

126 | P a g e
notes, however, that other family members told contrary stories. The weightiest is the
testimony of Ramos’s daughter, Monica Ramos-Figueroa. She had come out to meet Pio
Valenzuela and the others when they visited Pugad Lawin in 1940, back when it was a
“wooded knoll” not far from Pasong Tamo. She had posed with the rest of the party for
picture-taking around the “exact spot,” marked by a stake with a hat on it, where her
grandmother’s house had once stood. And four decades later, towards the end of her long
life, she told a news reporter the historic “pagpupunit ng sedula” had been where her
grandmother lived. Her father, she told the newsman, had owned a 3.5 hectare plot of land in
the same vicinity. If this was the case, Ramos might well have owned a house and yard near
Pasong Tamo even if he was registered as living somewhere else.

Whatever the case, and whatever the explanation, the fact is that Ramos’s daughter, the
descendant best acquainted with the family’s situation around the turn of the century (she
was born in 1896), believed their home was at “Pugad Lawin near Pasong Tamo.” Her
grandchildren continued to confirm this had been her belief after death. It was only her son,
Escolastico Ramos, so far as is known, who situated Pugad Lawin in Bahay Toro, and his
reasons for contradicting his mother’s testimony are not on record.

The other evidence Medina presents to support his “Pugad Lawin in Bahay Toro” position
might be described as equally insubstantial. But that would be too kind. His other evidence,
to be blunt, borders on the spurious.

Medina claims his position is corroborated by the recollections of five Katipunan veterans
who actually witnessed the “Cry” and one other who was very close to the events of August
1896. This is what he writes, very clearly and precisely, about four of the witnesses: “Ang
pagpupunit ng sedula... nga’y nangyari sa may sityo Pugad-lawin, sa nayon ng Bahay-Toro
sa bayan ng Kalookan... noong Agosto 23, 1896. Ito’y pinatutunayan ng apat na saksi: Dr
Pio Valenzuela, Briccio Brigido Pantas, Cipriano Pacheco at Domingo Orcullo.” The fifth
“saksi sa mga pangyayari sa Pugadlawin,” he says, was Mariano Alvarez.

In reality, not a single one of these five men left any written testimony to the effect that Pugad
Lawin was situated in the barrio of Bahay Toro. Valenzuela, Pantas and Pacheco, as we
saw, commemorated the “Cry” near Pasong Tamo in 1928, and Valenzuela did so again in
1940. Orcullo, the delegate sent by the Magdalo council in Cavite to the decisive meeting of
the KKK Supreme Assembly, did not leave a memoir himself, and the little we know about his
mission comes from Emilio Aguinaldo’s Mga gunita. Aguinaldo says the meeting that Orcullo
attended was summoned in “Balintawak,” and does not refer to either Pugad Lawin or Bahay
Toro. Nor does Mariano Alvarez, who simply mentions a “pulong ng mga pangulo ng
Katipunan sa Balintawak sa araw ng Agosto 24, 1896.”

Medina also says the “sigaw sa Pugad Lawin” story was endorsed by Gregoria de Jesus. He
makes this claim on the basis of a single sentence in José P. Santos’s short 1935 biography
of Bonifacio: “Ang pagunita nina Dr Pio Valenzuela ay kinakatigan ng Balo ng Supremo na si
Ginang Gregoria de Jesus.” Nobody can be sure what this means, but it might possibly allude
to the occasion in 1928 when she joined Valenzuela, Pantas and Pacheco in commemorating
the “Cry” near Pasong Tamo. Like her companions on that occasion, Gregoria de Jesus
never placed anything on record about Bahay Toro.

Medina’s creative handling of the evidence is again manifest in a remark he makes about the
memoir of Francisco Carreon, another KKK veteran. Medina studied the weather conditions

127 | P a g e
in Manila in August 1896, and found it had been mostly wet. But the day the cedulas were
shredded, says Medina, it must have been dry, because Carreon’s memoir relates that
‘namuti ang harapan ng bahay at looban ng mga cedulang punit’ nangangahulugan na tuyo
ang lupa sa bakuran ni Juan Ramos.” All that needs to be said here is that Carreon’s
testimony is being misrepresented. Sun or rain regardless, Carreon’s memoir does not
locate the cedula shredding in the yard of Juan Ramos.

Medina, in short, renders every reference to Pugad Lawin as meaning “Pugad Lawin in
Bahay Toro,” and when citing Carreon’s memoir he even transports the pagpupunit to Bahay
Toro from Kangkong. Medina, we are sadly forced to conclude, persistently distorts the
veterans’ testimony to make it bolster his own version of events.

“Pugad Lawin in Bahay Toro” officially reaffirmed

The publications of Medina and others around the time of the 1996 centennial thus brought to
light some fresh sources on the “Cry,” but did nothing to resolve the debate. Five years later,
in 2001, the National Historical Institute decided to review the evidence again. To conduct
the review it constituted a special Panel, comprising three historians – Bernard Karganilla,
Doroteo Abaya and Rene Escalante - and (as chair) a retired Associate Justice of the
Supreme Court. The Panel members read some of the voluminous literature on the subject,
and heard testimony from some of the main protagonists. After due deliberation, the Panel
submitted a 15-page report to the Institute which concluded as follows:-

“In its search for the truth, the Panel did not find any document that could challenge the
decision that was rendered by the Philippine Historical Committee in 1963. Therefore, the
Panel respectfully recommends that the National Historical Institute re-affirm said position
that the ‘First Cry’ took place in Pugadlawin on August 23, 1896.”

The wording here is slightly inaccurate. In 1963, as noted, the Philippine Historical
Committee had not in fact identified the supposed site of the “Cry.” It had agreed only that
the location should be shifted from Balintawak to “Pugad Lawin, wherever it was”. It is
however clear from the body of the 2001 report that the Panel’s recommendation is really that
the NHI should reaffirm the later, 1984, position of “Pugad Lawin in Bahay Toro.” This might
seem like a petty and pointless quibble. In isolation, it would indeed not be worth
mentioning. Regrettably, though, the slight inaccuracy is emblematic of a fundamental
misrepresentation of the “Cry” debate’s long backstory: in the Panel’s perfunctory retelling of
the saga, Pugad Lawin’s first incarnation as a spot near Pasong Tamo is never mentioned.
The report cites the testimony of Valenzuela and other veterans who spoke about Pugad
Lawin in the 1920s, 1930s and 1940s, but is completely silent about where they located the
site in those decades.

This omission is startling, not least because the NHI was descended from the Philippine
Historical Committee, and so had presumably inherited its records. Yes, most of the pre-war
records might have been destroyed or lost. But the photograph of the 1940 expedition to
Pugad Lawin survived. Not only did it survive, it was printed in one of the NHI’s own
publications, the bogus Minutes of the Katipunan. Printed and reprinted, together with the
caption saying unequivocally that it shows Valenzuela and the others gathered at Pugad
Lawin in barrio Banlat, “where once stood the house of Melchora Aquino.”

128 | P a g e
Did the NHI Panel miss out the initial Pasong Tamo chapter of the saga for the sake of
brevity, or had they not researched the subject in sufficient depth? Either way, the result is
that the Panel skews the evidence, as Medina had done, in favor of the current “Pugad Lawin
in Bahay Toro” official status quo.

The NHI Panel cites the historian José P. Santos as being a proponent of Pugad Lawin in
1929, for example, without adding the necessary caveat that nobody had situated Pugad
Lawin in Bahay Toro back then. In later years, the Panel also omits to say, Santos avoided
taking a position for or against any version of the Pugad Lawin story, being content to present
the range of different versions and to leave the question open: “Samantala’y maghintay tayo
ng lalong maliliwanag na ulat at mga patibay ng iba pang nangakasama sa unang sigaw ng
Himagsikan sa Pilipinas.” On another page, the Panel says the KKK veterans Alfonso
Pacheco, Sinforoso San Pedro, and Genaro de los Reyes corroborated the Pugad Lawin
position because in 1928, together with Gregoria de Jesus and Monica Ramos (the
granddaughter of Melchora Aquino) they “pinpointed to Eulogio Rodriguez and Luis Serrano
of the National Historical Commission the spot in Pugadlawin where the Katipuneros tore
their cedulas.” Here again there is not a word to suggest the spot the veterans pinpointed
was near Pasong Tamo, not in Bahay Toro. This passage, it may be noted, is garbled.
Adding to the unfortunate impression the report gives of institutional amnesia within the NHI,
it mistakenly conflates the 1928 and 1940 commemorations at Melchora Aquino’s place into
a single event. The Panel also misconstrues the memoir of the veteran Francisco Carreon as
a “corroborative account.”
In reality, not one of the veterans cited by the Panel ever located the “Cry” site in Bahay
Toro. By the time the NHI installed the marker at Bahay Toro in 1984, the veterans had all
passed away, and could not demur.

These mistakes and elisions matter because the 2001 report is in effect the basis of the
official position as it now stands. As the Panel recommended, the National Historical Institute
reaffirmed its existing position on Pugad Lawin, and there the matter has officially rested to
this day.

It is worth looking again at the wording of the recommendation: “In its search for the truth, the
Panel has not been able to find any document that could challenge [the validity the ‘Pugad
Lawin in Bahay Toro’ location]….” But surely the same criterion must then be applied to the
existing “Pugad Lawin in Bahay Toro” location. The Panel did not find any document to
challenge the existing location, but nor did it find any document to corroborate the existing
location, to validate the Bahay Toro site.

Today, the “Cry” continues to be officially marked in Bahay Toro almost by default, by the
force of inertia. “Pugad Lawin in Bahay Toro” retains its official status not because there is
any supporting evidence for that site, but because nobody has pushed the case for the actual
site, the site that Katipunan veterans marked a century ago, the site of Apolonio Samson’s
house in Kangkong.

Application:
In this activity, write an argumentative essay as to which account will you side on? Will it be
Pio Valenzuela? Santiago Alvarez? Gregorio de Jesus? or Guillermo Masangkay? Make sure
129 | P a g e
to cite the information and claims that you will be writing. Below is the rubric that will serve as
your guide in answering the activity.
Also, see attachment below for the rubric.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________
Rubric:

CATEGORY (10) Excellent (8) Good (6) Fair (4 or below) Poor

130 | P a g e
Arguments arguments, with opposing missing argument and
attribution to arguments, but attribution to attribution of
specific missing specific arguments to specific
perspectives. attribution to perspective perspective is missing
Strong examples specific
used to refute perspectives
those arguments for one of the
in balanced, arguments.
compelling Description of
fashion examples used
to refute one of
the arguments
not especially
compelling
Concluding Paragraph Thesis Either policy Major weaknesses in
Paragraph summarizes statement is or position are restated thesis,
clearly the paper’s presented as in not well description of policy
main assertions introductory defined, but question, or arguments
and clarifies the paragraph. paragraph – or missing one or
main policy issues Main policy concludes the both.
under discussion. points and essay
Thesis is restated arguments are adequately.
in a more repeated, but
compelling not
fashion, with a persuasively.
suggested course
of action
suggested based
on the evidence.
Proofreading College-level Only minor Little effort
and Grammar writing with clear proofreading evidenced in
proofreading and errors and proofreading;
correct grammar occasional below college-
and punctuation grammar and level grammar
punctuation and
errors punctuation

131 | P a g e
Reference
http://www.kasaysayan-kkk.info/studies/notes-on-the-cry-of-august-1896
Ligan, Victoria O., Apsay, Leah C., Espino, Lindsey C., Porras, Cecilie Sharon T., Salinas,
Emyline D., Lemana, Jose J., Readings in Philippine History, Mutya Publishing House, Inc.
Malabon City, 2018
https://history-ph.blogspot.com/2017/08/pugad-lawin.html

132 | P a g e
MODULE 4: SOCIAL, POLITICAL, ECONOMIC AND CULTURAL ISSUES IN PHILIPPINE
HISTORY

LESSON 1
Title: Agrarian Reform Policies

INTENDED LEARNING OUTCOMES

After the lesson, You are expected to:

1. Identify different laws passed in the Agrarian Reform from the past to the present.
2. Assess effects of the Agrarian Reform in different timeline.
3. Propose recommendations or solutions to the current issue on Agrarian Reform.

You will learn that…

Prior to the Spanish colonization, the Philippine already have a land system
under the ruling of a Datu or a chieftain. The villagers of various social classes such
as, maharlikas (freeman), aliping namamahay (serfs) and aliping saguiguilir (slaves)
enjoy the equal access to lands and its fruits. The arrival of the Spaniards signalled
the beginning of Agrarian issues, then free access to land and its fruits became
controlled and abused that benefited the foreign conquistadors through a system
called encomienda (Royal Land Grants) that directly exploits the natives.

This led to the agrarian revolt between 1745 and 1746 in Batangas, Laguna,
and Cavite, and Bulacan. The revolt happened in the towns of Lian and Nasugbu in
Batangas. The grabbing of Lands by the Catholic religious orders angered the native
land owners and demanded that their land returned based on ancestral domain.
However, the Spanish priest refused which resulted to riots and massive looting of
convents and burning down of churches and ranches.

The establishment of the first Philippine republic marks the beginning of

providing safeguards through laws that protects the interest of the farmers and land
owners. Laws were enacted by different presidents throughout the history of the

133 | P a g e
Philippine constitution, and how different laws shaped the current system of Agrarian
Reform.

Let’s Begin!
Activity 1: Read the instructions below and perform the activity.
1. You need to read a brief timeline of the Agrarian Reform below and
understand the laws passed.
Agrarian Reform Timeline
American Philippine Bill of 1902 - which set the ceilings on the hectare of private
Period individuals to 16 hectares, and 1,024
(1898-1935) hectares for corporations.

Land Registration Act of 1902 (Act No. 496) - provided for a comprehensive
registration of land titles under
the Torrens system.

Public Land Act - introduced the homestead system in the Philippines.

Tenancy Act of 1933 (Act No. 4053 and 4113) - regulated relationships between
landowners and tenants of
rice (50-50 sharing) and sugar cane lands.
CommonWealth The Commonwealth Act No. 178 (An Amendment to Rice Tenancy Act No.
Period 4045), enacted on Nov. 13, 1936 - provided for certain controls in the landlord-
(1945 tenant relationships.
Constitution)
The Commonwealth Act No. 361, 1937 - specified the reasons for dismissal of
tenants and only with the
approval of the Tenancy Division of the Department of Justice.

The Commonwealth Act. No. 331, (June 3, 1939) - created the National
Settlement Administration with a
Capital stock of 20,000,000 pesos.
Japanese The beginning of the Hukbo ng Bayan Laban sa Hapun (HUKBALAHAP)
Period insurgencies.
PHILIPPINE REPUBLIC
President Republic Act No. 34 - Established the 70-30 sharing arrangements and
Manuel A. regulating share-tenancy contracts.
Roxas (1946-
1948) Republic Act No. 55 - Provided for a more effective safeguard against arbitrary
ejectment of tenants.
Elpidio R. Executive Order No. 355 (October 23, 1950) - Replaced the National Land
Quirino (1948- Settlement Administration with
1953) Land Settlement Development Corporation (LASEDECO) which takes over the
responsibilities of the Agricultural Machinery Equipment Corporation and the Rice
and Corn Production Administration.
Ramon Republic Act No. 1160 of 1954 - Abolished the LASEDECO and established the
134 | P a g e
Magsaysay National Resettlement and
(1953-1957) Rehabilitation Administration (NARRA) to resettle dissidents and landless
farmers. Republic Act No. 1199

Agricultural Tenancy Act of 1954 - governed the relationship between

landowners and tenant farmers by organizing share-tenancy and leasehold
system. The law provided the security of tenure of tenants.

Republic Act No. 1400 (Land Reform Act of 1955) - Created the Land Tenure
Administration (LTA) which was responsible for the acquisition and distribution of
large tenanted rice and corn lands over 200 hectares for
individuals and 600 hectares for corporations.

Republic Act No. 821 (Creation of Agricultural Credit Cooperative Financing

Administration) - Provided
small farmers and share tenants loans with low interest rates of six to eight
percent.
President Continued the program of President Ramon Magsaysay. No new legislation
Carlos P. passed.
Garcia (1957-
1961)
President Republic Act No. 3844 of August 8, 1963 (Agricultural Land Reform Code) -
Diosdado P. Abolished share tenancy,
Macapagal institutionalized leasehold, set retention limit at 75 hectares, invested rights of
(1961-1965) preemption and redemption for tenant farmers, provided for an administrative
machinery for implementation, institutionalized a judicial
system of agrarian cases, incorporated extension, marketing and supervised
credit system of services of
farmer beneficiaries.
President Proclamation No. 1081 (September 21, 1972) - ushered the Period of the New
Ferdinand E. Society. Five days after the proclamation of Martial Law, the entire country was
Marcos (1965- proclaimed a land reform area and simultaneously the Agrarian Reform Program
1986) was decreed.

Republic Act No. 6389, (Code of Agrarian Reform) and RA No. 6390 of 1971 -
Created the Department of Agrarian Reform and the Agrarian Reform Special
Account Fund. It strengthened the position of farmers and expanded the scope of
agrarian reform.

Presidential Decree No. 2 (September 26, 1972) - Declared the country under
land reform program. It enjoined all agencies and offices of the government to
extend full cooperation and assistance to the DAR. It also activated the Agrarian
Reform Coordinating Council.

Presidential Decree No. 27 (October 21, 1972) - Restricted land reform scope to
tenanted rice and corn lands and set the retention limit at 7 hectares.
President Republic Act No. 6657, Comprehensive Agrarian Reform Law (CARL) - The
Corazon C. Constitution ratified by the Filipino people during the administration of President
Aquino (1986- Corazon C. Aquino provides under Section 21 under Article II that “The State shall
1992) promote comprehensive rural development and agrarian reform.” On June 10,

135 | P a g e
1988, former President Corazon C. Aquino signed into law and became effective
on June 15, 1988.

Executive Order No. 228 (July 16, 1987) – Declared full ownership to qualified
farmer-beneficiaries covered by PD 27. It also determined the value remaining
unvalued rice and corn lands subject of PD 27 and provided for the manner of
payment by the FBs and mode of compensation to landowners.

Executive Order No. 229 (July 22, 1987) – Provided mechanism for the
implementation of the Comprehensive Agrarian Reform Program (CARP).

Republic Act No. 6657, June 10, 1988 (Comprehensive Agrarian Reform
Law) – An act which became effective June 15, 1988 and instituted a
comprehensive agrarian reform program to promote social justice and
industrialization providing the mechanism for its implementation and for other
purposes. This law is still the one being implemented at present.
President Fidel His administration committed to the vision “Fairer, faster and more meaningful
V. Ramos implementation of the Agrarian Reform Program.
(1992-1998)
Republic Act No. 7881 (1995) – Amended certain provisions of RA 6657 and
exempted fishponds and prawns from the coverage of CARP.

Republic Act No. 7905 (1995) – Strengthened the implementation of the CARP.

Executive Order No. 363 (1997) – Limits the type of lands that may be converted
by setting conditions under which limits the type of lands that may be converted
by setting conditions under which specific categories of agricultural land are either
absolutely non-negotiable for conversion or highly restricted for conversion.

Republic Act No. 8435 (1997) – known also as Agriculture and Fisheries
Modernization Act AFMA, plugged the legal loopholes in land use conversion.

Republic Act 8532 (1998) - known also as Agrarian Reform Fund Bill, provided
an additional Php50 billion for CARP and extended its implementation for another
10 years.
President “ERAP PARA SA MAHIRAP’. This was the battle cry that endeared President
Joseph E. Joseph Estrada and made him very popular during the 1998 presidential election.
Estrada (1998-
2000) Executive Order N0. 151, September 1999 (Farmer’s Trust Fund) – Allowed
the voluntary consolidation of small farm operation into medium and large scale
integrated enterprise that can access long-term capital.
President The Arroyo administration is anchored on the vision “To make the countryside
Gloria economically viable for the Filipino family by building partnership and promoting
Macapacal- social equity and new economic opportunities towards lasting peace and
Arroyo (2000- sustainable rural development.”
2010)
Land Tenure Improvement - DAR will remain vigorous in implementing land
acquisition and distribution component of CARP. The DAR will improve land
tenure system through land distribution and leasehold.

136 | P a g e
Provision of Support Services - CARP not only involves the distribution of lands
but also included package of support services which includes: credit assistance,
extension services, irrigation facilities, roads and bridges, marketing facilities and
training and technical support programs.

Infrastructure Projects - DAR will transform the agrarian reform communities

(ARCs), an area focused and
integrated delivery of support services, into rural economic zones that will help in
the creation of job opportunities in the countryside.

KALAHI ARZone - The KALAHI Agrarian Reform (KAR) Zones were also
launched. These zones consists of one or more municipalities with concentration
of ARC population to achieve greater agro-productivity.

Agrarian Justice - To help clear the backlog of agrarian cases, DAR will hire
more paralegal officers to support undermanned adjudicatory boards and
introduce quota system to compel adjudicators to work faster on agrarian reform
cases. DAR will respect the rights of both farmers and landowners.
President Vowed during his 2012 State of the Nation Address that he would complete
Benigno before the end of his term the Comprehensive Agrarian Reform Program (CARP),
Aquino III the centerpiece program of the administration of his mother, President Corazon
(2010-2016) Aquino.

Distributed their family-owned Hacienda Luisita in Tarlac. Apart from the said farm
lots, he also promised to complete the distribution of privately-owned lands of
productive agricultural estates in the country that have escaped the coverage of
the program.

Under his administration, the Agrarian Reform Community Connectivity and

Economic Support Services (ARCCESS) project was created to contribute to the
overall goal of rural poverty reduction especially in agrarian reform areas.

Agrarian Production Credit Program (APCP) provided credit support for crop
production to newly organized and existing agrarian reform beneficiaries’
organizations (ARBOs) and farmers’ organizations not qualified to avail
themselves of loans under the regular credit windows of banks.

The legal case monitoring system (LCMS), a web-based legal system for
recording and monitoring various kinds of agrarian cases at the provincial,
regional and central offices of the DAR to ensure faster resolution and close
monitoring of agrarian-related cases, was also launched.
Aside from these initiatives, Aquino also enacted Executive Order No. 26, Series
of 2011, to mandate the Department of Agriculture-Department of Environment
and Natural Resources-Department of Agrarian
Reform on vergence Initiative to develop a National Greening Program in
cooperation with other government agencies.
President The President wants to pursue an “aggressive” land reform program that would
Rodrigo Roa help alleviate the life of poor
Duterte Filipino farmers by prioritizing the provision of support services alongside land
(2016 – distribution.

137 | P a g e
present) The President directed the DAR to launch the 2nd phase of agrarian reform where
landless farmers would be awarded with undistributed lands under the
Comprehensive Agrarian Reform Program (CARP).

Duterte plans to place almost all public lands, including military reserves, under
agrarian reform. The President also placed 400 hectares of agricultural lands in
Boracay under CARP.

Under his administration the DAR created an anti-corruption task force to

investigate and handle reports on alleged anomalous activities by officials and
employees of the department.

The Department also pursues an “Oplan Zero Backlog” in the resolution of cases
in relation to agrarian justice delivery of the agrarian reform program to fast-track
the implementation of CARP.

https://www.dar.gov.ph/about-us/agrarian-reform-history/

138 | P a g e
Let’s answer!
2. After reading the timeline, answer the following:
a) Provide at least 5 laws which you think important.
b) Provide a brief description or explanation of why your chosen laws are
important.
The first one is done for you as an example.
TIMELINE IMPORTANT LAW DESCRIPTION/EXPLANATION
American Period Tenancy Act of 1933 Through this Act, it provided equal
(1898-1935) (Act No. 4053 and 4113)
opportunities with the 50-50 sharing of
lands, hence farmers have better income.

139 | P a g e
140 | P a g e
Think about this!
1. How do you find doing the activity?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________

2. What new learning did you gain about the Agrarian Reform through this activity?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________

3. Take a look at the timeline you created, what do you observe or noticed?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________

Let’s learn this!

141 | P a g e
The Philippine economy is primarily constitutes of industrial and agriculture, as
the country have cultivated various agricultural produce such as rice, being a staple
production in Asia. The rise of the agricultural sector posed changes in the structure,
where farmers are the one facing challenges in land tenancy – the structure that is
unfavourable on the end of the farmers.

The arrival of the colonizers marked the shift of the Agrarian Reform, a system
called encomienda where natives or farmers are collected of payment or tributes, for
occupying and tilling lands under the supervision of the encomienderos. The system
was ultimately abused and tributes became land rents to the landlords and farmers
who once freely cultivated the lands transformed into share tenants.

Taxation was not the only reason for the revolts of the Filipinos during the
Spanish period, but the agrarian unrest as well. The agrarian Revolt happened
between 1745 and 1746 in Batangas, Laguna, and Cavite, and Bulacan. The revolt
happened in the towns of Lian and Nasugbu in Batangas. The grabbing of Lands by
the Catholic religious orders angered the native land owners and demanded that their
land returned based on ancestral domain. However, the Spanish priest refused which
resulted to riots and massive looting of convents and burning down of churches and
ranches. Troops were sent from Manila to Batangas to quell the disturbance. But the
whole matter did not stop here; subsequently, the friars won their case and retained
the dispute lands, and their ownership of the lands remained intact after the end of the
Spanish regime.

When Gen. Emilio Aguinaldo came to power in 1899, the Malolos Constitution
which they crafted intended to confiscate the so-called friar lands and other large
estates. However, the first Philippine Republic was short-lived so that the plan to
confiscate the lands was never executed. Starting from the American period until the
present, regulations and laws were passed, as seen in the timeline; the evolution of
each law was created to address the problem and needs of the farmers.

Let’s do this!

142 | P a g e
1. Create a proposal that provides recommendations and/or solutions on the
current issues of Agrarian reform along with its impact due to the Covid-19. Use
the given format in drafting your proposal. Take into consideration the following;
a. How should the current agrarian reform be amended due to threats of
the global pandemic?
b. You may opt to draft a new equitable policy that would improve the
present agrarian system in general.
c. Provide at least 3 recommendation and its salient points of the agrarian
reform that you will draft.

RECOMMENDATIONS

143 | P a g e
LESSON 2
Title: The Philippine Constitution

INTENDED LEARNING OUTCOMES

After the lesson, You are expected to:

1. Explain the importance and purpose of a constitution.
2. Identify the similarities and differences of each constitution.
3. Establish better understanding of the creation of each constitution.

You will learn that…

A constitution is defined as the fundamental law of a nation or state, also refers
to as the “body of rules and principles in accordance with which the powers of
sovereignty is regularly exercised”. It is the fundamental framework of the government.
A constitution is a written instrument that established and limits the distribution of
powers of the government in its several branches; the framework also creates a clear
distinction of the rights of an individual. A constitution is also known as the highest
expression of the law.

The purposes of a constitution are as follows;

1.) It prescribes the kind of government that will exist in the state.
2.) It creates the different departments and specifies their respective functions
and duties.
3.) It is the source of the sovereign powers of a government by establishing the
fixed, first or basic principles.
4.) It promotes public welfare. The constitution establishes the rights of the
people which the government is obligated to protect.

144 | P a g e
There are seven constitutions framed in the country, from the Biak-na-Bato
constitution stemmed from the revolution against Spain and lasted for only two years
until the present constitution that the Philippines follow, the 1987 constitution. The
topic will only focus on four constitutions, namely; 1899 Malolos Constitution, 1935
Constitution, 1973 Constitutions and the 1987 Constitutions.

Let’s Begin!
Before you write you essay, take a look at the guide on how to make your short
essay.
Components of a Short Essay

1) Thesis
There are two things to consider when writing a short essay: placement and complexity. The
shorter your essay, the earlier your thesis should appear. If you are writing a 3-4 paragraph
essay, your thesis should be one of the first three sentences. If you are writing 1-2 paragraph
essay, your thesis should be in the first sentence and should also function as an acting hook.
The thesis must be both interesting and all-encapsulating. The shorter your essay is, the less
time there is for nonsense, and the greater the need to cut straight to the chase.

It is also important to be aware of the complexity of your topic. Pick topics for which you have
enough room to elaborate. Do not cite three or four pieces of supporting evidence in an
elaborate thesis if you are only allowed 500 words. If you only have a few paragraphs to write
your essay, you will likely only have room for one main point of supporting evidence. Keep your
thesis short and limit your supporting points, since you always need to set aside plenty of room
in your essay for introspection.

2) Topic Sentences
It is important to delineate the entirety of your argument at the very beginning of the paragraph.
You want your message to be extremely accessible, so make it snappy! Do not wait until the end
of the paragraph—and definitely not until the end of the essay—to present your argument.
Present, support, and introspect.

3) Supporting Evidence
Try to limit the amount of sentences dedicated to supporting evidence. If possible, have one
sentence rather than two citing a story, anecdote, or example. This may seem difficult, but it is
important to provide only the details that are necessary for understanding the main idea of your
essay. If you cannot find a way to fit supporting evidence in just one or two sentences, use a
different example altogether. There are certain topics that require a lot of room for explanation,
so be careful not to choose a topic for your essay that will require too much evidence to support.

4) Introspection
While we always recommend not getting sidetracked in a 5-6 paragraph essay, it is even more
crucial that you do not allow yourself to stray away from the point in a short essay. Any sentence
that is not directly relevant to your thesis not only weakens your argument but also takes up
valuable space.

145 | P a g e
5) Conclusion
The strongest way to end a short essay is to include a brief summary of your main argument and
a statement that includes the implications of your thesis on your future. This will depict you as a
goal-oriented and forward-thinking person without veering you too far from the main idea of your
essay.
Limit your conclusion to no more than three sentences. Conclusions are important, but you do
not waste time and space rehashing points that were already made.

Taken from: https://writingcenter.prompt.com/writing-short-essay

Activity 1: Read the purposes of the constitution and choose the most
important constitution to you and explain, in a short essay.

Purpose:________________________________________________________
___________________________________________

146 | P a g e
147 | P a g e
Read me!
Before we proceed to the Activity 2, read first the overview of 4 different
constitutions.

The Malolos Republic Constitution (1899)

Filipinos began creating a constitution for the independent nation
that is to be recognized by foreign bodies two weeks after the declaration of
Philippine Independence on June 12, 1898 by Emilio Aguinaldo from the
window if his house in Kawit, Cavite, and waved the Philippine flag. A
convening congress was held in Malolos, Bulacan for an election directed to
the delegates in provinces that were free from Spanish forces, as for areas
still in battle with the Spanish forces, Aguinaldo appointed its delegates.
On September 15, 1898, the congress held its inaugural session at
Barasoain Church in Malolos where it held its election of officers as well as
ratifying the Independence declaration in Kawit.
The constitution was drafted by the representatives of the Filipino
people, headed by Felipe Calderon and aided by Cayetano Arellano on
October 25. The Malolos Constitution was the first republican constitution in
Asia and was inspired by various countries such as Mexico, Belgium, France,
Costa Rica, Brazil and Belgium. The draft was voted twice as the issues on
the union of the Church and State where Catholicism would be the state
religion.
The first were a tie and the second voting was approved by one vote
and was approved by the Malolos congress. Due conflict of the content of
the draft where the supreme power lies in a legislative body as it is the
representative of the Filipino people, this means that election of President,
judiciary and Supreme Court will be selected by legislative body, the Malolos
Congress. The approval of the constitution was delayed due to the objection
of Mabini, the document was finally approved by Aguinaldo on January 21.
The main features of the Malolos Constitution were as follows;
1) It is based on democratic traditions in which the
government formed was “popular, representative and
responsible” with three distinctive branches – the
executive, legislative and judicial.
2) It called for a presidential form of government with the
president elected for a term of four years by a majority of
the Assembly convened as a constituent assembly;

148 | P a g e 3) It recognized the freedom of religion and the separation of

1935 Constitution
After the establishment American government in the Philippines
in 1901, Filipinos was only given roles in legislative functions when the
Philippine Assembly was established on October 16, 1907. At the
administration of Governor-General Francis Burton Harrion (1913-
1921), the Filipinization policy of government was put in place,
enabling the Filipinos to partake in running the government and an
opportunity to govern themselves better.
A year later, the Jones Law of 1916 also known as the Philippine
Autonomy Act was passed by the US congress. The law reorganized
the government where the legislature of the Senate and the House
Representatives will be composed of Filipinos. The new Philippine
Legislature was inaugurated on October 16, 1916.
The prospect of gaining independence was still in the minds of
the Filipinos, Sergio Osmeña and Manuel L. Quezon revive the issue of
immediate independence for the Filipinos and was expressed by
sending at least 5 Philippine independence mission to the US Congress
from 1918 to 1932. The effort payed off when Quezon brought the
Tydings-McDuffie Act also known as the Philippine Independence Act,
the bill was signed by President Franklin Roosevelt on March 24, 1934.
The bill set July 4 after the tenth year of the commonwealth as date of
Philippine independence and was accepted by the Philippine
Legislature on May 1, 1934.
An election was held on July 10, 1934 to vote for delegates in
writing the constitution for the Philippines, and subsequently approved
on February 8, 1935 by the convention. The 1935 constitution was
approved by President Roosevelt on March 23, 1935 and was ratified
by the Filipino people in a plebiscite on May 14, 1935.
Some salient features of the 1935 Constitution:
a) A bicameral legislature composed of a senate and House
of Representatives.
b) The President is to be elected to a four-year term
together with the Vice-President without re-election;

149 | P a g e
1973 Constitution
On June 1, 1971, A Constitutional Convention was convened
at the Manila Hotel with the purpose of a new constitution that is
inclined in meeting the new challenges facing the country due to
growing communist insurgencies since its formation in 1946. The
formulation of the new constitution was during the second term of
President Ferdinand Marcos, but was put on halt as he declared
martial law on September 21, 1972.
The convention resumed after he abolished Congress and
reorganized the congress, a draft constitution was approved on
November 30. The draft was submitted to a “citizen assemblies”
that was formed to approve or reject the proposed constitution; the
constitution was approved during the plebiscite held from January
10-15, 1972. President Marcos signed Proclamation No. 1102 on
January 17, 1973 declaring the 1973 constitution ratified.
The 1973 Constitution extended the provision of presidential
term from 4 years to 6 years and replaces the form of government
to a parliamentary. The President is the symbolic head of state and
the Prime Minister, nominated by the president is the head of
government and acted as the head of the Cabinet.
The new constitution fuelled the dictatorship of the Marcos
regime brought horrors and tyranny experienced during the Martial
Law era from 1972 to 1983.
In 1981, amendments were made to the 1972 constitution
and the President restored to its original status and granted several
functions originally vested to the Prime Minister and the Cabinet.
The constitution was abolished after the EDSA People Power

150 | P a g e
1987 Constitution
The 1987 constitution was drafted by a Constitutional
Commission (CONCOM) that consists of 50 members headed by former
Justice Cecilia Muñoz Palma appointed by President Aquino. The
ConCom commenced its session on June 2 and completed the draft by
October 12, 1986, and was presented by October 15 to President
Aquino.
A nationwide information campaign was organized to gather
votes on the ratification of the draft on February 2, 1987. 9 days later,
a new constitution was proclaimed ratified where 17,059,495 voted for
it and only 5,058,714 voted against the ratification of a new
constitution.
The 1987 constitution consists of 18 articles with a preamble.
Some of significant provisions;
1. A presidential system of government with a bicameral Congress
that composes of a Senate and House of Representatives.
2. Recognition of ARMM (Autonomous Region of Muslim Filipino in
Mindanao).
3. Creation of a Commission on Human Rights that provides
appropriate legal measures for the protection of Human Rights.
Completed provisions of the 1987 constitution;
PREAMBLE
ARTICLE I National Territory
ARTICLE II Declaration of Principles and State Policies
ARTICLE III Bill of Rights
ARTICLE IV Citizenship
ARTICLE V Suffrage
ARTICLE VI Legislative Department
ARTICLE VII Executive Department
ARTICLE VIII Judicial Department
ARTICLE IX Constitutional Commissions
ARTICLE X Local Government
ARTICLE XI Accountability of Public Officers
ARTICLE XII National Economy and Patrimony
ARTICLE XIII Social Justice and Human Rights
ARTICLE XIV Education, Science and Technology, Arts,
Culture and Sports
ARTICLE XV The Family
ARTICLE XVI General Provisions
ARTICLE XVII Amendments or Revisions
ARTICLE XVIII Transitory Provisions

Three branches of Government:

1. Executive – headed by the President and Cabinet
2. Legislative – composed of Senate (headed by Senate
President) and House of Representatives (headed by the
Speaker of the House).
3. Judiciary – composed of Supreme Court (headed by the
Chief Justice and the lower courts)

151 | P a g e
Activity 2: Create a Graphic Organizer containing the similarities and
differences of each Constitution.

FORM OF SIMILARITIES DIFERRENCES

GOVERNMENT

152 | P a g e
Think about this!
1. Why do you think that a constitution is considered as a “the highest expression of
the law”?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________________________
2. Let’s look at your graphic organizer, what are your thoughts of each constitution?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________________________

153 | P a g e
3. How do you think the previous constitutions helped in the creation of our current
constitution (1987 Constitution)?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________________________

Let’s learn this!

The creation of the constitution is deeply rooted on achieving independence
from foreign bodies, being able to lead and govern its own people. The constitution
provides freedom and rights of the civilian, and imposes limitations to the distributions
of powers in different branches of the government to avoid abuse of power.

The Malolos Republic was the first democratic government of the country that
had a form of governance that included management of social services, education,
creation of Army, a monetary system and diplomatic activities. The Republic was
short-lived and met its demise at the start of the Philippine-American War in February
1899and ceased to exist with the capture of President Aguinaldo in Palanan, Isabela
in March 1901.

The 1935 Constitution provided the legal basis of the Commonwealth

Government which was considered a transition government before the granting of the
Philippine independence, the law served as the fundamental law of land from 1933 to
1972.

The 1973 constitution is the only parliamentary form of government created by

President Ferdinand Marcos after his declaration of Martial on September 21, 1972
but was later on abolished by the succeeding President. President Cory Aquino

154 | P a g e
replaces the previous constitution after violations committed during the Marcos
dictatorship. The 1987 constitution is the current constitution that the Philippines
follow, drafted by the Constitutional Commission.
Let’s do this!
1. Write a short essay with not more than 500 words and in 4-5 paragraphs,
provide also a title. Focus on the question;
a. Among the four constitution mentioned, which constitution do you think
offered the least benefits to the nation?

Rubric for essay

10-7 6-4 3-1 1-0
Content Substantial and Central idea is
Have a central No central idea
specific central idea. vague; weak idea but unable and supporting
Able to provide strong supporting to provide details.
supporting details and details and lacks specific
show originality and focus. supporting
focus. details.
Organization Logically organized; Somewhat Lacks Not logically
well-structured, logically organization in organized;
displaying an organized; ideas and Ideas are vague
introduction, body and central idea is central idea. and disconnects
conclusion. Critical evident yet ideas with the central
thinking is present. do not logically idea.
follows.
Style Writing is coherent, Inconsistent Sentences do Minimal in
consistent and able to arrangements of not support the variety word
encapsulate the main content in central idea. choice and
point of the essay supporting the Limited use of control.
with clarity. Uses central idea. variety of words.
variety of words and
sentence structure.

155 | P a g e
Let’s answer!

156 | P a g e
LESSON 3
Title: Taxation

INTENDED LEARNING OUTCOMES

After the lesson, You are expected to:

1. Explain the nature and purpose of taxation
2. Differentiate the types of national and local taxes in the Philippines
3. Demonstrate good comprehension on the issue of TRAIN Law

You will learn that…

Taxation is laying tax through which government generates income and funds
for governmental programs and services to be enjoyed by the people. A tax imposed
by the law through the Bureau of Internal Revenue which is enforced as voluntary and
mandatory contributions proportionately to the citizen’s ability to pay, property,
business transactions, privileges and benefits.

157 | P a g e
Let’s Begin!
Activity 1: Write 5 ideas or thoughts about taxation. You can write a word or
sentence form on each post it.

158 | P a g e
Read me!
Before we begin with our second activity, read the types of national and local
taxes.

Types of National Taxes;

1. Capital Gains Tax is a tax imposed on gains that may have been realized by the seller from the
sale, exchange, or other disposition of capital assets located in the Philippines. This includes pacto
de retro sales and other forms of conditional sale.
2. Documentary Stamp Tax is a tax on documents, instruments, loan agreements and papers
evidencing the acceptance, assignment, sale or transfer of an obligation, rights, or property incident
thereto.
3. Donor's Tax is a tax on a donation or gift, and is imposed on the gratuitous transfer of property
between two or more persons who are living at the time of the transfer.
4. Estate Tax is a tax on the right of the deceased person to transmit his/her estate to his/her lawful
heirs and beneficiaries at the time of death and on certain transfers which are made by law as
equivalent to testamentary disposition.
5. Income Tax is a tax on all yearly profits arising from property, profession, trades or offices or as a
tax on a person’s income, emoluments, profits and the like.
6. Percentage Tax is a business tax imposed on persons or entities who sell or lease goods, properties
or services in the course of trade or business whose gross annual sales or receipts do not exceed
P550,000 and are not VAT-registered.
7. Value-Added Tax is a business tax imposed and collected from the seller in the course of trade or
business on every sale of properties (real or personal) lease of goods or properties (real or personal)
or vendors of services. It is an indirect tax, thus, it can be passed on to the buyer.
8. Withholding Tax on Compensation is the tax withheld from individuals receiving purely
compensation income.
9. Expanded Withholding Tax is a kind of withholding tax which is prescribed only for certain
payors and is creditable against the income tax due of the payee for the taxable quarter year.
10. Final Withholding Tax is a kind of withholding tax which is prescribed only for certain payors and
is not creditable against the income tax due of the payee for the taxable year. Income Tax withheld
constitutes the full and final payment of the Income Tax due from the payee on the said income.
11. Withholding Tax on Government Money Payments is the withholding tax withheld by government
offices and instrumentalities, including government-owned or -controlled corporations and local
government units, before making any payments to private individuals, corporations, partnerships
and/or associations.
12. Excise Tax is a tax on the production, sale or consumption of a commodity in a country. It applies
to goods manufactured or produced in the Philippines for domestic sale or consumption or for any
other disposition; and to imported goods.
159 | P a g e
Types of Local Taxes;
1. Tax on Transfer of Real Property Ownership is imposed on the sale, donation, barter, or
on any other mode of transferring ownership or title of real property.
2. Tax on Business of Printing and Publication is imposed on the business of persons
engaged in the printing and/or publication of books, cards, posters, leaflets, handbills,
certificates, receipts, pamphlets, and other of similar nature.
3. Franchise Tax is a tax imposed to franchised businesses, at a rate exceeding fifty percent
(50%) of one percent (1%) of the gross annual receipts for the preceding calendar year based
on the incoming receipt, or realized, within its territorial jurisdiction.
4. Tax on Sand, Gravel and Other Quarry Resources is a tax imposed on ordinary stones,
sand, gravel, earth, and other quarry resources, as defined under the National Internal
Revenue Code, as amended, extracted from public lands or from the beds of seas, lakes,
rivers, streams, creeks, and other public waters within its territorial jurisdiction.
5. Professional Tax is annual tax on each person engaged in the exercise or practice of his
profession requiring government examination, like Civil Service Exam.
6. Amusement Tax is a tax to be collected from the proprietors, lessees, or operators of
theaters, cinemas, concert halls, circuses, boxing stadia, and other places of amusement.
7. Annual Fixed Tax For Every Delivery Truck or Van of Manufacturers or Producers,
Wholesalers of, Dealers, or Retailers in, Certain Products is an annual fixed tax for every
truck, van or any vehicle used by manufacturers, producers, wholesalers, dealers or retailers
in the delivery or distribution of distilled spirits, fermented liquors, soft drinks, cigars and
cigarettes, and other products to sales outlets, consumers, whether directly or indirectly,
within the province.
8. Tax on business is a tax imposed by the local government on businesses before the issuance
of business permit and its operation. Tax rates vary in different cities and municipalities.
9. Fees for Sealing and Licensing of Weights and Measures is imposed for the sealing and
licensing of weights and measures at such reasonable rates as shall be prescribed by the
Sangguniang Bayan.
10. Fishery Rentals, Fees and Charges are imposed by the municipalities or cities to grantees
of fishery privileges to erect fish corrals, oyster, mussels or other aquatic beds or bangus fry
areas, within a definite zone of the municipal waters.

160 | P a g e
11. Community Tax is a tax imposed by cities or municipalities to every Filipino and alien residing in
the Philippines. Eighteen years old and over, who are regularly employed on a wage or salary basis
for at least 30 consecutive working days, or engaged in business or occupation, or who own a real
property with an aggregate assessed value of one thousand or more, and etc. it is also imposed on
every corporations despite its location is engaged in or doing business in the Philippines.
12. Service Fees or Charges are collected for reasonable fees or charges for services rendered in
connection with the regulation or the use of Barangay-owned properties or service facilities such as
palay, copra, or tobacco dryers.
13. Barangay Clearance is a fee collected by barangays upon the issuance of barangay clearance.

161 | P a g e
Activity 2: Ask your parents, siblings, guardians etc. on which of types of
taxation they have paid. Make a list of their answers and categorize the types of taxes.

NATIONAL TAXES LOCAL TAXES

Think about this!

1. Upon reading the types of taxation? What have you noticed?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

162 | P a g e
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________
2. How are the national taxes similar and/or difference to local taxes?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________

Let’s learn this!

Taxation brings revenues that is used to funds the expenses of the country. The
contributions gathered both voluntary and mandatory on individuals and businesses
are accumulated for the functioning of the government machineries. The national
taxation is based on the Republic Act 1997 otherwise known as the Tax Reform Arm
Act of 1997.

National taxes are paid to the government through the Bureau of the National
Revenue; one example is the Value-Added Tax of certain tax rate (0% to 12%) which
is imposed on the sales of good, services and properties sold. The local taxation is
based on the local taxation in the Philippines, the taxes, fees, or charges are imposed
by the local government units as stated in Republic Act 7160 or the Local government
code of 1991. The payment of tax id directed to the local government and not to the
national government through BIR.

Let’s do this!
1. Read the article on the Package 1: Train and write a personal position paper
about the effectiveness of the response of the government to Covid 19.

163 | P a g e
2. The rubric for the grading system is the same with the previous activity. (See
lesson 2)

General Information
This page offers an overview of tax developments being reported globally by KPMG member firms in
response to the Novel Coronavirus (COVID-19).

The content will be updated regularly. However, due to the fast-moving pace of change, it may not
always reflect the most current developments in a given jurisdiction. Please refer to the date of
accuracy and refer to the relevant links, under additional information, for original source information.

Date accurate as of: 13 April 2020

As of 07 April 2020, the Office of the President of the Republic of the Philippines has issued a
memorandum extending the period of the enhanced community quarantine (ECQ) to 30 April 2020.
Previously the ECQ would have ended by 12 April 2020.

 The following issuances by the Philippine Department of Finance (DOF) and the Bureau of
Internal Revenue (BIR), as the national tax authority under the direct control and supervision
of the DOF were released to address the deadlines for tax filings/payments/ submissions in
relation to the extension of the ECQ. Hence, the latest issuances may supersede or amend
the previously reported issuances .
Revenue Regulations (RR) No. 09-2020 (approved 06 April 2020, effective from 16 March 2020 to 25
June 2020), provides full deductibility against the gross income of the donor-Corporation/donor-
individual for the following donations/gifts, when given for the sole and exclusive purpose of
combatting COVID-19 during the period of the state of national emergency under RA No. 11469:

 Cash donations
 Donations of all critical or needed healthcare equipment or supplies
 Relief goods such as, but not limited to, food packs (rice, canned goods, noodles, etc.) and
water
 Use of property, whether real or personal (shuttle service, use of lots/buildings)
To be entitled to full deductibility, the donations shall be made to any of the following donees:

 National Government or any entity created by any of its agencies (including public hospitals)
which is not conducted for profit, or to any political subdivision of the said Government,
including fully-owned government corporations
 Accredited non-stock, non-profit educational and/or charitable, religious, cultural or social
welfare corporation, institution, foundation, non-government organization, trust or philanthropic
organization and/or research institution or organization
The said RR provides for further conditions and requirements for full deductibility of said donations.

 Revenue Memorandum Circular (RMC) No. 38-2020, 08 April 2020, extends the deadline of the
availment of tax amnesty on delinquencies under RR no. 4-2019, as amended by RR no. 5-
2020 in relation to RMC No. 33-2020 from 23 May 2020 to 08 June 2020.
 RMC No. 39-2020, 08 April 2020, extends the due dates further for the submission and/or filing
of certain documents and/or returns as well as payment of certain taxes under RR No. 07-
2020. With the extension of ECQ to 30 April 2020, the extended due dates enumerated in

164 | P a g e
Section 2 of RR No. 07-2020 are further extended for a period of 15 calendar days, except
those where the extended due dates granted are reckoned from the lifting of the state of
emergency (ECQ).
 The filing and submission of BIR Form 2551Q (Quarterly Percentage Tax Return), which was
originally due on 25 April 2020, is extended to 25 May 2020.

To address the pandemic caused by COVID-19, the Philippine Government enacted into law a
Republic Act declaring a state of emergency. This law, otherwise known as “Bayanihan to Heal as One
Act” or the Bayanihan Act, is effective from 25 March 2020 to 25 June 2020, and is the basis for all
subsequent government actions. Concurrent with the Bayanihan Act, Presidential Proclamation No.
929, effective 17 March 2020, imposed an enhanced community quarantine (ECQ) over the entire
island of Luzon (where the capital and the major business centers are located) for the period from 17
March 2020 to 12 April 2020. The following are the salient provisions related to tax measures of the
Bayanihan Act:
1. Liberalize
the grant of incentives for the manufacture or importation of critical or needed
equipment or supplies for the carrying-out of the policy declared herein, including healthcare
equipment and supplies: Provided, that importation of these equipment and supplies shall be
exempt from import duties, taxes, and other fees;
2. Move statutory deadlines and timelines for the filing and submission of any document, the
payment of taxes, fees, and other charges required by law, and the grant of any benefit, in
order to ease the burden on individuals under Community Quarantine;
3. Direct all banks, quasi-banks, financing companies, lending companies, and other financial
institutions, public and private, including the Government Service Insurance System, Social
Security System and Pag-ibig Fund, to implement a minimum of a thirty (30)-day grace period
for the payment of all loans including but not limited to salary, personal, housing, and motor
vehicle loans, as well as credit card payments, falling due within the period of the ECQ without
incurring interests, penalties, fees or other charges. Persons with multiple loans shall likewise
be given the minimum thirty (30)-day grace period for every loan.
4. Pursuant to the Bayanihan Act, the Philippine Department of Finance (DOF) has issued
Implementing Rules and Regulations (IRR) dated 01 April 2020. Specific to tax emergency
measures, the IRR state that no documentary stamp tax (DST) will be imposed on the
borrowers whose loan(s) with principal and/or interest fall due within the ECQ Period, since
said borrowers shall be entitled to a 30-day grace period without incurring interest on interest,
penalties, fees and other charges. Further, no DST will be imposed on credit extension and
credit restructuring, micro-lending including those obtained from pawnshops and extensions
thereof during the ECQ Period.
To address the pandemic caused by COVID-19, the Philippine Government enacted into law a
Republic Act declaring a state of emergency. This law, otherwise known as “Bayanihan to Heal as One
Act” or the Bayanihan Act, is effective from 25 March 2020 to 25 June 2020, and is the basis for all
subsequent government actions. Concurrent with the Bayanihan Act, Presidential Proclamation No.
929, effective 17 March 2020, imposed an enhanced community quarantine (ECQ) over the entire
island of Luzon (where the capital and the major business centers are located) for the period from 17
March 2020 to 12 April 2020. The following are the salient provisions related to tax measures of the
Bayanihan Act:
5. Liberalize
the grant of incentives for the manufacture or importation of critical or needed
equipment or supplies for the carrying-out of the policy declared herein, including healthcare
equipment and supplies: Provided, that importation of these equipment and supplies shall be
165 | P a g e
exempt from import duties, taxes, and other fees;
6. Move statutory deadlines and timelines for the filing and submission of any document, the
payment of taxes, fees, and other charges required by law, and the grant of any benefit, in
order to ease the burden on individuals under Community Quarantine;
7. Direct all banks, quasi-banks, financing companies, lending companies, and other financial
institutions, public and private, including the Government Service Insurance System, Social
Security System and Pag-ibig Fund, to implement a minimum of a thirty (30)-day grace period
for the payment of all loans including but not limited to salary, personal, housing, and motor
vehicle loans, as well as credit card payments, falling due within the period of the ECQ without
incurring interests, penalties, fees or other charges. Persons with multiple loans shall likewise
be given the minimum thirty (30)-day grace period for every loan.
8. Pursuant to the Bayanihan Act, the Philippine Department of Finance (DOF) has issued
Implementing Rules and Regulations (IRR) dated 01 April 2020. Specific to tax emergency
measures, the IRR state that no documentary stamp tax (DST) will be imposed on the
borrowers whose loan(s) with principal and/or interest fall due within the ECQ Period, since
said borrowers shall be entitled to a 30-day grace period without incurring interest on interest,
penalties, fees and other charges. Further, no DST will be imposed on credit extension and
credit restructuring, micro-lending including those obtained from pawnshops and extensions
thereof during the ECQ Period.

The Bureau of Internal Revenue (BIR), as the national tax authority under the direct control and
supervision of the DOF, has released the following major issuances to implement the Bayanihan Act:

 RR No. 08-2020 (approved 01 April 2020), providing for the grant of exemption from DST,
including DST imposed under Sections 179, 195 and 198 of the Tax Code, on credit
extensions and credit restructuring, micro-lending including those obtained from pawnshops
and extensions thereof during the ECQ Period.
 RR No. 07-2020 (approved 30 March 2020, effective immediately), moves the statutory
deadline for filing various tax returns by thirty (30) days, if the deadlines are within certain
dates, primarily within the period of emergency beginning 16 March 2020. Specifically, the
deadline to file 2019 annual income tax returns (AITRs) for all taxpayers is moved from 15
April 2020 to 15 May 2020, without the imposition of penalties. The required attachments to
the 2019 AITRs may be submitted on or before 01 June 2020.
 Revenue Regulations (RR) No. 06-2020 (approved 30 March 2020, effective immediately):
 Exempts the importation of critical or needed healthcare equipment or supplies intended to
combat the COVID-19 public health emergency from the value-added tax (VAT), excise taxes
(if applicable), and other fees.
 Exempts the importation of materials needed to make health equipment and supplies deemed
as critical or needed to address the current public health emergency from the VAT, excise tax
(if applicable) and other fees, provided that the importing manufacturer is included in the
Master List of the Department of Trade and Industry (DTI) and other incentive granting bodies.
 Exempts the importations above from the need to secure an authority to release imported
goods (ATRIG) as issued by the BIR.
 Exempts the donations of the above imported goods from donor’s tax, if the donations are made
to, or for the use of the National Government or any entity created by any of its agencies

166 | P a g e
which is not conducted for profit, or to any political subdivision of the said Government.
 Revenue Memorandum Circular (RMC) No. 34-2020 (approved 30 March 2020, effective
immediately), which suspends the running of the statute of limitations for the BIR to issue
deficiency tax assessments and collection notices. The BIR is effectively given an extension of
five (5) months from 24 August 2020 within which to issue deficiency tax assessments and
collection notices for taxable years that would have otherwise been barred from being
assessed and collected from 16 March 2020 to 24 August 2020.
 BIR Advisory dated 30 March 2020, advising taxpayers to disregard the penalties computed by
the electronic Filing and Payment System (eFPS) and pay only the basic tax due, provided
that the payment shall be made on or before the extended deadline that is on 15 May 2020.
The Bureau of Customs (BoC), likewise under the direct control and supervision of the DOF, has
issued Customs Administrative Order (CAO) No. 07-2020, which exempts the importation of critical
health equipment and supplies from customs duties and taxes, for the period from 25 March 2020 to
25 June 2020.

Taken from: https://home.kpmg/xx/en/home/insights/2020/04/philippines-tax-developments-in-

response-to-covid-19.html

Let’s answer!

167 | P a g e
LESSON 4

168 | P a g e
Title: Filipino-American Relations

INTENDED LEARNING OUTCOMES

After the lesson, You are expected to:

1. Identify different influences of the United States to the Philippines
2. Analyse the contributions of the United States to the Philippines
3. Reflect on the importance of the influence to the Filipinos.

You will learn that…

The relations of two countries are rooted to the historical and cultural ties after
America colonized the Philippine and established an American Government in the
country. In 1946, the US established diplomatic relations with the Philippines.

The strong foundation for security partnership paved way for 1951 U.S –
Philippines Mutual Defense that begun after the World War II. The economic cooperation
and personal ties provide additional avenues to engage on a range of bilateral, regional,
and global issues. The long withstanding history with America can be seen in in various
aspects of a modern Filipino, the influx of Filipino-American descends, exchange
programs between the United States and the Philippines.

Let’s Begin!
Activity 1: Observe and identify at least 4 influences (both tangible and
intangible) that you think is a proof of US influence on the Filipinos.

169 | P a g e
Activity 2: Provide a brief description of the 4 your identified influences.

1. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________

2. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________

3. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

170 | P a g e
_______________________________________________________________________
___________________________________________

4. _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________

Think about this!

1. Among the identified influence, what are the common features you found?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________
2. Does the contribution brought by the United States are positive or negative? Explain.

171 | P a g e
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________
Let’s learn this!
The first contact between the Philippines and began when ambassador craft
approach Emilio of another during his exile in Singapore in April 1898, promising
Aguinaldo the Philippine independence. 1898 Mark the official involvement of the
United States of America in the Philippines, when commodore Dewey sail from Hong
Kong to the Philippines and defeated this Spaniards fleet in Manila Bay on May in May
1, 1898.

Despite the expectance of the Filipino revolutionaries who partake in the battle
of Manila Bay in attaining their sough freedom, freedom was not given. As they
succeeded in ousting the Spanish colonizers, the country was taken under the
American colonial rule, with the treaty of Paris in February 4, 1899.

The annexation proceeded as US policymakers in the Philippines in capable of

self-rule, and establishes a colonial government in 1900 under future president William
Hall right calf. This ignited the Philippine American war, which consisted of two
phases. The first phase lasted from February to November 1899 that was led by
Aguinaldo and the second phase marks the shit to Greeley style warfare.

The war lasted for 14 years open and close parentheses 1899 to 1913) this had
brought numerous casualties on both sides. The Philippines became an autonomous
commonwealth in 1935, and granted independence in 1946.

172 | P a g e
Let’s do this!
1. Write a reflection paper on how important the US-Philippine relations to the Filipinos.

173 | P a g e
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________

174 | P a g e
LESSON 5
Title: Government Peace Treaties with the Muslim Filipino

INTENDED LEARNING OUTCOMES

After the lesson, You are expected to:

1. Recognize the importance of Peace Treaties
2. Relate to the struggles of the Muslim Filipinos
3. Propose recommendations and/or solutions on a current issue relating to the
Muslim Filipinos

You will learn that…

Situated in the Southern part of the Archipalego, Minadanao is vastly populated
with Indigenous Muslim Filipinos. The Muslim population has always been subjected to
marginalization and discrimination, dated earlier from the Spanish colonization (1564-
1898) up until the US colonial administration (1898-1945). The formulation of the Moro
National Liberation Front in 1969 is rooted in establishing a Self-determining Moro
identity in Bangsamoro (Indonesian for ‘Muslim Nation’) which would be established
within the territorial provinces and peninsular regions of in Mindanao, Sulu and
Palawan.

Let’s Begin!
Activity 1: Read the instructions below and perform the activity.
1. Read the timeline of the efforts of the government in addressing the Peace
Treaties with the Moro.
Timeline of Peace Treaties between the Government of the Philippines and the Muslim
Filipinos;
Marcos Negotiations with the MNLF
 1969 – The Moro National Liberation Front was established
 1972 – The MNLF engaged in an armed struggle for independence with the
government after President Ferdinand Marcos declared Martial law on September 21,
1972.
 1976 – President Marcos signed the Tripoli Agreement between the Government of

175 | P a g e
the Philippines and MNLF that grants the autonomy to the Moro.
 1979 – The President issued Presidential Decree No. 1618 that issues the
implementation of Regions IX and XII as part of the Autonomy.
 1984 – After disagreements of many moro’s on the decree of autonomy, the Moro
Islamic Liberation Front (MILF) was created out of MNLF.
Aquino Process with the MNLF
 1986-1992 – Corazon Aquino succeed Marcos and resumed peace talks with the
MNLF, produced the Jeddah Accord in 1987 in an attempt to further discussions on a
democratic process for Mindanao. This was ultimately restricted by the 1987
Constitution.
1989 – The government provided the Organic Act for the Autonomous Region in Muslim
Mindanao (ARMM) following a plebiscite. The MNLF rejected the Organic Act, as well as the
plebiscite-formulated ARMM thus negotiations were halted until 1992.
Ramos Process with MNLF
1996 – Final Agreement on the Implementation of 1976 Tripoli Agreement was signed
between the Philippine Government and MNLF. The agreement was intended as a two-stage
process;
a) Phase I – 3 year transition period to join MNLF elements to the Armed
Forces of the Philippines (AFP) and undergo intensive socio-economic
rehabilitation in the region.
b) Phase II – consists of the devolution of powers and repeal of the Organic
Act (RA 6734).
Domestic Stage Process with the MILF
 1996 – New peace process begun with what the MILF describe as the ‘Domestic
Stage’ where solely internal actors participate and negotiate in peace talks that
focuses on the establishment and maintenance of ceasefire and create a suitable
environment to further progress in discussion of the ‘Bangsamoro Question’.
 2000 – Agreement on General Framework for the Resumptions of peace talks was
signed, establishing the international community in the peace talks, beginning the
Diplomatic Stage of peace talks.
Diplomatic Stage Process with the MILF
 The negotiations started in 1997 with an agreement on a general cessation of
hostilities. In the Tripoli Agreement (2001) the parties defined a negotiation agenda
with three main elements: security (which had already been agreed on in 2001);
humanitarian response, rehabilitation and development (agreed in 2002); and

176 | P a g e
ancestral territories (2008).
 July 2008 - During the term of former president Gloria Macapagal-Arroyo, the
government and the Moro Islamic Liberation Front announced the creation of the
Memorandum of Agreement-Ancestral Domain (MOA-AD), a document that outlined
the creation of a Bangsamoro Juridical Entity with its own police, military, and judicial
systems.
- The MOA-AD proposed the creation of an autonomous political region.
 October 2008 - After issuing a temporary restraining order on the signing of the MOA-
AD, the Supreme Court declared the agreement unconstitutional and illegal.
 October 2012 - The government and the MILF released the Framework of Agreement
on the Bangsamoro, paving the way for a new autonomous political entity — the
Bangsamoro.
- It was signed in ceremonies held in Malacañan Palace, witnessed by President
Benigno S. Aquino III, Malaysian Prime Minister Dato’ Sri Mohd Najib Bin Tun Haji
Abdul Razak, and other dignitaries.
 March 27, 2014 - The Comprehensive Agreement on the Bangsamoro (CAB) was
signed in a ceremony, thus concluding 17 years of negotiations between the
Government of the Philippines and the Moro Islamic Liberation Front.
 January 25 2015 - In a mission to capture Malaysian terrorist Zulkifli bin Hir, alias
"Marwan", some 44 members of the police Special Action Force died in an encounter
against the MILF and Bangsamoro Islamic Freedom Fighters in Mamasapano,
Maguindanao. The botched operation also claimed the lives of 18 rebels and five
civilians.
 May 20, 2015 - With a 50-17 vote and one abstention, the House Ad Hoc Committee
on the BBL approved the draft and the committee report of the proposed measure,
which was then renamed the Basic Law for the Bangsamoro Autonomous Region
(BLBAR).
 August 11, 2015 - Former Senator Bongbong Marcos said 17 senators had signed the
committee report on the substitute bill on the BBL, which was then renamed the
Bangsamoro Autonomous Region Law.
 December 8, 2015 - Aquino met with lawmakers to discuss what would become of the
BBL, as the measure had been pending in the House plenary for second reading since

177 | P a g e
September due to lack of quorum.
 The 16th Congress eventually failed to pass the BBL when it adjourned in February
2016.
 June 30, 2016 - The first Philippine president from Mindanao, Rodrigo Duterte,
assumed office. His campaign heavily promised on bringing peace in the war-torn area
through the passage of BBL.
 July 19, 2017 - Duterte met with MNLF founder and leader Nur Misuari to discuss the
BBL and the shift to federalism after the group rejected the passage due to
complicated issues.
 January 25, 2018 Senators Miguel Zubiri, Sonny Angara, JV Ejercito, and Risa
Hontiveros conducted the first public consultation in Mindanao on the proposed BBL,
which took place in Cotabato City in Maguindanao.
 May 30-31, 2018 - Voting 227-11-2, the House of Representatives approved its
version of the proposed BBL, or House Bill 6475, on third and final reading on May 30.
The Senate, after discussing provisions of the bill for about 10 hours, voted 21-0 early
May 31 to approve its version, Senate Bill 1717.
 July 18, 2018 - The bicameral committee approved the final version of the BBL, now
called the Organic Law for the Bangsamoro Autonomous Region in Muslim Mindanao
(OLBARMM).
 It will be parliamentary-democratic, a first in the country. It will be headed by the
regional leader called the Chief Minister, who will preside over an 80-member
parliament.
 July 24, 2018 - The House of Representatives, now at the helm of new House Speaker
Rep. Gloria Macapagal Arroyo, ratified the OLBARMM.

2. After reading the article, answer the following:

a) Provide at least 5 events which you think important (past-current)
b) Provide a brief description or explanation.

178 | P a g e
TIMELINE IMPORTANT EVENT DESCRIPTION/EXPLANATION

Activity 2: Make a summary for the cause and effect graphic organizer of the
Government treaties with the Muslim Filipinos.

CAUSE EFFECT

179 | P a g e
180 | P a g e
Think about this!
1. In your own opinion, why do you think the Muslim Filipinos persevere in
achieving an autonomous region?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________
2. Do you consider the OLBARMM as the answer for independence?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________

Let’s learn this!

The Muslim Filipinos have been subjected to various mistreatments brought but
the colonizers until the current times. The Moro’s started their fight for independence
with the government after the declaration of Martial Law and was granted Region IX

181 | P a g e
and XII as part of the autonomy after then President Ferdinand Marcos signed the
Presidential decree No. 1618.

The granting of autonomy did not satisfy some of the member of the MNLF,
MILF was created that is composed of the Moro’s not in favour of the Presidential
decree.

182 | P a g e
Let’s do this!
Write a learning report about the Government Peace treaties with the Muslim Filipinos
while following the three important parts;
a) Summary: Identify, describe and explain the major points you gleaned from the
reading.
b) Insights: Identify, describe and explain at least 3 new insights. The insights
show a change in student’s perspective and provide new learning’s on the
topic.
c) Application: Identify at least 2 current issues that the Muslim Filipinos are facing
and propose at least 2 recommendations and solutions to address the issues.

_______________________________________________________

183 | P a g e
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

LESSON 6
Title: Filipino Cultural Heritage

INTENDED LEARNING OUTCOMES

After the lesson, You are expected to:

1. Identify historical landmarks recognized by the NACP
184 | P a g e
2. Recognize the significance of the cultural heritage in our identity as a Filipino
3. Create a tourism brochure promoting the local cultural heritage

You will learn that…

Cultural heritage is an expression of the way of lives of the people from the
past, passing customs, places, objects, artistic expressions and values from
generations to generations. This can be experienced as tangible where objects are
movable (paintings, sculpture, etc.) or intangible (oral traditions, performing arts, etc.).
Cultural heritage also takes in the form of nature and structure, natural sites with
cultural aspects such as landscapes, physical, biological or geological formations.

The Philippines offers a number of cultural heritage sites that depicts the
richness of history and culture of our ancestor. In the earliest days, country was part of
the business trading post in Southeast Asia and later on the trans-pacific galleon
trade. The transition and fusion of various colonial occupations, offered an undeniable
formation and impression of the country, shaping the culture and structure of our
society as we know now.

Let’s Begin!
Activity 1: Identify the 3 historical site and/or landmarks among the pictures
below. Put a check beside the name once you identified your answer.

Sheik Karim al Makdum Mosque, Coastal Mall

Tawi-Tawi

185 | P a g e
Aguinaldo shrine Sky ranch

Fantasy world Fort Pilar Zamboanga

Activity 2: Give a brief explanation on your choice.

HISTO RICAL SITES OR LANDMARKS

EXPLANATION

186 | P a g e
3.

Think about this!

1. How did you find the activity? Was it difficult to identify the historical sites and
landmarks? Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________
2. Do you think cultural heritage are a reflection of the richness of the Philippine history?
Expound.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
187 | P a g e
____________________________________________________________________
__________________________________________________________
3. Is it important that we protect and preserve our cultural heritage? Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________

Let’s learn this!

Many of these historical landmarks and sites are recognized by the NHCP or
the National Historical Commission of the Philippines. Through the Republic Act
10086, NHCP is “responsible for the conservation and preservation of the country’s
historical legacies. Its major thrusts encompass an ambitious cultural program on
historical studies, curatorial works, architectural conservation, Philippine heraldry,
historical information dissemination activities, restoration and preservation of relics and
memorabilia of heroes and other renowned Filipinos.

The NHCP undertakes the commemoration of signiﬁcant events and

personages in Philippine history and safeguard the blazoning of the national
government and its political divisions and instrumentalities.” Historical information’s are
disseminated through the recognition of landmarks and historical sites, thus
transforming them through various tourist spots that not only generate monetary
income, but to also invoke historical awareness to visitors and students.

188 | P a g e
In aiding to expand the knowledge on the historical landmarks and cultures in the
Philippines, we can visit government run and private run museums that host to various
artefacts, documents, archives, etc.
1. National Museum Complex;
a) National Museum of Fine Arts (Old Legislative Building)
b) National Museum of Anthropology (Old Finance Building)
c) National Museum of Natural History (Old Agricultural and Commerce
Building
d) National Planetarium
2. Private museums and other institutions also partake in preserving our
heritage; most of the artefacts are through special collections privately
owned. Some examples of private museums are as follows;
a) UST Museum of Arts and Sciences located at the University of Santo
Tomas campus
b) Ayala Museum in Makati
c) Lopez Museum and Library located in Ortigas
d) Cultural Center of the Philippines

The continuous growth of historical awareness of the past and its significance in
shaping the history and culture of the country, prompted to put value in preserving the
historical structures found in the country. As the awareness grew, so are the issues of
human induced risks and climate change, hence the enactment of the Republic Act
No. 10066 or known as the “National Cultural Heritage Act of 2009” that was signed in
March 25, 2009. This led to the creation of the Philippine Registry of Cultural Property,
introduced the rules and regulations in preserving historic buildings that are over 50
years. In the pursuit of cultural preservation as a strategy for maintaining Filipino
Identity, the Act seeks to pursue the following;
a) Protect, preserve, conserve and promote the nation’s cultural
heritage, its property and histories, and the ethnicity of communities;
b) Establish and strengthen cultural institutions; and
c) Protect cultural workers and ensure their professional development
and well-being.

Let’s do this!
189 | P a g e
1. Before making the travel brochure, read a guide in creating a brochure
2. Create a travel brochure that showcases the local historical sites and
landmarks.
3. Be creative by using colors and other materials to boost the aesthetics of
your brochure.
4. You may draw the historical sites and landmarks as an exchange of
providing a photo.

Look at this!

190 | P a g e
Things to Include in your Travel Brochure
By: Andrea Nicole

Travel brochures describe a destination, hotel, service or tour with the intention of
promotion. You can use them as mailings to prospective customers, include them in
brochure racks and have them available at your office or business location. As travelers
often collect brochures and other literature when planning a holiday, brochures can be very
effective marketing tools. You must, however, be sure to include all the necessary
information and plan your inclusions carefully.

A Good Cover
This is the first thing that people will see and it should immediately answer three questions:
1. Who is advertising? (your business) 2. Where you are located? 3. What are you selling?
Make the cover visually compelling and keep it simple. Use professional quality images.

Description of the Benefit

Tell your potential customers not only what you are offering, but why they will enjoy it. This
will require knowledge of your target audience, so research this if you haven't already.
Create a personal message to that audience letting them know why they specifically should
participate in your offering.

Call to Action
Your brochure should focus on one specific objective. If you are announcing new offerings,
make sure the brochure explains them and their benefits. A brochure that is intended to
describe a travel product should be detailed and provide plenty of pictures and descriptions.
You should include a statement telling people what you want them to do next and how they
can become involved.

Product Explanation
Describe the facilities completely and include attractive photographs. Include information
about special services, promotions and events. Tell them what differentiates you from the
competition.

Recreational Activities
List not only the facilities and activities available to your guests but also any public sites that
they may be able to take advantage of during their stay. Entertainment is an important part
of travel, so be sure you include all the fun things your guests will experience with your
travel product.

Geographic Information
List the address, contact details and a map to help people find you. If you are located in a
place that is difficult to get to, include comprehensive directions. Include your website
address if you have one.

Pictures
Travel is a very visual product category. People want to see where they are going and only
high quality professional images can achieve this. Include several photos that best
showcases your product. Be careful, however, not to mislead people by using old phots or
pictures that misrepresent your offerings.

191 | P a g e
https://bizfluent.com/info-8263649-parts-brochure.html

SAMPLE TEMPLATE
TRAVEL
BROCHURE
PICTURE/DRAWING OF PICTURE/DRAWING OF
PLACE TO VISIT PLACE TO VISIT
(historical sites and (historical sites and
landmarks) landmarks)
NAME OF PLACE

REASONS TO VISIT THE FUN THINGS TO DO WHEN

HISTORICAL SITES OR VISITING THE HISTORICAL
LANDMARKS SITES OR LANDMARKS!

 List of things fun to

 List of reason to visit do
the historical sites or  List of things fun to
landmarks do
 List of reason to visit  List of things fun to PICTURE/DRAWING OF
the historical sites or do THE CITY/PLACE
landmarks  List of things fun to
 List of reason to visit do
the historical sites or  List of things fun to
landmarks do
 List of reason to visit
the historical sites or
landmarks
 List of reason to visit
the historical sites or
landmarks PICTURE/DRAWING OF SHORT BACKGROUND OF
PLACE TO VISIT THE CITY
(historical sites and
landmarks)

Rubric for Travel brochure

Content 60PTS
Organization 25PTS
Style/Creativity 15PTS
TOTAL 100PTS

192 | P a g e
References:

Agrarian Reform History. (n.d.). Retrieved June 15, 2020, from https://www.dar.gov.ph/about-
us/agrarian-reform-history/

Anderson, E. A., Dr. (n.d.). The Encomienda in Early Philippine Colonial History. Retrieved
June 20, 2020, from
https://www.asj.upd.edu.ph/mediabox/archive/ASJ-14-2-1976/anderson-encomienda-
philippine-history.pdf

Palafox, Q. J. (2012, September 12). The Constitution of the Philippine Commonwealth.

Retrieved June 20, 2020, from http://nhcp.gov.ph/the-constitution-of-the-philippine-
commonwealth/#:~:text=The%201935%20Constitution%20provided%20the,government
%20system%20after%20American%20government.

The Constitution of the Republic of the Philippines: GOVPH. (n.d.). Retrieved June 20, 2020,
from https://www.officialgazette.gov.ph/constitutions/1987-constitution/

National historical Commission of the Philippines (2012, September 7). The First Philippine
Republic. Retrieved June 20, 2020, from http://nhcp.gov.ph/the-first-philippine-republic/

De Leon, Hector. The Fundaentals of Taxation. Manila: Rex Books Store, 2016.

Bell, Christine. Utley, Vanessa. (2015) Chronology of Mindanao Peace Agreements.

Retrieved from https://www.politicalsettlements.org/wp-content/uploads/2015/10/Briefing-
Paper-Philippines-Mindanao-Chronology.pdf

Herbolzheimer, Kristian. (2015) The peace process in Mindanao, the Philippines: evolution
and lessons learned. Retrieved from
https://www.files.ethz.ch/isn/195220/a6c4f7339db9c90cd15a63c85405404e.pdf

Torres, Jose V. Batis: Sources in Philippine History. C & E Publishing , Inc., 2018

Blount, James H. (1912) The American Occupation of the Philippines 1898–1912. Retrieved
from
http://www.gutenberg.org/files/36542/36542-h/36542-h.htm

193 | P a g e
194 | P a g e
MODULE 5: LOCAL HISTORY, MUSEUMS,

AND CULTURAL COMMUNITIES

IN MINDANAO

LESSON 1

TITLE: LOCAL HISTORY

INTENDED LEARNING OUTCOMES

After studying this lesson, students should be able to:
 Show interest in our local history promoting and preserving
the cultural heritage.
 Design ways of doing local and oral history to gain first-hand
information for research purposes.
 Analyze how the present situation come into existence
through keen observation of the compiled information
from both the primary and secondary resources.
 Value & Appreciate the many changes in society and
culture that have taken place through time because of
generation’s action and decisions.

INTRODUCTION

Local History should be taken as primary concern of many of us for it

brings us closer to our hometown. We become conscious of own uniqueness,
practices, and desires. One may never achieve a fuller understanding of the
Filipinos and the Philippines if failed to study the History of own town, City,
Province or Region. One may achieve this by knowing the historical contributions
of his own local place to regional advancement that also led to national
development.

ACTIVITY: READ ME!!!

195 | P a g e
THE LOCAL HISTORY

Local history is the key to understanding the different cultures and

perspective of small communities. It represents the past events and experiences
of a municipality, countryside, a residential area, or a metropolis neighborhood.
Local historical aims to gain a better insight upon others and ourselves. The
national history can be completely read and realized when there are collective
recordings of the local history, which reflects vivid illustrations of the general
course of national history.

It enables the student gain a greater interest in history. His mind is not
only filled with the historical events and dates but helps him also analyze the small
details that made his local history unique from the others. The study of local
history gives the students a better sense of truthfulness on the surrounding that he
lives with.

GOALS OF LOCAL HISTORY

The goal of the local history is to allow students to be directly engaged in

doing and be concerned on community upliftment. When the students participate
in the gathering of the data, they should bear in mind that this will bring them the
higher sense of community involvement, collaboration and commitment. Local
history can be outsourced by using primary source and secondary source. The
actual information given by witnesses through interviews are important just like the
recorded history.

WHY LOCAL HISTORY MATTERS

Local history gives us a whole new perspective towards crucial events that took
place in our communities. In the past, the writing of history was concentrated in the
general events that transpired in a country. History would make us understand the rise
and fall of civilizations, the historical development of politics and economy and all events
about the national history of the country. History in the small and unrecognizable events
of the family, friends and locality also help play part in making and shaping the history
today.

196 | P a g e
LOCAL HISTORY TEACHES ABOUT COMMUNITY
Local history gives us better understanding of the past events and allows us to
perceive what is best for the future. In the research of the history of a place like
Cotabato it is known that originally the place was named after the Maguindanao word
KUTA WATO and the Malay Bruneian word KOTA BATU, or City of Stone; KOTA means
City and BATU means Rock or Stone. This explains how the name Cotabato comes
from.
Settlements in Cotabato City started in 1475 and was developed as the Capital
town of Mindanao in the 17th century under Sultan Dipatwan Qudarat who reigned the
city that time. In the 19 th century Sultan Makakua ruled and roads, bridges and wharves
were constructed which gave rise to the birth of modern day Cotabato which enticed the
inhabitants from Zamboanga and Visayas to migrate and settle here. Chinese nationals
were assimilated into the population by intermarriages with the native Maguindanaons
In the 20th century when Americans started to rule the Philippines, Cotabato
became the capital town of Cotabato province and became the chartered city in 1959.

IMPORTANCE OF LOCAL HISTORY IN THE PHILIPPINE HISTORY

The nation’s history must be the epitome of every single history of its
components. No town or province exists independently of the country, and vice-
versa. Local history is the primary concern of many of us for it brings us closer to our
hometown. One may never achieve a fuller understanding of Filipinos and the
Philippines if he fails to study the history of his own town, city, province or region. One
has to know the historical contributions of his own local place to the regional
advancement that also led to National development.

ABSTRACTION:

Local history concentrates on the local community or teaches you about your
community. It incorporates cultural and social aspects of history. The study of local
history gives the students a better sense of authenticity.

197 | P a g e
The goal of local history is to teach students to care about the place they live,
appreciate the historical and cultural environment, to value and understand the
historical heritage, political, religious and economic conditions of the people of the
past and present.

ANALYSIS:

1. Cite some reasons why our community is on that kind of ECONOMIC and
HEALTH status which may include gender, family income or livelihood and ethnicity.
Analyze the result then give your comments and suggestions.

2.Analyze the effects of the 2 years back barangay officials management to the
present situation.

APPLICATIONS

1. In relation to the effect process of the local history to the national history how will
you
a. your family
b. education
c. Business
2. How is your community or city getting its name? Relate the story from its origin to
the present time by means of a Pictures or a Drawing.

198 | P a g e
LESSON 2

TITLE: BRIEF HISTORY OF MINDANAO ISLAND

INTENDED LEARNING OUTCOMES

After studying this lesson, you are expected to:

 Acquaint oneself to the brief history of the Mindanao Island

 Identify the foreign colonizers in the Philippines affecting the

Mindanao Island’s history

 Appreciate the important dates of historical events in Mindanao

INTRODUCTIONS

Mindanao is the third and second largest island in the Philippines

next to Luzon. It is situated at the southern part of the archipelago surrounded
by the Bohol,
Philippine, Celebes, and Sulu sea. The island is marked by peninsulas and is
heavily indented by the Davao and Moro Gulfs in the south and by the Iligan
Bay in the North. The long, semicircular Zamboanga Peninsula (west) extends
southwesterly towards the Sulu archipelago and Borneo, and the Cotabato and
Surigao peninsulas extend south and north respectively. Mindanao is
composed of Region IX, X, XI, Caraga, ARMM and SOCCSKSARGEN or
Region XII

ACTIVITY: READ ME!!!

MINDANAO BEFORE COLONIZATION

Rugged, faulted mountains and volcanoes occur in many areas.
Mount Apo, at 9,692 feet (2,954 meters), is an active volcano in the southern

199 | P a g e
part of the Central highlands; it is the highest peak in the Philippines. The
Island ha narrow coastal plains, and Mindanao and Agusan river systems form
broad, fertile basins and extensive swamps. Lake Lanao (Lake Sultan Alonto),
created by a lava dam, has an area of 134 square miles (347 square km.).
The island has a marsh-game refuge and bird sanctuary. The rare Philippine
Eagle is found in Mindanao.
Mindanao has been considered the country’s “pioneer frontier”
because of its large found undeveloped fertile lands. There was no population
increase until migration of some natives from other islands which started in
mid-20th century. The chief crops are corn (maize), rice, Abaca, Bananas,
pineapples, mangoes and coconut, Ramie (a timber plant), coffee and cacao
are also grown. Gold, nickel, and coal deposits are also found in the island.
Chartered Cities include Zamboanga City, Cotabato City, Davao City, Cagayan
de Oro City and Butuan.
Mindanao has the largest concentration of ethnic minorities in the
Philippines. They include the Maguindanao, Maranao, Ilanun and Sangil.
These are all Muslim groups who are sometimes collectively called MORO.
There are other minorities found in the uplands include T’boli, Subanon,
Bukidnon. Bagobo, Mandaya and Manobo. Another significant group residing
in Mindanao is the Tiruray whose religion is a mixture of Christian, Muslim, and
local beliefs.
The island is a Muslim outpost in the predominantly Roman Catholic
Philippines. Although Muslims are no longer the majority, Islamic Culture is
evident where Mosque and unique brassware including the KRIS or DAGGER.
Mindanao derive its name from Maguindanaons who constituted the largest
sultanate. Maps made in the 17 th and 18th centuries suggests that the name
must be used to refer to the natives at that time.
Before the colonization, migrants from the neighboring Asian
countries occupied Zamboanga. The Subanons from the Malay origin was
known to be the early people of the peninsula.

MINDANAO DURING COLONIZATION TIME

Upon the Spaniards arrival in the Philippines, they were dismayed to find
such a strong Muslim presence on the island, having just expelled the Moors
200 | P a g e
from Spain after countries of fighting. In fact, the name Moros (the Spain word
for “Moors”) was given to the Muslim inhabitants by the Spanish. Caesarea
Caroli was the name given by Villalobos to the island of Mindanao when he
reached near it. Caesarea Caroli referred to Charles V of the Holy Roman
Empire (and I of Spain.) Throughout the Spanish regime, Zamboanga became
the capital seat of the Gobierno-Politico –Militar for the entire Mindanao.
Zamboanga also became the Spanish Garrison because of its strategic location.
Hence, Zamboanga had open its port to International Maritime Trading with the
rest of the European countries during the 18 th century which resulted in better
economic opportunities.
The beginning of Davao as a distinct Geopolitical entity started during the
last 50 years of the Spanish rule in the country. The conquest of the Davao Gulf
area in 1848 paved the way for the establish of the Spanish de Facto
Government in Davao. Although as early as 1620, Spanish Sovereignty already
reigned in the Northeastern coast of Mindanao down to Bislig.

In 1848, Don Jose Cruz de Oyanguren, a native of Vergara Guipuzcoa,

Spain, received A special grant from Don Narciso Claveria, the Governor-
General of the archipelago. He was ordered to conquer and subdue the entire
Gulf District, expel or pacify the Moros, and establish the Christian religion.
Oyanguren arrived in Davao as head of the colonizing expedition comprising 70
men and women. They found an ally in Datu Daupan, chief of the Samal
Mandayas who saw in Oyanguren venture a chance to get Datu Bago, a muslim
head of Davao Gulf, who had treated the Mandayas as vassals. Oyanguren
engaged in several fight and failed until help came from Zamboanga headed by
Don Manuel Quesada, navy commanding general joined the attack against Datu
Bago and successfully drive out Datu Bago who fled to the different Muslim
communities with the hope of continuing the fight someday. Oyanguren then
was reported to have peaceful possession of the Davao Gulf
Moro Wars (1901-1913), in Philippines history, was a series of scattered
campaigns involving American troops and Muslim bands on Mindanao,
Philippines. The Moro fought for religious rather than political reasons, and their
actions were unconnected with those of the Filipino revolutionaries who
conducted the Philippine-American War (1899-1902).
201 | P a g e
The next colonizer were the Americans after the Spanish-American war
when the Spaniards were defeated. Cotabato became the Chartered City on
June 20, 1959 and Datu Mandi Sinsuat became the first elected mayor.
Sporadic fighting took place in 1901-1903. Moros attack the American troops
near lake Lanao in Mindanao. The best known of the American-Moro battles
occurred in March 1906 at the top of Mount Dajo in the island of Jolo. The
Americans continued the colonization program in Mindanao. In 1930, the US
authorities encouraged Christians to migrate to the southern region of Mindanao,
which was mostly populated by muslims. On February 27, 1939 the 62 pioneers
(primarily agricultural and trade graduates) were the first big batch of settlers to
land in Gensan with the mission to industriously cultivate fertile expand of land.
After this first influx of pioneers, thousands more from Luzon and Visayas had
subsequently migrated into the area and the B’laan tribe started to dispersed to
the mountains thereby losing their livelihood.
The Americans used their control over property and land laws to let
American corporations and Christian settlers take over the natives’ resources.
The natives, especially those who refused to Christianity, became victims of land
grabbing by the migrants who were promised vast and fertile land by the
Spanish government.
Davao in Mindanao had a sizable population of Japanese immigrants. The
migration of the Japanese plantation workers flourished even in the early period
of 1900. They controlled the entire Abaca Industry under the American regime.
Davao became the biggest producer of ABACA in the whole country during the
period. The moros hated these Japanese immigrants and fought the Japanese
invaders when they landed at Davao.

MINDANAO AT THE MODERN TIME

At the beginning of the 20th century the Lumads controlled an area
which now covers 17 of Mindanao’s 24 provinces, but by the 1980 census, they
constitute less than 60% of the population of Mindanao and Sulu. Heavy
migration to Mindanao of Visayans, spurred by government-sponsored
resettlement programs, turned the indigenous Lumads and Moros into
minorities.
202 | P a g e
Massive Filipino Christian settlements continued after the Philippines
became independent from America. The Americans passed the rule to the
Christian Filipino. Land dispute between the Christian settlers and the
muslims and the tribal native broke out into violence. Then the Moro National
Liberation Front ( MNLF) was formed and the moro armed insurgency against
the Philippine rule happened. Because of this strife between the two groups,
the Philippine government encouraged the Filipino Christians in Mindanao to
form Militias called Ilaga to counter the Moro insurgency. The Ilaga was
responsible for the killing and other atrocities in Mindanao. They were
responsible for the Manili massacre in June 1971, which killed 65 muslims
civilians in a mosque. In 1950 there was an unprecedented influx of migrants
from other part of the Philippines to Mindanao particularly to Davao due to the
economic opportunities it offered.
In 1960’s the banana and pineapple industries became the source of
development. However social unrest was prevalent (Cantal et.al. 2014) In
1969 muslim scholar, Nur Misuari established the Moro National Liberation
Front (MNLF), which begins an armed campaign to put up a separate Islamic
State in the southern third of the country. Between the years 1972-1976, the
fighting rage between the government forces and the MNLF, which is
supported by some muslim nation.
In 1978 one of the MNLF, fierces ideologues, Salamat Hashim, split
from the MNLF and vowed to press ahead with the fight for the Independent
Islamic State. Salamat and Murad Ebrahim, another prominent rebel
commander, form the MILF in 1981.
After the 1986, EDSA Power Revolution that ousted Marcos, the
Aquino Administration launched Peace Talk with the MNLF. In 1989 the
Organic Act for the Autonomous for Muslim Mindanao (ARMM) was signed
into law.
In 1996, Misuari, on behalf of the MNLF, signed a final Peace
agreement with the Ramos government. That year the MILF, which had long
broken away from the MNLF, also entered informal talk with the Ramos
government. But the MILF peace project was put in a black burner, allowing
the organization to recruit, establish big camps in central Mindanao and
become the most significant Muslim movement.
203 | P a g e
Former President Joseph Estrada mobilized the entire Arm Forces to
crush the MILF and bring down its seat power in Camp Abubakar, central
Mindanao 2000. Former President Gloria Macapagal Arroyo resumed
negotiations with the MILF, taking a bold step in crafting a draft agreement
that triggered wide spread opposition from lawmakers and various sectors in
which the supreme court, later on declared unconstitutional. In response to
MILF commanders led attacks across mainly Christian areas of Mindanao.
In October 2021, the Aquino Administration signed a peace
agreement in Malacañang. It marks the first time the rebel group step into the
country seat of power. In March 2014, both parties signed the Comprehensive
Agreement on the Bangsamoro
(CAB)
The Bangsamoro is home to most of the countries Muslim or more
[population, composed of many ethnic groups such as MARANAO and the
TAUSUG, the BANGUINGUI (users of the vinta), as well as the collective
group of indigenous tribes known as the LUMAD.

ABSTRACTION:
.
Mindanao also commonly as Southern Philippines, is the second
largest island in the Philippines and named after the Maguindaons who
constituted the largest Sultanate historically; it includes Dinagat, Siargao,
Camiguin, Samal plus the Sulu archipelago; composed of Basilan, Sulu and
Tawi-Tawi.
The Native ethnic groups in Mindanao include the Lumads, namely
the Subanon of Zamboanga Peninsula, Yakan, Samal, the Bukidnon, the Ata
Manabos and the Agusan Manobos.
Mindanao is considered the ‘Major Breadbasket’ of the Philippines
and also known as “The Philippine Land of Promise”.
Mindanao is the next largest island at about 95,000 square kilometers
(36, 680 square miles).

204 | P a g e
ANALYSIS:

1. If you are one of the MORO in the Colonization period who experienced
defeat
in the fight for belief losing lives of many how will you apply the teaching of
Qur ‘an or bible to save life?

2. Evaluate the events of the present time. What are the main causes of the
series of conflict?

3. What suggestions can you share to your generations so as to avoid

happenings the mistakes of the past?

APPLICATION:
Create a timeline about the history of Mindanao. Events should be
described for each year period.

205 | P a g e
TITLE: MUSEUMS

INTENDED LEARNING OUTCOMES

After studying this lesson, you are expected to:

 Demonstrate insight into the role of museums in culture.

 Discover why museum is important in understanding history.

 Identify some accounts in the development of museum from the

past to the present

INTRODUCTION

Museums are important in housing some important historical

documents that would serve proofs of what had happened in the past for
viewing and observations of the many generations to come. These are
special places where heritage is preserved. These places provide the
authenticity of the historical writings through objects and artifacts. It
proves that the written documents learned by the students in the
classroom are authentic.

ACTIVITY: READ ME!!!

MAIN FUNCTIONS OF MUSEUMS

Museums has traditionally revolved around collecting, preserving,

researching and displaying objects. In the last 50 years, a greater emphasis has
been placed on exhibitions, interpretations, learning and audiences.
History consumed in museums is closer to what might be termed public
history than the history that circulates within the academy. Despite the rapid

206 | P a g e
expansion of museum collection, throughout the last century historians have
preferred to research in the familiar comfort of the archive and the library rather
than in the museum object store.
Recently, historians have become more engaged by objects as new
technology has resulted in digitized collections being made available through the
internet. They have also become more involved in the development of new
museum galleries and temporary exhibitions. The history of museums and of
collecting has become a specialist field all of its own.

UNDERSTANDING MUSEUMS
Museums contain records of human presence and the individual
experience of people. When examining actual objects and artifacts as primary
sources of information, one may be able to see the authentic experience as well as the
meanings that it may bring to the audience. It served as evidences of the human
existence in the depiction of history. It also provides an important documentation upon
the different events and experiences in the world. Museums provide the authenticity
of the historical writings through objects and artifacts. It proves that the written
documents learned by the students in the classroom are authentic. Museums
demonstrate vital roles today in nurturing of democratic interchange of researched
knowledge. It is a valuable addition to civilization and societies. It provides precise
collections to interpret our different social histories

TYPES OF MUSEUM
A. General Museum

207 | P a g e
Holds collections in more than one subject and are therefore sometimes known as
multidisciplinary museums. Many were founded in the 18 th, 19th, or early 20th century.
Most originated in earlier private collections and reflected the encyclopedic spirit of
times. Certain general museums reflect the influence of cultural contact made through
trade. Some museums hold a number of important specialized collections that would
qualify them to be group in more than one category of specialization. This is true
particularly of many of the large general museums, which may have collections in one
or more fields equal to if not exceeding the quantity and quality of material exhibited in
a specialized museum.

B. Natural History and Natural Science Museum

These museums are concerned with the natural world, their collections may
contain specimens of birds, mammals, insects, plants, rocks, minerals and fossils.
These museums have their origins in the cabinet of curiosities built up by prominent
individuals in Europe during the renaissance and enlightenment with the development

208 | P a g e
of the natural sciences in the 19th century, museums exhibiting objects from the natural
world flourished in their number multiplied.

C. Science and Technology Museums

Museums of Science and Technology are concerned with the development and
application of scientific ideas and instrumentation. Like museums of natural science
and natu ral history, Science Museums have their origins in the enlightenment. Some
of them developed from the collections of leaned society, others from private
collections such as the Teylers Museum at Haarlem, neath, in the 18th century.

D. Art Museums

209 | P a g e
The art museum (called art gallery) is concerned primarily with the objects as a
means of unneeded communication with its visitors. Aesthetic value is therefore a
major consideration in accepting items for the collection. Traditionally these
collections have comp lies painting, sculpture, and the decorative arts. A number of
Arts museums have included the industrial arts since the 19 th century, when they were
introduced, particularly to encourage good industrial design.

HISTORICAL SHRINES IN THE PHILIPPINES

1. Rizal Shrine is dedicated to the life, work of Jose Rizal is located in Sta. Clara Street,
Fort Santiago in Manila. This is fortified complex which houses the building Rizal
spent his last night and where his family later found concealed in an oil lamp, the
famous poem Mi Ultimo Adios.(My Last Farewell)
2. Pinaglabanan Shrine – commemorates the battle of San Juan del Monte, the first
attempt of the Katipuneros led by Andres Bonifacio and Emilio Jacinto to fight the
Spanish forces in late August of 1896.
3. Lapu-Lapu Shrine- is considered as the first Filipino hero who successfully defended
the Philippines from the Spanish invasion. He is a symbol of courage and success in
defeating enemies

ABSTRACTION:

210 | P a g e
Museums are buildings in which we see in many things of artistic,
cultural,
historical, traditional and objects of scientific interest. The role of museums is
to
collect objects and materials of cultural, religious and historical importance.
To
preserve, research and present them to the public for the purpose of
education
enjoyment and this is a non-profit, permanent institution in the service of
society.

ANALYSIS:

1.Show evidences of your respect to the three well known Historical Shrines
in the Philippine?

2.What do you think is the value of having these shrines? Justify your answer?

3.Cite vivid proofs of evidences on the importance of

a.Museums

b.Historical SHRINES

APPLICATION

211 | P a g e
2. From your observation at any of the museums mentioned how will you apply in
your own household what had the museum in-charged done in safeguarding the
exhibits? Explain

212 | P a g e
 LESSON -4

TITLE: CULTURAL COMMUNITIES IN MINDANAO

INTENDED LEARNING OUTCOMES

After studying this lesson, you are expected to:

 Use appropriate action and works in dealing with people in the

indigenous cultural communities.

 Identify cultural communities in Mindanao

 Discover the differences of the Lumads and the Muslims in Mindanao

 Analyze and compare different cultural communities ways of living

INTRODUCTION
Cultural communities in Mindanao are of two groups namely; the Lumads
and the Muslims. These two have differences in their beliefs and ways of living
though they are of the same category- cultural minorities.

ACTIVITY: READ ME!!!

THE LUMADS
The indigenous cultural communities in the Philippines- Lumads are believed
to make up about 10%t of the National Population also known as cultural
minorities, who had been pushed to the mountains and forest by the lowlanders
ever since towns and cities were built. Most of the ICC do not possess money or
private property and widely discriminated against, find it hard to integrate with

213 | P a g e
the mainstream society. With the destruction of the forest as well as with
efforts of the low land majority to assimilate them into Christian culture, the ICC
struggle to protect the ancestral domain and cultural identity.
Lumad are non-muslim or non-Christian, although “the orientation of their
cultural developments, appears to be toward the Muslim groups” (Jocano, 1998).
The anthropologist Felipe Landa Jocano stresses that “in most cases, language is
the only differentiating element in ethnic cultures, particularly among those which
occupy adjacent and contiguous territory.” Most of the ICC in Mindanao speak
languages belonging to the Manobo family of languages, except the B’laan, T’boli,
and Teduray.

1. The Cotabato Manobo is a group that traditionally live in southwest

highland of Mindanao. They are known as Dulangan and Tudag, they are
mostly Christians and have been largely assimilated and their traditional
culture had disappeared.
2. The Bagobos are the group that lives in a very mountainous region of
Mindanao between the upper Pilangi and Davao Rivers.
3. The Bilaanor B’laan- a group that lives in southcentral Mindanao.
4. The Bukidnon is a group that lives in highlands of north central Mindanao.
5. The Mandaya are the animist ethnic group that lives along the Mayo
River.
6. T’boli of Mindanao – lives in the southern part of the province of
Cotabato.

THE MUSLIMS
Muslims are the most significant minority in the Philippines. They are for
the most part remain outside the mainstream of national life, set apart by their
religion and way of life. The muslims are the believers of Islam. They possess a
culture which is different from that of the Christian Filipinos. Their culture has
been greatly influenced by Islam. They believe that Mohammed was the last
messenger of God. God’s message is written in the Holy Al-Qur’an.

Philippine Muslims consist of the following sub-groups defined on the basis of

language:
214 | P a g e
1. Maguindanao are the people living in Pulangi area located at North
Cotabato Sultan Kudarat and Maguindanao provinces
2. Maranao are the people of the Lake. Their homeland is called Lanao or
Lake. Their oldest settlement around here, and up to this day, and up to
this day highly on populated communities still at the lake.
3. Tausug is derived from Tau meaning “man” and Sug meaning “current”
and translate to the people of the current. Leaders from this region move
to other place of the country, spreading Islam and its system of
government of Tawi-Tawi, Palawan, Basilan, Zamboanga and Sabah
4. Sama are in Sulu archipelago, the Sama consisting of 5 sub-groups
including the Sama and the Badjao.
5. Yakan is the majority Muslim group in Basilan, South of Mindanao. They
have generally two spheres of belief integrating Islamic principles and
traditional beliefs into what is referred to as “folk Islam”.
6. Ilanun or Iranun are said by many to have been the origin of the ethnic
groups within the Lanao del Sur to the Maguindanao areas. The Iranun
language is infact seen in the maranao and maguindanao languages.
7. Kolibugan means “half bridge” . Originally from the Subanon tribes
8. Sangil are found in Balut, Sarangani part of South Cotabato and Davao
del Sur provinces
9. Kalagan are mostly found in Davao provinces. Their islamization was
achieve through the arrival of Magindanaon and the Tausug.
10. Muslim inhabitat of Palawan were Islamize through the Sulu sultanate,
through the Tausug who went there to introduce Islam to the local people.
11. Jama Mapun whose largest concentration is on the island of Cagayan de
Sulu
12. Badjao widely known as the sea gypsies
13. Subanon is a group of animist / and burn agriculturist that lives in the
forest interior in Southern Mindanao

215 | P a g e
ABSTRACTION:
Lumads are group of people of Austronesian indigenous people in the
Southern Philippines. It is a Cebuano term meaning “native or indigeneous.
Roman Catholic and Islam are the two religions most widely spread in Mindanao.
Qur’an is the Islamic sacred book and bible for the Christian.

ANALYSIS:
1.What historical contributions of the LUMADS to the development of
Mindanao?
2.What are the issues of the Muslims of Mindanao? Cite at least 2 example
and explain each?
3.Why there is a need of preserving the culture, values and traditions of the
lumads?

APPLICATION
1. How will you erase the feeling of discrimination among these cultural
minorities?

POST TEST: Direction-Write T if the statement is true and write F if it is false

(2 pts each)
1. The indigenous cultural communities In the Philippines are believed to make up
about 30% of the National population________
2. The Cotabato Manobo is a group that has traditionally live in the northwest
highland of Mindanao_________
3. The Bagobos are divided into four main groups________
4. Some upland Bagobo villages are very small and consist of only few families
living on a hill top.__________
5. The Bukidnon is a group that lives in the highland of North central Mindanao
________
6. Mandaya are animist ethnic group that lives along the Mayo river________
7. In the past the T’bolis practice slash and burn agriculture_________
216 | P a g e
8. The bukidnon have traditionally hunters of wild boar mountain deer and wild
animals_________
9. These days slash and burn agriculture is still possible________
10. The Bilaan people of Mindanao wrapped their dead inside the jar._______

POST TEST ANSWER KEY

LESSON 1 LESSON 2
I-Filling the blanks
1. Eyewitness 1. B
2. National 2. D
3. Secondary 3. C
4. Local history 4. D
5. Local history 5. B
6. Summary 6. D
7. Economic 7. C
8. 1475 8. B
9. Mindanao 9. A
10. Sultan Makakua 10.C

II Enumeration
1. Primary source
Secondary source
2. Kuta Wato
Kota Bato
3. Capital town
217 | P a g e
Chartered City
4. Sultan Dipatan Qudarat
Sultan Makakua

LESSON 3 LESSON 4
1. T 1. F
2. F 2. F
3. F 3. F
4. F 4. T
5. F 5. T
6. F 6. T
7. T 7. T
8. T 8. F
9. T 9. T
10. F 10. F

REFERENCES:
Alba, Jonas (2002) 5 Best Museums in the Philippines.Skycanner, Retrieved June 29,
2020 from http//skycanner.com ph./news/5-besmuseums.ph
Barrows, David P. PhD (1905) A History of the Philippines, New York, Cincinati:
Chicago American Book Company
Beckett J (2007) Writing Local History N.Y. USA Manchester University Press
Cole, M.C. (1910) Philippine Folklore Stories: Retrieved June 29, 2020 from http//
www.sacred-text.Com/Asia/pft/pf39 htm
Kammen, C. (2003) On Doing Local History Wallnut Creek; CA Altamea Press
Rodil, R. R.(2004) The minoroitization of the Indigenous Communities of Mindanao
and the Sulu Archipelago Alternate Forum for Research in Mindanao, Davao City

218 | P a g e

Counseling A Comprehensive Profession by Samuel T
100% (13)
Counseling A Comprehensive Profession by Samuel T
558 pages
IAO131 - Fresh Fever From The Skies
100% (19)
IAO131 - Fresh Fever From The Skies
736 pages
First Voyage Around The World
66% (67)
First Voyage Around The World
39 pages
01.typical Details of W-Beam Crash Barrier
No ratings yet
01.typical Details of W-Beam Crash Barrier
1 page
Telangana Schemes and Policies (2014-2024) Updated Book-Target TSPSC - 35390223 - 2024 - 06 - 24 - 11 - 08
50% (2)
Telangana Schemes and Policies (2014-2024) Updated Book-Target TSPSC - 35390223 - 2024 - 06 - 24 - 11 - 08
117 pages
Term Paper Ramyl
No ratings yet
Term Paper Ramyl
20 pages
RPH Reviewer
No ratings yet
RPH Reviewer
7 pages
Content and Contextual Analysis of (Travelogue) Antonio Pigafetta's First Voyage
No ratings yet
Content and Contextual Analysis of (Travelogue) Antonio Pigafetta's First Voyage
4 pages
Antonio Pigafetta: Group 1 Antonio Pigafetta: First Voyage Around The World
No ratings yet
Antonio Pigafetta: Group 1 Antonio Pigafetta: First Voyage Around The World
16 pages
History
No ratings yet
History
11 pages
Content and Contextual Analysis of Selected Primary Sources
No ratings yet
Content and Contextual Analysis of Selected Primary Sources
11 pages
Is Why History Matters. It Is Not Just 'Useful', It Is Essential."
No ratings yet
Is Why History Matters. It Is Not Just 'Useful', It Is Essential."
18 pages
First Voyage Around The World
No ratings yet
First Voyage Around The World
44 pages
Philippines History
No ratings yet
Philippines History
20 pages
Antonio Pigafetta's First Voyage Analysis
No ratings yet
Antonio Pigafetta's First Voyage Analysis
4 pages
Using A World and Philippine Map, Trace The Route of The Magellan Expedition (In Words)
No ratings yet
Using A World and Philippine Map, Trace The Route of The Magellan Expedition (In Words)
3 pages
First Voyage Around the World: Philippine History Insights
No ratings yet
First Voyage Around the World: Philippine History Insights
11 pages
Philippines History
No ratings yet
Philippines History
18 pages
CM 3 RPH
No ratings yet
CM 3 RPH
11 pages
Antonio Figapeta
100% (1)
Antonio Figapeta
22 pages
First Voyage Around The World GROUP 1 2
No ratings yet
First Voyage Around The World GROUP 1 2
5 pages
RPH Lesson 2 Antonio Pigafettas First Voyage Around The World
No ratings yet
RPH Lesson 2 Antonio Pigafettas First Voyage Around The World
72 pages
Philippine History Primary Sources Analysis
No ratings yet
Philippine History Primary Sources Analysis
23 pages
Module-2-Readings in Philippine History
No ratings yet
Module-2-Readings in Philippine History
15 pages
GE-SS-106-Written-Report-Chapter-2-Final Group 2
No ratings yet
GE-SS-106-Written-Report-Chapter-2-Final Group 2
25 pages
Antonio Pigafetta's The First Voyage Around The World, Group 1 - Reporting
No ratings yet
Antonio Pigafetta's The First Voyage Around The World, Group 1 - Reporting
11 pages
Prelim - Readings in Philippine History
No ratings yet
Prelim - Readings in Philippine History
10 pages
Engineering Students' History Analysis
No ratings yet
Engineering Students' History Analysis
9 pages
Historical Source Analysis Guide
100% (1)
Historical Source Analysis Guide
25 pages
Inbound 3613813139190065142
No ratings yet
Inbound 3613813139190065142
32 pages
DMK - Module4 GE2 RPH
No ratings yet
DMK - Module4 GE2 RPH
10 pages
Philippine History: Primary Sources
No ratings yet
Philippine History: Primary Sources
29 pages
Philippine History Primary Sources
No ratings yet
Philippine History Primary Sources
31 pages
Phil His Finals
No ratings yet
Phil His Finals
9 pages
Riphiewer
No ratings yet
Riphiewer
5 pages
First Voyage Around The World
100% (1)
First Voyage Around The World
20 pages
Summary of Selected Primary Source 1: Readings in Philippine History
No ratings yet
Summary of Selected Primary Source 1: Readings in Philippine History
13 pages
Post 3
No ratings yet
Post 3
5 pages
First Voyage Around The World
No ratings yet
First Voyage Around The World
35 pages
Expedition) : The First Voyage Around The World (The Magellan-Elcano
No ratings yet
Expedition) : The First Voyage Around The World (The Magellan-Elcano
3 pages
Module 2 RIPH
No ratings yet
Module 2 RIPH
23 pages
Group 1 Pigafetta Copy 2
No ratings yet
Group 1 Pigafetta Copy 2
53 pages
First Voyage Complete
No ratings yet
First Voyage Complete
5 pages
History Reviewer
No ratings yet
History Reviewer
5 pages
Pigafetta's Voyage Analysis
100% (1)
Pigafetta's Voyage Analysis
4 pages
Content and Contextual Analysis of Selected Primary Sources in Philippine History
No ratings yet
Content and Contextual Analysis of Selected Primary Sources in Philippine History
16 pages
Angelica C
No ratings yet
Angelica C
2 pages
Pigafetta's Voyage Journal Analysis
No ratings yet
Pigafetta's Voyage Journal Analysis
3 pages
First Voyage Around The World
No ratings yet
First Voyage Around The World
7 pages
Magellan's Voyage: Pigafetta's Account
No ratings yet
Magellan's Voyage: Pigafetta's Account
22 pages
GECREA
No ratings yet
GECREA
12 pages
Kasaysayan at Paglalayag ni Pigafetta
No ratings yet
Kasaysayan at Paglalayag ni Pigafetta
6 pages
Module 2
No ratings yet
Module 2
24 pages
I Ntroduction (Purpose of Presentation/ Relevance of Discussing The Topic)
No ratings yet
I Ntroduction (Purpose of Presentation/ Relevance of Discussing The Topic)
9 pages
CHAPTER 2 - Historical Sources (Voyage Magellan
No ratings yet
CHAPTER 2 - Historical Sources (Voyage Magellan
45 pages
HISTORY
No ratings yet
HISTORY
12 pages
Content and Contextual Analysis of Selected Primary Sources: 1. The First Voyage Around The World
100% (1)
Content and Contextual Analysis of Selected Primary Sources: 1. The First Voyage Around The World
8 pages
GE 6 Handout 2
No ratings yet
GE 6 Handout 2
45 pages
History
No ratings yet
History
3 pages
RPH Chap2
No ratings yet
RPH Chap2
30 pages
Module 3 RPH
No ratings yet
Module 3 RPH
9 pages
Document Analysis: First Voyage Around The World: By: Antonio Pigafetta
No ratings yet
Document Analysis: First Voyage Around The World: By: Antonio Pigafetta
5 pages
NSTP Module 1
No ratings yet
NSTP Module 1
7 pages
NSTP
No ratings yet
NSTP
2 pages
Intellectual Property: Group 3
No ratings yet
Intellectual Property: Group 3
19 pages
Case Study BSMT 3 A Group 6
No ratings yet
Case Study BSMT 3 A Group 6
5 pages
MT321 Module
No ratings yet
MT321 Module
5 pages
Check-List. Reading Check-List - 1
No ratings yet
Check-List. Reading Check-List - 1
10 pages
ENGM90006 Assignment 14 v1
No ratings yet
ENGM90006 Assignment 14 v1
3 pages
Social Studies Lesson Exemplar
100% (1)
Social Studies Lesson Exemplar
8 pages
IUT - Part 1 - Cross Section PDF
No ratings yet
IUT - Part 1 - Cross Section PDF
78 pages
Quick Guide - 2-ASIC - SEGA-GG REV2 - 0
No ratings yet
Quick Guide - 2-ASIC - SEGA-GG REV2 - 0
2 pages
FAR 1 All S25 Tests & Mock by Sir Nasir Abbas
No ratings yet
FAR 1 All S25 Tests & Mock by Sir Nasir Abbas
73 pages
Wonderlic Test Answer Key & Ranks
No ratings yet
Wonderlic Test Answer Key & Ranks
2 pages
Cbse Xii - MT - 06 (Assignment) (14-07-2025) - 11891 - Sol
No ratings yet
Cbse Xii - MT - 06 (Assignment) (14-07-2025) - 11891 - Sol
16 pages
Mechanical Properties of Solids
No ratings yet
Mechanical Properties of Solids
34 pages
Ready To Progress Assessment
No ratings yet
Ready To Progress Assessment
5 pages
Triguna Concept in Indian Psychology
No ratings yet
Triguna Concept in Indian Psychology
18 pages
THINK L2 Unit 4 Vocabulary Extension
No ratings yet
THINK L2 Unit 4 Vocabulary Extension
2 pages
Tensor and General Relativity
100% (1)
Tensor and General Relativity
88 pages
Career Counseling Competencies Guide
100% (1)
Career Counseling Competencies Guide
13 pages
Interlocking Paver Block Making Cost: Top Layer 500
No ratings yet
Interlocking Paver Block Making Cost: Top Layer 500
5 pages
Phrasal Verbs For Travel: Grammar Quiz
No ratings yet
Phrasal Verbs For Travel: Grammar Quiz
4 pages
University of Cebu-Main: Philippine Popular Culture
No ratings yet
University of Cebu-Main: Philippine Popular Culture
145 pages
Asdaf Kabupaten Kutai Kartanegara, Provinsikalimantan Timur Program Studi Keuangan Publik
No ratings yet
Asdaf Kabupaten Kutai Kartanegara, Provinsikalimantan Timur Program Studi Keuangan Publik
13 pages
DLL Basic Cal. June 19-21-23 Week 12
No ratings yet
DLL Basic Cal. June 19-21-23 Week 12
3 pages
w2 - For Students - w2 - Preparation For Chap 5
No ratings yet
w2 - For Students - w2 - Preparation For Chap 5
3 pages
United States District Court Northern District of California
No ratings yet
United States District Court Northern District of California
1 page
Flow Chart
No ratings yet
Flow Chart
1 page
Annex D
No ratings yet
Annex D
1 page
Structure of RNA
No ratings yet
Structure of RNA
36 pages
Gravitation
75% (4)
Gravitation
23 pages
The Philippine Cultural Values and Entrepreneurship
100% (2)
The Philippine Cultural Values and Entrepreneurship
16 pages