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CONTENTS
Introduction
1. Course Description.................................................................................... 4
2. Course Requirements................................................................................ 5
3. Learning Competencies............................................................................. 7
4. Study Schedule.......................................................................................... 7

UNIT The Meaning and Relevance of History

1 Learning Objectives....................................................................................... 8
Pre-Test........................................................................................................ 8
1.What is History?......................................................................................... 8
2. The Basics of Historiography.................................................................... 10
a. Historical Sources............................................................................ 10
b. Historical Criticisms......................................................................... 13
c. Colonial Historiography................................................................... 15
d. Philippine Historiography after WWII............................................. 16
e. Characteristics of Contemporary
Philippine historiography............................................................ 18

UNIT Content and Contextual Analysis of Selected Primary Resources

II Learning Objectives...................................................................................... 20
Pre-Test........................................................................................................ 20
1. Manunggul Jar........................................................................................... 21
2. Battle of Mactan........................................................................................ 22
3. Act of Declaration of Philippine Independence......................................... 26

UNIT “One Past But Many Histories”: Controversies and Conflicting Views in the
III Philippine History
Learning Objectives...................................................................................... 35
Pre-Test........................................................................................................ 35
1. The Site of First Mass: A Re-examination of the Evidence........................ 36
2. The Cavite Mutiny..................................................................................... 40
3. The Retraction of Rizal.............................................................................. 44
4. The First Cry of the Revolution.................................................................. 50
a. Dr. Pio Valenzuelas’ “Cry of Pugadlwain”............................................ 50
b. Guillermo Msangkay “The Cry of Balintawak”.................................... 51
c. Santiago Alvarez “The Cry of Bahay Toro”........................................... 52
d. Gregoria de Jesus Version of thefirstCry............................................. 53

UNIT SOCIAL, POLITICAL, ECONOMIC and CULTURAL ISSUES IN THE PHILIPPINES

IV Learning Objectives....................................................................................... 56
Pre-Test......................................................................................................... 56
1. The Agrarian Reform of the Philippines.................................................. 56
a. Pre-Spanish Period.............................................................................. 57
b. Spanish Period.................................................................................... 57
c. First Philippine Republic...................................................................... 57
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 d. American Period.................................................................................. 58
e. Commonwealth Period....................................................................... 58
f. Japanese Occupation........................................................................... 58
g. Philippine Republic.............................................................................. 59
2. Philippine Taxation................................................................................. 66
a. Taxation defined.................................................................................. 66
b. Evolution of the Philippine Taxation................................................... 67
b.1. Pre-Colonial Period................................................................. 67
b.2. Spanish Period........................................................................ 67
b.3. Taxation under the Americans................................................ 69
b.4 Taxation under the Commonwealth Period............................ 69
b.5. Fiscal Policies at Present......................................................... 69
3. The Philippine Constitutions................................................................... 75
a. Malolos Constitution..................................................................... 75
b. 1935 Constitution......................................................................... 75
c. 1973 Constitution......................................................................... 76
d. 1987 Constitution......................................................................... 76

UNIT Indigenous Peoples Education and Peace Education

V Learning Objectives....................................................................................... 81
Pre-Test......................................................................................................... 81
1. General History of Cordillera..................................................................... 81
2. The Indigenous People’s Struggle in the Cordilleras................................. 88
a. General Profile of the Indigenous Peoples in the Philippines.............. 88
b. The Concept of Land among Indigenous Peoples................................. 89
3. The Salient Features of Indigenous People’s right Act (IPRA)................... 94
a. Salient Features.................................................................................... 94
b. Challenges of IPRA Law......................................................................... 96
4. The “Bodong” and “Pagta” as Local Peace Building
Models in Cordillera............................................................................. 103
5. The Narratives of Macli-ing Dulag........................................................... 107
6. The Quest for Cordilleran Autonomy...................................................... 110
a. The Division of Province of Cordillera................................................. 110
b. Negotiating for Autonomy during Aquino’s Administration............... 110
c. Executive Order 220............................................................................ 111
d. The Creation of Autonomous region under 1987 Constitution.......... 111
e. Plebiscite in 1990 and 1998................................................................. 112
f. Concluding Remarks............................................................................. 113
7. Interacting with History through
Historical Shrines and Museums......................................................... 116
a. Historical Sites/Heritage................................................................... 116
b. Historical Shrines and Museums...................................................... 119
c. Cultural Sites/Heritage..................................................................... 121

Course Evaluation.............................................................................................. 125

References......................................................................................................... 126
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 RPHIST1: READINGS IN PHILIPPINE HISTORY

COURSE DESCRIPTION: The course aims to expose students to different facets of

Philippine history through the lens of eyewitnesses. Rather than rely on secondary materials
such as textbooks, which is the usual approach in teaching Philippine history, different types
of primary sources will be used covering various aspects of Philippine life. Students are
expected to analyze the selected readings contextually and in terms of content. The end
goal is to enable students to understand and appreciate our rich past by deriving insights
from those who were actually present at time of the event.
The course analyzes Philippines history from multiple perspectives through the lens of
selected primary sources coming from various disciplines and of different genres. Students
are given opportunities to analyze the author’s background and main arguments, compare
different point of view, identify biases and examine the evidences presented in the
document. The discussions will tackle traditional topics in history and other interdisciplinary
themes that will deepen and broaden their understanding of Philippine political, economic,
cultural, social, scientific and religious history. Priority is given to primary materials that could
help students develop their analytical and communication skills. The end goal is to develop
the historical and critical consciousness of the students so that they will become versatile,
articulate, broadminded, morally upright and responsible citizens. This also includes
mandatory topics on Philippine constitution, agrarian reform, and taxation. In compliance
with CMO No. 2 s. 2019, Indigenous education was likewise included.

By the end of this module, it is therefore expected that students should be able to do the
following:
1. Evaluate primary sources for their credibility, authenticity and provenance.
2. Analyze the content, context and perspective of different kinds of primary sources.
3. Determine the contribution of different kinds of primary sources in understanding
Philippine history.
4. Develop critical and analytical skills with exposure to primary sources.
5. Reflect critically on shared concern
6. Examine the contemporary world from both Philippines and global perspectives
7. Manifest interest in local history and concern in promoting and preserving our
country’s national patrimony and cultural heritage.
8. Demonstrate the ability to use primary sources to argue in favor or against a
particular issue.
9. Effectively communicate, using various techniques and genres, their historical
analysis of a particular event or issue that could help others understand the chosen
topic.
10. Use current technology to assist and facilitate learning and research
11. Display the ability to work in a team and contribute to a group project.
12. Demonstrate proficient and effective communication(writing, speaking, and use if
new technologies)

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 REQUIREMENTS OF THE COURSE
Course requirements include exams, quizzes, participation, attendance, assignments,
academic papers and a project.

Class Attendance. Regular attendance and participation in classroom discussion are

essential to the completion of the subject. It is therefore expected that students will
attend all classes prepared and have read the required reading materials.

Academic papers. These include essays, reaction/position/reflection paper, and

research paper on a specific topic.
Assignment. All homework or assignments are expected to be passed on time and
completed. This might include readings for the next day’s lesson, individual or group
assignment. Late assignment can still be accepted considering that the reason is valid
and that the student will present the necessary document.
Final requirement. Students should collaborate to produce a synthesis that examines the
role of a specific issue in promoting/hindering nation building, and provide appropriate
recommendations rooted in a historical understanding of the issue. Output should trace
the evolution of the chosen topic through at least three periods.
Output may be in the form of research paper, exhibit, documentary, webpage and/or
other innovative modes.
Sample Topic: Challenges in the Implementation of Agrarian Reform in the Philippines
The following rubric will be used in checking the final output.
RUBRIC FOR A DOCUMENTARY OUTPUT
Category 20 15 10 5
Storytelling Develops an Starts with an Story is confusing or Does not tell a story
Techniques interesting story from interesting story, but not interesting
the point of view of a has no clear theme
central character
Sources Uses and cites primary Uses only secondary Uses sources that do Does not use outside
and secondary sources sources that support not support the sources
that relate directly to the narrative narrative
the narratives
Structure Narrative has a clear Narrative has an Narrative is No attempt at an
organizing structure organizing structure disorganized organizing structure is
and flows logically but needs some in place
improvements
Production Has high-quality Production values Poor production makes Technical problems
Values sound, video editing could be better, but the story hard to ruin the video; the
and transitions don’t interfere with the understand story is lost
story
Originality Product shows a large Product shows some Uses other people’s Uses other people’s
amount of original original thought. Work ideas (giving them ideas, but does not
thought. Ideas are shows new ideas and credit) give the credit
creative and inventive. insights But there is little
evidence of original
thinking

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RUBRIC FOR A RESEARCH PAPER
Key Question, - CLEARLY defines the - DEFINES the issue - Defines the issue -FAILS to CLEARLY
Problem or issue or problem - IDENTIFIES the core POORLY define the issue or
Issue - ACCURATELY issue -not entirely accurate problem
identifies the core issue - Does NOT fully about core issue - Doers NOT recognize
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explore DEPTH and - and/or explore the core
BREADTH of problem SUPERFICIALLY/NAR issue
ROWLY explores
SOME issues
Concepts -IDENTIFIES and - IDENTIFIES and - Identifies SOME (not -Does NOT IDENTIFY
ACCURATELY ACCURATELY all) key concepts; key concepts or
explains the relevant explains the relevant - Does NOT FULLY -identifies but FAILS to
key concepts key concepts and ACCURATELY use key concepts or
-APPROPRIATELY - but sometimes uses explain each identified -uses key concepts
uses relevant key concepts concept INAPPROPRIATELY
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concepts throughout inappropriately - Use of concepts is throughout the essay
the essay - or uses concepts SUPERFICIAL and/or
- CONSISTENTLY INCONSISTENTLY INACCURATE at times
uses the relevant key
concepts throughout
the essay
Information to -Uses SUFFICIENT, -Uses CREDIBLE and Gathers SOME -Relies on
Support CREDIBLE, RELEVANT CREDIBLE information, INSUFFICIENT,
Thesis/ RELEVANT information information, but needs but not enough; SOME UNRELIABLE, or
Argument from sources to support some additional information may be IRRELEVANT
the argument/thesis; information to fully IRRELEVANT; information
Information is support the -Information is NIT -Information is not 20
impeccably organized argument/thesis; ORGANIZED; logic of ORGANIZED; logic of
to provide logical, clear Information is mostly argument is difficult to argument is difficult to
basis for argument organized to provide follow follow
logical, clear basis for
argument
Interpretations, -Uses EVIDENCE and -uses EVIDENCE and -does follow SOME -uses SUPERFICIAL or
Inferences REASON to come to REASON to obtain EVIDENCE to IRRELEVANT evidence
logical conclusions; justifiable, logical conclusions that are to come to ILLOGICAL
-makes deep rather conclusions mostly logic or valid; or invalid conclusions
than superficial -makes VALID -inferences are more 0exhibits CLOSED-
inferences inferences but some often than not MINDEDNESS or
-inferences are are SUPERFICIAL UNCLEAR or NOT HOSTILITY toward 20
CONSISTENT with one -inferences are based in evidence evidence/reason;
another CONSISTENT with one - inferences are maintains views based
another ILLOGICL on self-interest
INCONSISTENT,
and/or SUPERFICIAL

Organization -essay is ORGANIZED -Essay is MOSTLY -essay has BASIC

with clear transitions organized, but some organization, but lacks
throughout; spots are in need of transition or in-
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Essay is easy to read better organization or paragraph organization
transition; -essay is somewhat
Essay is easy to read difficult to read
Overall -demonstrates a Demonstrates a Demonstrates SOME -conveys an
Assessment completely CLEAR, CLEAR and understanding of the INACCURATE
ACCURATE, and IN- ACCURATE subject at a understanding of the
DEPTH understanding understanding of the SUPERFICIAL level subject at any level
of the subject subject, but needs to - has limited or no
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Has mastered the FURTHER elucidated understanding of the
content material DEPTH of content material
understanding;
Has a strong grasp of
the content material
Citations & All references and One references or Two references or Reference and citations
References citations are correctly citations missing or citations missing or errors detracts 10
written and present incorrectly written incorrectly written significantly from paper
TOTAL 100

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LEARNING COMPETENCIES
The learning competencies in this subject are the following:
1. Analyze texts critically (written, visual, oral, etc).
2. Demonstrate proficient and effective communication in writing, speaking and use
of new technologies.
3. Demonstrate critical, analytical, and creative thinking.
4. Use current technology to assist and facilitate learning and research
5. Develop research skills such as report writing, data collection and analysis of
information from different sources
6. Use basic concepts across the domain of knowledge.

STUDY SCHEDULE
This is an online course, which means that we do not meet “face-to-face” in a classroom.
However, the objectives and expected learning outcomes are the same as a “face-to-face
course. We do not have a text book in this course. We will use various reading materials from
internet. A list of references is found at the end of this module.
I. Modular Approach. This module presents the course content in three major divisions (First
Grading, Midterms, and Finals). The first part presents the Philippines history from multiple
perspectives through the lens of selected primary sources. In the midpart, it tackles the
controversial issues in history that will deepen and broaden students understanding of history.
The last part will develop the historical and critical consciousness of the students so that they
will become versatile, articulate, broadminded, morally upright and responsible citizens by
exploring the mandatory topics on Philippine constitution, agrarian reform, and taxation and
incompliance with CMO No. 2 s. 2019, Indigenous education was likewise included.
II. Assessment Tasks. The tasks embedded in this module are mostly quizzes, essays, analysis
and a critique paper to help students learn to formulate arguments; present evidences; and
evaluate a course of action. Students are also expected to synthesize and interpret primary and
secondary sources and use these sources to explain an event, historical phenomena or a
political course of action. In addition, this enables the students to see the relevance of dealing
with historical sources, apply historical criticisms and use these ideas creatively and think
laterally - important preparation for their endeavor
Assessment task can be individual, learning buddies or group activities depending on
the degree of difficulty. The students should be able to submit the said task on the given
deadline. You can consult/ contact your teacher if you have any difficulty or clarifications about
the given task during the class period or consultation time. Since this is an online class and you
are required to work independently most of the time, this can mean that there is a temptation to
plagiarize by using the internet for text or answers to assignments, task, and other activities.
Any copying and pasting from any other source is plagiarism and there will be no credit for the
said activity/assignment/task.
III. Feedback Structure. The feedback shall be coursed through any of the following modes:
1. Face-to-face feedback through office consultation or classroom discussions
2. Communication via online platforms (ie., Google Classroom, Facebook, and electronic
mail)
3. Video conferencing modes (ie., Zoom, Google Meets, Facebook live stream)
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 UNIT I
THE MEANING AND RELEVANCE OF HISTORY

Learning Objectives:
1. Define and explain history and its significance
2. Evaluate primary sources for their credibility, authenticity and provenance
3. Differentiate primary and secondary resources as well as external and internal
criticism
4. Identify different kinds of primary sources.

This Unit presents the definition and significance of history which transcends the typical
definition of history as the study of the past. This Unit will help us realize that history is more
than just events, name or even dates. It plays a crucial role in one’s life as well as the nation.
This chapter will also give you a glimpse of historiography; the distinction between primary and
secondary sources and is familiarize with the different kinds of historical sources.

PRETEST: Write T if the statement is correct and F if in correct.

----------1. History refers to acts, ideas, or events that will or can shape the course of human
race.
----------2. Historiography is the study of the past.
----------3. The interpretive writings if historians are considered primary sources
----------4. The study of history became possible with the development of writing.
----------5.The development of Philippine historiography can be traced back during the pre-
colonial times
----------6. In evaluating historical research sources, external criticism can involve the use
of carbon dating and handwriting experts
----------7.A diary written by a soldier who fought in the war is an example of a secondary
source.
----------8 A researcher was interested in studying why the “new math” of the 1960s failed. She
interviews several teachers who used the new math during the 1960s. These teachers are
considered as secondary sources.
----------9.Spanish friars’ account is favorable to the early Filipinos
----------10. In the Philippines, the dominance of the colonial discourse has challenged historians
to write the history of the Philippines using a discourse that will privilege the Filipinos.

LESSON 1: MEANING and RELEVANCE OF HISTORY

What is History?
The word history was used by the Greek Philosopher Aristotle. It meant a systematic
account of a set of natural phenomena, whether or not chronological ordering was a factor in the
account; and that usage, though rare, still prevails in English in the phrase natural history.
However, in the course of time, the equivalent Latin word scientia (English, science) came to be
used more regularly to designate non-chronological systematic accounts of natural phenomena.
History deals with the study of past events presented in chronological order and often
with explanation. Others define it as His story and sanaysay na may saysay.
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 The study of history is significant because it:
➢ is a window into the past;
➢ helps us appreciate multiple perspectives and interpretations;
➢ strengthens our critical thinking skills;
➢ gives us understanding of other people and cultures;
➢ can be influential in shaping human affairs; and
➢ provides a better understanding about the present situation
➢ provides informed perspective about the world.
➢ guides on making judgments.

So, what then is history?

First: History is the sum total of everything that has happened in the past.
history-as-actuality

Second: History is an account of the past.

▪ history-as-record

“History is not ‘what happened in the past’; rather, it is the act of selecting,
analyzing, and writing about the past…”
(James Davidson and Mark Lytle, 1982)

Historians are individuals who write about history. They seek to understand the present
by examining what went before. They undertake arduous historical research to come up with a
meaningful and organized reconstruction of the past. But whose past are we talking about? This
is a basic question that a historian needs to answer because this sets the purpose and
framework of a historical account. Hence, a salient feature of historical writing is the facility to
give meaning and impart value to a particular group of people about their past.

Historians only get to access representation of the past through historical sources and
evidences since an exact and accurate account of the past is impossible for the reason that we
cannot go back to the past. We cannot access the past directly as our subject matter.

Therefore it is the historian’s job not just to seek historical evidences and facts but also
to interpret these facts. “Facts cannot speak for themselves.” It is the job of the historian to give
meaning to these facts and organize them into timeline, establish causes, and write history.
Meanwhile, the historian is not a blank paper who mechanically interprets and analyzes present
historical fact. He is a person of his own who is influenced by his own context, environment,
ideology, education, and influences, among others. In that sense, his interpretation of the
historical fact is affected by his context and circumstances. His subjectivity will inevitably
influence the process of his historical research: the methodology that he will use, the facts that
he shall select and deem relevant, his interpretation, and even the form of his writings. Thus, in
one way or another, history is always subjective (Candelaria, J. L. P. 2018).

The historian has to create a narrative that can stand the test of time. To get it right, he
has to see things from many points of view and puts on the different hats of a historian - as a
detective, a judge, a storyteller or a philosopher.
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 Reflection:
Are you willing to put on the hats of a historian and embark the journey of attempting to
understand the past in order to ensure a brighter future for you and the next generation to come?

LINK IT: Explain what Rizal means in this phrase ““In order to know the destiny of the people, it
is necessary to open the book of its past.”
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

LESSON 2: BASICS OF HISTORIOGRAPHY

Historiography is the study of the history and methodology of the discipline of history.
It is also defined by Furay and Salevouris (1988) as “the study of the way history has been and
is written – the history of historical writing... When you study ‘historiography’ you do not study
the events of the past directly, but the changing interpretations of those events in the works of
individual historians.”
Questions of historiography include the following:
1. Who writes history, with what agenda in mind, and towards what ends?
2. How accurate can a historian ever hope to be, analyzing past events from the vantage
point of the historian’s present?
3. Does the historian's own perspective, impacted as it undoubtedly is by gender, age,
national and ideological affiliation, etc., contribute to an "agenda" that the historian's
work is playing into, unwittingly or consciously?
4. Does the very selection of sources (and, by extension, the decision to exclude certain
other sources) prejudice the outcome of the historian's work in certain ways?
5. What about the types of sources, both primary and secondary, an historian chooses to
base his or her work upon? Do they too contribute to the above-mentioned "agenda"?

HISTORICAL SOURCES
The historians’ most significant research tools are historical sources. In general,
historical sources can be classified between primary and secondary sources.
Primary sources. These are contemporary accounts of an event, written by
someone who experienced or witnessed the event in question. Primary sources are the
raw materials of history — original documents and objects which were created at the
time under study.
- Testimony of an eyewitness (Louis Gottschalk, Understanding History)
- A document of physical object which was written or created during the time
under study (http://www.princeton.edu/-reefdesk/primary2.h)

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 - Characterized by their CONTENT, regardless of whether they are available in
original format, in microfilm/microfiche, in digital format, or in published format
(http://www.yale.edu/collections_collaborative/primary
sources/primarysources.html)
- are materials produced by people or groups directly involved in the event or
topic being studied. These people are either participants or eyewitnesses to
the event. These sources range from eyewitnesses accounts, diaries, letters,
legal documents, official documents government or private), and even
photographs (Torres, 2018).

Formally, there are eight examples of primary sources (Torres, 2018)

➢ Photographs that may reflect social conditions of historical realities and
everyday life
➢ Old sketches and drawings that may indicate the conditions of life of
societies in the past
➢ Old maps that may reveal how space and geography were used to
emphasize trade routes, structural build-up, etc.
➢ Cartoons for political expression or propaganda
➢ Material evidence of the prehistoric past like cave drawings, old
syllabaries, and ancient writings
➢ Statistical tables, graphs, and charts
➢ Oral history or recordings by electronic means of accounts of
eyewitnesses or participants; the recordings are then transcribed and
used for research
➢ Published or unpublished primary documents, eyewitness accounts, and
other written sources

Examples of Primary sources

➢ Autobiographies and memoirs
➢ Diaries, personal letters, and correspondences
➢ Interviews, surveys, and fieldworks
➢ Photographs, drawings and posters
➢ Works of art and literature
➢ Books, magazine and newspaper articles and ads published at the time
➢ Speeches and oral histories
➢ Original documents (birth certificates, property deeds, trial transcripts
➢ Artifacts of all kinds, such as tools, coins, clothing, furniture, etc.)
➢ Audio recordings, video recordings
➢ Government documents (reports, bills, proclamations, hearings, etc)
➢ Patents
➢ Technical reports
Four main categories of Primary Sources
➢ Written sources
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 ➢ Images
➢ Artifacts
➢ Oral Testimony

Examining primary sources give you a powerful sense of history and the complexity of
the past and can also guide you toward higher-order thinking and better critical
thinking and analysis skills.

On the other hand, the functions of secondary sources is to interpret primary

sources, assign value to, conjecture upon, and draw conclusions about the events
reported in primary sources. These are usually in the form of published works such as
journal articles or books, but may include radio or television documentaries, or
conference proceedings.
- Sources which were produced by an author who used primary sources
to produce material. In other words, secondary sources are historical sources,
which studied a certain historical subject (Torres, 2018)
- A secondary source interprets and analyzes primary sources. These
sources are one or more steps removed from the event
- Secondary sources may have pictures, quotes or graphics of primary
sources in them (http://www.princeton.edu/~refdesk/primary2.h)

Examples
➢ Bibliographies
➢ Biographical works
➢ Reference books, including dictionaries, encyclopaedias
➢ Articles from magazines, journals, and newspapers after the event
➢ Literature reviews and review articles (e.g. movie reviews, book reviews)
➢ History books and other popular or scholarly books
➢ Works of criticism and interpretation
➢ Textbooks
Examples: history textbook; printed materials (serials. Periodicals which
interprets previous research)
Topic: Tejeros Convention
• Primary Source – Santiago Alvarez’ account
• Secondary Source – Teodoro Agoncillo’s Revolt of the Masses

However, a student should not be confused about what counts as a primary or a

secondary source, or a tertiary source even. However, this classification is usualbut not
automatic. If a historian chooses to write the history of education in the 1980s,he can utilize
textbooks used in that period as a primary source. If a historian wishes t study the
historiography of the Filipino-American War for example, he can use works of different authors
on the topic as his primary sources as well. Both primary and secondary sources are useful in
writing and learning history. However, historians andstudents of history need to thoroughly

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scrutinize these historicalsources to avoid deception and to come up with the historical truth
(Candelaria, J. L. P. 2018).

Technical Tools in Identifying and Authenticating Historical Sources

a. Paleography - study of handwritting, evolution of writing, ability to distinguish
the different traditions of writing styles; types of medium utilized; ability to spot
fakes; nuances in writing through different periods.
b. Diplomatics - used primarily for textual analysis; writing styles maybe
determined by its specific time/period wherein there is a set of writing
conventions and formulas.
c. Archaeology
d. Statistics
e. Additional Technical Tools

HISTORICAL CRITICISM (based from the presentation of Ma. Florina Orillos-Juan, PhD)

Many documents have primary and secondary segments. For instance, examining a
newspaper as a historical source entails a discerning mind to identify its primary and secondary
components. A news item written by a witness of an event is considered as a primary source,
while a feature article is usually considered as a secondary material. Similarly, a book published
a long time ago does not necessarily render it as a primary source. It requires reading of the
document to know its origin.

To ascertain the authenticity and reliability of primary sources to be used in crafting a

narrative, a historian needs to employ two levels of historical criticism, namely external criticism
and internal criticism.

External Criticisms
➢ Also known as lower criticism
➢ The practice of verifying the AUTHENTICITY of evidence by examining its physical
characteristics; consistency with the historical characteristic of the time when it was
produced; and the materials used for evidence. Examples of the things that will be
examined when conducting external criticism of a document include the quality of the
paper, the type of the ink, and the language and words used in the material among
others (Candelaria and Alporha, 2018).
➢ Is a tool used by historians to determine the VALIDITY of a document, particularly a
document with some sort of historical significance.
➢ It ventures towards inquiry regarding
o Authorship
o Originality and accuracy of the copy
o If errors are found it helps assess the nature of errors found (if they are scribal
errors or others of errors
➢ The problem of AUTHENCITY
o Determine the date of the document to see whether they are anachronistic
o Determine the author

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 An anachronism is
▪ Handwriting
something placed in the
▪ Signature
wrong time period.
▪ Seal
Historical anachronism is
o Anachronistic style
committed when a
▪ Idiom, orthography, punctuation
historian uses a word or a
o Anachronistic reference to events
historical concept that is
▪ Too early, too late, too remote
taken out of context and
o Provenance or custody
uses it to describe or
o Semantics
interpret a past event.
▪ Determining the meaning of a text or word
o Hermeneutics
▪ Determine ambiguities

➢ To spot fabricated, forged, faked documents

➢ To distinguish a hoax or misrepresentation
➢ As with external criticism, several questions need to be asked in attempting to evaluate
the accuracy of a document and the truthfulness of its author. With regard to the author
of the document:
o Was the author present at the event he or she is describing? In other words is
the document a primary or secondary source?
o Was the author a participant in or an observer of the event?
o Was the author competent to describe the event?
o Was the author emotionally involved in the event?
o Did the author have any vested interest in the outcomes of the event?

➢ With regard to the contents of the document:

o Does the content make sense?
o Could the event described have occurred at the same time?
o Would people have behaved as described?
o Does the language of the document suggest a bias of any sort?
o Do other versions of the event exist? Do they present a different description or
interpretation of what happened?

Internal Criticism
➢ Refers to the accuracy of the content of a document
➢ It looks at the truthfulness and factuality of the evidence by looking at the author of the
source, its context, and the agenda behinds its creation, the knowledge which informed
it, and its intended purpose (Candelaria and Alporha, 2018).
➢ The problem of credibility
➢ Relevant particulars in the documents – is it credible?
➢ Test of Credibility
o Identification of the author
▪ To determine his reliability; personal attitudes
o Determination of the approximate date
14
 ▪ Handwriting, signature, seal
o Ability to tell the truth
▪ Nearness to the event, competence of witness, degree of attention
o Willingness to tell the truth
▪ To determine if the author consciously or unconsciously tells falsehood
o Corroboration
▪ i.e. historical facts – particulars which rest upon the independent
testimony of two or more reliable witnesses
➢ Questions to ponder:
• What was meant by the author?
• How much credibility can be given to the author?
• What was the author trying to say?
• How could the author’s word be interpreted?
• Does the document contain bias of any sort?

COLONIAL HISTORIOGRAPHY
The development of Philippine historiography can be traced back during the
Spanish period. The early friars with their zeal to propagate Christianity studied the
cultures of the early Filipinos and faithfully recorded their valuable observations.
Although the writings of the early friars were basically missionary history, their recorded
observations on the life of the early Filipinos are indispensable in the understanding of
the Philippine pass. Since the early historians were Spanish friars, their accounts were
focused on the Spanish history of the Philippines specifically their missionary experience
in the country. Although their accounts contained biases against the early Filipinos, the
information they provided can be used by Filipino historians to correct the mistakes
committed by early historians. Contemporary historians can use a postcolonial reading
on the documents to eliminate the colonial bias. In this way, the myths that were written
by the chroniclers regarding the Filipinos and their culture can be corrected.
The writings of history during the Spanish period were not confined to the hands
of the friars. The secular historians during the Spanish period can be divided into the
following:
a. Spanish officials in the Islands;
b. Foreign residents and writers; and the
c. Filipino Ilustrado

Learning from the fate of its colonial predecessor, the United States did not only use
brute force but also effected ingenious ways of pacification such as the use of education as a
tool to control their subjects and increase political and economic power of the elite few. These
colonial instruments were so ingrained among Filipinos that they perceived their colonial past in
two ways: initially maltreated by “wicked Spain” but later rescued by “benevolent America.” This
kind of historical consciousness has effectively erased from the memories of Filipino
generations the bloody Filipino-American War as exemplified by the Balangiga Massacre in
Eastern Samar and the Battle of Bud Bagsak in Sulu. Consequently, such perception breathes
15
new life to the two part view of history: a period of darkness before the advent of the United
States and an era of enlightenment during the American colonial administration. This view has
resonated with Filipino scholars even after the Americans granted our independence in 1946.
The writing of history during the American period can be considered better compared to
the writings of history during the Spanish period. Although, most of the writings were extremely
biased, still there were few Americans who wrote in favour of the Filipinos. Historians during this
period can be classified into Filipino Ilustrado, American colonial officials, non-colonial officials
and the so-called academic historians.

PHILIPPINE HISTORIOGRAPHY AFTER WORLD WAR II

The stark reality of Filipino historians thinking like their colonial counterparts during the
postcolonial period troubled a small group of professors and cultural workers who were mostly
alumni of the University of the Philippines. This spurred the emergence of Filipino scholars who
challenged the narrow view of colonial narratives and developed historical writing from the
viewpoint of a nationalist agenda.

1.Teodoro Agoncillo
In the 1950s, Teodoro Agoncillo pioneered nationalist
historiography in the country by highlighting the role of the Filipino reformists
and revolutionaries from 1872, the year that saw the execution of the
GomBurZa priests, to the end of the Philippine Revolution as a focal point of
the country’s nation-building narrative. Two of his most celebrated books
focus on the impact of the Philippine Revolution: The Revolt of the Masses:
The Story of Bonifacio and the Katipunan (1956) and Malolos: The Crisis of
the Republic (1960).His writings veered away from emphasizing colonial
period and regarded events before 1872 as part of the country’s “lost
history.” He argued that what where written in the documents before 1872 are the history of old
Spain in the Philippines. For Agoncillo, we cannot see a substantive role of the Filipinos in
history because Filipinos before 1872 were passive followers of the Spaniards.

2. Renato Constantino
he discourse of “lost history” was not accepted by another known
scholar, Renato Constantino, whose published work entitled, “The
Miseducation of the Filipino” became a staple reading for academics and
activists beginning in the late 1960s. Constantino advanced the idea of a
“people’s history” – a study of the past that sought to analyze society by
searching out people’s voices from colonial historical materials that typically
rendered Filipinos as decadent, inept and vile. Following this mode of
historical inquiry, he authored The Philippines: A Past Revisited (1975), a
college textbook that offered a more critical reading of Philippine history
compared to Agoncillo’s History of the Filipino People (1973). Undoubtedly, these two
nationalist scholars inspired or challenged other historians to re-evaluate the country’s national
history.

16
 Constantino defined history as the collective people’s struggle towards the full realization
of freedom and liberty. He emphasized that the real mover of history are the masses and
superman does not exist only leaders who became great because they were working with the
people.

3. Zeus Salazar
Other Filipino historians set new directions in redefining Philippine
historiography in the last 30 years of the 20th century. The first of these
scholars is Zeus Salazar who conceptualized “Pantayong Pananaw” as
an approach to understanding the past from our own cultural frame and
language. He emphasized the value of our Austronesian roots in defining
Filipino culture and encouraged other scholars to conduct outstanding
historical researches in Filipino such as the work of Jaime Veneracion’s
Kasaysayan ng Bulacan (1986).
The Pantayong Pananaw has opened new venues and themes for historians to study
like the world view of the indigenous, anting-anting, symbolic representation,reduccion, and
other themes that discuss the culture of the Filipinos. In this regard, new methodologies and
concepts were utilized like ethnography and folk literature.

4. Reynaldo Ileto
Equally important is the contribution of Reynaldo Ileto who wrote
about his“history from below”treatise in his ground-breaking work, Pasyon
and Revolution: Popular Movements in the Philippines, 1840-1910 (1979). In
this work, Ileto endeavored to recognize the way of thinking of ordinary folks
by using alternative historical sources such as folk songs and prayers. His
other works spurred new interpretations such as common topics such as
Jose Rizal, Philippine-American War, and American colonization.
For Ileto, it is proper for historians to look into the other center of
power,i.e. folk,healer, cults, tulisanes, and columns. In doing this, historians will be able to
present the other side of history that were muted by the dominant historiography. The book of
Reynaldo ileto’s ”Paayon and Revolucion” can be considered as a turning point in the history of
Philippine historical writing. He opened new venues that can be used by scholars in their
research.

5. Samuel Tan
There is also Samuel Tan, another prolific historian who is best remembered for
mainstreaming the role and relevance of Filipino Muslims in the country’s national history. His
definitive work, The Filipino Muslim Armed Struggle, 1900-1972 (1978),sought to examine the
struggle of Filipino Muslims in the context of 20th century nation-building dynamics during the
American colonial regime and subsequent postcolonial Filipino administrations. In his book, A
History of the Philippines (1987), Tan attempted to write a national history reflective of the
historical experiences not only of lowland Christianized Filipinos but also of the other cultural
communities in the archipelago.

17
Characteristics of Contemporary Philippine Historiography
a. Political Narratives
Most of our national histories today favour narratives that deal with the political
aspects of nation-building such as the legacies of political leaders and establishment of
different governments.

b. Colonial Histories in Historical Narratives

Another weakness of most national histories is the importance given to colonial
histories. This continues to breed Filipinos who are more familiar with stories about our
colonial history rather than stories of our precolonial past.
Up to now, some social studies textbooks misrepresent ancient Filipinos as
savages or barbarians by portraying colonizers, especially the Spaniards and
Americans, as liberators of the Filipinos from cultural backwardness. The key to uncover
such cultural prejudices is to examine available historical sources and to write about our
past by understanding the myths and misconceptions that characterize the Filipino
culture for centuries.

c. Elite-centric Perspectives in Historical Narratives

Some historical narratives focus on the contribution of the elite in nation-building
such as what the ilustrados (educated Filipinos) fought for in the 19th century or how
local politicians negotiated with their American counterparts to obtain an independence
law during the first half of the 20th century.Though eminent historians such as
Constantino and Ileto reiterated the importance of a “people’s history” and “history from
below,” respectively, so much has to be done in terms of writing about the roles played
by ordinary people in our country.

d. Patriarchal Orientation in Historical Narratives

Most of the country’s historical narratives highlight the heroism of men in different
ways: leading revolts and liberation wars against colonizers, championing the cause of
independence, and spearheading political and economic development.

e. Emphasis on Lowland Christianized Filipinos

National histories tend to show partially toward lowland Christianized Filipinos at
the expense of other national cultural communities such as Muslim Filipinos and other
indigenous peoples. Celebrated figures of our past are all lowlander Christians and
predominantly Tagalogs including Jose Rizal, the leading propagandist; Andres
Bonifacio, the Katipunan founder; and Emilio Aguinaldo, the revolutionary leader who
declared independence. Non-Christians and highlanders remain unrecognized in
historical narratives. Muslim Filipinos, in particular, have been subjected to negative
characterization by lowland Christians in published works such as history books. This is
caused by the culture of mistrust that developed between Christians and Muslims during
colonial periods. Muslim Filipinos are depicted as brutal, cruel, ferocious, and vicious as
exemplified by their attacks of Christian towns. This narrow-minded view has to be re-

18
 evaluated in order to correct misrepresentations of Muslim Filipinos in this age of political
correctness and cultural sensitivity.

Name: ______________________________ Score:______________

Schedule:____________________________ Date:______________

ACTIVITY/ASSESSMENT:
Task 1: Identifying Primary and Secondary Sources
Instruction: Determine if the source would be a Primary Source (P) or a Secondary
Source (S). Write your answer before the number.

_____1.The 1987 Philippine Constitution

_____2.A textbook describing the Marawi Siege
_____3.An autobiography about Ferdinand Marcos
_____4.Fernando Amorsolo’s painting
_____5.A short story describing the life of the Mayans
_____6.A college instructor describing the Holocaust
_____7.A reporter describing his time in Iraq.
_____8.The movie Heneral Luna
_____9.A blog written by a nurse describing what it is like being a frontliner
_____10.The History Channel’s explaining how life was for a slave.

TASK 2: Identify one significant event that happened in your life. Take a picture of the
primary source that you can use as an evidence of the said event. Paste the picture
inside the box and discuss how it qualifies as a primary source.

YOUR

19
 UNIT II
CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED PRIMARY SOURCES

Learning Objectives:
1. Analyze the context, content and perspective of different kinds of primary resources.
2. Determine the contribution of different kinds of primary source in understanding history.
3. Develop critical and analytical skills with exposure to primary sources
4. Properly interpret primary sources through examining the content and context of the
document

The goal of this Unit is for you to be familiarize with the primary documents in different
historical periods, You will be looking at a number of primary sources and be able to evaluate its
content in terms of historical value and examine the context of their production.

PRETEST: Write T if the statement is correct and F if incorrect.

_____1.The of the cover of the Manunggul jar features three faces.
_____2. The Three human figures in a boat represent a voyage to the afterlife.
_____3. The first Christian Mass celebrated on the Philippine soil was made in an island which
Pigafetta called as “Mazaua.”
_____4.The Manunggul jar can be found in the 500 peso bill.
_____5.There is only one account of the First Catholic Mass in the Philippines.
_____6.Jose Rizal is considered as the First Philippine hero.
_____7.Ambrosio Rianzares-Bautista designation is as a War Counselor and special delegate.
_____8.Supremo was the title given to Emilio Aguinaldo during the reading of the Act of
Philippine independence?
_____9.Emilio Aguinaldo waved the Philippine Flag for the first time in Kawit, Cavite.
_____10. The leader who denied the overlordship of either Humabon or the King of Spain was
Rajah Humabon.

20
 LESSON 1: MANUNGGUL JAR
The Manunggul Jar dated back to around 710-890 BCE. It was discovered in
1964 in Manunggul Cave in Palawan. The jar’s cover has two human figures riding on a
boat. The human figure at the back is holding a paddle with both hands while the one in
front has its two arms crossed against the chest. The boat also has eyes and mouth.
The upper portion of the jar has curved scrolls. Archaeological findings show that this jar
was used for secondary burial, a prehistoric burial practice wherein only the bones were
put in a jar within a year after the death of a person. The bones were washed and
painted with a red hematite as part of the preparatory practices for secondary burial. The
jar was then placed in the most lighted and attractive part inside the cave. (Source:
http://philmuseaum.tripod.com/archaeo.html (last accessed on 16 January 2013)

Task: Complete the following concept map

Beliefs
Discovery of represented in the
the Jar Jar

_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________ Source: https://www.nationalmuseum.gov.ph
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________

Description of Purpose of
the Jar the Jar

_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ 21
_________________________________
LESSON 2: BATTLE OF MACTAN

Read the narrative of Antonio Pigafetta about the events that occurred on that fateful day of April
27, 1521.

Carlos V. Francisco Watercolor Stock

On Friday, April 26, Zula, a chief of the island of Matan, sent one of his sons to present
two goats to the captain-general, and to say that he would send him all that he had
promised, but that he had not been able to send it to him because of the other chief
Cilapulapu, who refused to obey the king of Spagnia. He requested the captain to send
him only one boatload of men on the next night, so that they might help him and fight
against the other chief. The captain-general decided to go thither with three boatloads.
We begged him repeatedly not to go, but he, like a good shepherd, refused to abandon
his flock. At midnight, 60 men of us set out armed with corselets and helmets, together
with . . .some of the chief men. . .We reached Matan three hours before dawn. The
captain did not wish to fight then, but sent a message to the natives. . .to the effect that if
they would obey the king of Spagnia, recognize the Christian king as their sovereign,
and pay us our tribute, he would be their friend; but if they wish otherwise, they should
wait to see our lances wounded. They replied that if we had our lances they had lances
of bamboo and stakes hardened with fire. [They asked us] not to proceed to attack them
at once; but to wait until morning, so that they might have more men. They said that in
order to induce us to go in search of them; for they had dug certain pitholes between the
houses in order that we might fall into them. When morning came, 49 of us leaped into
the water up to our thighs and walked through water for more than two crossbow flights
before we could reach the shore. The boats could not approach thereafter because of
certain rocks in the water. The other eleven men remained behind to guard the boats.
When we reached land, those men had formed in three divisions to the number of more
22
than 1500 persons. When they saw us, they charged down upon us with exceeding loud
cries, two divisions on our flanks and the other on our front. When the captain saw that,
he formed us into two divisions, and thus did we begin to fight. The musketeers and
crossbowmen shot from a distance for about half-hour, but uselessly, for the shots only
passed through the shields which were made of thin wood and the arms (of the bearers.)
The captain cried to them,”Cease firing! Cease firing! But his order was not at all
heeded. When the natives saw that we were shooting our muskets to no purpose, crying
out they determined to stand firm, but they redoubled their shouts. When our muskets
were discharged, the natives would never stand still, but leaped hither and thither,
covering themselves with their shields. They shot so many arrows at us and hurled so
many bamboo spears (some of them tipped with iron) at the captain-general, besides
pointed stakes hardened with fire, stones and mud, that we could scarcely defend
ourselves. Seeing that, the captain-general sent some men to burn their houses in order
to terrify them. When they saw their houses burning, they were roused to greater fury.
Two of our men were killed near the houses, while we burned 20 or 30 houses. So many
of them charged down upon us that they shot the captain through the right leg with a
poisoned arrow. On that account, he ordered us to retire slowly, but the men took to
flight, except 6 or 8 of us who remained with the captain. The natives shot only at our
legs, for the latter were bare; and so many were the spears and stones that they hurled
at us, that we could offer no resistance. The mortars in the boats could not aid us as
they were too far away. . .The natives continued to pursue us, and picking up the same
spear four or six times, hurled it at us again and again. Recognizing the captain, so
many turned upon him that they knocked his helmet off his head twice, but he always
stood firmly like a good knight, together with some others. . .An Indian hurled a bamboo
spear into the captain’s face, but the latter immediately killed him with his lance, which
he left in the Indian’s body. Then, trying to lay hand on sword, he could draw it out but
halfway, because he had been wounded in the arm with a bamboo spear. When the
natives saw that, they all hurled themselves upon him. One of them wounded him on the
leg with a large cutlass. . .That caused the captain to fall face downward, when
immediately they rushed upon him with iron and bamboo spears and with their
cutlasses, until they killed our mirror, our light, our comfort, and our true guide. When
they wounded him, he turned back many times to see whether we were all in the boats.
Thereupon, beholding him dead, we, wounded, retreated, as best we could, to the boats,
which were already pulling off.

Source: Pigafetta, Antonio. “First Voyage Around the World.” In the Philippine Islands, Vol. 33, edited by
E. Blair and J. Robertson, 175, 177, 179, 181. Cleveland: A.H. Clark, 1909. Reprinted by Cacho Hermanos,
1973

23
Name: ______________________________ Score:______________
Schedule:____________________________ Date:______________

TASK1. Make a timeline of what happened on 27 April 1521 from the point of view of
theSpaniards.

DATE/TIME EVENTS

24
TASK2. Make a Contextual (PEST) Analysis on the Battle of Mactan by completing the
chart below.

CONTEXTUAL (PEST) ANALYSIS

Geography Economy Social Technology

Based from the PEST Analysis, what do you think is the reason/are the reasons why the group
of Magellan was defeated?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

25
LESSON 3: ACT OF DECLARATION OF PHILIPPINE INDEPENDENCE

Read the Act of Declaration of Philippine Independence written and read by Ambrocio
Rianzares-Bautista on June 12, 1898 at Cavite el Viejo (Kawit).

Ambrocio Rianzares-
Bautista
Proclamation of Philippine Independence in Kawit, Cavite on June 12, 1898

In the town of Cavite-Viejo, Province of Cavite, this 12th day of June 1898:
BEFORE ME, Ambrocio Rianzares-Bautista, War Counsellor and Special Delegate
designated to proclaim and solemnize this Declaration of Independence by the
Dictatorial Government of the Philippines, pursuant to, and by virtue of, a Decree issued
by the Egregious Dictator Don Emilio Aguinaldo y Famy. . .

And having as witness to the rectitude of our intentions the Supreme Judge of
the Universe, and under the protection of the Powerful and Humanitarian Nation, the
United States of America, we do hereby proclaim and declare solemnly, in the name and
by authority of the people of those Philippine Islands. That they are and have the right to
be free and independent; that they have ceased to have any allegiance to the Crown of
Spain; that all political ties between them are and should be completely severed and
annulled; and that, like other free and independent States, they enjoy the full power to
make War and Peace, conclude commercial treaties, enter into alliances, regulate
commerce, and do all other acts and things which an independent State has a right to
do. . .And imbued with firm confidence in Divine Providence, we hereby mutually bind
ourselves to support this Declaration with our lives, our fortunes, and with our most
sacred possession, our Honor.

We recognize, approve, and ratify, with all the orders emanating from the same,
the Dictatorship established by Don Emilio Aguinaldo whom we revere as the Supreme
Head of this Nation, which today begins to have a life of its own, in the conviction that he

26
has been the instrument chosen by God inspite of his humble origin, to effectuate the
redemption of this unfortunate country as foretold by Dr. Don Jose Rizal in his
magnificent verses which he composed in his prison cell prior to his execution, liberating
it from the Yoke of Spanish domination. .

Moreover, we confer upon our famous Dictator Don Emilio Aguinaldo all the
powers necessary to enable him to discharge the duties of Government, including the
prerogatives of granting pardon and amnesty.

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

In witness thereof, I certify that this Act of Declaration of Independence was

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

Source: “Declaration of Philippine Independence.” In The Laws of the First Philippine Republic (The Laws of
Malolos), edited by Sulpicio Guevara, 203-206. Manila: National Historical Commission, 1972

27
Name: ______________________________ Score:______________
Schedule:____________________________ Date:______________

Activity/Assessment:
TASK1: Answer the following questions briefly.
1. What does the document want to convey?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________________________________

2. According to the document, what do the symbols in the Philippine flag represent?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________

3. How did the Filipinos regard the United States of America based on the
document? What is your stand on this? Do you agree with the Filipinos the way they
looked at the Americans?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________________________________

4. What is the importance of this document in the history of our country?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________________________

28
TASK2: Art Analysis.

Source: https://www.warrenhills.org

1.Observe the parts of the Cartoon

a. Are there people, symbols, or objects in the cartoon?
_____________________________________________________________________
_____________________________________________________________________

b. What are the people doing in the cartoon?

_____________________________________________________________________
_____________________________________________________________________
c. What are the objects used for in the cartoon?
_____________________________________________________________________
_____________________________________________________________________

d. Write one sentence that describes the cartoon?

_____________________________________________________________________
_____________________________________________________________________

2.Try to make sense of it.

a. What do the symbols stand for in the cartoon?
_____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

b. When do you think this cartoon was drawn?

___________________________________________________________________
___________________________________________________________________
c. What is the main idea of the cartoon? List two parts (words or objects from the
cartoon) that support the main idea.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

29
ASSIGNMENT: Revisit Corazon Aquino’s speech before the U.S. Congress during the
joint session and was delivered at Washington D.C. on September 18, 1986.
1. Read the transcript of her speech or youcan also watch it as
http://www.youtube.com/watch?v=4ZnnvbKyNCQ[/youtube.
2. Write an essay discussing the (1) importance of the text, (2) the background of the
author, (3) the context of the document, and (4) the text’s contribution to understanding
Philippine history

Speech
of
Her Excellency Corazon C. Aquino
President of the Philippines
During the Joint Session of the United States Congress

Three years ago, I left America in grief to bury my husband, Ninoy Aquino. I thought I had left it
also to lay to rest his restless dream of Philippine freedom. Today, I have returned as the
president of a free people.

In burying Ninoy, a whole nation honored him. By that brave and selfless act of giving honor, a
nation in shame recovered its own. A country that had lost faith in its future found it in a faithless
and brazen act of murder. So in giving, we receive, in losing we find, and out of defeat, we
snatched our victory.

For the nation, Ninoy became the pleasing sacrifice that answered their prayers for freedom.
For myself and our children, Ninoy was a loving husband and father. His loss, three times in our
lives, was always a deep and painful one.

Fourteen years ago this month was the first time we lost him. A president-turned-dictator, and
traitor to his oath, suspended the Constitution and shut down the Congress that was much like
this one before which I am honored to speak. He detained my husband along with thousands of
others – senators, publishers and anyone who had spoken up for the democracy as its end
drew near. But for Ninoy, a long and cruel ordeal was reserved. The dictator already knew that
Ninoy was not a body merely to be imprisoned but a spirit he must break. For even as the
dictatorship demolished one by one the institutions of democracy – the press, the Congress, the
independence of the judiciary, the protection of the Bill of Rights – Ninoy kept their spirit alive in
himself.

The government sought to break him by indignities and terror. They locked him up in a tiny,
nearly airless cell in a military camp in the north. They stripped him naked and held the threat of
sudden midnight execution over his head. Ninoy held up manfully–all of it. I barely did as well.

30
For 43 days, the authorities would not tell me what had happened to him. This was the first time
my children and I felt we had lost him.

When that didn’t work, they put him on trial for subversion, murder and a host of other crimes
before a military commission. Ninoy challenged its authority and went on a fast. If he survived it,
then, he felt, God intended him for another fate. We had lost him again. For nothing would hold
him back from his determination to see his fast through to the end. He stopped only when it
dawned on him that the government would keep his body alive after the fast had destroyed his
brain. And so, with barely any life in his body, he called off the fast on the fortieth day. God
meant him for other things, he felt. He did not know that an early death would still be his fate,
that only the timing was wrong.

At any time during his long ordeal, Ninoy could have made a separate peace with the
dictatorship, as so many of his countrymen had done. But the spirit of democracy that inheres in
our race and animates this chamber could not be allowed to die. He held out, in the loneliness
of his cell and the frustration of exile, the democratic alternative to the insatiable greed and
mindless cruelty of the right and the purging holocaust of the left.
And then, we lost him, irrevocably and more painfully than in the past. The news came to us in
Boston. It had to be after the three happiest years of our lives together. But his death was my
country’s resurrection in the courage and faith by which alone they could be free again. The
dictator had called him a nobody. Two million people threw aside their passivity and escorted
him to his grave. And so began the revolution that has brought me to democracy’s most famous
home, the Congress of the United States.

The task had fallen on my shoulders to continue offering the democratic alternative to our
people.

Archibald Macleish had said that democracy must be defended by arms when it is attacked by
arms and by truth when it is attacked by lies. He failed to say how it shall be won.

I held fast to Ninoy’s conviction that it must be by the ways of democracy. I held out for
participation in the 1984 election the dictatorship called, even if I knew it would be rigged. I was
warned by the lawyers of the opposition that I ran the grave risk of legitimizing the foregone
results of elections that were clearly going to be fraudulent. But I was not fighting for lawyers but
for the people in whose intelligence I had implicit faith. By the exercise of democracy, even in a
dictatorship, they would be prepared for democracy when it came. And then, also, it was the
only way I knew by which we could measure our power even in the terms dictated by the
dictatorship.

The people vindicated me in an election shamefully marked by government thuggery and fraud.
The opposition swept the elections, garnering a clear majority of the votes, even if they ended
up, thanks to a corrupt Commission on Elections, with barely a third of the seats in parliament.
Now, I knew our power.

31
Last year, in an excess of arrogance, the dictatorship called for its doom in a snap election. The
people obliged. With over a million signatures, they drafted me to challenge the dictatorship.
And I obliged them. The rest is the history that dramatically unfolded on your television screen
and across the front pages of your newspapers.

You saw a nation, armed with courage and integrity, stand fast by democracy against threats
and corruption. You saw women poll watchers break out in tears as armed goons crashed the
polling places to steal the ballots but, just the same, they tied themselves to the ballot boxes.

You saw a people so committed to the ways of democracy that they were prepared to give their
lives for its pale imitation. At the end of the day, before another wave of fraud could distort the
results, I announced the people’s victory.

The distinguished co-chairman of the United States observer team in his report to your
President described that victory:

“I was witness to an extraordinary manifestation of democracy on the part of the Filipino people.
The ultimate result was the election of Mrs. Corazon C. Aquino as President and Mr. Salvador
Laurel as Vice-President of the Philippines.”

Many of you here today played a part in changing the policy of your country towards us. We,
Filipinos, thank each of you for what you did: for, balancing America’s strategic interest against
human concerns, illuminates the American vision of the world.

When a subservient parliament announced my opponent’s victory, the people turned out in the
streets and proclaimed me President. And true to their word, when a handful of military leaders
declared themselves against the dictatorship, the people rallied to their protection. Surely, the
people take care of their own. It is on that faith and the obligation it entails, that I assumed the
presidency.

As I came to power peacefully, so shall I keep it. That is my contract with my people and my
commitment to God. He had willed that the blood drawn with the lash shall not, in my country,
be paid by blood drawn by the sword but by the tearful joy of reconciliation.
We have swept away absolute power by a limited revolution that respected the life and freedom
of every Filipino. Now, we are restoring full constitutional government. Again, as we restored
democracy by the ways of democracy, so are we completing the constitutional structures of our
new democracy under a constitution that already gives full respect to the Bill of Rights. A
jealously independent Constitutional Commission is completing its draft which will be submitted
later this year to a popular referendum. When it is approved, there will be congressional
elections. So within about a year from a peaceful but national upheaval that overturned a
dictatorship, we shall have returned to full constitutional government. Given the polarization and
breakdown we inherited, this is no small achievement.

32
My predecessor set aside democracy to save it from a communist insurgency that numbered
less than 500. Unhampered by respect for human rights, he went at it hammer and tongs. By
the time he fled, that insurgency had grown to more than 16,000. I think there is a lesson here to
be learned about trying to stifle a thing with the means by which it grows.

I don’t think anybody, in or outside our country, concerned for a democratic and open
Philippines, doubts what must be done. Through political initiatives and local reintegration
programs, we must seek to bring the insurgents down from the hills and, by economic progress
and justice, show them that for which the best intentioned among them fight.

As President, I will not betray the cause of peace by which I came to power. Yet equally, and
again no friend of Filipino democracy will challenge this, I will not stand by and allow an
insurgent leadership to spurn our offer of peace and kill our young soldiers, and threaten our
new freedom.

Yet, I must explore the path of peace to the utmost for at its end, whatever disappointment I
meet there, is the moral basis for laying down the olive branch of peace and taking up the sword
of war. Still, should it come to that, I will not waver from the course laid down by your great
liberator: “With malice towards none, with charity for all, with firmness in the rights as God gives
us to see the rights, let us finish the work we are in, to bind up the nation’s wounds, to care for
him who shall have borne the battle, and for his widow and for his orphans, to do all which may
achieve and cherish a just and lasting peace among ourselves and with all nations.”

Like Lincoln, I understand that force may be necessary before mercy. Like Lincoln, I don’t relish
it. Yet, I will do whatever it takes to defend the integrity and freedom of my country.

Finally, may I turn to that other slavery: our $26 billion foreign debt. I have said that we shall
honor it. Yet must the means by which we shall be able to do so be kept from us? Many
conditions imposed on the previous government that stole this debt continue to be imposed on
us who never benefited from it. And no assistance or liberality commensurate with the calamity
that was visited on us has been extended. Yet ours must have been the cheapest revolution
ever. With little help from others, we Filipinos fulfilled the first and most difficult conditions of the
debt negotiation the full restoration of democracy and responsible government. Elsewhere, and
in other times of more stringent world economic conditions, Marshall plans and their like were
felt to be necessary companions of returning democracy.

When I met with President Reagan yesterday, we began an important dialogue about
cooperation and the strengthening of the friendship between our two countries. That meeting
was both a confirmation and a new beginning and should lead to positive results in all areas of
common concern.

Today, we face the aspirations of a people who had known so much poverty and massive
unemployment for the past 14 years and yet offered their lives for the abstraction of democracy.
Wherever I went in the campaign, slum area or impoverished village, they came to me with one
33
cry: democracy! Not food, although they clearly needed it, but democracy. Not work, although
they surely wanted it, but democracy. Not money, for they gave what little they had to my
campaign. They didn’t expect me to work a miracle that would instantly put food into their
mouths, clothes on their back, education in their children, and work that will put dignity in their
lives. But I feel the pressing obligation to respond quickly as the leader of a people so deserving
of all these things.

We face a communist insurgency that feeds on economic deterioration, even as we carry a

great share of the free world defenses in the Pacific. These are only two of the many burdens
my people carry even as they try to build a worthy and enduring house for their new democracy,
that may serve as well as a redoubt for freedom in Asia. Yet, no sooner is one stone laid than
two are taken away. Half our export earnings, $2 billion out of $4 billion, which was all we could
earn in the restrictive markets of the world, went to pay just the interest on a debt whose benefit
the Filipino people never received.

Still, we fought for honor, and, if only for honor, we shall pay. And yet, should we have to wring
the payments from the sweat of our men’s faces and sink all the wealth piled up by the
bondsman’s two hundred fifty years of unrequited toil?

Yet to all Americans, as the leader of a proud and free people, I address this question: has there
been a greater test of national commitment to the ideals you hold dear than that my people have
gone through? You have spent many lives and much treasure to bring freedom to many lands
that were reluctant to receive it. And here you have a people who won it by themselves and
need only the help to preserve it.

Three years ago, I said thank you, America, for the haven from oppression, and the home you
gave Ninoy, myself and our children, and for the three happiest years of our lives together.
Today, I say, join us, America, as we build a new home for democracy, another haven for the
oppressed, so it may stand as a shining testament of our two nation’s commitment to freedom.

Source: https://www.officialgazette.gov.ph/1986/09/18/speech-of-president-corazon-aquino-during-the-joint-session-
of-the-u-s-congress-september-18-1986/

34
 UNIT III
“ONE PAST BUT MANY HISTORIES”: CONTROVERSIES AND CONFLICTING
VIEWS IN PHILIPPINE HISTORY

Learning Objectives
1. Demonstrate the ability to formulate arguments in favor or against a particular issue
using primary sources.
2. Use conflicting evidence in a paper or in other learning activities to achieve historical
accuracy
3. Demonstrate the ability to evaluate and explain multiple, complex sources or ideas
when explaining a thesis statement or arguments
4. Demonstrate the ability to evaluate and explain multiple, complex sources or ideas
when explaining a thesis statement or arguments on the Nationwide Cry

In this Unit, four issues with different conflicting views and interpretations will be
discussed. Interpretations vary according to who reads the primary source, when it was read,
and how it was read. As history students, you must be trained and equipped to recognize
different types of interpretations, and how they differ from each other.
Historians use facts gathered from primary sourcesand then shape them so that their
audience can understand and make sense of them. This process is called as interpretation.In
order to study interpretations students need to be able to recognise different types of
interpretations, know why they might differ, and how to critically evaluate them. Moreover, it is
also important that one should be able to grasp the idea of history as a construct otherwise he
will be unable to make sense of conflicting and competing accounts of the past which present
themselves in their daily lives.

PRETEST: Write T if the statement is correct and F in incorrect.

_____1. The first Christian Mass celebrated on the Philippine soil was made in an island which
Pigafetta called as “Mazaua.”
_____2.There is only one account of the First Catholic Mass in the Philippines.
_____3.The Cry of Pugadlawin marked the end of Bonifacio’s leadership on the KKK
_____4.The execution of Gomburza was a blunder on the part of the Spanish government.
_____5.The execution of GOMBURZA inspired Filipino patriots to call forreforms and eventually
independence.
_____6.Using primary and secondary sources, there were five places identified as the site of
the Cry of the Rebellion.
_____7.Cry of the rebellion happened in present-day Quezon City.
_____8. The document of the retraction of Jose Rizal is being hotly debated as to its
authenticity.
_____9. Rizal retracted while he was in Dapitan.
_____10. The Cry of Pugadlawin was the beginning of the Philippine Revolution against the
Spaniards.

35
LESSON 1: THE SITE OF FIRST MASS: A RE-EXAMINATION OF THE EVIDENCE
Butuan has long been believed as the site of the first Mass. This has been the case for
three centuries, culminating in the erection of a monument in 1872 near Agusan River, which
commemorates the expedition’s arrival and celebration of Mass on April 8, 1521. The Butuan
claim has been based on a rather elementary reading of primary sources from the event. It
must be noted that there are only two primary sources that historians refer to in identifying the
site of the first Mass. One is the log kept by Francisco Albo, a pilot of one of Magellan’s ship,
Trinidad. The other, and the more complete was the account by Antonio Pigafetta, First Voyage
Around the world. Pigafetta like Albo, was a member of the Magellan expedition and an
eyewitness of the events, particularly, of the first Mass.

Magellan Never Went to Butuan

By: Yen Makabenta
January 31. 2019, The Manila Times

In the book, The Great Island, Fr. Miguel Bernad, S.J., also included a long scholarly
essay on the centuries-old controversy regarding the site of the first mass celebrated in the
Philippine islands, which has exercised many Filipinos and scholars, including those of our
present generation.

According to Antonio Pigafetta, the Italian chronicler of the Magellan expedition, the mass
was held on Easter Sunday, on an island called “Mazaua.” Two native chieftains were in
attendance, the rajah of Mazaua, and the rajah of Butuan.

After the mass, the party went up a little hill and planted a wooden cross upon its
summit.”
The subject of controversy is the identity of Mazaua. There are two conflicting claims as
to its identity. One school of thought points to the small island south of Leyte, which on the map
is called Limasawa. The other school rejects that claim and points instead to the beach called
‘ao,’ at the mouth of the Agusan River in northern Mindanao, near the village (now the city) of
Butuan.

In his article, Fr. Bernad re-examines and assesses the evidence for these two claims.
He gives each claim its due and a hearing of whatever evidence are in its favor.
I should disclose here that I am not the first to take up this subject in the Manila Times. Just
recently, a colleague, Michael ‘Xiao’ Chua, in his column of Jan. 20, 2019 reported that a panel
has been created to review the Butuan claim to have been the site of the first mass.

The Butuan claim

Fr. Bernad’s presentation of the historical records and his assessment of the arguments
speak eloquently for itself. He backs up each finding with generous citations in his notes and a
bibliography.
I was frankly surprised by Fr. Bernad‘s report that the Butuan claim has been the more
ascendant and persistent, reigning over public opinion for some three centuries, the 17th, the
18th and the 19th century.

36
 I was frankly surprised by Fr. Bernad‘s report that the Butuan claim has been the more
ascendant and persistent, reigning over public opinion for some three centuries, the 17th, the
18th and the 19th century.

On the strength of this tradition, a monument was erected in 1872 at the mouth of the
Agusan River. The monument was erected apparently at the instigation of the parish priest of
Butuan, who at the time was a Spanish friar of the Order of Augustinian Recollects. The date
given for the first Mass was April 8, 1521, an obvious error that may have been due to an
anachronistic attempt to translate the original date in the Gregorian calendar.

The monument is a testimonial to the Butuan tradition that remained vigorous until the
end of the 19th century, which held that Magellan and his expedition landed in Butuan, and
celebrated there the first mass on Philippine soil.

Because the Butuan tradition had already been established by the middle of the 17h
century, it was accepted without question by two Jesuit historians who got misled by their facts.
On historian was Fr. Francisco Colin, S.J. (1592-1660), whose Labor Evangelica was first
published in Madrid in 1663, three years after his death. He provided in the book an account of
Magellan’s arrival and the first mass.

The other Jesuit writer of the mid-17th century was Francisco Combes S.J. (1620-1665),
who had lived and worked as a missionary in the Philippines. His Historia de Mindanao y Jolo
was printed in Madrid in 1667, four years after Colin’s work was published.
Colin and Combes gave different accounts of the route taken by Magellan. But they asserted that
Magellan landed in Butuan and there planted the cross in a solemn ceremony.
Both Colin and Combes pictured Magellan as visiting both Butuan and Limasawa.
Both Colin and Combes agree that it was from Limasawa and with the help of Limasawa’s
chieftain that the Magellan expedition went to Cebu. Magellan arrived in Cebu on April 7, 1521,
one week after the first mass.

In the 19th century, the Butuan tradition was taken for granted and it is mentioned by
writer after writer, each copying from the previous one, and being in turn copied by those who
came after.

The accumulated errors of three centuries are found in the work of Dominican friar,
Valentin Morales y Marin, whose two-volume treatise on the friars was published in Santo Tomas
in Manila in 1901.
As late as the 1920s, the Philippine history textbook used at the Ateneo de Manila used
the Butuan tradition.

37
Opinion shifts to Limasawa
How did the shift in opinion from Butuan to Limasawa come about?
Blame was at first laid on the Americans Emma Blair and James Alexander Robertson,
who authored the 55-volume collection of documents on the Philippines Island that was
published in Cleveland from 1903 to 1909.
The cause of the shift in opinion was the publication in 1894 of Pigafetta’s account,
as contained in the Ambrosian Codex.
Pigafetta was the chronicler of the Magellan expedition in 1521 that brought
Europeans for the first time to the archipelago.
Pigafetta’s narrative was reproduced with English translation, notes, bibliography
and index in Blair and Robertson’s The Philippine Islands, volumes 33 and 34.
Following the publication of the Pigafetta text in 1894, two Philippine scholars
called attention to the fact that the Butuan tradition had been a mistake. One of the
scholars was Trinidad H. Pardo de Tavera. The other was the Spanish Jesuit missionary,
Pablo Pastells, S.J.
Fr. Pastells prepared a new edition of Fr Colin’s Labor Evangelica, which was
published in 1902, and which contained a correction about the first mass.
Pastells‘ shift in opinion from Butuan to Limasawa was due to a rediscovery and a more
attentive study of the primary sources on the subject:
Pigafetta’s account and Francisco Albo’s log of the expedition. Pigafetta and Albo
were eyewitnesses.

Pastells wrote:
“Magellan did not go to Butuan. Rather, from the island of Limasawa, he proceeded
directly to Cebu.”
Among the Philippine scholars of the early 20th century who rejected the Butuan
tradition in favor of Limasawa was Jayme de Veyra.
Since then, the Limasawa opinion has been generally accepted, although there
remains a small but vigorous group determined to push the Butuan claim.

Fr. Bernad summarized the evidence for Limasawa as follows:

1. The evidence from Albo’s logbook
2. The evidence of Pigafetta
a. Pigafetta’s testimony regarding the route
b. The evidence of Pigafetta’s maps
c. The two native kings
d. The seven days at ‘Mazaua’
3. Confirmatory evidence from the Legazpi expedition.

Consequently, the Butuan claim as the site of the first Mass has no leg to stand on.
Ferdinand Magellan never visited Butuan.
Source: https://www.manilatimes.net/2019/01/31/opinion/columnists/topanalysis/magellan-never-went-to-
butuan/504604/

38
Name: ______________________________ Score:______________
Schedule:____________________________ Date:______________

TASK 1: Write an argumentative essay about the First Mass in the Philippines.
An argumentative essay is a type of essay that presents arguments about both sides of an
issue. It could be that both sides are presented equally balanced, or it could be that one side is
presented more forcefully than the other
Criteria:
1. Thesis (10 points)
-Strongly and clearly states a personal opinion. Clearly identifies the issue.
2. Reasons and Support (10 points)
-Two or more excellent points are made with good support. It is evident the writer
put much thought and research into this.
3. Mechanic (10 points)
-It does not contain any error in punctuation, spelling or capitalization.

________________________________________________________________________________
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39
LESSON 2: CAVITE MUTINY
On January 20, 1872,the Cavite Mutiny, an uprising of military personnel at the Spanish
arsenal in Cavite, took place. This event subsequently led to the execution of the Filipino priests
Mariano Gomez, Jose Burgos and Jacinto Zamora, otherwise known as GOMBURZA. The
Cavite Mutiny is a major factor in the awakening of Filipino nationalism at that time.

THE TWO FACES OF THE 1872 CAVITE MUTINY

By Chris Antonette Piedad-Pugay

The 12th of June of every year since 1898 is a very important event for all the Filipinos. In
this particular day, the entire Filipino nation as well as Filipino communities all over the world
gathers to celebrate the Philippines’ Independence Day. 1898 came to be a very significant
year for all of us— it is as equally important as 1896—the year when the Philippine Revolution
broke out owing to the Filipinos’ desire to be free from the abuses of the Spanish colonial
regime. But we should be reminded that another year is as historic as the two—1872.

Two major events happened in 1872, first was the 1872 Cavite Mutiny and the other was
the martyrdom of the three martyr priests in the persons of Fathers Mariano Gomes, Jose
Burgos and Jacinto Zamora (GOMBURZA). However, not all of us knew that there were
different accounts in reference to the said event. All Filipinos must know the different sides of
the story—since this event led to another tragic yet meaningful part of our history—the
execution of GOMBURZA which in effect a major factor in the awakening of nationalism among
the Filipinos.

1872 Cavite Mutiny: Spanish Perspective

Jose Montero y Vidal, a prolific Spanish historian documented the event and highlighted it
as an attempt of the Indios to overthrow the Spanish government in the Philippines. Meanwhile,
Gov. Gen. Rafael Izquierdo’s official report magnified the event and made use of it to implicate
the native clergy, which was then active in the call for secularization. The two accounts
complimented and corroborated with one other, only that the general’s report was more spiteful.
Initially, both Montero and Izquierdo scored out that the abolition of privileges enjoyed by the
workers of Cavite arsenal such as non-payment of tributes and exemption from force labor were
the main reasons of the “revolution” as how they called it, however, other causes were
enumerated by them including the Spanish Revolution which overthrew the secular throne, dirty
propagandas proliferated by unrestrained press, democratic, liberal and republican books and
pamphlets reaching the Philippines, and most importantly, the presence of the native clergy who
out of animosity against the Spanish friars, “conspired and supported” the rebels and enemies
of Spain. In particular, Izquierdo blamed the unruly Spanish Press for “stockpiling” malicious
propagandas grasped by the Filipinos. He reported to the King of Spain that the “rebels”
wanted to overthrow the Spanish government to install a new “hari” in the likes of Fathers
Burgos and Zamora. The general even added that the native clergy enticed other participants
by giving them charismatic assurance that their fight will not fail because God is with them
coupled with handsome promises of rewards such as employment, wealth, and ranks in the
army. Izquierdo, in his report lambasted the Indios as gullible and possessed an innate
propensity for stealing.

The two Spaniards deemed that the event of 1872 was planned earlier and was thought
of it as a big conspiracy among educated leaders, mestizos, abogadillos or native lawyers,
40of
residents of Manila and Cavite and the native clergy. They insinuated that the conspirators
Manila and Cavite planned to liquidate high-ranking Spanish officers to be followed by the
massacre of the friars. The alleged pre-concerted signal among the conspirators of Manila and
Cavite was the firing of rockets from the walls of Intramuros.
 According to the accounts of the two, on 20 January 1872, the district of Sampaloc
celebrated the feast of the Virgin of Loreto, unfortunately participants to the feast celebrated the
occasion with the usual fireworks displays. Allegedly, those in Cavite mistook the fireworks as the
sign for the attack, and just like what was agreed upon, the 200-men contingent headed by Sergeant
Lamadrid launched an attack targeting Spanish officers at sight and seized the arsenal.

When the news reached the iron-fisted Gov. Izquierdo, he readily ordered the reinforcement
of the Spanish forces in Cavite to quell the revolt. The “revolution” was easily crushed when the
expected reinforcement from Manila did not come ashore. Major instigators including Sergeant
Lamadrid were killed in the skirmish, while the GOMBURZA were tried by a court-martial and were
sentenced to die by strangulation. Patriots like Joaquin Pardo de Tavera, Antonio Ma. Regidor, Jose
and Pio Basa and other abogadillos were suspended by the Audencia (High Court) from the practice
of law, arrested and were sentenced with life imprisonment at the Marianas Island. Furthermore,
Gov. Izquierdo dissolved the native regiments of artillery and ordered the creation of artillery force to
be composed exclusively of the Peninsulares.

On 17 February 1872 in an attempt of the Spanish government and Frailocracia to instill fear
among the Filipinos so that they may never commit such daring act again, the GOMBURZA were
executed. This event was tragic but served as one of the moving forces that shaped Filipino
nationalism.

A Response to Injustice: The Filipino Version of the Incident

Dr. Trinidad Hermenigildo Pardo de Tavera, a Filipino scholar and researcher, wrote the Filipino
version of the bloody incident in Cavite. In his point of view, the incident was a mere mutiny by the
native Filipino soldiers and laborers of the Cavite arsenal who turned out to be dissatisfied with the
abolition of their privileges. Indirectly, Tavera blamed Gov. Izquierdo’s cold-blooded policies such as
the abolition of privileges of the workers and native army members of the arsenal and the prohibition
of the founding of school of arts and trades for the Filipinos, which the general believed as a cover-
up for the organization of a political club.

On 20 January 1872, about 200 men comprised of soldiers, laborers of the arsenal, and
residents of Cavite headed by Sergeant Lamadrid rose in arms and assassinated the commanding
officer and Spanish officers in sight. The insurgents were expecting support from the bulk of the
army unfortunately, that didn’t happen. The news about the mutiny reached authorities in Manila
and Gen. Izquierdo immediately ordered the reinforcement of Spanish troops in Cavite. After two
days, the mutiny was officially declared subdued.

Tavera believed that the Spanish friars and Izquierdo used the Cavite Mutiny as a powerful lever
by magnifying it as a full-blown conspiracy involving not only the native army but also included
residents of Cavite and Manila, and more importantly the native clergy to overthrow the Spanish
government in the Philippines. It is noteworthy that during the time, the Central Government in
Madrid announced its intention to deprive the friars of all the powers of intervention in matters of civil
government and the direction and management of educational institutions. This turnout of events
was believed by Tavera, prompted the friars to do something drastic in their dire sedire to maintain
power in the Philippines.

Meanwhile, in the intention of installing reforms, the Central Government of Spain welcomed an
educational decree authored by Segismundo Moret promoted the fusion of sectarian schools run by
the friars into a school called Philippine Institute. The decree proposed to improve the standard of
education in the Philippines by requiring teaching positions in such schools to be filled by competitive
examinations. This improvement was warmly received by most Filipinos in spite of the native clergy’s
41
zest for secularization.
The friars, fearing that their influence in the Philippines would be a thing of the past, took
advantage of the incident and presented it to the Spanish Government as a vast conspiracy
organized throughout the archipelago with the object of destroying Spanish sovereignty.
Tavera sadly confirmed that the Madrid government came to believe that the scheme was
true without any attempt to investigate the real facts or extent of the alleged “revolution”
reported by Izquierdo and the friars.

Convicted educated men who participated in the mutiny were sentenced life
imprisonment while members of the native clergy headed by the GOMBURZA were tried and
executed by garrote. This episode leads to the awakening of nationalism and eventually to
the outbreak of Philippine Revolution of 1896. The French writer Edmund Plauchut’s account
complimented Tavera’s account by confirming that the event happened due to
discontentment of the arsenal workers and soldiers in Cavite fort. The Frenchman, however,
dwelt more on the execution of the three martyr priests which he actually witnessed.

Unraveling the Truth

Considering the four accounts of the 1872 Mutiny, there were some basic facts that
remained to be unvarying: First, there was dissatisfaction among the workers of the arsenal
as well as the members of the native army after their privileges were drawn back by Gen.
Izquierdo; Second, Gen. Izquierdo introduced rigid and strict policies that made the Filipinos
move and turn away from Spanish government out of disgust; Third, the Central Government
failed to conduct an investigation on what truly transpired but relied on reports of Izquierdo
and the friars and the opinion of the public; Fourth, the happy days of the friars were already
numbered in 1872 when the Central Government in Spain decided to deprive them of the
power to intervene in government affairs as well as in the direction and management of
schools prompting them to commit frantic moves to extend their stay and power; Fifth, the
Filipino clergy members actively participated in the secularization movement in order to allow
Filipino priests to take hold of the parishes in the country making them prey to the rage of the
friars; Sixth, Filipinos during the time were active participants, and responded to what they
deemed as injustices; and Lastly, the execution of GOMBURZA was a blunder on the part of
the Spanish government, for the action severed the ill-feelings of the Filipinos and the event
inspired Filipino patriots to call for reforms and eventually independence. There may be
different versions of the event, but one thing is certain, the 1872 Cavite Mutiny paved way for
a momentous 1898.

The road to independence was rough and tough to toddle, many patriots named and
unnamed shed their bloods to attain reforms and achieve independence. 12 June 1898 may
be a glorious event for us, but we should not forget that before we came across to victory, our
forefathers suffered enough. As weenjoy our freeedom, may we be more historically aware
of our past to have a better future ahead of us. And just like what Elias said in Noli me
Tangere, may we “not forget those who fell during the night.”

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

42
Name: ______________________________ Score:______________
Schedule:____________________________ Date:______________

TASK 1. Compare and Contrast the two conflicting perspectives on the Cavite Mutiny.

SPANISH PERSPECTIVES FILIPINO PERSPECTIVE

43
LESSON 3: RETRACTION OF RIZAL

For decades, the authenticity of Jose Rizal’s retraction documents have

Retraction means a
raised issues, scepticism, and heated debates among those who seek to
statement saying
know the truth regarding this controversy. However, the lack of evidence
that something you
and different statements by significant people involved have only
said or wrote at an
contributed to the complications and uncertainty which envelope this fiery earlier time is not
argument. "I retract with all my heart whatever in my words, writings,
true or correct
publications and conduct have been contrary to my character as a son of the
Catholic Church.", this was the statement in the document which made the
historians believed that Rizal had retracted.

Raging Controversy.
Several historians report that Rizal retracted his anti-Catholic ideas through this
document However, there are doubts of its authenticity given that there is no certificate of
Rizal's Catholic marriage to Josephine Bracken. Also there is an allegation that the retraction
document was a forgery. Ricardo Pascual concluded that the retraction document, said to have
been discovered in 1935, was not in Rizal's handwriting.Senator Rafael Palma, a former
President of the University of the Philippines and a prominent Mason, argued that a retraction is
not in keeping with Rizal's character and mature beliefs. He called the retraction story a "pious
fraud." Others who deny the retraction are Frank Laubach, a Protestant minister; Austin
Coates, a British writer; and Ricardo Manapat, director of the National Archives. Those who
affirm the authenticity of Rizal's retraction are prominent Philippine historians such as: Nick
Joaquin, Nicolas Zafra of UP León María Guerrero III, Gregorio Zaide, Guillermo Gómez
Rivera, Ambeth Ocampo, John Schumacher, Antonio Molina, Paul Dumol and Austin Craig
They take the retraction document as authentic, having been judged as such by a foremost
expert on the writings of Rizal, Teodoro Kalaw (a 33rd degree Mason) and "handwriting
experts...known and recognized in our courts of justice", H. Otley Beyer and Dr. José I. Del
Rosario, both of UP.
Historians also refer to 11 eyewitnesses when Rizal wrote his retraction,
signed a Catholic prayer book, and recited Catholic prayers, and the multitude who
saw him kiss the crucifix before his execution. A great grandnephew of Rizal,
Fr. Marciano Guzman, cites that Rizal's 4confessions were certified by 5
eyewitnesses, 10 qualified witnesses, 7 newspapers, and 12 historians and writers
including Aglipayan bishops, Masons and anti-clericals. One witness was the head of
the Spanish Supreme Court at the time of his notarized declaration and was highly
esteemed by Rizal for his integrity.Because of what he sees as the strength
these direct evidence have in the light of the historical method, in contrast with
merely circumstantial evidence, UP professor emeritus of history Nicolas Zafra called
the retraction "a plain unadorned fact of history." Guzmán attributes the denial of
retraction to "the blatant disbelief and stubbornness" of some Masons.
Supporters see in the retraction Rizal's "moral courage...to recognize his
mistakes," his reversion to the "true faith", and thus his "unfading glory,"and a return

44
 to the "ideals of his fathers" which "did not diminish his stature as a great patriot; on
the contrary, it increased that stature to greatness." On the other hand, Senator Jose
Diokno stated, "Surely whether Rizal died as a Catholic or an apostate adds or
detracts nothing from his greatness as a Filipino... Catholic or Mason, Rizal is still
Rizal - the hero who courted death 'to prove to those who deny our patriotism that we
know how to die for our duty and our beliefs'."

THE RIZAL RETRACTION AND OTHER CASES

by Peter Jaynul V. UckungSeptember 19, 2012

The flow of history is as inexorable as the tidal flow of an angry ocean. But ever
so often in our collective recollection, it is remembered that sometimes the skillful use
of forgery can redirect the flow of history itself.

In the Philippines today, forgery is usually resorted to redirect the flow of money
from the rightful beneficiary to the unworthy pockets of invisible people. That money is
usually the target of forgery is known and practiced all over the world, but forgery in
the hands of the wily, has power to effect a redirection of events and undoing of
history. It has the power to obscure or belie an occurrence or create an event that did
not actually transpire. It also has the power to enslave and destroy.

In October 1600, the Muslim Ottoman Army and a Christian army, led by
Austrians, with Hungarian, French, Maltese and German troops were battling it out for
territory called Kanizsa. The Ottoman army was outgunned and outmanned, but the
Ottoman commander, Tiryaki Hasan Pasha was a clever man. He knew that the
Hungarians were not too happy to be allied with the Austrians. So he sent fake letters,
designed them to be captured by the Austrians. The letters contained Hungarian
alliance with Ottoman forces. The Austrian upon reading the fake letters signed by a
reliable source (obviously forged) decided to kill all Hungarian soldiers.The
Hungarians revolted and the Christian army disintegrated from within. Thus, did the
Ottomans won the battle, by issuing forged communication.

During World War II, the British, to protect the secrecy of the Allied plan to invade
Sicily in 1943, launched operation Mincemeat. This was a deception campaign to
mislead German Intelligence about the real target of the start of the Allied Invasion of
Europe. A series of seemingly genuine secret documents, with forged signatures,
were attached to a British corpse dressed in military uniforms. It was left to float
somewhere in a beach in Spain, where plenty of German agents were sure to get
hold of it.
The body with the fake documents was found eventually and its documents
seen by German agents. The documents identified Sardinia and Corsica as the
targets of the Allied invasion. The Germans believed it, and was caught with their
pants down when allied forces hit the beaches of the real target, which was Sicily.

45
 This kind of deception was also used by the British against the Germans in North
Africa. They placed a map of British minefields, then attached them to a corpse. The
minefields were non-existent but the Germans saw the map and considered it true.
Thus, they rerouted their tanks to areas with soft sand where they bogged down.

In 1944, a Japanese sea plane crashed near Cebu. According to Japanese

military officials who were captured, and later released, they were accompanying
Gen. Koga, Commander in Chief of the Japanese Combined Fleet. Gen. Koga died in
the crash. A little later, Filipino fisherman recovered some Japanese documents. They
delivered the documents to US Intelligence. The documents revealed that Leyte was
lightly defended. As a result, the Americans shifted their invasion target to Leyte
instead of Cotabato Bay in Mindanao.

On October 17, 1944 the invasion of Leyte went underway. Leyte was lightly
defended as the Koga papers have indicated. But it was during the invasion of Leyte
when the Japanese navy launched their last offensive strike against the US fleet, with
the objective of obliterating it once and for all. They nearly succeeded. After this near-
tragic event, the Koga papers were considered by some military strategists as
spurious and could have been manufactured by the Japanese to mislead the
American navy into thinking that Leyte was a defenceless island. That Leyte was a
trap. And the Americans nearly fell into it.

In recent memory, there was an incident in which the forging of documents

served to negate the existence of an independent Philippines.

In 1901, the Americans managed to capture a Filipino messenger,

CecilioSegismundo who carried with him documents from Aguinaldo. The American
then faked some documents complete with forged signature, telling Aguinaldo that
some Filipino officers were sending him guerrillas with American prisoners. With the
help of a Spanish traitor, Lazaro Segovia, the Americans assembled a company of
pro-American Filipino soldiers, the Macabebe scouts. These were the soldiers who
penetrated the camp of Aguinaldo, disguised as soldiers of the Philippine Republic.
They managed to capture Aguinaldo. With the president captured, his generals began
to surrender, and the Republic began to fall.
The document of the retraction of Jose Rizal, too, is being hotly debated as to its
authenticity.
It was supposed to have been signed by Jose Rizal moments before his death.
There were many witnesses, most of them Jesuits. The document only surfaced for
public viewing on May 13, 1935. It was found by Fr. Manuel A. Gracia at the Catholic
hierarchy’s archive in Manila. But the original document was never shown to the
public, only reproductions of it. However, Fr. Pio Pi, a Spanish Jesuit, reported that
as early as 1907, the retraction of Rizal was copied verbatim and published in Spain,
and reprinted in Manila. Fr. Gracia, who found the original document, also copied it
verbatim.
46
 In both reproductions, there were conflicting versions of the text. Add to this the
date of the signing was very clear in the original Spanish document which Rizal
supposedly signed. The date was “December 29, 1890.” Later, another supposedly
original document surfaced, it bears the date “December 29, 189C”. The number “0”
was evidently altered to make it look like a letter C. Then still later, another
supposedly original version came up. It has the date “December 29, 1896”. This time,
the “0” became a “6”.
So which is which?
Those who strongly believed the faking of the Rizal retraction document,
reported that the forger of Rizal’s signature was Roman Roque, the man who also
forged the signature of Urbano Lacuna, which was used to capture Aguinaldo. The
mastermind, they say, in both Lacuna’s and Rizal’s signature forging was Lazaro
Segovia. They were approached by Spanish friars during the final day of the Filipino-
American war to forge Rizal’s signature.

This story was revealed by Antonio K. Abad, who heard the tale from Roman
Roque himself, them being neighbours.To this day, the retraction issue is still raging
like a wild fire in the forest of the night. Others would like to believe that the purported
retraction of Rizal was invented by the friars to deflect the heroism of Rizal which was
centered on the friar abuses. Incidentally, Fr. Pio Pi, who copied verbatim Rizal’s
retraction, also figured prominently during the revolution. It was him, Andres Bonifacio
reported, who had intimated to Aguinaldo the cessation of agitation in exchange of
pardon.
There are also not a few people who believe that the autobiography of Josephine
Bracken, written on February 22, 1897 is also forged and forged badly. The document
supposedly written by Josephine herself supported the fact that they were married
under the Catholic rites. But upon closer look, there is a glaring difference between
the penmanship of the document, and other letters written by Josephine to Rizal.
Surely, we must put the question of retraction to rest, though Rizal is a hero,
whether he retracted or not, we must investigate if he really did a turn-around. If he
did not, and the documents were forgeries, then somebody has to pay for trying to
deceive a nation.

47
Name: ______________________________ Score:______________
Schedule:____________________________ Date:______________

Activity/ Assessment:
TASK 1:Read each item below and answer the question in a separate document. Each
item has a unique rating relative to the degree of relevance to the learning objectives.
1. What are the reasons of the prominent historians in affirming the authenticity of
Rizal's retraction?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What are the proofs used to defend the authenticity of Rizal’s retraction?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What possible reasons could have pushed Jose Rizal to write his retraction
document according to those who believe that he really retracted?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. What are the major arguments/issues on Rizal’s retraction?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

48
Task 2: Write a 500 words position paper on the retraction of Rizal (50 points)
Rubric:
1. Attention grabber (10 points)
-the introductory paragraph has a strong hook or attention grabber that is appropriate;
this could be strong statement, a relevant quotation, statistics, or question addressed to
the reader
2. Focus or Thesis Statement (10 points)
-the author’s position is strongly and clearly tstated
3. Evidences and examples ( 10 points)
-all of the evidences and examples are specific, relevant and explanations are given that
show how each piece of evidence supports the author’s position)
4.Sequencing (10 points)
- arguments and support are provided in a logical order that makes it easy and
interesting to follow the author’s train of thought
5. Writing mechanics (10 points)
- the paper is clearly written with no spelling, punctuation, or capitalization errors

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

49
LESSON 4: THE FIRST CRY OF THE REVOLUTION (AUGUST 1896)
The Philippine Revolution of 1896 began with what later known as the “First Cry” or the
initial move of the Filipinos to begin the revolution for independence.
The tearing up of cedulas and proclaiming the start of the fight for independencehappened
after the Katipunan was exposed on August 19, 1896 and the Spaniards began to crack down
on suspected rebels. It was believed that the first cry occurred there on August 26, however it
was contradicted by the different Katipunan personalities who claimed that they were there at
that time. National Historical Commission of The Philippines claimed that, the First cry of the
Philippine Revolution of 1896 happened on August 23, 1896 at Pugadlawin, now part of Project
8 in Quezon City.

Different Accounts of the Nationwide Cry

1. Dr. Pio Valenzuela’s “Cry of PugadLawin”
The official date and place of the First Cry were largely based on his account.He is an
official of the Katipunan and a friend of Andres Bonifacio, who was present during the
event.In 1935, Pio Valenzuela, along with BriccioPantas and Enrique Pacheco said (in
English translation)."The first Cry of the revolution did not happen in Balintawak where the
monument is, but in a place called PugadLawin."
In 1940, a research team of a forerunner of the National Historical Institute (NHI) which
included Valenzuela identified the location as part of sitioGulod, Banlat, Kalookan City. IN
1964, the NHI described this location as the house of Tandang Sora.
The first place of refuge of Andres Bonifacio, Emilio Jacinto, Procopio, Bonifacio,
Teodoro Plata, Aguedo del Rosario, and myself was Balintawak, the first five arriving there
on August 19, and I on August 20, 1896. The first place where some 500 members of the
Katipunan met on August 22, 1896, was the house and yard of Apolonio Samson at
Kangkong. Aside from the persons mentioned above, among those who were there were
Briccio Pantas, Alejandro Santiago, Ramon Bernardo, Apolonio Samson, and others.
Here, views were only exchanged, and no resolution was debated or adopted. It was at
Pugad Lawin, the house, store-house, and yard of Juan Ramos, son of Melchora Aquino,
where over 1,000 members of the Katipunan met and carried out considerable debate and
discussion on August 23, 1896. The discussion was on whether or not the revolution
against the Spanish government should be started on August 29, 1896... After the
tumultuous meeting, many of those present tore their cedula certificates and shouted
"Long live the Philippines! Long live the Philippines
2. Guillermo Masangkay
Masangkay is a friend and fellow Katipunero of Andres Bonifacio.In his interview with the
Sunday Tribune magazine, Masangkay said that the first Cry happened in Balintawak on
August 26, 1896. In the first decade of American rule, it was his account that was used by
the government and civic officials to fix the date and place of the First Cry which capped
with the erection of the “Monument to the Heroes of 1896” in that place.In another
interview published in the newspaper Bagong Buhay on August 26, 1957, Masangkay
50
changed his narrative stating that the revolution began on August 23, 1896, similar to the
assertion of Dr. Pio Valenzuela. But later changed again when his granddaughter,
Soledad Buehler-Borromeo, cited sources, including the Masangkay papers, that the
original date was August 26.
Guillermo Masangkay’s The Cry of Balintawak
On August 26th, a big meeting was held in Balintawak, at the house of Apolonio Samson,
then cabeza of that barrio of Caloocan. Among those who attended, I remember, were
Bonifacio, Emilio Jacinto, Aguedo del Rosario, Tomas Remigio, Briccio Pantas, Teodoro
Plata, Pio Valenzuela, Enrique Pacheco, and Francisco Carreon. They were all leaders of
the Katipunan and composed the board of directors of the organization. Delegates from
Bulacan, Cabanatuan, Cavite, and Morong were also present.
“At about nine o'clock in the morning of August 26, the meeting was opened with Andres
Bonifacio presiding and Emilio Jacinto acting as secretary. The purpose was to discuss
when the uprising was to take place. Teodoro Plata, Briccio Pantas, and Pio Valenzuela
were all opposed to starting the revolution too early...Andres Bonifacio, sensing that he
would lose the discussion then, left the session hall and talked to the people, who were
waiting outside for the result of the meeting of the leaders. He told the people that the
leaders were arguing against starting the revolution early, and appealed to them in a fiery
speech in which he said:"You remember the fate of our countrymen who were shot in
Bagumbayan. Should we return now to the towns, the Spaniards will only shoot us. Our
organization has been discovered and we are all marked men. If we don't start the
uprising, the Spaniards will get us anyway. What then, do you say?" "Revolt!" the people
shouted as one. Bonifacio then asked the people to give a pledge that they were to revolt.
He told them that the sign of slavery of the Filipinos were the cedula tax charged each
citizen. "If it is true that you are ready to revolt... I want to see you destroy your cedulas. It
will be a sign that all of us have declared our severance from the Spaniards.
The Cry of Balintawak occurred on August 26, 1896. The Cry, defined as that turning
point when the Filipinos finally refused Spanish colonial dominion over the Philippine
Islands. With tears in their eyes, the people as one man, pulled out their cedulas and tore
them into pieces. It was the beginning of the formal declaration of the separation from
Spanish rule."Long Live the Philippine Republic!", the cry of the people. An article from
The Sunday Tribune Magazine on August 21, 1932 featured the statements of the
eyewitness account by Katipunan General Guillermo Masangkay, "A Katipunero Speaks".
Masangkay recounts the "Cry of Balintawak", stating that on August 26,1896, a big
meeting was held in Balintawak at the house of Apolonio Samson, then the cabeza of that
barrio of Caloocan. At about nine o'clock in the morning of August 26, the meeting was
opened with Andres Bonifacio presiding and Emilio Jacinto acting as Secretary. In August
1896, after the Katipunan was discovered, Masangkay joined Bonifacio, Emilio Jacinto,
and others in a clandestine meeting held on the 26th of that month at Apolonio Samson’s
house in Caloocan.
Initially, the leaders of the movement quarreled over strategy and tactics, and many of its
members questioned the wisdom of an open rebellion due to the lack of arms and
logistical support. However, after Bonifacio’s intense and convincing speech, everyone

51
 destroyed their cedulas to symbolize their defiance towards Spain and, together, raised
the cry of “Revolt".
3. Santiago Alvarez
Alvarez is one of the leaders of the Cavite revolution. Alvarez presents an account
devoid of any dramatic description as it is merely a narration of the events that happened
in Bahay Toro.
Santiago Alvarez The “Cry of Bahay Toro”
The account of Santiago Alvarez regarding the Cry of Balintawak flaunted specific
endeavors, as stated:
“We started our trek to Kangkong at about eleven that night. We walked through the rain
over dark expanses of muddy meadows and fields. Our clothes drenched and our bodies
numbed by the cold wind, we plodded wordlessly. It was nearly two in the morning when
we reached the house of Brother Apolonio Samson in Kangkong. We crowded into the
house to rest and warm ourselves. We were so tired that, after hanging our clothes out to
dry, we soon feel asleep. The Supremo began assigning guards at five o'clock the
following morning, Saturday 22 August 1896. He placed a detachment at the Balintawak
boundary and another at the backyard to the north of the house where we were gathered.
No less than three hundred men assembled at the bidding of the Supremo Andres
Bonifacio. Altogether, they carried assorted weapons, bolos, spears, daggers, a dozen
small revolvers and a rifle used by its owner, one Lieutenant Manuel, for hunting birds.
The Supremo Bonifacio was restless because of fear of sudden attack by the enemy. He
was worried over the thought that any of the couriers carrying the letter sent by Emilio
Jacinto could have been intercepted; and in that eventuality, the enemy would surely
know their whereabouts and attack them on the sly. He decided that it was better to move
to a site called Bahay Toro. At ten o'clock that Sunday morning, 23 August 1896 we
arrived at Bahay Toro. Our member had grown to more than 500 and the house, yard, and
warehouse of Cabesang Melchora was getting crowded with us Katipuneros. The
generous hospitality of Cabesang Melchora was no less than that of Apolonio Samson.
Like him, she also opened her granary and had plenty of rice pounded and animals
slaughtered to feed us. The following day, Monday, 24 August, more Katipuneros came
and increased our number to more than a thousand. The Supremo called a meeting at ten
o'clock that morning inside Cabesang Melchora's barn. Flanking him on both sides at the
head of the table were Dr. Pio Valenzuela, Emilio Jacinto, Briccio Pantas, Enrique
Pacheco, Ramon Bernardo, Pantelaon Torres, Francisco Carreon, Vicente Fernandez,
Teodoro Plata, and others. We were so crowded that some stood outside the barn. The
following matters were approved at the meeting:
i. An uprising to defend the people's freedom was to be started at midnight of Saturday, 29
August 1896;
ii. To be on a state of alert so that the Katipunan forces could strike should the situation
arise where the enemy was at a disadvantage. Thus, the uprising could be started earlier
than the agreed time of midnight of 29 August 1896 should a favorable opportunity arise

52
 at that date. Everyone should steel himself and be resolute in the struggle that was
imminent; and
iii. He immediate objective was the capture of Manila.
After the adjournment of the meeting at twelve noon, there were tumultuous shouts of
"Long live the Sons of the Country” (Mabuhay anf mga Anak ng Bayan)!
4. Gregoria de Jesus also known as the “Lakambini of the Katipunan”.
"Oriang", as Gregoria de Jesus was called, was the "Maria Elena" in a Santacruzan in
Caloocan when she first met Andres Bonifacio who was introduced by her cousin Teodoro
Plata, also a katipunero.
Right after Gregoria de Jesus and Andres Bonifacio were maried in March 1893, Oriang
was immediately sworn into the Katipunan and she took the name "Lakambini". As wife of
the Supremo, she was kept the seal of the Society and its secret lists of recruits and
supporters. The town beauty married not only the Supremo of the Katipunan but the
cause of liberty. More than a year after Andres Bonifacio and his brother Procopio were
killed, Gregoria de Jesus married Julio Nakpil who was commander of all the Katipunan
troops in the north. Oriang and Julio Nakpil had eight children.
Gregoria de Jesus’ Version of the First Cry
Her story is best told in her own words, excerpts from her autobiography. It is interesting
to see the Katipunan from the eyes of a woman who loved and lived with the Supremo,
Andres Bonifacio. Gregoria de Jesus wrote:
". . . . . As the Katipunan’s activities had reached nearly all corners of the Philippine
Archipelago and some of its secrets had already been divulged, we returned immediately to
Kalookan. However as we were being watched closely, most of the men, including Andres
Bonifacio, after a few days, left town. It was then that the uprising began with the cry for
liberty on 26 August 1896. While I was with my parents, through friends, I learned that I too
would apprehended. I therefore decided to escape right away and I did so at eleven o’clock at
night with the intention of returning to Manila under cover going through the ricefields direct to
La Loma. I was treated like an apparition, for, sad to say, from every house where I tried to
get a little rest, I was driven away as if the people therein were mortally frightened. However,
I learned later that the occupants of the houses I visited were seized and severely punished
and some even exiled – one of them was an uncle of mine whom I visited that night to kiss
his hand, and he died in exile. My father and two brothers were also arrested at this time.. . .
.”
Kalookan, Rizal
5 November 1928

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 the Spanish forces
These three events 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.

53
Name: ______________________________ Score:______________
Schedule:____________________________ Date:______________

Activity/ Assessment:
TASK 1: Read each item below and answer the question in a separate document. Each
item has a unique rating relative to the degree of relevance to the learning objectives.
1. Discuss the different versions of the following as to when did the nationwide cry
happened and where did it happen?
a. Masangkay
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
b. Valenzuela
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

c. Alvares
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

d. Gregoria De Jesus
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

e. Juan Nakpil
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. On your own analysis of the reading, why there were differences in their accounts?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. What is the significance of determining the date and place of the Cry?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

54
TASK 2: Compare and contrast the different accounts by accomplishing the chart below.

DEATAILS DR. PIO SANTIAGO GREGORIA GUARDIA GUILLERMO

VALENZUELA ALVAREZ DE JESUS CIVIL’S MASANGKAY
REPORT

POSITION/
BACKGROUND
OF THE
PERSON

DATE

PLACE

NUMBER OF
PARTICIPANTS

55
 UNIT IV
SOCIAL, POLITICAL, ECONOMIC AND CULTURAL ISSUES IN THEPHILIPPINES

Learning Objectives:
1. Effectively communicate using various techniques and genres, their historical analysis of
a particular event or issue that could help others understand the topic.
2. Propose recommendations/solutions to present day problems based on their
understanding .
3. Analyze social, political, economic, and cultural issues of agrarian reform in the
Philippines using the lens of history.
4. Recognize that some problems of today are consequences of the decisions and events
that happened in the past.
5. Create an infographic on the salient features of the Constitution.

PRETEST: Write T if the statement is correct and F if incorrect.

_____1.Changes in the constitution is only valid and effective if ratified or approved by the
people.
_____2.The Filipino people may propose changes in the constitution by referendum.
_____3.A change in the 1987 Constitution will drastically change Filipino lives.
_____4.The 1987 Constitution is a direct response against Marcos dictatorship and tyranny.
_____5.Changes in the Constitution is only valid and effective if ratified or approved by the
President.
_____6.The Hacienda sugar plantation is owned by the Ayala family.
_____7.The 1987 Constitution sets limitation on the exercise of the power to tax.
_____8.With martial law, the whole Philippines was declared a land reform.
_____9.Failure to pay tax is punishable by law.
_____10Taxation requires voluntary contribution from inhabitant to support the government.

LESSON 1. THE AGRARIAN REFORM OF THE PHILIPPINES

CARP, or the Comprehensive Agrarian Reform Program, is the redistribution of public
and private agricultural lands to farmers and farmworkers who are landless, irrespective of
tenurial arrangement. CARP’s vision is to have an equitable land ownership with empowered
agrarian reform beneficiaries who can effectively manage their economic and social
development to have a better quality of life.
One of the major programs of CARP is Land Tenure Improvement, which seeks to
hasten distribution of lands to landless farmers. Similarly, the Department offers Support
Services to the beneficiaries such as infrastructure facilities, marketing assistance program,
credit assistance program, and technical support programs. Furthermore, the department seeks
to facilitate, resolve cases and deliver Agrarian Justice.

56
 The legal basis for CARP is the Republic Act No. 6657 otherwise known as
Comprehensive Agrarian Reform Law (CARL) signed by President Corazon C. Aquino on June
10, 1988. It is an act which aims to promote social justice and industrialization, providing the
mechanism for its implementation, and for other purposes.
Agrarian Reform History.

Even before the Spaniard came into these Island, the idea of private ownership
of land was not prevalent. Land was commonly owned by the community or barangay,
cultivated communally or individually by members of the barangay.
When the Spaniard came in 1521, common ownership of land slowly took the backseat,
and private property became dominant, paving the way to Encomienda system.

The encomienda was a vehicle used to collect taxes from Filipinos, who tilled the
land and surrendered part of their produce to the encomendero as tribute in the form of
agricultural crops, poultry, woven mats, etc. Towards the end of the 18th century, there
was a mad scramble for wealth thru world trade. Thus, encomienda were replaced by
haciendas.

Pre-Spanish Period: “This land is Ours God gave this land to us”
Before the Spaniards came to the Philippines, Filipinos lived in villages or barangays
ruled by chiefs or datus. The datus comprised the nobility. Then came the maharlikas
(freemen), followed by the aliping mamamahay (serfs) and aliping saguiguilid (slaves).
However, despite the existence of different classes in the social structure, practically
everyone had access to the fruits of the soil. Money was unknown, and rice served as
the medium of exchange.

Spanish Period: “United we stand, divided we fall”

When the Spaniards came to the Philippines, the concept of encomienda (Royal
Land Grants) was introduced. This system grants that Encomienderos must defend his
encomienda from external attack, maintain peace and order within, and support the
missionaries. In turn, the encomiendero acquired the right to collect tribute from the
indios (native).
The system, however, degenerated into abuse of power by the encomienderos
The tribute soon became land rents to a few powerful landlords. And the natives who
once cultivated the lands in freedom were transformed into mere share tenants.

First Philippine Republic “The yoke has finally broken”

When the First Philippine Republic was established in 1899, Gen. Emilio
Aguinaldo declared in the Malolos Constitution his intention to confiscate large estates,
especially the so-called Friar lands. However, as the Republic was short-lived,
Aguinaldo’s plan was never implemented.

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American Period: “Long live America”
Significant legislation enacted during the American Period:
1. Philippine Bill of 1902 – Set the ceilings on the hectarage of private individuals and
corporations may acquire: 16 has. for private individuals and 1,024 has. for
corporations.
2. Land Registration Act of 1902 (Act No. 496) – Provided for a comprehensive
registration of land titles under the Torrens system.
3. Public Land Act of 1903 – introduced the homestead system in the Philippines.
4. Tenancy Act of 1933 (Act No. 4054 and 4113) – regulated relationships between
landowners and tenants of rice (50-50 sharing) and sugar cane lands.

The Torrens system, which the Americans instituted for the registration of lands,
did not solve the problem completely. Either they were not aware of the law or if they did,
they could not pay the survey cost and other fees required in applying for a Torrens title.

Commonwealth Period: “Government for the Filipinos”

President Manuel L. Quezon espoused the "Social Justice" program to arrest
the increasing social unrest in Central Luzon.
Significant legislation enacted during Commonwealth Period:
1. 1935 Constitution – "The promotion of social justice to ensure the well-being and
economic security of all people should be the concern of the State"
2. Commonwealth Act No. 178 (An Amendment to Rice Tenancy Act No. 4045),
Nov. 13, 1936 – Provided for certain controls in the landlord-tenant relationship.
3. National Rice and Corn Corporation (NARIC), 1936 – Established the price of rice
and corn thereby help the poor tenants as well as consumers.
4. Commonwealth Act. No. 461, 1937 – Specified reasons for the dismissal of
tenants and only with the approval of the Tenancy Division of the Department of
Justice
5. Rural Program Administration, created March 2, 1939 – Provided the purchase
and lease of haciendas and their sale and lease to the tenants.
Commonwealth Act No. 441 enacted on June 3, 1939 – Created the National
Settlement Administration with a capital stock of P20,000,000.
When the First Philippine Republic was established in 1899, Gen. Emilio

Japanese Occupation: “The Era of Hukbalahap”

The Second World War II started in Europe in 1939 and in the Pacific in 1941.
Hukbalahap controlled whole areas of Central Luzon; landlords who supported the
Japanese lost their lands to peasants while those who supported the Huks earned fixed
rentals in favor of the tenants.
Unfortunately, the end of war also signaled the end of gains acquired by the
peasants. Upon the arrival of the Japanese in the Philippines in 1942, peasants and
workers organizations grew strength. Many peasants took up arms and identified
themselves with the anti-Japanese group, the HUKBALAHAP (Hukbo ng Bayan Laban
sa Hapon).
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Philippine Republic: “The New Republic”
After the establishment of the Philippine Independence in 1946, the problems of
land tenure remained. These became worst in certain areas. Thus the Congress of the
Philippines revised the tenancy law.

President Manuel A. Roxas (1946-1948) enacted the following laws:

1. Republic Act No. 34 . This established the 70-30 sharing arrangements and
regulating share-tenancy contracts.
2. Republic Act No. 55 – This provides for a more effective safeguard against
arbitrary ejectment of tenants.

Elpidio R. Quirino (1948-1953) enacted the following law:

1. Executive Order No. 355 issued on October 23, 1950 -- Replaced the National
Land Settlement Administration with Land Settlement
2. Development Corporation (LASEDECO) which takes over the responsibilities of
the Agricultural Machinery Equipment Corporation and the Rice and Corn
Production Administration.

Ramon Magsaysay (1953-1957) enacted the following laws:

1. Republic Act No. 1160 of 1954 -- Abolished the LASEDECO and established
the National Resettlement and Rehabilitation Administration (NARRA) to
resettle dissidents and landless farmers. It was particularly aimed at rebel
returnees providing home lots and farmlands in Palawan and Mindanao.
2. Republic Act No. 1199 (Agricultural Tenancy Act of 1954) -- governed the
relationship between landowners and tenant farmers by organizing share-tenancy
and leasehold system. The law provided the security of tenure of tenants. It also
created the Court of Agrarian Relations.
3. 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.
4. 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 Carlos P. Garcia (1957-1961)

1. Continued the program of President Ramon Magsaysay. No new legislation
passed.

President Diosdado P. Macapagal (1961-1965) enacted the following law:

2. Republic Act No. 3844 of August 8, 1963 (Agricultural Land Reform Code) --
Abolished share tenancy, institutionalized leasehold, set retention limit at 75
hectares, invested rights of pre-emption and redemption for tenant farmers,
provided for an administrative machinery for implementation, institutionalized a
59
 judicial system of agrarian cases, incorporated extension, marketing and
supervised credit system of services of farmer beneficiaries.
3. The RA was hailed as one that would emancipate Filipino farmers from the
bondage of tenancy.

President Ferdinand E. Marcos (1965-1986)

▪ Proclamation No. 1081 on September 21, 1972 ushered the Period of the New
Society. Five days after the proclamation of Martial Law, the entire country was
proclaimed a land reform area and simultaneously the Agrarian Reform Program
was decreed.
▪ President Marcos enacted the following laws:
1. 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 strengthens the position of farmers and expanded
the scope of agrarian reform.
2. 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.
3. 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 Corazon C. Aquino (1986-1992)

The Constitution ratified by the Filipino people during the administration of
President Corazon C. Aquino provides under Section 21 under Article II that “The State
shall promote comprehensive rural development and agrarian reform.”
On June 10, 1988, former President Corazon C. Aquino signed into law Republic Act No.
6657 or otherwise known as the Comprehensive Agrarian Reform Law (CARL). The law
became effective on June 15, 1988. Subsequently, four Presidential issuances were
released in July 1987 after 48 nationwide consultations before the actual law was
enacted.
President Corazon C. Aquino enacted the following laws:
1. 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.
2. Executive Order No. 229, July 22, 1987 – Provided mechanism for the
implementation of the Comprehensive Agrarian Reform Program (CARP).
3. Proclamation No. 131, July 22, 1987 – Instituted the CARP as a major
program of the government. It provided for a special fund known as the
Agrarian Reform Fund (ARF), with an initial amount of Php50 billion to cover
the estimated cost of the program from 1987-1992.
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 4. Executive Order No. 129-A, July 26, 1987 – streamlined and expanded the
power and operations of the DAR.
5. 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.
6. Executive Order No. 405, June 14, 1990 – Vested in the Land Bank of the
Philippines the responsibility to determine land valuation and compensation
for all lands covered by CARP.
7. Executive Order No. 407, June 14, 1990 – Accelerated the acquisition and
distribution of agricultural lands, pasture lands, fishponds, agro-forestry lands
and other lands of the public domain suitable for agriculture.

President Fidel V. Ramos (1992-1998)

When President Fidel V. Ramos formally took over in 1992, his administration
came face to face with publics who have lost confidence in the agrarian reform program.
His administration committed to the vision “Fairer, faster and more meaningful
implementation of the Agrarian Reform Program.
▪ President Fidel V. Ramos enacted the following laws:
1. Republic Act No. 7881, 1995 – Amended certain provisions of RA 6657 and
exempted fishponds and prawns from the coverage of CARP.
2. Republic Act No. 7905, 1995 – Strengthened the implementation of the
CARP.
3. 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.
4. Republic Act No. 8435, 1997 (Agriculture and Fisheries Modernization Act
AFMA) – Plugged the legal loopholes in land use conversion.
5. Republic Act 8532, 1998 (Agrarian Reform Fund Bill) – Provided an
additional Php50 billion for CARP and extended its implementation for
another 10 years.
President Joseph E. Estrada (1998-2000)
“ERAP PARA SA MAHIRAP’. This was the battle cry that endeared President
Joseph Estrada and made him very popular during the 1998 presidential election.
President Joseph E. Estrada initiated the enactment of 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.
During his administration, President Estrada launched the Magkabalikat Para sa
Kaunlarang Agraryo or MAGKASAKA. The DAR forged into joint ventures with private
investors into agrarian sector to make FBs competitive. However, the Estrada
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Administration was short lived. The masses who put him into office demanded for his
ouster.

President Gloria Macapacal-Arroyo (2000-2010)

The agrarian reform program under the Arroyo administration is anchored on the
vision “To make the countryside economically viable for the Filipino family by building
partnership and promoting social equity and new economic opportunities towards lasting
peace and sustainable rural development.”
Land Tenure Improvement - DAR will remain vigorous in implementing land
acquisition and distribution component of CARP. The DAR will improve land tenure
system through land distribution and leasehold.
Provision of Support Services - CARP not only involves the distribution of lands
but also included package of support services which includes: credit assistance,
extension services, irrigation facilities, roads and bridges, marketing facilities and training
and technical support programs.
1. 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.
2. KALAHI ARZone - The KALAHI Agrarian Reform (KAR) Zones were also
launched. These zones consist of one or more municipalities with concentration of
ARC population to achieve greater agro-productivity.
3. 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 Benigno Aquino III (2010-2016)

President Benigno Aquino III vowed during his 2012 State of the Nation Address
that he would complete before the end of his term the Comprehensive Agrarian Reform
Program (CARP), the center piece program of the administration of his mother,
President Corazon Aquino.
The younger 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
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 central offices of the DAR to ensure faster resolution and close monitoring of agrarian-
related cases, was also launched.
Aside from these initiatives, Aquino also enacted Executive Order No. 26, Series
of 2011, to mandate the Department of Agriculture-Department of Environment and
Natural Resources-Department of Agrarian Reform Convergence Initiative to develop a
National Greening Program in cooperation with other government agencies.

President Rodrigo Roa Duterte (2016 – present)

Under his leadership, the President wants to pursue an “aggressive” land reform
program that would help alleviate the life of poor Filipino farmers by prioritizing the
provision of support services alongside land distribution.
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.

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Name: ______________________________ Score:______________
Schedule:____________________________ Date:______________

Activity/ Assessment:
TASK 1: Read each item below and answer the question in a separate document. Each
item has a unique rating relative to the degree of relevance to the learning objectives.
1. How did the Spanish government distribute lands on the Filipino Farmers?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. What were the problems with the early agrarian policies?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Which of the early agrarian laws are really beneficial to tenant farmers?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. What do you think is the most significant agrarian law?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. With so many agrarian reform law, why do you think farmers remain dissatisfied?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

6. Who was considered as the “Father of Agrarian Reform?

______________________________________________

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TASK 2: List a particular issue in the country that spans in the different periods in
Philippine agrarian reform history and propose solutions or recommendations afterward.

Periods Issue/s Solutions/ recommendations

1. Spanish Period

2. American Period

3. Commonwealth
Period

New Republic

4. President Manuel A.
Roxas
5. Elpidio R. Quirino

6. Ramon Magsaysay

7. President Carlos P.
Garcia
8. President Diosdado
P. Macapagal
9. President Ferdinand
E. Marcos
10. President Corazon
C. Aquino (1986-1992)
11. President Fidel V.
Ramos
12. President Joseph E.
Estrada
13. President Gloria
Macapacal-Arroyo
14. President Benigno
Aquino III

65
LESSON2: PHILIPPINE TAXATION

Taxation is defined in many ways. Commonly heard definitions include:

It is the process by which the sovereign, through its law making body, races revenues
use to defray expenses of government.
It is a means of government in increasing its revenue under the authority of the law,
purposely used to promote welfare and protection of its citizenry.
It is the collection of the share of individual and organizational income by a government
under the authority of the law.
Taxation is a reality that all the citizens must contend with for the primary reason
that the government raises revenue from the people they govern to be able to function fully.
In exchange for the taxes that people pay, the government promises to improve the
citizens’ lives through good governance. Taxation, as a government mechanism to raise
funds, developed and evolved through time, and in the context of the Philippines, we must
understand that it came with our colonial experience.
Taxation is the inherent power of the sovereign, exercised through the legislature, to
impose burdens upon the subjects and objects within its jurisdiction, for the purpose of
raising revenues to carry out the legitimate objects of the government.It is the power of the
sovereign to impose burdens or charges upon persons, property or property rights for the
use and support of the government to be able to discharge its functions.
The primary purpose is to generate funds or revenues use to defray expenses
incurred by the government in promoting the general welfare of its citizenry and for public
expenditure. Other purposes are to equitably contribute to the wealth of the nation.
Taxes imposed at the national level are collected by the Bureau of Internal
Revenue (BIR), while those imposed at the local level
(i.e., provincial, city, municipal, barangay) are collected by a local treasurer's office.
Principle of Equity, Uniformity and progressivity of Taxation
Section 28 (c), Article VI of the Constitution provides that “the rule of taxation shall be
uniform and equitable and that Congress shall evolve a progressive system of taxation.”
The tax is uniform when it operates with the same force and effect in every place where
the subject of it is found. "Uniformity" means all property belonging to the same class
shall be taxed alike. It does not signify an intrinsic, but simply a geographic, uniformity
(Churchill & Tait vs. Conception, 34 Phil. 969). Uniformity does not require the same
treatment; it simply requires reasonable basis for classification.
The concept of uniformity in taxation implies that all taxable articles or properties of
the same class shall be taxed at the same rate. It requires the uniform application and
operation, without discrimination, of the tax in every place where the subject of the tax is
found. It does not, however, require absolute identity or equality under all circumstances,
but subject to reasonable classification.

66
 The concept of equity in taxation requires that the apportionment of the tax burden be,
more or less, just in the light of the taxpayer’s ability to shoulder the tax burden and, if
warranted, on the basis of the benefits received from the government. Its cornerstone is
the taxpayer’s ability to pay.
Progressive Tax requires that the rate or amount of tax increases as the amount of the
income or earning to be taxed increases.

Evolution of Philippine Taxation

Pre – Colonial Period (900 – 1521). The Government were called “Barangays”. There
was no national government to called. There was no “datu” strong enough to unite the
archipelago into one nation. Some barangays however united to form a confederation. It
was headed by a ruler called “datu” or raja”.
The Ancient Filipinos practice paying taxes for the protection from their “datu”. The
collected tax or tribute was called “buwis” or “handug”. Non-payment of taxes was already
punishable during this period. The chieftain’s family members were enjoying exemption
from paying taxes.
The judicial process was influenced by religion and by waiting the intervention of the
deities wherein the Datu served as the chief judge who was assisted by group of elders in
the barangay that acted as members of the jury.
There were four classes.
1. Maharlika class (includes datu) were the nobility of pure royal descent .
2. Timawa or the warrior class composed of free men, neither chiefs nor slaves".
They required to render military service to the datu in hunts, land wars or sea
raids . They could acquire property, acquire any job they want, pick their own
wives, and acquire an Alipin. They were however expected to pay taxes, and
support the Maginoo class. They are the only class to pay taxes, and hence they
are importance in the community.
3. Alipin (commoners and slave). They renders services to
the tumao and timawa for debts or favors. The Alipin did not likely make any
money for their services, and hence they do not pay taxes.
4. The priestly class were scribes that are tasked to record history, and keep track
of tributes and taxes that were expected from the governed.

Spanish period. During this period tax is being imposed to support the colony, several
taxes and monopolies were established.
The government introduced a “New Income – Generating means”. Examples are the
following:
1. Manila – Acapulco Galleon Trade (1565 – 1815)
The Spanish government continued trade relations with these countries
and Manila became the Center of Commerce-China, Japan, Maluccas, Siam,
India, Cambodia, Borneo.

67
 Galleon Trade is a ship trade going back and forth yearly between Manila
and Acapulco. The fundamental income is generating business for the Spanish.
The Galleon trade brought silver from Nueva Castilla and silk from China by way
of Manila. During the Galleon trade, force labor was a character of Spanish
colonial taxation and was required from the Filipinos. Male Filipinoswere
obligated to serve which results to deaths in seventeenth century.

2. Polo Y Servicio (Forced Labor).

This revolved within the framework of the Encomienda System. Men
ranging from 16 to 60 years of age were obligated to give 40 days personal
services to community projects. One could be exempted from the polo by paying
a fee called falla (which was worth one and a half real).

3. Bandala
Bandala system was implemented by Spanish authorities in the
Philippines that requires native Filipino farmers to sell their goods to the
government.
Bandala (from the Tagalog word “mandala” , a round stack of rice stalks
to be threshed), an annual forced sale and requisitioning of goods such as rice.

4. Encomienda System (1570)

A Compliance with the decree issued by King Philip II in 1558, distributed
lands in Cebu to loyal Spanish subjects. The encomienda was not actually a land
grant but was a favor from the kind under which the Spaniard receiving his favor
was given the right to collect tributes–or taxes–from the inhabitants of the area
assigned to him. The man who received this favor was called an encomendero.
The encomienda was, therefore, a public office.

The encomenderos were required by law to perform the following duties:

a. to give protection to the natives
b. to help the missionaries convert the natives to Christianity
c. to promote education

5. Tribute/ “Buwis
When Spaniards came, they started to collect “tributos” (tributes). The
purpose of it is to develop and improve the islands and to maintain it as well.
Also, the collect tributes are for the government officials’ salary and for the
expenses of the clergy.
The “buwis” (tribute), which could be paid in cash or kind, with tobacco,
chickens, produce, gold, blankets, cotton, rice, or other products depending on
the region of the country.Custom duties and income tax were also collected.
In 1884, the payment of tribute was put to a stop because of the “cedula”
wherein colonists were required to pay for personal identification. Everyone over
the age of 18 was obliged to pay their cedula.
During the 17th and 18th centuries, the Contador de' Resultas served as
the Chief Royal Accountant whose functions were similar to the Commissioner of
Internal Revenue. He was the Chief Arbitrator whose decisions on financial
matters were final except when revoked by the Council of Indies.
Taxation in the Philippine during Spanish colonial period was
characterized by a heavy burden place.
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 Taxation under the Americans. The Americans aimed to make the economy self-
sufficient by running the government with the possible sum revenue and create surplus in
the budget.
From 1898 to 1903, the Americans followed the Spanish system of taxation with
some modifications. Later on, the Urbana would be replaced by tax on real state, which
became known as land tax. The problem with the tax was that land titling in the rural area
was very disorderly. The Internal Revenue Law of 1904- was passed as a reaction to the
problems of collecting land tax.
It prescribed ten major sources of revenue:
1. Licensed taxes on firms dealing in alcoholic beverages and tobacco,
2. Excise taxes on alcoholic beverages and tobacco products,
3. taxes on banks and bankers,
4.Document stamp taxes
5. Cedula
6. Taxes on insurance and insurance companies
7. Taxes on forest products
8. Mining concession
9. Taxes on business and manufacturing
10. Occupational licenses

Taxation During The Commonwealth Period. New measures and legislation were
introduced to make the taxation system appear more equitable during the commonwealth.
Income tax rate were increased in 1936, adding a surtax rate on individual net income in
excess of 10,000. Income tax rates of corporation were also increased.
In 1937 the cedula tax was abolished which appeared to be progressive move. In 1940 a
residence tax was imposed on every citizen aged 18 years old and every corporation.
Fiscal Policies at Present. The policy of taxation in the Philippines is governed chiefly
by the Constitution of the Philippines and three Republic Acts.
Fiscal Policy refers
• Constitution: Article VI, Section 28 of the Constitution states that
to the "measures
"the rule of taxation shall be uniform and equitable" and that
employed by
"Congress shall evolve a progressive system of taxation"
governments to
• National law: National Internal Revenue Code—enacted as stabilize the
Republic Act No. 8424 or the Tax Reform Act of 1997and economy,
subsequent laws amending it; the law was most recently amended specifically by
by Republic Act No. 10963 or the Tax Reform for Acceleration and manipulating the
Inclusion Act and, levels and
allocations of taxes
• Local laws: major sources of revenue for the local government
and government
units (LGUs) are the taxes collected by virtue of Republic Act No.
7160 or the Local Government Code of 1991, and those sourced expenditures
from the proceeds collected by virtue of a local ordinance.

69
Activity/ Assessment:

TASK1: Read about Tax Reform for Acceleration and Inclusion (TRAIN) LAW.

Tax Reform for Acceleration and Inclusion (TRAIN)

The Tax Reform for Acceleration and Inclusion (TRAIN) or the Republic Act No. 10963
was signed into law by President Rodrigo Duterte on December 19, 2017 and implemented on
January 1, 2018. It was the initial package of the Comprehensive Tax Reform Program, which
aims to rationalize the Philippine tax system. The TRAIN Law seeks to generate enough
revenue over the next three years, and on and on, so that the government can provide better
services, work on infrastructure projects that will help us develop economically, and put an end
to the country’s complex tax system.
The overarching goal of the first package of the TRAIN is to "create a simpler, fair, and
more efficient system through this program, the richer tax payers of the Philippines will pay a
greater contribution to enable the government to execute its programs and services targeted to
the general improvement of the country, especially the less fortunate.

Salient provisions of TRAIN LAW

There are six (6) main key provisions, three (3) additional excise taxes, and four (4)
financial taxes.
1. Simplified Value Added Tax
The government's aim to elevate the less fortunate in the Philippines and drive
development is exemplified as the TRAIN repeals 54 out of 61 of the non-essential
VAT exemption. In order to protect these less fortunate persons, as well as small and
micro businesses, they are exempted from VAT on goods and services of marginal
establishments.
2. Income Tax
The TRAIN lowers the Personal Income Tax (PIT)f or all taxpayers except the
rich". Additionally, minimum-wage earners are still exempted from PIT. The Law also
ensures a minimum wage earner who incurs a small raise will not have his overall
salary (with the PIT deducted) less than minimum wage. Also, married couples
where both parties are working may be exempted up to a total of ₱500,000. This
does not include the exemption from the first ₱90,000 of their thirteenth month pay
and additional bonuses. Finally, Self-employed and professionals with gross sales
below VAT can only pay 8% flat tax instead of their income and personal tax
3. Cars
There shall be levied, assessed and collected an ad valorem tax on automobiles
based on the manufacturers or importer’s selling price.
4. Excise Tax of petroleum products
This tax aims to increase efforts towards decreasing the consumption of harmful
fuel, and veering towards a healthier, more sustainable future. The price of fuel also
varies due to the global inflation of oil.
Gas prices and diesel are yet another high-impact item under TRAIN, especially
because these excise taxes have not been touched since 1997. Excise taxes cover
those consumer products and goods with negative effects and affect those who use
more of it by asking them to pay more.
5. Sugar
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 The SSB (Sugar-Sweetened Beverages) tax will promote a healthier Philippines".
It achieves this by reducing the increasing number of diabetes and obesity cases,
through raising awareness, promoting the consumption of healthier products and
encourages companies to innovate healthier alternatives.
TRAIN imposes new taxes of ₱6 per liter on drinks containing sweeteners and
₱12 per liter on drinks containing high-fructose corn syrup. Milk, 100% natural juice and
3-in-1 instant coffee drinks are exempt from the excise tax.

6. Simplified Estate and Donor's Tax

The TRAIN aims to simplify property purchases, transfers and donations in order
to make the land market more efficient thus ensuring the usage of properties is
maximized. The estate tax is now reduced to 6% based on the net value of the property.
It also has a standard deduction of ₱5 million as well as a ₱10 million exemption on the
family home. The donor tax is also reduced to 6% of the net donations for gifts above
₱250,000 on a yearly basis.

7. Additional Excise Taxes.

There are three additional excise taxes, namely coal, cosmetics and tobacco:
Coal Excise Tax. Coal is a cheap source for power generation and has its uses in
multiple industries such as the chemical and pharmaceutical industries. It is also a
prime ingredient for activated carbon, carbon fibre and silicon metal. However, it
remains a major source for air pollution in the Philippines. The aim of the excise tax
is to shift towards renewable energies and generate additional income for building
infrastructures and social services.
Cosmetics Tax. Starting 2018, all cosmetic surgeries, aesthetic procedures, and
body enhancements intended to improve, alter, or enhance a person's appearance
are now subject to a tax of 5%. However, procedures necessary to ameliorate a
deformity arising from, or directly related to a congenital or developmental defect or
abnormality, a personal injury resulting to an accident or trauma, or disfiguring
disease, tumour, virus or infection are tax -exempted.
Tobacco Tax. The excise tax on cigarettes aims to reduce the amount of
smokers and respiratory and cardiovascular diseases one can catch from the act, as
well as generate additional revenue for health oriented programs and services.

8. Financial Taxes
There are four taxes that were adjusted along with the TRAIN Law. Firstly, the
documentary stamp tax was increased by 100% except on loans with only 50%
increase, but not for savings, property, and non-life insurance. Secondly, the final tax
on foreign currency deposit unit (FCDU) was increased from 7.5% to 15% of interest
income. Thirdly, capital gains tax of non-traded stock was increased from 5% to 10%
of final net gains. Finally, the stock transaction tax was increased from 0.5% to 0.6%
of total transaction value.
9. Finally, there are three additional taxes that do not fall under the aforementioned
categories. These are the tax on lottery winnings and PCSO prizes, documentary
stamp tax, and mining tax. With the implementation of the TRAIN Law, all PCSO
lotto prizes are taxed at 20% if the prize exceeds ₱10,000. The documentary stamp
tax has been doubled, resulting in stamp taxes ranging from ₱1.50 to ₱3.00. Finally,
excise tax rates on all non-metallic minerals and quarry resources, and all metallic
minerals including copper, gold and chromite, will be doubled, from 2% to 4%, as
well as excise tax on indigenous petroleum, which will be doubled from 3% to 6%.
71
Economic Implications of TRAIN
In response to the need to upgrade the country’s public infrastructure, we have
embarked on an expansionary fiscal policy. We will spend P8 to P9 trillion (or $160 to $180
billion) for public infrastructure from 2017 to 2022. The infrastructure budget will rise from 5.4%
of GDP in 2017 up to 7.3% of GDP in 2022.
In like manner, investment in social services will also steadily increase to 40% of the
national budget or 9.2% of GDP in 2022.
To finance such expansionary fiscal strategy, the government has adopted a two-pronged
approach. First, we have decided to expand the deficit ceiling from 2% to 3% of GDP. Second,
we intend to increase revenue effort, defined as total revenues as percent of GDP, by reforming
the tax system and improving tax administration.
TRAIN is an essential tool in our expansionary fiscal strategy. It will not only generate
additional resources for priority programs and projects but also make our fiscal program more
sustainable.

Mitigating Measures and Inflation Outlook With TRAIN

The most controversial aspect of TRAIN is the adjustment in excise taxes for petroleum
products and the taxes on sugar-sweetened beverages (SSBs). For the petroleum products, the
last time the taxes were reset was in 1997.
For the sugar-sweetened beverages, there is a compelling health argument aside from a
revenue argument in imposing the “sugar taxes”.
Admittedly, some households will be worse off as a result of TRAIN. But in order to
compensate for the inflationary impact of TRAIN, we have set aside P200 per month per
household to the poorest 50% of households. This means that some 10 million households will
benefit from this mitigating measure.
In effect, TRAIN takes into consideration the immediate, the medium, and the long-run
effects of the law. Admittedly, it is not a perfect law, but on balance it is a big plus for the
economy.

72
Name: ______________________________ Score:______________
Schedule:____________________________ Date:______________

Activity: After reading about the TRAIN LAW, write a reaction paper stating your position
on the issue. A Reaction Paper is a type of assignment which requires personal opinion
and conclusions on a given topic.

Criteria:
1. Organization (10 points)
-strong and organized from beginning to end
2. Understanding (15 points)
-writing shows strong understanding on the issue
3.Mechanics (10 points)
-Punctuation, spelling, capitalization are correct.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

73
TASK 2.Answer the following questions briefly.
1. How important is tax in a government?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. How can the government improve tax collections without imposing much tax to the
consumer?
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________

74
LESSON 3: THE PHILIPPINE CONSTITUTIONS
A Constitution refers to the body of rules and maxims in accordance with which the
powers of sovereignty are habitually exercised. The purposes are: a) to prescribe the
permanent framework of a system of government; b) to assign to the several departments
their respective power and duties; and c. To establish certain first principles on which the
government is founded. An unconstitutional act is not a law; it confers no rights; it imposes no
duties; it affords no protection; it creates no office; it is inoperative as if it had not been
passed at all (See Art 7 Civil Code).
The Constitution of the Philippines is the supreme/fundamental law of the land. The
Constitution currently in effect was enacted in 1987, during the administration of President
Corazon C. Aquino, and is popularly known as the “1987 Constitution.” Philippine
constitutional law experts recognize three other previous constitutions as having effectively
governed the country:
a. The 1935 Commonwealth Constitution
b. The 1973 Constitution
c. 1986 Freedom Constitution
Constitutions for the Philippines were also drafted and adopted during the short-lived
governments of President Emilio Aguinaldo (1898) and Jose P. Laurel (1943).

Evolution of the Philippine Constitution

1899 (Malolos) Constitution. The Philippines had long been used as a trading port in Asia,
and this led to their colonization by the Spanish and later by the Americans. The Spanish
converted most of the population to Catholicism and the religion remains the dominant one in
the country. During the latter part of more than 300 years of Spanish rule, nationalist sentiment
began to grow among groups of Indios (which was how the Spanish referred to the Filipinos),
fuelled in large measure by the writings of national hero Jose Rizal (later executed by the
Spanish authorities) and other ilustrados (the Filipino intellegensia). A revolution was launched
against Spain and the revolutionaries declared Philippine independence in Kawit, Cavite on
June 12, 1898. What became known as the Malolos Congress was convened on September 15,
1898 and the first Philippine Constitution, called the Malolos Constitution, was approved on
January 20, 1899, ushering what is called the First Philippine Republic. In the Spanish-
American War of 1898, the revolutionaries sided with the Americans, hoping that, with the
defeat of Spain, independence would be granted by the US to the Philippines. This, however,
did not happen. After Spain ceded (or sold) the islands to the United States in the Treaty of
Paris, the US immediately proceeded to brutally suppress the Philippine independence
movement.

1935 Constitution. In 1916, the US passed the Jones Act which specified that
independence would only be granted upon the formation of a stable democratic government
modelled on the American model, not the French model as the previous constitution had been.
The US approved a ten-year transition plan in 1934 and drafted a new constitution in 1935.
75
World War II and the Japanese invasion on December 8, 1941, however, interrupted that plan.
After heroic Filipino resistance against overwhelming odds finally ended with the fall of Bataan
and Corregidor in 1942, a Japanese “republic” was established, in reality, a period of military
rule by the Japanese Imperial Army. A new constitution was ratified in 1943 by Filipino
collaborators who were called the Kapisanan sa Paglilingkod ng Bagong Pilipinas (Kalibapi). An
active guerilla movement continued to resist the Japanese occupation. The Japanese forces
were finally defeated by the Allies in 1944 and this sorry chapter came to a close.
Philippine independence was eventually achieved on July 4, 1946. The 1935 Constitution,
which featured a political system virtually identical to the American one, became operative. The
system called for a President to be elected at large for a 4-year term (subject to one re-election),
a bicameral Congress, and an independent Judiciary.
Salient features of the 1935 Constitution include the following:
a. A bicameral legislature composed of a senate and House of Representatives
b. The President is elected to a four-year term together with the Vice-President without
re-election
c. Rights of suffrage by male citizens of the Philippines who are twenty-one years of
age or over and are able to read and write;
d. Extension of the right of suffrage to women within two years after the adoption of the
constitution.

1973 Constitution. Ferdinand Marcos was elected president in 1965 and was re-elected
in 1969, the first president to be so re-elected. Desirous of remaining in power beyond his legal
tenure, he declared martial law in 1972, just before the end of his second and last term, citing a
growing communist insurgency as its justification. He then manipulated an ongoing
Constitutional Convention and caused the drafting of a new constitution – the 1973 Constitution
– which allowed him to rule by decree until 1978 when the presidential system of the 1935
Constitution was replaced with a parliamentary one. Under this new system, Marcos held on to
power and continued to govern by decree, suppressing democratic institutions and restricting
civil freedoms.
The 1973 Constitution, promulgated after Marcos’ declaration of Martial law, was
supposed to introduce a parliamentary-style of government. Legislative power was vested in a
National Assembly whose members were elected for six-year terms. The President ideally
supposed to be elected as the symbolic and purely ceremonial head of State from the Members
of the National Assembly from a six-year term and could be re-elected to an unlimited number of
terms61.
The 1973 Constitution was a deviation from the Philippines’ commitment to democratic
ideals. . Marcos abolished Congress and ruled by presidential decree (P.D.) from September
1972 until 1978, when a parliamentary government with a legilature called the National
Assembly replaced the presidential system. But Marcos exercised all the powers of president
under the old system plus the powers of prime minister under the new system.

The 1987 Constitution. Corazon C. Aquino began her term by repealing many of the
Marcos-era regulations that had repressed the people for so long. In March, she issued a
unilateral proclamation establishing a provisional constitution. This constitution gave the
President broad powers and great authority, but Aquino promised to use them only to restore
democracy under a new constitution. This new constitution was drafted in 133 days by an
appointed Constitutional Commission of 48 members and ratified by the people in a plebiscite
held on February 2, 1987. It was largely modeled on the American Constitution which had so
76
greatly influenced the 1935 Constitution, but it also incorporated Roman, Spanish, and Anglo
law.
The 1987 Constitution established a representative democracy with power divided among
three separate and independent branches of government: the Executive, a bicameral
Legislature, and the Judiciary. There were three independent Constitutional Commissions as
well: the Commission on Audit, the Civil Service Commission, and the Commission on
Elections. Integrated into the Constitution was a full Bill of Rights, which guaranteed
fundamental civil and political rights, and it provided for free, fair, and periodic elections. In
comparison with the weak document that had given Marcos a legal fiction behind which to hide,
this Constitution seemed ideal to many Filipinos emerging from 20 years of political repression
and oppression.

Significant features of the 1987 Constitution.

The Constitution establishes the Philippines as a “democratic and republican State,”
where sovereignty resides in the people and all government authority emanates from them
(Section 1, Article II). Consistent with the doctrine of separation of powers, the powers of the
national government are exercised in min by three branches – the executive branch headed by
the President, the legislative branch composed of the congress and the judicial branch withthe
Supreme Court occupying the highest tier of judiciary.
Basic Principles Underlying the 1987Constitution
1. Recognition of the Aid of almighty God
2. Sovereignty of the People
3. Renunciation of war as an instrument of national policy
4. Supremacy of civilian authority over military
5. Separation of the Church and State
6. Recognition of the importance of the family as basic social institution and of the vital
role of youth in nation building
7.Guarantee of human rights
8. Government through suffrage
9.Separation of power
10.Independence of Judiciary
11. Guarantee of local autonomy
12. High sense of public service morality and accountability
13. Nationalization of natural resources and certain private enterprises affected by
public interest
14. Non—suability of the State
15. Rule of the majority; and
16. Government of laws and not men

77
 Name: ______________________________ Score: ___________
Schedule: ___________________________ Date: ____________

Activity/ Assessment:
TASK 1: Compare and Contrast the different Philippine constitutions
1935 Constitution 1973 Constitution 1987 Constitution

Tasks 2: Answer the following questions briefly.

1. Discuss the relevance of having a Constitution?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. Do you think there is a need to change the existing constitution? Reason out your answer.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Give at least two (2) examples on how the following principles is being applied in the Philippine
Government:
a. Separation of Powers
1.________________________________________________________________________
__________________________________________________________________________
2.________________________________________________________________________
__________________________________________________________________________

b. Principle of Blending of Powers

1.________________________________________________________________________
__________________________________________________________________________

78
2.________________________________________________________________________
__________________________________________________________________________

c. Principle of Checks and Balances

1.________________________________________________________________________
__________________________________________________________________________
2.________________________________________________________________________
_________________________________________________________________________

79
 Task 3:Make an Infographic on the salient features of the 1987 Philippine Constitution.

Criteria Weight Excellent Good Far Needs

improvement
*Appropriate details *Most details *Few details support *No details to
support main idea support main main idea support main
*Accurate and idea *Lacking accurate idea
detailed information *Accurate information *Information is
*Information information for * Inadequate not accurate
adequately supports almost all information is not *Information
Content 20 % purpose subject matter clearly supportive of does not support
*Information is visual’s purpose the topic
mostly adequate
and supportive
of visual’s
purpose
*Topic and title *Topic and *Topic and title *Topic and title are
are clear and title are mostly are difficult to not clearly
easily identified clear and identify identified
* Main idea is easily * Main idea not *No main idea
clearly appropriate identified clearly stated *Illustrations do
Focus 10 % to topic *Main idea is *Few not complement
*All illustrations appropriate to illustrations purpose of visual
complement topic complement
purpose of visual *Most purpose of
illustrations visual
complement
purpose of
visual

Visual 10% *Outstanding use *Adequate use *Inappropriate *Little attempt to

Appeal of color, design, of color, use of color, use color, design
and space design, and design, and and space
*Original and space space appropriately
creative design *Design is * Design lacks * Design is dull
*Overall design is adequate creativity * Project has
pleasing and *Overall *Lack of sloppy
harmonious design is harmonious appearance
mostly design in
pleasing and presentation
harmonious

Mechanics 10% *Free of *Mostly free of * Frequent *Too frequent

grammatical grammatical grammatical grammatical errors
errors errors errors *Distractive
*Words are legible *Most words * Presentation elements make
and pertinent to are legible and is illegible and illustration
topic pertinent to confusing ineffective
topic

Total score:

80
 UNIT V
INDIGENOUS PEOPLES EDUCATION AND PEACE EDUCATION

Learning Objectives:
1. Summarize and identify significant events in the history of Cordillera in different periods.
2. Recognize the indigenous peoples’ struggle especially for land and life.
3. conflicting policies in state laws and indigenous customary laws.
4. Evaluate the conflict between state and customary laws, and judge on what law shall
prevail.
5. Identify the rights of indigenous people under IPRA law.
6. Define significant terminologies under IPRA law.
7. Explain the importance of “bodong” as an alternative way on settling disputes.
8. Identify the challenges pursuing the autonomy in Cordillera.
9. Explain importance of preserving historical and cultural sites.
10. Identify ways on how to protect historical and cultural sites.

PRETEST: Write T if the statement is correct and F if in correct.

_____1.The natural features found in the locality are usually used as boundary markers.
_____2.The concept of sustainable developments is new to the Cordillera people.
_____3. The bodong spells peace among the tribes but when broken it spells tribal war.
_____4. Customary law dictates the need to regenerate resources.
_____5.The Cordillera people equates land with life.
_____6. Land is a central issue to indigenous peoples because it defines their very existence.
_____7. A forest area may be claimed by families as their own property.
_____8. During Philippine colonization, the concepts of land ownership and the idea of private
property did not change.
_____9. Defending ancestral lands and resources remains the major issue of the indigenous
peoples.
_____10. In the Philippines, indigenous peoples have been referred to as indigenous cultural
communities, tribal Filipinos and ethnic minorities.

LESSON1:GENERAL HISTORY OF CORDILLERAS

Geographically, the word cordillera refers to a mountain range that serves as a backbone to
an island; thus the Gran Cordillera Central serves as a backbone to the main island of Luzon.
The peoples of the Cordillera could be grouped to the following major ethnolinguistic groups:
Kankanaey (Kankanai), Ibaloy, Bontok, Kalinga, Isneg, Itneg, Ifugao, Kalanguya, iwak, Ga’dang.

History of Cordillera

The Cordillera during the Spanish Colonial Regime. It was the lure of Igorot gold, which
drew the Spanish conquistadores to the Gran Cordillera Central as early as 1572. A series of
expeditions were launched to locate the mineral wealth of the Cordillera. But these efforts were
met with the indigenes’ staunch defense of their domain. More systematic pacification attempts
81
were made to subvert the Cordillera peoples. The policy of reduccion served as an all-
encompassing program of not only relocating the otherwise dispersed and inaccessible
settlements of the highlanders to more nucleated groups that would facilitate conversion to the
Christian order and the imposition of colonial policies like tribute collection. Through their
proselytization activities, the Dominicans who were then in the Cagayan region, and the
Augustinians who were in the Ilocos, helped the Spanish administration in reducing the
Cordilleras to the so-called la vida civil y politica. The first Spanish missions that
were established in the highlands of the Cordillera are: Pudtol (1604 and re-established in
1691); Capinatan (1691) in the eastern section of the region; and Tonglo (1755) in Benguet
along the southwestern section of the Cordillera. There was a long time resistance lapse before
other missions could be established due to the sustained indigenous resistance. The missions
in Ifugao and Mountain Province were established in the mid if not late 1800s.

There were also attempts at forbiddingIgorot-highland/lowland relations with the objective of

annihilating the highlanders and make them realize the need to move downhill and submit to the
colonial order. But all these proved futile. While lowland-upland relations were eventually
strained as a result of colonial policies, e.g., recruitment of lowlanders for pacification
campaigns against the Cordillera peoples, trade relations continued. At the time when the
tobacco monopoly required lowland communities to meet their bandalas (quotas), tobacco was
smuggled from the Cordillera.

More direct contact between the Spanish conquistadores and the Cordillera peoples came
only in the mid-1826, the Comandancia del Pais de Igorrotes was formed putting the unpacified
Cordillera under a special administration under the command of Guillermo Galvey. The region
was eventually subdivided to several comandancias. The first Spanish mining claim was
approved in 1856 with the establishment of the SociedadMinero-MetalurgicaCantabro-Filipina
de Mancayan. In summary, all these efforts to conquer the Cordillera peoples were in vain. By
the time Spanish colonialism came to an end, indigenous institutions were still very much intact
making the late historian William Henry Scott describes the status of the Cordillera peoples,
tribusindependientes.

The staunch defense of their domain and their social institutions is the theme of Cordillera
history since the onset of colonialism. In the 1600s, the Cordillera peoples warded off
the conquistadores during the expeditions to the mines. By the 1700s, the highlanders resisted
proselytization activities, which were perceived as mechanisms for their eventual submission to
the new order. The highlanders launched attacks on lowland Christian communities particularly
in the Nueva Vizcaya area, which had to be eventually fortified. The increase in the number
of remontados who sought sanctuary in the highlands by the 1700s and the 1800s made the
Spanish conquistadores declare the Cordillera a “haven of thieves and criminals“. In the
1800s, Cordillera resistance, sustained though has not reached supra-community level of unity,
was directed at colonial policies like vassalage taxes.

The Cordillera during the Revolution. There has been much discourse on how Cordillera
participation during the events of 1896 should be perceived. While there were contacts
82
between the Katipuneros (Aguinaldo period) and some Ibaloy oligarchs, who provided sanctuary
and assistance to the fleeing revolutionary forces (Laruan, Carantes, Carino to name a few),
there was no organized alliance between the Cordillera peoples and the Katipunan. The
contribution of the Cordillera to the 1896 revolution is their long record of sustained resistance, a
resistance that was ideologically confined to defense of tribal sovereignty rather than a
resistance to establish a Filipino independent state.

The Cordillera during the American Period. While Spain failed in subduing the Igorots
highlanders, the American colonizers drew a more systematic design for pacification. At the time
when the U.S. government conducted its census in 1903, the Filipinos were categorized to two,
namely, the wild population and the civilized; the Cordillera peoples who were unchristianized
and uncolonized were classified as wild. Reconnaissance trips were conducted which resulted
in the identification of culture zones in the Cordillera (these culture zones would approximate the
existing ethno-linguistic sub-grouping). The Bureau of Non-Christian Tribes created on 2
October 1901 with David Barrows as its first director was tasked to conduct a survey on the
character of the different culture zones. These were complemented by efforts of Albert Jenks,
Roy Franklin Barton, Fay Cooper Cole to name a few, who produced ethnographies of the
Cordillera peoples. These systematic efforts were aimed at better understanding the culture of
the unconquered areas so that more effective policies for pacification could be implemented.

On 18 August 1908, the Americans created the Mountain Province, which consisted of
Benguet, Amburayan, Bontoc, Apayao, Ifugao, Kalinga and Lepanto. The Philippines
Constabulary was also established in the highlands. Most of the Americans who were sent to
the Cordillera were designated the rank of lieutenant governor and were in charge of
governance in the sub-provinces of the Mountain Province. The more familiar ones are: John C.
Early (Amburayan), Norman Conner (Apayao), Elmer Eckman(Bontoc), J.H. Evans (Benguet)
and Walter Hale (Kalinga), Charles Nathorst and William Dosser. Many tactics, on several
occasions the application of the divide-and-rule strategy through practice of intertribal war was
used.

Both the Catholic and the Protestant (particularly the Episcopal denomination) Churches
became instruments of change in the region. They filled the void left by the early Spanish
missions that collapsed along with the end of the Spanish colonial regime. In 1907, the
Congregation of the Immaculate Heart of Mary (CICM) established its first mission station in
Bontoc; others followed all over the Cordillera. On the other hand, the Episcopal Church, which
was the most influential religious institution during the early American administration,
established its stations in Bontoc and Sagada. In 1902, Reverend Charles H. Brent sent
Reverend John Staunton for an inspection of the Cordillera.

What actually proved to have long-term impact on the peoples of the Cordillera were the
land laws and mining acts that were implemented. Land registration which was the feature of
the Public Lands Act of 1902 and 1905 set the Cordillera peoples’ loss of control over their
ancestral land, claims. In 1909, Baguio was established as a colonial hill station. The

83
establishment of schools all over the Cordillera drew out the people from the insulated village to
the colonial mainstream.

All these colonial policies did not remain unchallenged by the people who were able to
sustain resistance during the previous colonial regime. But the challenges came in new
forms. Out-migration was a common response. Ambuscades were frequently reported in The
Manila Times, but were dismissed by the Americans as mere display of barbarism. Direct
armed confrontations continued until 1915. Then, the Cordillerans wrote petitions to the
American government protesting the environmental degradation of roads; Samaki opposed the
destruction caused by mining activities.

Asserting that Elusive Cordillera Self-determination. Since Philippine political independence

in 1946, several attempts have been made by the Filipino government to integrate the Cordillera
into the mainstream. The Commission on National Integration (CNI) was created in 1957. In
1964, the Mountain Province Development Authority was (patterned after the Tennessee Valley
Authority) was established to facilitate development efforts in the region. By the 1970s, the
Cordillera was the haven of many foreign-funded infrastructure programs foremost of which
were dams. The Cordillera peoples who continued to experience not only geographic but also
social dislocation opposed all these efforts. Intensified militarization tried to suppress the local
resistance. The 1987 Philippine constitution recognized the need for the establishment of
autonomous regions in Mindanao and the Cordillera. To this date, the Cordillera peoples still
have to define the substance of that autonomy which would fully put to practice the Cordillera
people’s vision of having control over their institutions, their economy and their affairs.

84
Name:__________________________________________ Score:___________
Schedule and Section:_____________________________ Date:____________

TASK 1:Read the questions carefully. Choose the letter of the word that matches the
descriptions that follow. Write your answer on space the provided.

_____1. This word refers to a mountain range that serve as a backbone to an island.
A. Kalinga C. Cordillera
B. Cagayan D. Bontok
_____2. The following are major ethnolinguistic groups of Cordillera, except:
A. Itneg C. Kalanguya
B. Ibaloy D. Ilokano
_____3.The first Spanish mission that was established in Cordillera in 1604.
A. Pudtol C. Capinatan
B. Tonglo D. Reduccion
_____4. This was the requirement set by tobacco monopoly to lowland communities for
collecting such tobaccao.
A. Pais C. Tonglo
B. Bandlas D. Contabo
_____5. In 1826, he was the commander officer of the newly established Comandancia del
Pais de Igorrotes.
A. Villalobos C. Guillermo Galvey
B. Duarte Barbosa D. Ruy Lopez
_____6. This is the municipality, where the first mining claim was approved by Spaniards in
1856.
A. La Trinidad C. Itogon
B. Mankayan D. Tuba
_____7. He called the status of Cordillera peoples as “TribusIndependientes”.
A. William Henry Scott C. Arthur McArthur
B. Guillermo Galvey D. Walter Hale
_____8. Because of highlanders’ attacks on lowland Christian communities, Cordillera was
called as:
A. The world of Barbarics C. Haven of the Uneducated
B. Haven of Thieves and Criminals D. The Place of the Uncivilized
_____9. In 1903, the Americans conducted a survey where Filipinos were categorized into
two. From the choices below, choose one from the two categories of Filipinos.
A. Wild C. Civilized
B. Barbaric D. Educated
_____10. He was the first director of Non-Christian Tribe which was created in 1901.
A. William Henry Scott C. Albert Jenks
B. Walter Hale D. David Barrows
_____11. In 1908, Americans created Mountain Province which consisted the following, except:
85
 A. Nueva Vizcaya C. Ifugao
B. Benguet D. Amburayan
_____12.The first lieutenant governor who was assigned in Bontoc.
A. J.H. Evans C. Norman Conner
B. Elmer Eckman D. Walter Hale

_____13. The Spanish mission sent to Benguet in 1755.

A. Pudtol C. Tonglo
B. Comandancias D. Capinatan
_____14. This is the policy that requires the peoples of the highlands to be converted to
Christians.
A. Tonglo C. Comandancias
B. Reduccion D. Capinatan
_____15.The lieutenant governor who served the province of Benguet in early 20th century.
A. John Early C.J.H. Evans
B. William Dosser D. Elmer Eckman

TASK 2:Summarize and discuss the different periods in the history of Cordillera. Include
significant events and key agents in your answer.
A. Spanish Period:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________.
B. American Period:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

86
c. Philippine Independence in 1946 onwards:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________.

87
LESSON2: THE INDIGENOUS PEOPLES’ STRUGGLE IN THE CORDILLERAS
Numerous issues and concerns of indigenous peoples have witnessed significant
breakthroughs both locally and internationally in recent decades. Various means of struggle
both within and without the formal legal system have been employed. Defending ancestral
lands and their resources remains the major issue. Implicit in this battle to protect land and
resources is the struggle to preserve indigenous culture and traditions that are so often
inextricably linked to the land itself.
To illustrate the complex problem of defining “indigenous peoples.” The Indigenous
Peoples’ Rights Act (IPRA), or Republic Act No. 8371 of the Philippines, defines Indigenous
Peoples as follows:
Indigenous Peoples/Indigenous Cultural Communities (IP/ICC) refer to a group of
people sharing common bonds of language, customs, traditions and other distinctive
cultural traits, and who have, under claims of ownership since time immemorial,
occupied, possessed and utilized a territory. These terms shall likewise or in alternative
refer to homogenous societies identified by self-ascription and ascription by others, who
have continuously lived as a community on community-bounded and defined territory,
sharing common bonds of language, customs, traditions and other distinctive cultural
traits, and who have, through resistance to political, social and cultural inroads of
colonization, become historically differentiated from the majority of Filipinos. ICCs/IPs
shall likewise include peoples who are regarded as indigenous on account of descent
from the populations which inhabited the country at the time of conquest or colonization
or the establishment of present state boundaries and who retain some or all of their own
social, economic, cultural and political institutions, but who may have been displaced
from their traditional domains or who may have resettled outside their ancestral
domains.

General Profile of Indigenous Peoples in the Philippines

The Philippines is the only country in Asia that has officially used the term “indigenous
peoples” of the more than 75 million Filipinos, about 12 to 15 million are indigenous peoples, or
about 17-22% of the total population in 1995.
The population data regarding the indigenous peoples in the country vary according to
who has conducted the research. The Episcopal Commission on Tribal Filipinos (ECTF)
distinguishes approximately 40 ethno-linguistic groups with a population of about 6.5 to 7.5
million (10-11% of the country’s population in 1995). The National Council of Churches in the
Philippines (NCCP) estimates some 60 such groups. The National Commission on Indigenous
Peoples (NCIP) identifies 95 distinct tribes, which includes the Islamic or Muslim groups, in 14
regions of the country with an estimated population between 12-15 million members (17-22% of
the total population in 1995). But the detailed report and breakdown of this figure is not
available from the NCIP office.
Indigenous peoples’ communities can be found in the interiors of Luzon, Mindanao, and
some islands of Visayas. They either withdrew to the hinterlands in the face of colonization or
they stood their ground successfully and have maintained a close link to their ancestral past.

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These communities comprise a diverse collection of more than forty ethno-linguistic groups,
each with a distinct language and culture.
The indigenous peoples in the Philippines continued to live in their relatively isolated,
self-sufficient communities, at the time when most lowland communities had already been
integrated into a single colony under Spain in the 1700s and 1800s. They were able to preserve
the culture and traditions of their “ethnos” or “tribe” as reflected in their communal views on land,
their cooperative work exchanges, their communal rituals, their songs, dances, and folklore.
Instead of hierarchical governments, each of these communities had its own council of elders
who customarily settled clan or tribal wars to restore peace and unity.
But with the long years of colonial rule in the Philippines, from the 1700s to the early
1900s, and the influx of migrants into indigenous peoples’ territories, many influences have
been introduced that gradually changed the indigenous way of life. Indigenous communities at
present are still characterized by these phenomena but are definitely no longer in their pure and
natural state, showing varying degrees of influence from outside culture.
During the American colonial rule from the 1890s to the early 1900s, the forces of
market economy and central government slowly but steadily caught up with most indigenous
communities. Lowlanders, backed by government legislation, seized communal lands, and
eroded local self-sufficiency in the process. Lowlanders also brought in a barrage of Western
cultural influences that undermined tribal ways of life to varying degrees.
In the 1970s pressure upon indigenous communities’ land base intensified as the
national economy became increasingly foreign-dominated and export-oriented. Because they
occupy areas rich in natural resources, indigenous communities have been besieged by a
growing number of foreign and local corporations engaged in mining, logging, plantations, and
other export industries. To support these industries, past and present governments have
constructed massive dams and other foreign-funded infrastructure projects that have continually
diminished the extent of indigenous peoples’ ancestral domain.
The military has also participated in this onslaught against indigenous communities. It
has forcibly relocated tens of thousands of indigenous peoples, comprising entire indigenous
communities, in an attempt to counteract the growing resistance in the upland areas. These
attacks on indigenous peoples are directed against their ancestral lands.
Depriving indigenous peoples of their ancestral lands will mean the complete loss of
their identity as distinct peoples. Thus, no less than the question of survival is now at stake for
the indigenous peoples in the Philippines. The remaining links with their ancestral past are
being destroyed forever.

The Concept of Land Among Indigenous Peoples

What essentially distinguishes the indigenous peoples from the rest of the population is
their concept of land as granted and entrusted by one Creator for everyone to harness,
cultivate, sustain, and live on. This land concept has become distinct because it adheres to the
spirit of collectivism and rejects the idea of private property.
Land is a central issue to indigenous peoples because it defines their very existence.
Since time immemorial, Philippine ancestors believed in a cosmology where the Creator (known
by various names such as Bathala, Kabunian, Magbabaya, Apo Sandawa) was linked with other
deities and spirits. In Philippine origin myths the land and everything connected to it were
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created by this deity. Because land was of divine origin, it was sacred. Being sacred, it was not
subject to ownership, sale, purchase, or lease.
Among indigenous peoples in the Philippines, there was a widespread belief that land
was held usufruct; it could not be removed from the community’s use. The interaction of the
ancestors with the land varied according to how they produced what they needed for food.
When they were nomadic and sea-foragers, they shifted their habitation from place to place and
gathered whatever food they could get from the land and the waters. When they settled into a
life of sedentary agriculture, they established a system of communal ownership. The
indigenous peoples still possess this belief in the sanctity of the land, especially when
confronted with the threat of losing control over their homeland.
Like other indigenous territories, the Cordillera is rich in natural resources but its
indigenous peoples remain poor. Over the past decades, the Cordillera has been a major
recipient of development projects, many of these funded by foreigners. But these projects have
brought an aggressive philosophy of development characterized largely by displacement of
peoples and treatment of Cordillera as a mere “resource base.” In the 1970s the Cordillera
indigenous peoples widely rejected a World Bank-funded series of dams along the Chico River
that would have displaced 90,000 Bontok and Kalinga people. Earlier in the 1950s the
construction of the Ambuklao and Binga dams in the province of Benguet had already
dislocated hundreds of indigenous Ibaloy families, who up to the present have never been
properly compensated. But there have been new commitments to indigenous peoples both at
the national and international level.
In many cases of indigenous peoples’ struggle for autonomy or survival itself, land has
been the central issue. Uprooting indigenous peoples from their land denies them their right to
life and identity. They have continuously related to and enhanced the environment they are in
as the material basis of their existence. They also have been successful in creating indigenous
laws prior to the coming of the colonizers or the advent of the so-called modern nation states.
The existence of the indigenous peoples’ prior and, hence, “vested rights” have been widely
acknowledged even at the international level.
The Philippines gained political independence from the United States in 1946, however,
the postwar regime essentially upheld the policies of the American colonial government. In the
Cordillera region, the land problem was aggravated by the passage of legislation and Republic
Acts and Proclamations declaring Igorot ancestral lands open for leaseholders, military
reservations, watersheds, and resettlement areas. The Cordillera region could also be used by
the government as a “resource base” for its development endeavors. This meant that the
government would take a development philosophy that fully exploited the rich natural resources
through extractive development projects like hydropower dams, mining and logging, with the
“minorities” sacrificing for the “majority.”
Among the more significant post-colonial pieces of legislation that would deprive and
deny the indigenous peoples their ancestral lands and cultural heritage was the infamous
Revised Forestry Code of 1975. The Code provides that all lands having a slope of eighteen
degrees or more are inalienable and nondisposable for agricultural and settlement purposes.
Paradoxically, the indigenous peoples have traditionally settled on the slopes in their territories
and have long enjoyed sustainable agriculture there as evidenced by the antiquity of their
terraces that, to this day, are thriving. The code also declared, “all lands above 18 degrees
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slope automatically belong to the state classified as public forest land.” The Regional Forestry
Master Plan36 recorded that 57% of the pine forest area in the Cordillera has a slope greater
than 50 degrees – making the people squatters in their own lands.
In the Cordillera region (Northern Philippines), the state legislated policies that favored
some of the indigenous populations. The indigenous population engaged in vegetable farming
in Benguet province is a case in point. Local history shows that in the 1950s, there was a rush
for land along the Halsema stretch because of the promising vegetable enterprise. Chinese
businessmen farmers would scramble for the lands in the area and soon would monopolize the
vegetable farms in the area. In response, Igorot farmers organized themselves and rallied
against Chinese dominance in the vegetable industry. This discontent reached Malacanang,
compelling then Presidents Magsaysay and Macapagal to implement policies favoring the Igorot
farmers and to provide indigenous peoples an opportunity to secure their lands.
One of the issues in resources is the water resource management in Besao. From a
paper of Dictaan-Bang-oa entitled “Traditional Water Management in Besao, Mt. Province”
presented in March 2003.
The issue of water among the iBesao (people from Besao) is an issue of survival
for a people who consider themselves the stewards of the land. Among the iBesao,
traditional management of water resources is intricately woven in the belief of spirits
inhabiting elements of nature, nakinbaey, and the morality embodied in the inayan that
governs the peoples’ day-to-day behavior. The spirits or supernatural beings inhabiting
water sources are believed to be the primary forces in the production, and thus, supply
of water. It is therefore necessary for the people not to displease the spirits otherwise
they will stop the flow or production of water. Among the culturally prescribed taboos or
inayan in relation to water sources and the nakinba-ey is the prohibition against grazing
or butchering animals near water sources. Animal wastes are believed to repulse the
nakinba-ey. Another is the avoidance of carrying human or animal corpses along a path
near a water source as this displeases the nakinbaey. Inayan, literally, is sort of a
warning equivalent to the English “Be careful!” which, in Besao, is replete with the moral
responsibility to consider the effects of one’s actions on other people.
Water is a resource that cannot be owned by any private individual even if it is
found in privately held property. The landowner can only be accorded the right to prior
use. Rights to water according to customary law belong to those who first tapped the
source for their use but does not include a right to divert water from its natural flow and
depriving those who claim ‘natural rights’ by virtue of being located along the natural
course of the water. In agricultural areas, the dumapat system is still being practiced
today. The dumapats are groups of rice field owners sharing a common water source for
their irrigation use. Aside from these, dumapats, today’s equivalent of formal irrigators’
association, claim their right to a water source based on prior claim and natural flow.
Water sources found in privately held lands for example Kapusean in Suquib, Besao,
cannot be privatized. The landowner may have prior right to use the water but not to stop
or divert it from its natural flow.
Maintaining water supply involves dumapat cooperation, labor, and resources.
Cleaning, weeding and rehabilitating canals and intakes to facilitate water flow are
responsibilities of all members of a dumapat. Each member family sends a
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representative to offer labor in cases where major rehabilitation works are needed like
the annual cleaning during the dry season. When the water supply is depleted,
especially during the dry season, the dumapats take turns directing the water flow to
their fields as agreed among themselves and without prejudice to other fields. The
process of taking turns is referred to as banbanes and ensures that each one gets his or
her turn. Field owners keep vigil at night to make sure that their fields are watered
according to schedule. Local water disputes are taken to the dumapat level. If not
resolved at this level, they are brought to the dap-ay. Besao residents, however, cannot
recall any major water dispute among themselves. Community rebuke and taunting are
seen as enough punishment for abusive dumapat members.
An important aspect of the water management in Besao is sustaining the
forestlands. Approximately 69% of Besao’s land area is classified as forestland. This is
further sub-classified into two types based on use. One is the batangan or the pinewood
forest and the other is the kallasan or mossy forests. The batangan is generally used for
fuel and timber needs while the kallasan serves as the hunting and gathering grounds.
To sustain these, local ordinances like banning logging for commercial use, have been
imposed. People are also very conscious of preventing forest fires so that even in the
cleaning of the uma, fire lines are established before any burning is done. In cases of
fire, community members voluntarily mobilize themselves to put it out and secure
valuable properties like houses, rice granaries and animal pens.
Religious practices contribute to water management as well. Traditionally, the
legleg, a sort of a thanksgiving and propitiating ritual, is performed in water sources
yearly in Besao. Performance of the legleg is believed to please the nakin-baey, and
prevent it from leaving. Such traditional rites reinforce the high value and regard for
water, thus, maintaining its quantity and quality through culturally prescribed and
environmentally sustainable use as well as reaffirming man’s relationship with nature.

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Name: __________________________________ Score:___________
Schedule: _______________________________ Date: ____________

TASK 1: Explain the concept of “land” from the perspective of indigenous people.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________.

TASK 2:Discuss the problems/struggles on ancestral lands among indigenous peoples.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________.

TASK 3:Propose two possible solutions that will resolve the identified problems above.
Explain briefly.
1.___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2.___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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LESSON3:THE SALIENT FEATURES OF THE INDIGENOUS PEOPLE’S RIGHT ACT (RA
8371)
The Indigenous Peoples’ Rights Act (IPRA), or Republic Act 8371, is considered a
landmark law. It is a comprehensive piece of legislation that includes not only the rights of
indigenous peoples over their ancestral domain but also their rights to social justice and human
rights, self-governance, and empowerment as well as cultural integrity.

The IPRA echoes the “progressive” provisions of the 1987 Philippine Constitution as
found in Section 2 of IPRA. The 1987 Constitution, Sec. 22, Article II recognizes and protects
the rights of indigenous peoples; Section 4, Article XII protects the rights of indigenous peoples
to their ancestral domains in order to ensure their economic, social, and cultural well-being.
This section also recognizes customary laws governing property rights or relations and their
validity in determining the ownership and extent of ancestral domains.

IPRA likewise upholds the U.N. Draft Declaration on the Indigenous Peoples, which
emphasizes the collective rights of indigenous peoples, as well as the International Labor
Organization (ILO) Convention No. 169, or the Convention Concerning Indigenous and Tribal
Peoples in Independent Countries.

Certain groups, however, hold a different view. The Cordillera Peoples’ Alliance sees
the IPRA as a law that was “hastily” signed by President Fidel Ramos in October 1997 just
before his term was about to end. The Cordillera Peoples’ Alliance would label this law and
other land instruments as deceptive, because these devices still operate on the principles of the
Regalian Doctrine imposed during the Spanish regime, which places ownership of public lands
in the State. Because the doctrine has never been formally invalidated, it continues to deny
indigenous peoples’ rights to their ancestral lands and resources to this day.

Salient Features of IPRA LAW

A. Indigenous Cultural Communities/Indigenous Peoples (ICCs/IPs)
Indigenous Peoples/Indigenous Cultural Communities (IP/ICC) refer to a group of
people sharing common bonds of language, customs, traditions and other distinctive
cultural traits, and who have, under claims of ownership since time immemorial,
occupied, possessed and utilized a territory. These terms shall likewise or in alternative
refer to homogenous societies identified by self-ascription and ascription by others, who
have continuously lived as a community on community-bounded and defined territory,
sharing common bonds of language, customs, traditions and other distinctive cultural
traits, and who have, through resistance to political, social and cultural inroads of
colonization, become historically differentiated from the majority of Filipinos. ICCs/IPs
shall likewise include peoples who are regarded as indigenous on account of descent
from the populations which inhabited the country at the time of conquest or colonization
or the establishment of present state boundaries and who retain some or all of their own
social, economic, cultural and political institutions, but who may have been displaced
94
 from their traditional domains or who may have resettled outside their ancestral
domains.

B. Four Bundles of Rights Defined under IPRA law

1. Right to Ancestral Domains and Lands
These include ownership, develop & manage lands & natural resources, stay in
territories, rights in case of displacement, regulate entry of migrants, claim reservations,
right to safe & clean air & water, resolve conflict through customary law, to transfer
ancestral lands, and to redeem ancestral lands lost through vitiated consent.

1.1. Native Title- refers to pre-conquest rights to lands and domains which, as far back
as memory reaches, have been held under a claim of private ownership by ICCs/IPs,
have never been public lands and are thus indisputably presumed to have been held
that way since before the Spanish Conquest (Section 3l, RA 8371).

1.2. Ancestral Domains- all areas generally belonging to ICCs/IPs comprising lands,
inland waters, coastal areas, and natural resources therein, held under a claim of
ownership, occupied or possessed by ICCs/IPs, by themselves or through their
ancestors, communally or individually since time immemorial, continuously to the
present except when interrupted by war, force majeure or displacement by force, deceit,
stealth or as a consequence of government projects or any other voluntary dealings
entered into by government and private individuals/corporations, and which are
necessary to ensure their economic, social and cultural welfare.

1.3. Ancestral Lands- land occupied, possessed and utilized by individuals, families and
clans who are members of the ICCs/IPs since time immemorial, by themselves or
through their predecessors-in-interest, under claims of individual or traditional group
ownership, continuously, to the present (Section 3b, RA 8371) * ADs/ALs cover not only
the physical environment but the total environment including the spiritual and cultural
bonds to the areas. * ADs are private but community property; cannot be sold, disposed
or destroyed.

2. Right to Self-Governance and Empowerment

These include freely pursue economic, social & cultural well-being, free Prior
Informed Consent in use of resources therein, use commonly accepted justice
system/conflict resolution institutions/peace building processes/customary laws,
participate in decision-making that may affect them, mandatory representation in policy-
making bodies & local legislative councils, determine their own priorities, organize,
granted means to fully develop their institutions & initiatives
3. Social Justice and Human Rights
These include the equal protection & non-discrimination, rights during armed
conflict, equal opportunity & treatment, basic services, protection to women, children &
youth, integrated system of education.
4. Right to Cultural Integrity
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 These include the protection of culture, traditions and institutions. These must be
considered in the formulation and application of national plans and policies, access to
cultural opportunities, recognition of cultural diversity, practice & revitalize their customs
& traditions & the state must protect manifestations thereof, religious, cultural sites &
ceremonies, funds for archaeological & historical sites, ownership and recognition of
cultural and intellectual rights.

C. Creation of National Commission of Indigenous People (NCIP)

The NCIP is the primary government agency that formulates and implements policies,
plans and programs for the recognition, promotion and protection of the rights and well-being of
Indigenous Peoples with due regard to their ancestral domains and lands, self-governance and
empowerment, social justice and human rights, and cultural integrity. As enabling partner and
lead advocate, the NCIP envisions genuinely empowered Indigenous Cultural
Communities/Indigenous Peoples (ICCs/IPs) whose rights and multi-dimensional well-being are
fully recognized, respected and promoted towards the attainment of national unity and
development.

Challenges of IPRA LAW (State Laws vs Customary Laws)

The indigenous peoples of the Philippines have been classified (by Maceda in 1975)
according to a typology based on concepts of land ownership and tenure among various
indigenous peoples, with the indigenous peoples of the Cordillera considered the upland wet
rice cultivators. These include the Bontoks, Ifugaos, Kankanaey, Kalingas, and the other tribes
of the Cordillera. Acquisition of land, to these people, remains primarily a matter of occupying
and then cultivating an area cleared of forest growth. These farmers then proceed to terrace
the hillside and plant it with the preferred crop, rice, whenever water is available. The first
occupant to build a terrace on a site is considered its owner. The acquisition of water rights is a
necessary complement of land ownership because without water the terraces would be of little
value.

Hillside clearings of land used for planting root crops and vegetables followed the same
system in which the land belongs to the first cultivator. In this case, however, ownership is valid
only until the land is reclaimed by forest growth. Once it reverts to this condition it becomes
once more the property of the whole community and, as such, is free for the taking by the first
person who clears it. If a piece of land is allowed to lie fallow, however, anybody intending to
cultivate it will need the permission of the owner or the first cultivator.

A forest area may also be claimed by families as their own. This gives them the
exclusive right to whatever firewood, lumber, and other forest products are derived from it. Land
property may be alienated in any of the generally known ways: through sale, barter, mortgage,
or inheritance. Reports indicate that outsiders find it difficult to make land purchases. When land
is disposed of through inheritance, the best and most productive fields are reserved for the
eldest son of the family. Among the upland cultivators, land is considered the most important

96
item among their possessions, and the position of a person in his society will largely depend on
the amount of productive land he can call his own.
The conflict started with Spain. During its colonization of the Philippines in the 16th
century, the concepts of land ownership, the idea of private property, the volume of agricultural
production, and the way the different groups of people interacted changed drastically. The
Spanish conquerors brought with them, among other things, their own world view of land and its
system of ownership and use. They armed themselves with a feudal theory known as Jura
Regalia – which later became the infamous Regalian Doctrine – and introduced this into the
country through the Laws of the Indies and the Royal Cedulas.
The Jura Regalia did not automatically mean absolute ownership of the Philippine
islands. But the colonists justified their appropriation of the islands to themselves and the
Crown through this legal fiction, which stated that, “henceforth, by virtue of conquest, all lands in
the archipelago belonged to the sovereign.” This piece of fiction then became and has since
remained the theoretical bedrock upon which Philippine land laws were based and which dealt a
fatal blow to Philippine indigenous concepts of land rights and land tenure.
During the American colonial period from 1898-1945, the American government used
the same policy, requiring settlers on public lands to obtain deeds from the government. This
reveals that the Americans understood the value of the Regalian doctrine as a legal basis for
the state to hold property.
The colonial government introduced laws that reinforced the state’s control over the
public domain, justifying it by saying that there was no effective system of land registration
during the Spanish period. The laws passed during that period include the following:
The Land Registration Act No. 496 of 1902, which declared all lands subject to the
Torrens system of formal registration of land title and empowered the State to issue to
any legitimate claimant secure proof of title over a parcel of land. This system turned
land into a commodity that could be traded by the exchange of a piece of paper.
The Philippine Commission Act No. 178 of 1903, which ordered that all unregistered
lands become part of the public domain, and that only the State had the authority to
classify or exploit the same.
The Mining Law of 1905, which gave the Americans the right to acquire public land for
mining purposes.
The Public Land Acts of 1913, 1919 and 1925, which opened Mindanao and all other
fertile lands that the State considered unoccupied, unreserved, or otherwise
unappropriated public lands to homesteaders and corporations, despite the fact that
indigenous peoples were living in these lands.

Aside from these laws, the ruling of the U.S. Supreme Court in the case of Carino v.
Insular Government in 1909 protected the vested rights of indigenous cultural communities of
the Philippines over ancestral domains that they have occupied since time immemorial.
However, even if that holding is valid under present jurisprudence, the authority of the case is
now questionable in light of recent legislation. Article XII of the Philippine Constitution of 1987
contains the provision that “all lands of the public domain . . . belong to the State.” State laws
have been enacted that have effectively extinguished the right of indigenous peoples to their
lands such as Presidential Decree No. 705 (1975), also known as the Revised Forestry Code of
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1975, which declares all lands 18% in slope or over are automatically considered as forestland
and therefore not alienable and disposable unless released from the forest zone. Most of the
indigenous peoples claiming rights to their lands are found within these areas. Also added to
the 1987 Constitution were some provisions recognizing and promoting “the rights of indigenous
cultural communities within the framework of national unity and development” (Article II, Sec.
22) and creating autonomous regions in Muslim Mindanao and in the Cordilleras (Article X,
Secs. 15-19).
With all these laws on land and resources, “the indigenous peoples realized soon
enough that, with respect to land at least, there were now the national written law – rooted in
and carried over from the country’s colonial experience – and the customary unwritten tribal
law.” They realized that while it was they who defied colonialism and retained their unwritten
indigenous law systems, they would end up as disenfranchised cultural minorities. A conflict-
ridden situation arose out of this historical accident. At the heart of the problem is the lack of
congruence between the customary law and the national law on the ownership and use of land.
The newest law to protect the rights of the indigenous peoples in the Philippines is the
Indigenous Peoples Rights Act of 1997 (IPRA). It was enacted in November 1997 and is
considered a landmark in legislation for indigenous peoples. The IPRA is the first
comprehensive law to recognize the rights of the indigenous peoples of the Philippines. It
recognizes the indigenous peoples’ rights to their ancestral lands and domain, and specifically
sets forth the indigenous concept of ownership. The law recognizes that indigenous peoples’
ancestral domain is community property that belongs to all generations. IPRA likewise
recognizes the customs of indigenous peoples and their right to self-governance and
empowerment. However, there have been many criticisms of IPRA, especially in terms of its
conflict with other existing laws like the Philippine Mining Act of 1995.
The differences in the concepts of land ownership and management between the State
and the indigenous peoples in the Philippines have led to a massive land grab of indigenous
peoples’ domain. Formal registration of land title has become a tool to convert communal
ancestral lands into individually titled private lands, especially in town centers and cities in the
Cordillera, and has led to the fragmentation of villages in the interior areas.
There are many stories told by indigenous communities of ancestral lands being
fragmented and titled through fraud or legal circumvention by individuals and corporations
familiar with the Torrens system. In addition, even without formal title to land, corporations are
able to get licenses from the government to exploit the resources on ancestral lands for their
own business interests, such as mining, logging, and agricultural plantations. In these cases,
the state enforces national land laws to the detriment of those who have prior right to the land
by ancient occupation under customary law. In the Cordillera, classic examples of land
grabbing primarily involve multinational corporations appropriating large tracts of ancestral land
from indigenous peoples in order to construct mines, hydroelectric plants, and other business
projects.
One may argue that the indigenous peoples have as much a chance as non-indigenous
peoples to apply for a Torrens title to their ancestral land. However, the process of land titling is
very burdensome, even for literate lowlanders. The procedure is so tedious that a tribal leader
once complained, “applying for a title is like going through the eye of a needle . . . only the
influential and moneyed go through but the less moneyed are denied [their applications].”
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 This complaint is valid since the registration process incorrectly assumes that (1) all
those interested in applying for titles are literate and able to grasp Western legal practices; (2)
that newspapers are readily available even in the most isolated places of the country; and (3)
that all applicants have the financial means and the time to go through such costly procedures.
In addition, many indigenous peoples are not aware that there is such a thing as land titling.
The state’s insistence upon formal land laws and policies from the colonial governments
to the present administration reveals the longevity of the government’s efforts to impose the
Western system of land ownership upon all indigenous peoples. The state has made significant
progress, especially given the benefit of collaboration from local government officials and some
of the indigenous peoples themselves who are gaining from this process. These people include
those educated in the lowlands, business people, local officials, and those who joined
paramilitary troops to advance their own or their families’ interests. This has happened because
in the post-colonial period, “The central, national government, informed by a philosophy of
national integration, has promulgated and attempted to implement land policies which have
displaced and/or dispossessed the indigenous communities of their ancestral lands.”
There have been several cases in the Cordillera region that show the State’s attempts to
enforce the national land law system through, and on the pretext of development projects. Some
of the instances are as follow:
Granting Cellophil Resources Corporation of Timber and Pulpwood License Agreement
No. 261 (under DENR) in the 1970s. The agreement covered 99,625 hectares, and
another 99,230 hectares covering the provinces of Abra, Kalinga-Apayao, Mountain
Province, Ilocos Sur and Norte, which was granted to a sister company. This
agreement, in effect, rendered the indigenous peoples of the Cordillera nonexistent, for it
declared these areas unoccupied. Moreover, these areas were theoretically inalienable
because they lie within the Cordillera Forest Reservation.
Granting the Chico River Basin Hydroelectrification Complex Project in the 1970s,
despite its being aggressively opposed by the Kalingas and the Bontocs. At the height
of the indigenous peoples’ resistance, President Marcos directed the Philippine
Constabulary to arrest those who opposed the project. This led to the killing of
MacliingDulag, a prominent indigenous leader.
Building the Ambuklao and Binga dams in the 1950s, which displaced 300 families in
Benguet. In the 1970s, the Magat dam construction in Isabela submerged 5,100
hectares and affected 304 families. Those displaced once more did not receive full
payment for their lost land and were not relocated as promised. The construction of the
Marcos Park and Highway in Benguet also displaced 81 Ibaloy families without fair
compensation for their lands.

Implementing the National Integrated Protected Areas Program (NIPAP) in Mount Pulag
in Benguet in the 1990s effectively deprived the Ibaloy, living in and around the mountain, of
their right to utilize the natural resources that had traditionally sustained them. The NIPAS Act
endeavors to map and zone areas to be preserved for ecological reasons. It limits the entry of
indigenous peoples and their economic activities into areas such as watersheds and national
parks. It effectively curtails the rights of indigenous peoples to utilize the natural resources that
sustain them.
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 The Mining Act of 1995 facilitates the entry of large foreign and local mining corporations
to enter the mineral-rich territories of indigenous peoples. It opens up the mining sector to
100% foreign control. Most of the exploration permits applications for Financial and Technical
Assistance Agreements (FTAA) and Mineral Production Sharing Agreements (MPSA), and
mining operations cover ancestral lands of the indigenous peoples. The law further entrenches
continued mining operations in the Cordillera which hosts two of the biggest mining
corporations, namely, Philex Mining Corporation and Lepanto Consolidated Mining Company.
Mining companies already cover about 18,392 hectares, but existing and potential mining firms
are still engaged in further exploration and expansion. Mining applications in the Cordillera
cover roughly 1.4 million hectares, or more than three-fourths of the region’s total land area.

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Name: _________________________________ Score: _________
Schedule: ______________________________ Date: __________

TASK 1:Enumerate provisions of state/customary laws that contradict from each other.
On the last column of the table, judge and explain your answer on what law shall prevail
over the other.

Customary/State laws in
State Laws favor to the rights of Judgment
indigenous people

TASK 2:Enumerate three indigenous peoples’ rights under IPRA law. For each chosen
right, create and discuss a real-life situation where such right is practiced.
1.___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________.
2.___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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3.___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________.

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LESSON 4:THE “BODONG” AND “PAGTA” AS LOCAL PEACE BUILDING MODELS IN
CORDILLERA
The Cordillera region, especially in Kalinga province, recognizes the indigenous way of
settling dispute aswhat they call "bodong". "Sipat" is the initial stage when the warring parties
exchange tokens composed of items important to them, given to the leader who will continue
with the process, leading to the final settlement of a dispute or agreement with the use of their
constitution and by-laws is called "pagta".

The “Bodong” of Kalinga

Bodong is a peace pact that evolves from the customs and traditions of the Kalingas. It
discloses indigenous people’s cultural identity, heritage and integrity that were developed with
the passing of the time. Bodong is an alternative dispute resolution that reflects the peace
framework of the community in dealing with crimes and tribal-related offenses in the province of
Kalinga.
Bodong emerged from the customs and traditions of the Kalingas with a constitution and
by-laws known as the pagta. The provisions of the pagta basically highlights the duties, rights
and protection of members as well as the sanctions to crimes committed. The bodong holders
(village leaders) serve as peace makers when dispute arises and thebinodngan (member of the
bodong) is duty-bound to comply with the set of rules and guidelines of the said practice.
Bodong has essential steps to be followed religiously:
1.Sipat. It is the exchange of two objects of about equal value between two men who
want to establish a peace pact.
2. Simsim. A ritual that is done in the village of the initiator of the pact. Grievances are
discussed and announced to the public.
3. Lonok that refers to a large celebration in which the delegates of the other concerned
village are invited.
The issues are discussed, payment of indemnities is undertaken, and provisions of the
pagta are drawn up.
4. Dolnat (to warm up). It is much like alonok where exchange of valuable gifts is done.
As years went by, the Kalingas decided to institutionalize the practice of bodong so that
the provisions as well as polices would become binding. Consequently, bodong holders,
binodngans and the local government authorities created the MatagoanBodong Consultative
Council. The seat is located in Tabuk, Kalinga, the capital town (now a city) of the province. The
institutionalization of bodong, which is practiced by the MatagoanBodong Consultative Council
(MBCC) through Executive Order 2011-01 issued by the city mayor of Tabuk, formalized the
merging of the Municipal Bodong Council and Matagoan Consultative Body into one. Recent
data of the MatagoanBodong Consultative Council reveal that from January 1, 2001 to
December 31, 2010, one hundred seventy eight (178) crime incidents were recorded by the
council. Eighty three (83) were crimes against person, (4) were crimes against property and
ninety-nine (99) were violations of special laws and other crimes. The statistics is as follows:
(a) twenty- eight (28) murder cases and out of this figure, ten (10) were homicide;
(b) forty five (45) Physical Injuries;
(c) four (4) Robbery or Theft and

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 (d) ninety-nine (99) other crimes both on crime against person and violation of special
laws.

All the aforementioned cases were properly resolved and the suspects were all given
due penalties as mandated in the provision of the pagta. Although there was an increase in the
number of cases, most of these did not escalate into tribal conflict. As an alternative justice
system, bodong showcases the fundamental desire of the Kalingas to come up with measure of
providing harmony in their society based on their customs that have been passed on
conscientiously by their ancestors.

The practice ofbodong in Kalinga is supported by several legal bases. United Nations
Declaration of Human Rights Article 27, Section 1 [8] encapsulates the momentous concept of
cultural integrity which gives everyone the relative freedom to practice and to enjoy one's way of
life without being suppressed and discriminated by others. It is a fundamental right of the
communities to actively participate in the process of evolution, conservation, preservation, and
enrichment of cultural heritage and artistic traditions.

Furthermore, the Article 12, Section 5 and Article 14, Section 17 of the 1987 Philippine
Constitution declare thatthe State, subject to the provisions of this Constitution and national
development policies and programs, shall protect the rights of indigenous cultural communities
to their cultures, traditions and ancestral lands to ensure their economic, social, and cultural
well-being. Moreover, the Republic Act 8371commonly known as Indigenous Peoples Rights
Act of 1997 supports the advocacies of indigenous peace framework, multiculturalism and many
movements with clear intentions to uphold cultural practice and life-centered traditions that
influence everyone's desire in the attainment of a just and humane society.

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Name: __________________________________ Score: ___________
Schedule: ______________________________ Date: ____________

TASK 1:FLOW CHART. Make a real-life scenario of a conflict being faced by concerned
disputes. Explain and discuss the process on how to resolve the conflict with the use of
“Bodong”. Use the flow chart provided below.
Scenario/Problem:_____________________________________________________________
____________________________________________________________________________
____________________________________________________________________________.

________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________

________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________

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TASK 2: Explain why “bodong” shall still be practiced in some places of Cordillera
instead of using existing laws like criminal law and revised penal code?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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LESSON5:THE NARRATIVES OF MACLIING DULAG (CORDILLERA)
Macli-ingDulag was a respected elder of the Butbut tribe in the tiny mountain village of
Bugnay in the 1960s. He was a pangat, one of those listened to by the community because of
their wisdom and courage. He was also the elected barrio captain of Bugnay, serving out three
terms since 1966.Ordinarily, he tended his ricefields and worked as a laborer on road
maintenance projects.
The Fighter: Macli-ing Dulag
To the Marcos dictatorship, the indigenous communities of the Cordillera mountain
range in the north of Luzon could easily be dealt with as it proceeded with its plan to build a
huge dam on the Chico River.

But the Kalinga and Bontok peoples knew that the project would flood their rice fields
and their homes, communal forests and sacred burial grounds. It would destroy their lives by
changing their environment forever.

In 1974, the government tried to implement a 1,000-megawatt hydroelectric power

project, to be funded by the World Bank, along the Chico River. The plan called for the
construction of four dams that would have put many villages under water, covering an area of
around 1,400 square kilometers of rice terraces (payew), orchards, and graveyards. As many as
100,000 people living along the river, including Macliing’sBugnay village, would have lost their
homes.

Macliing became a strong and articulate figure in this struggle which pitted small nearly
powerless communities in the Cordilleras against the full powers of the martial law regime.
Kalinga and Bontok leaders were offered bribes, harassed by soldiers and government
mercenaries, even imprisoned. But the anti-dam leaders, including Macliing, stayed firm in their
opposition to the project. They argued that development should not be achieved at such
extreme sacrifice.

“If you destroy life in your search for what you say is the good life, we question it,” Macli-
ing said. ”Those who need electric lights are not thinking of us who are bound to be destroyed.
Should the need for electric power be a reason for our death?.”Macliing expressed the people’s
reverence for the land, affirming their right to stay: “Such arrogance to say that you own the
land, when you are owned by it! How can you own that which outlives you? Only the people own
the land because only the people live forever. To claim a place is the birthright of everyone.
Even the lowly animals have their own place…how much more when we talk of human beings?”

Resistance to the dam project unified the Cordillera region. Macliing and other Cordillera
leaders initiated a series of tribal pacts (bodong or vochong), which helped cement this unity
and create a very broad alliance of the communities and their supporters. They recognized the
leader of the Butbut as their spokesperson, for although Macliing had no formal education, he
always found the right words for what they needed to say.

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 Macliing was murdered by government soldiers on April 24, 1980. They surrounded his
house one night and sprayed it with bullets. His assassination merely solidified opposition to the
dam and won it sympathizers from all over the country and even abroad. Even the World Bank,
which would have funded the dam construction, withdrew from the project, finally forcing the
martial law government to cancel its plans.

Four of Macli-ing’s killers were charged and in 1983 tried before a military tribunal. An
army lieutenant and a sergeant were subsequently found guilty of murder and frustrated murder.
The lieutenant was later reinstated in the army, rose to become a major, and then himself was
killed in 2000 by the New People’s Army.

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Name: ________________________________ Score: ___________
Schedule: _____________________________ Date: ____________
TASK 1: ESSAY
1. Explain the importance of preserving ancestral lands over building mega projects.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________.
2. Explain why we still need people like Macli-ingDulag in today’s time.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________.
3. If you are in the shoes of Macli-ingDulag, would you do the same? Explain your answer.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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LESSON 6:THE QUEST FOR CORDILLERAN AUTONOMY
Cordillera is a region where its cultures and traditions were preserved from the influence
of colonizers. Many statutes or state laws of the country were patterned from foreign laws who
have different cultures and traditions from our country, including Cordillera. Thus, some policies
are not in the accordance of Cordilleran culture and practices. And autonomy is one way for
Cordilleran people to create its own laws and policies that would jibe to the culture and beliefs of
Cordillera. There were different challenges faced by Cordillera for autonomy like the emergence
of CPP/NPA, the division of provinces, the lack of educating the people regarding autonomy and
others that will be discussed below.

Division of Provinces of Cordillera

Former president Marcos order No. 1 divided in the Country in 13 regions supposedly for
better administration, planning and development. The old Mountain Province composed then of
four provinces and one city was not made as one region. Instead the provinces of Ifugao and
Kalinga-Apayao were placed under Region 2 (Cagayan Valley) and the provinces of Benguet,
Mountain Province, and the City of Baguio were placed under Region 1 Ilocos Region). With this
arrangement the above provinces were somehow minoritized and got less attention in terms of
fund allocation and development projects which was understandable at that time.
In 1976 the governors of these four provinces forwarded a resolution to President
Marcos asking for a separate region for the old Mountain Province coverage. But the request
had not been granted.
Assemblymen or representatives in Congress of Ifugao and Baguio namely Jess
Paredes and Honorato Aquino respectively filed separate bills in the Batasan for a separate
Mountain Province Region. The bills also did not prosper.

Negotiation for Autonomy during Aquino’s Administration

During the Aquino administration, Cordillera Bodong Association CBA, Cordillera
People’s Liberation Army CPLA, and a newly organized organization, the Montanosa National
Solidarity (MNS) presented to President Aquino a paper entitled “ Towards the Solution of the
Cordillera Problem: A Statement of Position”. This paper outlined the root of the Cordillera
problem and contained 26 specific demands that touched on political, social, economic, cultural,
military, police and foreign relations matters. These demands, according to the paper, if
addressed, would end the armed struggle and usher in peace in the Cordilleras. The President
committed to have the demands tackled formally during the peace talk.
Demand No. 1 is the recognition by the National Government of the autonomy of the
various ethnolinguistic groups in the Cordilleras.
Demand No. 4 is for National Government to guarantee the independence and freedom
of the Cordillera Nation in preserving, consolidating and developing the socialist way of
life and moral order indigenous to its homelands.
Demand No. 6 is for the National Government to set up a Federal Republic of the
Philippines that allows the existence within the framework of autonomous and co-equal
states, including a Cordillera Autonomous Socialist State.

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 During the negotiation, the New Armed Forces of the Philippines and the CPLA entered
into an agreement for a cessation of hostilities.

Executive Order 220

After a total of seven months of peace talks President Aquino signed on July 15,1987
Executive Order No. 220 creating the Cordillera Administrative Region (CAR) consisting of the
provinces of Abra, Benguet, Ifugao, Kalinga-Apayao (not yet separate provinces), Mountain
Province and the City of Baguio. The CPLA considered EO 220 its minimum demand for a
sustained peace in the Cordillera pending the establishment of an autonomous region.
Purposes and bodies created. CAR has three purposes:
1. Administer the affairs of the government in the region.
2. Accelerate the economic and social growth and development of the units of the region.
3. Prepare for the establishment of the autonomous region in the Cordilleras.
EO 220 created four new bodies:
(1) the Regional Security Force (RSF) to assist in the defense and security of the region
subject to guidelines issued by the President for this purpose after consultation with the CAR
,other organizations and appropriate agencies of the Government,
(2) the Cordillera Regional Assembly (CRA) to act as the policy-formulating body which
shall articulate and harmonize the interests and aspirations of the peoples of the Cordilleras,
(3) the Cordillera Executive Board (CEB) to act as the development body and
implementing arm of the CAR,
(4) the Cordillera Bodong Administration act as a special commission within CAR under
the supervision of the CEB. It main responsibilities are to promote respect for the customs and
usages of the tribes concerned, to foster unity among the tribes, to promote regional
confederation and the practice of direct democracy and collective leadership, to promote the
communal social order and economic systems.
The signing of EO 220 raised fears and concerns among some individuals, groups and
local government units. There were a lot of protests from private groups against EO 220. The
City of Baguio and the Province of Benguet including its 13 municipalities forwarded to higher
authorities resolutions and petitions seeking exclusion from the coverage of the EO. There were
cases filed in the Supreme Court questioning the constitutionality of the EO. In later years the
EO also did not sit well with the Cordillera solons who filed seven bills to abolish/amend the EO.
There were two Senate bills also filed for the same purpose.
Cordillera solons separately filed 7 bills seeking the abolition of EO 220 and creating an
ordinary region for the Cordilleras. There were also two Senate bills seeking same purpose.
None of the bills reached second or third reading.

The Creation of Autonomous Region under 1987 Constitution

While the Constitutional Commission was in the drafting/debating stage of a new
Philippine Constitution, and while the peace talk between the Government Panel and the
CBA/CPLA panel was on-going, the Cordillera People’s Alliance lobbied members of the
Commission for the inclusion of the an autonomous region for the Cordillera in spite of
oppositions from some Cordillera groups and local government officials. Regional autonomy for

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the Cordilleras and Muslim Mindanao was enshrined in the new constitution that was ratified by
the Filipino people on February 2, 1987 in a plebiscite.
Under 1987 Constitution, section 15, article 10 reads: There shall be created
autonomous regions in Muslim Mindanao and in the Cordilleras consisting of provinces, cities,
municipalities, and geographical areas sharing common and distinctive historical and cultural
heritage, economic and social structures, and other relevant characteristics within the
framework of this Constitution and the national sovereignty as well as territorial integrity of the
Republic of the Philippines.
Section 18, Article 10 reads: The Congress shall enact an organic act for each
autonomous region with the assistance and participation of the regional consultative
commission composed of representatives appointed by the President from a list of nominees
from muti-sectoral bodies. The organic act shall define the basic structure of government for the
region consisting of the executive department and legislative assembly, both of which shall be
elective and representative of the constituent political units. The organic acts shall likewise
provide for special courts with personal, family and property law jurisdiction consistent with the
provisions of this Constitution and national laws.
The creation of the autonomous region shall be effective when approved by a majority of
the votes cast in a plebiscite called for the purpose, provided that only provinces, cities,
municipalities, and geographic areas voting favorably in such plebiscite shall be included in the
autonomous region.
Mentioned above are the prime requirements in the 1987 constitution to be complied
before autonomy be imposed to the region of Cordillera.

Plebiscite in 1990 and 1998

Pursuant to the Philippine Constitution a plebiscite on RA 6766 (an act providing For an
organic act for the Cordillera autonomous region) enacted by Congress on October 23, 1989
was held on January 30, 1990. The main advocate groups on autonomy and various leading
personalities including politicians were not united in their stand. Some supported and
campaigned for the organic act; others were opposed to it and campaigned against it. All the
Cordillera provinces under CAR except the province of Ifugao voted against this organic act.
Researchers, members of the academe, and other individuals came up with the
following reasons for the failure of the first plebiscite:
• Lack of or inadequate information about the autonomy law and the concept of autonomy
itself
• Very short campaign period of only two months
• Misinformation on autonomy and various provisions of the organic act
• Non-readiness of the people for autonomy
• People playing safe by voting “no” to what they did not understand
• Campaign fund channeled to COMELEC

A second plebiscite for a second organic act (RA 8438 enacted by Congress on Dec. 22,
l997) was held on March 9, 1998. It was likewise rejected by all the provinces under CAR
except the province of Apayao, which by then was a separate province. The following were the

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reasons for the failure of the second plebiscite as gathered by some researchers who
interviewed several informants:
• Limited campaign period (Feb. 5-March 5, 1998).
• Copies of the organic act were released and distributed only in the first two weeks of
Feb.
• Delayed release of plebiscite funds to the COMELEC which announced that the
plebiscite may be reset.
• Delayed release of information and education fund on the organic act.
• Channeling of the IEC funds to Governors and City Mayor which caused suspicion that
the funds would be used for the politicians campaign in the election which was not far
away from the date of the plebiscite.
• Ban on political advertisements which included IEC on the plebiscite.
• Very active “no” campaign by church group members and the FLAG.
• Persistent mis / dis-information on many provisions of the organic act causing fears
among the voters particularly DECS and other government employees.
• Questionable leadership credibility. Many believed that incumbent politicians will run for
regional offices.
• After the second rejection there were no groups really determined to push for a third
organic act up to 2010. There were some attempts by a few individuals but these
attempts were not able to have a solid support.

Concluding Remarks
In the struggle for contemporary Cordillera regional autonomy, various advocate groups
and community leaders were not united on the contents of an organic act as well as its
formulation and information processes. Some campaigned for the organic acts passed by
Congress while others campaigned against them. The pursuit of Cordillera regional autonomy
had been decorated with splits between and within groups, with protests and counter-protests,
with petitions and counter-petitions, with court cases and counter-court cases and many more
showing the intellectual finesse, accommodation of opinion, and vibrancy of Cordillerans.
There were efforts for pursuing the third bid to legalize autonomy in the Cordillera. Bills
to establish an Organic Act for an autonomous region in Cordillera was filed; House Bill No.
5595 filed during the 15th Congress and House Bill No. 4649 in 2014 during the 16th
Congress both of which failed to pass. The latest attempt is House Bill No. 5343, "An Act
Establishing the Autonomous Region of the Cordillera (ARC)" which was filed on March 20,
2017 during the First Regular Session of the 17th Congress. The latest bill is supported by all
House representatives from the Cordilleras. Additionally, for the first time in history, all provincial
and city governments throughout the Cordilleras also support Cordilleran autonomy.
A declaration to expressed support for the establishment of the Autonomous Region of
the Cordillera (ARC) as part of the President Rodrigo Duterte-led process of shifting the form of
governance of the Philippines to federalism from the presidential setup to federalism was signed
on April 24, 2017 by about 200 local officials, tribal leaders, and civil society organizations at
Mount Datu. There has also been a campaign to include Nueva Viscaya into the Cordilleras as
the province is culturally and geographically part of the Cordilleras and not the Cagayan Valley.

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Name: _______________________________ Score: __________
Schedule: ____________________________ Date: ___________

TASK 1:TRUE OR FALSE. Read and analyze the statements given below. On the
space provided, write “T” if your answer is true, and “F” if your answer is false.
_____1. Under order no.1 of former president Marcos, Cordillera region is included in the 13
regions of the Philippines.
_____2.Only the province of Ifugao who voted for the first Organic Act in 1990.
_____3.Cordillera Regional Assembly (CRA) is created to assist in the defense and security of
the region subject to guidelines issued by the President.
_____4. Former president Marcos gave negotiations together with CBA/CPLA for the
autonomy of Cordilleran region.
_____5. Under Executive No. 220, the Cordillera region was formed.
_____6.The third Organic Act of 2005 failed because of limited campaign period.
_____7. “CBA” stands for Cordillera Bodong Association.
_____8. The second Organic Act of 1998 was successful.
_____9. During the term of former president Cory Aquino, Jess Paredes and Honorato Aquino
respectively filed separate bills in the Batasan for a separate Mountain Province Region
_____10.The creation of the autonomous region shall be effective when approved by a
majority of the votes cast in a plebiscite.
_____11. During the Marcos administration, province of Benguet, Mountain Province, and City
of Baguio were part of Ilocos Region.
_____12. Benguet is the only province who voted to support the second Organic Act of 1998.
_____13.The requirements of becoming autonomous region were mainly based under the 1987
Constitution.
_____14. “CPLA” stands for Cordillera People’s Liberation Association.
_____15. One of the reasons for the failure to pass the first Organic Act in 1990, was
misinformation on autonomy and various provisions of the organic act.
_____16. Under E.O. 220, Cordillera Bodong Association (CBA) was recognized to act as the
development body and implementing arm of the CAR.
_____17. When E.O. 220 was created, Province of Ifugao forwarded to higher authorities
resolutions and petitions seeking exclusion from the coverage of the EO.
_____18.One of the objective of CPLA,is for the national government to guarantee the
independence and freedom of the Cordillera Natio.
_____19. The main purpose behind the creation of E.O. 220, is to give the Cordillera region
the autonomy to resolve internal conflicts with the use of customary laws.
_____20. Limited campaign period is one of the reasons why the two plebiscites failed.

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TASK 2:Narrate the quest of Cordilleran autonomy by describing the challenges, and
reasons for the failures of different propagandas.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________.

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LESSON 7: INTERACTING WITH HISTORY THROUGH HISTORICAL SHRINES AND
MUSEUMS

We have been discussing ways to study the past through variety of sources available to
us. While research is a valuable tool to learn more about the experiences of the nation and our
history, there exists venues where we can experience history, and these are through historical
shrines and museums. Historical shrines and museums serve as portals to the past. These
venues for living history provide us a certain level of authority and trustworthiness that could
impact the way we view the past.

Historical Sites/Heritage - Historic site or heritage site is an official location where pieces of
political, military, cultural, or social history have been preserved due to their cultural heritage
value. Historic sites are usually protected by law, and many have been recognized with the
official national historic site status. A historic site may be any building, landscape, site or
structure that is of local, regional, or national significance.

Historical Museums/Shrine – Established to collect, preserve, study, and present to the public
objects of material and spiritual culture that reflect the development of human society. Historical
museums may be of a general nature, devoted to the history of a country, republic, or city, or
they may be devoted to special historical disciplines or to independent branches of historical
science.

Cultural Sites/Heritage - is an expression of the ways of living developed by a community and

passed on from generation to generation, including customs, practices, places, objects, artistic
expressions and values. Cultural Heritage is often expressed as either intangible or tangible
cultural heritage. As part of human activity cultural heritage produces tangible representations of
the value systems, beliefs, traditions and lifestyles. As an essential part of culture as a whole,
cultural heritage, contains these visible and tangible traces form antiquity to the recent past.

Historical Sites/Heritage
1. Philippine Military Academy (PMA), Baguio City
The Philippine Military Academy
began on October 25, 1898 with the
establishment of the Academia Militar in
Malolos, Bulacan by virtue of a decree
issued by the first president of the young
Philippine Republic, General Emilio
Aguinaldo. Graduates were awarded
regular commission in the armed forces. Its
existence was short-lived, barely four
months old, up to 20 January 1899, when
hostilities between the Americans and
Filipinos erupted.
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 The outbreak of World War II in late 1941 disrupted training at the Academy. Classes
1942 and 1943 were graduated ahead of schedule, assigned to combat units in various parts of
the Philippines. Many perished during the war.
The Philippine Military Academy reopened on May 5, 1947 again at its former location in
the Summer Capital, Camp Henry T. Allen.Due to the need for wider grounds, the Academy
moved to its present site at Fort Gregorio del Pilar, a sprawling 373-hectare compound in
Loakan, some 10 kilometers from downtown Baguio City. Named after the young hero of the
battle of Tirad Pass, General Gregorio delPilar, PMA in its new location was developed into a
military training institution with facilities and infrastructure required by a growing academy.

2. The Mansion House, Baguio City

The Mansion House is located at the
eastern part of Baguio City, along Leonard
Wood Road and across Wright Park, and it
has been the official summer residence of the
Presidents of the Philippines since the
Commonwealth. It was originally built to be
the seat of power of the American colonial
government during the summer months.
In 1947, the heavily damaged Mansion
House was rebuilt at a cost of PhP80,000, with additional guest rooms and conference rooms
constructed. It would then serve as venue for important events. Later Presidents reinstated the
Mansion House’s status as summer retreat, and make their own impressions on the structure.

3. Diplomat Hotel on Dominican Hill, Baguio City

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 In May 1911, the councils of the Province of the Dominican Order voted to construct a
vacation house in Baguio on a 17 hectare property they had acquired when the American
authorities were encouraging people to come here. Actual work started in 1913 under Fr. Roque
Ruano and the building was inaugurated on May 23, 1915. To take advantage of the tax
exemptions a school called Collegio del Santissimo Rosario was opened in June 1915 but due
to the very small enrollment the school closed in 1917, reverting the building to the original
vacation house sanitarium.
During WWII it was first occupied by refugees. Later the Japanese Army Liberation
Forces had to bomb out the refugees from the buildings. The five direct hits left very extensive
damage and for a time it was left unrepaired. Reconstruction was started in 1947 and completed
in 1948 with most of its pre-war grandeur and beauty restored.
In 1973, Diplomats Hotels, Inc. acquired ownership, remodeled the interior into a 33
bedroom hotel with modern facilities, but retained the unique and distinct personality of the
Dominican Hill. In the 80's the hotel ceased operations due to the death of one of its majority
stockholders. Plans are underway to develop this historical religious landmark into a tourist
resort.

4. Kenon Road, Baguio City

Named after Col. Lyman W. Kennon who was the final builder of the famous benguet
road, with the help of the industrious Cordilleras and foreign workers.Kennon road is the
shortest and the most scenic highway linking Baguio and the lowlands. The Lion's head can be
found along the way.Final construction of this road was finished in 1903. Col. L. Kennon first
ascended to Baguio in 1905.Of the original workers, the Igorots and Japanese were admired for
their trustworthiness and willingness to work.Kennon was closed to traffic after the July 16, 1990
earthquake. It is now open to light vehicles.

5. Camp John Hay, Baguio City

In 1903 Camp John Hay was designed for the exclusive use of the US Military and
Department of Defense in the Far East. This U.S. base, named after U.S. President Theodore

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Roosevelt's Secretary of State, was used by the Japanese as a concentration camp for
American and British soldiers during WWII. It was also used as their military headquarters when
General Yamashita moved up north from Manila towards the end of the Japanese Occupation of
the Philippines.
Since 1997 it has been in the hands of a private developer on a long term lease. It
boasts of private vacation houses, hotels and lodging facilities, including most popular Baguio
hotels, Camp John Hay Manor and Forest Lodge, a shopping center called Mile-Hi Center with
numerous restaurants and stores, and CAP Convention Center.

Historical Shrines and Museums

1. Kiangan National Shrine, Ifugao

In the 9th day of July 1975, a memorial has been erected as per Proclamation No. 1460
and was named "BANTAYOG SA KIANGAN", the national government cognizant of the
significance to Philippine history. The shrine marks the place where the "Tiger of Malaya"
General Tomoyuki Yamashita, the highest commander of the Japanese Imperial Army in the
Philippines, surrendered to the Fil-American Forces. Annually, the Victory Day of Gen
Yamashita's surrender is commemorated on every 2nd day of September. The shrine, which
symbolizes a native Ifugao house, has a viewing deck where you can see the mountains of
Ifugao Province. The Victory Day of Gen. Yamashita's surrender is commemorated with a
Wreath-laying Ceremony as the first part of the program participated by Local Officials, nearby
schools, LGUs, foreigners and invited guests every 2nd day of September.

2. Baguio Teachers’ Camp, Baguio City

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 In December 1907, Benguet Governor William F. Pack conceived of the idea of putting a
vacation camp for teachers in Baguio City. He then wrote to the American Colonial
Government's Secretary of Public Instruction W. Morgan Shuster who responded
quite enthusiastically. The plan to create Teachers Camp for this purpose was approved a
month later, in January 1908. In April of that same year, just three months later, Teachers'
Camp opened in what was soon to be officially designated as the Summer Capital of the
Philippines, with the Baguio Teachers' Assembly as its first activity. Participants came from all
over the Philippines: American school teachers, school superintendents, other teachers and
even Bureau of Education officials, who all slept in tents pitched under pine trees.

3. Bontoc Museum, Bontoc, Mountain Province

Bontoc Museum houses exceptional exhibits on the history and heritage of the
indigenous peoples of the Cordillera region. In the museum, there were exquisite photographs
of native Igorots and their customs captured by Eduardo Masferre sometime in the mid-1900s.
The powerful black-and-white photos are interspersed with indigenous art, representing each of
the region’s main tribes. You may spot Kalinga headhunter axes, gansa (gong) handles made
with human jawbones, and fanitan (baskets used for carrying severed heads).

4. Baguio Museum, Baguio City

Baguio Museum stands for, upholds,
and embodies the cultural and historical
heritage of Baguio City. Inspired by Ifugao
architecture, the museum is made of stone and
wood featuring a striking pyramid roof and two
huge concrete poles at the stair entrance that
resembles a traditional Ifugao home with an
elevated floor supported by posts.
This time-honored museum was built in

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1975 at the corner of Governor Pack Road and Harrison Road. It was hit by a major earthquake
in 1990 but was rebuilt after a decade to continue its purpose.

5. Museo Kordilyera, Baguio City

Located inside the University of the Philippines Baguio, MuseoKordilyera is the first
ethnographic museum in the Northern part of the Philippines. The three-story museum was
formally opened to the public on January 31 of this year.
According to Dr. Salvador-Amores, museum’s director, the MuseoKordilyera is focusing
in the collection, preservation, and exhibition of artifacts and other objects unique to the
Cordillera region, its peoples, and its cultures and traditions. The museum aims to cultivate an
understanding of and respect for the identity and culture of the indigenous peoples of the
Cordillera and Northern Luzon as an integral part of the evolving Filipino culture.
Inside the museum, you can find contributions from the collections of BenCab Museum, UP
Baguio Library and Archives, the Saint Louis University Museum and the Diocese of Baguio
Museum and Archives.

CULTURAL SITES/HERITAGE
1. Hanging Coffins in Sagada, Mountain Province

Within the dark corners of the Lumiang Burial Cave lay a

stack of coffins that enclose some of the oldest Igorot ancestors. A
number of coffins, however, are placed in the highest corners of the
cave walls. These coffins are suspended from the limestone cliffs via
ropes and strong wires. The position of the coffins signifies how
loved ones cared for the deceased. In other words, the higher the
coffin, the more valued the deceased was. The coffins were made
by hollowing out logs that are apparently smaller than the actual size
of the dead. As a result, the body would assume a “fetal position”–a preferred technique
believed by ancient Igorots as a way to bring peace to the departed’s soul.
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 During the Pre-Hispanic era, relatives and loved ones of the deceased would travel the
beaten path in order to place the coffin inside the Lumiang Cave. Prior to that, a 5-day pre-burial
ritualwas required during which the body was preserved using smoke. The hanging coffins of
Sagada may be awkwardly placed but for ancient Igorots, the bizarre tradition was meant to put
their loved ones closer to heaven. Sadly, even dangerous heights have failed to stop some
tourists from doing bad deeds.

2. Banaue Rice Terraces, Ifugao

Banaue rice terraces, system of irrigated rice terraces in the mountains of north-
central Luzon, Philippines, that were created more than 2,000 years ago by the Ifugao people.
Although located in several villages, they are collectively known as the Banaue rice terraces. In
1995 various sections of the terraces were designated a UNESCO World Heritage site,
described as “a living cultural landscape of unparalleled beauty.”
The rice terraces are situated in the Cordilleras of Luzon island. The remote area—some
220 miles (350 km) from Manila—has long been home to the Ifugao, wet-rice agriculturalists
who began building the terraces about the 1st century CE. Despite possessing only basic tools,
the Ifugao created an engineering marvel: a vast network of rice terraces sustained by an
elaborate irrigation system. According to reports, the terraces—which resemble steps carved
into the mountainside—cover some 4,000 square miles (10,360 square km), and their total
length is estimated at approximately 12,500 miles (20,100 km), roughly half the Earth’s
circumference. While the rice terraces were important to the Ifugao economy, they also served a
cultural function, requiring intensive cooperation among the people.

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5. Kabayan Mummy Burial Caves, Kabayan, Benguet

Kabayan is one of the Municipality of Benguet Province in the Cordillera Mountain

Ranges of northern Luzon. The municipality is recognized as a center of Ibaloi Culture. The
Ibaloi, the dominant ethno-linguistic group, of Kabayan have a long traditional practice of
mummifying their dead. Mummification began prior to the Spanish colonization. Individuals from
the higher societal stratum of the Ibaloi of Kabayan used to be mummified through a long ritual
process over a long period of time. The process of mummification using salt and herbs and set
under fire may take up to two years. When the body is finally rid of body fluids, the mummy is
placed inside a pinewood coffin and laid to rest in a man-made cave or in niche dug-out from
solid rock. During the Spanish period, Christianity spread and took a foothold in the mountains
of Benguet and the practice of mummification and cave burial was abandoned. The remains
are then placed in wooden coffins and interred in man-made burial niches in rocks or rock
shelters and/or natural caves.Strategically located in the mountain slopes of the municipality of
Kabayan, more than 200 man-made burial caves have been identified and 15 of which contain
preserved human mummies.

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Name: ______________________________ Score: ___________
Date: _______________________________ Date: ____________

TASK 1: Answer the following questions briefly.

1.Explain importance of preserving historical and cultural sites.
____________________________________________________________________________
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________.

2.Identify ways on how to protect historical and cultural sites.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________.

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 EVALUATION OF THE COURSE

1. What lesson or activity did I enjoy most? Why?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What is the most important lesson which I can apply in my daily life?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. What are the new insights/discoveries that I learned?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

4. What topic/s do I find least important?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

5. What possible topics should have been included?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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